Asset-Based Assignment Case Study

Asset-Based Assignment A fourth grade student who will be called AB, for the purpose of anonymity, has had an Individualized Education Plan (IEP). AB reads at kindergarten level and is able to complete basic math computations at a first grade level. Although the student has had an IEP since kindergarten and has received specially designed instruction on a regular, he has made little progress in the general education classroom. He has received push-in interventions in the general education setting and small-group instruction in the learning resource center at the elementary school where he has attended since kindergarten. AB’s IEP was recently amended to increase his service minutes to 180 minutes per day because he is making slow academic

It is important to be certain the learning content is not too juvenile to be effective and evaluations must carefully prepared to meet his individual academic needs. While he is offered accommodations such as text-to-speech and a scribe, planning lessons that include opportunities for artistic expression would be beneficial. Because he has creative inclinations, time should also be spent on the computer using graphics programs geared toward elementary students. Developing AB’s creative instincts could be helpful during his final transition process when he is older. In addition, tailoring instruction toward mastering life skills such as telling time, reading a calendar and calculating monetary transactions are extremely important and should be a focus of lesson planning for AB. Because AB is allowed a scribe, his assignments should include the use of a scribe in order to allow him to participate more fully.

AB is in small group interventions three hours a day, five days a week, and is the oldest student in the group, so he should be given a leadership role whenever possible to address the student’s deficits in a positive manner and boost his self-esteem. Because AB is so helpful and willing to follow instructions on a regular basis, he should be used as an example in Positive Behavior Interventions and Supports (PBIS) whenever possible. When making PBIS statements, he should be recognized. For example: “Thank you, AB, for sitting down quietly and beginning your