BiancaRobertsonCaseStudy2
The Iris Center for Faculty Enhancement
Case Study Unit: Fostering Student Accountability for Classroom Work
Bianca Robertson
Liberty University
Abstract: This paper will address the best plan for helping Joe, an 8 year old 2nd grader meet the goals designed for him by his teacher. Joe receives Title 1 reading tutoring and I will focus on strategies for helping Joe meet each of his goals. Joe has the ability to meet each of the three goals set for him, but it will take time, consistency and some adjustments from his teachers and himself. The setting that is most suitable for Joe in this particular situation is setting A. by having the Title 1 teacher teach the lesson each day that Joe would miss from class enables Joe to still work on this assignment and work towards reaching his goals. One benefit of Title 1 reading is that the Title 1 teacher can make this the goal of the week for the other four children in the tutoring session as well. This could very well be an assignment that they that they could each benefit from and that way Joe is not disrupting the tutoring session by coming in late, nor is he left to try to figure it out on his own at home. Joe’s first goal is to increase the number of his written responses to reading. The two strategies that I feel are best suitable for helping Joe reach this goal are assignment appropriate tasks and modeling desired outcomes. Assigning appropriate tasks involves giving an assignment that is suitable for the students’ age, their background with the content, their level of motivation, the type of instruction, and the time provided to complete the assignment (Evertson & Poole). For Joe, the Title 1 teacher would be able to adjust this assignment for Joe and the other students as needed, based on their level of ability at this time. The Star sheet also states that you should, “Plan for individual adjustments to assignments as called for by IEP or 504 plans.” (Evertson & Poole). This is also a benefit
Case Study Unit: Fostering Student Accountability for Classroom Work
Bianca Robertson
Liberty University
Abstract: This paper will address the best plan for helping Joe, an 8 year old 2nd grader meet the goals designed for him by his teacher. Joe receives Title 1 reading tutoring and I will focus on strategies for helping Joe meet each of his goals. Joe has the ability to meet each of the three goals set for him, but it will take time, consistency and some adjustments from his teachers and himself. The setting that is most suitable for Joe in this particular situation is setting A. by having the Title 1 teacher teach the lesson each day that Joe would miss from class enables Joe to still work on this assignment and work towards reaching his goals. One benefit of Title 1 reading is that the Title 1 teacher can make this the goal of the week for the other four children in the tutoring session as well. This could very well be an assignment that they that they could each benefit from and that way Joe is not disrupting the tutoring session by coming in late, nor is he left to try to figure it out on his own at home. Joe’s first goal is to increase the number of his written responses to reading. The two strategies that I feel are best suitable for helping Joe reach this goal are assignment appropriate tasks and modeling desired outcomes. Assigning appropriate tasks involves giving an assignment that is suitable for the students’ age, their background with the content, their level of motivation, the type of instruction, and the time provided to complete the assignment (Evertson & Poole). For Joe, the Title 1 teacher would be able to adjust this assignment for Joe and the other students as needed, based on their level of ability at this time. The Star sheet also states that you should, “Plan for individual adjustments to assignments as called for by IEP or 504 plans.” (Evertson & Poole). This is also a benefit
References: Evertson, C., & Poole, I. (n.d.). The Iris Center for Faculty Enhancement. Nashville: Vanderbilt University.