Long+range+plan


 * EDEX 796/714**

**APS 1: Long Range Planning**

Name: Isabel Garcia Points ( 125 ) ______


 * COMPONENTS || POINTS ||
 * **A. Description of Students (for each student)**
 * **The information was obtained from talking to Miss Collum, IEPs, and Miss Collum’s Long Range Plan. Miss Collum’s Long range plan only includes the information for her ELA class, since the school does not have a math curriculum. They are working currently on getting a new math curriculum school wide.** || ( 25 ) ||
 * **B. Goals & Objectives (from the IEPs of each student)**
 * Listed and grouped (by goals or by subject/area)
 * Appropriate? (If not, what could be changed? Give examples.)
 * Challenging? (If not, what could be changed? Give examples.)
 * Relevant ? (If not, what could be changed? Give examples.) || ( 20 ) ||
 * **C. Instructional Units for the year (**//Thematic, Scope & Sequence, Domains//**)**
 * Describe the units based on a timeline and discuss how they:
 * Support IEP goals & Objectives
 * Consistent w/ district & state standards
 * Logically sequenced
 * Culturally & intellectually diverse || ( 25 ) ||
 * **D. Assessment and Evaluation of Progress (Describe/discuss)**
 * Appropriate strategies: What is used? //(Observations, TA, CBM)//
 * Evaluation criteria (based on IEP goals?)
 * Procedures (describe in detail how grades/progress determined and give examples of what is used for each subject)
 * Organized systematic record keeping || ( 20 ) ||
 * **E. Classroom Management Rules, Consequences & Procedures**
 * Describe the system and discuss:
 * Age-appropriateness (If not, how would you change them?)
 * Positively stated (If not, how would you change them?)
 * Observable (If not, how would you change them?)
 * Consistent with school regulations (If not, how would you change them?) || ( 25 ) ||
 * __**Writing Style**__
 * Clear, concise, and free of grammar and spelling errors || ( 10 ) ||

Student Information chart for ELA 8th Grade (Component A)

8th grade Caucasian Male || Mother, stepdad and brothers. || Mild intellectual disabilities || He wants to do well to please others. || * No detail on sentences. He does not like to be told no. || - Basketball - Skateboarding - Drawing. || Reading: 186 Math: 180
 * **Student** || **Age/Grade/ Race / Sex** || **Lives With** || **Disability** || **Strengths** || **Weakness** || **Interests** || **MAP scores 2013** ||
 * **ZKN** || 13 years
 * Measurement
 * Place value
 * Multiplication and Division

Spring 2013

Reading: 183 Math: 184 || 8th grade African American Female || Mother, older sister and twin sister. || Mild intellectual disabilities || She wants to do well and she likes to work hard. || * Reading comprehension She goes to OT. || Tv shows specially from the Disney channel. || Reading: 178 Math: 166
 * **MSTW** || 13 years
 * Basic math
 * Word problems, lack of details on sentences.

Spring 2013

Reading: 175 Math: 174 || 8th grade African American Male || Mother Parents recently divorced. || Mild intellectual disabilities || He likes helping others || * Reading comprehension Math: 194
 * **CJB** || 13 years
 * Division
 * Rushing thru activities || * Football
 * Reality shows
 * Music. || Reading: 192

Spring 2013

Reading: 193 Math: 194 || 8th grade African American Female || Mom and siblings. || Mild intellectual disabilities || Works hard and puts effort. || - Vision, she does not have her glasses since the beginner of the year. - Math (time, addition, subtraction) - Reading and finishing things on time. || * Tv shows
 * **FNK** || 13 years
 * Food
 * Playing with her cousins || Reading: 185

Math: 176 ||

**B. Goals & Objectives (from the IEPs of each student)**

__**IEP goals for each student**__ Name: **ZKN**
 * 1) Given a math worksheet with 10 measurement unit problems, ZKN will answer 8 correctly over 5 consecutive days, by the end of the IEP term.
 * 2) When writing a paragraph, ZKN will indent, capitalize the beginning of sentence, and reread his work before turning it in, 100% over 5 essays by the end of this school year.
 * 3) Giving a reading passage on a third grade reading level, ZKN will answer 4 out of 5 comprehension questions over 5 days by the end of the IEP term, as measured by teacher collected data.
 * 4) When in a disagreement ZKN will verbally compromise 4 out of 5 times in self-contained class by the end of the IEP term, as measured by the teacher collected date.

Name: **MSTW**
 * 1) Occupational Therapy: Though consultation with the teacher and review of written work, MSTW will display consistent written work with no errors in spacing and alignment, by the end of the IEP term as reported through therapists.
 * 2) Giving a 10 basic algebraic math word problems worksheet, MSTW will answer 8 correctly over 5 days by the end of the IEP term.
 * 3) Given a writing topic, MSTW will include 2 details of each sentence, with 5 sentence per paragraph 100% over 5 days by the end of the IEP term, as measured by writing rubric.
 * 4) Giving a reading passage from her reading program. MSTW will answer 4 out 5 comprehension question over 6 days by the end of the IEP term, as measured by teacher collected data.
 * 5) Over a 5 day period, MSTW will complete an assignment on time, 100% of the time as measured by a frequency table, by the end of the IEP term.

Name: **CJB**
 * 1) Given a reading passage on a fourth grade level. CJB will answer 8 out of 10 question dealing with setting, plot, and main idea, over 5 days by the end of the IEP as measured by teacher collecting date.
 * 2) When writing a paragraph, CJB will reread his work before turning it in. 100% over 5 essays by the end of this school year, as measured by if the paper makes sense.
 * 3) Given a math worksheet with 10 division problems, Cameron will answer 80% correctly over 5 consecutive days by the end of the IEP term.
 * 4) When CJB becomes frustrated, he will acknowledge to the teacher that he needs to step oust and collect himself, 100% of the time by the end of the IEP, AS measured by teacher collected date.

Name: **FNJ** Most of the IEP goals are appropriate, challenging and relevant for the students and their individual needs. However, I have highlighted the ones that I think may need to be changed or modified. For example “When writing a paragraph, ZKN will indent, capitalize the beginning of sentence, and __reread his work__ before turning it in, 100% over 5 essays by the end of this school year.” I do not think rereading his work is a measurable goal. How can we truly know if he is really re reading his work or if he is just pretending. Re-reading should be taught as a strategy for writing a paragraph. Moreover, on the IEP goal “When in a disagreement ZKN will verbally compromise 4 out of 5 times in self-contained class by the end of the IEP term, as measured by the teacher collected date.” I think this goal is really general and not specific enough. “Verbally compromise” can mean different things and is the disagreement with a teacher, another student or both. I am not sure how would you get the student to compromise, the disagreement can escalate quickly. Providing options for the student, could be a way to diffuse a disagreement. The disagreement should be use a teaching opportune to explain that we all have different opinions, and we should respect other’s options and views. We always talk about pushing our students to master different skills. I have heard in different classes “we do not want to balance a checkbook with 80% accuracy.” For the rest of the goals I would change from 80% to 100% accuracy. I think is important to mention that some of the students do have to take the PASS test, therefore, Miss Collum teach the material that they need to know for the test while managing to teach the basic skills that they are struggling with. I have learned that this can be difficult, specially when to understand the material for the PASS test they need to master the basic skills that they are struggling with.
 * 1) Given a 10 two digit addition or subtraction problems without regrouping, FNJ will answer 9 correctly over 5 days by the end of the IEP term.
 * 2) Given a 10 problem bath worksheet with telling time, FNJ will answer 8 correctly over 5 consecutive days, by the end of the IEP term.
 * 3) Given a reading passage from a third grade level, FNJ will answer 4 out of 5 comprehension questions over 6 days by the end of the IEP term, as measured by teacher collected data.
 * 4) Given a writing topic, FNJ will use a capital letter, punctuation, and will reread her work, 5 consecutive days by the end of the IEP term, as measured her writing sample.
 * 5) Over a 5 day period, FNJ will complete an assignment on time, 100% of the time as measured by a frequency table, by the end of the IEP term.
 * 6) When presented with a fine motor and/or visual perceptual motor tasks, FNJ will a. Improve typing skills to 12 words per minute with 80% accuracy b. Write upper and lower case alphabets in cursive with 100% accuracy, c. Identify analog time and digital time to the minute with 100% accuracy as documented by therapist, by the end of the IEP term.


 * 1) **Instructional Units for the year**


 * **Unit Topic or Description** || **Unit length** ||
 * Spelling || Yearlong ||
 * Editing: Capitalization, punctuation and parts of a paragraph. || 5 weeks, 25 lessons ||
 * Figurative Language || 8 weeks, 35 lessons ||
 * Reading groups || Yearlong ||
 * Parts of a story || 7 weeks, 25 lessons ||
 * Writing Journal || Yearlong ||
 * Prewriting Strategies || 3 weeks, 15 lessons ||
 * Chapter books || 2-3 books, Yearlong ||
 * Parts of Speech || 3 weeks, 15 lessons ||
 * Cursive Handwriting || 3 weeks, 15 lessons ||
 * Fact and Opinion || 4 weeks, 20 lessons ||
 * Cause and effect || 3 weeks, 15 lessons ||
 * Poetry Unit || 7 weeks, 25 lessons ||
 * Parts of a letter || 3 weeks, 15 lessons ||

The instructional units are organized on a sequence manner. The instructional units focus on writing, reading, and spelling yearlong. These are the skills that are targeted on the IEP goals. The skills and strategies needed for the writing process is also targeted on the instructional units. It is important to create instructional units sequence that allow students to build upon the knowledge they already have. I think this instructional unit sequence not only addresses the students IEP goals but also prepares students for the PASS exam. Miss Collum explains in her long range plan that students are going to be assessed throughout every day not only in academics but also socially. The students are going to be assess at the end of each unit, with classwork and quizzes. She will be using other formative assessments, such as observation, analysis of classwork and project-based assessments. The data collected from the assessments is going to be recored on a grade book and on an online grade book, PowerTeacher. Moreover, Miss Collum will also keep a work sample folder for each student. I think this is a great idea because it will let her see the progress that each student has made. To determine IEP goals, Miss Collum is going to use Measures of Academics Progress (MAP) test, Easy CBM, Pass testing and transition assessments. Furthermore, she explained “ the criteria evaluation varies because of IEP goals, but for the test and quizzes the criteria is that approximately 80% of the students will pass the assignment. If that percentage of students does not meet the goal. I will reteach that areal until 80% of the students pass.” I am somewhat troubled by the idea of just teaching until 80% of the students pass the assignment. I think we should strive for all the students to master or pass the assignment. If some students are not getting it or are having trouble with the material, then we need to reteach. Breaking down the material and using differentiated instruction to reach that 20%. One thing Miss Collum does in her classroom is that she has “IEP time” in which several times throughout the week students work on their individual IEP goals. For example; if a student’s goal is to improve on addition, the student will work on addition problems, after they are done Miss Collum provides feed back and she lets students graph their progress. For the year, the student’s progress toward EIP goals will be reported to parents every nine weeks through quarterly progress reports and report cards. Miss Collum will also notify parents by phone, email or a note home, when their child has a good behavior or excels on a project or test, or if their child is not doing best academically or socially. It is really important to keep in touch with parents and update parents not only when students are showing negative behaviors, but also and especially when students are doing great. Not only it is important to update parents, but also the students, giving them feed back of how they are doing, strengths and things they could work on.
 * 1) **Assessment and Evaluation of Progress**

At the beginning of the year Miss Collum established the rules with the students, as well as the consequences if rules were broken. **Classroom Rules** The classroom rules are short and simple, easy for students to remember. They are also stated on a positive manner. However, I think the first rule can be quite confusing. I would change it to “Raise your hand before speaking.” I would also change the last one to “Be respectful.” Moreover, I would also add “Follow directions.” The classroom rules would look something like; 1) Follow directions, 2) Raise your hand before speaking, When students break the rules the follow consequences would follow: The points system is a school wide program, students get points for negative behavior or breaking the classroom rules. If a student receives four points in one class, then the student will receive a green ID. The green ID means lunch detention. The points start over for each class and if a student obtains any in Social Studies, Science, or Related Arts class, the teacher will let Miss Collum know and she will document the points. Points are given not only for breaking the rules but also for getting out of seat, off task, defiant behavior (talking back, disrespefull) This system is quite confusing to me, because they are giving points to students but they are negative points for behavior that is not acceptable. They also don’t have a school wide reward system, each teacher creates their own. I think they should have a school wide reward system, they should focus more on rewarding positive behavior. At the beginning of the year Miss Collum sent home a letter informing the parents on how the classroom is run and the expectation of the class. The parents signed and returned a letter stating that they understood the regulations of the classroom. This provide parents with what is expected from their kids in the classroom. For Positive behavior support Miss Collum, noted “ An important consideration for maximizing instructional time is to keep students involved and encourage them and reinforce them for good behavior. To do that students are rewarded if the whole class goes five straight days with less than 4 points, and they will be rewarded with time on the IPAD. Another Positive Behavior Support that also encourages academic success is a student will receive a sticker for every grade above an 85 on a quiz or test. Once that student reaches 5 stickers, they get to choose from a sweet treat or a trip to the prize box. Their good work is also displayed in the classroom to motivate to do well.” I think the ideas are great, especially displaying the students good work. Students are proud when they get a good grade and they should be recognized for that good work. It encourages students to try their best and to work hard. The procedures before class is that students have an opportunity to get water and to use the restroom, so there is less disruption throughout the class period. However, if a student have to use the restroom after that opportunity is given, they have to use one of their four passes in their agenda book for those nine weeks.
 * 1) **Classroom Management Rules, Consequences & Procedures**
 * Talk quietly (No talking when teachers are talking.)
 * Be responsible (Have materials, no gum or candy.)
 * Talk nicely (Use nice words and manners.)
 * 1) Be respectful and 4) Be responsible.
 * Warning
 * Points will be given.
 * Green ID (Lunch detention)
 * Phone call home
 * Conference with the student and parents
 * Lastly a D-note.