SPED Task 1 Part E Planning Commentary

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Liberty University *

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525

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Mathematics

Date

Jun 22, 2024

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pdf

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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. 1 of 12 | pages maximum 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)
Special Education Task 1: Planning Commentary Copyright © 2018 Board of Trustees of the Leland Stanford Junior University. 2 of 12 | pages maximum 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.]
Special Education Task 1: Planning Commentary Copyright © 2018 Board of Trustees of the Leland Stanford Junior University. 3 of 12 | pages maximum 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.]
Special Education Task 1: Planning Commentary Copyright © 2018 Board of Trustees of the Leland Stanford Junior University. 4 of 12 | pages maximum 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.
Special Education Task 1: Planning Commentary Copyright © 2018 Board of Trustees of the Leland Stanford Junior University. 5 of 12 | pages maximum 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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