This case study encompasses the background for a fictitious student detailing his disabilities as well as his present level of performance (PLOPs). With this information the author presents an Individualized Education Plan (IEP) annual goal and short-term objectives while linking them to the Texas Essential Knowledge and Skills (TEKS). Lastly, the author provides lesson plans for subjects including mathematics, science, and social studies.
Keywords: IEP, TEKS, learning disability, reading level Case Study to IEP to Lesson Plan In order to demonstrate the knowledge gained from this class, Learning Strategies for Promoting Proficiency in Math and the Content Area Subjects for Exceptional Learners (EDSP 5750), the author presents a practical …show more content…
However, while strengths for Jackson consist of his comprehension of basic number facts in addition and subtraction, his learning disability causes difficulties with word problems in mathematics as shown from the results on the Foundations of Problem Solving and Applied Problem Solving section on his KeyMath3 and mCLASS®:Math assessments, which demonstrated below grade-level. Since Jackson requires intensive, explicit instruction in reading he will not participate in general education settings for language arts; instead he will receive instruction through a literacy specialist and Resource teacher. However, Jackson will participate in the general education setting for mathematics, science and social studies with accommodations in reading, as …show more content…
The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The student is expected to: (A) solve with fluency, one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction” (TEA, 2015).
Objective 2 - Given 20 written problems with pictures of a variety of coins (pennies, nickels, dimes, and/or quarters) and dollar bills, Jackson will determine the value by use of addition with 90% accuracy on 5 trials within the first 9-week grading period.
TEKS for Objective 2 - §111.5 (b) (4) “Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The student is expected to: (C) determine the value of a collection of coins and bills.” (TEA, 2015).
Objective 3 - Given 20 fractions with denominators of 2, 3, 4, 6, and 8, Jackson will correctly demonstrate equivalent fractions with the uses of pictorial models and number line 18 out of 20 fractions on 10 trials within the second 9-week grading
Keywords: IEP, TEKS, learning disability, reading level Case Study to IEP to Lesson Plan In order to demonstrate the knowledge gained from this class, Learning Strategies for Promoting Proficiency in Math and the Content Area Subjects for Exceptional Learners (EDSP 5750), the author presents a practical …show more content…
However, while strengths for Jackson consist of his comprehension of basic number facts in addition and subtraction, his learning disability causes difficulties with word problems in mathematics as shown from the results on the Foundations of Problem Solving and Applied Problem Solving section on his KeyMath3 and mCLASS®:Math assessments, which demonstrated below grade-level. Since Jackson requires intensive, explicit instruction in reading he will not participate in general education settings for language arts; instead he will receive instruction through a literacy specialist and Resource teacher. However, Jackson will participate in the general education setting for mathematics, science and social studies with accommodations in reading, as …show more content…
The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The student is expected to: (A) solve with fluency, one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction” (TEA, 2015).
Objective 2 - Given 20 written problems with pictures of a variety of coins (pennies, nickels, dimes, and/or quarters) and dollar bills, Jackson will determine the value by use of addition with 90% accuracy on 5 trials within the first 9-week grading period.
TEKS for Objective 2 - §111.5 (b) (4) “Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The student is expected to: (C) determine the value of a collection of coins and bills.” (TEA, 2015).
Objective 3 - Given 20 fractions with denominators of 2, 3, 4, 6, and 8, Jackson will correctly demonstrate equivalent fractions with the uses of pictorial models and number line 18 out of 20 fractions on 10 trials within the second 9-week grading