Vignettes Assignment: EDUC 714
Please read the vignettes and complete.
In this assignment, students will review the short vignettes of students with differing needs.
Students will identify a minimum of 2 needs or skills to work on
Suggest strategies a minimum of 2 strategies (This is how you will provide the
instructions they need to work on, what as the teacher will you do)
Suggest a minimum of 2 additional supports (These should be
accommodations I.e. audio books, flexible seating, explain WHY you are recommending
them)
Suggest Plans for progress monitoring. Think about WHAT, WHEN and HOW this
will look? This should be written as a SMART Goal. I have attached a resource for smart
goals hereLinks to an external site..
o Example: Given a list of 15 closed syllable words with digraphs STUDENT will
be able to decode the list of words with 90% accuracy as measured in 3 out of 4
occasions every two weeks.
Students should reference and utilize strategies, approaches and supports they have learned and read
about from their course text. Please cite references appropriately according to APA citation. You may
use bullet points to outline your thinking.
Students: when completed, please upload to CANVAS
Luke is a student Miriam is in the Sam loves Chess. During Natalie is in the
with Autism. He is 5 grade. She is an individualized testing
th
first grade and she lives in a
in an inclusive English Language situations, he performs well shelter with her mother and
class – Learner and her above his 3rd grade level but two siblings. The shelter
2nd grade. Assess primary language he is failing all his subjects is temporary and her
ment results: He is at home is because he cannot complete mother is working with an
reading on a Mandarin. She is individual assignments or agency to find a small
1 grade level and bright and eager work in groups. At times, he apartment to accommodate
st
is struggling with but she’s performi gets frustrated and destroys all. Natalie often comes to
building ng 2 years behind materials. Sam prefers to school late and falls asleep
vocabulary and in literacy – play chess with Mrs. at her desk. Recently, she
understanding complex phonics Margolis, the Assistant started displaying some
pronouns and skills are difficult Principal. Sam’s teacher and hitting and kicking behaviors
character feelings for her others suspect that Sam has a at school. Her mom wants
and emotions. In and subsequently behavior disorder to help with academics but
Math, he she cannot and he’s been referred for an privacy for homework is a
consistently adds concentrate on evaluation. problem. Natalie is not
and subtracts 2 comprehension of performing at grade level in
digit numbers in a the text. Overall, literacy or math. She does
backwards she is fluent in her not demonstrate strong
fashion. He is native language phonemic awareness in
often loud in class but struggles with reading. Listening compreh
and interrupts English vocabulary ension is poor and she has a
others. Luke is and hard time concentrating to
especially grammar. Miriam listen to stories read by the
interested is shy around teacher. Natalie demonstra
in Science --- Earth adults and tes a strong interest in
Science and other children and animals and often talks
Astronomy. she has few about getting a puppy and a
friends in her kitten when her family
class. Miriam’s moves into a new
favorite activities apartment.
are drawing,
painting, and
building with
Legos.
Luke needs to Mariam needs to Sam needs to work on: Natalie needs to work on:
work on: work on: Completing work on Listening
Building Reading his own and in a comprehension and
vocabular comprehen group setting phonetic awareness.
y and sion Staying behvaiorally 1st grade math skills
understan English stable – not Emotional regulation
ding vocabulary destroying equipment Focus and
pronouns and and supplies and attentiveness during
Adding grammar using items lessons and activities
and appropriately while in specifically read
subtractin class. aloud.
g correctly
Strategies: Strategies: Strategies: Strategies:
[Link] visual [Link] [Link] (social emotional [Link] practice and
supports to help vocabulary prior to learning) sessions with the phonetic awareness
Luke. Provide the lesson SEL dean or the assistant movement videos can be
vocabulary beginning to help principal since Sam has incorporated into lessons as
flashcards and strengthen developed rapport with Mrs. movement breaks.
pronoun decoding skills and Margilos. Sam also needs
flashcards. Go reading positive behavior supports 2. Natalie would benefit
over these comprehension (Pierangelo & Giuliani, 2008) from a SEL pull out group
flashcards before (Pierangelo & such as a reward system for during the day that focuses
each in class Giuliani, 2008) emotional regulation and on emotional regulation and
assignment using school items aggressive behaviors.
(Pierangelo & [Link] peer appropriately. Natalie should also see the
Giuliani, 2008) partnerships and school counselor
intentional [Link] can be broken (Pierangelo & Giuliani,
2. Use block grouping to into smaller increments 2008) on a routine basis to
manipulatives and enhance social (Pierangelo & Giuliani, 2008) work through some of the
picture drawing to development and and Sam can sit close to the issues she may be dealing
accompany language teacher when completing with in her personal life
equations. Work development assignments. outside of school.
one on one with (Pierangelo &
student prior to Giuliani, 2008)
them completing
work
independently
(Pierangelo &
Guiliani, 2008)
Additional Additional Additional supports to help: Additional supports to help:
supports to help supports to help: 1.A Behavior intervention [Link] arrangements that
(2-3): [Link] language plan as well as behavior prioritize privacy may help
[Link] schedule dictionary – tracking sheet (Pierangelo & Natalie to focus better when
would provide the student will be Giuliani, 2008) would label completing work and
structure and able to see the exactly where Sam struggles engaging with the lessons
predictability that word in their own and will help him to make and activities.
Luke needs in language and then improvements with the
order to be see it in English proper supports. [Link]! reading app access,
successful. This with appropriate helping Natalie to work on
will help Luke definitions 2. A calming corner would literacy with options to
improve when it (Pierangelo & help with emotional listen to audiobooks or have
comes to Giuliani, 2008) regulation (Pierangelo & an interactive read along
interrupting in Giuliani, 2008) when Sam since she has issues with
class (Pierangelo [Link] gets upset. privacy where she lives and
& Giuliani, 2008) organizers to assist that inhibits her from
with vocabulary completing Hw and reading.
[Link] and strengthen
reinforcement reading
(behavior chart) – comprehension
A star system can (Pierangelo &
be used to keep Giuliani, 2008)
track of Luke
positive behaviors
each day
(Pierangelo &
Giuliani, 2008)
Plans for Progress Plans for Progress Plans for Progress Plans for Progress
Monitoring: Monitoring: Monitoring: Monitoring:
-Luke will -Mariam will read -Sam will complete -While Natalie is
accurately identify and define assignments independently consistently attending SEL
pronouns and 80% vocabulary on her but next to the teacher with pull out groups and one on
of vocabulary grade level with no disruptive behaviors 80% one counseling, Natalie will
st
when reading a 1 75% accuracy of the time for 4 out of 5 exhibit emotional regulation
grade level within a span of 4 assignments over the course and a calm body 80% of the
reading passage 3 weeks measured of 5 weeks which will time over the course of 4
out of 4 times in by formative and measured by work weeks.
the span of 6 summative completion and behavior
weeks. Teacher assessments. tracking reports. - After reading a 1st grade
will actively reading assignment, Natalie
observe through will complete 4 out of 5
independent work reading comprehension
completion. questions correctly with
75% accuracy measured by
4 out of 5 weekly
assessments over the
course of 6 weeks.
Reference:
Pierangelo, R., & Giuliani, G. A. (2008). Understanding assessment in the special education
process : a step-by-step guide for educators. Skyhorse Publishing.