TPE 4

TPE 4.1

TPE 4.1

4.1 Participates in developing and implementing IEP instructional goals aligned with California State Standards.

In a math lesson including word problems and multi-digit addition and subtraction, I focused on making the general education core curriculum content accessible for students with IEPs. The California State Standards that aligned with this lesson works on students' ability to solve two step word problems, which is a third grade standard. Although this lesson was for a group of fourth and fifth graders, based on students' prior background knowledge, I knew we needed to start at a third grade level to make the content more accessible, especially while creating the foundation. I have multiple students who have IEP goals regarding addition and subtraction within 999. Through this lesson, students were able to work on general education core curriculum, while also working towards achieving their IEP goals. To the right, I have included the third grade California State Standard as well as a student's IEP goal.

To the right, I have also included one of the annual goals and objectives for another student. After working with this student for the past couple of months, talking with his general education teacher, as well as my mentor teacher, I was able to write a goal that helped this student work on his comprehension, while also making progress towards meeting California State Standards. For example, his goal stated on the right aligns with California State Standard RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. By working towards meeting this standard, the student will also be making progress towards his IEP goal regarding comprehension.

CCSS.MATH.CONTENT.3.OA.D.8

Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

TPE 4.2

TPE 4.2

Facilitates effective inclusion of students in the general education core curriculum with the use of appropriate instructional materials, supports, and classroom procedures.

Using appropriate instructional materials, supports, and classroom procedures is essential in effectively including students in the general education core curriculum. For example, one of my students has an academic goal for organization. The goal is listed below. Based on this goal, the student is working towards increasing her ability to keep her things organized and one of the main ways she stays organized is by using her AVID binder. AVID stands for Advancement Via Individual Determination, which is also a program that helps students prepare for college eligibility and success.These binders are just one way we help students using AVID. The AVID binders are helpful for all students as they are color-coded. For example, ELA is always green and math is always in a blue tab. This ensures that everyone, school-wide, is on the same page. The AVID binders help students stay organized, which is extremely helpful as many of my students do not have high levels of executive functioning abilities. Below there are also pictures of her AVID binder. Learning general education core curriculum has been a lot easier for this student with the help of the AVID binder, as she is able to keep her work organized and keep track of her assignments. I check in with this student multiple times a week and ensure she is keeping her binder organized.

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