1 / 19

LeeAnn Valvano

LeeAnn Valvano. E dTPA Case Study – Spede 779. Pre-Assessment. Cognitive Skills Match objects by color, shape and size Sort by color 6 out 6 trials Identify which object doesn’t belong in a group of three 4 out of 6 trials

davis-deleon
Download Presentation

LeeAnn Valvano

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. LeeAnn Valvano EdTPA Case Study – Spede 779

  2. Pre-Assessment • Cognitive Skills • Match objects by color, shape and size • Sort by color 6 out 6 trials • Identify which object doesn’t belong in a group of three 4 out of 6 trials • Assessed in November and February and could not complete an AB pattern of two colors in none of the 4 trials • Focus during classroom activities • SEIT informed me she struggled with completing classroom routines and activities (i.e. drawing a plan for her cape, sewing her cape, the daily journal job, writing a morning message) • She struggles to maintain focus and often flees the activity when challenged

  3. Background & Context Information • SCHOOL • Private general education preschool setting in an urban environment • Children ages 18 months-5 years old • Many classrooms have children with IEPs • Progressive early childhood center using the Reggio Emilia philosophy as its inspiration • The interests and curiosities of the students drive classroom curriculum with all skills and instructional lessons embedded in these larger studies • CLASSROOM • Prekindergarten (4’s class) with 17 students • 3 learners with IEPs • 3 general education learners receiving private speech and OT • 1 head teacher and three assistant teachers • My job site but a different classroom

  4. Focus Learner • “D” - 4 year-old girl • 2nd year at the school • English is primary language • Two-parent home with an older brother • Formal evaluation in May 2014 • Services: • SEIT – 6 hours a week • Speech & Language – 2 x 45 min • OT – 2 x 45 min • Counseling – 1 x 60 min

  5. MORE ABOUT “D” STRENGTHS STRUGGLES Cognitive skills are below average (DAS-II) Struggles following multi-step directions and routines Struggles with focus and completing tasks Weak fine motor skills which prevents her participate fully in art & pre-writing tasks Difficulty communicating her wants/needs Shows aggression and frustration when tasks are too difficult Tantrums, runs into her cubby • Warm, social and caring child • Often shows affection to her classmates by commenting on their work • Engages with a variety of toys and activities • She is excited to work with adults and loves new activities – especially ones that end with a finished product • Connected to her family, classmates and teachers • She likes working with peers and teachers • Loves praise, benefits from visual cues, responds to verbal and physical redirection

  6. Learning Targets PRIMARY D. will duplicate, extend and create an AB pattern at least 80 % of the time during classroom lessons with teacher assistance. IEP GOAL D. will engage in a variety of structured cognitive tasks 80% of the time. Secondary D. will maintain focus and increase on task behavior for at least 20 minutes or until task is completed. IEP GOAL D. will increase on task behavior and decrease impulsivity 80% of the time.

  7. Primary Learning Target D. will duplicate, extend and create an AB pattern at least 80 % of the time during classroom lessons with teacher assistance. NYS Prekindergarten Foundation for the Common Core Domain 5: Cognition and Knowledge of the World: Mathematics Operations and Algebraic Thinking: Understand simple patterns – 2 Duplicate and extend simple patterns using concrete objects Lesson 1: D. will recognize and duplicate an AB pattern by gluing colored paper to a pattern template at least 80% of the time during classroom lessons with teacher assistance and a visual guide. Lesson 2:D. will extend an AB pattern by gluing colored paper or drawing shapes to a pattern template at least 80% of the time during classroom lessons with teacher assistance and a visual guide. Lesson 3:D. will create an AB pattern by gluing colored paper, drawing shapes and/or beading a necklace at least 80% of the time during classroom lessons with teacher assistance.

  8. Secondary Learning Target D. will maintain focus and increase on task behavior for at least 15 minutes or until task is completed. NYS Prekindergarten Foundation for the Common Core Domain 1: Approaches to learning: Foundational Skills Persistance: 5. Demonstrates persistence, a) Maintains focus on task Lesson 1: D. will maintain focus and increase on task behavior for at least 10 minutes or until task is completed. Lesson 2: D. will maintain focus and increase on task behavior for at least 15 minutes or until task is completed. Lesson 3: D. will maintain focus and increase on task behavior for at least 20 minutes or until task is completed.

  9. Communication Skill • D will engage in private speech while working, identifying the colors in her pattern out loud and using the vocabulary “repeats” to help her stay on task and check her work. • Lev Vygotsky, the influential developmental psychologist, wrote that private speech was a part of normal development of communication, self-guidance, self-regulation of behavior, planning, pacing, and monitoring skills.

  10. Motivation • The classroom is collecting and counting jewels to 100. Once they reach this goal they will have a party. The group brainstormed a list of decorations they wanted for the party. • D is extremely connected to her peers, teachers and family. For this reason, the learning targets were chosen to be embedded in the classroom goal of creating materials and decorations for the Punchbox Disco Party. • D was excited about creating necklaces for her family. Many other students shared the same enthusiasm.

  11. Lesson 1: Duplicating Patterns Objectives • D. will recognize and duplicate an AB pattern by gluing colored paper to a pattern template at least 80% of the time during classroom lessons with teacher assistance and a visual guide. • D. will maintain focus and increase on task behavior for at least 10 minutes or until task is completed.

  12. Lesson 1 Assessment Pattern 1 Pattern 2 Visual Guides to Duplicate Pattern 3

  13. Lesson 2: Extending Patterns Objectives • D. will extend an AB pattern by gluing colored paper or drawing shapes to a pattern template at least 80% of the time during classroom lessons with teacher assistance and a visual guide. • D. will maintain focus and increase on task behavior for at least 15 minutes or until task is completed. • Insert photo of templates

  14. Lesson 2 Assessment Pattern 1 Pattern 2 Pattern 3

  15. Lesson 3: Creating Patterns Objectives • D. will create an AB pattern by gluing colored paper, drawing shapes and/or beading a necklace at least 80% of the time during classroom lessons with teacher assistance. • D. will maintain focus and increase on task behavior for at least 20 minutes or until task is completed.

  16. Lesson 3 Assessment Trial #1 Trial #2 See Video Trial #3

  17. Post-assessment • ADD GRAPHS

  18. Next steps

More Related