Case Study Part 1

By Janelle Baguley, Brittany Machian, Anna Proctor and Laura Varela

IntroductionName: JasonAge: he was born 1989Grade level: 12th gradeSpecial education classification: Specific learning disabilityPlacement: General Education ClassService delivery: Written LanguageSpecial classroom accommodations/ modifications: • 69 minutes 5 times per week.• Extended Response Time, as

needed

Referrals.Attach form SpEd 1 01.11

Provided Practice: Let him choose some of his own books. Comics, write about what they mean.

Differentiated assignment: Different levels of books to red, write small essays, to evaluate comprehension.

Provided Peer Tutoring: Can help him to complete assignments. Volunteer peer tutor for any assignment

Progress monitoring data on targeted skills: Design a folder to keep track of his score. Make him have his own folder so he can check his progress and be accountable for it.

Referral RationaleLetting him choose material will help encourage

his own thinking and hopefully get him excited about learning.

We want to challenge him by providing different levels of reading and writing small essays about them

Tutors can help him finish assignments and help him learn to hold himself responsible for materials.

The teacher will keep track of him but it will also teach him to be aware of his progress by himself.

IEP Jason struggles in writing and reading.

The goals set match with the areas for improvement.

Develop and improve his skills in reading an writing. Write a composition of more than one paragraph Prewriting activity Revise draft Demonstrate Study and Vocational skills Complete assignments within one week of due date

IEP Participants: Legal guardian, LEA Representative, SpEd teacher, GenEd

teacher, Student.

TransitionsLimited transition goals

Post Secondary education, vocational training, continuing and adult education.Creative Design and Graphic Arts

No comprehension in the transitions

IEP goals will help prepare him after high school

Improvement of Transition Improved plan for entering Post Secondary Schools,

writing and submitting applications.

Job experience/shadowing for creative design and graphic arts.

Writing small reports on job experience or application process, to involve his comprehensive writing skills.

Incorporate reading about graphic design and established professionals in the field to help encourage reading skills and Jason learns more about the field in return.

AssessmentWJ-III: Scores SS88 basic reading skills

SS85 broad reading skills

Standard Score : SS

Low: 80-89

Average:90-110

Higher: 111-120

Provide another assessment that will include his skills and multiple intelligences.

ConclusionScores do not justify an IEP.

More involvement from General Education Teachers- use of specific scoring folder, get to know Jason so reading assignments are tailored to his needs and funds of knowledge. GENED teacher can bring parents into the classroom to understand his assignments and also get a more comprehensive understanding of F of K.

Multiple intelligences, skills, interest, when reading and writing. Allowing Jason to have choice in his reading can help incorporate his own set of skills. In testing, the GENED teacher can incorporate several techniques to test Jason on different levels.

Case Study Part II12th Grade Spanish Class

Backward DesignStep 1

Who is in the class? 11th and 12th grade students finishing their foreign language requirement

Jason needs extra time on reading assignments and extended testing time. Also, he needs incorporation of interests, such as, art, technology, etc.

Backward DesignStep 2

USOE Core Standard: Students acquire information and recognize the distinctive viewpoints that are only available through studying the target language

Essential Questions: In which ways is the Spanish culture represented

through art?Does nature influences the Spanish culture and

the way they see the world?What cultural values do you see in the Spanish

culture?

Step 2 ContinuedPrerequisite Knowledge:

-Basic Spanish vocabulary

-Beginner Spanish writing skills

-An understanding of Spanish culture and/or traditions

-Knowledge and understanding of the preterite and imperfect tenses

Backward DesignStep 3

Performance tasks or projects: Students create a brochure that shows the characteristics of

L.S.F. The brochure should be able to meet the needs of a tourist who

wants to know more about the Spanish Culture and the church.

Oral or written prompt: In group they write a dialogue about the impressions of La

Sagrada Familia. They perform the dialogue in class Students hear a paragraph they have to fill in the blank with the

right word or conjugation. They have to discuss about it and answer the questions (they

work in pairs). Students write a short poem/or song where they have to use

elements of L.S.F. and nature

Step 3 ContinuedQuiz, Test, or informal Assessments:

Create five sentences using the perfect present + to be Complete the structure of the sentence with the correct

conjugation Students search on the Internet about Hispanic

buildings were math was used as a main element to show characteristics that are distinctive of the Hispanic culture. Some examples will be provided so the search is easier. Students use the concepts learn in class to describe the building.

Students choose a topic/element related to math to talk about in L.S.F. from pictures that will be provided accompanied with a power point presentation.

Backward DesignStep 4

Design and Sequence Learning Activities: Brief introduction of a story about La Sagrada Familia Conjugation of the present perfect + to be The class discusses what is the Spanish culture? (What aspects is

part of it?) Introduction of Gaudí and modernism (they watch a video and

discuss about it) Conjugation of the present perfect + participle. New vocabulary words (design a model map) They compare different churches and how math is used in the

construction of them (power point presentation with pictures) Creation of sentences using new vocabulary words Read a passage about Gaudí being inspired by nature to build La

Sagrada Familia They analyze in group the main idea Students work together in groups to talk about the influence of

nature in Gaudi’s masterpiece Discussion of the final project

Jason’s Accommodations Break down the readings, this will be beneficial

for all students.

Use of more visual aids for the reading passages, such as graphic organizers, SmartArt, Power Points, and pictures related to reading.

Giving the option of drawing if it is necessary.

Extended time on the summative assessment and in reading passages.

Summative Assessment:Cubing Strategy

Side 1 of Cube: RememberingLa Sagrada Familia was desined by?La Sagrada Familia was finished when?What is the exact translation for this sentence: La

Sagrada familia ha sido por años una de las mas grandes creaciones en la historia.

What mathematical concepts, learned in class, are related to La Sagrada Familia.

In which sense is nature present in La Sagrada Familia

Side 2 of Cube: Understanding

Describe La Sagrada Familia to a tourist and give directions how to get there based on this map in Spanish. Explain with many details as possible. Write down your description and the verbal directions you would give using the present perfect.

Side 3 of Cube: Applying La Sagrada Familia (present perfect+to be)

un monumento a la creatividad del siglo XX. Muchos turistas ( PP+ to visit) esta espectacular iglesia en las últimas décadas. La ciudad de Barcelona i (PP+ to implement) muchas regulaciones para (infinitive to protect) este edificio. Los ciudadanos de Barcelona (PP+ to create) muchas maneras para poder (Infinitive to advertise) esta iglesia que se espera sea terminada para el 2035. Esta Hermosa construcción (PP+ to influence) a muchos artistas, los cuáles (PP+ to write) poemas, I I I (PP+ to paint) pinturas, incluso hasta (PP+ to compose) canciones sobre ella. De seguro que La Sagrada Familia ( future to be) siendo un ícono de la cultura española/catalana.

Side 4 of Cube: AnalyzingDesign a questionnaire with some concerns or

questions that you would like to ask to Antoni Gaudi or the architects that are finishing La Sagrada Familia now. Make a list with topics that we talked in class such us, nature, math, culture, religion, art, modernism, construction, time, etc. and turn them into questions. Do approximately 6 to 10 questions.

Side 5 of Cube: EvaluatingImaging that you were part of a famous

architecture magazine and your boss asked you to write a report about La Sagrada Familia so more people can come and see it, specially people from around the world who want to know more about the Spanish heritage. What would you say and recommend?

Side 6 of Cube: CreatingWith three more people design a building that

will represent the Spanish culture. Try to incorporate the concepts we learned in class. Justify your design by explaining what aspects of the Spanish culture you incorporated in it.

Description of the Assessment

Cubing strategy has different activities that will assess a variety of learners. Each side of cube pertains to different levels.

Side 6 of the cube could benefit Jason because of its creating element, which he shows interest in. Side 5 of the cube could also benefit Jason’s skills with the element of imagination with collaborative writing.

Conclusion Due to lack of knowledge and experience it was really hard

to incorporate different learning styles in learning activities and assessments.

We think Jason does not need special education, rather concentrated awareness of his progress and activities.

More involvement of the GENED teacher could help encourage him to learn at his pace and through his own skills set.

Holding Jason responsible for his materials and also providing him with tutors and support could encourage further development in completing work.

Parent involvement could be crucial, so inviting parents or support system into the classroom can prove to be effective