Quiz Instructions
EXHIBIT 1:
Class Description
Ms. Kane is a general education kindergarten teacher at a public elementary school.
In her class are Leanne, who has a diagnosis on the autism spectrum disorder and
thus has an IEP the school has developed for her; and Antonio, who receives
Response to Intervention (RtI) services in Tier 3 to improve delayed numeracy
development. Both children are native English-language speakers.
Leanne can speak, but only talks to others about her few strongest interests, like her
collection of toy miniature animals. Her preferred activity is to arrange animal toys
in long, perfectly straight lines. If anybody disrupts these lines, she reacts with
severe agitation. She will deliver monologues on her toys if approached, but does
not initiate conversations and seems unable to participate in conversational turntaking. She seldom contributes to class discussions. Leanne has a tendency to
wander off during daily morning class meetings. A teacher’s aide accompanies her
throughout the school day, except during one hour in the resource room with the
special education teacher, who helps her with reading. Leanne’s numeracy skills are
developmentally normal, but her word decoding and sight word identification skills
are below age and grade level.
Antonio demonstrates language and early literacy development equal to that of his
peers, but is well below age and grade level in math skills and concepts. In addition
to core mathematics instruction that all students receive, Antonio receives 30
minutes daily of RtI Tier 3 intensive, individualized intervention to improve his
comprehension of math concepts and his learning and use of mathematical skills.
EXHIBIT 2:
Sample from Ms. Kane’s Observational Notes on Antonio (Current school year)
Antonio has difficulty with mathematical thinking, including for everyday activities.
One prominent conceptual deficit I have noticed is with comprehending one-to-one
correspondence. For instance, when I asked him to hand one sheet of paper to each
child in his group, he skipped some classmates and gave others multiple sheets.
Also, for setting the snack table, I have modeled setting one napkin in front of each
chair, but he distributes them randomly instead, missing some places and depositing
wads of napkins in others.
Antonio also has difficulty comprehending and discriminating among object
quantities. For example, in the manipulatives center, Antonio was playing with four
blocks and the classmate next to him had about 25 blocks the same size. When I ked him who had more blocks, he could not tell me. I then asked him to count his
blocks. He very quickly counted aloud from one to ten without looking at, pointing
to, or touching his four blocks. Then I modeled touching each block one at a time,
saying “one” for the first, “two” for the second, etc.; however, Antonio could not
independently imitate what I did. Then I used hand-over-hand, guiding him to touch
each block while counting, but he still could not repeat this on his own.
EXHIBIT 3:
Sample from Ms. Kane’s Working Lesson Plan
Question 11
Analyze the information given in all three exhibits. Then write a response about 150-200 words
long. Your final draft should follow all conventions of edited American English writing. In your
response, address the following:
11a. In Ms. Kane’s working lesson plan, identify one thing that would present difficulty for Leanne,
including the lesson component where it is found. Explain why this part of the lesson would present
Leanne with difficulty.
Question 12
Analyze the information given in all three exhibits. Then write a response about 150-200 words
long. Your final draft should follow all conventions of edited American English writing. In your
response, address the following:
11b. Describe one way of modifying the lesson plan that would facilitate Leanne’s participation, and
explain how and why this modification would make the lesson more effective for Leanne.
