{"id":577,"date":"2019-10-28T21:10:33","date_gmt":"2019-10-29T02:10:33","guid":{"rendered":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/?page_id=577"},"modified":"2019-11-02T23:16:18","modified_gmt":"2019-11-03T04:16:18","slug":"data-based-individualization-case-study-part-one","status":"publish","type":"page","link":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/data-based-individualization-case-study-part-one\/","title":{"rendered":"Data-Based Individualization Case Study Part One"},"content":{"rendered":"

\"Case<\/p>\n

What is a case study?\u00a0 Heale and Twycross (2018) defined a case study as \u201cresearch methodology, typically seen in social and life sciences. There is no one definition of case study research.\u00a0 However, very simply\u2026 \u2018a case study can be defined as an intensive study about a person, a group of people or a unit, which is aimed to generalize over several units\u2019.\u201d\u00a0 The case study we are about to explore for explicit teaching follows a teacher as she is restructuring her lesson plan for a phonics lesson.\u00a0 We will explore who this teacher is, who her students are, how she adjusts her lesson plans and how she demonstrates this during her instruction.\u00a0 So\u2026let\u2019s meet the teacher.<\/p>\n

 <\/p>\n

(Please note that this case study is not a real life example and the occurrence\u00a0of names to real people is a coincidence. All materials you will see in this case study are original.)<\/b><\/p>\n

 <\/p>\n

Mr. Williams is a reading intervention teacher in a large\u00a0urban school district.\u00a0\u00a0The school is located in the heart of a large city with a diverse student population.\u00a0 \u00a0Mr. Williams class is made up of three 4th grade students.\u00a0 Jill, Mark and Joe all receive 30 minutes of intensive reading instruction with Mr. Williams daily.\u00a0 Each of the students are currently reading well below grade level.<\/p>\n

 <\/p>\n

Let’s take a look at how Mr. Williams uses the process of data-based individualization to make adaptions to one of his students instruction.<\/p>\n

\"Title<\/p>\n

Mr. Williams is a reading intervention teacher who works with small groups of students on reading skills. \u00a0Since the start of the school year, Mr. Williams has been progress monitoring his students using a CBM oral reading fluency probe.\u00a0 He has been graphing his data and checking weekly to see if his students are making progress towards their fluency reading goal.\u00a0 When he looks at his data for the week, Mr. Williams sees that one of his students, Joe, is not making as much progress as the other students in his class.\u00a0 He wants to examine what he can do to help increase Joe\u2019s fluency.<\/p>\n

 <\/p>\n

\"Joe's<\/p>\n

 <\/p>\n

Mr. Williams has been using his school\u2019s Tier II prescriptive reading intervention.\u00a0 The program has both group and individual instruction and contains many opportunities for students to respond both in the group and individually.\u00a0 The program focuses on teaching phonics, decoding skills and word work.\u00a0 Mr. Williams has been delivering the program with fidelity each week.\u00a0 Joe and the other students attend his reading class everyday for 30 minutes.<\/p>\n

Mr. Williams attended a professional development on data-based instruction (DBI) at the end of the last school year.\u00a0 He decides that he is going to use the DBI process to make adaptations to Joe\u2019s instruction.\u00a0 He looks at his materials from his training and looks over the DBI process chart that he got from the National Institute for Intensive Intervention (NCII).<\/p>\n

 <\/p>\n

\"Data-Based<\/p>\n

(Source:\u00a0 National Institute for Intensive Intervention)<\/strong><\/p>\n

 <\/p>\n

The first step in the DBI process is using a validated Intervention Program.\u00a0 He knows that he is already using a validated Tier II intervention that was chosen by his school\u2019s Curriculum Support Team.\u00a0 The team consulted the NCII Academic Intervention Tools Chart and selected a program that was met the needs of their students and was supported by research.<\/p>\n

\n

 <\/p>\n

Now that Mr. Williams has begun the DBI process, let’s visit Case Study Part Two to see how Mr. Williams uses the DBI process to adapt Joe’s instruction.\u00a0<\/strong><\/p>\n

 <\/p>\n

Click on the image below to see Case Study Part 2.\u00a0\u00a0<\/strong><\/p>\n

\"Click<\/a><\/p>\n

 <\/p>\n

\"To<\/a><\/p>\n

 <\/p>\n

References:<\/strong><\/p>\n

DBI Process Overview. (n.d.). Retrieved October 27, 2019, from https:\/\/intensiveintervention.org\/resource\/dbi-process-overview.<\/p>\n

Heale, R., & Twycross, A. (2018). What is a case study? Evidence \u2013 Based Nursing<\/em>, 21(1), 7.<\/p>\n","protected":false},"excerpt":{"rendered":"

What is a case study?\u00a0 Heale and Twycross (2018) defined a case study as \u201cresearch methodology, typically seen in social and life sciences. There is no one definition of case study research.\u00a0 However, very simply\u2026 \u2018a case study can be defined as an intensive study about a person, a group of people or a unit,…<\/p>\n","protected":false},"author":8585,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"tags":[],"class_list":["post-577","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/pages\/577","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/users\/8585"}],"replies":[{"embeddable":true,"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/comments?post=577"}],"version-history":[{"count":13,"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/pages\/577\/revisions"}],"predecessor-version":[{"id":893,"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/pages\/577\/revisions\/893"}],"wp:attachment":[{"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/media?parent=577"}],"wp:term":[{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/tags?post=577"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}