Curriculum Planning Assignment/Reading/FLS SPED 447 SPRING 2012
Student description (age, grade, placement, reading level: 8th grade 13 years old Primary disability on IEP: Specific Learning Disability Reading boost (Tier 2), Self-Contained Language Arts (Tier 3), Self-Contained Math (Tier 3), Co-Taught Science, Co-Taught Social Studies, General Education SELF (elective), General Education P.E., Self-Contained Study Hall Lexile score of 750-799 (4th grade level) WHAT IS DRA SCORE?
Current curriculum used in students current grade (core, supplementary, intervention as applicable): The Gretchen Courtney philosophy/method used to teach reading/language arts. This method includes 6 different reading comprehension keystones (predicting, summarizing, connecting, questioning, imaging). Teachers spend about 1 month on each strategy and gradually releases information. There is no specific general education curriculum but rather a scope and sequence for reading/language arts. For tier 2 supplementary supports, Mahomet-Seymour Junior High offers a reading and math boost class. The reading boost class uses 6 Minute Solutions (fluency development), Words their Way (spelling and decoding), and Read Naturally (computer based program focusing of fluency). As well, some classrooms (not ZBs classroom, though) uses a program called REWARDS that develops decoding and oral/silent fluency. Some students with IEPs are served with tier 3 interventions. These interventions include self-contained language arts, cotaught language arts, and functional academics. These interventions are different for all students depending on the students needs. Students in self-contained language arts are following a modified version of the general education scope and sequence. This class also uses the Gretchen Courtney philosophy, but modifies the amount and difficulty of the content provided to students. Students in co-taught language arts follow the general education scope and sequence and receive extra one-on-one/small group assistance from the special education teacher.
Current instructional delivery (describe learning environment and delivery model for ALL reading instruction): ZB is currently placed in a reading boost class for one period (38 minutes) each day. As well, ZB is in a self-contained language arts class for 2 periods each day. Both of these classes have 11-12 students in them. The reading boost class focuses on the 6 Minute Solutions program (fluency) and Words Their Way (decoding and spelling). The self-contained language arts class follows a modified version of the general education scope and sequence and uses the Gretchen Courtney philosophy. Students are provided with a little less content and move at a slower pace in this class (modified version of the general education scope and sequence) Benefits and challenges of current implementation: Is student progressing in his/her current reading goals? How do you know? Are there opportunities for inclusion with same-aged peers? ZB is placed in a reading boost and self-contained language arts classroom with same aged peers on a daily basis. Are the Big 4 (word recognition, fluency, comprehension, and vocabulary) being addressed at some point in his school day? All of the big 4 are being addressed at some point during the school day. Fluency/Word Recognition- 6 Minute Solutions Program/Words Their Way during reading boost MAZE assessments to assess comprehension during reading boost (every other Friday) Comprehension addressed in self-contained language arts through Gretchen Courtney method, class read alouds, reflections, journal entries, etc. Each day, students work on Latin and Greek prefixes to develop vocabulary in self-contained language arts
What do you like and/or dislike about the current programs being used?
Big 5
Grade level expectations Not applicable Mastery of decoding expected by 8th grade level Fall CWPM in 90%: 185 Winter CWPM in 90% : 199 Spring CWPM in 90%199 There is not grade level expectation for vocabulary
Current level of performance
Phonemic awareness Decoding Fluency
Not applicable
Source (record review, informal assessment, interview, observation, etc) Not applicable
ZB is currently is testing below average (7th percentile) in reading fluency ZB is averaging about 111 CWPM
Daily 6 minute solutions fluency data
Vocabulary
ZB correctly answered 3 out of 8 vocabulary questions corrections on the 2011 ISAT
Found ZBs previous ISAT test scores in his cumulative folder
Comprehension A few grade level expectations include: Reread and read ahead to find context clues and clarify meaning Reread in order to clarify ideas for paraphrasing Skim text to get a
general idea of the topic Summary of students strengths and needs in reading:
Objectives and rationale:
Ideal instructional delivery model: