Using SPOT analysis for quick and early troubleshooting

Teaching Pre K-8, Jan 1995 by Downs-Lombardi, Judy

Maria Medina is a first-year teacher in a third grade classroom of 28 students. She's caring and enthusiastic, but one area leaves her discouraged and daunted: the diagnosis of problem students. She simply does not have time for the in-depth diagnosis of students' problems her college courses suggested, and her school psychologist is backlogged for two months. What to do?

Borrowing from the social sciences, Maria uses the new concept of SPOT analysis. This calls for her to develop a vision of the student and share it with parents and professionals who can help. As the shared vision emerges, the identified child receives the help he or she needs most--when the child needs it.

Maria also uses these four questions to foster discussion with parents, as she shares a vision of the child created out of the four essential indicators.

To start the process, it's essential to develop a fundamental understanding of the child, including Strengths, Problems, Opportunities and Threats (SPOT). Here are the key questions in the process that Maria uses to gain an understanding of children's needs:

Strengths. What are this student's strengths? What does he or she do well? What key resources are being used to benefit the student?

A student who has strong verbal skills but needs help in math might benefit from peer tutoring or the services of a parent volunteer. A student who is already receiving academic assistance might also benefit from personal counseling.

Problems. What problems now exist? Think of problems as situations in which there's a gap between the child's current standing and where he or she should be.

In Maria Medina's class, she often finds that a student with reading difficulties does not have books at home or watches too much TV. She works with parents to ensure that students have the materials, such as pencils and books, they need at home to succeed in school.

Opportunities. What opportunities do you see for this student? An opportunity is a possibility that could be pursued in the future, if significant actions are begun. Opportunities may require the expenditure of resources: people, time, money.

Maria realized that the addition of a new computer in her classroom would facilitate individualized learning for students who need help with phonics, basic math and geography. She was also able to make good use of a parent volunteer to tutor two students in reading.

A local theater provided the impetus to "read for the stars," and students exchanged books read for movie tickets.

Threats. What threats exist to the future well-being of this student? A threat is something that could go wrong in the future to harm the child, for example, child abuse, chronic illness, divorce or the unexpected loss of a family member.

Six of Maria's students are from homes where divorces have just taken place. Children who are usually affable and stable in their emotions might develop feelings of sadness, anger, guilt, and even hostility, as they adjust to their new situation. The teacher recognizes the threat and invites the school counselor to the class for activities on different types of families and feelings associated with change and loss.

Beyond SPOT Analysis. Once the teacher has completed SPOT analysis, what is the next step? Maria identifies other areas that help her make a quick, early assessment of students' needs. The areas include cultural factors, values, goals and strategies. Maria thinks of students in terms of the culture and home life that distinguishes them from other students, and looks for the implications of these differences. She pays attention to the primary values espoused by these children, and how their values are practiced at school.

She lists the goals that must be accomplished over the school year for each child, in order for her vision of the child to move toward reality. For instance, Maria's goals for the six children include monitoring and stabilizing their academic performance, while their emotional states are in flux "To check (informally) math and reading performance on a weekly basis" is a goal Maria has for each of these six students.

Action steps. How is Maria going to accomplish the goals? She develops a list of action steps, specific ideas to guide her and the children's behavior during the school year. Action steps can include peer tutoring, help from parent volunteers, counseling, field trips, individual and cooperative projects, journals, use of guest speakers, computer activities, student interviews, portfolios and other forms of descriptive inquiry.

All of these ideas are shared with parents through conferences and letters home, so parents can provide information about cultural differences and values, as well as participate in goal-setting. Where appropriate, Maria also discusses her SPOT analysis with students to verify her perceptions and get feedback.

Maria's overall vision of a child might look like this:

1. Strength: reads above grade level and enjoy books; good at predicting and logical sequencing.

2. Problems: has trouble staying on task; easily distracted; needs a quiet environment with minimal distractors.