FINAL CASE STUDY

1

In-Depth Exploration of a Learner

Using a Student Biography to Inform Classroom Practices

Stefani Messick

Colorado College

IN-DEPTH EXPLORATION OF A LEARNER 2

In-Depth Exploration of a Learner

Using a Student Biography to Inform Classroom Practices

According to the National Center for Education Statistics (2013), during the 2011-2012

school year, 81.9 percent of all teachers in public and private elementary and secondary schools

were White. In contrast, only 53.8 percent of the country’s resident population between the ages

of five and seventeen were White (NCES, 2013). The percentage of White students has declined

every year since 1980 (NCES, 2013), which indicates an increasingly racially and ethnically

diverse student population. Students whose cultures differ from that of the school or whose

native languages conflict with the school curriculum are now being inclusively referred to as

culturally and linguistically diverse (CLD) students (Herrera, 2010). In a society where English

language learners represent the fastest growing segment of the public school population

(National Clearinghouse for English Language Acquisition, 2007), it is important that teachers

are aware of their privilege as well as the dissonance between their biographies and those of their

students. If a teacher is aware of herself and others, then she can “shift the center” of her

teaching toward her students. Andersen and Collins (2004) posit that shifting the center is

fundamentally about reconstructing knowledge to include the perspectives and life experiences

that have not traditionally been heard. This concept is important because students in learner-

centered classes are more likely to be academically successful than those in traditional teacher-

centered, lecture oriented, one method-for-all classes (McCombs & Whisler, 1997). Shifting the

center values diverse histories and recognizes the importance of historically marginalized groups

and is the basis of culturally responsive teaching.

This case study follows Cheryl, a first grader in a local K-8 school located in the lowest

socioeconomic district in the county. The purpose of this study and paper is to examine what role


a student’s biography plays in her educational experience, and to address what teachers can do to

best meet students’ needs through culturally responsive teaching practices. Cheryl, at the age of

six, is learning Spanish and English simultaneously. She spends half of the reading time with the

English Language Learner specialist. She has family ties in Mexico but has spent all six years of

her life in the United States. She lives in a large family with two older brothers and many

cousins, while her parents are both blue-collar workers with two different levels of English

language proficiency. Her classroom teacher told me that Cheryl is performing below grade level

in all subjects. This teacher also taught Cheryl’s older brothers and noted that the family doesn’t

lack a history of education, so Cheryl’s struggles are unprecedented and puzzling.

Literature Review

In practice, culturally responsive teachers acknowledge and include student biographies

in instruction by creating a “third space.” The third space is a set of classroom conditions that

make it possible for students and the teacher to collaborate and create knowledge in culturally

relevant ways; teachers create these spaces by drawing on students’ background knowledge and

life experiences (Herrera, 2010). Further, teachers who capitalize on students’ ways of knowing

and interacting with the world understand that CLD students’ assets have the potential to

accelerate learning and create true teaching and learning communities (Herrera, 2010). Another

important way to meet individual CLD student needs is through implementing Krashen’s Input

Hypothesis. Similar to Vygotsky’s (1978) Zone of Proximal Development, Krashen’s equation,

“i+1,” considers a student’s current position in development – the i – and the point just beyond

the student’s current limit of development – the +1 (Herrera, 2010). It is important for a teacher

to understand the multiple perspectives and elements that help create a student’s “i,” as well as

determining an appropriate next step, or “+1.” For example, a lesson should begin by activating


each learner’s past experiences and existing knowledge, and moving forward, the students and

the teacher should continually connect the past to the present (Herrera, 2010). Teaching and

learning with Krashen’s and Vygostky’s models in mind requires purposeful planning and

continuous assessment with the biographies of the learners in mind.

Successful culturally responsive teaching is made up of certain practices. Following a

revision to the Common Core State Standards (CCSS), literacy began to take on a new identity –

one of an iterative process that involves strategies such as critical thinking and metacognition, as

well as interdisciplinary skills. The shift moved from content area instruction and an emphasis on

strategy use to a greater focus on the actual content of the disciplines and the ways that literacy

can be used to foster disciplinary understandings (Brock, Goatley, Raphael, Trost-Shahata, &

Weber, 2014). Emphasizing disciplinary literacy involves utilizing writing, reading, and

classroom talk to support learning and connections across disciplines. Additionally, instruction

should connect to conceptual tasks in the discipline that can apply to real-world contexts (e.g.

writing a persuasive letter or taking observational notes). A study examined the process and

impact of an instructional intervention that promoted science and literacy achievement in CLD

elementary students. The interventions included professional development and classroom

practices that better involved home languages and cultures, and emphasized disciplinary literacy

skills. Significance tests of mean scores between pre- and posttests indicated statistically

significant increases: 3rd grade, (pre-test M=0.40, SD=0.69, posttest M=1.25, SD=0.86), t (16.66)

=1.23, p<0.000; 4th grade, (pre-test M=0.75, SD=.81, posttest M=1.76, SD=0.77, t (22.03) =

1.25, p<0.000 (Lee, O., Deaktor, R. A., Hart, J. E., Cuevas, P., & Enders, C., 2005).

Another study, in an effort to break the pattern of new teachers who poorly their students’

needs, studied how a teacher preparation program that emphasized teacher inquiry ultimately


produced teacher candidates who were better prepared to meet the needs of CLD students. New

teachers sometimes get stuck in a pattern of focusing on self-image, procedures, and

management, in a top-down approach from self, to curriculum, to students (Athanases,

Wahleithner, & Bennet, 2012). Researchers hoped that by participating in a learner-focused

teacher inquiry, teacher candidates would learn to focus attention on special needs or concerns of

CLD students. Of the 80 student teachers that were studied over a six-year period, most included

6-12 CLD indicators (of a possible 17) in their written teacher inquiry after a ten-week

observation period. The reports included things like an attention to community, school, and class

demographics, using research questions framed around CLD students, noting high challenge and

high support instruction, learning about student interests, and analyzing patterns of learners.

Participants used teacher inquiry elements in varying degrees, in various ways, and with varying

levels of success, which demonstrates how necessary it is to keep ongoing monitoring and

support to student teachers to keep inquiry responsive to and effective for CLD students

(Athanases, et al., 2012).

Without attention to Cheryl’s student biography and social history, a standard approach

to classroom practices may be less effective and fail to properly meet her needs. This paper will

explore the ways in which her biography cannot be separated from teaching practices.

Method

In order to study the role that biographies play in constructing an educational schooling

experience, students in a Culturally Responsive Teaching and Disciplinary Literacy class

participated in classroom placements at a local K-8 school. For three weeks, researchers

observed classroom teaching practices for three hours each day and engaged in those practices

when appropriate. Student researchers also got to know several students on a more personal


level, through observation, informal interaction, and interviews, in order to construct biography

cards. By collecting biographical information on students, researchers attempted to understand

how to best meet the needs of the students from a culturally responsive pedagogical standpoint.

Researchers also collected learning preferences of the classroom learners in order to construct an

appropriate and culturally responsive lesson plan (Appendix A). Researchers gathered student

work samples and used them in conjunction with their observations to contextualize course

content and analyze the performance of the students in relation to their biographies. This case

study was prepared in relation to one specific student, who for this purpose will be called

“Cheryl.”

Findings

The first assessment, learning preferences, revealed (Appendix B) that in this particular

first grade classroom, a majority of the class prefers working alone and prefers learning with

content that concerns people, human relationships, and conflict. Students have a strong

preference for oral instruction but a substantial number of learners also prefer visuals and

kinesthetic action in the classroom.

The pertinent information regarding Cheryl’s background and educational experience can

be found in Appendix C on the biography card. Classroom observations revealed that Cheryl has

the most difficulty comprehending what she has read and articulating her thoughts in writing.

Working one-on-one with a teacher seems to be the most helpful, and audiovisual instruction

seems most effective. The observations were compared to the WIDA (2009) standards, and the

continuum it provides is helpful in making sense of Cheryl’s progress in developing literacy

through reading and writing. On both the reading and writing continuums, she falls mostly within

the “Developing” Stage. To reference a sample of Cheryl’s work, please see Appedndix D. She


spells phonetically and makes a lot of errors. She reads books with simple patterns, reads her

own writing, uses finger-print-voice matching, knows most letter sounds and letter clusters, and

recognizes simple words. However, Cheryl struggles with identifying the main idea of passages

and has no sense of identity as a reader. Many times while reading aloud, Cheryl spends too

much time decoding words to comprehend what she has just read. She often has trouble showing

initiative to complete work and struggles with in-class behavior.

Implications

Based on the findings, Cheryl should receive certain classroom supports in order to

further her literacy. Because her older siblings, who are also developing Spanish and English

language skills simultaneously, do not have a history of struggling in school, Cheryl’s struggles

are concerning. Response-to-intervention (RTI) is a model that potentially provides a way to

support English language learners when they show signs of struggling with reading. The model

features a regular progress assessment to catch students who need intervention before they fall

too far behind (Orosco & Klingner, 2010). The model shifts what has been the traditional

procedure from special education referrals and searching for within-child deficits to a new

paradigm of examining the instructional context and other factors that can affect students’

learning (Orosco & Klingner, 2010). Because Cheryl is already involved with the English

Language Learner (ELL) Specialist, perhaps it is time for the school to look further for new ways

to support Cheryl. She is an ideal candidate for an RTI IEP, whether this comes in the form of a

formal IEP or from a set of individual practices a classroom teacher implements to support

Cheryl.

Observations revealed that Cheryl has difficulty adding detail or taking initiative. She

would benefit from having an in-class aide, who could assist Cheryl during clas until she gets to


a point where she can take her own initiative to complete her work and do so at a high standard.

Her “+1” in this scenario is a physical person who is intentionally in her zone to help her build

her self-efficacy. It will also be helpful to set up a personal learning plan with Cheryl, one where

she writes a goal for herself, the teacher writes a goal for Cheryl, and the pair writes a goal

together.

Finally, because Cheryl seems to perform well during one-on-one instruction when

provided with appropriate prompting, it is important that she is paired with the correct student to

work collaboratively. Cheryl does well with oral instruction, and catches most of her writing

mistakes while reading aloud. She would benefit from reading aloud and revising written work

with peers. A paring with a student who also spends time with the ELL Specialist will be most

helpful, since Cheryl prefers to work independently and can be stubborn. Working alongside and

with peers who can support her and grow with her will support more successful learning and

literacy development.

Synthesis of Learning

Engaging with the content related to CRP has helped me hone my self-perception and

direction as a teacher candidate. While the experience has certainly reinforced my strengths,

including my compassion and kindness in the classroom and my willingness to understand

student perspectives, it has also identified areas of weakness that need strengthening. The

Interstate Teacher Assessment and Support Consortium, InTASC (2011), published Model Core

Teaching Standards, and several of the most important items for my personal development as a

teacher candidate include Learner Development, Application of Content, and Instructional

Strategies.


My classroom practicum experience has been across the board, but more of my

experiences have been in upper elementary or middle school classrooms. My experience in the

first grade this block emphasized the necessity of understanding social and cognitive

development of the students in order to determine appropriate teaching practices. I was struck by

how much variance I saw in students in just one grade level, and at times was unsure of how to

appropriately prompt or assist them with their work. I need to focus on providing a suitable “+1.”

Next, my observations in the classroom helped contextualize the importance of

developing disciplinary literacy skills. The InTASC model asserts that relating to content

application, teachers should be able to use differing perspectives to connect concepts and engage

learners in critical thinking, creativity, and collaborative problem solving. Something I’ll be sure

to take away from this course is the understanding that literacy is thinking. I hope to develop

students’ interdisciplinary skills by using relevant assignments and demanding critical inquiry

across all domains.

In sum, in order to be an effective culturally responsive teacher, I need to provide

academic choice that empowers my students and gives them the space to reach learning

objectives with the proper guidance and scaffolding. I will never be finished growing and

learning in relation to my personal privilege, my intersections with other faces and places, and

my working knowledge regarding how to live and connect with others in a multicultural society.

It is up to me to learn and understand other perspectives to create a relevant and productive

“third space.” My teaching will most certainly not be about me, but it will be for, and centered

around, my students.


Appendix A

CRT Lesson Plan


StudentsGrade level(s): 1st

200 word description of learners with specific reference to socio cultural, linguistic, cognitive and academic dimensions found through course data collections and other available information:

This class consists of the lower level half of the entire first grade. About 8 students are pulled out for half of the reading time to work with the ESL Specialist. Three students struggle with behavior during class time and need more supervision in order to prevent the disruption of their learning as well as the learning of the entire class. (One para is in the class to help with one student in particular; the other two students’ behaviors are up to the teacher to handle.) Students rotate between reading stations in groups of 2-6 for four rotations of 20 minutes each. Two-thirds of the class prefers audio/oral instruction while nearly half of the class also prefers to learn visually and kinesthetically. Students prefer to learn content that focuses on people. Because I have noticed some students are not familiar with all the words that are on the classroom deck of word cards, I have also developed my own working list of words to use for my instruction that also reinforce other disciplines, including spelling and science.

LessonDisciplines[s] addressed:Reading

PhonicsWriting

SpellingScience

Vocabulary

Essential Question:

How do long and short vowels affect pronunciation and spelling?

Objectives: What skills, knowledge or understandings (content) will students gain by the end of the lesson? What listening, speaking, reading or writing (language) objectives will students gain by the end of the lesson?

Students will have a better understanding of how long and short vowel sounds exist in language. Students will be able to identify the vowel sounds in context. Students will be able to use written phonetic context clues to help decide if a vowel is long or short.

Key Vocabulary:Science words: penguin, woodpecker, owl, habitat, trait, parent, offspring, bird, egg, tree, drill, beak, feather

Math words: add, subtract, math

Spelling words: animal

Other words: aim, fame, bat, date, band, eat, create, desk, sea, sit, dinner, mint, fright, kite, stop, crop, snack, mad, bake, snake, cat, beans, ten, men, pet, meat, lick, side, dime, time, light, rob, hope, mop, knot, coat, note, cube, hug, cute, ice, home, song, name, iPad, book, read

Connection to Common Core State Standards:

Reading Standards: Foundational Skills K-5 Grade 1 Standard 2 – Demonstrate understanding of spoken words, syllables, and sounds. Standard 2 Part a – Distinguish long from short vowel sounds in spoken single syllable words.

Materials (attach sample when applicable):

Word cards with pictures – in Ms. DePace’s classroom; students are already familiar with these words from



Appendix B

Learning Preferences Assessment and Results


1. When learning something new, I learn best by:

Listening to the teacher Reading by myself

Listening and reading at the same time

2. I remember spelling words when I say them out loud.

3. During Social Studies, I like learning about:


People

Places

4. Charts and pictures help me understand what I’m reading.


5. I like when the teacher explains new ideas out loud.

6. I like working best:

Alone With a partner In a group

7. I like doing activities when we learn a new idea.

8. I like reading stories about:


Adventure People

Animals and Nature Mystery or Puzzles

9. I like to move around while I’m learning.

10. I like to watch videos about new ideas.

11. I learn best by:


Touching things Listening to the teacher

Looking at words and pictures


A B C DQ1 AUDIO - 6 VISUAL - 4 AUDIO/VISUAL - 6Q2 AUDIO - 10 NO AUDIO - 2Q3 PEOPLE - 5 PLACES - 11Q4 VISUAL - 12 NO VISUAL - 1Q5 AUDIO - 12 NO AUDIO - 1Q6 ALONE - 10 PARTNER - 4 GROUP -2Q7 KINESTHETIC -

13NO KINESTHETIC - 1

Q8 ADVENTURE - 11

PEOPLE – 0 ANIMALS/NATURE - 3 MYSTERY/PUZZLES - 2

Q9 KINESTHETIC - 7

NO KINESTHETIC - 6

Q10 VISUAL - 8 NO VISUAL - 7Q11 KINESTHETIC -

2AUDIO - 10 VISUAL - 4

Working Alone or with others

Preferred Modalities Content

Alone Others Audio A/V Visual Kinesthetic People Nature

Class 63% 37% 67% 38% 47% 51% 56% 44%

Teacher X X X x


Appendix C

Student Biography Cards


Data Collection Guide

Student Biography Cards

Student 1:

Name: “Joey” Sociocultural DimensionHome + Community + School=

Background KnowledgeHas a brother who is 12 and a sister who is 10. He hugs me a lot and seems to always want affection and attention. Mom cleans houses and dad works a lot.

Age: 6Grade: 1stCountry of Origin: USATime in USA: 6 years

L1: EnglishR: partially proficientW: partially proficient

Linguistic DimensionValuing L1 & L2

He speaks English at home and has no knowledge of other languages.

He seems behind some of his peers in terms of learning phonics, especially vowel sounds.

L2 Proficiency (LAS/IPT/Other):O:R:W:SLA:Student Processing:Needs time to think things through – doesn’t always give himself the proper time; other times teacher doesn’t allow proper time.

Cognitive DimensionImplications for Practice

I see him spending a lot of time building relationships with peers, sometimes in a perceived attempt to gain social status. He tries to impress his peers with his knowledge of popular rap music or references and I’ve also seen him flirting with girls, whereas I’ve observed much fewer of these behaviors with other students (specifically in the academic setting only). He also seeks attention from teachers often during class. I think he might be trying to make up for a lack of socialization at home while he is at school. I get the feeling from my conversations with him that school is a place he tries to build strong relationships at. He doesn’t speak fondly of home.

He wants to feel accepted and valued as a learner in the classroom – it will be important to find ways to include his voice and engage him in ways that don’t take him off task. Maybe if he feels like he’s a valuable part of the classroom community instead of the constant problem, he will want to participate more productively.

Learning Style:Does well when manipulating materials or moving his body.

Prior Academic Experiences:Had positive experiences in Kindergarten with math and science, which is why they are his favorite subjects now. He mentioned that he got to do a lot of activities with his hands and materials.

He has a timer that the teacher sets for 10 minutes. He gets a star if he has stayed on task for those 10 minutes. After five stars he gets a 5-minute break. I have not seen success with him and the timer.

Have heard teacher reference him as having a serious “behavior disorder.” I wonder how much of this is “real” and how much of it is a behavioral response to being constantly monitored.


Preferred Grouping:He is his most focused when he is 1-on-1 with a teacher. Working with or around his peers is too distracting.

Academic DimensionState of Mind

I think that because the teacher is hyperaware of his behavior it makes him less inclined to try in school. Misbehavior is his norm. It’s difficult to change something when it’s always been that way.

Other:

School Situated Biography Situated

Student 2:

Name: “Jake” Sociocultural DimensionHome + Community + School=

Background KnowledgeBorn in Colorado Springs, moved houses twice.Lives with baby brother, sister who is 11, mom, grandma, grandpa, aunt, and uncle.Likes to play games on his Xbox- Spiderman, Batman, COD, Lego.Enjoys reading books about superheroes on his own.Has chores at home but he “really likes helping out.”Completes all his schoolwork by himself. “I don’t know why, but I do everything by myself.”Likes to follow the rules – gets noticeably uncomfortable when others don’t.Obedient, hardworking, and seems convinced of his own brilliance – sometimes to his downfall.

Age: 6Grade: 1stCountry of Origin: USATime in USA: 6 years

L1: EnglishR: proficientW: proficient


Speaks English at home and has no knowledge of other languages.

He’s good at getting his thoughts down on paper and I see him making the common mistakes of kids at this stage of English language development.

L2 Proficiency (LAS/IPT/Other):O:R:W:SLA:

Student Processing:Likes to give help to other students more than



he likes to receive it. Having concrete steps to complete will help motivate him and give him pride as he accomplishes each task.

Use his interest in reading and knack for comprehension to strengthen other areas. Maybe more words for math instruction.

Learning Style:Seen a lot of success with visual processing – especially related to reading and comprehension.

Prior Academic Experiences:Said that he would read on his own even if it wasn’t a homework requirement.

Preferred Grouping:Works well alone – self motivated. Can work well in groups, though, due to his insistence on following rules.


I think it will be important to let him know that his obedience is appreciated, but also be conscious of rewarding him for appropriate and exceptional classroom engagement and work. His identity seems to hinge on being praised and making people in power proud, but this needs to be more related to academics than it does straight complacence.

Other:


Student 3:

Name: “Serenity” Sociocultural DimensionHome + Community + School=

Background KnowledgeShe lives with her mom, dad, brother (who is 9), grandpa, and a dog.Moved from a hotel to a “blue house.” Shares a room with her brother and sometimes has trouble sleeping.She gives both me and the teacher a lot of hugs.

Age: 6Grade: 1stCountry of Origin: ?Time in USA: ?

L1: SpanishR:W:


I’m not sure of how much technical fluency she has in either language. She noted that it was hard to be learning both at the same time. I believe she speaks Spanish at home, but her parents also help her with her homework so they must also be bilingual.

I’ve observed that her writing skills are poor but

L2 Proficiency (LAS/IPT/Other): EnglishO:R:W:SLA:


her reading seems better than her writing, even if it is on a slightly lower level than her peers She takes her time and makes fewer errors, even if she is slower.

Student Processing:Does well when she has the space to take her time. Working with another peer who is at a similar level seems to help keep her engaged.


Pair her with other CLD students and encourage them to include Spanish in their discussions if it is helpful to contextualize information.

Make sure to have eye contact to be sure she is listening.

Learning Style:She said she finds listening to the teacher the most helpful.

Prior Academic Experiences:Classified as SPED – no indication under what category

Preferred Grouping:She does well with other students, especially when they are at her level. I find that when she is working in groups with students at varying levels, she gets lost more easily.


I think school is a place where she feels glad to be paid attention to. Because she is learning two languages at the same time, she needs to feel like she has the time to express herself fully and effectively – this includes pausing to allow her time to articulate her thoughts when she is addressing the class or small group, for example.

Other:


Student 4:

Name: Cheryl Sociocultural DimensionHome + Community + School=

Background KnowledgeLives in a large family. Mom cleans houses and dad, formerly in the army, is now in construction.Evicted and moved in with other family members recently.Unclear if she has 9 brothers and 3 sisters related by blood or if she has lumped some of the cousins she is living with in with this total.

Age: 6Grade: 1stCountry of Origin: MexicoTime in USA: 6 years

L1: SpanishR:W:


Speaks Spanish at home with family. Baby sister is only learning Spanish right now but she is L2 Proficiency (LAS/IPT/Other): English


O:R:W:SLA:

trying to also teach her some English. Parents are bilingual in English and Spanish.

Student Processing:Has trouble comprehending what she has read and articulating her thoughts in writing.Does well working 1-on-1 with me but has little self-awareness to check herself as she goes.


Might need to be strategic about peer groupings and abilities so that her partner/s will be able to help scaffold the learning.

Learning Style:Her preference is reading. If she is focused, I have seen her do well while reading.

Prior Academic Experiences:

Preferred Grouping:Alone. I haven’t seen her be very successful working in pairs or groups.


I think it’s important that she has access to quiet spaces to work and learn because I don’t think she has much of that at home. I haven’t seen her really able to thrive in the classroom when it is noisy and chaotic thus far.

Other:



Appendix D

Student Work Sample



References

Andersen, M. L. and Collins, P. H. (2004). Shifting the center. In M. L. Andersen & P. H.

Collins (Eds.) Race, class and gender: An anthology (pp. 14-22) Belmont, CA:

Wadsworth Publishing Company.

Athanases, S. Z., Wahleithner, J. M., Bennett, L. H. (2012). Learning to attend to culturally and

linguistically diverse learners through teacher inquiry in teacher education. Teacher

College Record, 114(7), 1-50.

Brock, C. H., Goatley, V. J., Raphael, T. E., Trost-Shahata, E., & Weber, C. M. (2014).

Engaging students in disciplinary literacy, k-6: Reading, writing, and teaching tools for

the classroom. New York, NY: Teachers College Press.

Council of Chief State School Officers. (2011). Interstate teacher assessment and support

consortium (InTASC) model core teaching standards: A resource for state dialogue.

Washington, DC.

Herrera, S. (2010). Biography-driven culturally responsive teaching. New York, NY: Teachers

College Press.

Howard, G. R. (2007). Dispositions for good teaching. Journal of educational controversy, 2(2).

Lee, O., Deaktor, R. A., Hart, J. E., Cuevas, P., & Enders, C. (2005) An instructional

intervention’s impact on the science and literacy achievement of culturally and

linguistically diverse elementary students. Journal of Research in Science Teaching,

42(8), 857-87.

McCombs, B. L., & Whisler, J. S. (1997). The learner-centered classroom and school:

Strategies for increasing student motivation and achievement. San Francisco: Jossey-

Bass.


National Center for Educational Statistics (NCES). (2013). Number and percentage distribution

of teachers in public and private elementary and secondary schools, by selected teacher

characteristics: Selected years, 1987-88 through 2011-12. (Data File). Retrieved

February 03, 2016, from http://nces.ed.gov/programs/digest/d13/tables/dt13_209.10.asp

National Center for Educational Statistics (NCES). (2013). Estimates of resident population, by

race/ethnicity and age group: Selected years, 1980 through 2012. (Data File.) Retrieved

February 03, 2016 from

http://nces.ed.gov/programs/digest/d13/tables/dt13_101.20.asp

Orosco, M. J. and Klingner, J. (2010). One school’s implementation of rti with english language

learners: “Referring into rti.” Journal of Learning Disabilitites, 43(3), 269-88.

Vygotsky, L. S. (1978). Mind and Society. Cambridge, MA: Harvard University Press.

WIDA Consortium. (2009). Can do descriptors: Grade level cluster 1-2. The english language

learner can do booklet grades 1-2. Board of Regents of the University of Wisconsin

System.



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FINAL CASE STUDY

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