A. Describe a specialized instructional strategy for reading that Mrs. Patel should use with Mei during the implementation of the attached “Mrs. Patel’s Lesson Plan.”
1. Explain how Mei would benefit from the specialized instructional strategy described in part A and how this specialized instructional strategy will be used to do the following:
• address one of Mei’s learner characteristics
• help Mei meet her IEP goals from the scenario
• help Mei meet Mrs. Patel’s lesson objective
B. Describe a specialized instructional strategy for writing that Mrs. Patel should use with Ahmed during the implementation of the attached “Mrs. Patel’s Lesson Plan.”
1. Explain how Ahmed would benefit from the specialized instructional strategy described in part B and how this specialized instructional strategy will be used to do the following:
• address one of Ahmed’s learner characteristics
• help Ahmed meet his IEP goals from the scenario
• help Ahmed meet Mrs. Patel’s lesson objective
C. Describe a specialized instructional strategy for mathematics that Mrs. Patel should use with Lucas during the implementation of the attached “Mrs. Patel’s Lesson Plan.”
1. Explain how Lucas would benefit from the specialized instructional strategy from part C and how this specialized instructional strategy will be used to do the following:
• address one of Lucas’s learner characteristics
• help Lucas meet his IEP goal from the scenario
• help Lucas meet Mrs. Patel’s lesson objective
D. Choose one of the students from part A, B, or C. Explain how you would monitor progress towards meeting that student’s IEP goal after implementing the specialized instructional strategy chosen for that student. Include the technology or software you would use to record and analyze the data.
E. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.
F. Demonstrate professional communication in the content and presentation of your submission.
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The originality report that is provided when you submit your task can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
SCENARIO
Mrs. Patel, a fourth-grade teacher, plans on teaching a lesson with the objective of having the students solve and write math problems (a.k.a. math story problems). See the attached “Mrs. Patel’s Lesson Plan.”
Mrs. Patel has three students in her classroom who have IEP goals. Below is more information on each student:
In the classroom, Mei struggles with decoding words and recognizing sight words, which affects her fluency (i.e., reading accuracy and rate). Mei is currently reading 15 words per minute, which is the average for students in the middle of first grade. To be on grade level, Mei should be accurately reading at least 70 words per minute. Mei is able to decode initial and final consonant letters but struggles with medial vowels and consonant blends. Mei’s IEP goal is written as follows: “When given a selected reading prompt, Mei will increase reading fluency from 15 to 50 words per minute, with 80% accuracy.”
Ahmed has a specific learning disability (SLD) in written expression, which causes him to struggle to complete a coherent short five-sentence paragraph. Ahmed currently has 18 correct writing sequences (CWS) in a five-sentence paragraph. His IEP goal is written as follows: “When given a writing prompt, Ahmed will increase his CWS from 18 to 45 in a five-sentence paragraph, with 80% accuracy.”
Lucas has a mild cognitive impairment and is three years behind his peers in mathematics. In mathematics class Lucas becomes easily frustrated and throws his assignments and books to the floor when he does not understand what he is supposed to do. His IEP goal is written as follows: “Given minimum assistance, Lucas will accurately solve double-digit addition problems that do not involve carrying over and that use visual supports or manipulatives (or both), in four out of five recorded opportunities.”
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