Chapter 2 Reflection During this chapter, you will learn about different ways to support diverse learners in your classroom using tools including Universal Design for Learning, Differentiation, and Multi-Tier Support Systems. In this course, you will be introduced to these instructional tools/frameworks. As you progress through the program, you will learn how to incorporate these techniques into your instruction in order to meet the diverse needs of learners in your future classroom. Introduction, pp. 31-34 During this section the book asks and answers the question "How well are we educating America's students?" 1. What type of picture does this paint of American education? 2. What is your reaction to the way our education system is described on pages 31 and 32? When answering the question "What does all this information have to do with the education of students with disabilities?", the book states that the "general education foundation is inadequate" (p.34). 1. What issues does this cause? 2. Why is the general education foundation inadequate? Evidence-Based Practices, pp. 35-36 1. What are evidence-based practices and why are they important? Universal Design for Learning (UDL) and Differentiated Instruction (DI), pp. 36-41 1. What would you identify as the main difference between UDL and DI? Data-Based Decision Making, pp. 41-43 Data-Based Decision Making: Education :: Evidence: Crime 1. The analogy above compares data-based decision making to evidence at a crime scene. After reading about data-based decision making, how do you think these two are related? 2. How would Data-Based Decision Making be useful in making instructional decisions? Multi-Tiered Systems of Support, pp. 46-49 As you read about multi-tiered systems of support, fill out the following Top Five List with the main concepts or facts that are important to remember about Multi-Tiered Systems of Support My Top Five List Topic: Multi-Tiered System of Supports 1 2 3 4 5 Explain how Evidence-based Practices, Universal Design for Learning, Differentiated Instruction and Data-Based Decision-Making fit into or support the MTSS process? Chapter 3 Reflection Read the following case scenario and answer the questions that follow based on what you read in Smith et al. (2018) Chapter 3. Serge Romanich, a third-grade student and refugee from Serbia, spoke limited English. His education had been sporadic at best and the new elementary school he was attending had tested and classified him as learning disabled. A week before school was scheduled to start, Harry Simms, the principal at Oakwood Elementary, was busy at his desk. The school secretary entered his office and said, "There are some people here to see you. I think they want to enroll a student." Harry stood up and welcomed the visitors, two women and an-eight-year-old boy. "I am Byona Romanich and this is Serge," said one of the women. The other woman quickly added, "I am Byona's sister-in-law, Trina. I am here to interpret for her because she speaks only French, Russian, and Spanishvery little English. She would like to enroll Serge in the school." Trina translated as Byona talked. "Serge was born in Serbia and his development was completely normal, just like the other little boys of the village. He was getting ready to begin school when the Serbian war began. We went to France and stayed with relatives outside Vichy. Although Serge was ready to begin school, he was unable to attend until the next school year due to my extended hospital stay. During his schooling in France, he did not speak the language very well and received no reading instruction. At that point, Serge, his sister, and I traveled to America to join my brother." Harry did not know how to respond. He decided simply to welcome Serge to Oakwood and assure Mrs. Romanich the school staff would help him adjust to his new environment. Serge was placed in a third-grade class and received additional services from the Limited English Proficiency (LEP) program. He made very little progress over the next few months. Serge was essentially a non-reader and showed little aptitude in the LEP class. His teacher suggested to Mrs. Romanich that perhaps Serge had a learning disability that should be explored with testing. Mrs. Romanich rejected that possibility, stating that she felt that her son would catch up as he became more proficient in speaking the language. By the end of the year, Serge had not caught up. He was still struggling with the language and had made very little academic progress. Mrs. Romanich reluctantly agreed to have Serge tested. When the testing was complete, she met with Serge's teachers, the principal, and the school psychologist. The school psychologist read the evaluation results. "Serge's score on the Leiter (a nonverbal intelligence test often used with non-English speakers) was 105. This score falls within the Average range of intelligence. On the Woodcock-Johnson Test of Cognitive Abilities, he scored at least 2 standard deviations below the mean in the areas of auditory processing, short-term memory, comprehension knowledge, and fluid reasoning; tasks that typically measure an individual's verbal abilities. He scored in the Average range in: long-term processing, processing speed, and visual processing; these tasks are mostly perceptual. On the Woodcock-Johnson Tests of Achievement, Serge scored 2 standard deviations below the mean in reading, written language, and knowledge. He scored in the Average range in math." The school psychologist then turned to Mrs. Romanich and her interpreter and said, "This pattern of scores, achievement scores 2 standard deviations or more below the intelligence score, is indicative of a learning disability. In addition, the equally wide gap between Serge's verbal and non-verbal scores supports the proposition that he has a learning disability. He would benefit from individualized and small-group instruction for part of the day in a resource room." Everyone around the table nodded in agreement except Serge's mother. Mrs. Romanich said, "I think Serge is just having trouble picking up the language. At home he does fine. He seems so intelligent to me." "He is intelligent, Mrs. Romanich, but he has a learning disability that is holding him back. We can help him overcome that disability and achieve his full potential by providing more individualized instruction. He will also continue to receive services in the LEP class," the psychologist responded. Mrs. Romanich finally agreed to the placement. Despite his new placement, Serge made limited progress the next year in fourth grade. However, fifth grade proved to be a true success story for Serge. His new resource teacher, Mrs. Evans, was in her third year of teaching. She was impressed by the diversity of the students at the school, including a large population of children of Serbian descent. She became interested in finding out as much as she could about the culture and background of her students in order to develop a relationship with them. She developed an especially close relationship with Serge. Mrs. Evans worked with Serge in a resource pull-out program for two hours every day. She also went into Serge's classroom three times each week for language arts in order to provide him with additional support. Serge's English speaking proficiency increased as well as his reading skills. The combination of resource room instruction and an inclusive language class proved to be effective. Serge progressed from being a non-reader to reading and speaking English at a second-grade level. His math skills were even stronger. Mrs. Evans observed firsthand Serge's rapid academic achievement. She noted that when Serge was introduced to a new word and its definition, he was able to retain that knowledge. Although Serge was still a quiet child and hesitant to become involved in detailed English conversations, he was very comfortable when talking socially to his peers. Because of his rapid academic growth, Mrs. Evans began to question Serge's diagnosis of learning disabled. She decided to check out his records in the school office. As she read his file, she discovered that the initial testing was done in English and Serbian, but Serbian was used only if Serge indicated that he did not understand what was being said. She thought of the gains Serge had made this year. Was he really learning disabled, or did he simply need more time to learn and feel comfortable speaking English? Could the testing results simply be a result of poor language skills and not a learning disability per se? She continued to ponder the situation as she closed Serge's file and handed it back to the secretary. Questions: 1. Do you think Serge's skills were assessed adequately? Do you think he was correctly identified as learning disabled. Why or why not? 2. Do you think a special education placement was appropriate for Serge? Why or why not? 3. Based on what you read in Chapter 3, why are cases like Serge's a concern? 4. What culturally responsive teaching strategies did Mrs. Evans practice? Suggest one other strategy Mrs. Evan's could have used based on what you read in Chapter 3