Embedded Files
Problem
The problem that I have identified with some students is their current inability to independently start and complete assignments in which our key standards - the skills students need and the skills that will continue to be assessed throughout the year - are prevalent.
I am focusing on this type of writing, but please note these types of assignments are not the only ones.
Narrative writing
Analytical writing
Hypothesis
I believe that by making a concerted effort to consistently and purposefully implement the in-class services (accommodations/modifications), and to support SWDs in accessing these scaffolds independently, their academic performance and their overall in-class experience (their social and emotional well-being) will improve.
Target group
Student C
Background Info: C was struggling to understand the task directions (not just in ELA, but in Global History as well). C was also having trouble staying engaged (I think in large part due to a lack of understanding of the task directions). It’s important to note this whole chain of collaboration started with Sarah & Julie sharing a work sample with me after I sent out C's IEP teacher report. I then showed the work sample to Briana, C's speech pathologist. Briana and I met and she shared with me the FBI Protocol. I then used the protocol with C. After working one-on-one with the protocol, he was then able to write this entire diary entry on his own! He engaged in free-writing this entry for over 10 sustained minutes!
Description of student work: I want to share C 's Facts Background Inferences (FBI) Protocol and Benchmark 2: Fences Diary Entry. For the protocol, I scribed for C as he verbally provided answers. After working with him on the protocol, he took off writing his diary entry! For the diary entry, he took on the perspective of Cory, the son of Troy (our protagonist) in Fences. He kept writing, and writing, and writing! It was awesome!! This was by far the most independent work he was able to complete as well as the highest quality work. All thanks goes to Briana Imburgia, C's Speech Pathologist, for sharing the FBI protocol with me as a strategy to better support C!
Student R
Background Info: R was struggling with completing this task independently. We sat down and went through each part of the packet, step by step. I would help R understand one part, then he would work on it. As he was working on the given part, I would check-in with other students while R was independently working. I would then sit back down next to R, check-in on his work, and then move forward to the next part. This all took around 30 minutes (15 minutes for all of part 1, 15 minutes for all of part 2).
Description of student work: Here is R's Benchmark 3: Fences Socratic Seminar Packet. This was a prep packet for the Socratic in which students had to provide their opinion to the two focus questions, incorporate evidence from the play that supports their stance, and explain how their evidence supports their claim (analysis). Through the support of one-on-one assistance and check-ins, R freakin' crushed it!! Please see my feedback on the first page for language that is stronger than "freakin' crushed it!!" lol.
Planning & resources
IEP Teacher Report → Sarah & Julie student work sample → Me showing Briana work sample → Briana sharing with me the FBI Protocol → Me using the FBI Protocol with C → C taking the work he did with me (FBI Protocol) and then independently completing the BM2: Fences Diary Entry (not just completing, but crushing!! 4/4)....I then eventually shared the FBI Protocol and another resource (Sentence Summary OR Sentence Enhancer) with the 9th grade team.
Data collection
Data collection
Baseline data
Measuring success
Process first, grade second. Working one-on-one with both students, I was able to help them understand what they needed to do to complete the assignment. I would then leave working with them to check-in with other students during the work period. I would then come back and check-in with R and C. I made sure that they understood what they were doing at various points along the task.
Overall findings & impact
I was successful in using the protocol with C because he was able to take the information from the protocol and complete the assignment. He was writing uninterrupted for 10-15 minutes and achieved a 4 on the assignment. It was his best work up to that point in the year!
I was successful with R in having him engaged throughout the period - whether I was working one-on-one with him or not. One thing I would like to work on is limiting the amount of times I need to check in. I think I can do this by coming up with a plan with R halfway through the assignment; clearly explaining to R that the structure for the second part is the same as the first, only the question changed. Giving R the opportunity to productively struggle is the next step to him being able to do this type of work independently.
Actionable steps
If you want to use this strategy in your classroom, I recommend …
FBI Protocol:
Sit with the student for about 3 minutes and work one-on-one with the protocol
Make sure to explain the protocol in relation to the task
For the first time, I like asking the student “What are the facts?” / “What background information do we know?” / “What can we infer?” as I am scribing throughout
Jordan Feldman | jordan.feldman@uamaker.nyc
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