Planning Task

Special Education Task 1: Planning Commentary

Copyright © 2014 Board of Trustees of the Leland Stanford Junior University. 1 of 7 | 12 pages maximum All rights reserved. V4_0914 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. Learning Targets

a. Complete the table below to identify the two learning targets (primary and secondary) selected for the learning segment, together with the lesson objective for each learning target. For fewer than five lessons, delete the appropriate lessons in the chart below.

Learning Targets Related Lesson Objective

Primary Learning Target:

Reading Comprehension- finding the main idea by answering wh- questions is the primary learning target for the focus learner.

 Lesson 1: [After completing this lesson students will be able to provide evidence of the predictions they made before the story was read and re-tell the story in his/her own words. ]

 Lesson 2: [After completing this lesson students will be able to give a brief summary in their own words of the text and know the meaning of vocabulary integrated in the text using a specialized glossary. ]

 Lesson 3: [After completing this lesson students will be able to answer who, what, when, where, and why independently and know at least three vocabulary words using no reference. ]

 Lesson 4: [After the completion of this lesson students will be able to have a clear understanding of the text and all nine vocabulary words. ]

 Lesson 5: [After the completion of this units lessons students should be able to answer who, what, when, where, and why from the text and understand vocabulary from the text using pictures, word definitions, and in sentences. ]

Special Education Task 1: Planning Commentary

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Secondary Learning Target:

Vocabulary skills collaborated with reading comprehension is the secondary learning target for the focus learner

 Lesson 1: [After completing this lesson students will be able to provide evidence of the predictions they made before the story was read and re-tell the story in his/her own words. ]

 Lesson 2: [After completing this lesson students will be able to give a brief summary in their own words of the text and know the meaning of vocabulary integrated in the text using a specialized glossary. ]

 Lesson 3: [After completing this lesson students will be able to answer who, what, when, where, and why independently and know at least three vocabulary words using no reference ]

 Lesson 4: [After the completion of this lesson students will be able to have a clear understanding of the text and all nine vocabulary words ]

 Lesson 5: [After the completion of this units lessons students should be able to answer who, what, when, where, and why from the text and understand vocabulary from the text using pictures, word definitions, and in sentences. ]

b. List any special accommodations or modifications in the learning environment, instruction, or assessment required by the iep and relevant to the learning targets.

[In the focus learner’s IEP there are accommodations and modifications. Accommodations include extended time on all assignments and tests, test/assignments read as needed, use of manipulatives, allowing the students to circle responses, draw lines to responses, use of word or sentence strips, or oral responses. Modifications include lowering difficulty of tasks, providing alternate assignments at focus learner’s intellectual level, allow student to circle responses. Instructional accommodations include redirection as needed, remind/prompt student to slow down and articulate when speaking, one to one assistance/instruction, frequent checks for understanding, books on DVD, and provide reading support. Other supplemental aids and services provided for the focus learner include a paraprofessional will supervise student and provide needed support, promethean board, read-a-long books, and word processing programs.]

2. Planning for Alignment and Development of Knowledge and Skills

a. Complete the table below to identify

 the curricular area represented by each learning target (Note: Learning targets must

 come from different curricular areas.)

 the goals and/or benchmarks in each focus learner’s individual education plan relevant to achieving either learning target, if applicable

 the early childhood standard, academic content standard, modified standard, or alternate standard related to each learning target (Note: Please include the number and text of each 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 are no relevant standards for your learner or for a curricular area.

Special Education Task 1: Planning Commentary

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Learning Target

Curricular Area (e.g., academic, cognitive development, etc.) If academic, list content area.

Related iep Goal(s) and Benchmark(s), if applicable

Related Standard(s), if applicable

Primary Learning Target:

[Reading Comprehension- finding the main idea by answering wh- questions is the primary learning target for the focus learner.]

[Reading comprehension is specified in the focus learner’s IEP- student is behind grade level and cannot comprehend complex/simple text ]

[ ELACC.11- 12.RL.1 (modified version standard) ]

Secondary Learning Target:

[Vocabulary skills collaborated with reading comprehension is the secondary learning target for the focus learner.]

[Focus learner’s comprehension skills are low which is reflected in vocabulary. Students IEP reflect that vocabulary skills need improvement based on communication. ]

[ELACC.11- 12.L.4 (modified version standard) ]

b. If there is not at least one learning target linked to the general education or early childhood curriculum, justify why that is not appropriate for the focus learner’s needs.

[Because of the focus learner’s limitations in reading, writing, and comprehension as outlined in the IEP make extensive support necessary for student’s progress. Outside instruction requires the use of one on one instruction and repeated practice and integration of daily living skills. ]

c. Explain how the focus learner’s iep goals and benchmarks align with your learning target(s).

 If the selected academic learning target is not aligned with an iep goal or benchmark, explain how the secondary learning target aligns with iep goals/benchmarks.

 If the selected primary learning target is non-academic, explain how both learning targets align with iep goals/benchmarks.

[Both learning targets align with the focus learner’s IEP goals. Goals related to the primary learning target include the focus learner will improve reading skills by being able to answer who, what, when, where, and why questions about lower level reading passage after it has been read to him. Goals related to the secondary learning target include the focus learner being able to read fifty words aloud from the Dolch Sight Word list. ]

d. If you selected a learning target that addresses a support skill not reflected in the iep, justify why it is appropriate for the focus learner at this time.

Special Education Task 1: Planning Commentary

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[If I selected a learning target to address a support skill not reflected in the iep I would select communication skills-eye contact when speaking because this will give the learner the opportunity to see mouth placement and emotions of certain words to gain knowledge of words. The learner will be able to pair this with his vocabulary skills and his interactions with peers.]

e. Explain how the secondary learning target supports the primary learning target.

[The secondary learning target supports the primary learning target because the student needs to be able to recognize vocabulary to make meaning and comprehend text. By increasing the focus learners vocabulary will make comprehending text much more fluent.]

f. Explain how the lesson objectives, learning tasks, and materials are sequenced to

 move the focus learner toward achievement of the iep goals, standards (as appropriate), and both learning targets

 build connections between the focus learner’s prior learning and experiences and new learning for both learning targets

 move the focus learner toward generalized, maintained, and/or self-directed use of knowledge and/or skills for at least one learning target

If the lesson objectives are the same across the learning segment for either learning target, provide a rationale for the overlap.

[The objectives are the same across the learning segment for both learning targets because both learning targets align. The students are using the wh- questions to make meaning of the text and to make full understanding students need to know the vocabulary coming from the text Treasure Island. The vocabulary is building student’s knowledge of the text. ]

3. Knowledge of Focus Learner to Inform Teaching of the Learning Segment

For each of the categories listed below (3a–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 BOTH learning targets.

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

[Some prerequisite knowledge and skills related to the lesson objective is the focus learner’s ability to understand sentence structure, comprehension skills of answering basic questions related to text, and vocabulary development.]

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 has challenges socially due to communication deficits and his inability to verbal articulate emotions for understanding, but he can use motions and facial expressions to communicate to peers. Focus learner can recognize and spell sight words. He does well copying, read basic sentences from the board, and answer basic questions aloud. He is able to follow the routine of the class and complete self-care needs without assistance.]

Special Education Task 1: Planning Commentary

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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 very interested in dance he loves to dance. His strengths include knowledge of some sight words, copying words and phrases from the board, and recognizing symbols. He faced many surgeries and sicknesses throughout his entire life which affects him emotionally and physically. He is due for another knee surgery November 2015. The focus learner has major support from his family (Mother/Father). They are very active in communicating with school staff and one on one instructional time with him at home. ]

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)

[The student has trouble communicating because of deficiencies in his speech. He cannot articulate what he is meaning verbally. The focus learner is however very independent and can do a lot for himself like clean his nose, eats well without assistant, can clean his area, independently goes to the restroom, he also can indicate when he has to go to the restroom verbally. He talks about his family a lot even though he has deficiencies in speech his information is always accurate once proofed by his mother. He is very loving and caring to anyone and will communicate with anyone.]

4. Supporting Learning

Respond to prompts below (4a–c). As needed, refer to the instructional materials you have included to support your justifications. Your justifications should address both learning targets for the focus learner.

a. Describe how the learning tasks, materials, and supports capitalize on your focus learner’s strengths and interests.

[The focus learner is comfortable copying and coming up to the promethean board to answer questions and write. The promethean board is used quite a lot and the student knows how to write on the board. He is very engaged and likes to volunteer. Learning tasks will give him the opportunity to develop vocabulary, articulation, and writing.]

b. Justify your choices of learning tasks, materials, and supports based on the focus learner’s strengths and needs, and principles of research/theory.

[ ]

c. Explain how, throughout the learning segment, you will help the focus learner to generalize, maintain, or self-manage the knowledge, skills, and supports.

[Throughout the learning segment I will help the focus learner to generalize, maintain, and self- manage knowledge by asking frequent questions and checking student’s work and keeping the learner engaged on the task at hand by making it exciting and fun. Also the student will have numerous resources to use during the learning segment to maintain knowledge and skills. ]

5. Supporting the Focus Learner’s Use of Expressive and/or Receptive Communication

Respond to the prompts 5a–e below to explain how your plans support the focus learner’s use of a communication skill related to the primary learning target. If a learning target was from the communication curriculum area, the communication skill does not need to be distinct from the learning target.

Special Education Task 1: Planning Commentary

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a. Communication Skill (Function). Identify and describe one communication skill (function) that

 the focus learner needs to access instruction and/or demonstrate learning for the primary learning target

 includes the language of the discipline associated with the academic learning target, as appropriate

Examples include retelling a story, explaining a mathematics problem-solving strategy, answering open-ended questions, stating an opinion, supporting a position with evidence, following directions, signaling or initiating a turn during peer discussion, appropriately expressing frustration, participating in a conversation, answering a question, selecting the right sign, indicating preference with an eye gaze, requesting assistance, selecting a picture or other visual representation, starting or stopping communication, responding to an environmental cue, or signaling/communicating needs.

[The focus learner will retell one main idea from an electronic story, follow directions, answer questions, and select a picture or other visual representations.]

b. Describe how the focus learner will use the communication skill (function) to participate in learning tasks and/or demonstrate learning in relation to the primary learning target.

[Focus learner will communicate with peers, sharing ideas and summarizing text. The student will express his knowledge of the text verbally aloud and with peers. ]

c. Given the communication skill (function) identified in 5a, describe the expressive and/or receptive communication demands that the focus learner needs to use in order to participate in learning tasks and/or demonstrate learning for the primary learning target.

 Vocabulary Demands: Spoken, written, or demonstrated words, symbols, signs, or behaviors representing information, concepts and meanings, or feelings.

 Other Communication Demands: Additional expressive and/or receptive communication demands needed to participate in learning tasks and/or demonstrate learning. Additional communication demands include syntax, social use of communication, or situational expectations for oral, written, or demonstrated communication.

[The focus learner has difficulty communicating but he can understand symbols, spoken, some written, some concepts and meanings or feelings. The student’s ability to read some words helps him make meaning of what is being spoken and written. Some direction and guidance is needed for learner to understand some words and phrases. ]

d. Describe the focus learner’s expressive and/or receptive communication skills and needs relative to the targeted communication skill (function), vocabulary demands, and other communication demands identified in 5a and 5c. Cite evidence of what the focus learner knows, what s/he can do, and what s/he is learning to do.

[ ]

e. Describe the instructional supports that help the focus learner acquire, generalize, maintain, and successfully use the targeted expressive and/or receptive communication skill (function), vocabulary demands, and other communication demands identified in prompts 5a and 5c.

[ ]

Special Education Task 1: Planning Commentary

Copyright © 2014 Board of Trustees of the Leland Stanford Junior University. 7 of 7 | 12 pages maximum All rights reserved. V4_0914 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.

6. Monitoring Learning

a. For both learning targets, explain how the assessments and the daily assessment record (including baseline data) will provide evidence of

 the focus learner’s progress toward both learning targets through the lesson objectives

 the level of support and challenge appropriate for the focus learner’s needs

[ ] b. For at least one learning target, explain how you plan to involve the focus learner in

monitoring his/her own learning progress. [I plan to involve the focus leaner and monitor his own learning progress by ]