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WEEK 4: MR. JONES AND RAY CASE STUDY

4.1 Week Four Assignment: Mr. Jones & Ray: Case Study

Cristian Carbajal, Hailey Letourneau, Veronica Longcor

ITL606: Learners and Learners II

Prof. Alan Reitman

8/1/2019
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WEEK 4: MR. JONES AND RAY CASE STUDY
Part 1 – Ray

1) Data:

STRENGTHS NEEDS INTERESTS PREFERRED

WAYS OF
LEARNING
 Works with  New hearing  Working on  Visual
hands * aid# his
 Kinesthetic
 Mechanically  Support motorcycle*
inclined services to  Mechanics
(motorcycle) help his (works on his
 Good family afford motorcycle)
attendance* hearing aid#
 Polite  Socialization
 Respectful skills#
 Language
support
(ELL)#
 Confidence to
be able to ask
for help
 Move to the
front of the
class in a
position to be
able to hear
instruction
better
 One-on-one
math support
(tutoring
resources?)
 Counseling
services for
dealing with
the effects of
his accident
 Support with
loss of
memory due
to accident#
 Has an IEP in
place#
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WEEK 4: MR. JONES AND RAY CASE STUDY
What about these data points will be salient in the selection of methodology?
There are several salient data points about Ray in the selection. Ray is a visual learner
and a kinesthetic learner. He is also an ELL student with an IEP in place; Ray needs more
socialization.

2) a) Models of Teaching

Behavioral Psychology – Behavioral Family of Models of Teaching

Behavioral Family Models of Teaching include Mastery Level, Direct Instruction,

Stimulus, and Applied Behavior Analysis (PP 2, 2019). When using the behavioral models of

teaching, instructors focus on reinforcements as a motivation to learn and mastery of subject

matter (PP 2, 2019).

Cognitive / Developmental Psychology – Information Processing Family of Models of

Teaching

Information Processing Family of Models of Teaching focuses on the learning process by

utilizing sequential learning, organizing information, problem-solving, reasoning, and logic

(Wilson, 2019). Students learn using inductive thinking using detailed organizers which enable

better retention (PP 4, 2019)

Humanistic Psychology - Personal Family of Models of Teaching

Personal Family of Models of Teaching is based on student-centered-learning using non-

directive teaching methods where the instructor plays the role of coach and mentor (PP 3, 2019).

In this model, teachers focus on self-esteem, self-efficiency, and personality types (Wilson,

2019).

Social Psychology – Social Family of Models of Teaching

Social Family of Models of Teaching theorizes that learning happens in social settings,

modeled behaviors, and social exchanges (Wilson, 2019). Children learn through mediation and
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WEEK 4: MR. JONES AND RAY CASE STUDY
the "Zone of Proximal Development." Whereas the student learns and grows from his or her

peers or adults, skills, and knowledge that has not yet been acquired (Slavin, 2018, p 34).

b)

Ray would most likely benefit in a classroom that used Social Family Models of

Teaching. Ray has a hard time socializing with other students, asking for help, and with his

understanding of the English language. It is best to place Ray in groups that not only understand

the subject matter but also understand both Spanish and English. In doing this, Ray may be able

to learn through mediation and the Zone of Proximal Development (Slavin, 2018, p.34). This

cooperative learning could also improve his language skills, giving him more confidence to

interact with all his class, including Mr. Jones.

The other teaching methodologies do not suite Ray’s learning needs. Ray’s profile does

not indicate that he needs motivational learning as in the behavioral methods of teaching. He

stated in his profile that he doesn’t believe he can learn since his accident; this is not a

motivational problem (Slavin, 2018, p. 255). With Ray’s brain damage from his accident,

information processing, may cause Ray more frustration than success. For a student to utilize the

Information Processing Family of Models, he or she must process data with both short-term and

long-term memory. Ray cannot recall in this way since he was in the accident (Slavin, 2018, p.

123). Ray needs more than a mentor as a teacher, making the humanistic approach not effective

for him. Although the building of self-esteem in this process may be a benefit to Ray, the non-

directive teaching methods are too laid back for Ray's educational struggles. Ray should not be

left to guide himself through the learning process in Algebra (PP 3, 2019)
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WEEK 4: MR. JONES AND RAY CASE STUDY
3) Methodology

Ray will benefit if Mr. Jones create opportunities for cooperative learning in his class.

Studies have shown that students who moved from a traditional classroom setting to a

collaborative classroom setting achieved significantly higher in the collaborative

environment (Slavin, 2018, p. 202). Ray struggles in school because he does not participate

in class, and he is afraid that his classmates think he is "stupid." Providing opportunities for

success while working with his classmates can build both social skills and confidence

(Slavin, 2018, p. 203).

Objectives –

Social:

Mr. Jones referred to Ray as a “loner” as he does not interact with anyone in the class.

We want Ray to develop as a typical middle school student. Ray is already struggling due to his

being older than his classmates. During the middle school years, pre-adolescents need to be

accepted by their peers (Slavin, 2018, p. 56). Enabling opportunities for Ray to make

connections and friends with his classmates in the classroom will also develop his social-

emotional skills (Slavin, 2018, p. 56). Creating cooperative learning lessons in class would be

one way to help Ray build his confidence with his classmates and the ability to make friends.

Academic:

The is the first standard of Algebra Common Core is to be able to interpret the structure

of expressions in Algebra (Common Core State Standard Initiative, n.d.). Achieving this standard

is our academic goal for Ray. He needs to have a basic understanding of Algebra before he can

move through the rest of the standards for Algebra. Being able to understand the structure of an

expression is the first step in algebra and is a building block for the rest of the year. We will need
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WEEK 4: MR. JONES AND RAY CASE STUDY
to find ways to support Ray through his language struggles during this course. During

cooperative lessons, by placing Ray in groups where the members of his group understand both

English and Spanish. Ray also needs one-on-one instructions with someone who can help him

through both his language barriers and leaning struggles due to his accident. It would be the goal

to find him help through the special education teacher and his IEP requirements.

Assessment and Evaluation

Social:
Observation is a crucial way to assess the social goals set for Ray. Observing Ray in both

the classroom setting and outside the class is essential to identify Ray's social development. Two

elements that would be best to assess are relationship skills, social awareness, and optimistic

thinking (Denham, 2016). Creating groups in the classroom that include students with both

English and Spanish speaking skills would enable Ray to be able to communicate better with his

classmates. It will also provide opportunities to develop friendships that will hopefully carry

outside of class, as in at lunch. Observation is essential to see if he is building relationships; if he

is not, restructuring groups may be helpful.

Academic:

Formative assessments would be an excellent way to start assessing Ray's progress in

Algebra. There are several ways in which Mr. Jones could formally assess Ray: Mr. Jones could

give bi-weekly quizzes to Ray to monitor his progress in algebra. By having conversations with

Ray, Mr. Jones could verbally evaluate his progress. Mr. Jones could also observe Ray's

interaction during group and individual work. (Slavin, 2018, p. 350). These processes will

provide information to determine whether Ray is progressing or if further interventions are

needed.
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4) Classroom management –

Based on the Mr. Jones class’ strengths, needs, interests, and preferred ways of learning,

there are five ways he can improve his classroom management skills. Mr. Jones needs to express

a clear set of classroom expectations for his students (Slavin, 2018, p. 264). In doing this, his

students will know what is expected from him every day in class, how Mr. Jones will evaluate

them, and what the consequences are for both successes and stumbles (Slavin, 2018, p. 264). Mr.

Jones should also state the daily objectives to his class every day so that his students have a

precise understanding of his teaching goals (Slavin, 2018, p. 163). Stating clear lesson objectives

gives students a mindset to be ready to learn what is presented (Slavin, 2018, p. 163). Mr. Jones

can arrange his classroom seating to support a better learning environment for his students. One

effective way of organizing seating is in student groups of two-to-four students (Chandler, n.d.).

This type of seating arrangement allows students to work collaboratively in small groups

(Chandler, n.d.). Creating opportunities for cooperative learning enables students to help each

other academically and socially while keeping students more engaged in the lesson (Slavin,

2018, p. 276). Another classroom management method for Mr. Jones to create hands-on

experiences for his students. Many of Mr. Jones’ students are kinesthetic and visual learners. By

engaging these students in activities that include movement or manipulations, he has a better

opportunity to keep his students interested in the subject matter (Hutton, 2013). Mr. Jones can

also create a classroom economy where there is a system of positive reinforcers for behavior,

participation, completed work, or anything that Mr. Jones feels is essential to effectively teach

his class (Slavin, 2018, p. 286). One example of this classroom economy is a voucher (or point)

system where students can earn rewards based on the number of vouchers (or points) they earn.

Mr. Jones needs to express a clear set of classroom expectations for his students (Slavin, 2018, p.

264). In doing this, his students will know what is expected from him every day in class, how
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WEEK 4: MR. JONES AND RAY CASE STUDY
Mr. Jones will evaluate them, and what the consequences are for both successes and stumbles

(Slavin, 2018, p. 264). By using these classroom management systems, Mr. Jones will create an

environment that supports all his students in learning.

5) Communication and collaboration –

To improve the implementation of interventions for Ray, Mr. Jones should collaborate

with Ray, his parents, and other educators (Slavin, 2018, p. 321). Ray needs to be included in

this collaboration because it directly affects him and his education. Allowing him to participate

in his educational goals will give him ownership of his learning. The parents are imperative

because they are Ray’s advocates. They will have a greater understanding of Ray’s struggles

with his education at home. An interpreter is critical to ensure that all participants in the meeting

will be able to thoroughly participate in the process. The ELL instructor is needed because Ray is

an ELL student who struggles to communicate in class. The ELL instructor may be able to find

support materials for Mr. Jones’ class. Ray’s special education teacher is necessary due to Ray’s

brain injuries. The special education teacher will also be able to explain Ray’s IEP goals and will

provide insight as to best help him in the classroom as he is “fully included” in Mr. Jones’ class.

A speech therapist would be helpful to be able to determine if Ray is murmuring because of a

speech issue or his hearing aid. A psychologist is essential since Ray is struggling emotionally

because of his disability. This struggle affects him significantly; collaborating with a

psychologist will allow Ray to get the emotional support he needs. Creating a capable team for

Ray will provide better resources to help Mr. Jones better teach him in his class (Slavin, 2018,

p.320).
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6) Parent notification –

a)

Ray’s parents may be going through any number of feelings considering Ray. Ray was not

born with a disability; he acquired the limitation because of a car accident. We do not know the

circumstances of the crash, but there may be guilt if one of the parents was driving the car that

was in Ray’s accident. There also may be quite a bit of financial stress on Ray’s parents as we

know that they cannot afford to replace Ray’s dysfunctional hearing aid. When considering

Ray’s parents’ feelings, Mr. Jones should consider the grieving process they may be going

through (PP, 2019) He may also be able to tell where his parents are in the grieving process

through conversation, adjust the discussion accordingly, and be mindful of their feelings with all

communications (PP, 2019).

b)

Communication with Ray’s parents should be immediately after Mr. Jones found out about

Ray’s disabilities. Parents and family members have a unique perspective on how a child handles

a disability, what strengths, and what weaknesses their child has (PP, 2019). Mr. Jones will need

to know all the pertinent information regarding his best practices concerning Ray and his

education; he can do this by establishing effective communication with his parents as soon as

possible. If Mr. Jones establishes a positive connection with Ray’s parents, he may be able to

determine the type of educational support Ray receives at home; this will provide him the ability

to know how to best help Ray in class (PP, 2019).

c)

There are several ways in which Mr. Jones could initiate a conversation with Ray’s parents: a

phone call, an email, a note home, an invitation to the classroom, or a home visit. As there might
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be a language barrier between Mr. Jones and Ray’s parents, a phone conversation may be

challenging to communicate clearly. Mr. Jones could write a note inviting Ray’s parents to the

classroom to talk about how to help Ray in class best and determining the best support system

for their son.

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Part 2 – The Other Six Students

1) Marta

a)

The first need that Mr. Jones needs to address for Marta is her language barrier. Marta’s first

language is Spanish. She struggles with both speaking and understanding the English language.

Marta lacks confidence in speaking English in class; this inhibits her from participating in class

even though she has demonstrated that she is very capable of doing the classwork. Both Mr.

Jones and Marta need to utilize the ELL services at the school to provide support in the Algebra

class, continue to learn English, and flourish in school.

b)

Marta is a visual learner. Mr. Jones needs to make sure he adds illustrations, charts,

graphs, and models to the lessons he presents to his class (Powell, 2019, p.57). Adding color to

his lessons would also stimulate Marta’s learning; when writing on the board, Mr. Jones could

differentiate his charts and graphs by writing them in a different color to trigger Marta’s learning

(Learner.org, 2017). Using pictorial lessons will not only help Marta as a visual learner but will

also help her as an ELL student (Steinhardt, 2009).

c)

Marta should be paired with Ray in Mr. Jones’ classroom. Marta and Ray both struggle as

ELLs, and they could create a sound support system for each other. Ray has lived in the United

States much longer than Marta and should have a better English vocabulary; he could help Marta

in this area. Practicing their English skills in a safe grouping will help both students build

confidence in their abilities. Marta could help Ray in understanding the Algebra lessons.

Considering that they are both visual learners, this pairing should work well.
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2) Dillon

a)

Using interactive math programs would tap into Dillon’s interest in computers and keep him

more engaged in class. Many schools have subscriptions to interactive math programs, but if this

school does not, there are free programs available. One such program is Corbettsmaths

(Corbettsmaths, 2019).

b)

There are seven students listed in this study; because of this, there will need to be one group

of three students. Considering that Dillon is a typical middle school student, he would be the best

student to be a third person in a group. Grouping Dillon with Bill and Steven would be best.

Providing the opportunity for Dillon to get to know Steven and his disability would be a good

way for Steve to make friends in class and for Dillon to be more accepting of Steven. With Bill’s

leadership and guidance, Dillon could also learn to lead fellow students into being more

welcoming of all.

3) Bill

a)

Mr. Jones could capitalize on Bill’s social strengths in several ways. Mr. Jones could use Bill

as a first volunteer when students are required to participate in a lesson setting. This action could

encourage other students to participate, as well. Although it is not listed under Bill’s strengths, it

was noted during the case study that Bill was considered a “natural leader” by his previous

school. In collaborate projects or group work, Bill may naturally end up in a leadership role

among his classmates. Having Bill pair and group with students that struggle socially should

allow him to set an excellent example as to treat and accept others.

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b)

Using his strengths in the classroom will reinforce Bill’s abilities and create a positive

impact on him and the rest of the class. Bill has a goal to become a Navy Seal; this exemplifies

his social and leadership skills. Honoring Bill’s assets in the classroom will build more

confidence in his actions and goals (Singer, 2017). As a leader, individuals set the tone and

example of behaviors and goals. Pointing out his strengths and allowing Bill to be an example in

the classroom, will let him continue to improve his leadership skills.

c)

Bill and Steven would be excellent collaborative partners. Recognizing Bill’s social

strengths with the ability to make friends easily would be extremely beneficial to both Bill and

Steven. It would allow Bill to lead his classmates by the example of how to relate to Steven; at

the same time, it would provide Steven an opportunity to make a friend. By adding a third person

to the group (Dillon, because there is an odd number of students in the class), would allow Bill to

build on his social and leadership skills by being an example to Dillon on how to work with

Steven.

4) Gina

a)

As mandated reporters, Mr. Jones should have reported the information he received from

Gina’s friend to the authorities and CPS immediately. The Mandated Reporter Law states, “All

persons who are mandated reporters are required, by law, to report all known or suspected cases

of child abuse or neglect. It is not the job of the mandated reporter to determine whether the

allegations are valid” (CA Dept of Ed, n.d.). If Mr. Jones does not do this, he has subjected

himself to penalty. He would be charged with a misdemeanor; and if he was convicted, the
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penalties include up to six months in county jail and a maximum fine of $1000 (CA Dept of Ed,

n.d.). Mr. Jones should also inform the school site principal, school therapists, and her mother.

Reporting must be done to ensure Gina’s safety.

b)

Gina’s abuse has had a definite impact on her attitude. Displaying knowledge, interest, or

seductive behavior that is inappropriate to one’s age can be a sign of sexual abuse (CA Dept of

Ed, n.d.) Adolescents who are victims of sexual abuse can show signs ranging from mild

emotional disturbances to severe mental illness (Karakurt & Silver, 2013). Gina’s “attitude” and

behaviors are indicators of the abuse that was reported to Mr. Jones (Karakurt & Silver, 2013).

Getting Gina to safety is the primary concern. Once she is in a safe place, she can then begin to

heal through support services and the safe adults in her life.

c)

Gina and Rukhsana’s experiences make them a pair that may serve them both well. Both

Gina and Rukhsana have suffered traumatic events in their lives and although their experiences

are very different, spending time with someone who is a “survivor” may provide each of the girls

a support system within the classroom. Gina is also a solid math student, while Rukhsana is not.

Allowing her to use her strengths to help Rukhsana in math will give Gina a positive place to

spend her energies. Hopefully, the girls can make a lasting friendship.

5) Rukhsana

a)

Rukhsana has had many experiences that are different from her classmates. She and her

family had to escape her home in the Middle East to be free from religious persecution. She
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witnessed her cousin dying in a bomb blast; family members have been killed because of their

religious convictions and did not have a continuous opportunity for education. One of the ways

Rukhsana’s experiences may be ameliorated is the daily routine of class (Child Mind Institute,

n.d.). A feeling of normalcy and control is created when students know what to expect

throughout the day (Child Mind Institute, n.d.). Finding additional support systems with the

school psychologist or counselor will also provide Rukhsana a place where she can work through

any effects from the ordeals she and her family have gone through.

b)

Focusing on Rukhsana’s strengths, interests, and preferred way of learning may be the

best way to help her learn and move past the traumas she has faced in her life. Rukhsana is a

visual learner and will do best if the lessons included graphs, charts, and models are included in

Mr. Jones’ lesson presentations (Powell, 2019, p. 57). One of Rukhsana’s interests includes art.

Creating art lessons related to math equations would allow her to connect to the math lessons and

help her find success in the class through her interests and strengths (Alliance, 2016). Using art

projects to demonstrate a balanced equation will not only engage Rukhsana but those students

who are visual and kinesthetic learners (Alliance, 2016).

c)

As stated earlier, a good pairing with Rukhsana is Gina. Both Gina and Rukhsana have been

through traumatic experiences in their lives. Enabling the two to find a support system as they

process the events in their lives would be helpful to both. As Gina is a very strong student in

math, she could be a big help to Rukhsana. Rukhsana’s calm temperament could be a suitable

balance to Gina’s mannerisms.

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6) Steven

a)

Mr. Jones needs first to address the way students have been treating Steven in and outside of

class. Teaching tolerance and understanding will help the students understand Steven’s

condition, and the disabilities related to Cerebral Palsy will help his classmates learn what it is he

lives with every day (Teaching Tolerance, n.d.). In teaching this, Mr. Jones will allow students to

more readily accept Steven for who he is and remove any fear or discomfort they may have

about his disabilities; this also will enable the students to be more comfortable in building

friendships with Steven (Teaching Tolerance, n.d.). Teaching tolerance directly relates to the

goal of making and keeping friends in Steven’s IEP.

b)

Steven is successful in Mr. Jones current teaching methods of lecture and demonstrations on the

board. Steven is a visual and auditory learner and must use his computer to complete and turn in

his assignments. To continue Steven’s success, Mr. Jones can add graph’s, charts, and models in

his lesson to stimulate the visual aspect of his learning (Powell, 2019). Placing Steven in a

seating position in class that would allow him to the best place to hear would support his

auditory learning style. Many of Steven’s classmates are also visual learners; including these

methods would continue to ensure his success and the success of his classmates.

c)

In earlier assessments, Steven was placed with both Bill and Dillon. There is an odd number of

students, so one group must have three students. Putting Steven with these two students will help

meet the goal of making and keeping friends in his IEP. Bill, being a natural leader, will be able

to set the example of how to be respectful and treat Steven. Once Mr. Jones teaches tolerance
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and understanding to his students, Dillon, who represents most of his class, will have a better

ability to relate and build a friendship with Steven.

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Part 3 – The Class as a Whole

1)

a)

Universal Design for Learning (UDL) is defined as a model for instruction that

“promotes inclusion and equitable opportunities for diverse and struggling learners” (Anstead,

2016). Adopting UDL principles in the class will have significant benefits for Mr. Jones. UDL

will help students like Ray and Marta who struggle with English using visual aids during the

lessons, especially during the lectures. UDL will enhance instruction by incorporating more

hands-on activities, which is something that is lacking in Mr. Jones class. UDL uses “multiple

means of presentation, including print, audio, video, and computer-delivered content.” (Slavin,

2018, p. 330). UDL will allow students to engage with one another and will likely increase

motivation in the class, which is something a lot of students struggle within this class. (Slavin,

2018, p. 330). UDL can also help students like Ray, who struggle with the retention of the

material and the exams. Giving him another way to apply his knowledge besides homework

assignments and test assignments will greatly benefit him. Mr. Jones needs to get out of the habit

of just lecturing to the students and assigning homework. Mr. Jones now understands his students

and the types of learners they are. He needs to implement strategies to tailor instruction to their

needs, rather than teaching to the masses. Using UDL will ensure the needs of all students are

being met, and it will allow Mr. Jones to find more hand-on lessons to engage the students and

increase participation.

b)

There are a few disadvantages to adopting UDL principles in Mr. Jones algebra class.

The first disadvantage is the difficulty of implementation for Mr. Jones. The class is very
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diverse; there are many different levels of needs, so implementing practical, evidence-based

principles that will meet the needs of all students will be nearly impossible. (Anstead, 2016).

Another disadvantage for Mr. Jones is the lack of support from other educators and

administrators. Another downside to implementing UDL is that Mr. Jones would need to be

aware of the principles of UDL; he would need to receive training to ensure he understands and

is applying this framework effectively. (Slavin, 2018, p. 330). A disadvantage for the students

would be that UDL is not consistent in the sense that the teacher can use countless methods to

deliver instruction. Inconsistency could be an issue for students who thrive in learning

environments founded upon the idea that learning should be in a consistent manner. Consistency

often allows students to stay on task and reduces behaviors in the classroom. (Slavin, 2018, p.

330) Another disadvantage to UDL would be the transition time between his current instruction

and implementing UDL. This “learning curve” would take time for the students to get used to the

new method of UDL. If Mr. Jones is going to switch to UDL, he needs to take into consideration

the learning curve and the lack of consistency in his teaching methods. He can combat this by

creating a lesson about UDL and giving his students time to adjust.
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2)

Model and 2 Ways you could 2 ways you could 2 ways you could have
Methodology have multiple means have multiple means multiple means of
of representation of engagement within action and expression
within the this methodology within this
methodology methodology

Behavioral 1. Write the objective 1. Guided practice with 1. Independent practice

family of models of the day on the the class. Do problems for the students with
of teaching: board together on the board homework to showcase
elements of their progress
effective
instruction
(Hunter) 2. Model the problem 2. Create anticipation
for the students on in the class by showing 2. Check for
the board a video on the subject understanding by
being taught asking students
questions and observing
them do the work in
class.

Information 1. The teacher shows 1. Provide students 1. Students create

processing what is essential in with a template for summaries of their
models of the lesson. Minimizes taking notes. Highly points to showcase what
teaching: the structured notes to they learned and what is
advanced keep them organized important in the lesson
organizers “fluffy” in a lesson
(ausubel)
2. Graphic organizers 2. Students connect
2. Information is for students to help their points to things
broken down into keep thoughts in order outside the classroom.
simple, relatable like brainstorming Use student knowledge
terms. ½ a pizza is circles to compare the subject
more than 1/3 of a to something they
pizza show on a already know.
picture.
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WEEK 4: MR. JONES AND RAY CASE STUDY

Personal family 1. The teacher takes a 1. Classroom 1. The teacher asks

of models of back seat and lets the discussion on the students questions
teaching: non- students explore their subject at hand. about the subject and
directive teaching ideas in the Students share does not interject or
(Tenenbaum) classroom. personal beliefs on the attempt to change ideas.
topic. Just listening to
students allowing them
to express themselves.
2. Students are free to
express themselves in 2. Apply the subject to
the classroom and real-life situations. EX.
share ideas. If a back account gets 2. Students learn to
1% interest a month, identify what is
how much would you important and become
have after one year if life-long learners.
you started with $100?
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Social family of 1. The teacher creates 1. Students group up 1. Students present their
models of clear and concise and work together to findings to the class and
teaching: goals for the class complete to goal at show what they came
cooperative stating them out loud hand. up with together.
learning and writing them
(Johnson & down.
Johnson)
2. Each student 2. Students have
formulates their freedom in choosing
2. The teacher answer and presents it how they present their
decides who is in the to the group. findings (PowerPoint
group and what the video, lecture).
group does.
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References

Alliance, P. (Director). (2016, February 29). Balancing equations through arts-integration

[Video file]. Retrieved August 01, 2019, from
https://www.youtube.com/watch?v=ppgsOB58IFo

Anstead, M. E. (2016). Teachers perceptions of barriers to universal design for learning

(Doctoral dissertation, Walden University, 2016). Scholarworks.

CA Dept of Ed. (n.d.). Child abuse identification & reporting guidelines. Retrieved July 31,
2019, from https://www.cde.ca.gov/ls/ss/ap/childabusereportingguide.asp

Candler, L. (n.d.). Cooperative learning seating options. Retrieved July 31, 2019, from
https://www.lauracandler.com/cooperative-learning-seating/

Child Mind Institute. (n.d.). Helping children cope after a traumatic event. Retrieved August 01,
2019, from https://childmind.org/guide/helping-children-cope-traumatic-event/

Common Core State Standard Initiative. (n.d.). High school: Algebra. Retrieved August 01,
2019, from http://www.corestandards.org/Math/Content/HSA/

Corbettmaths. (2019). Retrieved August 01, 2019, from https://corbettmaths.com/

Denham, S. (2016, June 17). Tools to assess social and emotional learning in schools. Retrieved
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