Joecasestudy[1] 1


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Joecasestudy[1] 1

  1. 1. BY Anne Cantwell AND Richard Racz
  2. 2. Case Study: Joe smith A DESCRIPTION ACCORDING TO PREVIOUS IEP, JOE IS:  Fourteen years old.  A Caucasian male attending eighth grade in a public school in the Santa Clara school district.  A native English speaker.  Qualifying for Special Education Services under the qualifying term of SLD, specific learning disabilities.
  3. 3. Case Study: Joe smith CURRENT PLACEMENT  Currently placed in a special day class 4 times daily for 45 minutes of the day, 57% of the school day.  His listed previous accommodations include:  Preferential seating near the board with unobstructed view and a reminder to wear contacts or glasses.  Take or finish tests in RSP room, using extra time as needed Help with "chunking" long term assignments; establish achievable milestones  These are labeled "as needed" and are meant for the general education classroom
  4. 4. Case Study: Joe smith STRENGTHS  Science  According to his former science teacher, Joe “turns in high quality work, stays focused, seems confident in his ideas, prepares his own study materials and studies for tests.”  Reading and literacy  Joe is able to respond to comprehension or literary analysis questions with at least 80% accuracy.  Attends well to presentations, and responds well to factual questions and ones which require more thinking after.  Social Skills  IEP report describes Joe as well liked by peers, and cooperative with teachers and staff
  5. 5. Case Study: Joe smith OTHER ACADEMICS Moderate Areas of Concern  Study Skills  Previous IEP goal involves acquiring study skills by preparing study materials and using techniques such as notes and flash cards.  Math.  Working on pre algebra and should be ready for algebra in high school.  Has "good number sense", often catching his own mistakes, but is occasionally confused by new assignments.  Previous IEP had one math related goal.  Takes the CST with accommodations (small group, ask to clarify instructions)
  6. 6. Case Study: Joe smith AREA FOR IMPROVEMENT: WRITING  Joe has scored out of the testing range on state Previous teacher: “His writing contains awkward wording in some sentences and paragraphs, and lack of good organization in his writing, failing to develop his thoughts sequentially with logical placement based on importance of thoughts.”
  7. 7. STRENGTHS/WEAKNESSESJoe’s Writing Strengths: Often has awkward transitions between paragraphs. Often repeats his mistakes upon rewrite. Awkward sentence structureJoe’s Writing Weaknesses: Eager to learn Has good reading and listening comprehension
  8. 8. Case Study: Joe smith PREVIOUS IEP GOALS IN WRITING TWO IEP GOALS FROM LAST YEAR Joe will… “Develop a 4-5 paragraph paper which includes clear introductory, body and conclusion paragraphs in 3 of 4 instances observed, obtaining 85% or better on a teacher prepared rubric.”  Benchmarks  After three months: “needs much scaffolding”, has “errors in mechanics” and “choppy sentence structure.”  After six months: “doesn’t always follow directions” and still lacks in sentences structure. “Be able to create five paragraph essays in which all paragraphs show unity, and all transitions are appropriately used.”  No benchmarks listed.
  9. 9. Case Study: Joe smith OUR PLAN: PROPOSED IEP GOAL Given a topic: “Joe will write a short series of four writing compositions for an hour each day. He will follow four standard prompts for writing: persuasive, descriptive, analysis and a short story. They each display clear organization, including smooth transitioning between paragraphs and smoothly constructed sentences, as well as at least five visual and/or multimedia supports for his story. He will be graded on a rubric that will include three requirements each for the three topics of the organization (and appropriateness to writing objective), writing mechanics and effort/creativity, and will receive a score of 4 or 5 out of 5 possible points on six of the nine category criteria for each essay.”
  10. 10. OTHER FACTORS We considered the following other factors that could be causing Joe’s writing problems:  Home factors  IEP contains no information about Joe’s home life being disruptive  Language Acquisition problems  Joe is a native English speaker  Vision/hearing problems or environmental concerns  The IEP reported no hint of vision or hearing problems and his science performance indicates that his problems are not across the board in all subjects  Behavioral/social factors:  Not an issue, as IEP report describes Joe as being highly motivated to improve his skills, even in writing.
  11. 11. Case Study: Joe smith OUR PLAN: FOUR PROMPTS  Because Joe needs practice with organization , planning and crafting, we thought that several shorter essays would be beneficial for him to really practice.  Each prompt addresses a different standard and type of writing, and are connected through a common theme.  Some of the prompts interconnect.  Ex: Research paper requires Joe to research the history of the rules of a chosen sport, then predict future rules. His short story will involve a sports game set in the future using his predictions.
  12. 12. Case Study: Joe smith STANDARDS ADDRESSED BY ALL FOUR PROMPTS: 1.1 Create compositions that establish a controlling impression, have a coherent thesis, and end with a clear and well-supported conclusion 1.6 Revise writing for word choice; appropriate organization; consistent point of view; and transitions between paragraphs, passages, and ideas.
  13. 13. Case Study: Joe smith PROMPT STANDARD Find and describe an article in an online 2.2 Write responses to literature: encyclopedia which describes the rules your a. Exhibit careful reading and insight in their interpretations. favorite sport. Did the author of the article b. Connect the student’s own responses to the writer’s techniques and to specific textual references. organize the details of the game in a logical, c. Draw supported inferences about the effects of a literary work non-confusing manner? Explain why or why on its audience. not? d. Support judgments through references to the text, other works, other authors, or to personal knowledge. How have the rules of your chosen sport 1.4 Plan and conduct multiple-step information changed over the last ten years? How do you searches by using computer networks and modems. think they will change in the near future and 1.5 Achieve an effective balance between researched why? information and original ideas. Compare and contrast the differences between your chosen sport and another. Which is 1.3 Support theses or conclusions with analogies, designed better for strategic play? Why? paraphrases, quotations, opinions from authorities, comparisons, and similar devices. Using your predictions about the future of your 2.1 Write biographies, autobiographies, short stories, or chosen sport, write a short story about a game narratives: that might happen ten years in the future a. Relate a clear, coherent incident, event, or situation by using well-chosen details. featuring at least two well developed characters b. Reveal the significance of, or the writer’s attitude about, the and featuring a well developed arc with an subject. introduction, climax and conclusion. Create at c. Employ narrative and descriptive strategies (e.g., relevant least three visuals or multimedia works dialogue, specific action, physical description, background depicting your characters or illustrating your description, comparison or contrast of characters). setting.
  14. 14. Case Study: Joe smith PROPOSED SCHEDULE
  15. 15. Case Study: Joe smith IMPLEMENTATION For implementing this goal, we suggest:  1.5 hours of his SDC time spent on the prompt at hand  First week spent on organization  One graphic organizer per prompt  One outline per prompt after G.O. with teacher’s help  Rough Draft  Proofread with Ginger  Proofread with text reading software  ex: Read Q, Write Q
  16. 16. TIMEFRAME/DUE DATES Joe’s papers would be due one every three months, following a quarter system Suggested due dates: The 10th of Oct, Jan, April and June He would work for about a week on planning, 1-1.5 weeks to perfect his work, then his teacher would grade for a week and they could discuss his grade/improvement before explaining the next assignment. This would take about a month to a month in a half, allowing for a month to month and a half to work on other skills, such as math and study skills.
  17. 17. Case Study: Joe smith A SHORT STORY GRAPHIC ORGANIZER
  18. 18. Case Study: Joe smith IMAGERY INSPIRATION VS.
  19. 19. Case Study: Joe smith ASSISTIVE TOOL NO. 1 Ginger  Analyzes misspelled words within the context of an entire sentence and suggests words based on the intended meaning of the sentence, as opposed to simply suggesting words that resemble the misspelled word.  Corrects whole sentences, including multiple spelling and grammar errors all in one click.  This will allow for Joe  faster proofreading  more intelligent assistance for word choice/replacement
  20. 20. Case Study: Joe smith ASSISTIVE TOOL NO. 2 Read Q, Write Q  Will read back Joe’s papers to him  This will allow him to train his ear to hear awkward transitions and sentences in his writing  SDC teacher should become familiar with using this program beforehand and teach Joe after his final draft is finished.  SDC teacher should also listen at least once with Joe before he rewrites to answer questions about his writing, or suggestion improvements he has missed.
  21. 21. Case Study: Joe smith RUBRICS  We designed a rubric for each assignment - This is necessary to make sure Joe varies his writing style and organization appropriate to the writing goal  Each rubric is divided into three components:  Mechanics/style  Organization -These two target his IEP areas of improvement  Creativity/effort -The creativity/effort point will allow Joe to achieve points for the effort he puts in to improve his skills and allow him to enjoy writing more
  22. 22. Case Study: Joe smith SAMPLE RUBRIC WRITING MECHANICS A SAMPLE RUBRIC -Writing uses correct spelling ORGANIZATION -The story contains an engaging EFFORT/CREATIVITY -The story includes two to five with 90 % or more words opening, and a character andplot images chosen before writingto spelledcorrectly. developing arc to a climax. inspire the description of the setting and/or characters. -Writing uses proper grammar -The story resolves the climax and punctuation. with a satisfactory ending -The story has introduced at least thatanswers all or most questions two well developedcharacters in raised the story and describes the setting in at least 1-2 paragraphs. Sentences are well put together; -The story raises more than one The story creatively works the varying in length throughoutthe question throughout the plotfor predictions from paper, use varied vocabulary and intrigue. studentsresearch presentation or avoid excessive repetition paper into the plot. ofwords or phrases. -Plot points (or questions) are introduced and resolved in alogical, consequential manner. Student has proofread using Plot transitions unfold gracefully The story has been well thought ginger and a text reading as the story unfolds out using a graphic organizerand softwareprogram meets the length requirement of two to three pages
  23. 23. Case Study: Joe smith CONCLUSION  Each section is scored 1-5 out of 5 possible points.  According to his IEP goal, Joe must achieve 4 or 5 points in 6 of the categories in the rubric (9 total).  This ensures that he is mastering 67% of the skills he is trying to learn, which seems an effective, but attainable goal.  The teacher will report back his grade to him within a week of the due date, so that they will be able to work on needed skills for the next assignment.
  24. 24. Case Study: Joe smith CONCLUSION With the proper guidance and support, Joe can learn how to hone his skills so his writing will be less like this:
  25. 25. Case Study: Joe smith (Unless that elephant happens to be really good at darts…)