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Expanded Core Curriculum Skill Lesson Plans

Compensatory Skills
Student: Mikhail
Objectives
Given the Ipad, Mikhail will record, copy, save and email a document
with no more than two verbal prompts with 95% accuracy.
Given a worksheet with algebra 1 mathematical problems, Mikhail will
braille the correct nemeth code corresponding to each problem with
95% accuracy.
Given a braille quiz, Mikhail will braille out 8 algebra problems with
95% accuracy.
Materials Needed
Nemeth/ Algebra 1 worksheet and quiz
braille paper
brailler
braille eraser
nemeth code sheet
Ipad
Introduction to the Lesson
I will review what we are doing today and what we needed to work on
from the last lesson.
We will discuss simple, complex, and mixed fractions.
I will discuss us using the IPAD with this lesson.
Presentation of Content
I will introduce the Ipad and the application Noteability. I will allow him
to open up the tutorial and walk him through the steps.
We will review how to write notes, change font, save, edit, email,
take a photo, erase, and change the type of the paper.
Modeling first. I will show him how to perform the functions and
then he will practice it himself.
Given the Ipad, Mikhail will record, save and email a document with no
more than two verbal prompts with 95% accuracy.
I will ask him to write out 15 problems from the algebra
worksheet onto the notability application.
Part 1 to Objective

I will ask Mikhail to braille out 7 problems for practice. I will check for
accuracy after he is finished. If he has any questions or has made any
mistakes, I will review the sign with him. Afterwards, he will braille out
the incorrect problem correctly for practice.
Given a worksheet with algebra 1 mathematical problems,
Mikhail will braille the correct nemeth code corresponding to
each problem with 95% accuracy.
Problems include the ones he struggled with last time:
simple fractions
complex fractions
mixed fractions
percentage
degree
Independent practice first, but guided if needed.
More independent this time since last lesson was more
guided.
Mikhail will be asked to complete a braille quiz on the last 8 problems
for independent practice.
This quiz will be used to guide instruction the next few
lessons.
Given a braille quiz, Mikhail will braille out 8 algebra
problems with 95% accuracy.
I will ask Mikhail to take a picture of his braille work on the ipad and
place it onto the document he recorded on earlier in the lesson. Mikhail
will then be asked to save and email the document to me.
Given the Ipad, Mikhail will record, copy, save and email a
document with no more than two verbal prompts with 95%
accuracy.
part two of objective
Practice and Feedback
Guided: Mikhail will be given guided practice opportunities
throughout the lesson. He will be instructed to braille out problems and
if he makes any mistakes, he will be guided through them.
Independent: Mikhail will be asked to braille the practice problems
out and is encouraged to complete the task independently; however, he
will be guided through them if needed. At the end of the lesson, he will
be asked to braille out an algebra quiz independently. He will also be
encouraged to independently perform the necessary commands related to
the IPAD goal.

Judicious: Mikhail will be able to take his nemeth skills and apply
them to classwork. However, these skills are taught incase he loses his
vision. He will also be able to use the technology skills in the classroom
to record notes, save documents, and send emails.
Summary of the Lesson
I will review what we went over this lesson.
Mikhail will tell me where he needs more instruction in relation to
algebra 1 and what we reviewed today.
We will discuss our next nemeth lesson.
Evaluation of the Lesson
Given the Ipad, Mikhail will record, copy, save and email a document
with no more than two verbal prompts and no more than 3 errors.

Activity

Date

Errors

Record, copy,
save, and email
on notability.

9/9/2014

Verbal Prompts
0

Completed
1 yes

Given a worksheet with algebra 1 mathematical problems, Mikhail will


braille the correct nemeth code corresponding to each problem with
95% accuracy.
Trial #

Date
1 9/9/14

Activity
worksheet

% Correct
90%

Given a braille quiz, Mikhail will braille out 8 algebra problems with
95% accuracy.
Trial #

Date
1 9/9/14

Activity

% Correct

quiz

96%

9/9/2014
Reflection
Nemeth and AT Lesson Reflection
I wanted to figure out a way to include AT into my lesson for today. There are several
ways to do this but I wasnt exactly sure my students present level of technology. My student,
Mikhail, is receiving vision services incase he loses his vision in the future. His visual
impairment will sometimes flare up and his eyes with become irritated but it usually gets better
within a few days. Depending on the severity of the flare, his vision may permanently stay that
way but it has not happened yet. He does very well in vision class and knows the entire braille
code. His nemeth skills are at an algebra 1 level but he learns fairly fast. He has a laptop and
will use voice-over or zoom if needed but he typically just reads regular print.
Mrs. Beatty showed me this note taker application called notability and the features are
really nice for a student with low vision. I decided to teach him how to take notes on the app,
change the page type, font features, and email the document. He picked this up pretty fast which
was something I expected. I had him write in the nemeth problems in print and then use the
scroll features to find each problem before he brailled them out on the paper. Today, we did a

review on the problems he missed last time and then had a quiz. He passed the quiz with 96%!
At the end of the quiz, I threw in a problem with parentheses to transition into the next lesson.
The next lesson we are reviewing brackets in algebra 1 problems.
Overall, I felt good about this lesson. Mikhail is a quick learner which helps. nemeth is
an area I feel like I need work however, I am doing a lot better! TO prepare this time, I made sure
to review the code and be ready for any questions thrown at me. The more experience I have
teaching nemeth, the better I will do!
Appendix J
Visual Disabilities Program
Video Taped Lesson Self-Evaluation Form

Name: Chelsey Laurito


Date: 9/9/2014
LESSON PLAN EVALUATION (NOT VIDEOTAPED LESSON PLAN)

Please rate yourself on the following behaviors. Note that these behaviors are taken directly
from the evaluation form your cooperating teacher completes at the end of your placement.
5
Outstanding

4
Above
Average

3
Average

2
Below
Average

1
Not Applicable

5 4 3 2 1

Uses assessment data to plan instruction.

5 4 3 2 1

Specifies criteria for mastery of short term objectives.

5
5
5
5

4 3 2 1

Leads group discussion

4 3 2 1

Selects materials appropriate for blind learner.

4 3 2 1

Selects materials appropriate for low vision learner.

4 3 2 1

Uses materials appropriate for task or activity.

5 4 3 2 1

Uses materials appropriate for achievement level of student(s).

5 4 3 2 1

Improvises materials when necessary.

5 4 3 2 1

Prepares and assembles instructional materials prior to class.

5 4 3 2 1

Anticipates possible problems/questions and plans for handling them.

5 4 3 2 1

Paces and varies instruction appropriately.

5 4 3 2 1

Adjusts plans, activities, pace, as necessary.

5 4 3 2 1

Breaks instructional sequence into appropriate steps.

5 4 3 2 1

Shapes desired behavior by using prompts, models, non-verbal clues.

5 4 3 2 1

Identifies and uses a variety of appropriate reinforcers.

5 4 3 2 1
5 4 3 2 1

Establishes a pleasant and non-threatening atmosphere in the classroom.


Pinpoints student behaviors to be strengthened/weakened.

*Bolded Number = rate chosen

Compensatory Skills: Literacy Specific


Student: Mikhail
Objectives
Given a passage from the Hobbit, Mikhail will orally read at a rate of 25
words per minutes with 98% accuracy.
Materials Needed
Hobbit braille reading

Introduction to the Lesson


I will review what we are doing today and what we needed to work on
from the last lesson.
We will discuss beginning with a braille reading from the hobbit and
reviewing if necessary.
Presentation of content
I will give Mikhail the hobbit reading for the lesson. Mikhail will get
situated and comfortable to read aloud.
We will discuss how he did on his pre-test last week reading 23 wpm.
We will also discuss the goal on his IEP being 30 wpm.
I will tell him today, we are shooting for 25 wpm to slowly build up to
30 wpm. This is one benchmark.
I will tell Mikhail we will be reading one page from the book and he will
be timed on his turn reading. This is a shared reading activity.
I will read the first paragraph and then he will read the second
paragraph. This will occur several times throughout the lesson.
Independent practice
guided if needed
Goal: Given a passage from the Hobbit, Mikhail will orally read at a
rate of 25 words per minutes with 98% accuracy.
I will calculate his wpm and review it with Mikhail.

Practice and Feedback


Guided: During the braille reading, he will be guided through a
word if he is stuck on it.

Independent: During the braille reading, Mikhail will read aloud


independently. He will only be guided through them if necessary.
Judicious: He will be able to take his braille reading into several daily
tasks and academic areas. This is to prepare him incase he loses his
vision.
Summary of the Lesson
I will review what we went over this lesson.
We will discuss his progress and overall goal.
Evaluation of the lesson
Trial

Date

Material

Accuracy

WPM

Success

1 9/11

Hobbit

100%

23 No (PRETEST)

2 9/15

Hobbit

100%

14 No

3 9/18

Hobbit

100%

26 NO

Reflection
9/15
Compensatory Skills- Literacy Specific Reflection
Today was my first braille reading lesson with Mikhail. I have noticed through
our nemeth lessons that he did fairly well reading braille but went rather slowly. This
year, he wanted to read the Hobbit and further advance his reading skills. I completed
a pretest on his reading and he read 23 words per minute with 100% accuracy. This

time, i was hoping to slowly increase his skills however, it went down. I noticed that
the reading material Mikhail chose is rather odd. There are lots of formatting with
poems, riddles, dialogue, etc. The wording is funny and the sentences do not always
make sense. However, Mikhail likes reading this type of material so that is that is the
reasoning behind it.
Mikhail has vision and is learning braille incase he loses his vision in the future.
With his visual impairment, it is a risk. He is very motivated and can read braille
decently fast visually but tactually is our goal here. His IEP goal is to read 30 wpm and
he is slowly getting up to the goal. This lesson he read only 14 wpm which was less
than he pre-test. After the reading, he stated how he was feeling exhausted and just
was not with it at all. I have noticed that if Mikhail does not feel well his performance
decreases.
Next lesson, I hope to increase his braille rate. We decided to schedule a braille
reading every lesson right in the beginning. This will allow him to have lots of practice
and be exposed to braille consistently.

Appendix J
Visual Disabilities Program
Video Taped Lesson Self-Evaluation Form

Name: Chelsey Laurito


Date: 9/15/2014
LESSON PLAN EVALUATION (NOT VIDEOTAPED LESSON PLAN)

Please rate yourself on the following behaviors. Note that these behaviors are taken directly
from the evaluation form your cooperating teacher completes at the end of your placement.
5
Outstanding
5 4 3 2 1

4
Above
Average

3
Average

2
Below
Average

Uses assessment data to plan instruction.

1
Not Applicable

5 4 3 2 1

Specifies criteria for mastery of short term objectives.

5
5
5
5

4 3 2 1

Leads group discussion

4 3 2 1

Selects materials appropriate for blind learner.

4 3 2 1

Selects materials appropriate for low vision learner.

4 3 2 1

Uses materials appropriate for task or activity.

5 4 3 2 1

Uses materials appropriate for achievement level of student(s).

5 4 3 2 1

Improvises materials when necessary.

5 4 3 2 1

Prepares and assembles instructional materials prior to class.

5 4 3 2 1

Anticipates possible problems/questions and plans for handling them.

5 4 3 2 1

Paces and varies instruction appropriately.

5 4 3 2 1

Adjusts plans, activities, pace, as necessary.

5 4 3 2 1

Breaks instructional sequence into appropriate steps.

5 4 3 2 1

Shapes desired behavior by using prompts, models, non-verbal clues.

5 4 3 2 1

Identifies and uses a variety of appropriate reinforcers.

5 4 3 2 1
5 4 3 2 1

Establishes a pleasant and non-threatening atmosphere in the classroom.


Pinpoints student behaviors to be strengthened/weakened.

*Bolded Number = rate chosen

Independent Living Skills


Mikhail
Objectives
Using labels, Mikhail will label each icing container according to a method he would
remember with 100% accuracy and no more than 2 verbal prompts.
Using a hole puncher and sticker labels, Mikhail will place a circular sticker on each
white cane day law paper that will be attached to the cookies with a bow and punch a
hole into that circular sticker accurately 8 out of 10 opportunities with no more than 2
verbal prompts.
Using the white cane day laws found the class before, Mikhail will attach the laws with
a bow onto each cookie individually wrapped with 100% accuracy and no more than 2
verbal prompts.
Materials
Cookies (pre-made)
Icing containers
braille labels
brailler
Bump dots
Circular sticker labels
hole puncher
Introduction of the lesson
Review the lesson and the purpose of white cane day.
Discuss adaptations needed for cooking when he experiences a flare up with his
visual impairment or if he loses more vision.
Show him the different types of labels
presentation of content
I will first go over the adaptations for cooking that we are using today aside from the
ones discussed in the introduction.
Mikhail will be introduced to several different labels, cooking materials, timers,
etc.
This is just an introduction to materials.
I will discuss the importance of labeling. Mikhail will choose which labels he would like
to label his icing containers and label them.
I will then demonstrate how to icing the cookies with hand over hand or hand under
hand instruction.
Modeling
Mikhail
will then be a asked to icing the rest of the cookies.

Guided practice if needed; independent practice encouraged


I
will
then show Mikhail the materials we will be using to wrap the cookies. Mikhail

will feel the materials.

I will demonstrate how to wrap the cookies with the cookie bags. Mikhail will then

place a cookie in each bag.


I will show mikhail the sheets of paper that he wrote facts on for White cane day.
Mikhail will then be introduced the reinforcement circles and be asked to punch a
hole into each circle.
Guided practice
I will ask Mikhail to take a piece of yarn, put it through the punched hole, and tie it
around each cookie bag.
Modeled first, guided practice second, independent practice is encouraged.

practice and feedback


Guided: Mikhail will be guided through an introduction to adaptations for cooking and
various other daily living activities.
Independent: Independence will be encouraged through all the activities after it has
been modeled and guided through practice.
Judicious: Mikhail can use these skills in the future when cooking or performing various
other daily living activities. However, these adaptations are being introduced as a prep
lesson incase Mikhail loses more vision.
summary of the lesson
Review the adaptations and labels
Discuss the importance of practicing skills
evaluation of the lesson
Using labels, Mikhail will label each icing container according to a method he would
remember with 100% accuracy and no more than 2 verbal prompts.
Using a hole puncher and sticker labels, Mikhail will place a circular sticker on each
white cane day law paper that will be attached to the cookies with a bow and punch a
hole into that circular sticker accurately 3 out of 4 opportunities with no more than 2
verbal prompts.
Using the white cane day laws found the class before, Mikhail will attach the laws with
a bow onto each cookie individually wrapped with 100% accuracy and no more than 2
verbal prompts.
Completion of icing
labels ( Y or N); (#
verbal prompts)

use of reinforcement
circular sticker/punch
hole (y or N) (# verbal
prompts)

Attachment of laws
with yarn or string (Y
or N); (# of prompts)

Positive attitude

Y (no prompts)

Y 3/4 1 prompt

Yes 1 prompt

Yes

Social Skills Lesson Plan


Alexei
Objectives
Given a scenario, Alexei will choose the most appropriate response using the social
skills learned in the lesson with no more than 1 verbal prompt on 2 out of 4
opportunities.
During a game, Alexei will display the most appropriate behaviors using the social
skills learned in the lesson with no more than 2 verbal prompts on 2 out of 3
opportunities.
Materials================
Scenario cards
beeper ball for game
Introduction to the lesson
Review what are social skills
Discuss the lesson for the day
Presentation of Content
I will discuss discuss taking turns with Alexei. We will discuss the definition of taking
turns and I will give him an example.
I will discuss good sportsmanship and provide an example to Alexei. We will review
being polite, shaking hands, congratulating the opponent, following the rules, and
playing fare.
I will discuss behavior management and keeping rough behavior to minimum. This
will go along with good sportsmanship.
I will ask Alexei if he ever experienced a time where he displayed turn-taking, good
sportsmanship, and good behavior. Alexei will explain to me his experiences.
I will ask Alexei if he ever experienced a time where he didnt display turn-taking, good
sportsmanship, or good behavior. This may also be a time that he observed someone
else displaying these behaviors.
I will give Alexei four scenarios where he needs to choose the most appropriate
response
Given a scenario, Alexei will choose the most appropriate response using the
social skills learned in the lesson with no more than 1 verbal prompt on 2 out of 4
opportunities.
Scenario 1: When you lose a game
Scenario 2: When someone shoves you on the playground
Scenario 3: When you are playing with a toy and someone else wants to join
Scenario 4: You are playing flag football and someone trips you
Guided practice
I will review Alexeis responses.
I will introduce a game to Alexei and he will be required to display the social skills we
reviewed.

During a game, Alexei will display the most appropriate behaviors using the
social skills learned in the lesson with no more than 2 verbal prompts on 2 out of
4 opportunities.
Independent practice
Transition into next lesson
Practice and Feedback
Guided: I will guide Alexei through learning the different social skills involved in playing
games with others. I will guide him through the scenario activity.
Independent: I will provide independent practice for Alexei to practice his social skills
during a game.
Judicious: Alexei will be able to use these skills during recess, gym, and other leisure
activities. He will also be able to use these skills in several social activities inside and
outside of the classroom.
Summary of the Lesson
I will review what we discussed in the lesson.
We will discuss what the next lesson entails.
Evaluation of the lesson
Given a scenario, Alexei will choose the most appropriate response using the social
skills learned in the lesson with no more than 1 verbal prompt on 2 out of 4
opportunities.
Scenario

Response

Prompts

Success

lose a game

Congratulate the other


person, shake hand

1 Y

someone shoves you


on playground

Walk away

0 Y

WHen you are playing


with something and
someone else wants
to join

take turns

0 Y

how to be a good
sport in a game

follow the rules, play


fare,

0 Y

During a game, Alexei will display the most appropriate behaviors using the social skills
learned in the lesson with no more than 2 verbal prompts on 2 out of 3 opportunities.
Opportunity

Response

Other person found


the ball

congratulated

Prompts

Success
1 Y

Opportunity

Response

Prompts

Success

asked about score

counted his points and


teammates point
honestly

0 Y

Opened eyes during


activity

was honest and stated


that he opened his eyes
during the one trial

0 Y

Career Education
Student: Kendra
Objectives
Given a question, Kendra will independently problem solve and answer with a score of 4 or
higher 90% of the time.
Materials
Interview Questions
Quiet room
Introduction to the lesson
I will begin the lesson by reviewing what we have been doing the previous lessons. We will
discuss the mock interview taking place today.
I will tell her to stay calm and that if needed, I will pause the interview to help her problem
solve through the question.
I will tell her at the end of the interview I will review her answers with her aloud.
Presentation of Content
I will begin the lesson with my introduction and discussing the upcoming mock interview
Prior to this, We will have been planning and training for several lessons.
I will begin the mock interview and ask Kendra to leave the room until she is called inside.
When Kendra is called, I will begin by asking her to take a seat. Kendra will shake my hand
and take a seat in front of me.
Kendra will practice the skills we have reviewed such to cross the legs or keep both
feet on the ground. She will choose one or the other. She will be expected to shake
my hand before taking a seat and smile.
Kendra will be asked a series of questions that will reflect her personality.
This will be independent practice but if needed, she will be stopped and guided
through the question.
Given a question, Kendra will independently problem solve and answer with a score of
4 or higher 90% of the time.
Following questions will be asked:
tell me a little about yourself?
what is your biggest strength
tell me two of your weaknesses and how you compensate for them
where you see yourself in ten years
what prior experience do you have that would relate to this position?
How would you differentiate your teaching?
How do you handle deadlines and meeting them? give me an example
What would you say is your biggest accomplishment and why
What would you do to accommodate your student with an IEP?
If you were a tree, what kind of tree would you be and why?
What is a hobby or leisure activity that you participate in?
Do you participate in charities or volunteer work.
Why do you think you should get this job?
If you had a conflict with a co-worker, how would you handle it?
As a teacher, how would you motivate parents to become involved in the
classroom and their childs education?
If you could have a super power, what would it be and why?

How would you assess and evaluate your students? Give me an example
What can you contribute to our school/community?
do you have any questions for me?

Kendra will be evaluated based on her answers. Her answers will be rated 1-5 with highest
being the best response.
I will review her answers and ratings at the end of the interview

Practice and Feedback


Guided: Kendra will be expected to complete the interview independently however she will be
guided through any questions needed. At the end of the lesson, she will be guided through her
responses and how to possibly better answer them (if applicable).
Independent: Kendra will be expected to independently answer the questions during the
interview and independently behave interview appropriately.
Judicious: Kendra will be able to use these interview and career skills in the future with college
interviews, job interviews, lunch meetings, etc.
Summary of the lesson
I will review the lesson with Kendra
We will discuss her answers and how to prepare for interviews in the future
We will discuss the next lesson

Evaluation of the lesson


Question

Answer details

Rating

Prompts if needed

Tell me about yourself

goal oriented,
motivated, and looking
to share my knowledge
with others

What is your biggest


strength

hard worker

tell me two
weaknesses and how
you compensate for
them

Perfectionist- Learn to
take a step back
anxiety- breath and
count to ten

Where do you see


yourself in ten years

Working as a teacher

What prior experience


do you have related
towards this job

Several community
service activites,
student teaching,
babysitting

Question

Answer details

Rating

Prompts if needed

how do you handle


meeting deadlines?
give me an example

Make lists and organize


what i need to complete
by priority

What is your biggest


accomplishment and
why

Receiving a scholarship
for college because it
helped pay my college
expenses. This was the
first step to being where
i am today.

What would you do to


accommodate a
student with an IEP

I would look at the


students IEP and
discuss with the student
and other team
members on the needs.
I will then do as much
as possible to fit the
accommodations into
the classroom.

If you were a tree,


what kind of tree
would you be?

Pine?

What is a hobby or
leisure activity you
participate in?

Cheerleading and
dance

Do you participate in
charities or volunteer
work?

yes, I enjoy volunteering


my time to as many
activities as possible. i
teach sunday school
and volunteer reading at
a local elementary
school.

Why do you think you


should get this job

I am hard working and


have a passion for
teaching. I would love to
share my knowledge
and experiences with
the children.

If you had a conflict


with a co-worker, how
would you handle it?

I would try to talk it out


with my co-worker and
see if there is any way
we can meet an
agreement. i would try
to refrain from raising
my voice. If needed, I
will get administrator
assistance.

Question

Answer details

Rating

As a teacher, how
would you motivate
parents to become
more involved in the
classroom and their
childs education

I would tell them that


they are important in
their childs educational
life. Education should
occur in the classroom
and outside the
classroom. I would send
weekly letters home to
the parents and keep
them up to date on their
childs progress.

Prompts if needed
3

Reflection
Kendra and I have been working on several different activities related to career skills. I
introduced to her career connect and she has be actively exploring the website. This was the
first step of our unit plan. Second, we got her connected to a mentor which she enjoyed. Third,
we worked on her resume and this took a few lessons to complete. She still needs some work
on completing it. Fourth, we discussed interview skills briefly to prepare her for a mock
interview.
Todays lesson was the mock interview. Kendra dressed up according to interview attire
and we sat in a private room for the lesson. Kendra wants to me a teacher so I made the mock
interview for a teaching job. Kendra did very well with this interview especially since she has
not had any education courses and is still in High School. The questions were not as difficult as
she may get when applying for a real teaching job but I wanted to give her a basic idea of what
the questions would be like.
After the interview, I reviewed her answers and discussed improvements or strengths
that I observed. Throughout the interview, she displayed appropriate body behavior and
gestures. However, I noticed her facial expressions to change when she was unsure of an
answer. One time she even laughed when I asked her if she was a tree, what would she be.
Those funny questions are thrown in there to see her creativity. Her answers were good for her

first mock interview. She needs some more practice and can improve in her responses.
However, I was impressed with her interview overall.

Appendix J
Visual Disabilities Program
Video Taped Lesson Self-Evaluation Form

Name: Chelsey Laurito

Date: ____________________________

Directions:
1.

Arrange to videotape a student for whom you have prepared a lesson.

2.

Reread your lesson plan and watch the video tape of you and the student.

3.

Complete this form evaluating your teaching strengths and areas to work on.

4.

Submit the lesson plan, video, and this form to the University Supervisor.

Please rate yourself on the following behaviors. Note that these behaviors are taken directly
from the evaluation form your cooperating teacher completes at the end of your placement.
5
Outstanding

4
Above
Average

3
Average

2
Below
Average

1
Not Applicable

3 2 1

Uses assessment data to plan instruction.

3 2 1

Specifies criteria for mastery of short term objectives.

4 3 2 1

Leads group discussion

5
5

4 3 2 1

Selects materials appropriate for blind learner.

4 3 2 1

Uses materials appropriate for task or activity.

Uses materials appropriate for achievement level of student(s).

5
5

4 3 2 1

Improvises materials when necessary.

4 3 2 1

Prepares and assembles instructional materials prior to class.

Anticipates possible problems/questions and plans for handling them.

5
5
5
5

4 3 2 1 Selects materials appropriate for low vision learner.


3 2 1

3 2 1

4 3 2 1

Paces and varies instruction appropriately.

4 3 2 1

Adjusts plans, activities, pace, as necessary.

4 3 2 1

Breaks instructional sequence into appropriate steps.

3 2 1

Shapes desired behavior by using prompts, models, non-verbal clues.

5
5

3 2 1

Identifies and uses a variety of appropriate reinforcers.

4 3 2 1

Establishes a pleasant and non-threatening atmosphere in the classroom.

4 3 2 1

Pinpoints student behaviors to be strengthened/weakened.

Assistive Technology
Student: Sebastian
Objectives
Using talking typer, Sebastian will use correct finger placement to type previous keys
learned including the new ones, capital and period, on the keyboard with 90% accuracy.
Given a typing game application, Sebastian will use correct finger placement to get a score
of 1500 out 2000 independently.

Materials
Talking typer
Keyboard
http://www.freetypinggame.net/play15.asp
Introduction to the lesson
I will review the typing lesson with Sebastian.
We will discuss his accuracy from the previous lesson and his goal today.
I will tell him that after the lesson, he will have the opportunity to play a typing game.

Presentation of content
I will ask Sebastian to open on talking typer for me. He will use the keyboard commands
learned in previous lessons to open up the application.
Sebastian will open the lesson on capitals and periods. I will guide him through the process
if needed.
I will ask Sebastian to complete the lesson.
Using talking typer, Sebastian will use correct finger placement to type previous keys
learned including the new ones, capital and period, on the keyboard with 90%
accuracy.
Independent practice
I will monitor if he is using the correct fingers to press the keys and make note if not.
I will check Sebastians accuracy and score his work.
Sebastian will be guided through the process of opening up the typing game application.
This is a new application he has never touched before.
Sebastian will choose a game to play and practice his skills.
Given a typing game application, Sebastian will use correct finger placement to get
a score of 1500 out 2000 independently.
Independent practice, guided if needed
I will check Sebastians accuracy and review his score.

Practice and Feedback


Guided: Sebastian will be guided through using the talking typer application. Later he will be
guided through opening up a typing game on the internet. However, the application will guide
him through the lessons.
Independent: Sebastian will be expected to independently use correct finger placement to type
previous keys learned and the new keys learn on the talking typer and game.

Judicious: Sebastian will be able to use his typing skills in and outside of the classroom on
numerous activities. This will help him use the keys without looking, type notes faster, complete
assignments faster, and using keyboard commands efficiently.
Summary of the lesson
I will review what we worked on during the lesson.
We will discuss his progress.
We will discuss the next lesson.

Evaluation of the lesson


Using talking typer, Sebastian will use correct finger placement to type previous keys
learned including the new ones, capital and period, on the keyboard with 90% accuracy.
Trial

Date
2 9/19

Activity

Correctly use
fingers

Accuracy

Keyboarding

70% of time

46&

Given a typing game application, Sebastian will use correct finger placement to get a score
of 1500 out 2000 independently.

N/A- Did not get to complete the game because we ran out of time during the lesson

Reflection
When Sebastian came into the classroom, he seemed to be very tired. It was at the end
of the day and he just wanted to go hang out in home base with his friends. After observing his
behavior, I knew that I needed to approach the lesson gently and try to reinforce him as much
as possible. Sebastian has visual spatial processing disorder, ROP, and nystagmus. Along
with the visual spatial processing disorder, behavior issues occur such as frustration, anxiety,
and depression. His parents have spoke about their concerns in meetings with the
professionals so everyone understands the implications.

I decided to start off the lesson asking how his week was and if he had any plans this
weekend. He discussed spending time with his friends and playing backyard football. After the
discussion, we began the typing lesson. He jumped into it quite fast but he started cheating by
turning on the caps lock bar instead of using the shift key. I had to correct him a few times but
he continuously did it anyways. After a while, I asked him if he could please use the shift key
and if he was able to do so, we would play a fun keyboarding game afterwards. I told him about
the airspace game that I found online. This seemed to motivate him and he began using the
shift key.
At the end of the lesson, we decided to find out some of his interests to base the lessons
off of. He is not really interested in vision lessons and is somewhat resistant to learning so we
thought that if he did something related to his interests, he would become more interested.
Sebastian stated that he liked football, the color orange, tigers, NCAA (Pitt) football, hanging
with friends, music, and tacos. For the next lesson, I planned a keyboard command lesson
where he uses the commands to locate the PITT football schedule online. Hopefully this will be
more exciting for him!
Appendix J
Visual Disabilities Program
VSelf-Evaluation Form

Name: Chelsey Laurito

Date: 9/19/2014

Directions:
Please rate yourself on the following behaviors. Note that these behaviors are taken directly
from the evaluation form your cooperating teacher completes at the end of your placement.
5
Outstanding

4
Above
Average

3
Average

2
Below
Average

1
Not Applicable

4 3 2 1

Uses assessment data to plan instruction.

Specifies criteria for mastery of short term objectives.

4 3 2 1

3 2 1

Leads group discussion

54
54
54
5 4
54
54
5

5
5
5
5
5

5
5

3 2 1

Selects materials appropriate for blind learner.

3 2 1

Selects materials appropriate for low vision learner.

3 2 1

Uses materials appropriate for task or activity.

3 2 1

Uses materials appropriate for achievement level of student(s).

3 2 1

Improvises materials when necessary.

3 2 1

Prepares and assembles instructional materials prior to class.

3 2 1

Anticipates possible problems/questions and plans for handling them.

4 3 2 1

Paces and varies instruction appropriately.

4 3 2 1

Adjusts plans, activities, pace, as necessary.

4 3 2 1

Breaks instructional sequence into appropriate steps.

4
4

3 2 1

Shapes desired behavior by using prompts, models, non-verbal clues.

3 2 1

Identifies and uses a variety of appropriate reinforcers.

4 3 2 1

Establishes a pleasant and non-threatening atmosphere in the classroom.

4 3 2 1

Pinpoints student behaviors to be strengthened/weakened.

Recreation and Leisure Skills


Alexei
Objectives
Given a beep ball, Alexei will use his auditory sense to locate the ball on
6 out of 9 opportunities with no more than 2 verbal prompts on each
opportunity.
Given rules, Alexei will follow the rules with 100% accuracy and no more
than 2 prompts.

Materials
Beep Ball
List of rules
open space/gym/playground
Introduction to lesson
Review appropriate behaviors
Discuss lesson for the day
Presentation of Content
I will introduce the beep ball to Alexei. We will discuss the different types
of beep balls and different games it may be used in.
We will practice searching for the beep ball without being blindfolded.
The ball will be placed within 30 feet away and turned on. We will
practice racing to the ball/locating the ball with our hearing and
vision. This will help ease Alexei into using only his hearing and
being blindfolded.
We will repeat this activity but with our eyes closed.
We will play a game with blindfolds.
There will be a leader who rolls the beep ball on the ground and
keeps and eye out on and possible crashes
Two players will be blindfolded. The first person to the ball gets a
point.
The first player to get three points becomes the new leader.
Alexei will be asked to follow the rules on this game.
Rules: No pushing, shoving, or tripping.
Be polite

use bumpers while traveling blindfolded


Do not throw the ball at someone else
Locate the ball using hearing only, do not take blindfold off
Congratulate the opponent on his or her success
Keep track of points accurately and truthfully
When three points are accumulated, that player is the new
leader.
Given a beep ball, Alexei will use his auditory sense to locate the ball
on 6 out of 9 opportunities with no more than 2 verbal prompts on
each opportunity.
Given rules, Alexei will follow the rules with 100% accuracy and no
more than 2 prompts.
Guided practice
Practice and Feedback
Guided: Alexei will be guided through an auditory sense game using a
beep ball. He will be guided through the rules and then given the
opportunity to practice these rules.
Independent: Alexei will be required to independently follow the rules of
the game and use appropriate social skills.
Judicious: Alexei will be able to take the knowledge and skills from this
lesson and generalize them to other leisure activities.

Summary of the lesson


Review the beep ball
review the lesson

Evaluation of the Lesson


Given a beep ball, Alexei will use his auditory sense to locate the ball on
6 out of 9 opportunities with no more than 2 verbal prompts on each
opportunity.
Opportunity

Located Beep Ball


results

Prompts

Success Y N

Opportunity 1

Yes

1 Yes

Opportunity 2

Yes

0 Yes

Opportunity

Located Beep Ball


results

Prompts

Success Y N

3 Yes

0 Yes

4 Yes

1 NO because he opened
his eyes

5 Yes

0 Yes

6 Yes

0 Yes

7 Yes

1 Yes

8 Yes

0 Yes

9 Yes

0 Yes

Given rules, Alexei will follow the rules with 100% accuracy and no more
than 2 prompts.
Rules

Accuracy

prompts

Success Y N

no tripping shoving or
pushing

100%

0 Y

Polite

100%

0 Y

78%

2 N

do not throw ball

100%

0 Y

use hearing only

88%

1 N

congratulate other
opponent

100%

1 Y

Keep track of points


accurately and
truthfully

100%

0 Y

3 points accumulated,
new leader

100%

0 Y

use bumpers while


traveling blindfold

Sensory Efficiency
Student: Alexei
A.

Objectives
Given an object picture board, Alexei will practice scanning (left to right) to locate
specific items asked 3 out of 4 opportunities with no more than 2 prompts for each
opportunity.
Given an object picture board, Alexei will practice scanning (top to bottom) to
locate specific items asked 3 out of 4 opportunities with no more than 2 verbal
prompts for each opportunity.
IEP GOAL:- Given instruction in systematic search skills, Alexei will find teacher
directed details during an activity with 80% accuracy and within 2 prompts on 4 out
of 5 data sessions per nine week period.
B.

Materials Needed

Object Picture Board


Data collection sheet
C.

Introduction of the Lesson

I will re-introduce the object picture board made for the lesson. We will
discuss the purpose of the board and our overall goals of the lesson. I will tell
Alexei that he will be asked to systematically search the board for specific
items. This time, we will find different objects than he was asked last time. I
will ask Alexei what kind of techniques we learned last lesson while searching
for items on the board.
D.

Presentation of Content

I will present the object board and ask Alexei how he will search the board. Alexei will tell
me left to right and top to bottom.
Check for understanding
guided practice
I will ask Alexei to scan the object picture board left to right for 4 exercises.
Given an object picture board, Alexei will practice scanning (left to right) to locate
specific items asked 3 out of 4 opportunities with no more than 2 prompts.
Guided Practice
Locate all of the money
Locate the letter puzzle pieces

Locate the pink chick


Locate all of the items identical to food items
I will ask Alexei to scan the object picture board top to bottom for 4 exercises.
Given an object picture board, Alexei will practice scanning (top to bottom) to
locate specific items asked 3 out of 4 opportunities with no more than 2 verbal
prompts.
Guided Practice
Locate all the items in the shape of a circle
Locate the race car
Locate the christmas related items
Locate all the pink items
I will play an eye spy game with Alexei and ask him to find objects on the board choosing
either top to bottom or left to right. (search pattern). He will find 4 objects on the board
independently for me.
Independent practice

E.

Practice and Feedback

Guided: Throughout the lesson, Alexei will be given several guided practice opportunities in
systematic search and scanning.
Independent: At the end of the lesson, Alexei will be asked to visually scan the board and
play Eye Spy. In future lessons, he will be expected to independently scan with higher
accuracy.
Judicious: Alexei will practice scanning and systematic search skills in numerous school
related activities such as worksheets, tests, etc.
G. Evaluation of the Lesson
Given an object picture board, Alexei will practice scanning (left to right) to locate
specific items asked 3 out of 4 opportunities with no more than 2 prompts.
Guided Practice
Locate all of the money
Locate the letter puzzle pieces
Locate the pink chick
Locate all of the items identical to food items

Trial

Activity

Prompts

opportunities correct

1 money

11/12

2 letter puzzle pieces

2/2

3 pink chick

1/1

4 items identical to food

3;6, 4/6

Given an object picture board, Alexei will practice scanning (top to bottom) to
locate specific items asked 3 out of 4 opportunities with no more than 2 verbal
prompts.
Trial

Activity

Prompts

Opportunities Correct

Items that are shaped


circle

20/20

race car

NA

NA

christmas related items 0

5/5

pink items

6/9; 9/9

IEP GOAL:- Given instruction in systematic search skills, Alexei will find teacher directed
details during an activity with 80% accuracy and within 2 prompts on 4 out of 5 data
sessions per nine week period.
EYE SPY GAME- INDEPENDENT PRACTICE
Trial

Date

Prompts

American flag (I
0
spy with my little
eye something that
represents our
country. It is has
red and white
stripes on it)

Accuracy

Success

Trial

Date

Prompts

Accuracy

Success

Telephone (I spy
with my little eye a
miniature version
of something you
can talk into. It is
pink)

candle (I spy with


0
my little out
something that you
blow out on your
birthday)

frog (I spy with my


little eye,
something green
and hops around)

Total Percentage= ___100%________


*Plug into IEP DATA SHEET
Video Lesson Plan Reflection
Chelsey Laurito
9/11/2014

Reflection

Today was my video lesson and I thought I was prepared enough. I wrote out the
lesson plan and tried to base it off of last lesson. Last lesson, I worked with Alexei on
visual efficiency skills such as systematic searching/scanning top to bottom and left to
right. He struggled with this activity last time with only 37% accuracy. He seemed to
really enjoy the board but the searching skills was something new to him. He really
needs this skill because during his pretest, he jumped around and it was not efficient at
all.
Today, I had him search for four different items left to right and four items top to
bottom. At the beginning of the lesson, i wanted to check and see if he remembered
what we worked on our last lesson. Alexei gave me a good description of our previous

lesson, which impressed me. He did a lot better this time and was not prompted as
much. I had him follow his figure while scanning because he tends to lose his place
when he just uses his vision. This method seems to work well unless he starts looking
ahead of his finger, which is something he does often. Now that Im reflecting, to avoid
this issues i could have take a sheet of paper and covered the line below the one he is
following. This sheet would have to be quite large though, and it may get in the way.
Material wise, I thought the lesson went well. This week, I tried to prepare myself
as much as possible for this lesson incase anything would go wrong. Mrs. Beatty
suggested using her IPAD to video record the lesson and I felt confident there would be
no technical issues. Unfortunately, I was wrong and we had several technical
difficulties. Midway through the lesson the IPAD stopped working. We switched over to
Mrs. Beattys work phone but then she ran out of data. So our last resort was to use my
phone which made it to the end of the lesson. This was only one mishap that happened
during the lesson. The second mishap was the need for a bathroom break. Taking
breaks and being observant on the students behavior is extremely important which is
something I found out today. I noticed my student losing concentration and we had to
pause the lesson. Alexei had to use the restroom! When he came back from the
restroom, he was a new student. His concentration was better and he was not dancing
around. It was hard to tell what was going on during the lesson. He kept bending down
and I thought it was to see the bottom of the board better but I was wrong. Now I
understand why it is important to provide short breaks for certain students!! Mrs. Beatty
and I are going to try and clip the videos together so it is easier to watch. I guess this
will be an assistive technology lesson for me!

Even though we had some issues, I feel like the lesson went decently well for
only being the fourth week. I know there is still a lot more to learn and am eager to
compare my skills now to how they will be the end of the semester. For example,
always having a back up plan incase things go wrong such as technology failure!

Appendix J
Visual Disabilities Program
Video Taped Lesson Self-Evaluation Form

Name: Chelsey Laurito

Date: _____9/12/2014_________________________

Directions:
1.

Arrange to videotape a student for whom you have prepared a lesson.

2.

Reread your lesson plan and watch the video tape of you and the student.

3.

Complete this form evaluating your teaching strengths and areas to work on.

4.

Submit the lesson plan, video, and this form to the University Supervisor.

Please rate yourself on the following behaviors. Note that these behaviors are taken directly
from the evaluation form your cooperating teacher completes at the end of your placement.
5
Outstanding

4
Above
Average

3
Average

2
Below
Average

1
Not Applicable

3 2 1

Uses assessment data to plan instruction.

3 2 1

Specifies criteria for mastery of short term objectives.

4 3 2 1

Leads group discussion

3 2 1

Selects materials appropriate for blind learner.

4
4

3 2 1

Selects materials appropriate for low vision learner.

4 3 2 1

Uses materials appropriate for task or activity.

Uses materials appropriate for achievement level of student(s).

5
5

4 3 2 1

Improvises materials when necessary.

4 3 2 1

Prepares and assembles instructional materials prior to class.

5 4

3 2 1

2 1

4 3 2 1

Anticipates possible problems/questions and plans for handling them.


Paces and varies instruction appropriately.

5
5
5
5

5
5

4 3 2 1

Adjusts plans, activities, pace, as necessary.

4 3 2 1

Breaks instructional sequence into appropriate steps.

4
4

3 2 1

Shapes desired behavior by using prompts, models, non-verbal clues.

3 2 1

Identifies and uses a variety of appropriate reinforcers.

4 3 2 1

Establishes a pleasant and non-threatening atmosphere in the classroom.

4 3 2 1

Pinpoints student behaviors to be strengthened/weakened.

Self- Determination
Student: Mikhail
Objectives:
Given an assignment, Mikhail will create a powerpoint on the implications of his
visual impairment, his needs, and other chosen additional information no more
than 2 verbal prompts.
Materials
Powerpoint
Internet
Eye dictionary
Additional research sources chosen by the student
Introduction to the lesson
I will review the importance of advocating for ones self
I will discuss what we are doing today
I will discuss the importance of this assignment
Presentation of content
I will Give Mikhail a list of items I expect to be on the powerpoint include the
following :
Overall description of blind, visually impaired, low vision etc. (terms
associated)
His specific Visual Impairment
description of visual impairment
Implications of visual impairment in the classroom
Adaptations and modifications (his needs)
Myths related to individuals with visual impairment
One other individual with the same visual impairment and a description
of their success
Mikhail will set up the powerpoint including the information above.
Mikhail will choose any additional information to include on the powerpoint.
I will assist if needed throughout the research process. Mikhail will complete the
powerpoint assignment.
He will present the powerpoint to me and my supervising teacher. I will tell him
to save the assignment so that in the future he could send this to his teachers.
The following goal will be worked on throughout the lesson
Given an assignment, Mikhail will create a powerpoint on the implications
of his visual impairment, his needs, and other chosen additional
information no more than 2 verbal prompts.

Independent but guided if needed.


Practice and Feedback
Guided
Mikhail will be guided through the research and importance of self advocacy if
needed. In the future, he will be given several opportunities to advocate for himself
and will be prompted to if needed.
Independent
Mikhail will independently complete the assignment and present the material to us.
Judicious
Mikhail can use this powerpoint to advocate for himself in school, work, or
volunteer situations when needed. This is a good document to have that may assist
with his needs and will help others understand.
Summary of the Lesson
We will review his powerpoint and work
I will discuss the importance one more time related to advocating ones self
We will discuss possibly giving this powerpoint to his IEP team and other
teachers.
Evaluation of the lesson
Given an assignment, Mikhail will create a powerpoint on the implications of his
visual impairment, his needs, and other chosen additional information no more
than 2 verbal prompts.

Trial 1

Date

IEP meeting

9/15

Prompts

Succesful
0 yes
Spoke about visual
impairment,
accommodations.
implications, and
behavior. Reviewed
material with entire
team and took
charge of the
meeting.

Trial 1

Date

Presentation

10/1

Prompts

Succesful
1 Yes
He created a
powerpoint
including all the
information asked of
him and more that
he chose to share.
He created it so that
others would
understand his
visual impairment
and needs in simple
terms. While
presenting, he stood
professionally and
spoke clearly. He
explained his
powerpoint well!

O&M

10/19

0 Asked for
assistance on the
bus
Yes

White Cane Day

10/14

1 Completed a White
cane day activity to
spread awareness
and advocate for
himself. He
completed this
activity and shared
it with others
throughout the
school
Yes