Assessing Impact on Student Learning Scenario
Class Description
The instructional environment of this fifth-grade classroom consists of 20 students ranging from 10 to 11 years old,
with 11 males and 9 females. There are three English learners (one emerging, one expanding, and one bridging) as
well as three students receiving special education services. Overall, the class is fairly diverse, consisting of seven
students who are Caucasian, six students who are African American, five students who are Hispanic, and two students
who are two or more races. The class is high-energy with good attendance. Due to the high energy, directions need to
be repeated multiple times, students can sometimes misuse materials, and a small portion of instruction is spent on
wait time due to students talking. The classroom is well organized and equipped with one-to-one laptops for students,
an interactive whiteboard, and individual student accounts for educational learning tools such as Google Classroom
and Kami (a PDF and document annotation application). Students are accustomed to working in cooperative groups,
with partners, and independently with little redirection required.
Individual Student Descriptions
Student 2 is a 10-year-old female English learner identified as bridging. She can independently use a variety of
academic language skills and is able to participate in classroom discussions and activities. Some background
knowledge support is necessary for unfamiliar topics and areas of study. Current accommodations include sentence
stems, additional wait time, and the use of a bilingual dictionary.
Student 4 is an 11-year-old male diagnosed with attention deficit hyperactivity disorder (ADHD) who exhibits
inattention and is easily distracted. Tests and exams in areas of lower proficiency tend to increase anxiety and student
shutdowns. Current accommodations include additional time for assignments, a quiet spot for assessments, repeated
directions, breaks when needed, extended wait time, and cueing as a prompt for staying on task.
Student 8 is a 10-year-old female English learner identified as expanding. She needs background support and
scaffolding for academic vocabulary as well as visuals. Once vocabulary is acquired, she is typically successful. Current
accommodations include additional wait time and sentence frames for oral questions, use of a bilingual dictionary,
and use of a language learning program for 30 minutes, three times a week.
Student 12 is a 10-year-old male diagnosed with ADHD. The student has a general lack of focus, even in areas of
interest. He is working on waiting his turn, staying in his seat 75% of the day, and having appropriate interactions with
others. Current accommodations include a weekly behavior chart with a reward system, frequent breaks, multiple
seating options, modified assignments, extended wait time, and cueing as a prompt for staying on task.
Student 13 is an 11-year-old female with partial vision loss. She struggles to see the board even with preferential
seating and loses her place often while reading. The student often complains of headaches as a lack of motivation
when completing classwork. Current accommodations include seating at the front of the room, directions from the
whiteboard typed and placed on the student’s desk, dark paper taped to the student’s desk to reduce glare, and
Kurzweil assistive technology.
Student 17 is an 11-year-old female English learner identified as emerging. She requires substantial language support
but typically progresses quickly with the correct scaffolding. The family is supportive and the parents are taking classes
to learn English. Current accommodations include tests read aloud, repeated and/or simplified directions, extended
time for tests and assignments, sentence frames for oral questions, additional wait time, and the use of a language
learning program for 30 minutes daily.
Sample Solution