TASK 1: PLANNING COMMENTARY

Respond to the prompts below (no more than 12 single-spaced pages, including prompts) by typing your responses within the
brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.

1. Alignment of the Learning Goal, Standard, Lesson Objectives, and Planned Supports
a. Complete the table below to identify the
 learning goal selected for the learning segment.
 academic content standard, alternate standard, or early childhood standard, related
to the learning goal and/or the planned supports. (Note: Please include the number
and text of the 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 is
no relevant standard for the learning goal and/or planned supports.
 lesson objective for each lesson.
 planned supports to be used throughout the learning segment and described in the
lesson plans, specific to achieving the learning goal. (Please provide a brief list of the
key supports that you intend to use; you will have an opportunity to explain how they
support the focus learner in prompts 3a–d and 4b.)

Learning Goal: [ The learning goal is for Jeivon to apply his understanding of place value and
properties of operations to add and subtract within 1,000 and explain his thinking using a
visual strategy to solve.]

Relevant Academic, Alternate, or Early Childhood Standard: 

Lesson Objectives Specific Planned Supports to

Lesson [Jeivon will be able to represent a [-Math Word Wall with Visuals,
1 four-digit number using a visual Graphic Organizer (Place Value
strategy as hundreds, tens, and ones Chart), Place Value Disks,
with 95% accuracy in 4 out of 5 Sentence Frames, Student
trials.] whiteboards, markers & erasers,
Problem Set worksheet for
students, Lesson Exit ticket for
students]
Lesson [Jevion will be able to solve addition [Student whiteboards, markers &
2 with regrouping of up to two 4-digit erasers, Independent Practice
numbers resulting in a sum within worksheet for students, Focus
1,000 using a visual strategy to Learner’s 100 Chart]
solve and provide an oral
explanation of his method for
 solving for 80% accuracy in 4 out of
5 trials.]
Lesson [Jevion will be able to find the [Application problem, Elmo
3 sum of two 4-digit numbers Projector, Dry erase markers,
with regrouping across zeros Graphic Organizer: Word
using a visual with 80% Problem Solving Practice,
accuracy in 2 out of 3 trials.]  whiteboard, laminated word
problem graphic organizer, paper
copies of word problem graphic
organizer, extended time up to 30
minutes for assignments.]
Lesson [  ] [  ] 
4

Lesson [  ] [  ]
5

b. Based on the learning goal and the focus learner’s IEP goals, respond to ONE of the
prompts below.
 If the selected learning goal is academic and is aligned with an IEP goal:
 Explain how the learning goal and the planned supports align with the IEP goal.
[The learning goal aligns with Jeivon’s current math goal, “When given 4-digit addition
calculations (with and without regrouping) in isolation and word problem form, Jeivon will solve
with 75% accuracy on 4 out of 5 trials as measured by student work samples and informal
assessments by the end of the 2021-2022 school year.” The student is working towards their
IEP goal in this learning segment by learning to demonstrate procedural understanding of
addition with regrouping of 4-digit numbers. The learning goal, planned instructional support and
use of gradual release of responsibility directly reflect my instructional intention to provide
lessons and activities needed to build up the skills needed for Jeivon’s achievement of the
learning segment goal and work towards mastering his IEP goal.]
 If the selected learning goal is academic but is not aligned with an IEP goal:
 Explain how the planned supports align with the learning goal.
[  ]
 If the selected learning goal is non-academic: 
 Explain how the learning goal and, if relevant, the planned supports align with the
focus learner’s IEP.
[  ]
c. List any special accommodations or modifications in the learning environment, instruction, or
assessment required by the IEP and relevant to the learning goal.
[ The focus learner receives the following accommodations in the classroom that are relevant to
the learning goal, extended time up to 30 additional minutes after instruction to complete
activities. The focus learner also receives instructional accommodations not listed on their IEP.
Due to their slow processing speed and designated learning disability the student requires
 spiralized instruction to continuously review new and previously learned information, chunking of
instructions and instructional content, and use of graphic organizers to process and organize
information. I provide instructional support in the classroom through frequent check-ins with
student, embedded graphic organizers that the student can implement in the gen ed classroom,
and on-going review of previously learned content.]
d. Explain how the lesson objectives, learning tasks, materials, and planned supports are
sequenced to
 move the focus learner toward achievement of the IEP goals, standards (as
appropriate), and the learning goal.
 build connections between the focus learner’s prior learning and experiences and
new learning for the learning goal.
NOTE: If the lesson objectives are the same across the learning segment, the explanation may
address how the materials used or the planned supports may change throughout the
learning segment.
[The focus learner already has prior knowledge of how to use a place value chart to unitize
numbers and is now working on independently producing a place value chart to assist in
demonstrating addition with regrouping. The learning segment implements lessons that use the
gradual release of responsibility through teacher directed instruction, guided practice and
independent practice. The use of gradual release of responsibility is evident through the
progression of the learning segment in each lesson. Jeivon is first provided manipulatives and a
complete place value chart in lesson one and in lesson two Jeivon is asked to represent
numbers on a place value chart without manipulatives and in lesson three Jeivon is responsible
for creating his own place value chart and filling it out independently. The first lesson asks the
focus learner to demonstrate the ability to add or subtract 10 or 100 from a given number within
900, the focus learner needs to demonstrate the ability to understand adding or subtracting 10
or 100 from a given number to build their understanding of how addition and subtraction are
related to place value of numbers. The second lesson reviews adding or subtracting 10 or 100
from a given number and builds upon the student's prior knowledge by requiring the focus
student to demonstrate adding two two-digit numbers in the vertical algorithm and on a place
value chart. The third lesson asks Jeivon to apply what he knows about adding 10 or 100 to a
given number to adding two two-digit numbers together using a place value chart and the
vertical algorithm. I am having Jeivon use the place value chart and the vertical algorithm
simultaneously because the focus learner has demonstrated proficiency at correctly unitizing a
number on the place value chart using the chart alongside the vertical algorithm will help build
their fluency and procedural knowledge of how to regroup a number in the algorithm. The third
lesson in the learning segment provides Jeivon with the challenge of applying what he knows in
solving an application problem which is a part of his annual IEP goal and will provide a data
prob, which I can use to help build his skills towards mastering his IEP goal.]
2. Knowledge of Focus Learner to Inform Teaching of the Learning Segment
For each of the categories listed below (2a–d), describe what you know about the focus
learner’s strengths and challenges 

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 
 [Jevion can correctly answer problems related to basic number concepts, he can count a number of
objects when a visual was given, he could identify random numbers in the hundreds, and count a
requested number of objects. He could use a graph to answer related questions. He was able to
place random 2-digit numbers in the correct number order. He could complete a number line with
missing digits. Jeivon could not tell time to the hour or half-hour on an analog clock. He could not
complete money problems or number patterns in the double digits. Jeivon was able to complete
simple addition and subtraction problems that added only single-digit numbers, though the answer
could be a teen number. Jeivon was unable to complete any addition problems that had double-digit
addends even if there was no carrying involved. He also was unable to complete any double-digit
subtraction problems even when there was no borrowing involved. Jeivon was unable to complete
any simple multiplication problems. Based on current SuccessMaker results Jeivon is performing at
a beginning of second grade level and has answered 58% of exercises correctly. Which
demonstrates that he is below grade level for percentage correct, which is 75%. In the general
education classroom Jeivon is consistently performing significantly below grade level on his SMA
math clusters. (Cluster 1 20%, cluster 2 30.8%, cluster 3 33.33%). His first quarter math grade was a
74%. It should be noted that during the 2020-2021 school year during 100% virtual/remote learning,
Jeivon attended only 3 EC classes and remained a remote learner through the end of the school
year. The 2021-2022 school year was Jeivon’s first year attending in-person learning and missed 20
days of school during that time.  In the EC resource group, Jeivon has demonstrated previous
objective mastery in adding two-digit numbers without regrouping, he knows 74 of his 100 basic
math facts and has increased his basic math fact fluency from 59% to 90% since September. On the
pre-assessment of the learning segment learning goal, Jeivon scored a 33%. Jeivon is a hard-
working student and has demonstrated mastery and stabilization of his speech-language skills.
Jevion has demonstrated personal strength in rote memory skills, and things he has learned through
repetition.]
b. Social and emotional development (e.g., impulse control, ability to interact and express
him/herself and his/her feelings in constructive ways, ability to engage and persist in individual
and collaborative learning, social connectedness) 
[Jeivon was born prematurely (5 weeks) and is currently being assessed for ADHD. Jeivon can
follow single-step, explicit instructions, but struggles to follow through with multi-step directions.
Jeivon can work independently or in groups but requires frequent teacher prompting to remain
on task. Recently, Jeivon has demonstrated adverse social behavior and a lack of
understanding of and/or recognition of other people's feelings and how his behavior impacts
others.]
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)
[Jeivon lives at home with his mom, Dad and his older brother and his younger brother. Jeivon
likes to play soccer, draw, play Pokémon, and enjoys reading comic books. Jeivon is able to
demonstrate his wants and needs and communicate with adults and peers across a variety of
settings. Jeivon enjoys learning new skills at home, but comments that he wishes he was able
to help more to earn money for his mom.]
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)
[ Due to Jeivon's specific learning disability, slow processing speed, difficulty retrieving
information from his working memory, and heightened alertness to environmental stimuli he is
 often engaged in off-task behavior and has concentration difficulty which affects his
understanding of and participation in the academic general curriculum. Because of this Jeivon
requires specially designed instruction in a setting away from his peers to meet his unique
learning needs.]
3. Supporting Learning
Refer to the instructional materials and lesson plans you have included to support your
justifications, as needed. 

a. Describe how the learning tasks, materials, and planned supports address your focus learner’s
needs and capitalize on his/her strengths and interests.

Planned supports can include the learning environment, instructional strategies, learning
tasks, materials, accommodations, modifications, assistive technology, prompts, and/or
scaffolding that are deliberately selected or designed to facilitate learning of the targeted
knowledge and skills.
[ Jeivon is a visual learner and requires visual representations of words and concepts to help
support him in math. Jevion also requires repetition of new concepts until he has demonstrated
mastery of the skill, even then, I spiral back to previously learned skills to keep them in his
working memory. I provide Jeivon with graphic organizers that allow him to plan out his strategy
for solving problems and provide him with a visual representation of the skill. This allows him to
attach meaning to abstract concepts. I provide Jeivon with frequent prompts to remain on task,
take his time and to use the tools he is provided in the classroom. Jeivon succeeds when he is
provided with instructional strategies that allow him to utilize manipulatives, move his body, or
allow him to process his thinking out loud. Jeivon is interested in Pokémon and is actively
engaged in any activity that is based on the Pokémon characters. Jeivon is also enthusiastic
about sharing his thoughts with others and writing on the board in front of the class.]
b. Explain how the learning tasks, materials, and/or planned supports will provide challenge to
your focus learner.
[Jevion is provided with a graphic organizer (Place value chart, Word Problem Solving graphic
organizer, steps to solve check list) to help scaffold instruction between working an addition
problem in isolation to that of one presented in a one-step word problem. Across the learning
segment the place value chart will be subject to the gradual release of responsibility. In the first
lesson Jeivon will be provided with the place value chart graphic organizer with place value
disks, in lesson two he is provided with a blank chart and must chart the numbers
independently, in lesson three he must create his own place value graphic organizer to assist in
solving a one-step word problem.]
c. Justify your choices of learning tasks, materials, and planned supports based on 
 the focus learner’s strengths and needs and 
 principles of research and/or theory.
[I chose learning tasks that provided Jeivon with a chance to utilize his strength of basic math
fact fluency. Jeivon area of weakness is being able to retrieve information from his working
memory independently, so I like to use graphic organizers which allow Jeivon to follow a learned
strategy and provides the steps needed to solve. This provides Jeivon the opportunity to access
the skill without solely relying on his memory. Jeivon has stronger abilities in tasks that provide
opportunities for him to utilize hands on activities and provide visuals to develop structure,
strategies and routines that are the same across settings. The use of the graphic organizers
 allows him to take what he has learned in the EC resource room and apply it in the general
education setting.]
d. Explain how, throughout the learning segment, you will help the focus learner to generalize,
maintain, or self-manage the knowledge, skills, and planned supports related to the learning goal.
[ Jeivon will make connections across content areas, by learning how to independently create a
graphic organizer to organize his thoughts while demonstrating his ability to add multi-digit
numbers. Jeivon will also apply his ability to reference provided reference materials such as
subject centered word walls and teacher provided visuals through the educational environment.
Creating these learning routines will allow Jeivon to engage in positive behavior and implement
the routines and strategies in the general education classroom. Jeivon is provided with
procedural step graphic organizers in the general education classroom and in the EC resource
room, using the same routines and strategies will allow him to apply learning strategies that are
proven to assist him in his area of weakness. ]
4. Supporting the Focus Learner’s Use of Expressive/Receptive Communication
a. Communication Skill. Identify and describe one communication skill related to the learning
goal that the focus learner will need to use to participate in the learning tasks and/or demonstrate
learning.

Consider the focus learner’s strengths and needs related to the communication
skill. Examples of communication skills include retelling a story, explaining a
mathematics problem-solving strategy, answering questions, appropriately expressing
frustration, selecting the right sign, requesting assistance, selecting a picture, starting
or stopping communication, and responding to a prompt or cue.
[Jeivon is a visual learner and requires visual representations of words and concepts to help
support his independence in using math strategies and making meaningful connections
when discussing math. Jeivon will also be provided with a graphic organizer in the form of a
place value chart that is initially labeled with hundreds, tens and one's values and a word
problem solving graphic organizer.. The learning target will assess Jeivon’s ability to
independently create the place value chart graphic organizer to assist with solving 2-digit
addition alongside the vertical algorithm and steps needed to decode single step word
problems. Jeivon can ask for help when he is stuck or needs to talk through his strategy. He
is receptive to prompting to return to task, take his time, and use the tools provided to him.]
b. Explain how you plan to support the focus learner’s use of the communication skill (planned
supports for communication can include instructional strategies such as vocabulary development,
modeling, guided practice; materials such as graphic organizers, dictionaries, spell-check; or
accommodations such as assistive technology). Describe how the support assists the focus learner
in acquiring, maintaining, and/or generalizing the communication skill.
 Provide an example from your lesson plans of this planned support.
[The learning segment utilizes two different graphic organizers, a place value chart and a word
problem solving graphic organizer. The graphic organizers assist Jeivon with his expressive
language skills. ]
5. 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 the learning goal through the lesson objectives
  the level of support and challenge appropriate for the focus learner’s needs
[On concept pre-assessment, the James scored a 33% on the assessment which required that
he correctly added with and without regrouping 4-digit numbers and identifying a written
algorithm, drawing or filling out a place value chart. The student was given 6 opportunities to
demonstrate the skill, 3 problems without regrouping, and 3 problems with regrouping. The pre-
assessment was untimed. The student correctly added 2 of the problems without regrouping
but did not show a written algorithm, drawing, or place value chart. I will use the students'
contributions during our math discussion as an informal pre-assessment to determine Jeivons
and other students' prior knowledge of solving addition with regrouping problems. At the end of
this lesson, I will have students demonstrate their conceptual understanding of 10 more, 10
less, 100 more and 100 less by using the exit ticket and demonstrate applying previously
learned skills to a newly taught concept (single step word problem) Jeivon will be asked to
create his own number pattern and explain which more or less rule he used in his number
pattern. This will assess Jeivons' understanding of the primary learning target and allow him to
demonstrate the depth of understanding by creating his own number pattern and determining
which rule his pattern follows.]  

b. Explain how you plan to involve the focus learner in monitoring his/her own learning
progress.
[Jeivon will complete a self-assessment after each lesson, where he gauges how he feels about
the concept, does he understand, does he have questions, does he need more practice. During
our weekly check-in Jeivon we will also review his score on the check-in and then chart his
percent correct on his goal progress chart.]