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George

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George is a 9th grade student in Brooklyn, New York, who lives in East New York and takes the train to Park Slope for school. He immigrated from Santo Domingo with his mother, an older sister and two brothers in November 2010, in the middle of his 5th grade year. He tested at the 77th percentile in Spanish when he first entered the NYC school system.

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Jul 30
Jessica C (Jul 30 2020 4:12PM) : How long is the commute? I wonder what time he has to leave home to get to school on time and if getting enough sleep is an issue.
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Aug 13
Amanda G (Aug 13 2020 4:36PM) : Who lives at home with George? Multi-generations? Extended family such as aunts, uncles, cousins? Is his father still in Santo Domingo? Does he travel back to Santo Domingo?
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He has been left back two times, once in 3rd grade in Dominican Republic, and again in 7th grade at Francis E. Carter Middle School in Bushwick, Brooklyn. He is classified as SIFE (Student with Interrupted Formal Education), which was determined when he first entered the school system. According to George, he has never stopped attending school; however, if he started at 5 years old and was only held back twice, then there are two years missing somewhere.

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Aug 13
Amanda G (Aug 13 2020 5:02PM) : Description of a Child: Formal Learning
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Aug 13
Amanda G (Aug 13 2020 4:38PM) : Why was George left back in 3rd grade in Dominican Republic?
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Sep 23
Aimee Grace E (Sep 23 2020 5:25AM) : If he already has a title then we know what is causing him to repeat his classes. As something like this is transferred from school to school what are the protocols being taken to assist him instead of just being a label?
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This is George’s first year in high school, so his guidance counselors and administration have not specified a plan of action for his age and grade level and graduation. George’s plan is to change schools next year and complete high school at a transfer school, Manhattan Comprehensive Day and Night.

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Aug 13
Amanda G (Aug 13 2020 4:40PM) : It must be hard for George to keep switching schools. Even in the same education system, schools do things differently from one another.
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Sep 23
Aimee Grace E (Sep 23 2020 5:23AM) : I can see how hard it can be for him to move school to school, but I also see the reason he might feel the need to move to a different school is because his needs are not met. I understand that guidance counselor did not have something in paper for his more

first year but what were they doing to get information or assist him in the little things? Did they just left him to fend on his own because they were unprepared on his arrival?

He says struggles with concentration and likes to “look around, and that wastes time.” His comprehension of English is Advanced, and his productive language skills slightly lower.

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Jul 30
Jessica C (Jul 30 2020 4:14PM) : Whose quote is that? Is he saying he wastes time, or is someone else?
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Aug 13
Amanda G (Aug 13 2020 4:41PM) : I think he is saying that. But he probably heard from someone that he is wasting time. I am thinking he takes longer than the average student to complete assignments.
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His favorite part of the school day is art, drawing in particular, but he is happy with any medium. His work is meticulous and detailed. He often represents information visually in his notes. The most challenging subject for George is science because there is “too many ideas to remember.”

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Jul 30
Jessica C (Jul 30 2020 4:16PM) : Sounds like he prefers learning visually. Maybe one study strategy could be for him to illustrate the ideas he learns about so that he can engage with them more easily.
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Aug 13
Amanda G (Aug 13 2020 4:44PM) : I agree with you Jessica. In support of your idea, I would use what we know about George, "His comprehension of English is Advanced, and his productive language skills slightly lower.".
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Aug 13
Amanda G (Aug 13 2020 4:45PM) : This complements his visual note taking. He is better able to express himself visually compared to verbally.
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Sep 19
Zachary M (Sep 19 2020 9:14PM) : Accomodating a Student's Particular Learning Style more

Based on the information presented in this reading, George seems to be a visual learner. He often represents ideas in his notebook through various visual representations and his preferred subject is art. His least favorite subject is science because he has difficulty remembering all of the various ideas. Perhaps the science teacher could differentiate his/her instruction to meet the learning needs of George through the use of various visual representations including images of these scientific ideas, a diagram with missing information that George could fill in, having George create his own visual representation of these ideas, or through the presentation of a physical model. He also exhibits signs of academic withdrawal as a result of his prior educational experiences of getting left back twice and transferring from one school to another. The death of his father is an emotional burden on him as well that has negatively affected his academic performance.

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Aug 13
Amanda G (Aug 13 2020 5:02PM) : Description of a Child: Formal Learning
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Jul 30
Jessica C (Jul 30 2020 5:24PM) : activities and interests
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He is able to complete tasks on a computer, but says he is not comfortable using one because he types slowly. He enjoys video games like Black Ops and Need for Speed. He is comfortable sending emails for communication and when he misses class. The largest struggle for George is attendance - he misses 1-2 days a week on average. Sometimes he says he is helping his mother, and other times he just doesn’t feel like coming to school.

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Jul 30
Jessica C (Jul 30 2020 5:24PM) : activities and interests
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Jul 30
Jessica C (Jul 30 2020 5:21PM) : relationship with adults - communication
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Aug 13
Amanda G (Aug 13 2020 4:46PM) : Great annotation.
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Sep 23
Aimee Grace E (Sep 23 2020 5:29AM) : I believe these interest of his can be used as tools to motivate and get him more involved. Because we know he tends to miss class keep him accountable by using the email he sends to send the work he needs to complete.
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Jul 30
Jessica C (Jul 30 2020 4:16PM) : I wonder what he finds demotivating about school
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Aug 13
Amanda G (Aug 13 2020 5:00PM) : I wonder If you agree with my ideas I share at the end of this passage. I think his fathers passing happened when he was first left back. We do not know why, but we know language was not a barrier yet because he was still in Santo Domingo.
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Sep 23
Aimee Grace E (Sep 23 2020 5:31AM) : I wonder if the mom is aware and if the child is not giving her fake news about school. It makes me want to ask what is the collaboration between the teachers and parent

George does not have an IEP but he does have difficulties controlling his emotions. When discussing the death of his father over 8 years ago, he is overcome with grief. Some days he is focussed in class and able to keep up with all tasks, and other days he is like a completely different person, unfocused and playful, completing almost no work.

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Aug 13
Amanda G (Aug 13 2020 4:47PM) : This answers my question from earlier, wondering if his father still lived in Santo Domingo.
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Jul 30
Jessica C (Jul 30 2020 5:22PM) : physical presence
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Sep 23
Aimee Grace E (Sep 23 2020 5:32AM) : Need to find what causes radical changes in his personality. I believe there should be a trigger somewhere.

DMU Timestamp: May 11, 2020 21:16

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Aug 13
Amanda G (Aug 13 2020 4:53PM) : I am having a hard time figuring Georges age out. In the US, you are usually 16-17 years old in 11th grade (I added two years onto 9th grade, since George was left back twice).
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Aug 13
Amanda G (Aug 13 2020 4:55PM) : If George is 16, his father passed away when he was 8, around 3rd grade. Could his academic withdrawal be due to the stress and grievance of his fathers passing?
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Sep 23
Aimee Grace E (Sep 23 2020 5:34AM) : I believe so, a traumatic event as such can leave a person disoriented and hard to cope with daily routines.
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Sep 23
Aimee Grace E (Sep 23 2020 5:35AM) : The thing is no one not even the guidance counselor makes that connection. They see his behaviors, His lack in being there but do not connect it to his experience with the dad not being there.
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