The Above Information Can Be Listed in A Bulleted List. Bring The Report Card To Class

Rozga, Molly Phase II: Preamble Preparation and Lesson Planning (Planning and Preparation) Adapted Lesson Plan
for the DDP Identify the following aspects of an observed child/client with a diagnosed disability: Name i. Angel P. (listed in other documents under a pseudonym) Chronological Age i. 13 Mental Age i. Not available. Please see note at the end of the document. Grade Level i. 8th grade Socioeconomic Status i. Low- to Middle-Class Race i. Mixed Ethnic Heritage Gender i. Male Disability i. Cognitive Disability and Speech and Language Disorder Grading Note how the child is graded in relation to the class norm. (May need to discuss with the teacher or special education teacher). Obtain a sample of a blank report card. i. Angel is graded by the Special Education Teacher. Assessments formal/informal/district/state. Identify any accommodations or modifications for the child while participating in assessments. (Can be noted in the IEP). i. Angel is given additional time to complete formal state assessments, and takes them in his resource classroom. He is also allowed to have someone read the questions to him. ii. For classroom assessments, Angel does not participate. My cooperating teacher is his math teacher and assigns him alternative assignments (generally within a range of 2nd 4th grade standards). The Special Education Teacher generally designs his lessons with my cooperating teacher. The above information can be listed in a bulleted list. Bring the report card to class.
Rozga, Molly Using a child development framework, identify the typical characteristics of a comparable normal student. (use Yardsticks or another text. Cite your source within the discussion.) How does this student compare to the norm? Discuss what areas of development seem to be different.
Characteristic
Behavioral
Norm (Yardsticks) Do not do so well in small groups, prefer individual work Insist on knowing Why do we need to know this? Highly judgmental of teachers
Feelings are easily hurt Moody and sensitive Anger can flare up suddenly Worry about school work Concerned about personal appearance Quieter than 12s and 14s Boys tend to socialize in small groups Spend hours on phone, computer or TV Boys engage in a lot of horse play and practical jokes
Emotional
Social
Case Study (Observation, Interview and CT) Angel enjoys working in a small group, but usually works alone. (CT says this is due to his ability level and alternative assignments.) Angel enjoys doing school work, especially when he is able to ask questions as needed. Angel told me that he is thankful for his teachers for making him smarter. I have never seen Angels feathers ruffled. He told me that he gets frustrated when he is a part of the large group because he cant do things as fast as they can, and that makes him angry sometimes. Angel is very quiet. He has one real good friend that is in most of his classes. Angel has a cell phone but isnt allowed to text. He told me that he and his brothers goof off a lot.
Academic Performance in a content area Math, Reading, Science, Art) May include areas of difficulty
Mathematics Review of all operations with emphasis on conversions Make mathematical sets and do attribute mapping Study number patterns, exploring Fibonacci, binary, geometric and other sequences Use compass and straightedge Develop 30-word geometric vocabulary Engage in conceptual conversations regarding zero and negative numbers Begin learning algebra
Between my CT and the Special Education teacher, they design math lessons for him similar to what the rest of his class is working on. For example, the class was doing a review of integer operations, and Angel was working on reviewing math facts between 1 and 10.
Strengths/Needs (IEP/observation and/or discuss with CT)

Angel does really well with one-on-one lessons. He likes using his hands, and loves to draw. We initially thought that I could do a lesson with tessellations to blend math and drawing. I have been putting together a financial literacy unit plan for ED 321, so I asked about subtraction with regrouping. My concern was that I wanted to be able to share something with Angel that would make adulthood a little easier. This kind of subtraction is evident in a check book register.
What are at least 2 individual characteristics from the social, emotional, behavioral or academic areas that you need to consider in meeting this students needs? What information/evidence do you have that leads you to believe that these areas need to be taken into consideration in the design/implementation of the lesson? (Diagnosis)
Rozga, Molly Academic Areas A review of all operations i. I read this and thought it would be interesting to work with Angel on something more complex than I have seen him work on. Typically he works with small numbers (under 20) with addition and subtraction, so I thought I would introduce regrouping so I could see how he would work with larger numbers. I also thought this would be a good life skill, as you need to be able to use this kind of subtraction to keep your checkbook register balance up-to-date. Behavioral Prefer Individual work i. I chose to work individually with Angel instead of in a small group. Academically, I thought I would be able to challenge him more in a oneon-one setting, incorporating some technology. Angel finishes his alternative assignments rather quickly, and Id like to determine what he can do. What strategies/principles have you learned that would assist you in being more effective in meeting his/her needs in this lesson? (Conceptualization, Coordination) As I read through the textbook, in almost every section there was a section about preparation for post-secondary school. Angel continues to work on remedial work without an evident plan for after high school. I think working on subtraction will really help get Angel ready for the real world. As for strategies, I have learned a lot from my CT. She has helped me understand that Angel needs to master concepts and not spend a specific amount of time on them. I have planned a 30 minute lesson with an extension, for a 48 minute period. The lesson is designed to progress when Angel is ready, so if we are unable to finish, we will have a place to start next time. Create and submit a lesson plan for the DDP performance. Be sure you identify how you will assess to know if the student has met the objectives.(Upload lesson plan to DDP in WORK). ***The Special Education Teacher has been out on medical leave since October. Because of this, I wasnt able to see his IEP. Between my CT and other teachers in the team, we were able to put together some of the pieces.***

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Rozga, Molly Phase II: Preamble Preparation and Lesson Planning (Planning and Preparation) Adapted Lesson Plan

Strengths/Needs (IEP/observation and/or discuss with CT)

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