A school's success in education is only evidenced by every student's academic achievement. As such, the teachers need to have in place the necessary tools that will assist them in the identification of students who might be facing academic challenges and adjust the learning environment so that it can meet their needs. The monitoring of every student’s progress is what allows the educators to determine their performance and evaluate the teaching methods effectiveness, which will lay a foundation for the teachers to make informed instructional decisions.
The use of curriculum-based measurements will allow educators in assessing the educational growth of children especially those with disabilities. Through the implementation of the CBM, the educators will have an opportunity to gather the performance of the children which will help them in making informed educational decisions. However, the CBM has been used by quite a few educators despite its more than two decades existence. The major reasons as to why most educators did not widely adopt the CBM is because most teachers were not aware of how to implement it and there is uncertainty about how much time it has to be used. Some educators are also reluctant when it comes to adding new factors to their already full workload.
Delegate your assignment to our experts and they will do the rest.
According to the IDEA Part B, the children and youth (3-21 years of age) should receive special education which should assist them. This is an indication that the educators who deal with the kids with disabilities should ensure their instructional strategies and programs will benefit the children. Through the use of the CBM assessments, the teachers will have a chance to graph the performance of the students depending on the number of times set by the school per week. This will be done for any program that is being taught to the children with disabilities whether it is writing, reading, spelling or mathematics. It is always hard for most teachers to notice any progress that is being made by a student who has a disability and even the documentation of the progress (Goo et al., 2010). As such, this poor or no progress verification will end up creating an educational platform that may not have any positive effects on the students. The students can also end up feeling discouraged and unmotivated for they do not get any positive results from what the teachers are teaching them. For the children with disabilities, however, from their end, despite the fact that they are trying as hard as possible, they will end up feeling there is no improvement in their skills.
Nevertheless, through the CBM, an educator is given the opportunity to document even the slightest changes in their performance. The CBM graph will allow both the children and the teachers to see tangible evidence of any advance in the students’ education which will make them rejoice the improvement towards their goals. The student’s guardians and parents can also have first hand information regarding their children’s progress which also motivates them to continue encouraging and supporting the children. In case a student is not making any progress, the CBM graph will easily point it out, allowing the teacher to adjust their program or instructional strategy in a manner that meets the child’s needs and wants. The CBM graph will also allow the teacher to manage their instructional period in an efficient manner. The educator will be able to come up with a schedule that ensures they spend more time with students who are still struggling and less time with those showing real progress. In general, the CBM allows teachers to come up with detailed documentation about their instructions effects on children with disabilities. The CBM information, graphs are shared among teachers; parents even school administrators whereby they use the data in making informed decisions (Christ et al., 2010).
Assignment 2
| 1. Duration | 10 to 15 minutes |
| 2. Number of students | Two |
| 3. Student disability, impact, and learning characteristics |
One student has a mild learning disability with behavioral challenges (e.g., yells out when frustrated and refuses to complete work); and One student has a learning disability in written expression and has a second language learning need One of the students has autism spectrum disorder with limited vocal language. |
| 4. Grade level or range | Fifth grade |
| 5. Instructional Content focus |
Writing Compositions Teaching Point: Simply by changing the organization of our words, we can advance our sentence configuration and sentence eloquence Writing process stage: Copying CA Writing Standard: Language Conventions 1.2 (Sentence configuration and fluency) Teaching method: Inquiry and demonstration Progress checkup-Web-based CBM (Goo et al., 2010) |
| 6. Connection | For the past few days, we have been working on how to improve the composition writing skills of the students. This indicates that there has been the need to vary how the sentences are written about either being short and long or medium. In the process, the students have also been shown how to use various commands such as the exclamations, commas and question marks. However, for today, we will focus on how to vary the sentences structure so as to come up with meaningful sentences |
| 7. Lesson Objective related to Writing Conventions or Composition | Most students who suffer from learning disabilities have difficulties in mastering the writing process. In this case, from one student Martin, the sentence he wrote was "The mn was sncR" which meant "the man was scared." As for Joy, she wrote, " I think theu shod no how to speec dififerent lngweges if theu cemo to UAS". These two compositions were written by two students who suffer from learning disability. In the case of the first student, he has a mild disability with a behavioral disorder while the latter is a learner with English as a second language needs. From the two compositions, there is an indication that the children have some problems when it comes to writing correct information. This is seen from the fact that, the spelling, punctuation, and sentences seem to make very little sense. From the first individual, based on previous lessons, the teacher has noticed that he is reluctant when it comes to writing and also avoids working and sharing his work with others. |
| 8. Guideline for Teaching | In writing a composition, the student will have to know what a paragraph is. A paragraph is made up of sentence that focuses on a similar topic. “Can you look at the paragraph behind me on the board and at the picture of the sandwich? As we read through each part of the paragraph, it is clear that the sentences fit into the sandwich. If you look at the top bun, it has the first paragraph, sentence referred to as a TOPIC sentence. It allows a reader to know what the paragraph is talking about. When one looks at the sandwich in its middle parts, one can see a variety of added foods such as cheese and tomatoes. These add flavor to the cheese as such they are referred to as SUPPORTING DETAILS when it comes to the middle sentences of a paragraph. At the bottom of the bun, it appears different from the top which is similar to the last sentence of the paragraph referred to as the CONCLUDING SENTENCE. It shows the reader what the paragraph is talking about (Fiderer, 2002). |
| 9. Instructional strategies and procedures | The students will be asked to look at the sandwich once again. I am going to request the two students to do a few things that will help them remember parts of the paragraph that will aid them in writing a composition. When I “start” you will each try to read the topic sentence from the chart on the chalkboard to each other (Student’s part). When I say “start” once again look for the supporting parts of the paragraph and say them to each other (students part), and this will also be similar to the concluding sentence. Finally, each one of the students will take a bite from the sandwich, which will allow them to feel the tasty nature of the sandwich. This reminds them of the importance of arranging a paragraph. |
| 11. Link to CCSS and IEP, embedded instruction and integrated skill application | When the students start to write about any new topic, it is important they start from a new paragraph. It is also important to ensure that their paragraphs have all the parts that we have discussed today; topic sentence, supporting details and concluding sentences. Each of the students builds their " All About Me book," it should be a paragraph by paragraph whereby it will have content that will make the reader enjoy what they are reading |
| 12. Materials | Notebooks and pencils |
| 13. Mock IEP goals | The Individualized Education Program allows the teacher including the entire schools to work as a team in designing the best IEP for a student who suffers from learning disabilities and has been determined as being suitable to receive special education (Odom et al., 2012). Given unsystematically selected passages at the fifth grade, Martin should be able to write more than 100 right words during each session by the end of one month as measured by the Web-based curriculum based measurement. Martin should also raise his hands and wait to be called on before he starts talking when in groups setting in 3 out of 4 instances. He should also be able to work cooperatively in 3 out of 4 instances he will be placed in a group setting |
| 14. Flow of lesson plan and alignment | The two students will be asked to share any individual topic sentences, supporting details, and concluding sentences. These will be displayed on the charts on the chalkboards whereby they will be asked to identify them. After the sharing of the sentences, the student will be asked to rewrite the paragraph from the chalkboards. The paragraphs will be broken down into individual sentences, and the students asked to rearrange them into their original structure. I will analyze how each of the students has rearranged their paragraph so as to see how they have understood a paragraph format. The students will then be asked to write something about themselves and arrange it in paragraph form. |
| 15Three references |
Fiderer, A. (2002). Paragraph power . New York: Scholastic Professional Books. Goo, M., Watt, S., Park, Y., & Hosp, J. (2012). A guide to choosing web-based curriculum-based measurements for the classroom. Teaching Exceptional Children , 4592), 34-40 Odom, S., Hume, K., Boyd, B., & Stabel, A. (2012). Moving beyond the intensive behavior treatment versus electic dichotonomy: Evidence –based and individualized programs for learners with ASD. Behavior Modification , 36(3), 270-297 |
Assignment 3
| 1. Lesson Title, Subject Area, Grade Level, Duration |
Grade 3. Mini-Lesson Spelling and Handwriting Subject Area: Sentence Fluency Duration: 26 minutes |
| 2. Number of students | 4 |
| 3. Student disability, impact, and learning characteristics | Martha is a third-grade student as suffers from mild cognitive disability. She is easily distracted and has a tendency to rush through her work without reading the instructions. She has a problem in reading long vowel sounds such as ew,ow,oi , er etc. As such, there is a need to assist her in spelling and also needs constant monitoring and checking of her work. Michael has a problem in reading words and their pronunciation because English is his second language. Martin also suffers from downs syndrome making him have limited vocal language. |
| 4. Grade level or range | 3 |
| 5. Instructional Content focus | In order to assist students in knowing how they can segment various words, phonemic activities or games can be used to ensure they acquire the right knowledge. The head, knees, shoulders and toes game will be used to assist the students in improving their word segmentation. The students will be provided with words that have one to four phonemes. They will be required to touch their head, shoulders, knees and toes as they say the sounds found in the words. |
| 6. Connection | We have been working for the past few days so as to improve our spelling and handwriting. This means that we have to try different words so that the students can get the flow and rhythm when we read them aloud. The words will also be used in different sentences about their length. For today, we will focus on how the different words can be used in different sentences. |
| 7. Instructional setting and arrangement of environment | In order to ensure that the students will get knowledge on how to properly spell and write the different words, they must understand their pronunciations. The classroom will be divided into four sections whereby the middle part will be used by the children in playing the head, shoulder, knees and toes game. The number of students who will be involved in the lesson will be four in number with each lesson taking about 26 minutes for the next one month. Another section will be used by the students in writing down any word they can remember from the head, shoulder, knees and toes game. The remaining two sections will have charts with different words which the students will be asked to pronounce them and then write them down. |
| 8. IEP Goal with measurable criteria and direct link to lesson | Brad is a student with a significant SLD in Spelling with an Orthopedic Impairment with limited use of the dominant hand. By the end of four weeks, as measured by a valid web-based CBM, Brad should have the ability to read aloud more than 100 words in five minutes and spell them correctly. They should also be able to write down at least three words in short sentence structures that can clearly be read and understood by the teacher. |
| 9. Common Core State Standards alignment | Students with learning disabilities find it hard to attain academic achievement. This is due to the fact that they cannot put in order simple words and spell them out. Some have difficulties in handwriting. As such, this lesson aims at ensuring the students have improved their handwriting fluency and spelling abilities so as to attain academic excellence. The lesson will also address the English Language Arts and literacy standards. Through the English language arts standards, the students will have the chance to learn how to read, listen, write, speak and use the English language efficiently and effectively. |
| 10. Lesson objective | Michael main problems include difficulty in reading words and their pronunciation due to the fact that English is his second language and he has limited vocal language due to Downs syndrome. After four weeks, Martin should be able to pronounce 50 English words correctly per minute and also write them down correctly. |
| 11. Assessment | Before setting up the program, Brad, who suffers from significant SLD with an Orthopedic Impairment with limited use of the dominant hand performance was very poor. His writing was 80% full of errors both from inverted and incorrect spelling of words. His letter formation and fluency in his sentences was poor at his total perforce stood at about 25%. On the other hand, following his introduction to the lesson whereby it aims at improving his spelling and handwriting fluency, Brad has had tremendous improvement in his work whereby his spelling word knowledge and rate of error has reduced by about 65%, and he can correct his mistakes once he notes it or is informed which is a 100% improvement. Earlier, he could not correct any mistakes he made in his works. His handwriting in the form of letter formation and letter reversal has improved by about 45%. The only letters that are consuming him at the moment are s, p, b, and h. However, the capital letters he has a 99%, improving whereby his only problem is W, M and S. Generally, his spelling has improved by about 705 while his handwriting fluency has improved by 80%. |
| 12. Accommodations or modifications | It is the duty of dedicated educators to ensure that all the needs and wants of the learners are met in relation to their educational requirements. The use of powerful digital technologies that have been implemented using the UDL principles will allow the educators to come up with the best curriculum that meets the learner needs. The main goal of the UDL provides a learning environment that will allow each of the students to become expert learners (Shelly et al., 2011). In the case of the students in the lesson, the use of sensitive technologies such as the wheelchairs, cochlear implants and eyeglasses will help the students in the physical and sensory access to their classroom environment. The students with disabilities may end up needing these technologies even when carrying out various activities where others may not need them |
| 13. Instructional strategies (name and procedure) | In the spelling and handwriting focus area, syllabication will be used in decoding multisyllabic words. During the initial parts of the lesson, the children will be treated to simple words such as cat, mom, etc. and other words, will later be introduced such as habitat, etc. The latter words can easily leave their minds. However, with syllabication, they will be able to find words that have similar syllable spelling patterns which will allow them to spell them out, pronounce and write them down. Through on sent and rime, one syllable and long syllable words can be divided into two. The constant sound that precedes the vowel is the onset while the rime is the vowel, In the case of the word show, sh is the onset, and ow is the rime. This will assist the children in spelling out words. The onset and rime will also assist the student in writing since they will be able to know the words and put it down on paper. |
| 14. Student Management - Checks for understanding and Schedule of reinforcement | The criteria that will be used in determining whether the instructional strategies are working are the use of the CBM (Christ et al., 2010). It provides a graph that allows the educator to plot the student’s progress even when it is minimal. In case the graph shows a negative plotting of the student performance, it is an indication that the instructions are not working thus there is a need to readjust them. |
| 15. Flow of lesson plan and instruction | The lesson will begin with different words written on the chalkboard each day for the next one month. These words will have different vowel sounds of which student will have to read them aloud and spell them out to the others. The words will be written by the children on their notebooks as per how they are written on the chalkboards., the work will then be used in making simple sentences which the children will have to read aloud and write them in their notebooks. After four weeks, the students will be required to will in the blanks with the words provided on the chalkboard and also fill in the blank words in sentences so as to complete their meaning. |
| 16. Example of data collection form and Data analysis and decision rules |
Student Name…………………………Grade…………………………… Lesson………………………………..Lesson period……………………… Spelling score………………………………Handwriting score…………………. Is there an improvement from the previous score……………………….If No why………………………………………… Is student participating fully with lesson………………………………if no why………………………………. Challenges faced by student during lesson………………………………….. Is there any improvement in the challenges from the previous lesson…………………………………………If no why………. Overall performance…………………………………Grade awarded…………… |
| 17. Critical Analysis: Reflection/Assessment | According to FAPE, all people with disabilities should receive the best education that can be offered to them. The educational services should be designed in such a manner that they fully satisfy the individual academic needs of children with disabilities just as how the needs of the nondisabled children are fulfilled (Zirkel & McGuire, 2010). As such, the only method through which an educator can determine whether their instructional strategies are meeting the needs of the students with disabilities is through a progress report of their performance. The performance report will allow the teacher to improve on their strategies in case there is no improvement in performance for the students. |
| 18. Critical Self-Assessment | It is the duty of the teacher to ensure that the students are successful in their academics. As such, following the improvement in performance of my students, it is an indication that my instructional strategies are meeting the needs and wants of my students. However, this is not an indication that I should relax, but rather, there is still more room for improvement. |
| 19. Peer-reviewed sources |
Christ,T. J., Silberglitt, B.,Yeo, S., & Cormier, D. (2010). Curriculum-based measurement of oral reading: an evaluation of growth rates and seasonal effects among students served in general and special education. School Psychology Review , 39(3), and 447 Zirkel, P. A. & McGuire, B. L. (2010). A Roadmap to Legal Dispute Resolution for Students with Disabilities. Journal of Special Education Leadership , 23(2). Shelly,C. L., Davies, P. L., & Spooner, C. L. (2011). Student Perceptions of Faculty Implementation of Universal Design for learining. Journal of Postsecondary Education and Disability, 24(1), 17-30. |
References
Christ,T. J., Silberglitt, B.,Yeo, S. & Cormier, D. (2010).Curriculum-based measurement of oral reading: an evaluation of growth rates and seasonal effects among students served in general and special education. School Psychology Review , 39(3), 447
Fiderer, A. (2002). Paragraph power . New York: Scholastic Professional Books.
Goo, M., Watt, S., Park, Y., & Hosp, J. (2012). A guide to choosing web-based curriculum-based measurements for the classroom. Teaching Exceptional Children , 4592), 34-40
Odom, S., Hume, K., Boyd, B., & Stabel, A. (2012). Moving beyond the intensive behavior treatment versus electic dichotonomy: Evidence –based and individualized programs for learners with ASD. Behavior Modification , 36(3), 270-297
Shelly, C. L., Davies, P. L., & Spooner, C. L. (2011). Student Perceptions of Faculty Implementation of Universal Design for learining. Journal of Postsecondary Education and Disability, 24(1), 17-30.
Zirkel, P. A. & McGuire, B. L (2010). A Roadmap to Legal Dispute Resolution for Students with Disabilities. Journal of Special Education Leadership , 23(2).
