Case Study Presentation

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Case Study Presentation:

Case Study Presentation Norma Razon EDPY 556 June 15, 2011

Case study 1: Mayra:

Case study 1: Mayra 6 th grade female student Limited English speaker Primary language spoken at home with parents and siblings is Spanish. Parents are also limited English speakers and are unable to find ways to assist Mayra at home with her homework. STAR, CELDT, and district benchmark testing scores fall in the below basic range in the overall reading area.

Area of difficulty:

Area of difficulty Mayra has significant limitations in the areas of pronunciation and comprehension of the English language. She has continuously struggled with reading and reading comprehension throughout Elementary School and continues to struggle in Middle School. Mayra expresses that she does not practice talking and reading in English at home because she does not have any books in English and she communicates with her parents and siblings in Spanish. As a result, her current reading levels are far below basic in her grade level, as compared to current 6 th grade standards at her school. Her ongoing struggle with reading and comprehension are reflected in her low STAR test scores and overall course grades.

Interventions:

Interventions Mayra was enrolled in an additional reading linguistics course offered by the school and operated by school site teachers to provide students who are struggling in a specific area, with additional instruction, support, and tutoring. She would meet 3 times per week for 30 minutes. A meeting was held where Mayra’s Language Arts Teacher and parents (using interpreter) determined possible ways in which Mayra can complete activities at home to help her improve her overall reading skills. This involved Mayra checking out books printed in English, regarding topics that she finds interesting, from the school library to take home and read. Afterward, her parents would ask her to answer basic questions about the story (who, what, when, where, why) to demonstrate her level of comprehension. She also turned in her answers to her Language Arts teacher, so he could monitor her progress.

Baseline and Intervention Progress:

Baseline and Intervention Progress Reading Comprehension score measured at Baseline level: 4/28/11- 37 4/29/11- 34 5/2/11- 41 Reading Comprehension score measured at Intervention level: Week 1 of Intervention 5/4/11 – 43 (below basic) Week 6 of Intervention 6/8/11 – 66 (borderline basic)

Case Study 2: Dorrian:

Case Study 2: Dorrian 6 th grade male student Lives at home along with his older sibling under the care of his grandmother and father. He has moved 2 times prior to coming to this district 1 year ago. He has a substantial amount of absences to date for the 2010-11 school year. Total: 20 absences, of which 15 are from suspensions. He was referred for school expulsion after committing an obscene act on another student. Dorrian is able to respond cooperatively and respectfully in following directions given by school staff. He is able to distinguish what the proper and improper ways are for behaving in different scenarios.

Area of difficulty:

Area of difficulty Dorrian demonstrates continuous problem behavior that is impeding with his learning and the school environment in general. His problem behavior mostly occurs during non-instruction time in unstructured settings (before and after school, lunch, P.E., passing period). On occasion he has a tendency to demonstrate hyperactive behavior in class resulting in him being off-task and not completing his work. His overall benchmark scores taken during this school year are low (43) in the area of Language arts and reading and borderline basic (67) in math. His teachers believe he has much potential, but his high number of absences due to suspensions as a result of his behavior impedes his ability to learn and grasp the concepts in math, reading, and language arts.

Interventions:

Interventions School staff closely monitored Dorrian’s behavior in unstructured settings such as before and after school by teachers doing campus supervision, at lunch by security, custodial, administrative, and lunch staff present, and during passing period by teachers supervising the area from their classroom door; they also reminded Dorrian to think before he acts and always try to make the right choices in any given situation. Strategies to help Dorrian with hyperactivity include: Vary the type of task required (written, then a group activity) Provide opportunities for frequent breaks Minimize the amount of written work required; emphasize the quality, not quantity of his work Allow Dorrian to use a computer when possible Structure transition times; review rules and give reminders of what will be happening next

Baseline and Intervention Behavior Progress:

Baseline and Intervention Behavior Progress Number of problem behavior incidents at baseline level: Week of 4/11/11 – 4 Week of 4/18/11- 2 Week of 4/25/11- 3 Number of problem behavior incidents at baseline level: Week 1 of Intervention 5/2/11 - 2 Week 6 of Intervention 6/6/11 -0

Case Study 3: Noel:

Case Study 3: Noel 6 th grade male student Noel’s father spent his childhood in Mexico; Noel’s mother spent her childhood in the United States. He has no other siblings, just cousins on his mother’s side who he spends a lot of time with. There is no record of him being retained. He has an adequate attendance record. Noel has low scores in the 2 most recent district wide benchmark tests given to all students in the areas of reading and writing .

Area of difficulty:

Area of difficulty Noel has a significant level of difficulty understanding and mastering reading and writing skills. It has been noted that one of the possible primary causes for his struggles has to do with his limited attention span in class. His teachers have observed him during class instruction and report that although he may begin an assignment on task, he quickly loses focus and becomes easily distracted.

Interventions:

Interventions Noel was given a new seating arrangement away from the door, which can be a source of distraction. His seat was also at the front of the room and if necessary, away from students who serve as a distraction (talkative and off task). Noel was given additional instruction, in reading and writing offered by the district as an after school program. He received additional intensive instruction, support, and tutoring in these specific areas from general education school site teachers. This program aimed to help him learn and use methods on how to write an essay, what it includes (brainstorming, thesis statement, main ideas, supporting sentences, formation of essay body paragraphs, intro, and conclusion), and how to bring all the information together. It also gave him additional support outside the classroom to practice reading (fluency, pronunciation, and comprehension).

Baseline and Intervention Progress:

Baseline and Intervention Progress Reading and Writing combined score measured at baseline level: 4/20/11- 47 4/21/11- 49 4/25/11- 45 Reading and Writing combined score measured at intervention level: Week 1 of Intervention 4/26/11- 51 (below average) Week 6 of Intervention 5/31/11- 66 (borderline average)

Conclusions:

Conclusions All three students demonstrated an improvement in their area(s) of difficulty. Although Mayra and Noel’s scores were still in the below average range for each of their areas, an increase in their overall scores was evident placing them in the borderline range between below basic and basic. Dorrian had a significant improvement as his number of problem behavior occurrences decreased by the last week of intervention.

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