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Special Education

Task 1: Planning Commentary

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
Primary Learning Target:

Secondary Learning Target:

Related Lesson Objective

Lesson 1: [Writing ]
Lesson 2: [ Reading ]
Lesson 3: [ Reading ]
Lesson 4: [ N/A ]
Lesson 5: [ N/A ]
Lesson 1: [ Communication and Language ]
Lesson 2: [ Communication and Language ]
Lesson 3: [ Communication and Language ]
Lesson 4: [ N/A ]
Lesson 5: [ N/A ]

b. List any special accommodations or modifications in the learning environment,


instruction, or assessment required by the iep and relevant to the learning targets.
[ N/A ]
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 learners 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.
Learning
Target

Primary
Learning
Target:

Curricular Area (e.g.,


academic, cognitive
development, etc.) If
academic, list content area.
[ Academic (Reading) ]

Related iep
Goal(s) and
Benchmark(s),
if applicable
[ 955L ]

Related
Standard(s), if
applicable
[ N/A ]

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Special Education
Task 1: Planning Commentary

Secondary
Learning
Target:

[ Communication and Language [ N/A ]


]

[ N/A ]

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 learners needs.
[Reading goal is linked to all content areas. ]
c. Explain how the focus learners 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.
[My primary learning target is focused on increasing the learner towards a Lexile score off 955
from his current score of 535.]
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.
[ N/A ]
e. Explain how the secondary learning target supports the primary learning target.
[The learners secondary learning target of communication and language will support the
primary target of reading in its ability to increase vocabulary and understanding of grade level
language. ]
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 learners 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.
[These lesson objectives, learning tasks, and materials are beneficial to the learner because
they continually push the reading level to a higher standard and assess the learners
comprehension throughout. Each lesson is a further continuation through the learners
Conceptual Physics class building upon his prior knowledge and pushing his understanding
through more difficult readings. This continually shows generalization through his understanding
of materials being read and through his reflection of the materials. ]
3. Knowledge of Focus Learner to Inform Teaching of the Learning Segment
For each of the categories listed below (3ad), describe what you know about the focus
learners 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.
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Special Education
Task 1: Planning Commentary

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
[Prior knowledge of the learner consists of 9th grade Conceptual Physics class curriculum.
During the 1st semester the learner gained knowledge of motion and its laws, matter,
conversions of energy, and electric circuits. ]
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)
[According to the learners IEP, he demonstrates the ability to live on his own as needed, has
plans to continue education after high school, and currently does not need any supports in the
area of living. The learner does not have any IEP related goals for social or emotional
development. ]
c. Personal, family, community, and cultural assets (e.g., the focus learners interests and
strengths, relevant lived experiences, and self-management skills; family supports or
resources; cultural expectations; community supports or resources)
[The learner has the ability to live independently according to his IEP. He lives with his father
who works full time. The learner helps around the house when needed and enjoys an active
social life and soccer. ]
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)
[ N/A ]
4. Supporting Learning
Respond to prompts below (4ac). 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
learners strengths and interests.
[The focus learner naturally enjoyed the lessons pertaining to circuits and picked up information
quickly. He enjoys working in groups and does not have issues receiving criticisms from his
teacher or fellow students.]
b. Justify your choices of learning tasks, materials, and supports based on the focus
learners strengths and needs, and principles of research/theory.
[I chose the use of graphic organizers as a way to help my learner build his conceptual
knowledge based off of the learning section within his IEP. It is also known that he needs to
improve his study skills, supplying him different ways to garner information and show his
comprehension was something I was attempting to show through differentiating each lesson by
way of its structure and activities. According to an article printed in the Council for Exceptional
Children entitled A New Look at Mnemonics and Graphic Organizers in the Secondary Social
Studies Classroom, graphic organizers are a recommended tool for helping students with LD
read for meaning and understanding across all subject areas.]

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Special Education
Task 1: Planning Commentary

c. Explain how, throughout the learning segment, you will help the focus learner to
generalize, maintain, or self-manage the knowledge, skills, and supports.
[I plan to help my learner maintain his reading skills and generalize them to courses outside of
physics class by demonstrating the use of graphic organizers in, not only writing but, reading
comprehension. Using a variety of graphic organizers will show him that, even with difficult
reading and vocabulary, he can still comprehend grade level reading that is above his current
level. Incorporating the use of graphic organizers into lessons can help all students in their
ability to connect information to build overall concepts of understanding. They allow students to
differentiate major themes from minors and make a connection between corresponding topics or
events.]
5. Supporting the Focus Learners Use of Expressive and/or Receptive Communication
Respond to the prompts 5ae below to explain how your plans support the focus learners
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.
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.
[One example of supporting the learners communication skill is utilizing Graffiti Tables to
express his ideas and make statements during lessons. In one particular lesson, I have all the
students utilize the Graffiti Table as an alternative to taking notes or having notes given to them.
After reading historical documentation related to the lesson, each student is able to synthesize
their learning on the table itself. ]
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.
[As it pertains to the primary learning target of reading, the learner will have an open way to
take notes or visualize what he is reading by allowing him to write or express his thoughts in
an artistic way on paper. ]
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.
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Special Education
Task 1: Planning Commentary

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 learner will need to comprehend what he is reading in order to accurately display his
information on the Graffiti Table. It is up to the learner to write down vocabulary words that he
doesnt understand that can be later reviewed in the class. ]
d. Describe the focus learners 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.
[Through observation, the focus learners expressive language is equal to that of his peers in
the classroom. He is bilingual, speaking both Spanish and English and was able to act as a
translator during his most recent IEP meeting. His receptive language seems to be more in line
with his actual reading level. He often asks to have things restated or clarified so that he can
understand. The Graffiti Table allows him the opportunity to not only listen and ask questions
about words that may be confusing but he has the ability to actively take notes and draw
references to what was said, helping build his comprehension of the discussion. The focus
learner has a good understanding of the material that has been taught in the most recent
physics unit dealing with electricity and electrical current scoring a 3 (0-4) on the unit
assessment. He can understand and complete labs quickly and accurately but will struggle with
written directions to the point of exhaustion and will often refuse to try to read over the
instructions a second time. He is learning to ask for more clarification when he gets frustrated
and to use key vocabulary terms when talking in class. ]
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.
[The instructional supports that are aiding the learner in his advancement of reading include
reading and comprehension probes every 2 weeks. He also has an annual goal of reading a 6th
grade level text and answering questions with 80% accuracy. ]
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 learners progress toward both learning targets through the lesson
objectives

the level of support and challenge appropriate for the focus learners needs
[Looking at the learners IEP, his baseline reading level is at 535 Lexile. In each lesson I am
challenging him with reading that is at the 6th grade reading level, according to his IEP. Each
reading is followed up by a reading comprehension activity. ]
b. For at least one learning target, explain how you plan to involve the focus learner in
monitoring his/her own learning progress.

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Special Education
Task 1: Planning Commentary

[During the Graffiti Table lesson, the focus learner will be encouraged to monitor their own
conceptual understanding by writing down words, phrases, or drawing pictures that represent
items that are important or confusing.]

Copyright 2014 Board of Trustees of the Leland Stanford Junior University.


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