TPE 6

TPE 6.1

TPE 6.1 Develops and implements instructional and behavior support plans and accommodations that promote successful inclusion of students with IEPs in general education.

In my graduate program at Chapman, I completed a mock FBA report as well as a behavior support plan. Through this assignment, I learned how to develop and implement instructional and behavior support plans that include multiple accommodations and modifications for students with IEPs.

In my mild/mod student teaching placement, I worked with my mentor teacher to help implement a pre-existing BIP (behavior intervention plan) for a second grade student in general education. I have included a picture to the right of the beginning portion of the BIP. This student often causes the whole class to become disrupted and will come to our RSP room to refocus and work on class work. Due to the fact of me coming into this school halfway through the year, being able to read through the BIP and understand more of whole picture of this student was essential. I was able to learn that the behavior impeding learning are non-compliant behaviors, such as refusing to comply with the teacher/staff. For example, during a lesson, if the teacher asks students to get out a pencil, this student might refuse to get his out. This student also has meltdowns that include verbal protests, and physical protests such as breaking items or ripping up paper. These behaviors are mostly triggered by asking the student to start an assignment before he understands what to do, feeling ignored, arriving upset or late to school, writing assignments, and feeling like his work is not good enough. We have been implementing different supports to help this student be successful. For example, we have been chunking assignments part by part, ensuring the student understands the directions before beginning to work. We have also been using a first then chart to help motivate the student to work and be compliant with his teacher/staff. Lately, these supports have been beneficial for the student.

I have also included my BIP assessment form that was completed by my university supervisor that demonstrates my ability to develop and implement behavior support plans.

Throughout a math lesson, focusing on multi-step word problems, I did my best to promote successful inclusion of students with IEPs while teaching this general education curriculum. The enVision MATH has different worksheets for students to complete, but I modified the instructions taught to students by using these worksheets. I believe these worksheets set up students a lot better for success. The worksheets students completed had a list of the steps to follow directly next to the word problem. This specific instruction helped students solve the problem without becoming overwhelmed. Word problems are hard for many students, and this level of difficulty increases with multi-step problems. I have seen students' frustration levels and shut down behaviors increase while working on word problems, which is why using a worksheet like the one to the right is helpful for chunking information and solving the problem with minimized frustration. For example, one of my students with an IEP tends to get extremely frustrated when working on math. While teaching this lesson, I ensured this student was engaged and I had them help me solve a multi-step problem with the class by having them tell me the first step. The student was able to follow along and the list of steps on the worksheet helped them continue to practice independently.