My Target Student Needs Program

In the beginning of each lesson several planned supports are introduced to ensure that the focus learner understand the lesson objective and subsequent lesson goal. The two to three planned supports in lesson one compliments the focus learner preference in learning and align with the IEP goal. The planned supports are mainly visual and kinesthetic in nature and they include various Manipulatives, wall charts, YouTube videos, guided notes, and lesson worksheets assessments that are intended to assist the student in achieving the lesson objectives. They are also intended to help the student remain engaged during explicit, guided, and cooperative instructions. The Smart board will be used by the teacher to support differentiation of instruction and by the student to express in writing learning of the lesson objectives. Worksheets will be used for independent and extended practice on concepts taught and the results used to help guide instruction in satisfying the learning goal and the IEP goal. As the focus learner becomes confident the amount of supports are reduced to reflect the IEP

I find it imperative and important to use instructional strategies that assist the whole class and also individual students and even more importantly, students on IEP, 504 and ELL’s. I have no students that are on IEP’s, 504 plans, nor do I have any ELL’s, I do have some students who struggle with motivation and attentive learners. One way I will overcome this is by connect more with these students after I have lectured, or given instructions to ensure they have complete understanding. Additionally, students with motivation, I will work to ensure content is relatable to them and make connections with their own personal interests. This way, it can assist them in their motivation, finally, having multiple check-ins to keep them on track and assist

I learned how to explain and the task thoroughly, I walked around the room more, checking up on the groups. If students had any questions, comments, or thoughts about the task they could asked me while I was walking around the room. I asked my students many different questions like inviting, probing, pressing, waiting, orienting, re-voicing, connecting, and explaining questions to help them start or continue solving the task. These questions would extend their knowledge of the concepts and make them think deeply about solving and justifying their answers.

The IEP shows some goals that demonstrate appropriate teaching strategies that can help the student in her education. For example, small group, individual assistance, praise, chunking, repeat instructions, modeling, manipulative, and extended time are some of the instructional accommodations that I implement with her on a daily basis. Additionally, the component of listed IEP goals shows that I demonstrate my skills in teaching effective skills to students and consider their needs so I can bridge the gap in their education. The IEP goals are related to student’s needs and weaknesses, life experiences and interests. For instance, when presented with a list of words commonly found on personal data sheets (i.e. name, first, last, address, phone), the student will correctly pronounce and insert at least five of the ten words with 80% accuracy over 4 out of 5 trial days as observed and recorded by staff. This goal is functional and will help the student in case of an emergency that she will need to tell people about her name and

I was also surprised by what Ms. Brady told me about writing IEPs. She stressed that somethings that people may assume are already happening in a classroom like differentiation, do not always happen “automatically,” and should be explicitly written in the IEP to make sure that a student is not missing the quality education that they deserve. And although a little bit disheartening, this was a point that I did not think of and that could really have a major impact on a student.

The lesson objectives, learning tasks, materials, and planned supports are designed to move the focus learner toward achievement of the IEP goal and the learning goal, simultaneously. Both the IEP goal and the learning goal align with a grade level standard. Aligning the learning goal with a not only a grade level standard, but also a required grade level project, a senior research paper, makes the learning tasks relevant to the focus learner’s current grade level instruction. This not only helps us to maintain a focus on grade level content in the resource room but also supports generalization of the learning content in a different environment, as well. Pre-assessment data provided evidence that the focus learner already has prior knowledge

Consistent use of scaffolding techniques throughout the lesson. Introduce a new concept using a lot of scaffolding and decrease support as time goes on.

How will you differentiate or adapt your lesson to meet the diverse needs for EL, special needs, and academically underachieving or high achieving

The IEP class activity that I liked most is the time when we did the exercise in the class together. In class, we often learn from the book and listen to the teacher only. I think that some lessons need more time to spend with the exercise in the sheet. It’s sure that we can do it at home but sometimes I was not confident with the answer and I didn’t know who can I asked at that moment. I think that if we spend more time in class to do more exercise, it will be better than reading the book. For me, sometimes I felt sleepy in the class when we learned in the book. But when we do the exercise, I didn’t feel sleepy but I awoke to do the exercises in class with friends and teachers because we will share the answer and the thinking process together.

In order to ensure students’ intellectual engagement, ensure that you use instructional time evenly throughout the lesson. Use the gradual release of responsibility model of instruction in a way that helps students understand and practice key skills needed to show proficiency of selected standards. Allocate the right amount of time for modeling, guided practice and independent work. You may choose to use of a timer to help you keep classroom instruction paced appropriately. Additionally, continue to present your content to students in a way that allows them to make connections. This will result in students being able to engage with the content on a deeper level. Use to following link to learn about effective use of gradual release of responsibility model by Dr. Douglas

My role as a teacher is to assist and offer activities that enhance academic, social and emotional development by using strategies that incorporate all learning styles. Curriculum should be student centered and the student must play a part in their own learning process. To facilitate meeting the educational goals of my students my instructions must be clear and uncomplicated when delivering a lesson. Integrating and accommodating a classroom of students from a variety of backgrounds and proficiency levels can be challenging. Therefore, it will be my responsibility to determine individual learning styles. Furthermore, assessments and observations will provide me the opportunity to choose curriculum and experiences that take into account each student’s instructional needs. In order for students to develop intellectually they need opportunities to discover for themselves and practice in authentic situation that improve their own unique abilities. Presenting young students with unconventional means for acquiring knowledge (e.g. internet access, iPads) and allowing learners a number of ways to demonstrate what they have learned, will motivate them to respect and support their own

Through my observations, Mrs. F uses a Teacher-Centered model, which allows her to select the material that the students will learn (Santrock, 2008). Since all of Mrs. F’s students contain an Individualized Educational Plan (IEP) it is important for her to control and closely monitor what is being taught. When a teacher has a student with an IEP it is significant to maintain the unique educational goals and help the child achieve the highest benefit from learning (Heward, 2009). In Mrs. F’s class she is able to center her students goals around the curriculum or lesson plan for the day. On several occasions, I have witnessed Mrs. F asking the student’s different questions based off a story the class read, that pertains to their specific goals. An example of this includes one child’s inability to identify colors and another child’s inability to answer “who” questions (answering the main character in the story). With constant repetition, the students are able to strengthen their weaknesses and achieve their goal(s).

The age group are 7 and 8, second grade class. The classroom consists of 7 students with an IEP, with a general education teacher and special education in the classroom.

While working with a student for 5 months and they continue to struggle to meet their IEP goals as they are not showing growth on their assessments, states the students Present Levels of Education Performance (PLEP) needs to be re-evaluated. As the benchmark goals progress reports are completed every 3 months, with the teacher providing assessments within the time frame to view the student’s growth. There seems to be a barrier in how to student is learning and the accommodation and support received throughout the lesson. As the student’s teacher, my goal to improve their growth level is to create a lesson that is based on the students learning style. As many students in a classroom

This signature assignment is about observing and analyzing classroom instruction in at least 2 classrooms. The two classrooms that I chose to observed is special education and general education. In this assignment I will give a synopsis of my observation, how the instruction differentiated to meet the needs of identified students, identify strengths and needs based on research based practice, and I will suggest what are the next steps teachers can take to improve their lesson.