CASE STUDY EDUCATOR 1: earned a passing score of at least 75 percent on the differentiated Unit 1 end-of-unit assessment. Sixth-Grade Science Teacher Targeting Multiple Means of Professional Practice Goal Representation By April 2016, Mr. Thompson will incorporate at Mr. Thompson has a sixth-grade science class least one alternative method of representation of of 25 students, including eight students with course content, appropriate for the individual learning disabilities, one student on the autism needs within his classroom, into 100 percent of spectrum, and two students in the gifted and the lessons he teaches as measured by talented range. Previous evaluators have noted observation feedback, planning documentation, Mr. on teacher-directed Thompson’s reliance and student work samples. instruction in which students listen to a lecture, take notes, and are invited to ask questions as Student Learning Goal needed. Demonstration of student understanding tends to be through short essay In order to improve student performance in his responses on worksheets and assessments. sixth-grade earth science class, Mr. Thompson Although no attendance or behavior issues were will incorporate multiple means of representation observed, not all students in the class of course content so that all students earn a consistently complete the work that is assigned, passing score of at least 75 percent on the and many struggle on the differentiated differentiated cumulative end-of-unit assessment cumulative end-of-unit assessments. For by April 2016. example, only 12 of Mr. students Thompson’s Discussion Protocol What outcomes do the goals strive for? How do the goals support inclusive practice? How do these goals promote high expectations for all educators and learners? What data would you need to determine that these goals are appropriate for inclusive practice? What practices should be implemented to support these goals? What supports should be provided to all students, some students, and a few students to achieve the student learning goal? Refer to Tool 3a: and Tool 3b: for additional questions to guide your discussion.
CASE STUDY EDUCATOR 1: Sixth-Grade Science Teacher Targeting Multiple Means of Representation Mr. Thompson has a sixth-grade science class of 25 students, including eight students with learning disabilities, one student on the autism spectrum, and two students in the gifted and talented range. Previous evaluators have noted Mr. Thompson’s reliance on teacher-directed instruction in which students listen to a lecture, take notes, and are invited to ask questions as needed. Demonstration of student understanding tends to be through short essay responses on worksheets and assessments. Although no attendance or behavior issues were observed, not all students in the class consistently complete the work that is assigned, and many struggle on the differentiated cumulative end-of-unit assessments. For example, only 12 of Mr. Thompson’s students earned a passing score of at least 75 percent on the differentiated Unit 1 end-of-unit assessment. Professional Practice Goal By April 2016, Mr. Thompson will incorporate at least one alternative method of representation of course content, appropriate for the individual needs within his classroom, into 100 percent of the lessons he teaches as measured by observation feedback, planning documentation, and student work samples. Student Learning Goal In order to improve student performance in his sixth-grade earth science class, Mr. Thompson will incorporate multiple means of representation of course content so that all students earn a passing score of at least 75 percent on the differentiated cumulative end-of-unit assessment by April 2016. Discussion Protocol What outcomes do the goals strive for? How do the goals support inclusive practice? How do these goals promote high expectations for all educators and learners? What data would you need to determine that these goals are appropriate for inclusive practice? What practices should be implemented to support these goals? What supports should be provided to all students, some students, and a few students to achieve the student learning goal? Refer to Tool 3a: and Tool 3b: for additional questions to guide your discussion.
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