Case Study 3

Initial Practicum Case Study 2
2015
R. Bourque
I.
Introduction to Case Study
Background Information
This study takes place at John Doe Middle School. John Doe Middle School is a part of the
Zoula School District and is located in a low income neighborhood. John Does Middle School
has an enrollment of 539 students. Of those 539, 51.21% are males and 48.79 are females.
There are a total of 75.88% students that are economically disadvantaged, while 24.12% of the
students are non-economically disadvantaged. John Does ethnicity is as follows: 41.93% of
students are white, 19.85% of the students are Hispanic, 24.12% of the students are African
American, and 14.10% of the students are other.
There are five students in the classroom, four are male and one is a female. All five of the
students are autistic. There are two paraprofessionals in the classroom. One monitors the
students that are working independently and the other provides one on one instruction. The
classroom is located in an old science classroom, which has a couple of lab stations that are
taking up space. We use the Unique Learning System Curriculum for our core studies. During
instructional time, each content area is set up on a rotation. Within each rotation there are five
stations. The stations are computer, unique curriculum, IEP goals, task boxes, and life skills.
Each student spends 10 minutes at each station before rotating.
John is an autistic student that receives special services in a categorical classroom. John is taking
Science, Technology, Engineering, and Math (STEM) and Choir inside the general education
classroom with para support. John takes his core classes in the categorical classrooms. John is
spending 100 minutes a day inside the general education classroom and 290 minutes outside the
general education classroom. John does not receive any additional services.
Present Levels of Performance

Johns previous records were reviewed and interviews were conducted to determine Johns
present level of intellectual functioning. In 2010, the Differential Ability Scales, Second Edition
(DAS-II) indicated that John operated within a very low cognitive range. His GCA and SNC
were identical: 41. These values registered below the 0.1 percentile. While he displayed severe
deficits in each of the three composites, Brian scored highest in Nonverbal Reasoning (56). He
earned comparable marks in Verbal (44) and Spatial Reasoning (42).
John is a happy, well-behaved. He appears to like the students and staff in his classroom.
Although he doesn't interact much with the other students, John is friendly with everyone and
will smile when others say hello. He often prefers to play alone, but will sometimes join a game
when asked. He can be sensitive, and gets his feelings hurt at times. If someone accidentally
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R. Bourque
runs into him he can get upset, but when a staff member explains that it was no ones fault, that it
was not on purpose, he quickly calms down. If he does something accidentally, he quickly
apologizes repeatedly.
John was diagnosed with developmental delays and autism. His body systems on visualization
appear to be normal. Height 55.5 inches, weight 73 lbs., and BMI is 16.66 or 40th percentile.
Vision passed on 1/30/13 using PediaVision. Hearing passed on 11/14/12 with sweep screening
using audiometer. Neurodevelopmental screening was difficult for John. John seems to be
clumsy at times. John is able to balance on right foot for 6 seconds and on left foot for 10
seconds. John is able to hop on both feet and each individually. John is able to bring index
finger to his nose instead of his thumb to his nose. John is unable to skip or toe to heel walk.
John gets easily agitated. John takes Allegra for allergies.
John's ability to stay focused continues to be a problem and may hinder his ability to learn and
retain information. The above testing results continue to be indicative of his performance in the
classroom.
Currently, John can add and subtract one digit numbers using manipulatives and/or touch points
without prompts on 2 out of 5 trials. He can state value of coins on 2 out of 5 trials. John can
skip count by 2s, 5s, and 10s.
John is able to communicate all needs and wants to the staff. He will refer to the adults in the
room by their name. He is capable of conversing with his fellow classmates but rarely does. He
does tend to keep to himself. If he needs to speak to a fellow student for some reason he will
only converse long enough to get the information he requires. He prefers to talk to adults. John
repeats phrases/words such as "Hi" and "why" when he is asked to complete work. Once John is
redirected or presented with a visual then this repetitive language decreases.
John needs to work on becoming more independent. He will often wait for someone to help him
get started with a task and requires a lot of prompting to complete activities.
II.
Statement of Objectives to be addressed
Baseline Data:
On November 9, 2015, John was only able to accurately draw 2 out of 15 shapes (circle, square,
triangle rectangle, octagon, hexagon, pentagon, oval, sphere, trapezoid, cone, cylinder, crescent,
diamond and heart) with 13% accuracy.
Case Objective:
By December 11, 2015, when instructed, John will be able to accurately draw 6 out of 15 shapes
(circle, square, triangle rectangle, octagon, hexagon, pentagon, oval, sphere, trapezoid, cone,
cylinder, crescent, diamond and heart) with 40% accuracy.
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R. Bourque
IEP Annual Goal:

By December 16, 2016, when instructed, John will be able to accurately draw 15 out of 15
shapes (circle, square, triangle rectangle, octagon, hexagon, pentagon, oval, sphere, trapezoid,
cone, cylinder, crescent, diamond and heart) with 100% accuracy.
IEP Short Term Objectives:
By March 11, 2016, when instructed, John will be able to accurately draw 8 out of 15 shapes
By May 25, 2016, when instructed, John will be able to accurately draw 10 out of 15 shapes
By September 28, 2016, when instructed, John will be able to accurately draw 12 out of 15
shapes (circle, square, triangle rectangle, octagon, hexagon, pentagon, oval, sphere, trapezoid,
cone, cylinder, crescent, diamond and heart) with 80% accuracy.
Kansas Math Common Core State Standard Geometry K.G
Identify and describe shapes (squares, circle, triangles, rectangles, hexagons, cubes, cones,
cylinders, and spheres).
III.
Specific Description of Lesson Plan
We have five stations in our rotations. The stations include: 2 one-on-one stations, a task box
station, an independent working station, and a computer station. John will have one on one work
with identifying and accurately drawing shapes. We will be using the shapes from the Unique
Curriculum as a guide to help John accomplish this goal. At the independent station, he will
have worksheets where he has to read a ruler and write his answer in inches or feet and inches.
At the computer station, he will have a computer game that with identifying shapes. Each of the
stations goes between 8-12 minutes, depending on the length of the activity.
2015
R. Bourque
Lesson 1
Subject/Lesson:
Math/Geometry
Grade Level:
7th Grade
Monday-Friday:
60 minutes
Case Study Objectives: By December 11, 2015, when instructed, John will be able to accurately
draw 6 out of 15 shapes (circle, square, triangle, rectangle, octagon, hexagon, pentagon, oval,
sphere, trapezoid, cone, cylinder, crescent, diamond and heart).
Lesson Objective:
By end of this lesson, John will be able to identify shapes.
Materials Needed:
2 sets of Unique Shapes

5 rotation schedules
Instructional Actions:
1. In whole group at the purple station, tell the students the objective of the day.
2. Disburse the students rotation schedules; have student go to their first station.
Green Station: Use the Unique Shapes as flashcards. Have students identify
what is shape is and also have the students describe each shape
Red Station: Addition Worksheets Individual
Purple Station: Hold up each shape and have John draw each shape.
Blue Station: Task Boxes Individual
Orange Station: Computer Individual - Star Fall 2D & 3 D Shapes
3. Every 8-12 minutes have student rotate to their next station.
Assessment: None
Reflection:
I printed out shapes from the Unique Curriculum. I used each page as a flashcard. I held each
shape up in front on John and had him draw each one. He was only able to draw the circle and
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2015
R. Bourque
square accurately. The triangle, diamond, and rectangle were very close but good enough for
credit. The other shapes were not even close.
Lesson 2
Subject/Lesson:
Math/Geometry
Grade Level:
7th Grade
Monday-Friday:
60 minutes
Lesson Objective:
Materials Needed:
Unique Shapes
Sheet Protectors; dry erase markers; eraser
Purple Station: Place each shape in a sheet protector. Have John trace over all
shapes. Then have him draw each one on the dry erase board.
Assessment: None
2015
R. Bourque
Reflection: I had John trace over the shapes. There are 4 rows of 3 different sizes for each shape
on each sheet of paper. Each paper was placed in a sheet protector. He used a dry erase marker to
trace each shape. Once he completed a page, he drew the shape on a small dry erase board. This
was done with prompting. This helped John out a lot. However, I believe doing all shapes was
too much. This was with staff assistance.
Lesson 3
Subject/Lesson:
Math/Geometry
Grade Level:
7th Grade
Monday-Friday:
60 minutes
Lesson Objective:
Materials Needed:
Unique Shapes
Purple Station: Place each shape in a sheet protector. Have John trace over
shapes of a triangle, rectangle, and oval. Then have him draw each one on the
dry erase board.
Assessment: None
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2015
R. Bourque
Reflection: I had John trace over the shapes. There are 4 rows of 3 different sizes for each shape
on each sheet of paper. Each paper was placed in a sheet protector. He used a dry erase marker to
trace each shape. Once he completed a page, he drew the shape on a small dry erase board. I
believe just focusing on just a few shapes was very helpful. John was able to repeat this activity
three times. This was done with staff assistance.
Lesson 4
Subject/Lesson:
Math/Geometry
Grade Level:
7th Grade
Monday-Friday:
60 minutes
Lesson Objective:
Materials Needed:
Unique Shapes
Purple Station: Place each shape in a sheet protector. Have John trace over
shapes of a heart, cylinder, and cube. Then have him draw each one on the dry
erase board. Repeat 2 times
Assessment: None
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2015
R. Bourque
Reflection: Again, with staff assistance, I had John trace over the shapes. There are 4 rows of 3
different sizes for each shape on each sheet of paper. Each paper was placed in a sheet protector.
He used a dry erase marker to trace each shape. Once he completed a page, he drew the shape on
a small dry erase board. This activity has proven to be very successful.
Lesson 5
Subject/Lesson:
Math/Geometry
Grade Level:
7th Grade
Monday-Friday:
60 minutes
Lesson Objective:
Materials Needed:
15 Shapes of various sizes from the Unique Curriculum
Purple Station: Matching Shapes Have John match each of the shapes
Reflection: I printed out an extra copy of all 15 shapes (circle, square, triangle, rectangle,
octagon, hexagon, pentagon, oval, sphere, trapezoid, cone, cylinder, crescent, diamond and heart)
and also cut each shape out. Then I spreaded all shapes out on the table. John had to match and
verbally identify each shape with its size. This helped him recall the information that he was
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2015
R. Bourque
receiving in previous lessons. I had to assist him in identifying the octagon, hexagon, pentagon,
and trapezoid. He seems to struggle with those shapes.
Lesson 6
Subject/Lesson:
Math/Geometry
Grade Level:
7th Grade
Monday-Friday:
60 minutes
Lesson Objective:
Materials Needed:
Worksheets with all 15 non-colored shapes

Scissors
Colors
Purple Station: Have John cut out the shapes, Label each shape and color each
shape
Assessment: None
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2015
R. Bourque
Reflection: I drew all 15 shapes (circle, square, triangle, rectangle, octagon, hexagon, pentagon,
oval, sphere, trapezoid, cone, cylinder, crescent, diamond and heart) on several sheets of paper.
John had to cut each one out, label it and color it. This was an activity also to help him identify
shapes. He enjoyed the activity.
Lesson 7
Subject/Lesson:
Math/Geometry
Grade Level:
7th Grade
Monday-Friday:
60 minutes
Lesson Objective:
Materials Needed:
Unique Shapes
Purple Station: Have John trace and draw circle, square, triangle, rectangle,
and diamond with staff assistance repeat 2 times
Assessment: None
10
2015
R. Bourque
Reflection: Once again, John traced over the shapes. There are 4 rows of 3 different sizes for
each shape on each sheet of paper. Each paper was placed in a sheet protector. He used a dry
erase marker to trace each shape. Once he completed a page, he drew the shape on a small dry
erase board. He was able to complete the activity with staff assistance. However, I believe he
could have done this without my help.
Lesson 8
Subject/Lesson:
Math/Geometry
Grade Level:
7th Grade
Monday-Friday:
60 minutes
Lesson Objective:
Materials Needed:
Unique Shapes
Purple Station: Have John trace and draw pentagon, hexagon, octagon, and
trapezoid with staff assistance
Reflection:
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2015
R. Bourque
John struggled drawing the shapes after he traced each one. This needs to be repeated several
more times. I might need to come up with another method.
Lesson 9
Subject/Lesson:
Math/Geometry
Grade Level:
7th Grade
Monday-Friday:
60 minutes
Lesson Objective:
Materials Needed:
Unique Shapes
Purple Station: Have John trace and draw sphere, cube, and cylinder with staff
assistance
Assessment: None
Reflection:
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R. Bourque
John didnt struggle with this as the last assignment. However, he does need to repeat with these
as well.
Lesson 10
Subject/Lesson:
Math/Geometry
Grade Level:
7th Grade
Monday-Friday:
60 minutes
Lesson Objective:
Materials Needed:
3 sheets of paper and pencil with eraser
Purple Station: Have student draw ALL 15 shapes without staff assistance
Assessment: Have John draw all 15 shapes without staff assistance. He was able to accurately
draw 9 out of 15 (circle, square, triangle, rectangle, oval, cone, crescent, diamond and heart) with
60% accuracy. He was not able to accurately draw the sphere, hexagon, octagon, pentagon,
trapezoid and cylinder.
Reflection:
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2015
R. Bourque
John had shown a lot of progress through these lessons. The activity today shown that, however,
there is a lot of work that needs to be done. He had no assistance nor did he have the flashcard to
look at.
IV.
Implementation of Instruction
Behavior Management
I use the Zones of Regulation to help the John maintain a positive attitude during the lessons.
The Zones is a systematic, cognitive behavior approach used to teach self-regulation by
categorizing all the different ways we feel into four zones. Throughout the course of the day, I
ask John what color is he on. He will respond to the color that reference how he feels. At various
times during the day, John can earn a dollar to use during rewards time on Fridays. John rotates
through to each station using a schedule with colors on it. She has to match the colors to the
color on each station they arrive to. The five stations consist of: 2 one on one stations; 3
independent stations where they work on task boxes, computer task and worksheets.
V. Assessment of Progress
Baseline Data:
On November 9, 2015, John was only able to accurately draw 2 out of 15 shapes (circle, square,
triangle rectangle, octagon, hexagon, pentagon, oval, sphere, trapezoid, cone, cylinder, crescent,
diamond and heart) with 13% accuracy.
Case Objective:
By the end of the case study, He was able to accurately draw 9 out of 15 (circle, square, triangle,
rectangle, oval, cone, crescent, diamond and heart). He was not able to accurately draw the
sphere, hexagon, octagon, pentagon, trapezoid and cylinder. He did accomplish his goal.
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R. Bourque
VI. Reflection on what occurs with the instruction
Analyze the Impact of Instruction
The IEP Goal/Objective was established to help John function in everyday life. Daily, John will
have to identify shapes of items, such as signs, which will be very important to him. At the
beginning, he was only able to accurately draw two shapes, now John is able to draw nine shapes
accuracy. However, he is able to identify all 15 shapes. From here, it would be good to place a
meaning to knowing the shapes. For example, safety and traffic signs would be a start. Also,
being able to look at various objects and describing the shape.
Identifies Successes and Difficulties

The baseline data at 13% and was based off previous instruction. I believe having John trace the
shapes was very successful. In the beginning, during lesson one; he seemed to be frustrated
because he couldnt gauge where to finish each line and where to begin another line. By having
him trace the shapes before drawing gave him a little self-confidence. At the end of the study,
John was able to accurately draw 9 out of 15 (circle, square, triangle, rectangle, oval, cone,
crescent, diamond and heart). He was not able to accurately draw the sphere, hexagon, octagon,
pentagon, trapezoid and cylinder; however, he was able to identify each of the 15 shapes.
Impact for Future Instruction
For future instruction, I would like to continue to implement tracing the shapes then try to draw
the shapes on dry erase board. I found that being very successful. I do need to be creative with
more activities instead of doing the same repetitious lessons. Bringing in various items in the
class and have them identify them would be great. For example, a globe for a sphere coffee mug
for a cylinder. Having students walk around campus and identify items and what shapes they are
would be a good lesson as well.
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Case Study 3

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Initial Practicum Case Study 2

Introduction to Case Study

Present Levels of Performance

Initial Practicum Case Study 2

Statement of Objectives to be addressed

Initial Practicum Case Study 2

IEP Annual Goal:

Specific Description of Lesson Plan

Initial Practicum Case Study 2

By end of this lesson, John will be able to identify shapes.

2 sets of Unique Shapes

Initial Practicum Case Study 2

By end of this lesson, John will be able to identify shapes.

Initial Practicum Case Study 2

By end of this lesson, John will be able to identify shapes.

Initial Practicum Case Study 2

By end of this lesson, John will be able to identify shapes.

Initial Practicum Case Study 2

By end of this lesson, John will be able to identify shapes.

15 Shapes of various sizes from the Unique Curriculum

Initial Practicum Case Study 2

By end of this lesson, John will be able to identify shapes.

Worksheets with all 15 non-colored shapes

Initial Practicum Case Study 2

By end of this lesson, John will be able to identify shapes.

Initial Practicum Case Study 2

By end of this lesson, John will be able to identify shapes.

Initial Practicum Case Study 2

By end of this lesson, John will be able to identify shapes.

Initial Practicum Case Study 2

By end of this lesson, John will be able to identify shapes.

3 sheets of paper and pencil with eraser

Initial Practicum Case Study 2

Initial Practicum Case Study 2

Identifies Successes and Difficulties

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