Portfolio Part A

Portfolio Part A
Karli Gutsche
Auburn University
Portfolio Part A

Karli Gutsche
Learning Disability
Name of the article: The FISH Strategy, Moving from Sight Words to Decoding

Population: Students with a learning disability is reading decoding.

Objective: Students will improve reading decoding skills by using the FISH Strategy.

Age/grade: 4th grade

Procedure:
Introduction:​The strategy is called the ‘FISH’ strategy. This strategy is used for students to
learn rimes and onsets. FISH is an acronym. The ‘F’ stands for, find the rime. The ‘I’ stands for,
identify the rime or a word you know that ends like that. The ‘S’ stands for, say the rime. While
the ‘H’ stands for, hook the new onset.
Summary: ​With this strategy there are 8 steps to this intervention plan. The first step that the
educator is to do is to conduct a pretest and obtain commitment to learn. A pretest is very
important to see where the learner is at. Also, it’ll show you if the student is able to decode using
rimes and onsets. Step 2 is to describe the strategy. Within step 2 you are to explain what the
FISH strategy is and how you will use it. In this section I would have some type of visual for my
students, so all of my learners will be able to fully understand this strategy. In step 3, the teacher
will begin to model the FISH strategy to students. The teacher needs to model the strategy to the
students so they fully understand how it apply it when they need to. As a teacher I would have
multiple demonstrations of situations I could use this for. I also wouldn’t mind having a video
that will allow students to see it done by someone else besides me. This way, they will have
multiple examples of the strategy being used. Step 4 will consist of your students verbally
practicing the strategy. You will want your students to practice stating the steps in the FISH
strategy before you can expect them to use the strategy. A good way for students to practice
using this strategy would be with flash cards or make some type of game up. In my practicum we
are dealing with a student who is still learning his cite words. A great way for him to learn is
with us using flash cards. When using the flash cards you will want the letter, ‘F’ on one side,
and for the student to tell you that step. This way the show that they know what the F stands for,
and continue on with the rest of the strategy. But, while doing this I would make sure to have
some type of positive reinforcement because that will be a big accomplish for the student.
Usually with my student at practicum, when he gets an answer right on his flashcards we give
him knuckles, and he loves it, but it’s all up to what works best for that student. Step 5 is where
you will have them practice controlled practice and feedback. This is where the teacher will want
to walk the students through the strategy with words. You will want to have your students begin
to practice with words. You want to start out with smaller words and go from there, based on
how your student does. Step 6 is advanced practice and feedback, within this step you will want
Portfolio Part A

to see your student is and if he/she is very successful you will then want to move the student onto
a tougher level of words. At this stage you will want to keep an eye on your student and make
sure you watch what they are doing incase it gets too hard for them. Step 7 is the posttest and
commitment stage. In this step the educator will test the students with words they have never
heard of or know, to see if the student can properly apply the FISH strategy. Finally, step 8 is the
generalization stage. In this part, the teacher will want to observe the student when they come
across and unknown words to them, and when the student comes to an unknown word, the
teacher should remind them and encourage them to use the FISH strategy.

Possible adaptations: I would love to make it very interactive for my students and possibly make
some games that could go with this. I believe this is a strategy that can be used universally,
within the resource room, self-contained, and the general education classrooms.

Reflection: I loved this intervention plan. I believe that this is a great strategy because it gives
you so many options to make this strategy fun for your students. In my practicum we use this
strategy all the time for students, regardless of their level.

Research: This author states this strategy works because there findings in their research showed
that there was greater improvement when the rimes were directly taught, but the students were
able to transfer the strategy that they were taught to decode words that included rimes, and they
were able to use this strategy even after a short time period.
Portfolio Part A

Karli Gutsche
Intellectual Disability

Name of Article: Pardon the Interruption ​Enhancing Communication Skills for Students With
Intellectual Disability

Population: Students with an intellectual disability that have a hard time with communicating.

Objective: Students will improve communication skills while the instructor is using the behavior
chain interruption strategy (BCIS).

Age/Grade: any

Procedure:
Introduction​: BCIS stands for behavior chain interruption strategy. This strategy is very
user-friendly and very,very helpful. This is a strategy that will not just be able to be implemented
in the classroom, but also at home, and throughout other places in the community, depending on
the routine that is chosen.
Summary: ​There are five steps in BCIS. The first step is to choose a target behavior. A team
that is made up of teachers ,parents, paraprofessionals, etc. should figure out a specific
communicative behavior that they want to teach with using BCIS. Step two is when the teacher
wants to identify a fitting behavior chain or routine. When you do this you want to make sure
that this can be easily interrupted in order to teach the student the given target behavior. You
want to make sure that the behavior or routine is apart of the students daily life, in and out of the
classroom. Step three is where you will want to collect baseline data. This step is where the adult
should interrupt the student at the time that they had planned for in the students routine (for
about 5-10 seconds). Here, you will want to record if he/she does or does not do the target
behavior. Step four is where you will implement BCIS and collect intervention data. This is
when the teacher or other adult will want to interrupt the student in their routine, but instead of
waiting for a response from the student, the teacher will want to provide a prompt right away.
You want to show the student the target behavior. Examples that you may use for this step are;
“Say, ‘Can I have some of that,please?’” , or “Can I have some peanut-butter,please?” Over time
the teacher or adult should gradually begin to stop giving the student prompts, but this is once
after the students begins to show that they can do the target behavior without the prompt. You
will then want to prompt fade.Step five is where you will address generalization to novel routines
and vocabulary. In this stage the teacher and other adults will want to give the students a chance
to make these target behavioral changes within other environments. You want to encourage your
student to act like the target behavior in all types of settings.

Possible adaptations: With this strategy it would be so easy for the classroom and for the parents
at home to reinforce. Which is very important for students so they are practicing this in multiple
environments. This would be great to use in the classroom for making a sandwich or something
at lunchtime, and the student could do that at home, too.
Portfolio Part A

Reflection: I really love this strategy. I believe this is an awesome strategy because it lets the
parents also be in on this and for the student to do this in different environments (school,home). I
think that’s so important for students because it’s practice and they will then know that they are
expected of this target behavior everywhere.

Research: The author states that this strategy works because the momentary interrupting in the
respective routine that was chosen had enhanced the child's value of the reinforcer
(toy,sandwich,food) which then will increase the students motivation to communicate.

Reference:
Bayes, D.A., Ganz, J.B., Heath, A.K., & Williams, C. (2013) Pardon the Interruption:
Enhancing Communication Skills for Students With Intellectual Disability
TEACHING Exceptional Children, Vol. 45(3), 64-70
Portfolio Part A

Karli Gutsche
Teaching Tolerance/Social Justice

Title: Social Media for Social Action

Population: This could be beneficial for all students; regardless of age or classroom they are in.

Objective: Student will be able to explore the many reason for getting involved in digital
activism.

Age/grade: 6-12

Procedure:
Introduction: ​This lesson will be directed to teach the students that social media can be a
platform for social change. Students will determine the effectiveness of hashtags that are used
online on social media. All relating to identity, justice, action, and diversity.
Summary: ​You will conduct a ‘Where I Stand’ activity. You will give students some prompts
and have the go to where they stand in the room. You will have one corner that say agree,
disagree, and unsure. You will want to encourage students to critically think this through and
choose what they think and not what their peers chose. You will then have students move to
where they believe they belong, then have students talk within their groups about why they chose
where they went. You will have students write on their construction paper why their group
believes what they do. You will have a speaker for each group share what the main thoughts
were from their group as to why the either agree, disagree, or are unsure. You will repeat this
procedure for the second prompt that you give. After, you will want to ask students (especially
ones that were unknown) if they had changed their mines at all, and if they did why (wait for
response and accept answers). Ask students to name some pros and cons to digital activism.
Have students brainwash with a partner then ask them what they came up with.You will then
want to have a whole group discussion about it all. You will end the lesson with exit cards. You
could also leave the students with a question “What do you care about that you’d want to engage
in online?”

Possible adaptations: With this lesson you can do a lot. You can relate it a lot to current events
and make it very interactive for the students. I will want to make sure that students know that
social media can do good things for us, rather than just the social medias like instagram,
facebook, and snapchat.

Reflection: I really enjoy this lesson because this gives an opportunity to introduce other social
media things to our students,that they can do positive things with, which I think is very important
in today's world.

Reference:
https://www.tolerance.org/classroom-resources/tolerance-lessons/social-media-for-social-action
Portfolio Part A

Karli Gutsche
Emotional Disability
Title: Evidence-Based Teaching Strategies for Students With EBD

Population: Students with emotional disabilities; all ages.

Objective: This strategy will give teachers strategies to better educate their students who have
emotional disabilities. By doing this, the student will have a better chance to succeed with
academics.

Age/Grade Level: any

Procedure:
Introduction: ​When having students with emotional disabilities it is often noted that their
disability may cause troubles in their academics. On average, these students perform 1-2 grade
levels below grade level. As the years goes on (into high school) there becomes a bigger gap in
academics.
Summary: ​Some strategies to use to make sure students with emotional disabilities succeed in
the classroom include, peer-mediated, self-mediated, and teacher-mediated. All are vital to their
performance. There are many options under peer-mediated like; classwide peer tutoring,
cooperative learning, cross-age tutoring, peer tutoring, peer-assisted learning strategy, peer
assessment, peer modeling, and peer reinforcement. I really like peer-mediation interventions. I
like these because you can learn alot from your peers, but in my practicum I am placed in a
behavioral classroom where all kids have an emotional disability, and those students don’t do the
best with peer intervention, mostly because they do not like being told what to do or how to do
something by anyone else besides their teacher. Another intervention plan for this is
self-mediated intervention. There are several components to self-mediated intervention which
are; self-monitoring, self-evaluation, self-instruction, goal setting, and strategy instruction. I
believe this one may a little tricky to use for your students. I know with the students that I am
with in practicum, this would not be possible. Another intervention is teacher-mediated
intervention. The options vary for teacher-mediated intervention; this includes eliminating
answer choice options on a multiple choice test, teach test-taking skills, adjust task difficulty,
and personalize system of instruction. I believe this one to be the most helpful one. My teacher
uses this one the most. A lot of times you will see teachers using the method of eliminating
answer choices for the student, usually only eliminating one and leaving three other ones. I
believe with this strategy it is the most individualized for the student.

Possible adaptations: With this strategy I would want to make sure I really know my students and
what works best for them. Whether it be peer,self, or teacher. I would be open to all options but
make sure I find the best that works for my student(s).

Research:According to research, poor academics leads to negative outbursts for students with
emotional disabilities. Thus, it is critical for educators to address the difficulties that students
with emotional disabilities face in the academic classroom.
Portfolio Part A

Reference:
Mooney, P., Pierce, C.D., & Ryan, J.B. (2008) Evidence-Based Teaching Strategies for Students
With EBD ​Effective Teaching Strategies
Portfolio Part A

Reference Page:

Learning Disabilities:

Baker, S.K., Chard, D.J., Flojo, J., Gersten, R., Jayanthi, M., & Morphy, P. (2009) Mathematics
Instruction for Students With Learning Disabilities: A Meta-Analysis of Instructional
Components, 79(3), 1202-1242

Datehuk,S. (2015), Teaching Handwriting to Elementary Students With Learning Disabilities: ​A

Problem-Solving Approach​, 48 (1), 19-27

Quiring,J. (2017) Writing Digital Stories as Learning Strategy for Students with Specific
Learning Disabilities,

Intellectual Disabilities:

Carter, E.W., Stanton-Chapman, T.L., Chung, Y.C. (2010) Peer Interaction of Students with
Intellectual Disabilities and/or Autism: A Map of the Intervention Literature, 35(3-4), 63-79

Williamson, D.M., (2017) Preview-View-Review: Increasing Academic Access For Students

With Intellectual Disabilities Who Are English Learners

Allor, J.H., Champlin, T.M., Jones, F.G., Mathes, P.G., & Roberts, J.K. (2010) Teaching
Students with Moderate Intellectual Disabilities to Read: An Experimental Examination of a
Comprehensive Reading Intervention, 45(1), 3-22

Emotional Disabilities:

Lewis-Palmer, T., Morgan, P.L., Stichter, J., & Sutherland, K.S., (2008) Examining the Influence
of Teacher Behavior and Classroom Context on the Behavioral and Academic Outcomes for
Students With Emotional or Behavioral Disorders, ​The Journal of Special Education, ​41(4),
223-233

Oliver, R.M., Reschly, D.J., (2017) Special Education Teacher Preparation In Classroom
Management: Implications for Students with Emotional and Behavioral Disorders, 35(3),
188-199

Mason, B.A., Temple-Harvey, K.K., & Vannest, K.J. (2010)Adequate Yearly Progress for
Students With Emotional and Behavioral Disorders Through Research-Based Practices, 73-84

Teaching Tolerance Lessons:

Portfolio Part A

https://www.tolerance.org/classroom-resources/tolerance-lessons/digital-activism-remixed-hasht
ags-for-voice-visibility-and

https://www.tolerance.org/classroom-resources/tolerance-lessons/textdependent-questions-for-ji
m-crow-as-a-form-of-racialized

https://www.tolerance.org/classroom-resources/tolerance-lessons/turn-beauty-inside-out-day-win
ning-essays