EDSP 363
CASE S : C N E TTUDY LASSROOM ORMS AND XPECTATIONS EMPLATE
Using the STAR sheets that follow the cases, answer each case study question in the unit in the
template below. . . Keep the questions in bold Format your answers in italics
Level A: Case 1
Read the Case Study Set Introduction and the STAR sheets on each of the possible
strategies.
1. Using the strategies listed above, write one suggestion that Ms. Bosco can implement
for each of Ron’s goals. Explain why the suggestions would be helpful in meeting
Ron’s goals.
Ms. Bosco should craft a personalized visual schedule for Ron. This schedule will act as a
visual guide for Ron, showing him a clear path through his day right from the moment he
arrives in the classroom. It is crucial for Ms. Bosco to communicate her expectations,
outlining the routine of entering the classroom and preparing for the day. To make these
tasks motivating for Ron, she can introduce a reward system. For example, when Ron
successfully completes his morning tasks, Ron could be granted time with the classroom pet
fish. By doing this, Ms. Bosco will be establishing a system that genuinely motivates from
and supports his adherence to the daily routine.
Level A: Case 2
Read the Case Study Set Introduction and the STAR sheets on each of the three possible
strategies.
1. Give one suggestion from each strategy that may be helpful to Mr. English in
meeting the goals for his class.
Mr. English should consider guidelines regarding the classroom’s entry and exit procedures,
especially for the four students whose behavior has been disruptive. The objective is to make
sure that all students can work without disturbances and with mutual respect. It could be helpful
for Mr. English to engage in one-on-one conversations with these four students, individually
addressing how their actions might be affecting their peers and communicate his expectations
going forward. Secondly, Mr. English could integrate these students into class activities when
they arrive, possibly by involving them in a writing task or a similar assignment. This approach
will keep them engaged and also maximizes the writing time for the entire class, offering
valuable writing practice to the transitioning students. This strategy will benefit both in terms of
classroom harmony and the developmental needs of the transitioning students.
Level B: Case 1
Review the Case Study Set Introduction and the STAR sheets on the four possible
strategies.
Page 1 of 3
EDSP 363
1. Select two strategies that Mr. Washington will use as he shifts from lecturing to
using partner work in his math instruction. Describe how Mr. Washington will use
these two strategies to meet his goals and how these strategies will help Shandra to
reach her goals.
Mr. Washington need to start his math class by setting up some clear ground rules and
expectations for how his students should work together. After that, he will put the rules into
action by shortening his lectures and encouraging more teamwork. Mr. Washington will be there
to help students express their thoughts about math. With more teamwork, Shandra will have the
chance to talk with her classmates about math concepts, as she did during her Title 1 math
tutoring sessions, this will assist her in achieving her educational objectives.
Level C: Case 1
Review the Case Study Set Introduction and the STAR sheets on the four possible
strategies.
1. Write a statement describing how each strategy will be implemented as Ms. Jung
works with her newly structured class.
The teachers need to make sure they have a clear plan for the day and stick to it. To make things
work smoothly, they should stay in touch and back each other up when needed. It is very
important that all teachers are on the same page with their expectations so that they and their
students do not get confused. Getting everyone involved in group activities can be a fun way for
new and current students to get to know each other better. When it comes to all those times
when there are transitioning between activities, having clear expectations is a must. Keeping
the lines of communication open among teachers during those transitions is a key part of making
everything run smoothly.
2. In writing,
a. Select a classroom norm that would allow successful student movement to
outside instruction as needed and maximize time for learning. (This norm
may be stated as a rule.).
In the classroom, there will be a colorful “Destination Board” with various locations like
“Outdoor Adventure,” “Science Lab,” and “Art Studio” displayed as options. Each student will
have a personalized name tag, they could be in the shape of a mini passport of a fun character.
When it is time to transition to a different activity, students will move their name tag to the
destination they are going to participate in next. This can be a fun way to keep track of where
everyone is headed. To add an extra element of engagement, a brief interactive moment during
transitions could be done. For example, when students move their name tags, they could briefly
share something they are excited to learn or do at the upcoming destination. This can help to
encourage enthusiasm and anticipation for the next activity.
b. Explain why you believe the norm will be effective.
This idea will work because it lets students move around when they need to without needing
assistance from the teacher.
c. Write two expectations Ms. Jung must state clearly to the entire class to help
establish this norm.
Page 2 of 3
EDSP 363
Students must transition quietly. Students must also remain on task while their other classmate’s
transition.
d. State a specific procedure concerning movement she must teach Lew (you
may need to refer back to the classroom schedule).
Lew’s daily routing involves going to Title 1 reading, then Title 1 math, and then finally lunch.
Because Lew gets back to the class as everyone else is getting ready for lunch, Ms. Jung can
speak with the Title 1 teacher and discuss the idea of Lew heading straight to lunch with them
after math class instead of coming back to the classroom.
e. State a specific procedure concerning movement she must teach Myra (you
may need to refer back to the classroom schedule).
Myra misses half of her social students class and all of her science class when she has her
special education session. When she completes this session and goes back to class, her
classmates are already in recess. To make things easier for Myra, she could go straight to the
playground after her special education session. The special education teacher could help her
transition to recess.
Page 3 of 3
