Signature Assignment

Damian Liljegren

Pima Community College (EDC 252)

Scenario 1: Pre-referral interventions

If I were part of Mark's Child Study Team to discuss possible interventions with him,

I'd ask his teachers these five questions:

1. Have we called Mark's parents in for a meeting to see if they can

provide any helpful information?

I would want to know if Mark's teachers reached out to his parents for a

meeting to discuss Mark's situation. Parent/teacher collaboration can be

extremely beneficial in the overall education and success of a student. When

there is open communication between the parent(s) and teacher(s), they can

usually come up with some effective ways to resolve any problems the

student might be having.

2. Are the issues Mark is having recurrent or new?

It would be prudent to find out if these problems Mark is having have been

consistent over an extended period of time or if they just sprang up. Mark’s

problems may be the result of something that has recently happened in his

personal life.

3. Do you have examples of Mark's work and/or anecdotal notes

regarding Mark's needs?

It is always beneficial to have examples of a student's work and/or some

anecdotal notes regarding their specific needs in the classroom.

4. Has any of the staff in the school noticed a change in Mark's behavior

(outside the classroom)?

 It would be helpful to the team if we knew about any sudden changes in

Mark's behavior around the school, especially outside the classroom setting. I

would want to know if any of the staff, particularly those who are not Mark's

teachers, e.g., nurses, librarians, front office workers, etc., noticed a change in

Mark's behavior.

5. Have any of you (general education teachers) tried any types of

alternative education strategies with Mark? If so, what were the

results/conclusions?

Were any types of alternative education strategies conducted with Mark? If

so, what were the results/conclusions and what did the teachers derive from

them?

These are five pre-referral interventions I’d suggest (or implement myself) the

teachers try to help Mark focus on directions and completing his classroom work:

 Seat the student close to the teacher or a positive role model.

 Use both oral and printed directions for assignments.
 Have students repeat the directions to show they understand the task.
 Provide a model of the end product of directions.
 Provide extra time to turn in classroom assignments and homework
without a penalty (Ideas for Accommodating and Modifying, 2017).

Seating Mark next to the teacher or someone who is a positive role model

might have a positive impact on his focus and prevent him from falling off task.

Mark may not fully understand the tasks he’s being asked to perform, so using

both oral and printed directions for assignments might help him follow along

and stay on task. Mark may also benefit from being asked to repeat the

directions before he begins his assignments. This would let the teacher know if
Mark understands what he’s supposed to do. It could also give Mark the

confidence he needs to push on with his assignment if he knows for sure that he

understands the directions. Providing a model of the end product of directions is

an effective way for students to visually see what they are supposed to strive for

with their assignment. It provides them with a blueprint in which to create their

work. Lastly, I would suggest that Mark’s teachers try giving him extra time to

turn in classroom assignments and homework without a penalty. If he is willing

and able to do the work and show mastery of content, regardless of turning it in

a day later, he should be rewarded with the credit.

I would have the teachers implement these interventions and then, after a

specified period of time, report their findings/conclusions back to the Child

Study Team for further assessment. The rest of the team and I would carefully

review the findings of the teachers’ interventions pertaining to Mark’s following

directions and completing his classroom work. If we determine that Mark has

made great strides and resolved his classroom issues, we would make note of

the specifics behind Mark’s improvement and determine he does not need to be

referred for special education services. If it is determined Mark has not

responded favorably to the interventions, the group would likely discuss other

possible interventions and/or recommend the referral process begin for special

education services.

Scenario 2 – Assessment Accommodation

The following is a list of the possible assessment accommodations and

modifications Miss Brown can make available for Lisa:

 Provide a study guide and/or study questions that directly relate to

her tests.
 Use a series of fill-in questions to create the illusion of a short essay.
 Use recognition tests such as true/false, multiple choice, or matching,
fill in the blank (provide possible answers)
 Provide a vocabulary list with definitions to aid in completing short
answer or essay questions.
 Permit as much time as needed to finish tests.
 Allow test to be taken in a room with few distractions.
 Read test materials to Lisa and allow her to respond verbally.
 Divide tests into small sections of similar questions or problems.
 Allow Lisa to complete an independent project as an alternative to a
test.
 Just grade on content…NOT grammar or spelling.
 Change the percentage required for a passing grade on the test.
 Permit Lisa to retake the test until she passes it.
 Shorten spelling tests to focus on mastering the most functional
words.
 Allow calculators on math tests (Ideas for Accommodating and
Modifying, 2017).

Scenario 3 – Assignment Modification

Assignment 1:
 Write an essay in which you compare and contrast the prejudice
displayed during the Holocaust and modern day prejudice of any other
group.

-- These are some detailed changes that could be made to this essay
assignment, making it more accessible for Mr. Jones’ student with
disabilities:

 Specifically provide a modern-day group to compare and contrast with

the Holocaust.
 The student can provide written bullet points to compare and contrast
rather than write it in essay form.
 Have the student work with a partner for the assignment.
 Create a slideshow presentation instead of writing the essay.
 Create a compare-and-contrast poster.
 -- These are some accommodations and modifications for this
assignment that could be implemented for Mr. Jones’ student with
disabilities:

 Do not grade grammar and handwriting on written work.

 Provide a computer or tablet for any written work.
 Use pictures, graphics, and organizers.
 Substitute alternatives for written assignments (posters, outlines,
speech).

Assignment 2:
 You are a teenager living though the holocaust and have decided to
write a series of letters or keep a journal. You plan to bury it in hopes
someone will find them if you don't survive and understand what you
have experienced.

-- These are some detailed changes that could be made to this journal
assignment, making it more accessible to Mr. Jones’ student with
disabilities:

 The student can record an audio journal instead of a written journal.

 Create a storyboard full of pictures and short phrases depicting the
experiences of the Holocaust.
 The student can provide a bullet-point document for the journal.
 Partner with another student and create a short video to replace the
journal.

-- These are some accommodations and modifications for this

assignment that could be implemented for Mr. Jones’ student with
disabilities:

 Substitute alternatives for written assignments (posters, outlines,

speech).
 Reduce requirements for neatness.
 Provide a computer or tablet for any written work.
 Substitute alternatives for written assignments (posters, outlines,
speech).

Assignment 3:
 Interview a survivor or watch a video. Write a full-length article for a
local newspaper in which you will tell what you have learned.

-- These are some detailed changes that could be made to this

newspaper article assignment, making it more accessible to Mr. Jones’
student with disabilities:
  Record an audio reflection (what was learned) of the interview.
 Create a poster depicting what was learned from the interview/video.
 Oral presentation on what was learned from the interview/video.
 Create a blog or vlog about the interview/video.
 Create numerous short “tweets” about the interview/video

-- These are some accommodations and modifications for this

assignment that could be implemented for Mr. Jones’ student with
disabilities:

 Substitute alternatives for written assignments (posters, outlines,

speech).
 Give alternatives to long written reports (e.g., write several short
reports, write a short review, give an oral report).
 Provide a computer or tablet for any written work.
 Do not grade grammar and handwriting on written work.

References

Introduction to Contemporary Special Education New Horizons. (2017). Pearson

College

Div.

Special Education Referral Process. (n.d.). Retrieved July 17, 2017, from

http://www.projectidealonline.org/v/special-education-referral-process/

Ideas for Accommodating and Modifying. Welcome to Desire2Learn at Pima

Community College. (n.d.). Retrieved July 17, 2017,

From
https://d2l.pima.edu/content/enforced/422411Y4.201730/Resources/Idea
sforModandAccom.html?ou=422411