LE3-7 - Case Study - Tyson

 

Delivery Model	Program Strategies/Supports/Cross-Curricular Strategies	Assessment
Universal Design	Teach assistive technology to all students in the class and make it an option for all students to use if they choose to (for assignments and assessments). This will help Tyson engage with tech as a normal aspect of learning rather than making him feel centered out for having to use it. Adopt an inquiry-based learning environment with a teacher-designed inquiry process in which all students can make choices about their learning and can be monitored and guided at their own level of achievement. This creates space for the teacher to support students who are developing specific skill areas, such as Tyson’s new way of writing using a word processor.  Provide learning experiences that go beyond reading to learn, such as videos, guest speakers, drama, movement etc., so children receive information in many formats.  Target different guided reading levels by grouping students together based on their levels and the skills they are working on to ensure the proper amounts of modeling and guided practice are provided.	Flexibility in supporting goal setting, including providing a graduated system for challenging individual students’ skills (i.e., organizational skills, time management) with ongoing assessment that adjusts based on Tyson’s individual results.
Differentiated Instruction	Provide books at various levels so everyone can find their just right reading level, and include access to audiobooks for students who can comprehend well at grade level (such as Tyson) but struggle to read at that level. When including Tyson in collaborative groups, ensure the role he is given within that group is one that he can be successful at (e.g., spokesperson rather than note taker). Use choice boards with lots of variety when assigning activities and projects, which will allow Tyson to self-select activities and products that he feels he will do well with.	Because Tyson is very capable of learning and reading and writing get in his way, provide a variety of choices for Tyson to show what he knows with tasks that do not include heavy reading and writing (e.g., a 1:1 conference or an oral presentation rather than a written test). Where reading and writing are required, allow Tyson to use his assistive technology to access the assessment. Conference regularly with Tyson to monitor how the homework book strategy is working for him and collaboratively adjust as his strengths and needs change. Because he appears to struggle with some executive functioning skills, explicit teaching and practicing will likely be needed on an ongoing basis until he learns the necessary strategies to self-monitor his progress.
Tiered Model	At Tier 1, Tyson is quite capable of achieving within the mainstream activities of the class, which have been designed with UDL and DI in mind, given his strength and interest in learning the content subjects (Science and Social Studies). At Tier 2, adjustments should be in place to help Tyson with his trouble areas, including regular interventions to teach and monitor organization skills (homework book and binder) with the help of a “buddy” in the class.  At Tier 3, Tyson has an accommodated IEP to support reading and writing (including note taking) using assistive technology. Accommodations must be in place to enable him to find success using assistive technology, which includes explicit instruction and practice on word processing skills with the help of a special education teacher. Extra time to complete tasks using the tech will also be necessary, especially while Tyson is learning how to use it. With the increasing availability of technology for reading assistance, such as Google Read and Write, Tyson should also be practicing reading using this technology. Where copies of notes are being distributed to Tyson, a digital format would help him use his technology to read them over in class and when preparing for assessments.