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Case Study Summary:

Case Study Summary Sheryl Wiltsey

Cynthia Introduction:

Cynthia Introduction 12 year-old 6 th grade girl. First year in public school (from private Christian school). Has a twin sister at the same school. Enjoys the social aspect of school, but not the academic. General education classroom.

Problem:

Problem Cynthia tends to lack confidence in mathematics. Receives low grades on math testing. Teacher suggested she practice math worksheets during the summer so that she could grow in her computation skills. Received 7 points under her average peer in curriculum based measurements over three baseline assessments.

Intervention: Practice:

Intervention: Practice Worksheets from interventioncentral.org, focusing on multiple skills, mostly those she miscalculated during baseline testing. When she was done with five problems, her work was corrected and she was asked to fix her mistakes. If she did not understand her mistakes, she was given instruction and asked to do a similar problem on her own.

Data:

5 Data

Conclusion:

6 Conclusion In the progress reports, Cynthia performed well above her peer average. Goal line can be raised in the future, as the trend line reaches above the original target score. Intervention appeared to help Cynthia’s mathematics computation. 6

Stella Introduction:

7 Stella Introduction 12 year-old 6th grade girl. First year in public school (previously enrolled in a private Christian school). Enjoys the social aspects of school, but not necessarily the academic. Gets good grades, but sometimes gets in trouble for talking during class. General education classroom. 7

Problem:

8 Problem Although her grades are good, she skipped specific types of problems during three curriculum based measurement baseline assessments that were at the 6th grade level. Her lack of confidence to perform these items after told not to skip shows that she may not be as proficient in computation as her grades show. 8

Intervention: Practice:

9 Intervention: Practice Given practice worksheets from interventioncentral.org. Problems were mostly those she had gotten wrong or skipped. After doing five problems, her work was checked and she was asked to fix mistakes. When she did not know ho to fix mistakes, she was given instruction and asked to solve a similar problem independently. 9

Data:

10 Data 10

Conclusion:

11 Conclusion Her scores apparently decreased after intervention. However, when studied closer it is seen that she stopped skipping problems after the first progress monitoring, possibly giving a reason for the grade drop. Another possible reason is that she began expressing frustration that she had to do more school work, and during one progress monitor she was feeling sick. All things considered, more intervention is possibly needed to make a reliable conclusion. It is possible that rather than fluency training, Stella needs help to create a more productive disposition. 11

Nate Introduction:

12 Nate Introduction 14 year-old 9th grade boy. First year in public school (previously attended private Christian school). States that he enjoys this school. Involved in track, karate and boy scouts. 12

Problem:

13 Problem Nate was receiving a “D” in his freshman algebra course. Nate’s three baseline assessments in 8th grade curriculum based measurements fell between 50 and 75 percent below the average 8th grader. 13

Intervention: Practice:

14 Intervention: Practice Because it was believed that Nate was having difficulties remembering the basic math that supports algebra, he was given practice worksheets with 8th grade computation problems he often missed in the baseline assessments. Nate was told to finish five problems, after which his work was checked and he was asked to fix any mistakes. When he needed help, he was given instruction and asked to complete a similar type of problem independently. 14

Data:

15 Data 15

Conclusion:

16 Conclusion There was a slight improvement in Nate’s scores. However, more intervention would be necessary to determine whether his scores would continue to improve. It would be helpful to determine specific basic skills Nate is missing that support algebra, and work specifically on these problems to promote higher achievement. 16

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