Data Collection Methods

Observation Tools
Teacher notes on student behavior and progress during lessons or activities.
Predefined lists of skills or behaviors that teachers check off as students demonstrate them.
Behavior Tracking Sheets: Recording behaviors (positive or negative) over time, such as frequency of participation, attentiveness, or disruptive behavior.
Collaboration Tools
Teacher Collaboration Notes: Shared notes or platforms where teachers track behavior and progress with the help of colleagues.
Parent Communication Tools: Platforms to inform parents of their child's progress.
Parents Conferences
One-on-Ones: Teachers meet with parents and discuss academic or behavioral progress.
Goal Setting: Teachers and students work together to set learning or behavioral goals, monitoring progress regularly.
Class Councils (three times a year)
Teachers meet to discuss students' learning and behavioral progress and issues, and to set goals that will then be discussed with the students.

Subjects involved

Student: Gaston is a child who loves life and feels loved. He lives with his mother and twin sister. He says he hasn't seen my father in about a year (his father lives in Mexico). He says, "I'm the man of the family." He's not ambitious about his work: "At a 10, my grades are fine." But the lessons seem complicated to him.

Teachers: Teachers emphasize Gaston's lack of attention in class and the amount of time he should be given. If teachers don't give him this much time, he can become distracted and chatter. He receives help at home from his sister and a neighbor, as his mother comes home late. He has no trouble communicating with his peers or teachers because he comes to talk with a teacher at the end of class to discuss a topic or talk about his personal life. Teachers express concerns about him because of his difficulty concentrating. Gaston responds positively to the support strategies provided by the school. He is precisely asking for this type of initiative.

School leaders: The headmaster was alerted by teachers' comments about Gaston's lack of regularity and commitment to core subjects. "His average was raised by the arts subjects." "No other facts were brought to my attention."

Counselors: The counselor highlights Gaston's chatter and lack of concentration in class, his lack of confidence in his abilities, easily overwhelmed by the amount of homework, as well as his talent for computers and sports. "He even participates in the extra sports workshops offered by the school, such as the dance workshop." Gaston participates well in discussions and group work."Since his mother isn't of French origin, the language barrier is very real."

Parents: His mother, with whom Gaston lives with his twin sister, emphasizes the fact that Gaston was initially homeschooled by his father. He lived with his father in Mexico for two years. The children have to catch up on the elementary school knowledge they missed. He has concentration problems but is able to focus on things he enjoys (he woodworks with a neighbor). He is a curious child, happy to go to school.
According to his mother, « Gaston needs autonomy because he relies heavily on his twin sister ».