Sample - EDTPA Special Ed Planning Commentary - Mazzotta, Lauren Planning-Commentary

Special Education
Planning Commentary
Planning Commentary Directions: Respond to the prompts below (no more than 11 single-
spaced pages, including prompts) by typing your responses within the brackets following each prompt.
Do not delete or alter the prompts; both the prompts and your responses are included in the total page
count allowed. Refer to the evidence chart in the handbook to ensure that this document complies with all
format specifications. Pages exceeding the maximum will not be scored.
1. Focus Learner Information

a. Describe the focus learner’s primary disability as identified in the iep. Describe the
learner’s strengths and challenges and their potential impact on instruction for the
learning targets.
[My focus learner’s primary disability as identified in his Individualized Education Plan is Autism.
However, he also has a language disorder and an anxiety disorder. One of my focus learner’s
primary strengths is his fine motor skills. He is able to cut, trace and use glue independently. He
also is able to build structures from blocks and other construction items. Due to his fine motor
abilities, I will be incorporating many hands on activities into my learning segment lessons. In
addition to his fine motor skills, my focus learner has strengths in English Language Arts. In
regards to writing, he is able to write the letters of the alphabet, write numbers up to twenty, and
draw shapes. His fine motor and writing strengths will be exercised during various activities
within my lessons. These activities will consist of labeling pictures (with use of a word bank),
tracing words, cutting, and matching pictures by gluing them to the appropriate term. In regards
to spelling, he is able to independently write his own name. He also has some sound spell
ability; he is currently practicing spelling CVC (consonant-vowel-consonant words). Although he
does have some sound spell ability, he is unable to read texts. My focus learner’s primary
challenges concern his social development and behavior. My focus learner takes things from
both adults and his peers without asking for permission. He also becomes extremely upset
when he is denied something that he desires; this behavior escalates quickly and often
develops into a tantrum. Also, my focus learner struggles with complying with learning tasks.
He will use task avoidance techniques such as trying to sit on the laps of other adults in the
classroom and stating that he is “scared”. Therefore, this behavior could potentially obstruct my
instruction for the learning targets. If this occurs, appropriate behavioral management
techniques will be enforced. In addition, my focus learner struggles with distractibility and sitting
down for long periods of time. To prevent these difficulties from impeding on his ability to
comprehend material and participate in activities, my cooperating teacher and I use refocusing
prompts, repetition and short activities as essential components of his classroom instruction.
Therefore, all of my lessons will consist of short activities that allow my focus learner to apply
the same essential concepts in a different manner. This form of repetition will help him gain a
deeper understanding of the new learning material. ]
b. Identify the two learning targets (primary and supporting/secondary) selected for the
learning segment.
[Primary: After listening to scientific texts about animals, that are read-aloud, my focus learner
will successfully answer comprehension questions and effectively complete the corresponding
activities with minimal prompting.
Secondary: My focus learner will use appropriate social communication and behavior when
asked to complete a learning task; for example, he will speak politely and comply to all learning
demands with minimal prompting.]
c. List the goals and/or benchmarks in the focus learner’s iep relevant to achieving either
learning target.
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Special Education
Planning Commentary
[One of my focus learner’s annual goals for reading from his Individualized Education Plan
states that he will be able to demonstrate comprehension of a text when an emergent reader
text is read aloud to him. Therefore, answering comprehension questions about texts that
contain scientific concepts will help him practice this skill. In addition, completing
comprehension activities related to the text will help my focus learner apply and build upon his
understandings. This will help him draw connections and deepen his knowledge. Another
reading annual goal, related to comprehension, listed in my focus learner’s Individualized
Education Plan states that he will be able to retell a story that was read aloud by recalling the
main ideas. This goal will also be supported by the learning tasks within my lessons. My focus
learner will have to recall the main ideas from the text in order to successfully complete the
activities within each lesson. One of my focus learner’s annual goals for behavior states that his
tantrums will decrease and he will learn to compromise more effectively. This annual goal will be
directly supported by my focus learner’s secondary learning target because the behavioral
management techniques and prompts used during the learning segment lessons will enforce
positive communication and behaviors during instructional time. ]
d. List the early childhood standard, academic content standard, modified standard, or
alternative standard related to each learning target (Note: Please list the number and
text of each standard that is being addressed. If only a portion of a standard is being
addressed, then only list the part or parts that are relevant.) Indicate if there are no
relevant standards for your learner.
[New York State Common Core Standards for English Language Arts and Literacy in
History/Social Studies, Science and Technical Subjects:
2.R.1 Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
2.R.11 Make connections between self, text, and the world around them.
2.SL.2 Recount or describe key ideas or details from a text read aloud or information presented
orally or through other media.
New York State Elementary Science Core Curriculum:
Standard 4:
3.1a Each animal has different structures that serve different functions in growth, survival, and
reproduction.
5.1b An organism’s external physical features can enable it to carry out life functions in its
particular environment
1.1a Animals need air, water and food in order to live and thrive.
5.2f Some animal behaviors are influenced by environmental conditions. These behaviors may
include: nest building, hibernating, hunting, migrating, and communicating.
5.3a Humans need a variety of healthy foods, exercise, and rest in order to grow and maintain
good health.
4.1a Plants and animals have life cycles. These may include beginning of a life, development
into an adult, reproduction as an adult, and eventually death.
4.1e Each generation of animals goes through changes in form from young to adult. This
completed sequence of changes in form is called a life cycle. Some insects change from egg to
larva to pupa to adult.
4.1f Each kind of animal goes through its own stages of growth and development during its life
span.
New York State Learning Standards and Alternate Performance Indicators for Students with
Severe Disabilities:
Standard 2 A Safe and Healthy Environment: (1) Students will demonstrate personally and
socially responsible behaviors. They will care for and respect themselves and others (e.g.
Special Education
Planning Commentary
communicate their feelings of happiness, sadness, fear, anger, etc. to the person making them
feel that way and adapt to changes in routine or environment).]
e. List any special accommodations or modifications in the learning environment,
instruction, or assessment required by the iep and relevant to the learning targets.
[The scores of the learning tasks that my focus learner will complete during the learning
segment will be recorded on checklists and used as daily assessments. He will then have a final
assessment at the conclusion of the learning segment that follows a similar format as all three
lessons. His scores on the final assessment activities will also be recorded on a checklist.
Therefore, his instructional and assessment accommodations and modifications will be the
same because on-going formative assessment will be utilized. My focus learner participates in
alternate state assessments. In regards to instructional and assessment accommodations and
modifications, my focus learner’s Individualized Education Plan requires that a Picture
Exchange Communication System is used to support his learning and his expression of his
learning during all lessons. Therefore, I will adapt texts by inserting symbols on top of
corresponding words. In addition, when my focus learner is required to answer a
comprehension question during each lesson, he will be given the option to point to the
picture/word that demonstrates the correct answer if he begins to struggle expressing himself
orally. Icons will be placed on his embedded schedule, and on his computer positive
reinforcement chart. In addition, I will integrate as many visuals as possible into all instructional
materials. The use of this low-tech assistive technology facilitates my focus learner’s ability to
understand expectations, follow directions, and participate in requesting, responding and
commenting tasks. My focus learner’s Individualized Education Plan requires that assessments
are conducted in a flexible setting and that breaks are utilized. These accommodations allow for
movement and will help decrease my focus learner’s distractibility and restlessness. Therefore,
if my student becomes restless or highly distracted, I will allow him to complete the lesson
standing up or let him jump up and down to release excess energy. Furthermore, his IEP
requires that I must use on-task focusing prompts, simplify the language of the text, and read all
directions/text aloud to my focus learner in order to support his successful completion of the
assessment tasks. During instructional procedures, I will use prompt supports to help meet the
needs of my focus learner; however, I will keep these prompts as minimal as possible because I
do not want to interfere with my focus learner’s learning. If my focus learner is struggling with a
learning task, I will start with verbal prompts, such as a step-by-step explanation of the
procedure or a full model of the concept, and move toward gestural prompts, such as pointing.
Fading prompts will help guide my focus learner towards independence during the lesson. ]
f. Describe any behavior management plans relevant for the focus learner.
[To support positive behavior during lessons, I will be using a computer positive reinforcement
chart and an embedded schedule. The embedded schedule will contain number icons. Each
number (e.g. 1, 2, 3, and 4) will represent one of the learning tasks in the lesson. Once a task is
completed, a number will be removed from the schedule and placed in the “All Done” envelope.
After all of the numbers are placed in the envelope, all of the learning tasks have been
completed. This schedule will make my focus learner aware of how many tasks he has left to
complete and will help him track his progress. This will help keep my focus learner motivated to
complete each activity and will prevent my focus learner from becoming too overwhelmed from
instruction. This embedded schedule will be used as a tool for decreasing my focus learner’s
task avoidance tactics. In addition to the embedded schedule, a computer positive
reinforcement chart will be used during each lesson. This chart will be made from a large
computer icon. For each task that my focus learner successfully/appropriately completes, he will
receive a small computer icon. These small icons will be placed on the large computer icon
chart. If he receives all possible icons that could be acquired for that particular lesson, he will be
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Planning Commentary
rewarded with “laptop time” at the conclusion of the lesson. To further illustrate that he will earn
computer after completing one-to-one, I will have a “First and Then” sign displayed during my
lesson. This sign will have a one-to-one icon under the “First” column and a computer icon
under the “Then” column. This will help my focus learner know that his positive behavior will be
reinforced. My focus learner really enjoys using a laptop and requests to play on one frequently;
therefore, this reinforcement mechanism will be a strong motivational tool for him. Since “laptop
time” will be used as a form of reinforcement, my cooperating teacher does not want me using
technology during my instructional time. These positive reinforcement approaches will used to
decrease his disruptions during instruction and will make achieving both learning targets more
attainable.]
2. Planning for Alignment and Development of Knowledge and Skills
a. Explain how the focus learner’s iep goals and benchmarks align with your learning
targets. If you selected a learning target that addresses a support skill not reflected in
the iep, justify why it is appropriate for the focus learner at this time.
[While my focus learner does have some foundational strength in English Language Arts, his
IEP’s annual goals focus on growth in his comprehension abilities. In regards to reading, his
benchmarks illustrate that he is able to decode some CVC words but he struggles in attaining
an overall understanding of the story and recalling main ideas from the text. Therefore, to help
deepen my focus learner’s comprehension, I will create adapted articles from the Grade 2
Science Fusion textbook that contain an abundance of visuals to help aid my focus learner in
grasping the scientific concepts relayed in the text. At the beginning of each lesson, I will do an
active read-aloud with these texts and then my focus learner will answer comprehension
questions and complete corresponding activities. These tasks will directly support my focus
learner’s primary learning target of comprehension. My focus learner’s main IEP annual goal for
social/behavior development regards decreasing the frequency of his tantrums and increasing
his abilities to compromise effectively. His benchmarks illustrate that he is able to communicate
his feelings and desires; however, if the teacher does not give him what he wants, he will begin
to scream, refuse to sit at his desk and/or use task avoidance mechanisms such as running up
to other adults and stating “please help me, I’m scared”. Therefore, I aligned my focus learner’s
secondary learning target with these goals and benchmarks to help him gain greater access to
the general education curriculum. I will be supporting my secondary learning target with different
behavioral management techniques such as use of an embedded schedule and a positive
reinforcement chart. I will also model appropriate social communication for my student when he
is acting inappropriately. I will have him repeat what I am saying and/or view icons that
represent appropriate behaviors in order to teach him appropriate social communication skills
during instruction. These approaches will help him complete a lesson with fewer disruptions and
misbehaviors. ]
b. Explain how the lesson objectives, learning tasks, and materials are sequenced to:
 Move the focus learner toward achievement of the iep goals, standards (as
appropriate), and learning targets
 Build connections between the focus learner’s prior learning and experiences and
new learning
 Move the focus learner toward generalized, maintained, and/or self-directed use of
knowledge and/or skills
[In order to move my focus learner toward achievement of his IEP goals, standards, and
learning targets, my lessons will focus on demonstrating comprehension of scientific texts and
using appropriate social communication. Comprehension and positive social/behavior
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Planning Commentary
development are two of my focus learner’s Individualized Education Plan goals. The content
taught in my lesson will be aligned to the New York State Science Core Curriculum and the New
York State Common Core Literacy Standards for second grade students. However; because my
focus learner functions on a Kindergarten level, I will be adapting this academic content to best
meet his learning needs. Since my focus learner cannot read, I will be reading all texts aloud to
him. However, these will be active reading sessions where I ask my focus learner to point to
various pictures and to “help me” sound out some small CVC words. This active learning
approach will help deepen his comprehension of the scientific concepts discussed within the
text. My focus learner will exercise his comprehension by completing activities that incorporate
the use of his fine motor skills, a major strength discussed in his IEP. Throughout all lessons, I
will be prompting my focus learner to act appropriately during learning. Also, I will model
examples of appropriate behavior and use positive reinforcement techniques to keep this
behavior enforced. My focus learner has had some previous practice with animal recognition
and animal growth. He also has had practice with labeling and matching pictures. I will build
upon this prior knowledge by teaching my focus learner about animal characteristics, what
animals need for survival, and about animal life cycles through the use of different hands-on
activities. I will help my focus learner draw personal connections to this material to help deepen
his new learning. For example, when learning about animals’ physical characteristics, I will help
him draw connections to his own physical characteristics. When learning about some of animals’
basic survival needs, I will teach him that humans have these same needs in order to help him
draw connections to his own life. Also, when discussing the life cycle of a butterfly, I will help him
compare the butterfly’s life cycle to his own life cycle. In regards to his social/behavior
development, if he is displaying inappropriate behavior, I will give examples of how he can act
more appropriately by displaying icons of appropriate behavior; for example, I will use a “quiet”
icon if he begins throwing a tantrum. I will also remind him that he will earn computer if he
successfully completes all of his learning tasks. If my focus learner is displaying appropriate
behavior, I will use praise and his computer icon chart as constant forms of reinforcement. I will
help my focus learner generalize his knowledge and skills by having him apply the information
to his own experiences and to the world around him. In order to help my focus learner maintain
his knowledge and skills, repetition will be a large component of each lesson. This is how my
focus learner learns best so this will be an approach I use to help him retain his new learning.
After modeling and guided practice occurs during each lesson, I will help move my focus learner
toward self-directed use of his knowledge and skills by giving him learning activities that require
him to apply the information that was learned from the adapted text (prompting will be used
whenever necessary). Furthermore, during Lessons 1 and 2, my focus learned will answer the
question: “What was the story about?” using captioned pictures as prompts. However, during
Lesson 3, he will be answering this question using only written prompts, to move him towards a
more self-directed method of expressing his understanding. ]
3. Knowledge of Focus Learner to Inform Teaching of the Learning Segment
For each of the categories listed below (3a–d), describe what you know about the focus
learner’s strengths and challenges as related to the lesson objectives of the learning
segment in relation to BOTH learning targets. What does the learner know? What can
s/he do? What is s/he learning to do?
Refer to baseline data obtained prior to the beginning of the learning segment.
a. Prior learning and experiences, including prerequisite knowledge and skills related to the
lesson objectives.
Special Education
Planning Commentary
[In regards to the science content addressed in this learning segment, my focus learner has
previously learned how to sort animals by their living environments (e.g. zoo animals, farm
animals, jungle animals, pond animals and ocean animals). Therefore, he has basic animal
recognition and understands that animals live in different types of environments. Also, he
has had some practice with the life cycle of a butterfly because we have read the “The Very
Hungry Caterpillar” in our classroom. In addition to the science content, my focus learner
has had many prior learning experiences with sorting and matching activities, two large
components of my lessons. Furthermore, my focus learner has some basic sight word
recognition for Kindergarten leveled terms. He also has had some practice decoding basic
CVC words. Therefore, I will encourage him to help me sound out these types of words
when I am reading the adapted texts. During the life cycle of a butterfly lesson, I will ask my
focus learner to complete sequencing activities. He has had prior learning experiences with
this mathematical concept and is familiar with ordinal numbers. When given a pre-
assessment on animal’s physical characteristics, my focus learner was able to accurately
match zebra stripes to a zebra, giraffe spots to a giraffe, an elephant trunk to an elephant,
fins to a fish, feathers to a bird, and a turtle shell to a turtle when given a full visual prompt of
each of these animals. However, he was not able to independently match these
characteristics to the name of each animal without these prompts. When given a pre-
assessment on animals’ and humans’ basic needs for survival, my focus learner received a
score of 0%. When given pictures of four items [e.g. water, food, a house (shelter), and a
chair (distractor item)], my focus learner was not able to identify which items were necessary
for animal and human survival. He circled each picture, instead of identifying the water, food,
and house (shelter) pictures as the correct answers. . When given a pre-assessment on the
life cycle of a butterfly, my focus learner was able to independently match the terms “eggs”,
“caterpillar”, “cocoon” and “butterfly” to their pictorial representations with 75% accuracy.
Therefore to extend his learning and to increase his mastery on the topic, this lesson will
teach my focus learner the scientific terms for a butterfly’s life stages. He will learn that a
caterpillar is called a “larva” and a cocoon is called a “pupa”. When the baseline data was
collected on my focus learner’s use of appropriate social communication and compliance, he
did not independently comply with completing 4 out of the 5 one-to-one lessons observed.
However, when given moderate prompting, he was able to participate in 3 out of the 5
lessons. In regards to comprehension, my focus learner was not independently able to
determine the main idea (modified version) of 5 texts. For 2 out of the 5 “What was the book
about?” questions (one for each text), he identified one item that was discussed in the
reading but this item did not correctly answer this question. However, when given visual
supports and verbal prompts such as “Was this story about little ducks or penguins?” he was
able to identify 3 out of the 5 (modified) main ideas correctly.]
b. Social and emotional development (e.g., impulse control, ability to interact and express
themselves and their feelings in constructive ways, ability to engage and persist in
individual and collaborative learning, social connectedness).
[My focus learner is able to express what he wants to do. However, if he is denied something
that he wants, he is not able to express himself in a constructive manner. He is also able to
express his feelings. However, he sometimes exaggerates his feelings as a task avoidance
technique. For example, if he is feeling upset or frustrated because he does not want to
complete his work, he will state things such as “I’m scared.” He will use a more severe emotion
to describe how he is feeling in order to get out of completing his work. My focus learner
struggles with impulse control. He tends to jump out of his seat and begin walking around the
classroom. He also tends to make stemming noises when he is completing his work. He is able
to engage in individual learning sessions; however, it is often a challenge having him sit down
and begin the work because of his task avoidance tendencies. Also, while he is completing
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Planning Commentary
individual work, he is easily distractible and often refuses to do certain tasks. Therefore, short
activities work best for him as a learner. My focus learner is unable to work in a collaborative
setting because he requires one-to-one instruction and he struggles with social connectedness
because of his limited expressive and receptive abilities. ]
c. Personal, family, community, and cultural assets (e.g., the focus learner’s interests and
strengths, relevant lived experiences, and self-management skills; family supports or
resources; cultural expectations; community supports or resources).
[My focus learner is extremely interested in technology. However, he loves to use computers to
play educational games so it can be a major distraction for him because he is unable to
understand that he is only allotted a certain amount of time on the computer. Therefore, instead
of using a computer during my instructional time, “laptop time” will be used as a form of positive
reinforcement that will occur at the conclusion of each lesson. It is unfortunate that the school I
am student teaching in does not have SmartBoards because I believe that this would have been
a strong educational tool for my learner. My focus learner’s fine motor and writing strengths will
be utilized during my lessons through the use of many hands-on activities. These activities will
include gluing, tracing, and matching items. My focus learner comes from a close-knit family. His
family has had the privilege of completing a lot of traveling. My focus learner has traveled to
places such as Florida and Ecuador. Therefore, I will incorporate his lived experiences into
relevant pieces of my lessons. For example, when discussing water animals, I will draw
connections to his vacations at the beach. My focus learner struggles with self-management
skills therefore, I will help him take responsibility of his learning and behavior by asking him if he
believes that he should earn a computer icon on his chart for talking nicely and completing all of
his work. This will help him reflect on his behavior and encourage him to act in a more
responsible manner during future learning tasks and lessons. ]
d. If relevant, any other information about the focus learner that will influence your
instructional planning (e.g., other needs and strengths in areas such as motor skills or
communication).
[My focus learner is an extremely active little boy. His energy often gets bottled up inside of him
and he has trouble focusing on his learning tasks. Therefore, throughout each lesson, I will
judge when it is necessary to let him complete his work standing up, let him take a quick walk
around the classroom, or let him jump up and down a couple of times to release some of this
excess energy. This is a technique that is used within our classroom and it has proven to yield
positive results. Furthermore, my focus learner’s IEP lists “flexible setting” and the “use of
breaks” under his assessment accommodations; therefore, these accommodations will be
integrated into all lessons.]
4. Supporting Learning
Respond to prompts 4a–e below. As needed, refer to the instructional materials you have
included to support your explanations. Your explanation should address both learning
targets for the focus learner.
a. If there is not at least one learning target linked to the general education or early
childhood curriculum, justify why that is not appropriate for the focus learner’s needs.
[My primary learning target is linked to the general education curriculum. This learning target
aligns with both the school’s second grade science standards and the New York State Science
Core Curriculum. In addition, since this learning target focuses on my focus learner’s
comprehension, this target also aligns with a Grade 2 New York State Common Core Standards
for English Language Arts.]
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Planning Commentary
b. Describe how the learning tasks, materials, and supports capitalize on your focus
learner’s strengths and interests.
[The learning tasks of my lesson plans will be directly aligned with my focus learner’s strengths
and interests. My focus learner does his best work during short activities because he is easily
distractible and often becomes restless. Therefore, my lessons will be composed of a four short
activities. These activities will consist of similar and repeating concepts because my focus
learner learns best from repetition. These learning tasks will include many hands-on activities
such as pointing, cutting, gluing, matching, and tracing. One of my focus learner’s primary
strengths and interests is fine motor activities; therefore, I will be capitalizing on these strengths
during my lessons. My learning activities will contain many visuals to help assist my learner in
comprehending material and successfully completing comprehension activities. In addition, I will
be creating adapted articles from the Grade 2 Science Fusion textbook to read to my focus
learner. These articles will also contain many visual supports. Throughout each lesson, I will
base the level of support I give to my focus learner according to his ability to complete each
task. If I observe that he is struggling with a particular concept, I will use both verbal and
gestural prompts to help guide him toward an understanding of the material. I will create a
learning environment where my focus learner is given the appropriate amount of challenge but
is still set up for success. I will pay careful attention to my focus learner’s feelings during each
lesson because I know that he has a tendency to shut down if he feels overwhelmed or if he
does not want to complete a task. For this reason, structuring my lessons according to my focus
learner’s strengths and interests is essential for his achievement of both learning targets.]
c. Justify your choices of learning tasks, materials, and supports based on the focus
learner’s strengths, needs, and principles of research/theory.
[Lev Vygotsky (1978) argued that two developmental levels must be distinguished in order to
understand the relationship between development and learning. These levels are the
accomplishments that a child can perform independently and the accomplishments that a child
can achieve with assistance. The difference between these two levels is called the Zone of
Proximal Development. He explained the importance of adult assistance and of teaching
children within this zone, especially children with disabilities. He proposed that children with
disabilities should receive instruction that provides social interaction and adequate forms of
education to develop alternative but equivalent roads for development. Holding on to Vygotsky’s
theory, I will teach my focus learner Grade 2 academic content in order to provide him with the
least restrictive environment by giving him access to the general education curriculum.
However, I will teach my focus learner this content within his Zone of Proximal Development.
After collecting baseline data, I was able to determine that my focus learner is able to
independently achieve certain components of the Grade level 2 content. However, in order to
work towards greater achievement, he will require levels of prompting and scaffolding. Providing
my focus learner with these shared learning endeavors will help him make meaning of the
material and will help stretch his achievement of more complex tasks. My one-to-one instruction
with my focus learner will also complement the importance of shared learning experiences and
adult assistance when instructing students with disabilities. Furthermore, the prompting and
scaffolding used during this one-to-one instruction will ensure that I am teaching within my focus
learner’s Zone of Proximal Development and not setting him up for defeat by requiring him to
independently complete too complex of learning tasks. My instructional guidance will help him to
create a deeper understanding of the concepts relayed during each lesson. Carol Tomlinson
(2001) explains that differentiated instruction is a teaching theory based on the premise that
instructional approaches should vary and should be adapted in relation to the diversity of all
learners. No children are exactly the same; therefore, not all children are alike in regards to
learning. Tomlinson’s work highlights that teachers should adjust the curriculum and
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Planning Commentary
presentation of information in relation to the learners instead of expecting them to modify

themselves for the curriculum. Therefore, I will differentiate my instruction throughout this
learning segment. I will read the text aloud to my focus learner because he cannot read. This
will serve as forms of learning profile and process differentiation. Also, during all comprehension
learning tasks, my focus learner will use pointing, matching, and sorting to express his learning.
He struggles with expressive language; therefore, this will differentiate product for my learner by
allowing him to express his understanding in alternative manners. Additionally, since my focus
learner functions on the level of a Kindergartener, his readiness will be differentiated through the
use of my prompting and scaffold supports.]
d. Explain how, throughout the learning segment, you will help the focus learner to
generalize, maintain, or self-manage the knowledge, skills, and supports.
[When reading each of the adapted texts aloud to my focus learner, I will help him draw many
self-connections to the material. I will also help him relate the material to things in the world
around him in order to help him generalize the knowledge gained during each lesson. For
example, I will have him compare animal’s physical characteristics to his own physical
characteristics, highlight that animals and people need the same things for survival, and have
him relate the life cycle of a butterfly to his own growth during his lifetime. These connections
and generalizations will help him maintain his knowledge because it helps him produce deeper
understandings of the new information that he has gained. In addition, when modeling and
enforcing appropriate social communication, I will demonstrate the behavior he should be
exhibiting during lessons in order to show him how he speak and act during all learning
experiences. ]
5. Supporting the Focus Learner’s Use of Expressive and/or Receptive Communication
Respond to the prompts 5a–e below to explain how your plans support the focus learner’s
use of a communication skill related to the primary learning target.
a. Communication Skill (Function). Identify and describe one communication skill

(function) that
 the focus learner needs to access instruction and/or demonstrate learning for the
primary learning target
 includes the language of the discipline associated with the academic learning target,
as appropriate
Examples include retelling a story, explaining a mathematics problem-solving strategy,

answering open-ended questions, stating an opinion, supporting a position with
evidence, following directions, signaling or initiating a turn during peer discussion,
appropriately expressing frustration, participating in a conversation, answering a
question, selecting the right sign, indicating preference with an eye gaze, requesting
assistance, selecting a picture or other visual representation, starting or stopping
communication, responding to an environmental cue, or signaling/communicating needs.
[One communication skill that my focus learner needs to access instruction and demonstrate
learning for the primary learning target is ‘answering a question’. He will answer comprehension
questions and complete corresponding activities to relay his understanding of the text.]
b. Describe how the focus learner will use the communication skill (function) to participate
in learning tasks and/or demonstrate learning in relation to the primary learning target.
Special Education
Planning Commentary
[After I complete the active read aloud, I will ask my focus learner questions about the text. He
will also be required to complete comprehension activities that ask questions about the new
information that he has learned about animals. These questions will require responses in
various formats. Some questions will require a verbal response; however, most questions will
require pointing to the correct choice or matching items together because these are the
response methods that work best for my focus learner. During my lessons, I want to ensure that
I am doing everything I can to support my focus learner in achieving his learning targets.]
c. Given the communication skill (function) identified in 5a, describe the expressive and/or
receptive communication demands that the focus learner needs to use in order to
participate in learning tasks and/or demonstrate learning.
 Vocabulary Demands: Spoken, written, or demonstrated words, symbols, signs, or
behaviors representing information, concepts and meanings, or feelings.
 Other Communication Demands: Additional expressive and/or receptive
communication demands needed to participate in learning tasks and/or demonstrate
learning. Additional communication demands include syntax, social use of
communication, or situational expectations for oral, written, or demonstrated
communication.
[In regards to receptive language demands, my focus learner needs to be able to understand
the meaning of the vocabulary terms being discussed during the lesson and must have the
ability to interpret a comprehension question as a question. To help support the spoken and
written vocabulary demands of each lesson, many visuals will be used to aid my focus learner
with his new learning. In regards to expressive language demands, my focus learner needs to
be able to express his understanding and wants/needs during each lesson. For example, he
needs to be able to express that he doesn’t understand a comprehension question being asked
or state that he needs a short break from instruction to jump up and down etc. He must also be
able to communicate his learning. My focus learner will be allowed to state his answers orally,
point to the correct picture, or match pictures in order to demonstrate his comprehension during
the different learning activities. This will provide him with an effective method of maintaining and
self-directing his expressive abilities. Additional Communication demands needed to participate
in learning tasks and demonstrate learning include situational demands and social use of
communication. My focus learner must use appropriate language during all instructional time.
He must not yell and throw tantrums when he is upset and must express himself in a
constructive manner.]
d. Describe the focus learner’s expressive and/or receptive communication skills and
needs relative to the targeted communication skill (function) and other communication
demands identified in 5a and 5c. What does the learner know, what can the learner
do, and what is s/he learning to do?
[In regards to the targeted communication skill of answering a question, my focus learner will be
learning how to demonstrate his comprehension by expressing an answer to the questions
being asked. My focus learner is usually able to interpret a question as a question but struggles
with expressing his answer. Therefore, while he will be given the option to answer questions
orally, he will also be given the option to point to the correct picture as a way of selecting his
answer. Also, many activities incorporate matching two items together in order to help him
express his understanding of a concept. Furthermore, to demonstrate I am verbally asking a
question during closure activities of lessons, I will give my focus learner two choices to select
from so he understands that I am requiring an answer. For example I will say: “Is it an elephant
or a fish?” These methods will differentiate process for my learner and help me structure my
lessons in a way that best supports his learning needs.]
Special Education
Planning Commentary
e. Describe the instructional supports that help the focus learner acquire, generalize,
maintain, and successfully use the targeted expressive and/or receptive communication
skill (function), vocabulary demands, and other communication demands identified in
prompts 5a and 5c.
[I will be using a Picture Exchange Communication System to help support my focus learner in
acquiring, generalizing, maintaining and successfully using the targeted communication function
of answering a question. In addition to asking my focus learner questions orally, I will be
showing him the question as I am stating it. Above the text of the question, I will place
corresponding picture icons to help assist my focus learning in understanding the question. In
order to express his answers, he mostly will be asked to point to the correct picture as a way of
demonstrating his answer or to match a picture to a corresponding concept in order to relay his
thinking. Icons will also be displayed on my focus learner’s embedded schedule and positive
reinforcement “laptop” chart. These icons will be used to help encourage my focus learner to
use appropriate social communication while answering the questions during learning (situational
and social communication demands of this lesson).]
6. Monitoring Learning
a. Explain how the assessments and the daily assessment record (including baseline data)
will provide evidence of
 the focus learner’s progress toward both learning targets through the lesson
objectives
 the level of support and challenge appropriate for the focus learner’s needs
[The baseline data collected during my focus learner’s pre-assessments illustrated my focus
learner’s current knowledge of animal characteristics, items animals need for survival, and
animal life cycles. This baseline data also displays my focus learner’s comprehension abilities
and general behavior during one-to-one instructional periods. During my learning segment
lessons, I will be teaching my focus learner about animal’s characteristics, what animals need
for survival, and about animal life cycles. Throughout each lesson, formative assessment will
occur through questioning and the use of different hands-on activities. Observation will be the
daily assessment method being used for these lessons. I will create an observation chart for
each lesson that will be used to track my learner’s progress toward meeting both learning
targets through assessing his mastery of the lesson’s objectives. My assessment methods will
be tailored to meet my focus learner’s needs. Since my focus learner struggles with expressing
himself orally, assessment will consist mostly of pointing to correct answers and matching
appropriate pictures to the correct item. These assessment methods will be on the appropriate
level of challenge for my focus learner and will provide him with an effective method of
instructional support for achieving his learning targets. I will use my checklist to record the
amount of questions my focus learner answered correctly and the prompts that were needed to
complete the activity. After analyzing the amount of prompts used and calculating my focus
learner’s accuracy, I will determine if my focus learner has achieved all lesson objectives.]
b. Explain how you plan to involve the focus learner in monitoring his/her own learning
progress.
[After my focus learner completes the comprehension activities implemented into each lesson, I
will prompt him to look back in the adapted text to evaluate his own work. This will allow him to
check his answers, and will help increase his self-confidence because he will be able to see that
he chose the correct choices. After each learning task, I will also award him with a computer
icon depending on his use of appropriate social communication. During this time, I will ask him
questions like: “Do you think you earned an icon because you talked nicely and listened?” This
will help him self-evaluate his own behavior.]

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Special Education

1. Focus Learner Information

presentation of information in relation to the learners instead of expecting them to modify

a. Communication Skill (Function). Identify and describe one communication skill

Examples include retelling a story, explaining a mathematics problem-solving strategy,

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