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Case Study Summaries

These real-world situations are created to show the applicational value of best practices. Cases include authentic artifacts, video, audio, and questions to engage the user. An online forum is available for students to use to discuss the case with colleagues. Cases are also tied to national standards.

Instructional Planning

Universal Design for Learning
Developed by: Kari Stubbs and Rose Hahn
- G'Day Mate: Enabling Learners to Discover An Aussie Author Printable Version
  
  Jackie Jones, a regular education classroom teacher, is extremely excited about the new language arts unit that she is preparing to teach her third grade students. Her class is beginning to study the "land down under", and she is developing an author study of an Australian born author, Mem Fox, to enhance the integrated instruction in her room. Jackie has a student with severe learning disabilities, Steven, and she wants to make sure that she makes Mem Fox and Australia come alive for him. Steven has lots of difficulty with language processing, and motivating him to read and write is her greatest challenge of the year. In an attempt to increase her success, she scheduled a meeting with the school reading specialist to brainstorm ideas for making the most of the unit for all of the kids, but particularly Steven. Upon the completion of their planning session, they make plans for incorporating a student created iMovie presentation, WebQuest, audio taped books, and graphic organizers to maximize interest for all of the kids and increase productivity and success for Steven.
- Picture Writers: Journey Through the Writing Process with Eric Carle Printable Version
  
  Marilyn Evanston is pleased with her third grade science unit on animals and habitats. She has plans to meet with the reading specialist to plan a language arts mini-unit to support the science learning. It is the end of the school year, and she wants to accentuate the unit in a way that would allow her to evaluate some yearlong learning. She also wants the unit to be fun for everyone in the classroom. Marilyn also feels challenged to meet the many learning needs of Oscar, a student who has severe visual impairment and learning difficulties.
  
  During their planning session, the teachers make plans to have their students evaluate Eric Carle books and to use tiered assignments to individualize the learning outcomes for the different learners. Students will learn about the author's artistic style using guided notes and will be creating their own collage picture books and iMovie presentations. One of their students, Oscar, will benefit from speech synthesis, and all of the kids will be given the opportunity to include their actual book or iMovie in their portfolio.
- To Group Or Not To Group Printable Version
  
  Karen, a second year third grade teacher at Madison School has increased responsibility this year. Last year her district decided to cut back a number of positions, including that of their reading specialist. In years past, Karen had depended heavily on Carla, Madison School's reading specialist, especially since the students who attend Madison School come from diverse backgrounds and have many different types of academic needs. Without Carla to help her support her low achieving students, Karen faces new challenges as she tries to accommodate the needs of all her students. Ability grouping her students has become routine and a bit boring for the entire class, so Karen decides to try using cooperative grouping and graphic organizers to meet the learning needs of all her students and infuse some variety into reading time along the way.
- How Can I Engage All These Students? Printable Version
  Case developed by Dr. Steve Colsen
  
  Jackie Johnson, a fifth grade teacher, and Anita Sanchez, a special education teacher, have been working at Kennedy Elementary School for three years. Kennedy School has recently changed to a more inclusive model of serving students with special needs in the general education classroom. Although considerable thought and training went into preparing the staff for this new way of teaching all children, many staff members still struggle with how best to serve their students.

Literacy

Reading Acquisition
Developed by: Melody Gatti and Kristin Hase
- Look Who's Talking! Kindergarteners with Low Language Experiences Emergent Reader Case Study Printable Version
  
  At the end of the first quarter, Linda, a kindergarten teacher, reflects on her students’ academic progress. For the most part, she is pleased. The children have really come a long way since the first day of school, but there are five students who just don’t seem to be making any progress. Linda is very concerned; she knows how important it is for young children to develop strong early literacy skills. After Pat, the speech-language pathologist, talks with Linda about the significance of oral language skills, Linda is inspired to help these students succeed using interactive reading and other positive language practices.
Reading Comprehension
Developed by: Julie Mokhtee and Kirsten Cigler Nelson
- Emergence of Early Civilizations: Reading Strategies in Social Studies for Connecting and Relating Thematic Concepts Printable Version
  
  Mr. Morales is a second year high school social studies teacher. One of his students, Lisa, is having difficulty understanding her textbook. When she gets frustrated, she acts out and disrupts the class. Mr. Morales is looking for reading strategies to use with Lisa that can also benefit his entire class. He is fortunate to have a very collaborative special education teacher in his school, Connie Tucker. Together they will work to help not only Lisa's comprehension, but also the comprehension of her entire class.
- Grab on to Non-Fiction: A Journey into the Life of a Scientist Printable Version
  
  Sharon Turner, a 6th grade teacher, is concerned about beginning a new unit on biographies and autobiographies with her inclusion science class. Brad Gearson, a special education teacher, will be there to offer suggestions and support to Sharon as they attempt to teach the science class. In addition to summarization strategies, Sharon and Brad also plan to incorporate the use of a KWL chart. They hope their efforts will enable all the students to learn about and appreciate non-fiction texts.
- Fish Story: Surfing for Reading Strategies Printable Version
  
  Alaina could not concentrate on her schoolwork. After checking that she is taking her medicine for AD/HD, her classroom teacher and special education teacher meet to discuss what can be done to help Alaina. Janel Whitaker, her classroom teacher, wants the changes she implements to benefit all of her students. Together they develop strategies that could be used in any content area.
Writing

Developed by: Kyle Nelson and Kirsten Cigler Nelson

Up, Up, and Away: Using Planning Strategies to Improve Writing Performance Printable Version

By teaching her students to make a plan for their writing, Katye Brennan hoped to help her fifth grade students improve their Language Arts skills. Since they would spend considerable time planning what they would write, students of all abilities were able to gain confidence and produce work of greater quality.
SEARCHing For Success: Incorporating Revising Strategies Printable Version

While revising and editing of work is often difficult for students, this can be especially true for students who face the challenge of special education. By developing routines and strategies for his students, Matt Carmona is able to reach out to all of his middle school students.
An Old Snake Learns Some New Teaching Techniques Printable Version

Hillary, an 11th grade Zoology teacher, had never worked with a student who was considered to be Mildly Mentally Retarded (MMR). By meeting with the special education facilitator and taking a new look at an old strategy, Hillary is able to utilize a strategy that can help all of her students.

Mathematics
Developed by: Jan Dicker and Kathy Wagner
- A Veteran is Still Learning Printable Version
  
  Nettie's many years of experience provide her with the skills and self-confidence to realize the importance of self-reflection. Even veteran teachers need to assess their teaching and realize when specific lessons and activities aren't effective. Nettie knew she didn't have all the answers and welcomed the help Ginger Simpson provided. Collaborating with other skilled professionals brings a necessary dimension to effective instruction. Nettie admitted to Ginger that she was challenged by her class this year and worried about meeting the needs of all the students regardless of their exceptionalities. Most importantly, Nettie understood that when students were not responding appropriately or if the lesson was not going well, she needed to look closely at her lesson, problem solve with her colleagues, and modify her instruction to meet the needs of her diverse student population.
- Literature and Math Go Hand-in-Hand Printable Version
  
  The upper middle class school district in which Hillary Reese is employed has a reputation for providing a quality education in a safe environment. Hillary enjoys her second grade class at Jackson Elementary School, and she feels confident she is doing her part to uphold the reputation of excellence. Her year progresses smoothly until one day when Eric, a seemingly "normal" student, has a sudden physical outburst during a math lesson. After an evaluation reveals that an emotional disorder contributed to Eric's sudden outburst, Hillary must find a way to adapt her math instruction to ease his stress and help him function in a productive manner during class.
- Who Do I Plan to Teach, and How? Printable Version
  
  Yolanda Rivera works hard to help her eighth graders understand algebra. As a veteran teacher of adolescents, she knows how important it is to make learning meaningful for all of her students. This is not an easy task. In one class alone, Yolanda has twenty-six students who function at a variety of ability levels. While the majority of the class can work at the same pace, there are a couple of students who need more time and additional help to learn the concepts. Yolanda must meet the daily challenge of how to plan a lesson to meet the needs of all students.

Providing Access to the General Education Curriculum

Strategies for Accessing the Social Studies Curriculum

Developed by: Kyle Nelson and Kirsten Cigler Nelson

Making the Connection in the Social Studies Classroom Printable Version

Stan Lopez is hesitant to have a student who has suffered a traumatic brain injury. After consulting Stacie Lorenzo’s former Social Studies teacher, Stan is able to modify some of the things he already does and add two new strategies that might help all of his American History students.
Organization Can Help Everyone Printable Version

Larry Johnston might be dyslexic, but his teacher Jessa Smith needs to figure out interventions to help Larry now as they all wait for the referral process to occur. With the help of unit organizers and graphic organizers, Jessa helps to make Social Studies more clear to Larry and his classmates. As a special opportunity, Jessa also plans to invite a guest to her class to provide the students with the experiential learning.
Textbook Skills Don’t Always Come Naturally Printable Version

Eighth grader Dani Cho loves music and hates school. His Social Studies teacher, Heather Miller, is at the end of her rope with Dani, who has ADD. With the help of the school’s special education teacher, Heather develops accommodations that both focus the attention of Dani and work with her strengths.

Strategies for Accessing the Science Curriculum

Powerful Approaches

Classwide Peer Tutoring
Developed by: Jocelyn Strickland and Maya Isreal
- Joshua's Re-Start Printable Version
  
  Ms. Joy, a second grade teacher, was getting ready to implement a CWPT program. She was unsure of how to get the students to follow the detailed steps of the program and was nervous about whether it would actually work in her class. She was especially worried about how Joshua would react to this new instructional activity. He has a difficult time working with other students.
- Competition Conflict Printable Version
  
  As Mr. Lynn escorted his students back to his classroom, the art teacher turned to him and said, "Your class has changed in the last couple of weeks. They seem too competitive, even in their regular artwork. Mr. Lynn looked weary. "It has been that way ever since we started CWPT. They like the program, and they have even made significant gains in their math facts. It's just ... I can't get them to see that all of them are winning, not just some of them."
- Parents as Partners Printable Version
  
  Ms. Gonzalez was a little anxious about meeting with Mrs. Jones, Elijah's mom. Mrs. Jones had several concerns about her son's participation in CWPT. Ms. Gonzalez knew that this was a researched program. She had been using this type of instruction for four years, and this was the very first time that the program had been challenged in her class. As she prepared for the conference, she thought back on Elijah's participation during CWPT and his academic gains and tried to imagine what Mrs. Jones's concerns might be.
Direct Instruction
Developed by: Sabrina VanBuskirk
- Skating to Success with Direct Instruction Printable Version
  
  Kevin is a 6th grade student who has struggled greatly with reading all through school. He hates to read and is embarrassed for friends and other students to know how much he struggles. Instead of beginning middle school with excitement and anticipation, he enters the doors feeling hopeless. Attending Ms. Dever's special education reading class is certainly not the highlight of his day. For weeks his attitude and actions project this feeling throughout the 2nd hour class. Then Ms. Dever introduces her class to a reading approach called Direct Instruction (DI) that she hopes will lift Kevin and his classmates over their reading hurdles to become independent readers.
- Direct Instruction for the Creative Teacher Printable Version
  
  Tara Bigby pours over the data she has collected to document progress of her three 3rd grade resource students toward their IEP goals. Quickly she comes to the realization that not one of her students is making progress like she would hope. Tara has always taken pride in her creative teaching style, often helping students who have struggled to become functional, independent readers. Now she is faced with an enormous challenge. She needs to look to others for ways to help these kids make the progress they can. Her special education coordinator and friend, Dana Henson, introduces her to Direct Instruction (DI) to help her struggling students. Tara likes the idea of using a research-based program but is not too crazy about what she considers the bland rigidity that accompanies the Direct Instruction process.
- Letting the Data do the Talking: Helping a Parent See the Value of Direct Instruction Printable Version
  
  Mrs. Whitted's son, Eric, has been a special education student since he entered kindergarten in their local school district. He has just begun his 5th grade year at Benton Elementary. Every year she sits with the school staff in his annual IEP meeting discussing his progress or lack of progress on his IEP goals and what his education plan will entail. She feels like he is getting a high quality education, but his progress is so slow. Every year, the teachers working with Eric discuss how far behind he is compared to the average students in his class. She wants him to get better, so he can participate more in his general classroom. It is so frustrating. Now his special education teacher, half her age, says he has been working with Eric with Direct Instruction, and he thinks this will help. From what she can see, this is nothing like the way she, her husband, or her other children learned to read. Sue Whitted is so afraid this is just another waste of her son's time and at a pivotal point in his life.
Cognitive Strategies
Developed by: Kyle Nelson and Kirsten Cigler Nelson
- Imagining Math: Making Relationships Between Math and Real Life Printable Version
  
  As an intermediate elementary school teacher, Joe Miller knew that most students struggled to learn the concept of long division. This year, however, Joe faced an extra consideration in the form of DeAnna Robinson, a fifth grade student who had shown a learning disability in math, as well as issues with behavior. By using several cognitive strategies, Joe hopes to make some changes to ease the learning of long division for all of his students.
- School House Rocks: Studying Rocks and Minerals Using Cognitive Strategies Printable Version
  
  Allison Lee, a middle school science teacher, is concerned about her student, Chad, who has an auditory processing disorder. By making some simple changes to encourage the use of cognitive strategies in her students and incorporating some technology, Allison finds that all of her students can be engaged learners.
- Making Vocabulary Meaningful: Cognitive Strategies in the Language Arts Classroom Printable Version
  
  Megan Reynolds, a sophomore teacher at Thomas Jefferson High School, was concerned about her vocabulary instruction. Her students could not retain the meanings of the words she taught them in class. Through the use of mnemonic and imagery strategies, she tries to reach all of the varied learning styles in her class and keep her students focused on the task of learning new vocabulary.

Accommodations

Instructional Accommodations
Developed by: Sabrina VanBuskirk and Dana Weaver
- Accommodations: Keys to Accessing the General Education Curriculum for Inclusion Students Printable Version
  
  After working with Dalton for the past six months, Marilyn Woo, his second grade general education teacher, initiated an evaluation to determine whether he has a disability. As part of the interdisciplinary team she finished the special education evaluation process as well as development of the initial Individual Education Plan (IEP) where the team determined Dalton has a specific learning disability in reading and written expression. It is now time to think about implementing methods and accommodations that will allow Dalton to benefit from his grade level instruction in addition to special education services. Although Ms. Woo differentiates instruction and assessment for her students, accommodations for a child with an identified learning disability is a relatively new concept for her. After reviewing the IEP, Ms. Woo sets a meeting with Diane Vaughn, the primary special education teacher who implements Dalton's IEP. She wants to gain specific information on how to apply the accommodations the team agreed on to ensure Dalton's access to the general education curriculum. Following their meeting, Ms. Woo felt she had a better understanding of how to use presentation accommodations and response accommodations within her classroom. They agree to test the accommodations for several weeks and then come back together to assess how effective those accommodations have been for Dalton.
- The Pecking Order: Accommodations Before Modifications Printable Version
  
  Jason Maxwell is overwhelmed, to say the least, by the amount of 5th grade science curriculum he must get through before the end of the year. To add to his frustration three students in his class of 26 are struggling greatly with the unit tests. He feels they are adequately prepared during lessons and review time due to their high engagement level. When they take the test, however, the scores are not what he would expect. Mr. Maxwell has tried to break his units into shorter sections to lessen the amount of information on each test, but to no avail! He mentions to the special education teacher, Jody Farrell-Lewis, that some of their mutual students are struggling with the science tests and he would like her input. Mr. Maxwell and Mrs. Farrell-Lewis work together to make response accommodations to the original test and try it out. One student, Allison, is still struggling. After discussing the possibility of modifying the content for her, the teachers decide that setting and timing accommodations might prove beneficial to Allison and should be tried first. On the next test, setting and timing accommodations are provided and result in Allison performing well. She seems excited about her success so the teachers ask her to fill out a student accommodation evaluation to help them better make these decisions in the future. These teachers are pleased Allison was able to learn the same information as everyone else without modifications.
- Scaffolding: Students Become Increasingly Independent Within Their Accommodations Printable Version
  
  When Delia Hall welcomes her new fourth-grade students at the beginning of the year, Samuel hands her his list of necessary accommodations that he filled out the previous year with his regular classroom teacher. Upon looking over his paper, she sees that he has several accommodations that help him focus, organize, and complete tasks. During math, she notices that he has severe difficulty organizing his information on his paper. The transfer from book to paper is difficult and inefficient. One of his organization accommodations is that she writes math computation problems on graph paper for him to complete. She quickly finds that this is a time-consuming task, and she would like to see him become more independent using these tools. She tries to scaffold his accommodations in working toward independence and at the same time has him reflect on these changes. Mrs. Hall devises an independent response scale starting with a dependent accommodation and moving to the more independent to focus her efforts. Each time she changes the way they use the accommodation, Samuel fills out a journal with his views on the effectiveness of the changes. Through review of Samuel's journal and Mrs. Hall's personal notes, she is able to see that the accommodations Samuel is using are effective and the added independence has boosted his self-confidence.