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"DJ - Secondary, Cognitive Disabilities, 11th
Grade"
A Blackboard Assignment Using IEP Case Studies
Produced for:
Assessment in Special Education, Special Education 471
Dr. Drecktrah
Fall 2001
CEC categorical area: Assessment, Diagnosis and Evaluation
The IEP used for this case study was posted on Blackboard by the professor.
It was an actual IEP of an 11th grade student whose identity was kept
confidential. The purpose of this activity was to evaluate the existing
IEP and add improvements and modifications. Due to the size of the IEP
and other factors, it is not available for download from this web site.
Clink on any of the links below to view the components
of the IEP Case Study:
Lesson Plan
Subject: Pay for Time Worked
EEN: CD
Age: 11th Grade (no age listed, but at least 17 years of age)
Objective: Given a worksheet, student will figure time worked and
what his pay will be with less than four errors.
Materials:
- Calculator
- Time Sheet with hours and rate of pay included
- Worksheets with formula for calculating hours worked and pay
- Pencil with eraser
Step-by-Step Procedure:
| 30 sec. |
Attention: Teacher (T) will call Student (S) to his work
area. |
| 3 - 5 min. |
Review: T will review the formula for calculating time worked
and pay by saying, "Do you remember the formula to figure out
how many hours you
worked last week and how much money you will make?" Review procedure
if necessary. |
| 30 sec. |
Objective: T will say, "Today you will add up your total
hours worked last week and figure out how much money you will make."
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| 1 min. |
Present New Information: T will say, "1 have made a
worksheet for you so it will be easier to figure your time worked
and your pay. First, we will use the worksheet and your time sheet
to figure your hours worked." |
| 2 - 3 min. |
Model: T will say, "I will add the hours you worked
for the week and add them to my copy of the worksheet." (T will
use calculator to find total and add to T copy of worksheet) |
| 3 - 4 min. |
Lead: T will say, "Let's total those hours for the week
together." T and S will locate hours, calculate on the same calculator,
and write hours on T copy of worksheet. |
| 3 - 4 min. |
Test: T will say, "Now I would like you to total your
hours worked and write min. the total on your worksheet." T will
monitor for progress. |
| 8 - 10 min. |
Repeat M-L-T: T will say, "Now that you've totaled your
hours worked, you will use the formula to calculate your pay."
T will repeat M-L-T for calculating pay and monitor each step for
progress. |
| 2 min. |
Activities: To check for S understanding, T
will point to hours worked and say, "What does this number mean?"
S should answer, "Hours worked." Repeat for pay and review
if necessary . |
| 3 - 4 min. |
For guided practice, T will say, "Let's say you were
doing a great job and your boss gives you a dollar raise. Using the
formula, let's figure out how
much money you would make at the end of the same week." T assist
S and remind S of steps and formulas if necessary .T will monitor
for accuracy. |
| 3 - 4 min. |
For independent practice, T will say, "Let's say you
were sick on Monday and didn't work. Figure out how much money you
would make at your regular rate of pay for the week." T will
monitor for accuracy. |
| Varies |
Monitor and Evaluate: T will continuously monitor S's computations
for accuracy and review calculations when necessary. S will compute
his hours worked and pay each week for additional review. |
Evaluation: T will know the lesson is successful when S can figure
hours worked and pay on his worksheet with 75 percent accuracy.
Total Time: Approximately 30-40 minutes
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