Because lessons do not stop when a student leaves the classroom, purposeful collaboration with other teachers, staff, and families can help reinforce and expand the student’s knowledge and skills. Whenever possible, teachers should try to engage families in ways that encourage them to have their child practice the math skills at home. Having both the teacher and parents/guardians on the same page helps to support the student.
Read the case study to inform the assignment.
Case Study: Fiona
Grade: 9th
Age: 14
It is the beginning of the second semester, and Fiona is having a great deal of difficulty in her mainstream algebra class. Prior to this year, she was receiving instruction in the resource setting. At her eighth grade transition IEP meeting, her parents expressed their wishes that Fiona be in the mainstream algebra class, despite her special education teacher explaining that low reading comprehension negatively affects the understanding of math concepts. Fiona understands basic concepts of algebra but has not mastered the skills needed to move to the higher-level concepts her class is now working on. Currently, her math performance has been measured two years below grade level and her reading performance one year below grade level. Fiona’s general education math teacher has spoken with her parents about the possible need for additional support, and her parents have agreed to help at home, as they do not want her being pulled out for resource at this time.
The following goals have been identified by the special education teacher collaborating with the general education math teacher for Fiona:
Simplify addition, subtraction, multiplication, and division equations [e.g., (2x + 6) + (4x + 7) = 6x + 13].
Solve expressions with variables (e.g., 3x = -24).
Write and solve the algebraic equation in a real-life word problem.
Part 1: Strategies
As the special education teacher, select two researched-based instructional strategies that could be used to help Fiona meet her identified goals.
Instructional strategies should include:
Explicitly teaching related vocabulary
The use of the concrete-representational-abstract strategies
Graphic organizers
Mnemonic devices
The use of assistive technology
In 250-500 words, summarize the recommended instructional strategies, rationalizing their appropriateness for Fiona’s goals and ability to help motivate Fiona to meet her goals. Include specific tips for implementation.
Part 2: 3 Day Unit Plan
Design a comprehensive mathematics unit plan based on the goals identified for Fiona. Outline three sequenced lesson plans, using the “3 Day Unit Plan Template.”
Your unit plan must include:
Appropriate augmentative and alternative communication systems and assistive technology to make the lesson content more accessible.
Integration of both formative and summative assessments to demonstrate mastery and support the generalization of learning for the student.
Integration of an appropriate ELA writing standard related to Fiona’s third identified goal.
Part 3: Home Connection
In 250-500 words, explain how you plan to involve Fiona’s parents in meeting her goals. Include a specific at-home activity to help in her continued success.
While APA format is not required for the body of this assignment, sold academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Support your choices in Parts 1 and 3 with 1-2 scholarly resources.
This benchmark assignment assesses the following programmatic competencies and professional standards:
MEd in Special Education ITL/NITL
MEd in Special Education (Nevada)
3.1: Understand the central concepts, structures of the discipline, and tools of inquiry of the content areas taught, organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with disabilities. [CEC 3.1, ICSI.3.K1, ICSI.3.K2, ICSI.3.K3, ICSI.3.S1, IGC.5.K3; InTASC 4(a), 5(c); GCU Mission Critical1, GCU Mission Critical 2, GCU Mission Critical 4]
3.2: Understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with disabilities. [CEC 3.2, ICSI.3.K2, ICSI.3.K3, ICSI.5.S15; InTASC 4(b), 5(c), 8(n); GCU Mission Critical 1, GCU Mission Critical 2, GCU Mission Critical 4]
3.3: Modify general and specialized curricula to make them accessible to individuals with disabilities. [CEC 3.3, ICSI.1.K3, ICSI.3.K2, ICSI.3.K3, ICSI.5.S15, ICSI.5.S21, IGC.5.S23, IGC.5.S24; InTASC 1(a); GCU Mission Critical 1, GCU Mission Critical 2, GCU Mission Critical 4, GCU Mission Critical 5]
5.6: Teach to mastery and promote generalization of learning. [CEC 5.6, ICSI.5.S16, ICSI.5.S18; InTASC 8(s); MC1, MC2, MC4]
