Case Studies Using Student Graphs

Kindergarten Case Study

1. At week 14, I would implement an instructional change that addressed Marcus’ oral

counting and number identification. I would begin by having the classroom teacher,

interventionist, or classroom aid work with him daily for 5 minutes on counting to 10.

During this time I would also incorporate working on number identification.

2. This change would require a classroom teacher, interventionist, or classroom aid work

with him daily for 5 minutes. Resources that should be used would be number strips,

number charts, number tracks, number cards, and number images.

3. If Marcus was not showing any improvement I would try something different after 4

weeks.

4. 4 instructional strategies that might be implemented if Marcus continues to show limited

progress in his early numeracy skills would be: increasing time practicing early numeracy

skills, providing additional resources for parents to practice early numeracy skills,

incorporating play based activities that use early numeracy skills, and doing interest

based early numeracy activities (i.e. counting food, counting toys).

Third Grade Case Study

1. Four instructional strategies that might be implemented at this point for Hilda are: daily

fluency practice, small group instruction, using think alouds, and explicit instruction with

visuals.
 2. The instructional strategy that I would try first would be explicit instruction with visuals

in the classroom. This may also require small group instruction and the utilization of

think alouds depending on the needs of the rest of the classroom.

3. I would implement the change as soon as possible. The change may require an additional

teacher or aide in the classroom to allow the teacher to provide explicit instruction with

visuals. Instead of an extra person in the room, the teacher could set aside 15 minutes 3-5

days a week to provide explicit instruction. Some resources that may be needed would be

the visuals to model the math concepts Hilda is having difficulty with.

4. If Hilda does not show any improvement after the first four weeks of this instructional

change, I would recommend her to the intervention teacher for additional support.

Eighth Grade Case Study

1. At week 12, Brad is well above the benchmark for the end of the year M-Cap. Therefore,

I would provide him with challenge problems, independent math study, an enrichment

math group, and/or additional instruction at his level of need.

2. The strategy I would try first would be to put him in an enrichment math group.

3. I would implement this change within math centers. While changing his math center

would not require additional personnel it would require additional resources (math

materials for the groups learning) as well as additional time to find/create those resources.

4. If Brad did not show any additional growth after 4 scores above his personal trend line, I

would change his instructional plan.