D152 Task 1 PDF
pdf
keyboard_arrow_up
School
Western Governors University *
*We aren’t endorsed by this school
Course
152
Subject
Arts Humanities
Date
Dec 6, 2023
Type
Pages
3
Uploaded by AmbassadorStrawSalamander23
Elementary Strategies
Assessment #1
Hannah Gibson-White
Elementary Education, Western Governors University
D152: Inclusive Classroom
Jess Stubblefield
October 19, 2023
Part A
When deciding how she can best help Mei, Mrs. Patel should refer to Mei’s IEP, which states that
to be on grade level, she must accurately read “at least 70 words per minute.” The IEP goal is to
“increase reading fluency from 15 to 50 words per minute with 80% accuracy.”
Mei will best be
helped by being partnered with student(s) who are reading on grade level. Having peers to work
with and model decoding strategies and fluency will help Mei because she will be able to hear
the students read and sound out the words. This modeling behavior from her peers is a wonderful
Tier 1 intervention because it allows Mei to stay in the least restrictive setting while working on
strengthening her ability to recognize sight words and decode words, helping her to meet her IEP
goals. Working with peers who are at a higher level may also help Mei develop more confidence
in her reading abilities and will meet the learning objective set forth in Mrs. Patel's lesson plan.
Part B
Because Ahmed has an SLD in written expression a graphic organizer will benefit Ahmed to help
him complete Mrs. Patel’s lesson plan. Since his IEP goal is to “increase his CWS from 18 to 45
in a five-sentence paragraph, with 80% accuracy” a strategy that could be used to help him
would be a Tier 2 instruction. This could be as simple as having an aide work with a small group
to organize their thoughts for their writing in the graphic organizer so that it is easier for them,
and Ahmed, to see an outline before constructing his paragraph thus helping him meet Mrs.
Patel’s learning objective from the lesson. Allowing him to organize his thoughts before
constructing his paragraph will give him more time to think out the things he wants to convey in
his writing, helping him increase his word usage before completing and turning in the
assignment, thus helping him reach his IEP goal of increasing his word output.
Part C
Due to a mild cognitive impairment, Lucas is 3 years behind his peers in mathematics.
He is
often overwhelmed, becomes frustrated, and acts out during math instruction.
Because of this,
he will most likely need tier 3 interventions. Mrs. Patel or an aide could work with Lucas by
giving him direct instruction and making sure he uses his manipulatives to complete the
problems. The direct instruction will benefit Lucas because he will be able to work through the
problem with step-by-step instructions. Having an aide or Mrs. Patel work closely with him in a
tier 3 setting is also beneficial to help minimize outbursts or to contain them when they occur. By
giving him manipulatives and giving him a more optimal learning environment he will be able to
accomplish 80% accuracy as his IEP goals outline and also meet Mrs. Patel’s learning objectives.
Part D
Of the three students listed I would want to progress monitor Lucas. I would do this in a few
different ways.
First, I would make sure that he is getting 1:1 instructional time each day in class, making sure
he understands the material we are covering and that he has access to and is using his
manipulatives to complete the work. There would be time for him to ask questions to clarify
what he doesn’t understand as well as time for me to observe him solving a few problems while
using his manipulatives. If there are outbursts it allows for me to be right there and work through
his frustration with him in a calm and loving manner.
Second, I would have a review sheet at the end of each week or unit for him to complete. Giving
him the opportunity to show his understanding of the skills we are working on and allowing me
to track his progress to see how close we are to meeting the IEP goal of 80% correct answers.
Third, I would have a Google or Excel graph, as well as a handwritten tracker, of his progress
each week to see which direction the learning is going. By having a place to organize and
quickly see the data learned from his progress monitoring I will be able to see if our instruction
methods and 1:1 interventions are working or if we will need to change direction to better help
Lucas
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help