D152 - task 1
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School
Western Governors University *
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Course
D152
Subject
Health Science
Date
Jan 9, 2024
Type
docx
Pages
2
Uploaded by MasterPigeon1505
A.
Mrs. Patel learning objective from her direct lesson plan is to have every student read, write, solve, and justify multi-step word problems with 80% proficiency. I believe Mei only needs tier 1 REI support. For Mei, Mrs. Patel needs to ensure that she is grouped with students with similar or higher reading fluency levels. This will allow Mei to see how peer with similar abilities learn best. Mrs. Patel should also grant Mei’s group extra time needed to complete the given tasks in the lesson. 1.
Mei would benefit from the specialized instruction strategy described in part A because she currently struggles with medial vowels and constant blends and only
reads 15 words per minute. One benefit from the grouping would be partnered reading. This would allow Mei the opportunity to participate by other students who are modeling fluent reading, then her give her an opportunity to practice her
fluency reading. Keeping Mei’s IEP goal, to increase reading fluency from 15-50 wpm with 80% accuracy, in mind, she would have opportunities to listen to harder words and pronunciations while the other students in the group are reading. This strategy will help Mei reach her IEP goal by not only hearing correctly modeled reading but practicing reading herself. Mrs. Patel should also grant Mei’s group extended time to complete the task due to the specialized need of her group. With this strategy in place, Mrs. Patel will accomplish her instructional objective and Mei would be receiving assistance through partnered reading which would ultimately give her better understanding of reading word problems and ultimately result in her ability to write her own word problems. B.
Since Ahmed is being group with general education students and has a specific learning disability (SLD) in written expression, he will need tier 2 level of support along with his direction instruction. A specialized instructional strategy to address is SLD that Mrs. Patel should implement for Ahmed would be to assign a mentor or teacher’s aide to float the room and focus on keeping him to stay on task. 1.
Ahmed would benefit from a specialized instructional strategy described in part B
because he has a SLD. One benefit from this specialized instructional strategy would be the assistance Ahmed would receive by having a mentor or teacher’s aide to help him stay focused. With the assistance to stay on task, Ahmed would be able to complete writing prompts in the time frame allotted. Putting this strategy in place would allow Mrs. Patel will accomplish her instructional objective and enable her to monitor and evaluate Ahmed’s progress towards his IEP goals of 45 correct writing sequences in a five-sentence paragraph. C.
Because Lucas has a mild cognitive impairment and is three years behind his peers in math, I believe he will need tier 3 intensive interventions. The most beneficial specialized instructional strategy that Mrs. Patel could implement for Lucas would be one-on-one direct instruction with a resource teacher. The one-
on-one direct instruction would assist Lucas in catching up academically with his peers and lessen his behavioral outburst due to confusion and frustration with math. 1.
Lucas would benefit from the specialized instructional strategy described in part C because he has a mild cognitive impairment and is three years behind his peers in math. Lucas should receive one-on-one direct instruction to assist him on reaching grade level in mathematics but spend most of his day in his general
education classroom. I believe that the best route to implement the one-on-one direct instruction is with with a resource teacher and should begin in the resource
classroom. Once Lucas has been continuously successful in the resource classroom, the one-on-one direct instruction with the resource teacher should be integrated back to the general education classroom and slowly reduce the frequency once successful. In addition, Lucas should receive rewards for achieving his behavioral goals throughout the day, both in the general education classroom and the resource classroom. Lastly, Mrs. Patel should give Lucas a simplified alternative assignment with no more than two-digit word problems. This specialized instructional strategy will help Lucas become more confident in mathematics and assist him in achieving his IEP goals. With the help of the resource teacher, Mrs. Patel would be able to achieve her learning objective. D.
I would implement a curriculum-based measurement for monitoring Ahmed’s progress towards his IEP goal after implementing the specialized instructional strategy discussed in part B. Ahmed has a SLD with writing expressions. I would continually monitor and track his progress using the online program available at easycbm.com.
With this online program, Mrs. Patel can download assessment worksheets for Ahmed to complete digitally or manually. She would also be able to record Ahmed’s progress and analyze his data over time. This is a great resource to quickly evaluate Ahmed’s progress towards his IEP goal.
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