Assignment #1 – Case Study
Today’s classroom teachers are expected to possess the knowledge and skills to meet the needs of all students. In our diverse and inclusive classrooms, meeting the needs of all children, including those who are culturally/linguistically diverse, and/or who have special needs including children at-risk, is a challenge facing teachers in all learning environments. To address these challenges, classroom teachers are required to use differentiated instruction and provide evidence that this “Response to Intervention” (RtI) is being actively implemented in their classrooms. Each classroom teacher is expected to know that RtI is the practice of providing high quality, differentiated instruction, and interventions that are matched to students’ individual needs. Furthermore, it means monitoring the students’ progress frequently to make informed decisions about changes in instructional methods and/or goals and objectives. The expertise to collect data via test score reporting and then to analyze and apply this data to inform educational decision-making is a routine expectation of a classroom teacher.
Begin by contacting the Office of Placement Services to locate a designated diverse classroom environment (regular education, exceptional education, and English language learning students) where you will be able to: confer with the teacher to analyze and interpret data from multiple curricular-based and/or other test scores; develop an individualized plan (or intervention plan) for two identified students; provide recommendations for follow-up if needed, and design a plan to share the test results and recommendations with parent(s)/caregiver(s) and/or parent(s)/caregiver(s) and student (depending on grade level) in collaboration with the classroom teacher.
This assignment has six steps:
In cooperation with the classroom teacher [they could be working with another teacher at their own school, so “assigned” isn’t applicable to everyone], analyze the data from multiple curriculum-based and/or other test scores for two students in the class. Utilize the data derived from those scores to diagnose the individualized learning needs of two students. (FEAP a.4.a/FPEC 4.1, 8.6/InTASC 1a.p, 8e.p)
Employ effective research skills to identify key sources of information to determine what instructional methods have been successful for students whose learning needs are similar to those in your data analysis and how progress was monitored. Identify the approach/method(s)/model(s) that you would use with the two students, based on your research. For example, identify review materials for students, such as Learn About FCAT (http://www.testtools.com/fcat/fcat.shtmLinks to an external site.) and Understanding FCAT Reports (http://www.firn.edu/doe/sas/fcat/fcrpdes.htmLinks to an external site.). How can these documents be used to improve test-taking skills? (FEAP a.4.b/FPEC 4.2/InTASC 6b.p, 6o.k, 6t.d)
Identify two standards-based (e.g., Common Core Standards) learning objectives for each student. Determine how the progress of each student should be monitored, and describe the methods you would use, including at least one formative and one summative test for each student, which are based on research. (FEAP a.4.c/FPEC 4.3/InTASC 6b)
Include recommendations for accommodations and/or modifications of the tests and/or of the setting, based on the student’s learning style and unique needs. Develop at least two sample activities per objective that could be implemented that support the learning of each student. Determine what possible additional instructional methods and/or resources you would recommend to meet the needs of those students identified as needing further assistance if what you have proposed does not provide adequate assistance for the unique learning needs of those students. Include consideration of the classroom teachers, parent(s)/caregiver(s)’ and/or student’s perspective when proposing your recommendations. (FEAP a.4.d/FPEC 4.4, 7.5/InTASC 6h.p, 6p.k, 6u.d)
Write a plan to share your interpretation of the test results, individualized plan, and recommendations with the parent(s)/caregiver(s) and/or parent(s)/caregiver(s) and the student (depending on grade level). If you are able to conduct this meeting, with written permission of the parent(s)/caregiver(s), tape-record the conference and submit a written transcription of the conversation. If a parent-teacher conference is not possible, write a dialog, in collaboration with the classroom teacher, for a mock conference. (FEAP a.4.e/FPEC 4.5, 7.3/InTASC 6f.p, 6v.d)
*Use technology to prepare a concise written report summarizing each step of this assignment. Remember to include: a discussion regarding how your data analysis was the driving force behind each step of the proposed individualized plan or intervention plan; graphs, charts, and/or rubrics developed to document progress; a transcript of the parent/teacher conference or mock conference; and your reflective insights in the conclusion. Include a reference list for all cited sources.(FEAP a.4.f/FPEC 4.6/InTASC 6i.p, 6o.k)
