Assessment 5 -Case Study Assessment of Candidate Effect on Student Learning
STANDARD 8 704, 709, 719, 741
Description
The focus of the Case Study is for teacher candidates to demonstrate an understanding of a student with exceptional learning needs and the system and supports that assist in their learning. An analysis of the environment and supports are observed and linked to course presented information on effective practice.
The Case Study requires an analysis of a student with exceptional learning needs within the teacher candidate’s assigned practicum classroom. Throughout their practicum, the teacher candidates gather information through practicum teacher interview, review of the student’s current IEP, classroom observation, and analysis of work samples and products. This forms the basis for the Individualize Education Plan, the components of which are embedded in the Case Study, as well as any other information presented by the teacher candidates in the Case Study.
CASE STUDY Planning and Observation Log You are required to keep a Planning and Observation Log in which you will document any and all contacts and activities with the student who will be the focus of your assessment. Each entry in the log will have three parts:
1. Your plan for that particular meeting with the student, e.g. area of assessment and your purpose in selecting this, the instrument to be used, where the meeting will take place, etc. 2. Reflection and analysis of the meeting, including but not limited to results of assessments. The log should describe your impressions of and interaction with the student in detail. 3. A detailed plan for the following session, based on the results of your analysis, and plans for the following meetings. It is a daily instructional plan, but is also rich in details, and description of instructional activities and materials. See Lesson Plan Guidelines.
2
Case Study Sections
Observations of the student should describe behavior. Descriptions of performance should also describe behavior. Goals should be detailed and describe specific skills. Refer to Writing SMART
Goals.
Your Name EDS 719 Summer Student Teaching
NCATE STANDARDS/Assessments/Descriptions/Rubrics 1. Name of student Age Grade School/Program (e.g. high school inclusion program) 2. Background of student and description of his/her program
This section acquaints the reader with the student and the reasons for the evaluation. You may have limited school data and will have to rely on information, which is self (child) reported and parent reported. You should, however, include the following:
Age, sex, grade, school Child’s placement in family Culture/language Description of child e.g., average height. Do not use evaluative or unobservable adjectives. E.g., “attractive”, “over weight”, “happy”, “shy”. Initial behaviors when meeting you for the first time. E.g., did or did not make eye contact. Medical Alerts School history – attendance, mobility (e.g., how many times has the child been discharged and readmitted? Number of teachers in one year, if significant.) Information on Review of School. (Quality Review Grade) Important information is available on the school web site, which might impact a child’s performance. E.g., % of ELLs, % of Students with IEPs, Average years of experience of teachers, % of students receiving free or reduced lunch, etc.
Reasons for referral and person making the referral.
3. Assessments
List and scores of any assessments. (I you administered any; this might also include an interest inventory and information from the IEP if you had access to it.)
This section provides the reader, in narrative form with the results of data gathering and your analysis. It should include behavioral observations of your student in each testing situation. Include time of day and day of week. The reason for this is to compare a student’s reaction to each testing situation, and to note significant differences. Remember that testing is one aspect of assessment, and that observation of behavior is an important component of accurate assessment.
3. Cautions.
Exclude any information that would be of little value when working with a student, or when reading the results of assessment. Identify the source when reporting hearsay information, e.g., “According to the parents…”
NCATE STANDARDS/Assessments/Descriptions/Rubrics Neither student nor parent is to be identified by name. Exclude information from confidential sources. Avoid over-inferring from data. Reports are to be written in sections and revised when needed. Be extremely aware and respectful of a child’s and parent’s right to Confidentiality and Privacy. Refer to CEC Standards.
4. Narrative of academic, cognitive and behavioral profile.
(This should include learning style and processing ability. See the web site for the Student
Learning Profile.) 5. Plan for remediation/focus of instruction for the summer program. This will also include SMART Goals. 6. Description of Remediation: Methods and materials used; activities for remediation
This will include 6 lesson plans. 7. Emergent behavior and progress toward goals. 8. Recommendations for continued instruction.
Case Study Rubric
Case Study Exceeds Expectations Meets Expectations Does Not Yet Meet Expectations
Standard 8.1 Candidate conducts a Candidate conducts a Candidate conducts a baseline, daily formal baseline, three baseline, less than and informal formal and informal three formal and assessments, with a assessments weekly, informal assessments comprehensive, and a summative weekly, and a summative assessment of summative assessment of behavior, learning, assessment of behavior, learning, and learning behavior, learning, and learning environments to and learning environments to design the child’s environments to design the child’s learning experiences; design the child’s learning experiences; that support his/her learning experiences; that support his/her growth and that support his/her growth and development. growth and development. development.
Candidate uses Standard 8.2 assessment information to
NCATE STANDARDS/Assessments/Descriptions/Rubrics identify and Candidate uses recommend supports assessment and adaptations in Candidate uses information to the five domains of assessment identify and development that the information to recommend supports child needs to access identify and and adaptations in the general education recommend supports less than three of the curriculum and to and adaptations in five domains of participate in school, three of the five development that the and statewide domains of child needs to access assessment. development that the the general education child needs to access curriculum and to the general education participate in school, Standard 8.3 curriculum and to Candidate daily and statewide participate in school, assessment. monitors the child’s and statewide progress in the assessment. general education curriculum. Candidate monitors less than three times Candidate monitors a week the child’ three times a week progress in the the child’ progress in general education the general education curriculum. ______curriculum. ______
Candidate uses Standard 8.4 Candidate uses individualized Candidate uses individualized technologies less than individualized technologies 85% of 85% of the time to technologies 95% of the time to support support the the time to support the assessments of assessments of the assessments of infants and young infants and young infants and young children with children with children with exceptional needs exceptional needs exceptional needs
Resources:
The Individualized Education Plan
NCATE STANDARDS/Assessments/Descriptions/Rubrics http://www.p12.nysed.gov/specialed/publications/iepguidance.htm
NCATE STANDARDS/Assessments/Descriptions/Rubrics