lydia · web view2019. 9. 9. · lydia lives with both of her biological parents and currently...

Lydia

Fall 2013

Jessica Stanton

Case Study

Bradley University – ETE 443

Stanton Case Study 2

Introduction

This document is a compilation of information, which was obtained from sources

including parent questionnaires and direct classroom observation and assessment, about a four

year old child named Lydia. Lydia is placed in the preschool classroom where I am the

classroom teacher. Data was collected over the course of several weeks in the child’s normal

classroom environment, as well as in individual sessions outside of the normal classroom day, in

order to provide comprehensive and authentic assessment information. Permission for all

assessment was obtained from the child’s parents prior to the study.


Table of Contents

Introduction.............................................................................................................................................2

General Information...............................................................................................................................2

Background Information........................................................................................................................2

History and Milestones.......................................................................................................................2

Family Information.............................................................................................................................2

Educational Experiences....................................................................................................................2

Assessment...............................................................................................................................................2

Observations ...................................................................................................................................2

Assessment Data..................................................................................................................................2

Results of Appropriate Assessment Measures...............................................................................2

Instructional Recommendations and Educational Goals..................................................................2

Environment.........................................................................................................................................2

Individualized Teaching.....................................................................................................................2

Communication Plan for Sharing Results........................................................................................2

Summary Report..............................................................................................................................2

Documentation Panel......................................................................................................................2

Reflection..................................................................................................................................................2

Appendix...................................................................................................................................................2

Appendix B Classroom Photos...........................................................................................................2


General Information

Lydia is a four year old student who attends full day preschool in a mixed-age, faith-

based early childhood classroom at Northminster Learning Center. She is a second year

preschool student in a classroom containing 19 students aged 3-5 years, with a lead teacher and

associate teacher. Lydia also attended a toddler program two mornings a week as a two-year-old

in her year prior to attending the preschool program. Lydia is an English language speaker and

there are no other languages regularly spoken in her home. Lydia attends before care and after

care at her center.

The learning center where Lydia attends is based in the philosophy that children learn

best through active, engaged, and meaningful play. It is believed that children’s natural curiosity

to explore and manipulate their world should be supported through opportunities to use their

senses, manipulate real objects and work together with other children and with adults. The

learning center implements the Project Approach where students and teachers embark on in-

depth investigations of topics motivated by the interests of the children.

Lydia is engaged in her classroom environment, and, being a second year student

returning to the same classroom, is a leader for her peers. Lydia’s parents support the learning

center’s efforts, maintain ongoing contact with me as Lydia’s teacher, and partner with me in her

learning journey.


Background Information

History and Milestones

Lydia was born to healthy parents after a normal pregnancy. Lydia is a typically

developing child who has reached developmental milestones within average guidelines. Lydia

has a primary case pediatrician that she sees regularly for developmental physicals and well child

visits. She is a child in good physical health with no history of chronic illness or disease.


Family Information

Lydia lives with both of her biological parents and currently has no siblings. Her home is

a literacy-rich environment in which both parents support Lydia’s literacy development. Her

parents read to her regularly to foster emergent literacy skills, provide books and other print

materials at her level, and offer writing and drawing materials for her to practice written

language. Lydia’s parents are both educated individuals who value the learning process and take

an active role in their daughter’s education by staying abreast of the best practices in early

childhood education and by maintaining consistent contact with Lydia’s teachers. As an

elementary school principal, Lydia’s mother is aware of the expectations facing Lydia as she

enters primary school next year and both parents strive to prepare their daughter for her next

learning experience.


Educational Experiences

Lydia’s current preschool placement is an environment which supports the need for

children to actively explore and investigate as they learn through meaningful play. As Lydia’s

classroom teacher, I strive to create an ideal classroom environment where all children can feel

nurtured, accepted, and successful. In order to achieve this, I work to maintain an environment

that is warm and welcoming, organized and adaptive, and effective and purposeful.

Lydia’s classroom environment is a mixed-age classroom where she shines as a second

year student. Ample opportunity is provided for Lydia to demonstrate her awareness of what it

means to be a leader as she models for other students the skills she has mastered. Lydia is

challenged through instruction that is differentiated for her skill level, building upon

foundational skills she has learned both from her home environment and previous preschool

experiences. A daily schedule is provided on the following page. It illustrates the diverse

experiences offered to Lydia each day with a balance of active and quiet times, as well as large

group and small group experiences.


Daily Schedule currently in use in Lydia’s full day preschool classroom


AssessmentObservations

Lydia is observed throughout the day as she plays and works in the classroom. I have had

the opportunity to observe Lydia in the classroom daily over the last few months as her preschool

classroom teacher. I link daily lesson plans with the Illinois Early Learning and Development

Standards. This necessary step helps me to complete ongoing assessment by taking anecdotal

notes throughout the classroom day as lessons are presented, by completing a developmental

checklist that is tied to the standards, and by collecting samples of Lydia’s work. Observations

are collected in a folder which I regularly cross reference with the standards included in my

lesson plans and with Lydia’s developmental checklist in order to ensure that I am observing

Lydia in all domains and that I am seeing progress over time.

As Lydia participates in language lessons throughout the day, and in activities which

support this development, she demonstrates phonemic awareness skills, alphabet knowledge, and

reading readiness. Lydia identifies and names all upper and lower case letters of the alphabet and

makes letter-sound connections. Lydia successfully participates in phonemic awareness lessons

presented to her in the classroom through the Haggerty approach. She recognizes several high

frequency words and sight words in classroom language arts activities. These observations are

what supported the use of the Woodcock Reading Mastery Assessment included in this study.


Assessment Data

To better assess Lydia’s development in the domain of Language and Literacy, the

Woodcock Reading Mastery assessment was conducted. In addition to this assessment, a basic

evaluation of letter knowledge was completed as well as benchmark reading passages and

running records using leveled readers from www.readinga-z.com. A sight word assessment was

also conducted using the pre-primer and primer Dolch sight word lists rom

www.atozteacherstuff.com. These assessments, along with anecdotal records from classroom

observations and a developmental checklist, make up the assessment data included in this case

study.

http://www.atozteacherstuff.com/


Results of Appropriate Assessment Measures

Lydia was administered the first three assessments included in the Woodcock Reading

Mastery. The portions that were age appropriate for Lydia included Visual-Auditory Learning,

Letter Identification, and Word Identification. In the first administration of the assessment, Lydia

scored in the 99th percentile in the Visual-Auditory and Letter Identification portions of the

Woodcock Reading Mastery. She scored with a grade equivalent of 1.2 in the Word

Identification portion of the evaluation. Lydia was four years and two months old at the time of

the assessment. The tool was designed for the use of children ages five and up who are in

kindergarten, however, skills Lydia demonstrated in the classroom prompted the use of the

assessment. Her results are included in the following pages. The word identification portion of

the test was administered again approximately six weeks after the initial assessment, concurrent

with a re-administration of the Dolch sight word assessments. Lydia’s scores on both

measurements illustrated improvements in her ability to recognize common sight words.


Instructional Recommendations and Educational Goals

Environment

Assessment data for Lydia indicates that she is strong in the domain of Language and

Literacy and that she can benefit from additional resources which challenge her abilities. In the

classroom environment, providing additional resources for Lydia to access common sight words

as well as continued use of additional high-frequency words in classroom literacy lessons will

build upon Lydia’s emergent reading skills. The addition of leveled readers at Lydia’s reading

level to various locations in the classroom will offer her additional opportunities to practice

reading and language decoding skills.


Individualized Teaching

In order to provide differentiated instruction for Lydia in the Language and Literacy

domain, individualized reading groups can be formed where Lydia and other emergent readers

can support one another in their skill development. Leveled readers can be determined using

benchmark passages and appropriate early reading books can be provided. Monitoring Lydia’s

reading level and providing individualized instruction in smaller groups can support and

encourage her emergent skills and build her confidence as a reader.


Communication Plan for Sharing Results

In order to establish a strong relationship with families, it is important to have a

communication plan in place (see Family Connection Plan example below). From the very

beginning of the school year, important connections are made with parents. Being accessible to

them and offering a straightforward approach to my expectations of their child, offers a mutual

respect that parents appreciate. The connection plan I have in place includes strategies for

connecting with parents on a regular basis through weekly newsletters, parent nights, parent

teacher conferences, and behavior plans. An orientation packet for parents proves helpful for

dispensing information about classroom routines and procedures. Results of assessments are

shared at the time of assessment, at parent-teacher conferences, or at meetings scheduled to

discuss plans for what steps to take with the information collected.

Information about Lydia’s progress is shared with her parents as necessary, as they

inquire, and at parent-teacher conferences. Her progress is also shared through ongoing

documentation displayed in or near the classroom. At parent-teacher conferences, I share a

portfolio with Lydia’s parents which includes samples I have collected of Lydia’s work in

several learning domains, including: Language and Literacy, Mathematical Thinking, Scientific

Thinking, Social Studies, and Fine Arts. I also share a summary report which I have written as a

compilation of my observations, supported by the developmental checklist I have completed for

Lydia. In addition to the above, I also plan to provide Lydia’s parents with a copy of this case

study, discussing with them my further assessments of their daughter and my educational goals

for her.


Family Connection Plan

Beginning of the school year:

Early Childhood Home Visits

For children just entering school in a preschool setting, home visits provide the opportunity for

teachers to introduce themselves to the child and to the family in a setting most comfortable to

the child. Calming the child’s fears and offering a home-school connection before the child

enters school sets the stage for a positive “first day” experience for the child, the parents, and the

teacher. At the home visit, teachers can introduce themselves, and give the child an impression of

what school will be like by bringing sample materials with them from the classroom. An

introductory teacher-made booklet with photos of the school building, the classroom, and the

child’s teachers, helps the child to know more about what to expect when they arrive at school.

Early Childhood Classroom Visit Day

Prior to the start of school, a classroom visit day is provided for families where the children can

visit the classroom with their parents. This event is an open house in which families can come

and go at their comfort level. Exploring the classroom with their parent before the first day of

school makes the child more secure in the classroom environment being a safe place for them to

spend time.

Back to School Night

Parents are invited to attend a back to school night where they can meet the teacher and learn

about the plans for the classroom. The teacher is able to share expectations for the children, and

answer any questions the parents may have. This is an excellent opportunity to go over the

school handbook with parents outlining the specifics of their child’s school, classroom, and

grounds. Key highlights of the year can be mentioned at this time, and parents can volunteer to

be involved in upcoming projects and events.


Ongoing Connection Opportunities:

Parent Board

Inside the classroom, having a small bulletin board for pertinent information offers parents

communication at a glance. School menus, calendars, and volunteer sign-ups are excellent modes

of communication to place here. This board is updated as necessary.

Classroom Blog

The development of a classroom blog allows the teacher a simple, easy way to post messages

and photos highlighting the classroom’s events. Blogging about current curriculum, classroom

happenings, and school-wide events keeps parents informed on a daily basis. Prior to posting

photos of any children, permission must be given by parents who have signed a written

permission form allowing their child’s image to be posted here. Security controls are to be in

place to ensure parent-only access to the blog.

Email and Phone Accessibility

Providing parents with an email address and phone number where they can reach their child’s

teacher is a simple way to extend an invitation for them to share with the teacher any concerns

they have or information they find important.

Weekly Newsletters

Every week, the parents are mailed or emailed a newsletter outlining the past weeks highlights,

and notifying them of upcoming curriculum, trips, or events. Specifics about topics of study and

what the children learned through classroom activities are shared in the newsletter. This keeps

the parents abreast of the classroom experiences and prepares them for what is coming up. The

newsletter also provides an opening for parents to discuss the week’s events with their child at

home by giving them specific classroom experience for them to ask their child about.


Parent-Teacher Conferences

No less than twice per year for early childhood and primary classrooms, and as necessary at

other times during the year, parents should be offered, and encouraged to schedule, a conference

with the teacher to discuss their child’s progress and address any concerns they or the teacher

may have about the child’s academic or social development. Any screenings, assessments, and

documented work collected in the classroom should be shared with the parents at this time.

Behavior Plans

In the event that a child exhibits behaviors that are not conducive to a healthy classroom

experience for themselves or other children, a conference should be set up with the parents to

discuss a plan for addressing the undesired behavior. The plan should be one that both the

parents and the teacher are comfortable with implementing and should abide by the discipline

policy set forth by the school. Ongoing updates are to be given to the parents via notes or email.

Volunteer Opportunities

Parents should be encouraged to volunteer in the classroom and in the school and ample

opportunities to do so should be available. Parents can share special skills and talents with the

students, assist with classroom library, make play-dough for the classroom, share cooking

activities and projects, and participate as a guest reader. Parents can also take part in class field

trips and special projects, for example, building something new for the classroom or outdoor

environment.

Family Nights

Throughout the year, various family nights can be organized to incite parents to spend time in the

school with their child. Family Literacy Night, Game Night, Movie Night, Open Houses, and

Project Nights are examples of such events.


Summary Report

Using information collected through anecdotal notes of classroom observations, the

completion of a developmental checklist and other informal assessments, a summary report is

compiled to give an overview of Lydia’s development in the following seven learning domains:

Language Arts, Mathematics, Science, Social Studies, Physical Development and Health, Fine

Arts and Social and Emotional Development. This report is shared with the parents, included in

her student portfolio, and added to her student file. The report written for Lydia is included in

this study following this page.


Documentation Panel

A documentation panel was prepared to provide a window into Lydia’s learning. During

a woodland animals project, Lydia exhibited new skills which demonstrated her inquisitive and

confident disposition for learning! Using “raw” project documentation which had previously

been shared in a hallway project display, a panel was designed to highlight a specific experience

when Lydia exhibited new skills.


Reflection

The development of this case study has been helpful for me in organizing what is important to

me as an early childhood educator into a clear, comprehensible and easily accessible format that

I can use in the future. As I develop myself as an educator, create ways to share learning that

happens in my classroom, and as I expand my knowledge and experience in early childhood, I

can refer back to this case study to be sure I am including all of the necessary components.

Assembling this case study has provided me the opportunity to reflect on practices I have used in

the past, assessments I may or may not want to include in the future, and the importance of using

assessment to drive classroom planning to individualize for the children in my classroom. I am

reminded of my philosophy of education and how I need to revisit it frequently in order to keep

fresh in my mind all of the things about teaching that I consider to be valuable.


Appendix


Appendix A Classroom Layout Sample


Appendix B Classroom Photos

lydia · web view2019. 9. 9. · lydia lives with both of her biological parents and currently...

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