EDUC 621 Case Study Assignment Guidelines

Transcription

1 Exhibit: Assignment Guidelines, Rubric, and Sample Assignments t Demnstrate Advanced Candidates Wrking with Diverse Students EDUC 621 Case Study Assignment Guidelines T demnstrate yur understanding f Mel Levine s neurdevelpmental cnstructs, yu will be asked t d a case study f a persn in terms f the cnstructs. A rubric fr this assignment is prvided. Yu will describe the persn yu chse in terms f academic and ther ut f schl areas. In ther wrds, yu will describe the persn in terms f academic perfrmance and diversity: sciecnmic status, race, learning preference, ther disabilities, etc. Additinally, yu will critically analyze the persn in terms f each f the neurdevelpmental cnstructs: attentin, remembering, skill, understanding, utput, and adaptatin. There will be a great deal f discussin and mdeling dne in class t ensure that yu are clear as t what is expected in this assignment. Upn cmpletin f this case study, please submit it in Live Text fr me t grade. As always, me if yu have any questins. Gd Luck!

2 EDUC 621 CASE STUDY SCORING AND CORE RUBRIC Cmpnent t be Evaluated Descriptin f Student academically and ther in-schl areas N great details abut student A few details abut the student Many details abut the student 2*** Descriptin f student sciecnmically and ther ut-fschl areas N great details abut student A few details abut the student Many details abut the student 3 Discussin f Observable Phenmena assciated with Weak Attentin Cntrls Unsatisfactry and f pr quality Lacks use f apprpriate vcabulary and terminlgy Of average quality Uses sme vcabulary and terminlgy Of excellent quality Uses prfessinal language Des nt reflect readings/curse discussins Reflects sme readings/curse discussins Reflects a great deal f reading/curse discussin 4 Discussin f Observable Phenmena assciated with Reduced Remembering Unsatisfactry and f pr quality Lacks use f apprpriate vcabulary and terminlgy Of average quality Uses sme vcabulary and terminlgy Of excellent quality Uses prfessinal language Des nt reflect readings/curse discussins Reflects sme readings/curse discussins Reflects a great deal f reading/curse discussin 5 Discussin f Observable Phenmena assciated with Chrnic Misunderstanding Unsatisfactry and f pr quality Lacks use f apprpriate vcabulary and terminlgy Of average quality Uses sme vcabulary and terminlgy Of excellent quality Uses prfessinal language Des nt reflect readings/curse discussins Reflects sme readings/curse discussins Reflects a great deal f reading/curse discussin 6 Discussin f Observable Phenmena assciated with Deficient Output Unsatisfactry and f pr quality Of average quality Of excellent quality Lacks use f apprpriate vcabulary and terminlgy Uses sme vcabulary and terminlgy Uses prfessinal language Des nt reflect readings/curse discussins Reflects sme readings/curse discussins Reflects a great deal f reading/curse discussin

3 7 Discussin f Observable Phenmena assciated with Delayed Skill Acquisitin Unsatisfactry and f pr quality Lacks use f apprpriate vcabulary and terminlgy Of average quality Uses sme vcabulary and terminlgy Of excellent quality Uses prfessinal language Des nt reflect readings/curse discussins Reflects sme readings/curse discussins Reflects a great deal f reading/curse discussin 8 Discussin f Observable Phenmena assciated with Pr Adaptatin Unsatisfactry and f pr quality Of average quality Of excellent quality Lacks use f apprpriate vcabulary and terminlgy Uses sme vcabulary and terminlgy Uses prfessinal language Des nt reflect readings/curse discussins Reflects sme readings/curse discussins Reflects a great deal f reading/curse discussin 9 Prescriptive Plan t aid student in the Classrm Plan is nt tailred t student Plan in tailred t student Plan is tailred t student 10 Spelling/Grammar** (mre than 6 errrs earns NO pints) Des nt reflect suggestins discussed in class Des nt reflect suggestins frm class 4-5 errrs 2-3 errrs 0-1 errrs Reflects suggestins frm class and readings SAMPLE STUDENT ASSIGNMENT February 27, 2012 Case Study The student that I have chsen t d my case study n is Genesis. Genesis is a fur year ld student in the fur year ld preschl classrm at Main Street Elementary. Genesis will be turning five n April 5. Genesis lives in a small huse n the utskirts f Lake City. She has a large yard and a small pati area. Genesis has her wn rm and is expected t clean r maintain her wn rm. Genesis lives with her mther, grandmther, and ne year ld sister. Genesis is f average weight and height. Genesis s mther is in her mid twenties. Genesis s family is in the lwer ecnmic range, but her mther always makes sure that Genesis has what she needs fr schl and ther areas. Genesis receives free lunch at schl. Her mther ges t schl during the day and wrks n days that she is nt at schl. After schl, Genesis ges t a lcal day care center and is picked up by her mther at 5:30 pm. Genesis s mther brught her t the schl fr testing when she was tw years ld. After testing, Genesis was denied fr services but was brught back when she was three. In her three year ld test, she was put in a twice a week speech class. When starting fur year ld preschl, Genesis cntinues t receive speech service twice a week. Genesis has the ability t prnunce the sunds needed t talk but has a stutter that prevents her frm cmmunicating clearly. In the classrm, the teachers and

4 students have truble understanding her mst f the time. After six mnths f treatment, Genesis has imprved greatly and cmmunicates much mre clearly withut stpping t finish wrds r sentences. When Genesis started schl, she was very lw and scred a fur n the Dial three test. The average fur year ld scre in ur classrm was Genesis had a lw vcabulary and even lwer knwledge abut letters, numbers, r shapes. After Genesis was taught the prper ways t say sunds, she started t cmmunicate better. Genesis des extremely well in small grup and nw is perfrming average. Weak Attentin Cntrls In the classrm, Genesis has t be reminded several times during activities t pay attentin and listen fr steps r directins. She has very weak prcessing skills. In the classrm, she prcess little t nthing and can nt fcus n a chse tpic fr mre than fur minutes. With Genesis s prductin, she des nt have truble starting t d wrk but it takes her a really lng time t cmplete wrk. She lves t learn and wants t, but her attentin n ne tpic is shrt. She des nt shw sign f weak mental energy; at nap time, she sleeps withut stress and wakes rested and ready t g. On the carpet, she has truble keeping her bdy under cntrl. She des nt intentinally put her hands n r fall ver friends but it happens several times a day. When walking thrugh the schl r classrm, Genesis walks int ples and falls ver students, furniture, r her wn feet. Reduced Remembering When remembering, Genesis des really well when she fcuses. When asked a task, she can remember several steps. But when carrying ut tasks, Genesis has t be reminded f what she is ding. Just by saying her name, she jumps back t what she needs t be ding. With her shrt term memry, she shws attentinal dysfunctin. Genesis lses track f things that she has been asked t d. On mst days, Genesis can be given ne directin and still has t be reminded t cmplete the task. When asked the task, she can repeat exactly what yu said and then refcus t cntinue. When n the carpet, Genesis has t be redirected several times t remember the material. Chrnic Misunderstanding Genesis shws slw data prcessing. When in small grup, I have t repeat cncepts several times in several ways fr her t catch n. But when she has it, she really understands things. When Genesis is cmmunicating, she gives excessive amunts f infrmatin. When called n, she will have a piece f her stry that relates t the bk r answer, but she will give her whle life stry. When Genesis came int schl, she did have weak language prcessing. She had a very lw vcabulary and when talking, she prnunced wrds wrng. After several weeks f speech, Genesis is being taught the way t say different sunds. Nw many f the students and bth f her teachers can understand her in the classrm. Genesis des well with cncrete cncepts. She des better when she can tuch, see, and feel her learning. She has weak prcessing cncepts and has n sense f a page. When writing her name, the G will take up the whle paper r the G might even be bigger than the paper. She des extremely well with picturing wrds, picturing shapes, and imagining scenes when reading. She des

5 well with these; if she can cntrl her attentin while perfrming them. I believe that Genesis wuld d better in these areas if she did nt have slw data prcessing and excessive tp-dwn r bttm up prcessing. Deficient Output Genesis des nt shw hesitatin when she talks because f a lack f vcabulary but because she has the stutter. When she is speaking, she shws lw ideatinal density. She will talk with a ne wrd answer and her sentences are very simple. When she des start talking, she will g n frever but it is mstly repeated ideas r sayings. Genesis has truble with large mtr cntrl and fine mtr cntrl. When cming in, Genesis had truble ging up stairs withut help and culd nt hld a pencil r press dwn hard enugh the make a line n the paper. She has truble keeping up with mst materials and will smehw lse her papers frm the carpet t the table r bk bag. When in centers, Genesis will bunce frm ne center t the next and shws n awareness f time in any way. Genesis als has a hard time retrieving things ut f her head. Genesis des extremely well with critical thinking and math prblems. After learning abut numbers, she actually helps many lwer students in this area. She is great with all types f math cncepts like pattern recgnitin and cntinuing a pattern that is already made. Lately, she has been making her wn patterns. When cunting, Genesis des have t be reminded t slw dwn r lk at what she is cunting. She has a tendency t skip ver items r assign tw numbers t ne item. Delayed skills Genesis has many delayed skills in reading. Mst f these skills lack because f her speech. She has truble listening fr different sunds r paying enugh attentin t wrds t hear the differences in the sunds. Genesis has truble with spelling because her stutter hinders her frm hearing all the sunds in the wrds. Mst times, she will nt hear the beginning f a wrd but with help can hear the ending. Genesis has majr difficulties when it cmes t writing. After gathering enugh grss mtr skills, Genesis has just begun t develp fine mtr skills. She can nw hld a pencil and even write her name where thers can cmprehend it. Writing fr Genesis is als difficult because f her spatial awareness. When writing abut a bk read, she can draw many things frm memry as lng as she was fcused during the read alud r activity. In math, Genesis des nt shw much truble. She des great with remembering the shapes and facts. When cunting, she always remembers t put the items in a straight line befre cunting. Pr Adaptatin Genesis shws n signs f pr adaptatin. Every mrning, she runs t me and gives me a great big hug. When jking, she is always the student that wants t stay at schl ver night. When leaving fr the weekend, she always tells her mther she wants t stay. Genesis never cmplaints abut being verly sick at schl r shw signs f bdily preccupatin. She des nt shw any nncmpliant behavirs. In the classrm, Genesis is an amiable student. She gets alng well with all f the students

6 and many f the students lve t play with her n the play grund. Genesis des nt shw any signs f mtivatinal lss. She has a high self-esteem and a great relatinship with all fur teachers in the rm. She des nt neglect schl wrk but has t be reminded t cmplete her wrk. Plan I have three main areas f fcus fr Genesis; spatial awareness, fine mtr, and attentin. I believe that withut spatial awareness, Genesis will cntinue t have prblems with a sense f where things are n a paper. With reading and writing, yu have t fllw a certain line r pattern. Genesis has truble walking withut running int things r tripping ver nthing. In class, I include many activities that are fcused n Genesis and ther students that have lw spatial awareness. The first strategy I have included is rm raming. During ur mrning music time, I have encuraged the children t mve/ram under, arund, ver, and behind places in the classrm t music. This has helped Genesis and ther students will lw spatial awareness t be aware f what is arund them. After many f these types f activities, Genesis can nw write her whle name n the paper withut running ut f rm r ff the paper. Genesis has als shwn great imprvement in the hallways because she has nt ran int anymre ples. Activities like this ne have greatly imprved her sense f space and awareness f things arund her. I will als begin t include many activities where she can thrw items back and frth with a partner. I am hping t put many partner activities in where she can becme aware f the peple arund her. The secnd strategy I put in place has helped Genesis with her grss mtr skills. On the playgrund, I have begun t encurage Genesis t take the stairs n the equipment ne ft after the ther and play n the tw different balance beams. We have begun t play physically challenging games like wheelbarrw, tag, and tug a war. These games have helped Genesis develp strnger grss mtr skills. I knw that these games and activities are wrking because Genesis can nw carry her lunch tray withut drpping it and swing a bat withut letting it g. The third strategy that I have implemented t help Genesis is fine mtr prductin. In the classrm, I have included many games that encurage Genesis t use her fine muscles. These games will include puzzles, bead wrk, cutting table, finger paint, and clay wrk. I have als begun t give Genesis smaller pieces f paper t write her name. This strategy is wrking the best because Genesis can nw write her entire name withut help and fit it n ne piece f paper. She can nw zip, buttn, and hk her clthing withut help. I will cntinue t add new fine mtr activities in my daily rutines t help Genesis and students like her. The furth strategy that I have implemented with Genesis will help her with attentin. During read aluds and activities, I have begun t place Genesis near ne f the teachers r myself. With Genesis clse t me, I can ntice when her mind begins t wander ff and redirect her. This strategy wrks better than Genesis away frm the teacher but it des nt wrk as well as I wuld have hped it

7 wuld. Beginning sn, I wuld als like t prvide her with a tangible item t hld while listening. I want t get her t a place where she can redirect herself. I will als begin t put students near her than fcus extremely well and they will redirect Genesis as well when she tuched them r wanders ff. Hpefully these new ideas will cntinue t help Genesis with her attentin. The fifth strategy that I will implement int my classrm t help Genesis will be mre small grup practice. With Genesis, she des much mre wrk in a ten minute small grup activity versus a twenty minute whle grup lessn. In small grup, we can wrk n spatial awareness, fine and grss mtr skills, and attentin. In these small grups, I wuld lve t include students that are lwer in math. Genesis is gd with helping ther students that are lwer in math cncepts. In small grups befre, I have nticed hw Genesis has fewer pprtunities t wander with her attentin. During centers, I will begin t pull the students fur at a time. I hpe in this small grup time, I can review majr classrm tpics like cunting, cutting, reading, writing, and sciences.

8 SAMPLE STUDENT ASSIGNMENT Educatin 621 Case Study February 27, 2012 Academic Adrianna is a yung 6 year ld in first grade. She is ver a year and a half belw grade level in reading and math based MAP tests, Reading A-Z text leveling, and teacher made assessments. She des an excellent jb wrking ne n ne with a teacher, but small grup and whle grup is a challenge fr her. She isn t a behavir prblem at all. She is very quiet and almst shy t the pint f yu never knw she s in the rm. Her hearing was checked and it tested nrmal. Her biggest prblem is fcus. She will lk at me while I teach, but if I ask her what I said, r what we are talking abut, she desn t have any idea. She has t be taught everything at least twice, s I have her in a preview grup and smetimes I have t pull her again t reteach. She was put in tier 2 by ur Student Interventin Team because her MAP scres were in the bttm 10% in Math and Reading. Her interventin teacher had her wrking n Fast Frward, but had t drp her dwn t a pre-k level because she wasn t being successful at anything she tried. Out f Schl and Sciecnmic Status This student lives with her mm and grandma. She is an nly child, and she is a free lunch student. Her mm wrks at night, but it is a minimum wage jb. Dad lives in New Yrk, but tries t stay invlved with her. Grandma basically raises her. Frm the papers that mm filled ut at the beginning f the year, she had a nrmal pregnancy and nrmal birth. There haven t been any majr accidents in Adrianna s life. I wasn t able t find ut abut any envirnmental elements such as expsure t txins. I d think that mm might have a persnality disrder. Yu never knw if Adrianna s mm is having a gd day, r bad day. Grandma is illiterate and des her best t help her with hmewrk. I ve spken with her mm abut Adrianna s fcus prblems and she agrees that there is a prblem and that she and

9 her mm see it at hme, but she wn t give permissin fr screening. Her mm was very upset when she fund ut that she was ging t be in a grup getting extra interventins. She didn t want her in the grup and blamed me fr giving them Adrianna s name. I explained that this was based n her test scres and nt n anything that I said abut her. I did explain t her that this culdn t hurt her daughter, that it culd nly help her. She infrmed me that her daughter didn t have mental prblems and she didn t want her in the grup. She kept saying this even after I explained t her that this wasn t what this meant. Weak Attentin Cntrls Weak Mental Attentin-D nt see any prblems. She stays alert. She will participate when prmpted and directins are repeated multiple times. I dn t see any prblems with sleep imbalance. Perfrmance is basically the same unless we wrk ne n ne and then she nrmally des a wnderful jb. Perfrmance n everything else is very lw t nne at all. Prcessing She has truble prcessing anything I say. She als has serius prblems fcusing. Prductin She has a very lw reinfrceability. Reduced Remembering Shrt Term Memry She desn t have attentinal dysfunctin. She des have weak prcessing. (See Abve)

10 She cannt paraphrase. Desn t enter new infrmatin int shrt term memry. She will knw it right nw, but in 5 minutes when she has t d it n her wn, she can t remember anything. Even thugh I ve taught memry strategies, she desn t use them. Active Wrking Memry Has serius prblems maintaining active memry. She lses track very easily s everything has t be repeated multiple times. She desn t answer questins frm texts very well. She desn t remember what is read the sentence befre. She nly remembers the last thing said. She frgets what she is writing abut and starts writing randm ideas because she knws she is suppsed t be writing smething. If she is wrking n mre than 1 task, she will nly d the last thing said. She des this even when yu make her repeat the directins. Prblems with Lng Term Memry Has truble putting knwledge int lng term memry. She can draw upn sme things stred in lng term memry, but it takes an extreme amunt f time befre knwledge is in her lng term memry. Cannt categrize wrds r bjects. Has prblems putting letters and numbers in rder. Chrnic Misunderstanding Weak Language Prcessing Her phnics are great because she knws mst f her letter sunds. Has truble with Mrphlgy because she can t put the sunds tgether t make wrds.

11 She has prblems with semantics because when yu tell her smething and ask her what it means, she can t tell yu. Fr example: Adrianna, it s recess time and it s raining. What des that mean? She tells me we need umbrellas because all she heard was it was raining. Grammar is gd when writing. She des phnetically spell wrds and she knws that a capital letter ges at the beginning f the sentence and sme kind f punctuatin at the end. She desn t d well in cnversatins because she jumps tpics s much. It s almst like a stream f cnsciusness, s there isn t any discurse. Incmplete Cncept Frmatin She will understand a cncept if it is made cncrete. She has serius prblems understanding abstract cncepts. She has prcessing anything that has mre than 1 step. Can t have discussins because she gets ff tpic s easily. Desn t understand nn-verbal scial cues. I can put my hand n her shulder t get her t pay attentin and that desn t d any gd. Weak Spatial Prcessing She can t visualize wrds, picture shapes, imagine scenes when reading, picture hw t d smething, frm images in her mind, r d arts and crafts activities. Slw Data Prcessing She has extremely slw data prcessing. She has a very small chunk size capacity because she can nly remember abut 1 thing at a time. Deficient Output

12 Language Prductin She has weak language prductin. She des all f the fllwing: Hesitates when speaking. Has lw ideatinal density because she answers questins with 1 wrd and can t elabrate. She lacks chesive ties because she speaks and writes with simple sentences verusing sme basic high frequency wrds. Weak Mtr Prductin I dn t see any prblems with grss mtr, fine mtr, r graphmtr skills. Organizatinal Behavir The nly prblems seen with this are prspective retrieval because it take secnds fr her t retrieve any infrmatin ut f lng term memry and integrative because she can t multitask. Prblem Slving Has truble in math. (Deciding whether t add r subtract.) There isn t any critical thinking. The nly questins I can get her t answer are basic knwledge level questins. She als had truble at the beginning f the year with her persnal needs. She went thrugh a tw mnth perid where she wet herself 1-2 times per week. Nw every mrning I g ver bathrm prcedures with her. Delayed Skill Reading Has really gd phnlgical awareness.

13 Desn t have discurse cmprehensin Active wrking memry is very small. Desn t have autmatizatin. Des d well with paired assciatins such as letter sunds. Can call sight wrds, just can t use them in a sentence. Spelling Des great with phnlgical awareness and graphemic retrivial. Desn t d well with segmentatin, rule recall, attentin t detail, semantic netwrking, retrieval memry, and has a lw reading ability. Writing Des a wnderful jb spelling high frequency wrds. Has sme prblems spelling wrds phnetically. Des a great jb with her letter frmatin. She als des a great jb n the mechanics f writing such as a capital letter at the beginning, a perid at the end. She has prblems generating and rganizing ideas. She has truble writing in different frmats. Whatever she writes is nrmally nt n tpic and has nthing t d with anything we talked abut that day. It is neat and mst f the wrds are spelled crrectly because she nly uses high frequency wrds in simple sentences. Math She des great n additin and subtractin as lng as she has a lng time t d the prblems, (Abut 2 min. per basic additin r subtractin prblem) and manipulatives.

14 It tk her a lng time t understand measurement because she had prblems remembering the new vcabulary. We haven t dne gemetry yet, but what I ve seen during calendar time and mrning wrk is that she can name shapes and that s abut it. Basically, she can add and subtract. She seems t like it and desn t seem cncerned r stressed abut ding it. She desn t d well prblem slving. Pr Adaptatin Schl Related Sadness Nt seen. Bdily Preccupatins Nt seen. Nncmpliant Behavirs Nt seen. Scial Inability Very shy with peers and adults. Always whispers when talking t smene. Mtivatinal Lss Nt seen. Prescriptive Plan Auditry and Visual Training Activities Memry Games Get her tested t see if she has an auditry prcessing deficit.

15 Have her sit at the frnt f the rm. Mdel and teach clear cmmunicatin skills. Cntinue t wrk in small grup with her. Have her repeat directins t me and a partner. When she can t answer questins, ask smene else, but make her repeat. Cntinuusly questin t build understanding. Pre-teach her and then have her try t explain it t smene else. Give her graphic rganizers when she writes t help rganize her writing. Have her read the tpic t write abut and then read what she wrte t make sure they match. Have her draw a picture abut a tpic and then have her write the sentence using the drawing t help her remember. Have her wrk in an interventin grup n the prgram Fast Frward t build fcus. Make sure she cntinues t have manipulatives in math. Have a prblem f the day s she can practice prblem slving. Use high frequency wrd games t help her remember wrds and t transfer them t her reading and writing. Ask her cmprehensin questins thrughut reading a stry.