Case study of student at East Meadow High School using the SETT framework

Student:
Name: Mike (pseudonym)
Gender: Male
Age: 17 years old
Academic status: tenth grade
Interests and preferences:
- football
- wrestling
- Playing basketball

Background information

Mike is a sophomore at East Meadow high school. He is personable, respectful, and has a good sense
of humor. He enjoys sports and participates on the football team. After high school, Mike plans on
attending a four year college.

Per his 2016- 2017 IEP, Mike has a prior diagnosis of dyslexia. He struggles with decoding. Since he has
strong auditory skills, he is able to answer both literal and inferential questions when passages are read
to him. Mike also struggles with expressing ideas on paper although he has no trouble expressing them
verbally. His written responses are short and lack details and his vocabulary is limited. Mike is strong
math with the exception of multistep word problems.

Learning environment
Since independent work can be challenging due to the decoding issue, Mike has had a multidisciplinary
intervention specialist throughout middle school and in ninth grade who reads and scribes for him. This
year, in addition to the intervention assistant, Mike was provided with assistive technology devices.
Specifically, he was provided with a laptop installed with the programs Snap&Read, Co Writer 6, and
Microsoft Office 365. The Office 365 platform include OneNote with the Learning Tools downloaded.
The objective of the assistive technology is to have Mike become more independent and less reliant on
the intervention assistant.

Mike has 8 different classes per day including resource room. The intervention specialist scribe's notes
when needed in math, english, social studies, science. When I spoke to the my colleague who teaches
Mike geometry, she said that the intervention specialist tries to sit so he is less noticeable in the
classroom. In the beginning she did not know that the specialist was working with Mike. She felt that
this helped Mike feel less self-conscious about being a little different.

Mike did have a laptop to bring to class on a regular basis equipped with Snap&Read, Co Writer 6, and
the Office 365 applications. However, both the special education teacher and intervention specialist
said he did not like to use the laptop in class since it was huge. When opened it took up almost the
entire desk with little room for anything else. Mike, along with other students with this assistive devices

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were self-conscious and refused to use in many of their classes with the exception of resource room or
at home. The special education teacher did address this with administration but unfortunately they
could not do anything during school year.

During the school year, an person from Boces came once a month to train Mike and the intervention
specialist on the use of the software. Although this was helpful, as discussed earlier, the size of the
laptop made it uncomfortable to use in the classroom.

Another factor that limited the use of the assistive technology was that the subject specific teachers did
not provide digital copies of their notes. When interviewing the specialist he commented “ The laptop’s
usefulness is contingent on a teacher’s ability to have digital copies of their work available. Though this
ideal, Mike’s soft spoken nature will result in him not asking for such materials.” The specialist pointed
out that even if teachers provided hard copy of the notes, the student would first need to scan notes
into computer before being able to use the programs. Although this is doable, it is an extra step with a
adolescent already struggling with the assignments.

Progress during this year

Mike’s special education teacher and intervention specialist both agreed that Mike improved this year
compared to last year however he did rely on his intervention specialist. Mike is capable of deciphering
shorter passages as long as he is given extra time compared to peers. He still struggles with longer
passages. He is also capable of producing written response with no help. His specialist pointed out that
he is a “perfectionist” with spelling but still struggles even with the use of the co-writer. His regents
grades this year were: Geometry 81, Earth Science 88, and Global 92.

The intervention specialist pointed out that since Mike has had a scribe for many years, “it has molded
his style of producing fairly well organized essays”. When Mike uses the laptop, he struggles more with
the organization. Both the specialist and special education agreed that Mike is capable of and needs to
become independent. Next year Mike will start the school year without the use of the specialist. He will
use computer that is smaller and less obtrusive with Snap&Read, Co Writer, and Microsoft office
applications.

Task
The following is an example of a lesson that I adapted keeping in mind that one of my students has
dyslexia. Mike in enrolled in common core algebra 2 with lab next year. The unit on probability is
difficult for many students even if they do not have a learning disability. Therefore the adaptations will
benefit all students. In addition to adapting the lesson, I created a short video to demonstrate to other
subject teachers how they can easily upload their notes into Microsoft OneNote notebook.

Lesson Plan
Date: June 26, 2017 Grade: 11
Teacher Name: Sondra Polan Subject: Common Core Algebra 2

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Topic: Conditional Probability
Objectives:

Students will understand the following:

1. Understand the definition of conditional probability.
2. Learn how to use the relative frequency approach to assigning probability to find the conditional
probability of an event from a two-way table.
3. Learn how to use the formula for conditional probability.

Common Core Math Standards

CCSS.MATH.CONTENT.HSS.CP.A.3 Understand the conditional probability of A given B as P(A and
B)/P(B), and interpret independence of A and B as saying that the conditional probability of A
given B is the same as the probability of A, and the conditional probability of B given A is the same
as the probability of B.

CCSS.MATH.CONTENT.HSS.CP.A.4 Construct and interpret two-way frequency tables of data when two
categories are associated with each object being classified. Use the two-way table as a sample
space to decide if events are independent and to approximate conditional probabilities.

CCSS.MATH.CONTENT.HSS.CP.B.6
Find the conditional probability of A given B as the fraction of B's outcomes that also belong to A,
and interpret the answer in terms of the model.

Target ISTE- T Standards

2.Design and develop digital age learning experiences and assessments Teachers design, develop, and
evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to
maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the
Standards

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote
student learning and creativity
c. Customize and personalize learning activities to address students’ diverse learning styles, working
strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and
technology standards, and use resulting data to inform learning and teaching
list standard(s) number/letter and description here

Materials and Aids

1. Video explaining what conditional probability is and demonstration of two
examples to be view prior to class
2. Smartboard
3. Worksheet containing examples of conditional probability link to pdf
4. TI Navigator System and Calculator

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Floorplan of room

Diagram 1
Smartboard is located in the upper left hand corner of the room. Mike would be seated
close to the smart board facing the smartboard.

Procedures/Methods
1. As a homework assignment prior to class, students will view a video defining conditional
probability, showing the formula, and an example of how to apply concept to a problem

● Link to edpuzzle video

2. At the beginning of class teacher will have a randomly selected student summarize
the example from the homework.
3. Students will work in preassigned groups (see diagram 1 above) on a worksheet
with similar problems (link to pdf of worksheet). Final answers to the worksheet will
be sent by the Navigator system.
4. Teacher will walk around room monitoring group progress and giving guidance
when needed.
5. At the end of the lesson, a conditional probability question will be sent as a poll to
ascertain student understanding of the material.

Accommodations-Adaptation for student with Dyslexia

1. Video for the homework assignment will be sent through EdPuzzle for all students.
The speed and volume can be adjusted easily. Audio notes will be added for
questions for student.

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 2. A pdf of notes and homework into students Microsoft OneNote notebook
3. Student can use Snap&Read or the immersive reader tool in OneNote
4. During class, student will be working with assigned group. Based on his other
classes, student works well with others. Therefore, he can received additional
assistance from peers.
5. Question on the TI Navigator can modified by changing wording, changing size and
color of font and sent to individual students

Technology-
1. Student has access to Snap&Read but work from teachers needs to be sent digitally.
Since teachers may need additional training on the best way to send documents, I
have created a video showing an approach.(link to video)
2. Student can also access the immersive reader from word or OneNote. To use
student must have access to document in digital form.
3. There is a feature in OneNote that allows teacher to record audio or video.
4. EdPuzzle is a great application for flipping the classroom. In addition, the video
could be modify if you need to differentiate the instruction.