In looking at the information presented for Marcus at week 14 I would
make a change in instruction by providing small group work within the classroom. The small group could also include other students who may show similar results to Marcus on the progress monitoring. The small group could be run by the classroom teacher or any other support staff that may be available.
As a classroom teacher I would do a whole group warm up and
introduction to the skill then provide center or independent work for students to practice. While other students are doing that the small group instruction can occur. I would run the small group for 15 – 20 minutes ideally 3 days a week. I would revisit around week 6 to determine if the small group instruction worked for him.
I would provide more hands on manipulatives provide visuals in the
classroom. The small group or center activities could be set up in a game format for skill practice. These games could then be sent home for additional practice with parents. I would also include some type of daily spiral review practice like a math mat that could be completed in the small group, with peer support or independently.
If Marcus continues to show limited progress after 6 weeks of
implementing the small group I would consult with the intervention staff to see if they had any suggestions. Third Grade CBM Case Study – Jessica Jung
One of the points that stood out to me in the information presented on
Hilda is the teacher concern that Hilda does not appear to pay attention during instruction. One of the instructional practices I would implement in the whole group is questioning and/or having Hilda repeat directions given so that she is engaged in the conversation. I would also conference with her during independent work time to ensure that she knows the expectations and understands the concept. If she did not understand, I would try to do some small group or 1-1 reteaching of the skills addressed during instruction. Perhaps Hilda would also benefit from having a go-to peer that she could ask for support if she didn’t understand.
I think the first thing I would try is preteaching concepts to Hilda. I
feel she would then have some background knowledge of the concepts being taught and that would help her to stay engaged during instruction. This could be done in small group, if there are other students who would also benefit, in advance of the introduction of a concept. I would most likely focus on the vocabulary of the lesson so that she and any other students would have some knowledge before hand. Vocabulary study in a game format could also be done with the whole class to avoid any one student being singled out.
I would probably recheck for understanding in 4-6 weeks to see if the
preteaching is providing her the support needed. If she didn’t make the expected gains I would try to implement a different small group plan or see if we could do some one-on-one instruction. 8th Grade CBM Case Study – Jessica Jung
In reviewing Brad’s growth chart he it appears that the 4 weeks he
spent in the math lab intervention was successful for him as he made significant gains at that time. At week 12 I would try a peer support strategy with him to help maintain the success of the math lab intervention. I would find a peer who is working at a level above Brad to support him during work time in the classroom. I would check his level of understanding after about 4-6 weeks. If he does not show growth I would consider going back to the math lab as that was successful for him. In addition I would make sure that he is given spiral practice that will continue to reinforce past learning and also include practice with current skills being taught. I would also look to see if there are any web based programs that he could do at home for additional practice. I would monitor his progress frequently to ensure that he is showing growth and conference with him on a regular basis to help clear up any misunderstandings and ensure that his needs are being met.