Special Education Planning Commentary

Transcription

1 Directions: Respond to the prompts below (no more than 11 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or alter the prompts; both the prompts and your responses are included in the total page count allowed. Refer to the evidence chart in the handbook to ensure that this document complies with all format specifications. Pages exceeding the maximum will not be scored. 1. Focus Learner Information a. Describe the focus learner s primary disability as identified in the iep. Describe the learner s strengths and challenges and their potential impact on instruction for the learning targets. [ The primary disability is Other Health Impairment and is diagnosed as ADHD. His strengths are in math and challenges academically are in reading and writing. He also has a number of behavioral issues and struggles to stay on task and focused. He is easily distracted and will have outbursts on a regular basis which takes the whole class off task. ] b. Identify the two learning targets (primary and supporting/secondary) selected for the learning segment. [ The primary learning target is to improve writing skills and secondary is to understand the characteristics of informational texts. ] c. List the goals and/or benchmarks in the focus learner s iep relevant to achieving either learning target. [ In one year, Focus Learner, will publish at least 3 narrative and 4 non-narrative pieces of writing with support from a teacher. In his non-narrative writing he will have a clear main idea and supporting details. In one year, Focus Learner will develop and improve his spelling skills. He will correctly spell 2 nd grade words from the Dolch sight word list. ] d. List the early childhood standard, academic content standard, modified standard, or alternative standard related to each learning target (Note: Please list the number and text of each standard that is being addressed. If only a portion of a standard is being addressed, then only list the part or parts that are relevant.) Indicate if there are no relevant standards for your learner. [Common Core Standard W.2.2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions and develop points and provide a concluding statement or section Common Core Standard W.2.5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing ] e. List any special accommodations or modifications in the learning environment, instruction, or assessment required by the iep and relevant to the learning targets. [ None are required by the IEP. In the class we try to have an adult near the focus learner at all times to help him remain focused. ] f. Describe any behavior management plans relevant for the focus learner. [He is monitored throughout the course of the day and has his color changed when he misbehaves. He enjoys one-on-one attention so a reward plan has been put in place where he gets one-on-one teacher attention when he completes a given assignment. If he completes the assignment on task, one of us will sit with him and review the assignment. In the case of the 1 of 5 11 pages maximum

2 lessons for this purpose, as he completed a chapter one of us would review it with him. If he has outburst or goes off task he does not receive that attention.] 2. Planning for Alignment and Development of Knowledge and Skills a. Explain how the focus learner s iep goals and benchmarks align with your learning targets. If you selected a learning target that addresses a support skill not reflected in the iep, justify why it is appropriate for the focus learner at this time. [ The goals are to both improve spelling and have writing work published. The lessons align with these learning targets because while the focus learner goes through the writing process of outlining, drafting, and editing he will improve his spelling. By the end of the unit he will have a published piece of writing. ] b. Explain how the lesson objectives, learning tasks, and materials are sequenced to: Move the focus learner toward achievement of the iep goals, standards (as appropriate), and learning targets Build connections between the focus learner s prior learning and experiences and new learning Move the focus learner toward generalized, maintained, and/or self-directed use of knowledge and/or skills [ The objectives are sequenced to move the focus learner toward meeting his IEP goals because the whole writing process is a great way to improve spelling. He will have opportunities to edit his work himself, with a teacher, and with other students. It will also meet his goal of having published pieces by meeting that goal. He is building connections to prior knowledge because he is able to select any topic that he knows a lot about and that he is passionate about. He will take the knowledge and relate it to the topic of writing informational texts. These lessons will also help him to being to use self-directed skills by allowing him some time to self-edit and then review with adults and peers.] 3. Knowledge of Focus Learner to Inform Teaching of the Learning Segment For each of the categories listed below (3a d), describe what you know about the focus learner s strengths and challenges as related to the lesson objectives of the learning segment in relation to BOTH learning targets. What does the learner know? What can s/he do? What is s/he learning to do? Refer to baseline data obtained prior to the beginning of the learning segment. a. Prior learning and experiences, including prerequisite knowledge and skills related to the lesson objectives. [The focus learner has completes many writing assignments and understands the overall writing process. He has learned about non-fiction in earlier grades so has some understanding of the characteristics of informational texts. His writing skills are below grade level as he struggles with some phonemic awareness and has trouble stretching out unknown words. ] b. Social and emotional development (e.g., impulse control, ability to interact and express themselves and their feelings in constructive ways, ability to engage and persist in individual and collaborative learning, social connectedness). [The focus learner has issues with impulse control as he will react to a stimulus inappropriately. He will have an outburst or just shut down by slamming his hand on his desk and laying his 2 of 5 11 pages maximum

3 head down. He also is working on his ability to work collaboratively as he struggles with appropriate language. For the learning targets he needs to be able to work on task as well as have collaborative discussions with peers by both providing and receiving feedback. ] c. Personal, family, community, and cultural assets (e.g., the focus learner s interests and strengths, relevant lived experiences, and self-management skills; family supports or resources; cultural expectations; community supports or resources). [ The focus learner does not have much support outside of the classroom. He has low expectations of himself and those around him. These expectations are brought into the classroom and result in behavioral issues. When he doesn t understand something or thinks he has done poorly he shuts down. ] d. If relevant, any other information about the focus learner that will influence your instructional planning (e.g., other needs and strengths in areas such as motor skills or communication). [The focus learner desires a lot of one-on-one attention. When planning any lesson it is important to build in some time to provide him with that attention, if deserved. If he is on tasks and completes a given assignment one of the teachers will provide him that attention by reviewing the assignment with him. If he is off task and acting out, he is not given any attention. ] 4. Supporting Learning [N/A ] Respond to prompts 4a e below. As needed, refer to the instructional materials you have included to support your explanations. Your explanation should address both learning targets for the focus learner. a. If there is not at least one learning target linked to the general education or early childhood curriculum, justify why that is not appropriate for the focus learner s needs. b. Describe how the learning tasks, materials, and supports capitalize on your focus learner s strengths and interests. [ The materials include different paper choices for the students. The focus learner is not a strong writer and takes longer than some other students to complete his assignment. He is able to select the shorter paper choice so that he can have a sense of accomplishment by completing a page in the allotted time frame. He also has the supports of having one-on-one attention when his behavior warrants it.] c. Justify your choices of learning tasks, materials, and supports based on the focus learner s strengths, needs, and principles of research/theory. [ The lesson unit allows for three types of interactions, self-edit, editing with a teacher, and editing with a peer. These are all skills the focus learner needs to work on. He craves attention so having the opportunity to work with teachers and peers is a reward for him and can be used as such. He will need to stay on task to have the privilege of working one-on-one with a teacher or student. He needs structure to succeed, so these lessons provide that by having similar structures and transitions. They also all have the desired outcomes laid out explicitly so he will know what is expected of him during each lesson.] d. Explain how, throughout the learning segment, you will help the focus learner to generalize, maintain, or self-manage the knowledge, skills, and supports. 3 of 5 11 pages maximum

4 [The focus learner knows the basic rules and structure of the classroom, so he is able to selfmanage in that respect. The learning segment also allows him to take something he is interested in and passionate about and relate that to school. He often pushes back when the topics don t interest him and he is easily distracted. This learning segment will allow him to thrive by having him work on a topic close to him and that he enjoys talking and writing about. ] 5. Supporting the Focus Learner s Use of Expressive and/or Receptive Communication Respond to the prompts 5a e below to explain how your plans support the focus learner s use of a communication skill related to the primary learning target. a. Communication Skill (Function). Identify and describe one communication skill (function) that the focus learner needs to access instruction and/or demonstrate learning for the primary learning target includes the language of the discipline associated with the academic learning target, as appropriate Examples include retelling a story, explaining a mathematics problem-solving strategy, answering open-ended questions, stating an opinion, supporting a position with evidence, following directions, signaling or initiating a turn during peer discussion, appropriately expressing frustration, participating in a conversation, answering a question, selecting the right sign, indicating preference with an eye gaze, requesting assistance, selecting a picture or other visual representation, starting or stopping communication, responding to an environmental cue, or signaling/communicating needs. [ The communication skill that the focus learner needs to access and often struggles with is participating in a conversation. Throughout the unit there are multiple occasions where students share their writing and provide editing feedback. The focus learner struggles with appropriate conversation and understanding when it is his turn to talk versus his turn to listen. He often says inappropriate things at inappropriate times and doesn t allow his partner to speak or share his ideas. If his partner provides him with any type of criticism he has a negative reaction and becomes very agitated and often more inappropriate.] b. Describe how the focus learner will use the communication skill (function) to participate in learning tasks and/or demonstrate learning in relation to the primary learning target. [ The focus learner will use this skill during the pair and share segments of the lesson. This skill has been discussed with him and he is working on it. This will help with the learning target as it will improve his writing by having other view points read and provide feedback. ] c. Given the communication skill (function) identified in 5a, describe the expressive and/or receptive communication demands that the focus learner needs to use in order to participate in learning tasks and/or demonstrate learning. Vocabulary Demands: Spoken, written, or demonstrated words, symbols, signs, or behaviors representing information, concepts and meanings, or feelings. Other Communication Demands: Additional expressive and/or receptive communication demands needed to participate in learning tasks and/or demonstrate learning. Additional communication demands include syntax, social use of communication, or situational expectations for oral, written, or demonstrated communication. 4 of 5 11 pages maximum

5 [ The focus learner needs to use both receptive and expressive demands. He needs to use expressive in that he needs to understand what is appropriate to discuss and say to his partner. He needs to use receptive demands by understanding and listening to what his partner is saying and being receptive of any suggestions or comments that are provided. He needs to be able to control his feelings throughout the sharing session.] d. Describe the focus learner s expressive and/or receptive communication skills and needs relative to the targeted communication skill (function) and other communication demands identified in 5a and 5c. What does the learner know, what can the learner do, and what is s/he learning to do? [The learner struggles with appropriate conversations. He knows how to have an appropriate conversation, and sometimes does this well. However, if he feels he is being criticized or mocked or just having a bad day he does not have a positive interaction and will either being to speak inappropriately or just shut down and stop speaking all together. He is learning to handle those feelings and understand what is and what is not appropriate to say to a classmate and teacher. ] e. Describe the instructional supports that help the focus learner acquire, generalize, maintain, and successfully use the targeted expressive and/or receptive communication skill (function), vocabulary demands, and other communication demands identified in prompts 5a and 5c. [The focus learner needs support from the teacher as well as guidance counselor on understand appropriate interactions and behaviors. The teacher can participate in the pair and share session to keep the student on track and will then know when the sharing session needs to end if it is going off track. This requires a lot of time, but will ultimately help the focus learner become better at social interactions.] 6. Monitoring Learning a. Explain how the assessments and the daily assessment record (including baseline data) will provide evidence of the focus learner s progress toward both learning targets through the lesson objectives the level of support and challenge appropriate for the focus learner s needs [ The assessments throughout the unit of checking the K-W-L chart and outline along with monitoring progress of drafting and editing will help the teacher determine how the focus learner is progressing. The teacher can monitor his spelling and stamina and have frequent conferences with the student. ] b. Explain how you plan to involve the focus learner in monitoring his/her own learning progress. [ The focus learner is expected to monitor his own behavior by being aware of the classroom rules and regulations. He knows how to earn the one-on-one time he desires and he knows how that is lost and other consequences are made. During each lesson he will be told that if he remains on task and completes the days work the teacher will work with him at the end of the period to edit. ] 5 of 5 11 pages maximum