Alejandra's Iep Strategy
The material used in this learning segment is a research-based strategy adopted to teach Alejandra steps to solving word problems involving critical problem-solving skills that promote conceptual thinking and understanding by using Schema-Based Instructions (SBI). Her IEP goal states Alejandra to be able to solve real world math problems in addition and subtraction and it aligns with the state standard 5.1.1.4: Solve real world and mathematical problems requiring addition, subtraction, multiplication and division of multi-digit whole numbers. Alejandra already has knowledge of adding and subtracting single and double-digit numbers without regrouping as mentioned in her IEP. The learning goals, objectives, materials, learning task, planned
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This is the first time that the students are learning this strategy. They do not have any background information to this intervention. The reason to choose this intervention was the 5th grades not having a fixed curriculum and the SBI being evidence based strategy to teach word problems. The planning of the segment started with around Alejandra’s strengths in math – her ability to solve single and double-digit addition problems with 85 % accuracy. She also enjoys working on math as mentioned in her IEP and her teacher feedback. Alejandra is hard working student. She tries her best on academic and non-academic tasks in class (as per IEP PLAAFP). As per her current IEP (in math), Alejandra academic needs include her increasing her ability to solve math word problems by deciding the correct operations. Further, the lesson goals and objectives are scaffolded from small easy steps to complex steps for solving word problems. Strategies also include finding small parts or whole /large parts, use of visuals and providing explicit instructional strategy for decoding word problems. I will visually model the use of the Schema Based Intervention (SBI) concept diagram/ for Alejandra, as she is a visual learner. Additionally manipulatives are used to help Alejandra better understand the math concept conceptually. The lesson
This is the first time that the students are learning this strategy. They do not have any background information to this intervention. The reason to choose this intervention was the 5th grades not having a fixed curriculum and the SBI being evidence based strategy to teach word problems. The planning of the segment started with around Alejandra’s strengths in math – her ability to solve single and double-digit addition problems with 85 % accuracy. She also enjoys working on math as mentioned in her IEP and her teacher feedback. Alejandra is hard working student. She tries her best on academic and non-academic tasks in class (as per IEP PLAAFP). As per her current IEP (in math), Alejandra academic needs include her increasing her ability to solve math word problems by deciding the correct operations. Further, the lesson goals and objectives are scaffolded from small easy steps to complex steps for solving word problems. Strategies also include finding small parts or whole /large parts, use of visuals and providing explicit instructional strategy for decoding word problems. I will visually model the use of the Schema Based Intervention (SBI) concept diagram/ for Alejandra, as she is a visual learner. Additionally manipulatives are used to help Alejandra better understand the math concept conceptually. The lesson