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Complete Part E in Attachments

When completing edTPA you are expected to submit a number of items as it relates to planning. I have provided an example of a planning commentary that you should review in attachments.

For this assignment, you should use lesson plans you have created and adapt them to address the prompts in the planning commentary. Please provide a copy of the lesson plans with your planning commentary.

Review the PowerPoints carefully as they provide important insight.

Designing Task

D – Designing Tasks

  • Designing instructional tasks is done “up-front” with the knowledge of:
  • The general education curriculum (GPS/QCC), including general education outcomes
  • Embedding IEP objectives into activities
  • Access for differing levels of students
  • Use and adaptation of grade-level materials
  • Appropriate instructional strategies
  • Assistive technology
  • Generalization

Designing Relevant Tasks

  • Instructional tasks should be RELEVANT to the student:
  • Pick and choose the most relevant standards/elements

(Not every standard in the general curriculum must be taught for students with significant cognitive disabilities.)

  • From these standards, relevant activities can be developed in which to embed IEP objectives

Understanding the Standards

  • Understanding the Standards, and all the parts of the Standards, gives more flexibility to developing tasks, and helps ensure that tasks developed truly align to grade-level standards
  • Be familiar with the different ways standards are written

among the different curricular areas

  • Look at all parts of the standard, and use multiple-part

standards to increase opportunities to practice skills and

to increase generalization

  • Address each part of a standard when possible. This will

increase the student’s access to the general curriculum,

and bring the student closer in fidelity to the standard.

Access for Different Levels

Students actively access grade-level standards/elements and instructional tasks:

  • Near or at Grade level
  • at an Entry or Prerequisite level
  • at an Access level

Near or At Grade-Level

– All parts of the grade-level standard/element are addressed

– Tasks are grade level

Modifications (e.g., more time, less amount of work; more repetition) may be made

– Adaptations are minimal

– Assistive technology may be used

Entry/Prerequisite Level

Some parts of the grade-level standard/element are addressed

– Prerequisite skills may be utilized

– A variety of adaptations/modifications are made

– Assistive technology is utilized

Access Level

– Some parts of the grade-level standard/element are addressed

– Consistent responses and active participation are the focus

– Adaptations/modifications are extensive

– Assistive technology is utilized extensively

  • IEP objectives continue to be important skills for the student to learn during the school year.
  • Objectives need to be embedded within the instructional task, and progress documented.

The ultimate outcome of any instructional task for students with significant disabilities should be progress on the skills written in the IEP!

Embed IEP objectives

Additional learning opportunities

  • While IEP objectives embedded in tasks, are the primary focus for instruction, instructional tasks can provide the student with the opportunity to:
  • Learn skills or information not specifically outlined within their I.E.P.
  • Enrich or enhance their current knowledge
  • Show a new area of interest
  • Demonstrate a desire to participate in a new activity
  • Indicate preferred materials

The Alignment Rubric

Alignment to the Curriculum / Fidelity to the Standard

Materials

  • Students with significant cognitive disabilities need access to a variety of materials that are:
  • adapted to meet individual cognitive, sensory, and physical needs

(including the use of assistive technology)

  • grade-level and age-appropriate
  • Used within the general education curriculum (but with adaptations as needed)

  • Simulated tasks provide the student with opportunities to practice skills within the context of grade-appropriate activities
  • The activity itself usually does not occur outside of the classroom environment
  • Task demonstrates a purposeful application.

Context:
Simulated Tasks

Context:
Natural Tasks

  • Tasks with a natural application relate directly to real life activities and are purposeful.
  • The task itself occurs within the student’s daily routine and/or in various school, home, and community environments.
  • Tasks provide the student with opportunities to practice skills within the context of grade-appropriate activities.

The Alignment Rubric

Use of Aligned Grade-Level Materials / Context

Planning for Generalization

  • Planning for generalization is important.
  • Generalization involves using the skill:
  • In different activities
  • With different people (including non-disabled peers and people in the community)
  • Across different settings
  • With different materials
  • Generalization gives the student opportunities to practice and demonstrate progress on a particular skill across curricular areas

The Alignment Rubric

Generalization of Instructional Activities

Instructional Activity Checklist

Instructional Activity Checklist

Items to check:

Yes

No

NA

GPS/QCC Standards:

Standard(s) are included and are of appropriate grade level(s)

Element(s) of the standard(s) are included (if applicable)

Associated standard(s) are documented (i.e. Math Process with math standards,

Characteristics of Science with each science standard)

Complementary Standard(s) are included (optional)

Learning Goals/Outcomes:

Learning goal for general education students (general goals) are included

Learning goals for students with significant cognitive impairments (selected goals)

are included

Specific learning goals align (match) with the standard(s)

Specific goals indicate increasing student competence at the appropriate level

Student Objectives:

Objectives are written to allow for active participation in lessons and activities

Objectives directly align with standard(s) and/or element(s) OR

Objectives are included to allow for increased trials for practice and generalization

of skill

Objectives targeted for instruction within the aligned activity are measurable

AND documentation of skills is addressed

Activities:

Activity focuses on academic content aligned to the grade-level standard(s)

and element(s) stated

Activity utilizes grade-level materials

Activity provides for active participation of all students – Level 1 (At or near grade

level), Level 2 (Entry /Prerequisite Skill), Level 3 (Access Skill)

Activity includes consideration for students with varying intellectual, physical, sensory,

communication, and social needs

Description of activity is clear, easy to follow, and provides accurate information

on related materials, resources, duration, etc.

Activity allows for opportunities for student to progress on IEP objectives

Information on ways in which generalization can occur (through use of additional tasks,

materials, people, or settings) is included

Activity includes opportunities to build on previous knowledge as well as build

new understandings

Activity culminates in assessments that are relevant for the student and provide

information for the teacher to use for educational programming purposes

Assistive Technology/Adapted Materials:

Assistive technology/adapted materials needed to complete activity are listed

or described

Assistive technology and adapted materials listed include consideration for students

with varying intellectual, physical, sensory, communication and social needs

Assistive technology and adapted materials listed enhance the student’s ability to

actively participate and learn in the activity

Instructional Activity Checklist

Instructional Activity Checklist:
GPS/QCC Standards

— Standards are included and are of appropriate grade level(s)

— Element(s) of the standard(s) are included (if applicable)

— Associated standard(s) are documented, e.g., Math Process with math standards; Characteristics of Science with each science standard)

— Complementary standard(s) are included (optional)

Instructional Activity Checklist:
Learning Goal / Outcomes

— Learning goals for general education students (general goals) are included

— Learning goals for students with significant cognitive impairments (selected goals) are included

— Specific learning goals align (match) with the standards

— Specific goals indicate increasing student competence at the appropriate level

Instructional Activity Checklist:
Student Objectives

— Objectives are written to allow for active participation in lessons and activities

— Objectives directly align with standards(s) and/or element(s) or

— Objectives are included to allow for increased trials for practice and generalization of IEP skill

— Objectives targeted for instruction within the aligned activity are measurable and documentation of skills is addressed

Instructional Activity Checklist

Instructional Activity Checklist:
Activities

— Activity focuses on academic content aligned to the grade-level standard(s) and element(s) stated

— Activity utilizes grade-level materials

— Activity provides for active participation of all students:

Level 1 (At or near Grade level)

Level 2 (Entry/Prerequisite Skill)

Level 3 (Access Skill)

— Activity allows opportunities for student to progress on IEP objectives

— Activity includes consideration for students with varying intellectual, physical, sensory, communication, and social needs

— Description of activity is clear, easy to follow, and provides accurate information on related materials, resources, duration, etc.

Instructional Activity Checklist:
Activities

Instructional Activity Checklist:
Activities

— Generalization can occur, e.g., through use of additional tasks, materials, people, or settings

— Activity includes opportunities to build on previous knowledge as well as build new understandings

— Activity culminates in assessments that are relevant for the student and provide information for the teacher to use for educational programming purposes

Instructional Activity Checklist

Instructional Activity Checklist:
Assistive Technology / Adapted Materials

— Assistive technology/adapted materials needed to complete activity are listed or described

— Assistive technology and adapted materials listed include consideration for students with varying intellectual, physical, sensory, communication and social needs

— Assistive technology and adapted materials listed enhance the student’s ability to actively participate and learn in the activity

Instructional Activity Checklist

Items to check: Yes No NA

GPS/QCC Standards:

Standard(s) are included and are of appropriate grade level(s)

Element(s) of the standard(s) are included (if applicable)

Associated standard(s) are documented (i.e. Math Process with math standards,

Characteristics of Science with each science standard)

Complementary Standard(s) are included (optional)

Learning Goals/Outcomes :

Learning goal for general education students (general goals) are included

Learning goals for students with significant cognitive impairments ( selected goals)

are included

Specific learning goals align (match) with the standard(s)

Specific goals indicate increasing student competence at t he appropriate level

Student Objectives:

Objectives are written to a llow for active participation in lessons and activities

Objectives directly align with standard(s) and/or element(s) OR

Objectives are included to allow for increas ed trials for practice and generalization

of skill

Objectives targeted for instruction within the aligned activity are measurable

AND documentation of skills is addressed

Activities:

Activity focuses on academic conten t aligned to the grade-level standard(s)

and element(s) stated

Activity utilizes grade-level materials

Activity provides for acti ve participation of all students – Level 1 (At or near grade

level), Level 2 (Entry /Prerequisite Skill), Level 3 (Access Skill)

Activity includes consideration for students with varying intellectual, physical, sensory,

communication, and social needs

Description of activity is clear, easy to follow, and provides accurate inf ormation

on related materials, resources, duration, etc.

Activity allows for opportunities for student to progress on IEP objectives

Information on ways in which generalization can occur (through use of additional task s,

materials, people, or settings) is included

Activity includes opportunities to build on previous knowledge as well as build

new understandings

Activity culminates in assessments that are relevant for the student and provide

information for the teacher to use for educational programming purposes

Assistive Technology/Adapted Materials:

Assistive technology/adapted materials needed to complete activity are listed

or described

Assistive technology and adapted materials list ed include consideration for students

with varying intellectual, physical, sensory, communication and social needs

Assistive technology and adapted materials listed enh ance the student’s ability to

actively participate and learn in the activity

,

Implementing instrucation

I – Implementing Instruction

Providing access to the general curriculum does not mean that students will automatically be able to do everything that a task, element, or standard requires.

WE STILL

MUST TEACH!

Implementing Instruction

Students must ACTIVELY PARTICIPATE in the task.

The goal is for students to have opportunities to use IEP objectives

embedded within the task.

The number and type of opportunities to use skills within a task may look different for each student.

Good Teaching Strategies

Good teaching strategies are needed in aligned tasks, and in functional activities.

Good teaching strategies are tailored to the student’s individual needs.

Good Teaching Strategies (continued)

Good teaching strategies include:

Structure of the task

Materials used

Technology access

Connection between the task and what the student is to learn based upon his/her needs

Behavior management / Reinforcement strategies

Task Structure

Structure within the task should include:

Student preparation

Teacher instruction

Student response

Feedback on performance

The structure for each task should stay the same, but the method and information presented should be tailored for each student.

Student Preparation

Makes a connection between the student, the task, the skill, and real-life

Materials and technology are introduced

This step gets the student ready to participate in the task

Providing Instruction and Student Response

Systems of prompts (time delay, least to most, most to least, etc.) provide a method thorough which the student receives instruction and support within the task

Type of prompting system will help determine the type of data to be collected within the task

Providing Instruction and Student Response

The prompting system used will depend upon:

Student functioning and needs

Skill to be taught

Task in which the skill is embedded

Materials to be utilized

Assistive Technology (AT)

Assistive Technology (AT) plays a MAJOR role in providing access to the tasks for students with significant cognitive disabilities

AT should be provided to give the student information needed to complete the task, and for the student to actively participate in the activities.

Assistive Technology (continued)

AAC devices (low to high tech) can provide access to communication.

Receptive and expressive

communication options

are required for

all students.

Assistive Technology (continued)

Student use of AT (including low tech, computer programs, AAC) must be taught across tasks, materials, and people.

The use of AT requires updating. As activities and vocabulary change, so should student materials, communication boards, AAC vocabulary, etc.

KEYBOARD

Feedback on Performance

Students should be provided with feedback on their performance of skills within and among tasks.

The feedback can take many different forms, and should take into consideration the student functioning level, activity, setting, and task.

Providing feedback allows the student to interact with other people and materials, as well as to be a part of their educational plan.

The Alignment Rubric

Instructional Methodology

Consistency is the KEY!

When providing instruction, be consistent in the way materials are presented, support is given, and feedback provided.

Students with significant cognitive disabilities need numerous attempts to learn a skill. They also need to focus on their participation within the task, and not try to decode new information given by the teacher.

When utilizing new materials, people, tasks, or settings (generalization), some aspects of instruction should remain constant to ensure that skills can be appropriately used.

Dimension Not Evident Minimal Satisfactory Exceptional

Instructional methodology

implemented during the

aligned activities

Instruction provided does

not require student

response. No information

about the instructional

activity is presented.

Consideration of student

needs in determining

instructional methodology

used is not evident.

Instruction provided

requires a minimal response

from the student, even

when considering the

student’s level of

functioning. Limited

information about the

instructional activity is

presented, even when

considering the student’s

level of functioning.

Consideration of student

needs/technology in

determining methodology

used is evident, but not

individualized for the

instruction presented.

Instruction provided

requires an active response

from the student which is

appropriate for the

student’s level of

functioning and for the

activity being presented.

Information about the

instructional activity is

presented in a manner that

allows the student to

understand the purpose of

the activity in their

educational plan.

Methodology utilized takes

into consideration student

needs/technology and

performance, and is

individualized for the

instruction presented.

Instruction provided

requires an active response

from the student which is

appropriate for the

student’s level of

functioning and for the

activity being presented.

Information about the

instructional activity is

presented in a manner that

allows the student to

understand the purpose of

the activity in their

educational plan.

Methodology utilized takes

into consideration student

needs/technology and

performance, and is

individualized to the

instruction presented.

Feedback on performance

is given to the student in a

timely manner, and student

response to interactions is

acknowledged and

considered for future

decisions.

Dimension

Not Evident

Minimal

Satisfactory

Exceptional

Instructional methodology implemented during the aligned activities

Instruction provided does not require student response. No information about the instructional activity is presented. Consideration of student needs in determining instructional methodology used is not evident.

Instruction provided requires a minimal response from the student, even when considering the student’s level of functioning. Limited information about the instructional activity is presented, even when considering the student’s level of functioning. Consideration of student needs/technology in determining methodology used is evident, but not individualized for the instruction presented.

Instruction provided requires an active response from the student which is appropriate for the student’s level of functioning and for the activity being presented. Information about the instructional activity is presented in a manner that allows the student to understand the purpose of the activity in their educational plan. Methodology utilized takes into consideration student needs/technology and performance, and is individualized for the instruction presented.

Instruction provided requires an active response from the student which is appropriate for the student’s level of functioning and for the activity being presented. Information about the instructional activity is presented in a manner that allows the student to understand the purpose of the activity in their educational plan. Methodology utilized takes into consideration student needs/technology and performance, and is individualized to the instruction presented. Feedback on performance is given to the student in a timely manner, and student response to interactions is acknowledged and considered for future decisions.

,

Special Education Task 1: Planning Commentary

Copyright © 2014 Board of Trustees of the Leland Stanford Junior University. 1 of 7 | 12 pages maximum All rights reserved. V4_0914 The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement.

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 Related Lesson Objective

Primary Learning Target:

Reading Comprehension- finding the main idea by answering wh- questions is the primary learning target for the focus learner.

 Lesson 1: [After completing this lesson students will be able to provide evidence of the predictions they made before the story was read and re-tell the story in his/her own words. ]

 Lesson 2: [After completing this lesson students will be able to give a brief summary in their own words of the text and know the meaning of vocabulary integrated in the text using a specialized glossary. ]

 Lesson 3: [After completing this lesson students will be able to answer who, what, when, where, and why independently and know at least three vocabulary words using no reference. ]

 Lesson 4: [After the completion of this lesson students will be able to have a clear understanding of the text and all nine vocabulary words. ]

 Lesson 5: [After the completion of this units lessons students should be able to answer who, what, when, where, and why from the text and understand vocabulary from the text using pictures, word definitions, and in sentences. ]

Special Education Task 1: Planning Commentary

Copyright © 2014 Board of Trustees of the Leland Stanford Junior University. 2 of 7 | 12 pages maximum All rights reserved. V4_0914 The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement.

Secondary Learning Target:

Vocabulary skills collaborated with reading comprehension is the secondary learning target for the focus learner

 Lesson 1: [After completing this lesson students will be able to provide evidence of the predictions they made before the story was read and re-tell the story in his/her own words. ]

 Lesson 2: [After completing this lesson students will be able to give a brief summary in their own words of the text and know the meaning of vocabulary integrated in the text using a specialized glossary. ]

 Lesson 3: [After completing this lesson students will be able to answer who, what, when, where, and why independently and know at least three vocabulary words using no reference ]

 Lesson 4: [After the