PROBLEM SOLVEDBy: Amanda DudleyMarch 2014SPED 644

ENGAGEMENT 7.1 Nick and Jordan

assisted me in creating their behavior chart so they are aware of, and responsible for their own actions. In completing this task with them, they clearly understand what behaviors they need to improve.

ENGAGEMENT 7.1 Nick and Jordan helped me

create the choices of rewards they would receive for their behavior chart because they earn the reward, not me. In addition, they don’t have the same interests; for example, Jordan doesn’t like chocolate, but Nick does. Nick doesn’t think mechanical pencils are a reward because his mother supplies him with them, but Jordan does because his mother doesn’t buy him those kinds of pencils. If the students know the reward is something they like, they will be more motivated to follow directions.

ENGAGEMENT 7.1 I allow Jordan and

Nick to choose how they want to gather information because they have trouble staying organized. They are given the option to use the same standards as the other students or choose a different format for recording information.

Nick and Jordan were given a word box and sentence starter to help them write about an event (first picture). Other students were given a blank paper to free write (second picture).

ENGAGEMENT 7.1 They students may choose how

they want to present information for their assessment. When given a written response, they clearly struggle to get their ideas on paper, but they can explain their answers verbally, draw it, create a comic strip, build it, etc. Jordan loves super heroes and reads several comic books. Jordan would be very motivated to complete an assessment by writing a story about a super hero or creating a comic strip. Nick likes to make origami. If he can build or sculpt something, he would be motivated to complete an assessment.

ENGAGEMENT 7.2 When Jordan and

Nick take breaks during reading, they participate in reading centers that allow them to explore and experiment with skills and content that we have not yet applied or don’t use on a daily basis.

ENGAGEMENT 7.2 The Daily 5 reading

centers also allow for Nick and Jordan to be creative. Some of the activities include reading a story and creating your own illustrations, reading a story and creating the ending, or writing your own story.

ENGAGEMENT 7.3 Nick and Jordan

quickly loose focus, so they have the opportunity to take breaks during reading by choosing a Daily 5 center to go to.

ENGAGEMENT 7.3 Jordan and Nick

need a timer to unpack and start their morning work when they come in each day. They have 5 minutes to unpack, turn in their homework, and begin their warm-up.

ENGAGEMENT 7.3 Nick continuously

disrupts the class by calling out. I use signs to give him a visual cue and remind him to stop calling out. This prevents me from having to stop the rest of the class while I am teaching.

ENGAGEMENT 8.2 Nick and Jordan are

in the enrichment group in reading, but I minimize their level of freedom in small group by keeping them in the scaffolding group so they can stay on task.

REPRESENTATION 2.5

I give Jordan graphic organizers to record information because he has trouble staying organized.

REPRESENTATION 2.5 I used the Econ and Me

videos to introduce difficult new topics in social studies, such as, opportunity cost, scarcity, and bartering. Nick and Jordan could view peers using these terms in real life situations and they were able to explain in their own words what these terms mean. The videos keep their interest rather than me talking and explaining it to them.

REPRESENTATION 3.1

Jordan loves super heroes and he loves to tell stories about them. The students assignment was to write their own fable, so I encouraged Jordan to write a fable using his super heroes as characters.

REPRESENTATION 3.4

Jordan has trouble remembering routines, so I created a checklist and taped it to his desk so he wouldn’t forget. The checklist would always be viewable when he is working independently.

ACTION AND EXPRESSION 4.1

Nick and Jordan have trouble staying in their seats. Staying active helps them stay focused, so I taped off an area beside their desk so they have a space to move around without disrupting the class.

ACTION AND EXPRESSION 5.2 Nick and Jordan

have trouble completing written assignments, so I provide them with close passages so they can focus more on their answer instead of the structure of the written assignment in its entirety.

ACTION AND EXPRESSION 5.3 Nick and Jordan get

behind on class work assignments, so one of the school’s special educators comes in for thirty minutes during reading each day to work with them in a small group.

ACTION AND EXPRESSION 6.3 I provide Nick and

Jordan with a revising and editing checklist before they begin a writing assignment so they can visually see what is expected of them.

ACTION AND EXPRESSION 6.4 Nick and Jordan are

provided with SQRR organizers when reading new text in order to guide their thinking. They preview the text for headings, put the headings in question format, and then read the text by one section at a time to find details that answer their questions.

ACTION AND EXPRESSION 6.4 Nick and Jordan are

given rubrics before completing an assignment so they know what is expected of them. In addition to the rubric, they are given an organizer to plan their writing and tackle one section at a time.