Instructional Program

Name of student(s): Student A Initiator(s): J Clark Who will manage program? J Clark & the cooperating teacher

Context for instruction:

Location: 6th Grade Special Education Classroom Time: Social Studies Instruction; Tuesdays and Thursdays 12:15 p.m. 1:40 p.m. Materials: writing utensils, Promethean Board, worksheet, assessment Other Learners Present: 2 other students in the classroom; Students all require different levels of assistance; therefore instruction is performed on a group level by the classroom teacher as well as myself. Instructor: J Clark facilitating instructional program; Cooperating teacher assisting students throughout instruction when necessary.

Program Objective:
When given a chapter vocabulary assessment that includes a word bank and 20 fill in the blank questions, Student A will correctly answer all 20/20 of those questions for 3/3 probe trials.

Generalization:
To facilitate the generalization of the vocabulary words, students will be frequently asked to use the word in a sentence. During other subjects instruction time (reading, English, etc.) students will be encouraged to use words theyve learned in their writings. The generalization strategies implemented in this program will be deemed effective if the results of them are cohesive with students performance on chapter assessments. If students are not retaining the vocabulary words, they will not be able to use it in other subjects and in different contexts.

Rationale:
Vocabulary comprehension is an essential skill across all subjects. Students need this skill in order to acquire new information; therefore specifically focusing on it will be beneficial for not only social studies, but also the other classes she is in. Additionally, the cooperating teacher has identified this skill as an area of focus for the targeted student.

Assessment Procedures:
This program will use formative assessments to evaluate the vocabulary words students have mastered. They will be extracted from the reviews, which are located at the end of every section of the textbook. These reviews contain at least 10 fill-in-

the blank questions relating to the sections vocabulary. Assessments will also be administered once the entire chapter and all of its sections have been covered in class.

Assessment Schedule:
During baseline, the student will be assessed twice weekly during resource class (MWFs from 12:15 to 1:40 p.m.) Baseline data should take approximately four days in order to gather accurate data. Assessments should be administered according to the specific procedures outlines in the informal assessment assignment. Once adequate data has been gathered, instruction can begin. Once instruction has begun, formative assessments will be administered at the end of each week (Friday) during Social Studies class. Assessment will be conducted at the beginning of the class period. The instructor should continue assessing until criterion for mastery (outlined in the programs objective) is met. If performance falls below the criterion level at the end of this program, methods and strategies should be reevaluated and tailored to the individual needs of the student.

Instructional Procedures:
Instruction will occur twice weekly every Tuesday and Thursday from 12:15 to 1:40 p.m. Direct instructional lessons will be provided in the form of mini-lessons, going through at least one section within a chapter of the social studies textbook per day. On the days in which probe trials are scheduled, instruction will resume during the following Social Studies class. Example: Day of Instruction Day 1 Day 2 Day 3 Day 4 Day 5 Section(s) Being Covered Chapter 5 Introduction Chapter 5 Sections 1 & 2 Chapter 5 Sections 3 & 4 Chapter 5 Section 5 & Review Test

This program will be implemented using the Time Delay Prompting Strategy: 1. Zero second delay Immediately upon cue/Sd for step (verbal cue to begin task: The vocabulary word is terrace, or completion of previous step), use full verbal prompt to complete the step correctly (i.e. Write down the word terrace in the first blank of your handout. T-E-R-R-A-C-E Terrace is a raised flat platform usually located within a garden. Terrace.) As Student A correctly completes this step, record a on her data sheet. Procedure:

Pass out fill-in-the-blank handout for the assigned section Verbally prompt students: Please take out your textbook and turn to page 187; its time for Social Studies. Time delay of 10 seconds, then if students still have not started the last step, additional verbal prompting will occur: Student A, you should be turning to page 187 in the Social Studies textbook. Once students are all on the correct page, begin lesson by giving a brief (2-3 sentence) introduction of the topic. Begin reading aloud starting at the first paragraph in the section. Continue reading the text, pausing when necessary to elaborate/simplify concepts within the text Stop when a bolded vocabulary term is reached. Begin prompting strategy as mentioned above (The vocabulary word is terrace) Continue on, reading the text within the section and repeating the past three steps

**Use zero second delay for 10 consecutive trials, then drop to 5 second delay on the next trial (day two)** 2. Five second time delay After cue/Sd for the step (i.e. what word means to steal or rob someone of their riches?), wait five seconds. If Student A responds correctly before the latency time is over, record a on the data sheet and provide specific verbal praise as positive reinforcement (i.e. Great job, you knew that word was loot!) If Student A responds with an error before latency time is over, tell her she is incorrect and provide error correction to ensure correct completion of the step (i.e. Say Thats not quite right, lets look back in the text to see what the right answer, while walking over to her desk and turning to the page of the textbook containing the word. Next, point at the correct word. Say, What is the word?) Then, the instructor reads aloud the definition again, repeating the word after. Record an X on the data sheet. If Student A makes no response before the latency time is over, use a full verbal prompt to assist her in completing the step correctly (i.e. The correct answer is loot. Loot is a term to describe when someone steals or robs another person of their riches.) Record a - on the data sheet. Proceed through the remainder of the section, utilizing these procedures.

Teach at a 5 second delay level for 10 consecutive trials. Then move to a 3 second delay for 5 consecutive trials. Use a 2 second delay level until criterion for mastering the skill is met.

Reinforcement:
This program will utilize positive reinforcement in the form of verbal praises when the student correctly identifies a vocabulary word. Verbal praise will be varied (i.e. Nice job, Well done, Thats correct) to ensure that reinforcements arent robotic. Because the student being targeted in this program has shown beneficial progress as a result of positive reinforcement, it will not be faded throughout instruction. Rather, it will be administered on a consistent level until the end of instruction. Refer to Instructional Procedures.

Maintenance:
Strategies: Maintenance will be facilitated through the use of review activities (provided within the textbook) at the end of each chapter. Once the review activity is completed, a cumulative unit test containing all of the vocabulary words covered within this specific instructional program as well as all other lessons covered during the quarter will be administered. This will occur at the end of the quarter (9th week of school.) Monitoring: As students proceed with their regular curriculum, vocabulary words will continue to be an area of focus during Social Studies lessons as well as other school subjects. Students will be asked spontaneously at least once a week to recall specific vocabulary words from the Social Studies unit. Based on the accuracy of their responses and results on the cumulative unit tests, the effectiveness of this instructional program will be accurately determined.

Blank Graph (to be used for tracking progress in assessment results)

Instructional Program A
# of vocab words correct (out of 10) 10 9 8 7 6 5 4 3 2 1 0 Probe Trial 1 Probe Trial 2 Probe Trial 3 Trial Dates Probe Trial 4

Blank Chart (to be used for documenting number of correct answers/errors during each step of instruction)
Correct responses ( ) 0 second delay 5 second delay 3 second delay 2 second delay Incorrect responses (X) No responses (-) Total correct out of total opportunities

Skill Sequence
*Understanding vocabulary words within a Social Studies lesson Using content-specific vocabulary in a natural conversation

Decoding words

Indicates area targeted by instructional program

Research Rationale
http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=bde9d16a-6fa04a80-8b04-0b1c2356c0fc%40sessionmgr110&vid=5&hid=121 The skill being targeted in this instructional program is vocabulary comprehension in Social Studies class. This article supports my program as it discusses the efficacy of read-alouds in relation to improve students comprehension. Another strategy it highlights is the use of pauses during instruction to reflect on whats just been read and go through that thought process with students. This is especially important for vocabulary terms because students may not know the word the first time they hear it in a sentence, therefore making it a necessity to pause and talk a little more about that word. http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=bde9d16a-6fa0-4a808b04-0b1c2356c0fc%40sessionmgr110&vid=7&hid=121 This article discusses comprehension difficulties for students with learning disabilities, making it highly relevant to my instructional program. It places an emphasis on differentiating instruction to meet the individual needs of learners. I found this information to be valuable when considering any modifications and accommodations I may have to make for each of my students.