SPED 5313 Case Study week 3
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School
Lamar University *
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Course
5313
Subject
Mathematics
Date
Apr 3, 2024
Type
docx
Pages
7
Uploaded by tosoianu
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Implement Evidence-Based Instructional Strategy and Gather Data
Instruction #1: Implementation The implementation of my evidence-based strategy was implemented in a small group of four students in the general education setting. I sat next to Aubrey to provide assistance when needed and provide extra supports throughout the lesson. Data was collected throughout a five-
day span from Wednesday to Tuesday. I instructed the group that we would be working on identifying coins and their value. On the first day, I wanted to gather baseline data before the lesson started to see where Aubrey was. I showed her enlarged pictures of coins and asked her to identify the name of the coin. After she identified the coins, I pointed to each coin and asked, “How much is this coin worth?” Aubrey was provided with fifteen seconds of wait time to initiate a response. I asked her in a variety of ten different ways and she got three out of ten questions correct. I also looked at data that was collected from her Winter 2023 Measures of Academic Progress (MAPS) assessment where she scored an overall of 168 which is below grade level, as well as an area of focus in data analysis and monetary transactions in which she scored 153. On day two, I introduced Aubrey to the magnetic coins and how we would be utilizing the assistive technology (AT). I showed her a visual using my own example to place the
straw in her mouth and then when I ask her to choose the correct coin, I am asking her to identify, she will guide the magnet to the correct coin. Aubrey got three out of ten when she was identifying the correct coin with her AT device and determining the value of the coins from the enlarged pictures. On day three, we started out with the name game. Aubrey was asked to close her eyes to visualize what I am saying to identify the coins. “I am silver and worth five pennies, what is my name?” Aubrey answered correctly by saying the coin was a nickel. Once we identified all the coins with the name game, I asked her to identify each coin by only looking at
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the back of the coin and she struggled with this by only getting 4 out of 10 correct when using the enlarged pictures. We reviewed the coins again, but this time when using real money and she did better by identifying five out of ten correct when naming the coin or determining the value. On day four, I introduced skip counting with her. We started with only counting by 2’s and 5’s to
twenty but she caught on with the method quickly, so I added in 10’s and counting to one dollar. I tested her knowledge and growth today by having her take a short quiz on BrainPOP Jr, Counting Coins (2024) which asked her to count coins up to one dollar by showing her pictures of coins to count and asking her a few word problems involving adding coins together. She took two different quizzes both with five questions each, totaling to get six out of ten correct which is growth. She struggled more on the word problems due to the complexity of the way they were asking the questions. On the last day, Aubrey was able to identify the enlarged pictures of the coins from the front and back and identify their value with 100% accuracy. I wanted to work more with skip counting coins up to one dollar, so we continued with BrainPOP Jr. by watching videos on Equivalent Coins
(2024) and taking a quiz. We took two different quizzes for a total of
ten questions. It was a lot more challenging for her and she took her time to count the collection of coins each time, and she got six out of ten correct which is sixty percent accuracy. Overall, the
lesson went as planned for Aubrey. She enjoyed the interaction and AT device she was able to use with this lesson. The only thing I would change next time around would be spending more time on each coin and not trying to squeeze everything in to one thirty-minute session. She was able to retain the information of the coins and their value for the most part. She did need a few reminders throughout each lesson, but I was pleased with her knowledge and growth from day one to day five.
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Instruction #2: Collect data.
Baseline Data
Identifying coins and value (pictures) Identifying coins (magnetic coins)
Idenifying coins with the name game
Cointing Coins BrainPOP
Equivalent Coins BrainPOP
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Data Collection - Money
Percentage Correct
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Data was collected in a bar graph. I also attached a snapshot of her Winter 2023 MAPS scores to show the area of focus and why I chose to work on this with her. Aubrey had a baseline
data of 30% and gradually increased to 60% on Thursday and Friday when taking the quizzes. Her weakness was identifying the coins and their value consistently with repetition. She did better on skip counting but struggled with the word problems of counting coins. That is to be expected since we have only been learning about coins for about a week. To achieve mastery according to my lesson plan objective, she needed to be at 80%. She is ending this week with 60% accuracy, so she has shown growth and would be able to achieve this goal by the end of 36 instructional weeks.
Instruction #3: Analyze data.
According to the data shown, Aubrey did well with the pictures and manipulatives of the coins. Her baseline data of identifying coins was 20% and by the third day she increased her
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accuracy to four out of ten which is 40% accuracy. She did better when she was able to skip count the money counting by 2’s, 5’s and 10’s because she has been working on that in class. The bar graph shows the increase in her growth and with repetition, Aubrey will be successful with identifying the coins and their value, as well as counting coins up to a dollar by the end of 36 instructional weeks to master her goal of 80% accuracy. I will continue working on this skill with her and track her data from her end of the year MAPS scores when she takes the assessment
in May. Instruction #4: Create a maintenance and generalization instructional plan. Aubrey was more successful when she was given visuals of the coins. Her data from the bar graph implies that she is more successful when given computer-based instruction (CBI) with multiple choice answers. With the implementation of CBI, Aubrey would more likely be successful in obtaining and mastering her goal. “Computer-aided instruction provides the concrete materials support needed in and innovative modern way to support deeper reasoning, explaining, and problem solving” (Lashley, 2017). I would still recommend for Aubrey to receive visual aid and supports to assist with her learning, but I want to incorporate her using her computer for the lessons as well to help with the retention. Ergonomically designed workspaces with appropriate software provide opportunities for individuals with physical disabilities to access the general education curriculum. Robotics can assist in the development of motor skills and provide a level of independence across all environments (Carpenter et al., 2015, p. 106). Aubrey will still be receiving in class support in the general education for thirty minutes daily. Success will be measured by work samples and observations with 80% accuracy over 3 consecutive sessions. When Aubrey in consistent with getting at least 50% mastery, generalization will be made by increasing the number of word problems she is receiving to make
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sure she is understanding the counting coins and skip counting consistently. Aubrey will still have access to visual aids such as anchor charts, enlarged pictures and magnetic money for reference. She will also have teacher and peer assistance provided.
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References
BrainPOP Jr. (2024). Counting Coins.
https://jr.brainpop.com/math/money/countingcoins/easyquiz/
BrainPOP Jr. (2024). Equivalent Coins. https://jr.brainpop.com/math/money/equivalentcoins/easyquiz/
Carpenter, L. B., Johnston, L. B., & Beard, L. A. (2015). Assistive technology: Access for all students. (3rd ed.). Pearson.
Lashley, L. (2017). The Effects of Computer-Aided Instruction in Mathematics on the Performance of Grade 4 Pupils. Sage Open, 7(3). https://doi.org/10.1177/2158244017712775
.