SPED Task 1 Part E Planning Commentary
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Liberty University *
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525
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Mathematics
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Jun 22, 2024
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12
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Special Education Task 1: Planning Commentary Copyright © 2018 Board of Trustees of the Leland Stanford Junior University.
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All rights reserved. V08 The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement. TASK 1: PLANNING COMMENTARY Respond to the prompts below (
no more than 12 single-spaced pages, including prompts
) by typing your responses within the brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.
1. Alignment of the Learning Goal, Standard, Lesson Objectives, and Planned Supports a. Complete the table below to identify the
learning goal selected for the learning segment.
academic content standard, alternate standard, or early childhood standard, related to the learning goal and/or the planned supports. (Note: Please include the number and text of the 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 is no relevant standard for the learning goal and/or planned supports.
lesson objective for each lesson.
planned supports to be used throughout the learning segment and described in the lesson plans, specific to achieving the learning goal. (Please provide a brief list of the key supports that you intend to use; you will have an opportunity to explain how they support the focus learner in prompts 3a–d and 4b.) Learning Goal: [Focus learner will identify coins by name and value, combine coins to $1.00 based on value, and extract addition (without regrouping) number problems from word problems.] Relevant Academic, Alternate, or Early Childhood Standard: [VA Math 2.7 The student will a) count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less; and b) use the cent symbol, dollar symbol, and decimal point to write a value of money] Lesson Objectives Specific Planned Supports to Address the Learning Goal (supports may be the same across lessons)
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All rights reserved. V08 The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement. Lesson 1 [Students will identify pennies, nickels, and dimes by name and value and add combinations of these coins with 80% accuracy over 3 consecutive trials.] [I will provide a “Toucan Can” (i.e. I can/school mascot is Toucan) statement followed by an explanation of why lesson goal is important and relative: “It’s always best if we know exactly how much money we have before we go shopping so that we know what we can buy.” Introduction of coin names and values will be scaffolded across 2 lessons to allow for ample practice with each coin. The student will receive a “math pouch” at the beginning of the learning segment with “tools” that he may use during the lessons. The pouch will include a pair of chopsticks, a calculator, a coin purse, and a blank coin name and value reference sheet. The chopsticks are used for visually separating the ones and tens when adding two-digit numbers. The student will be using a calculator to check all work after completion of manual computations. The coin purse will be used to collect coins earned throughout the lesson segment to be used at a class store upon completion of all lessons in segment. The focus learner will be creating a coin reference sheet as lessons progress that may be referred to as needed. Lesson dialogue and structure is based upon research-based and evidence-based explicit instruction programs with which the focus learner is familiar and. Prior knowledge of addition without regrouping, although minimal, is being used to provide generalization to use of money while reinforcing and strengthening two-digit addition skills relevant to IEP goal. (Focus learner is not prepared to use regrouping at this time). Focus learner will participate in direct instruction/modeling phase of lesson, as well as guided practice. Teacher will provide support during independent practice, as well, mindfully collecting formative assessment data.]
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All rights reserved. V08 The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement. Lesson 2 [Students will identify pennies, nickels, dimes, and quarters by name and value and add combinations of these coins with 80% accuracy over 3 consecutive trials.] [I will provide a “Toucan Can” (i.e. I can/school mascot is Toucan) statement followed by an explanation of why lesson goal is important and relative: “It’s important that we can recognize coins and their values so that we know how much money we have to spend on fun things!” Introduction of coin names and values will be scaffolded across 2 lessons to allow for ample practice with each coin. The student will receive a “math pouch” at the beginning of the learning segment with “tools” that he may use during the lessons. The pouch will include a pair of chopsticks, a calculator, a coin purse, and a blank coin name and value reference sheet. The chopsticks are used for visually separating the ones and tens when adding two-digit numbers. The student will be using a calculator to check all work after completion of manual computations. The coin purse will be used to collect coins earned throughout the lesson segment to be used at a class store upon completion of all lessons in segment. The focus learner will be creating a coin reference sheet as lessons progress that may be referred to as needed. Lesson dialogue and structure is based upon research-based and evidence-based explicit instruction programs with which the focus learner is familiar and. Prior knowledge of addition without regrouping, although minimal, is being used to provide generalization to use of money while reinforcing and strengthening two-digit addition skills relevant to IEP goal. (Focus learner is not prepared to use regrouping at this time). Focus learner will participate in direct instruction/modeling phase of lesson, as well as guided practice. Teacher will provide support during independent practice, as well, mindfully collecting formative assessment data.]
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All rights reserved. V08 The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement. Lesson 3 [Students will extract addition (without regrouping) problems from word problems and solve with 75% accuracy over 3 consecutive trials and identify coins needed to purchase items from classroom store with 80% accuracy in 2 of 3 trials.] [I will provide a “Toucan Can” (i.e. I can/school mascot is Toucan) statement followed by an explanation of why lesson goal is important and relative: “Reading math word problems might seem hard at first, but they do help us to see how we can use our coin and math skills in our everyday lives! Just like in this word problem, I don’t have enough gum for all my friends and I need to get some more from the Express. Do you think you can help me solve this problem, if I show you how?” Introduction of coin names and values will be scaffolded across 2 lessons to allow for ample practice with each coin. Lesson 3 will build upon coin counting skills to solve real-world word problems. Focus learner will continue to use reference sheet and calculator to help complete work. Additionally, I will use explicit instruction to introduce the steps to solving word problems, including teaching and modeling word problem attack strategy. Lesson dialogue and structure is based upon research-based and evidence-based explicit instruction programs with which the focus learner is familiar and. Prior knowledge of addition without regrouping, although minimal, is being used to provide generalization to use of money while reinforcing and strengthening two-digit addition skills relevant to IEP goal. (Focus learner is not prepared to use regrouping at this time). Focus learner will participate in direct instruction/modeling phase of lesson, as well as guided practice. Teacher will provide support during independent practice, as well, mindfully collecting formative assessment data.] Lesson 4 [ ] [ ] Lesson 5 [ ] [ ] b. Based on the learning goal and the focus learner’s IEP goals, respond to ONE of the prompts below.
If the selected learning goal is academic and is aligned with an IEP goal:
Explain how the learning goal and the planned supports align with the IEP goal.
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All rights reserved. V08 The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement. [The focus learner’s IEP goal states that “by February of 2021, when given two-digit addition and subtraction problems with no regrouping, student will write the answer with at least 80% accuracy across 3 consecutive trials.” The learning goal aligns with this IEP goal, as the student will be using a combination of coin values to represent the two-digit numbers that must be added together. I will not present any coin combinations that require the student to use regrouping. Planned supports will allow student to progress successfully toward not only lesson objective mastery, but lesson and IEP goal attainment. The use of scaffolding by adding new coins over two lessons will provide the student with ample practice using each coin type to practice skip counting and combining of coin values. Direct instruction involving modeling, followed by guided practice and monitored independent practice, aligns with research and evidence-based explicit instruction program models. According to Berry and Powell (2020), “modeling prepares students to complete a mathematics skill successfully” (p. 6). Additionally, student verbal participation in modeling by answering probing questions is an effective method of instructing while also progress monitoring, and as noted by Berry and Powell (2020), “. . .offers an important way to increase students’ participation and minimize frustration” (p.7).This is important, as the focus learner has been diagnosed with ADHD and often struggles to stay focused during lessons that are slow paced and/or not engaging. The reference sheet will be used to provide the student with one place to store key information from each lesson; reference sheet will be one half page and added to during each lesson. In lesson 3, I will introduce the procedure for extracting number problems (prior knowledge) from word problems in order to solve real world questions. Using word problems will help the focus learner to generalize the instruction and skills and to realize the importance of the lessons to his interests of shopping for items he wants. The focus learner will be provided with a “lesson pouch” that includes a reference sheet, chopsticks for visually separating ones and tens in two-digit addition problems, a coin purse for collecting coins for final day shopping, and a calculator. Student will be using the calculator to check answers after manual completion. Using a calculator to check work is a generalized skill that promotes self-monitoring and responsible use of added technology. These supports will keep the focus learner engaged, display generalization of skills, and provide the focus learner with relevant use of two-digit addition skills (without regrouping) as stated in his IEP goal.]
If the selected learning goal is academic but is not aligned with an IEP goal:
Explain how the planned supports align with the learning goal. [ ]
If the selected learning goal is non-academic:
Explain how the learning goal and, if relevant, the planned supports align with the focus learner’s IEP. [ ] c. List any special accommodations or modifications in the learning environment, instruction, or assessment required by the IEP and relevant to the learning goal. [I will read aloud, any material that is not at the student’s reading level, as stated in the focus learner’s IEP accommodations. The focus learner’s IEP states that instructors should repeat or rephrase instructions to ensure understanding and provide repetitive practice of academic skills. Instruction of learning segment will follow a direct instruction model in which lessons are designed to introduce small segments of a larger concept over several lessons rather than all at one time. By scaffolding introduction of coins, the focus learner will be receiving manageable chunks of skill building instruction and practice. Additionally, modeling with student participation, frequent questions to check for understanding, and ample guided practice examples will be
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All rights reserved. V08 The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement. employed as prescribed by both the Virginia Department of Education’s Evidence-based Specially Designed Instruction in Mathematics Resource Guide (2020) designed especially for students with IEPs and by Riccomini, Morano, and Hughes’ article, “Big Ideas in Special Education: Specially Designed Instruction, High-Leverage Practices, Explicit Instruction, and Intensive Instruction” (2017). Repetition of important phrases relevant to the learning segment goal and lesson objective, as well as repetition of new skill application will align to the prescribed accommodations in the student’s IEP. Although not pertinent to this learning segment, the focus student qualifies for extended school year services, as well as alternative state and national testing.] d. Explain how the lesson objectives, learning tasks, materials, and planned supports are sequenced to
move the focus learner toward achievement of the IEP goals, standards (as appropriate), and the learning goal.
build connections between the focus learner’s prior learning and experiences and new learning for the learning goal. NOTE: If the lesson objectives are the same across the learning segment, the explanation may address how the materials used or the planned supports may change throughout the learning segment. [The focus learner has limited prior knowledge and experience with adding two-digit numbers without regrouping and no prior experience with coin identification. The learning segment will scaffold the introduction of coin names and values while reinforcing the addition of two-digit numbers. The focus learner will first be introduced to the penny, nickel, and dime. The student will use prior knowledge of counting by one’s to simulate the addition of pennies, skip counting by fives to simulate the addition of nickels, and skip counting by tens to simulate the addition of dimes. The student will determine, with guidance, how many pennies are needed to reach 100 cents/$1.00, how many nickels are needed to reach 100 cents/$1.00, and how many dimes are needed to reach 100cents/$1.00. The student will use a blank reference sheet to add pertinent information from the lesson: one penny equals 1 cent, 100 pennies equal $1.00; one nickel equals 5 cents, while 20 nickels equals $1.00; one dime equals 10 cents, while 10 dimes equals 100 cents/$1.00. Lesson two will follow the same sequence for the introduction of quarters and will have the student add coin combinations using all four coins. Following instruction of coin name and value, student will complete a series of coin gathering activities to equal amounts given. This activity generalizes the skill of adding two-digit numbers. In lesson 3, the student will be given simple two-step word problems to write and solve addition problems using coins without regrouping. Word problems will connect the use of addition and the use of coins to real-
world scenarios relevant to the focus learner. The focus learner will use a calculator to check manual addition, integrating technology in a meaningful way. Each lesson will follow the same progression, as prescribed by the direct/explicit instruction model. The final lesson will conclude with the use of all four coins to generalize the practical use of two-digit addition to purchase items from a class store. The focus student will first count the coins earned throughout the learning segment (i.e. his spending money). With the knowledge of “money I have to spend,” the focus learner will choose two items to purchase, first using two-digit addition to calculate total price and then using coin value skills to determine if the purchase is possible.] 2. Knowledge of Focus Learner to Inform Teaching of the Learning Segment For each of the categories listed below (2a–d), describe what you know about the focus learner’s strengths and challenges as related to the lesson objectives of the learning segment
. Cite evidence of
what the learner knows, what s/he can do, and what s/he is learning to do in relation to the learning goal and any relevant planned supports.
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All rights reserved. V08 The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement. 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 been introduced to very basic two-digit addition without regrouping but there is no evidence of academic experience with coins. He has recently been introduced to a two-digit “addition rule” which states, “when adding two-digit numbers, always begin with the ones.” The focus learner has been successful in using that rule, along with physically covering the tens and ones digits in a vertical addition problem to isolate place value and ensure correct numbers are added together. Following a preassessment activity, the student displayed coin name knowledge for only the penny. Additionally, preassessment data suggests he may have some knowledge of coin values, although values were misplaced. For example, he counted a quarter as $0.05 in one problem and a dime as $0.05 in another. He was unable to add a set of coin combinations (identifying two-digit numbers needed to add). The focus learner noted on the preassessment self-evaluation question, that he “needed help.”] b. Social and emotional development (e.g., impulse control, ability to interact and express him/herself and his/her feelings in constructive ways, ability to engage and persist in individual and collaborative learning, social connectedness) [The focus learner is able to interact and express himself adequately for the lessons planned. The student is easily distracted, so the lessons have been designed to be short and interactive to keep his attention. The focus learner is thoughtfully paired with two other students that have very similar PLOPs; this thoughtful grouping allows the student to feel comfortable participating and trying new skills without fear of embarrassment. All students in the focus learner’s math group receive all of their instruction in the LIMS classroom and have developed healthy personal relationships with one another.] 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 is the child of an active duty Servicemember. He lives in military base housing aboard an American military base in Okinawa, Japan. His mother is very involved in his education and is an ally of the cooperating teacher and myself. He enjoys playing his Xbox and telling stories. For this reason, I often include games in my lessons and provide “story breaks” when the student needs a moment to gather himself and refocus. The focus learner qualifies for extended school year services and participated in a remote learning program over the summer. He is respectful and polite to adults and responds favorably to positive reinforcement and a calm tone-of-voice. The focus learner struggles with self-management, likely due to lack of focus; however, the LIMS classroom students use token boards and work toward rewards. During this lesson segment, I have employed a long-term goal of earning money to shop at the end of the week. This incentive will help the focus learner to remain engaged and motivated throughout the lessons. These incentive systems, along with gentle reminders, work well to maintain the student’s attention and efforts. The focus learner will be moving back to the United States before the school year is over. He is excited to see his grandparents but expresses concern over the safety of children in the United States.] 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)
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All rights reserved. V08 The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement. [ ] 3. Supporting Learning Refer to the instructional materials and lesson plans you have included to support your justifications, as needed. a. Describe how the learning tasks, materials, and planned supports address your focus learner’s needs and capitalize on his/her strengths and interests. Planned supports can include the learning environment, instructional strategies, learning tasks, materials, accommodations, modifications, assistive technology, prompts, and/or scaffolding that are deliberately selected or designed to facilitate learning of the targeted knowledge and skills. [My focus learner is highly distractable and currently working toward math standards that are three years below his grade level. Because the focus learner receives all of his instruction in the LIMS setting, we are able to provide instruction pertinent to the student’s current level of performance and build skills toward grade-level at a pace that is suitable to his specific needs. The lesson segment goal was chosen based on the student’s IEP math goal of adding two-digit numbers without regrouping, and his interest in money and shopping for items he enjoys. While the focus learner is a 5
th
grade student, standards of learning used for this lesson segment are prescribed for 2
nd
grade students; this is because the focus learner is academically ready to engage in this 2
nd
grade math standard. Had I chosen a grade level standard, the student would not have possessed prior knowledge or skills necessary to be successful. The cooperating teacher uses a research-based and evidence-based direct instruction program by the name of Connecting Math Concepts
with which the student has been successful, and I have been familiarized with during my time in the classroom. Using this text as a model, I planned lesson segments to use language and narrative strategies that the focus learner is familiar with; however, I chose to extract a portion of the most current lessons (two-digit addition without regrouping), as it aligns with the student’s mid-year short-term IEP goal and add the element of coin identification to ascribe to the focus learner’s interest in purchasing items he enjoys. Student distractibility will be minimalized by this interest factor, small chunks of new information presentation, extensive and relevant guided practice, and an incentive that spans over all three lessons. Students will be working for coins to use in a store on the last day of the lesson segment encouraging participation, focus, self-monitoring, and generalization of skills. As the LIMS classroom includes students in grades k-5 with moderate to severe disabilities, the environment can often present another barrier to student focus. For this reason, distractibility will also be managed by teaching the learning segment in an empty classroom with only the teacher and two other students.] b. Explain how the learning tasks, materials, and/or planned supports will provide challenge to your focus learner. [As previously stated, the student has some experience with two-digit addition and minimal experience with coin identification and value. On a lesson segment preassessment, the focus student was unable to identify all coins by name and value and unable to determine the value of a combination of coins. The learning tasks are designed to first model (with student participation) and then provide ample opportunities for guided practice. This strategy is both research and evidence-based, as well as specifically proven to be effective with the focus learner. I will provide visual representations throughout the lesson to accompany verbal instruction. Students will be using plastic coins and other manipulatives to make these lessons a hands-on kinesthetic learning experience. By providing explicit instruction with modeling, followed by guided practice and independent practice, I will challenge the student to take steps
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All rights reserved. V08 The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement. toward independent responsibility for completing tasks. I will also provide the student with an incentive to learning the names and values of coins and how to add various coin combinations by reminding him that he will be shopping for items at the end of the lesson; however, the student will need to be able to count the money he has to spend, add sales prices of multiple items, and decide if he has enough money to make the wanted purchase. This incentive will encourage the student to maintain focus on the lesson and to ask questions when/if he needs additional assistance so that he is able to confidently complete his shopping trip at the end of the lesson segment.] c. Justify your choices of learning tasks, materials, and planned supports based on
the focus learner’s strengths and needs and
principles of research and/or theory. [Due to my focus learner’s speech language disability diagnosis, he is not able to access grade-level curriculum. For this reason, learning objectives for this student are based on is PLOPs with the goal of providing basic skills needed to achieve more complex tasks in the future. The focus student’s mid-year IEP goal is to compute two-digit addition and subtraction problems without regrouping with at least 80% accuracy over 3 consecutive trials. To work toward this goal, I have developed lesson plans that will present small chunks of new information, followed by extensive modeling, student participation, and guided practice that will build upon one another culminating in successful achievement of his mid-
year IEP addition goal. The materials I am using are academically appropriate, will provide the student with relevant practice, and provide me with formative assessment data daily. The focus learner has been successful using research and evidence-based direct instruction models, and my lesson plans follow this pattern to maintain familiar instruction models. According to the Virginia Department of Education’s Evidence-Based Specially Designed Instruction in Mathematics Resource Guide
(2020), “modeling prepares students to complete a mathematics skill successfully,” while guided practice “helps students with learning difficulties and provides a gradual release of responsibility from modeling to independent practice” (p. 7, 10). Due to his diagnosis of ADHD, the learning tasks, materials, and supports are designed to maintain the student’s attention and on-task behaviors. Lesson segments are short in duration and introduce manageable chunks of information followed by ample guided practice: Brock, Grove, and Searls (2010) share that to keep a student’s attention “academic assignments should be brief, with immediate feedback regarding accuracy” (p. S8H5-1). The hands-on tasks also provide the focus learner with something to keep his body active and his mind focused on the lesson. I will provide gentle verbal reminders in the form of questions about his work, or positive comments on his work as needed to help refocus the student, as needed.] d. Explain how, throughout the learning segment, you will help the focus learner to generalize, maintain, or self-manage the knowledge, skills, and planned supports related to the learning goal. [As previously mentioned, guided practice “helps students with learning difficulties and provides a gradual release of responsibility from modeling to independent practice” (Berry & Powell, 2020, p. 10). The goal of education as a whole is to provide students with the tools to use information on their own and for purposes relevant to their lives. By reminding students that they are working for coins to shop at the end of the week, my focus learner will be incentivized to remain on task and continue participating. Students will be completing a coin reference sheet to use as a guide or reminder when needed. This tasks teachers students to extract important information and compile it for later use. For the purpose of maintenance, I will be conducting a basic progress monitoring prior to the day’s new lesson. This information will inform my
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All rights reserved. V08 The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement. instruction, and I will revisit, reteach, or provide more guided practice and examples as needed. With any direct instruction program, it is important to use repetition of skill use to be successful, so I will not move on until the previous lesson’s goal has been achieved. To generalize coin identification and combination skills, I will be inserting examples of the ways we use money in our real lives throughout all lessons in this segment. Finally, students will be using calculators to check their work. The use of calculators reinforces the concept of using resources available to you when you are unsure.] 4. Supporting the Focus Learner’s Use of Expressive/Receptive Communication a. Communication Skill.
Identify and describe one
communication skill related to the learning goal that the focus learner will need to use to participate in the learning tasks and/or demonstrate learning. Consider the focus learner’s strengths and needs related to the communication skill.
Examples of communication skills include retelling
a story, explaining
a mathematics problem-solving strategy, answering
questions, appropriately expressing
frustration, selecting
the right sign, requesting
assistance, selecting
a picture, starting or stopping
communication, and responding
to a prompt or cue. [In lessons 1 and 2, the focus learner will be required to explain and demonstrate steps needed to identify coins by name and value and determine value of coin combinations. In lesson 3, the focus learner will we required to explain and demonstrate steps needed to extract a number problem from a money word problem and solve using two-digit addition without regrouping.] b. Explain how you plan to support the focus learner’s use of the communication skill (planned supports for communication can include instructional strategies such as vocabulary development, modeling, guided practice; materials such as graphic organizers, dictionaries, spell-check; or accommodations such as assistive technology). Describe how the supports assist the focus learner in acquiring, maintaining, and/or generalizing the communication skill.
Provide an example from your lesson plans of this planned support. [I plan to support the focus learner’s use of explaining and demonstrating by modeling the communication skill during instruction and guided practice. I will verbally describe, and physically model steps needed to complete tasks. I will include probing questions to model “self-
talk” that students may use to solve problems. By verbalizing steps taken while visually modeling, I am accommodating visual, auditory learning modalities. By asking probing questions, encouraging student participation, and modeling self-talk, I will be modeling self-
management strategies in solving math problems, both number and word. Finally, by using manipulatives and hands-on activities, I will be ascribing to kinesthetic learning modalities to ensure students have personal experience using communication skill to demonstrate understanding.] 5. 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 the learning goal through the lesson objectives
the level of support and challenge appropriate for the focus learner’s needs [The focus learner completes one lesson each class period in Connecting Math Concepts, in which recent lessons have begun having students practice two-digit addition without regrouping. Analysis of the student’s guided and independent work in these lessons provided evidence that
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All rights reserved. V08 The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement. the student was ready to work toward his mid-year IEP goal and capable of achieving that goal. An unofficial assessment of student knowledge of coin names and values during a virtual school session revealed the student did not possess this knowledge; however, that coupled with the successful two-digit addition practice demonstrated his readiness for both skills. An official preassessment confirmed these findings. Planned lesson assessments will be collected mostly during the lesson itself and will require very little strictly independent work. I will progress monitor daily, beginning the morning after the first lesson. I have chosen not to progress monitor directly after the lesson to account for possible loss of skill between lessons. This progress monitoring strategy will provide me with formative assessment data allowing me to adjust the upcoming lesson, if needed, to revisit topics or review prior to moving on. I will also be collecting formative assessment data during instruction/modeling, as I will have students participate and will be able to gauge understanding prior to moving on to guided practice examples. I will, likewise, be collecting formative assessment data during guided practice. The practice tasks completed by students, along with me, will provide evidence of lesson mastery or the need to revisit topics or expand instruction. Individual lesson summative assessments will consist of independent practice. As time allows, it is my goal to provide feedback immediately upon completion of independent work, rather than wait until the next day. A cumulative summative assessment will be conducted when students count coins they have earned and determine which items in the “store” they would like to buy. I will provide support for this activity, acting as the cashier. When student decides on items, I will ask. How much money do you need to buy these items? Do you have enough money to buy these items? How much money do you have? (Each of these questions is also on the student’s shopping worksheet that they will fill out prior to coming to the cashier). As an added mini-extension, I have included a section where they will write down any change they received from their purchase and use a given formula (Total-Spent) to check my math before they leave the store with their receipt.] b. Explain how you plan to involve the focus learner in monitoring his/her own learning progress. [I encourage students to use available resources to check their work, especially when it involves spending money. For this reason, students will be using calculators to check completed work and will be noting if they had to redo the problem. Students will be completing a reference sheet that may be used throughout the lessons. This reference sheet is an example of a resource but is one that students will have to prepare themselves. This task provides students with a strategy for future learning relevant to extracting and organizing important information. Throughout all lessons, students will be earning coins to use in a school store at the end of the learning segment. These coins will be earned for participation, focus, task completion, correct answers, helping a friend, correcting teacher (when I try to trick them by putting a wrong answer), and overall cooperation. Students will be responsible for keeping track of their own coins which will generalize the skill of earning, keeping track of, saving, and spending money.]
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All rights reserved. V08 The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement. References Believe to Achieve by Anne Rozell (n.d.). Counting U.S. coins up to $1.00. Retrieved frm BoomCards https://wow.boomlearning.com/play/bParhggpvHJAipKj3/teacher Berry, K. Powell, S. (2020). Evidence-based specially designed instruction in mathematics: Resource guide. Virginia Department of Education.
http://www.doe.virginia.gov/special_ed/disabilities/learning_disability/swd-
mathematics-resources.pdf Best Coloring Pages (2019). Can you buy it? Retrieved from https://www.bestcoloringpagesforkids.com/2nd-grade-money-worksheets.html Brock, S.E., Grove, B. & Searls, M. (2010). ADHD: Classroom interventions. National Association of School Psychologists
. Retrieved from file:///C:/Users/copel/Desktop/ADHD%20Classroom%20Interventions.pdf Piper Ann (2016). Dime money chart. Retrieved from Teachers Pay Teachers https://www.teacherspayteachers.com/Product/Dime-Money-Chart-478631 Piper Ann (2016). Nickel money chart. Retrieved from Teachers Pay Teachers https://www.teacherspayteachers.com/Product/Nickel-Money-Chart-478620 Piper Ann (2016). Penny money chart. Retrieved from Teachers Pay Teachers https://www.teacherspayteachers.com/Product/Penny-Money-Chart-478613 Piper Ann (2016). Quarter money chart. Retrieved from Teachers Pay Teachers https://www.teacherspayteachers.com/Product/Quarter-Money-Chart-478636 Raser, H. (2012). Coin Song [video]. Retrieved from https://www.youtube.com/watch?v=3ARNqyQ0CuY The Curriculum Corner (n.d.). Counting pennies, nickels, and dimes. Retrieved from BoomCards https://wow.boomlearning.com/play/eHkz3r8AeDSq9hGrk/teacher .
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