Lesson Plan 3 413

Dakota State University
College of Education
SPED 413
LESSON PLAN FORMAT
**Be sure to reference the Lesson Plan Rubric for prompts and guidance for each section!**
SPED 413 Lesson Plan Expectation/Rubric -Separate Document
Below on this Page - Lesson Plan Expectations/Rubric
Loom Video going over the lesson plan rubric: https://www.loom.com/share/65c2eb0b0f104cada100aae100a4cc5b
Loom video on how to make a copy of a google document:

https://www.loom.com/share/73597b2811774245840572421635263b
Name: Jade Botello

Grade Level: 12 ( Student is a person supported in the community and is of adult age)
Skill: Pedestrian Safety Skills
Date: 4/3/2023
Time: 1:30 P.M
Reflection from prior lesson

● After completing a pedestrian safety skills assessment it was determined that VW was not sufficient in
all areas of pedestrian safety in order to walk unsupervised in the community, due to the assessment
results we have been going over pedestrian safety skills in the classroom. During previous lessons on
introducing traffic signals, I observed her struggling with identifying traffic signs. While some of her
peers are able to identify all traffic signs, she struggles with this skill. I have previously collected data
from the pedestrian safety skills assessment given on 2/8/2023 and a previous lesson on 3/24/23, and
3/29/2023 and they all indicate that she needs to strengthen her pedestrian safety skills in the areas of
being able to identify traffic/pedestrian signs. To address VW’s learning needs I will implement the
following possible solutions:
Provide her with additional support: I will provide support to VW during lessons by segmenting the
lesson into smaller parts.
Use Positive reinforcement: I will use positive reinforcement to encourage VW’s engagement with the
task within the lesson and her efforts to identify traffic signs. I will provide VW with specific and frequent
praise for her attempts. Phrases such as “ Way to go, VW! You’re really doing a great job!”
Implement behavior support strategies:
I will be providing VW with opportunities for breaks as needed to help her stay on task and help her to
maintain focus while she is working on the task.
By implementing these possible solutions, I hope to better support VW’s learning needs. I will continue
to collect data on her progress regarding her pedestrian safety skills and will adjust my instruction and
support strategies as needed for her academic/skills success.
Assessment Data:
Assessment Data
VW Assessment Data
Contextual Factors/ Learner Characteristics

● If the student is not feeling up to completing a task, it will take numerous redirections from the teacher
to keep the students on task.
● The student is able to vocalize their wants, needs and or dislikes.
● Once a routine is established, the students are good with following it.
● VW likes music and movies.
● VW can be very sociable if she is around people that she is comfortable with, however she is usually
quiet in social settings.
● VW has type 2 diabetes, fatty liver disease, and depression.
● There are no behavior concerns, on an occasional basis the student will exhibit refusal behaviors.
Refusal behavior occurs when the student is especially tired.
● VW will make noises when she is excited, and may scream.
● VW cries when she is frustrated.
● When VW becomes frustrated, teachers should give her a break. She likes to color so giving her a
coloring sheet color would assist in calming VW down, and will also encourage her to keep going
forward.
Lesson Goal(s) / Standards
● VW will increase her traffic sign knowledge and will identify them correctly.
Lesson Objective(s)
● When shown a pedestrian safety sign, the student will correctly identify the sign and will list off
what is expected out of them as a pedestrian when they see that sign in 10/10 opportunities.
Generalization Goal(s)
● To Increase VW’s knowledge of traffic signs to where she can independently identify them. Upon
completing this lesson, and mastering the skills of identifying traffic signs, she will be able to
independently identify traffic signs while out in the community. By being able to identify traffic signs
while out in the community, this will help keep her safe while being a pedestrian. The goal for this
lesson is to teach the student traffic signs to aid in her understanding of what each sign means and
what is expected from her as a pedestrian when that sign is being utilized. It is important to address
these signs because they are needed in order for VW to be a safe pedestrian.
Assessment- (the assessment should directly measure the objective)

● Teacher Observation:I will be looking to see if the student is able to correctly identify the traffic signs
that they are given throughout the lesson.
Classroom Discussion: Student and I will be discussing the traffic signs, and when they are used. We
will be discussing the ways that traffic signs keep us safe.
Traffic Sign Identifcation Assessment.
VW Traffic Sign Assessment
Data is also located up at the top.

Other professionals that will be involved on this student’s team and educational plan consist of their
case manager, other special education teachers, and the paraprofessionals that work with this student.
Consultation and collaboration should be with VW’s case manager and all individuals on her IEP team
to determine where she is regarding her pedestrian skills and if there are any other areas that need to
be addressed.
Materials Needed
● Two sets of laminated pictures of traffic signs.

● Names of traffic signs
● Construction Paper
● Scissors
● Glue and or tape.
● No computers are needed for this lesson plan.
Connection(s) to Research & Theory (what learning theory or research-based method supports your chosen
methodology or assessment?) Structured teaching. Involving creating a predictable, organized learning
environment for VW so it will help her feel more secure and will allow her to learn more effectively.
A. The Lesson
● Introduction (10 minutes)

○ getting attention: Good morning VW! Tanyan Yahi! Do you remember what that means? It means
that I am so glad that you are here with me today. If you are ready to learn, give me two high fives!
○ relating to past experience and/or knowledge: We have been going over pedestrian safety, and
reviewing traffic signs. We have been discussing when the traffic signs are used and what we need
to do when we see them. We are going to learn about traffic signs and how they can keep us safe.
Our “I can” statement is “I can be a safe pedestrian.” We know from last week that we know what a
stop sign is, so we will be focusing on the other signs that we weren’t able to identify.
○ creating a need to know: Today we are going to match, name and construct the signs that we are
learning about. Today we will be learning what these signs mean, and when the signs are used and
how they keep us safe.
○ sharing objective, in general terms: Today we are going to learn traffic signs so we can be safe
pedestrians.
● Content Delivery ( 30 minutes)

● Constant time delay.
Give attentional cue:
Okay, VW. Please look at this traffic sign.
Wait for attentional response:

VW looks at this traffic sign.
Delivers task direction.

We are going to match the traffic signs with their right labels. After matching the signs with their right labels,
we are going to cut out the shapes of the signs with construction paper and make our own copy of the sign.
This is when the teacher would wait for a response from the task direction. This is not VW’s first time going
over traffic signs, however it is the first time the teacher is implementing the CTD procedure. This would
indicate that there is a 0 second delay, however with the task direction it will take time for her to complete it.
The controlling prompt would be provided from the teacher. The controlling prompt would be “ Tell me what
sign this label is for, VW”and after completing the constructed sign she mad it would be “ Tell me what sign this
is VW”
The step after this would be to provide consequences.
If VW answers correctly, the reinforcement would be “Great job at identifying this sign VW”. The correction if
needed would be “ This is a pedestrian crossing sign, VW.”
Record Data.
An assessment sheet is included here to show how we will be recording data.
Provide information relating to the traffic sign and when they are used. Provide information as to how they can
keep us safe as pedestrians. Information will be typed out and put out for the day for the assessor.
We will then repeat but with another sign.


VW looks at this traffic sign.

We are going to match the traffic signs with their right labels. After matching the signs with their right labels, we
are going to cut out the shapes of the signs with construction paper and make our own copy of the sign.
sign this label is for, VW” and after completing the constructed sign she mad it would be “ Tell me what sign this
is VW”
needed would be “ This is a yield sign, VW.”
Record Data.


VW looks at the traffic sign.

We are going to match the traffic signs with their right labels. After matching the signs with their right labels, we
are going to cut out the shapes of the signs with construction paper and make our own copy of the sign.
This is when the teacher would wait for a response. This is not VW’s first time going over traffic signs, however
it is the first time the teacher is implementing the CTD procedure. This would indicate that there is a 0 second
delay, however with the task direction it will take time for her to complete it.
sign this label is for, VW” and after completing the constructed sign she mad it would be “ Tell me what sign this
is VW”
needed would be “ This is a push button to cross sign, VW.”
Record Data.
We would end the lesson here, as we are primarily focusing on the three signs that she is struggling to identify.
● Closure (Five minutes)
Today we learned about traffic signs/traffic signals and when they are used. We are working towards being
able to identify traffic signs.
B. Generalization/Maintenance Overall Plan (we will begin completing this part of the plan during the
Week 10: Chapters 9 and 10 in the Systematic Instruction textbook) you will put a link to them here.
They will only need to be completed once. In future lessons you can provide a link to the plan and
include a statement on how the current lesson assists with the overall generalization plan.
Chapter 9 Chapter 10
Materials that will be used to help promote generalization will consist of the following:
Laminated pictures of traffic signs.
Videos of traffic signs.
The environments that this student will be able to practice the skill of identifying traffic signs consist of the
following:
Resource room.
Home with siblings.
Family environment such as siblings house.
The community.
These environments will be incorporated into lessons as the environmental setting, as we want VW to be able
to successfully be able to identify traffic signs before going out in the community. We will complete lessons with
her at school, and will encourage the family to complete the very same lesson wit her at home so VW will have
generalization across people and environments as well.
VW will practice this skill with me, other special education teachers, her case manager, paraprofessionals, and
family members as well. If it takes VW three weeks to master this skill, she will be practicing with me one day,
another teacher the next, and so forth. The person she is working with will change. We will provide the
materials to bring home with her so she can practice with her siblings, and which will include sending home
any video links and or emailing videos to family.
Once VW has mastered this skill, the plan for maintenance is to provide her with ample opportunities to use
this skill, and while she is doing so we will reassess her. Once mastery is accomplished, we will reassess her
the following weeks:
One week after mastery.
Three weeks after mastery.
Six weeks after mastery.
Eight weeks after mastery.
Assessments will be done quarterly to ensure that skill retention is present.
Again, we will continue to provide VW with opportunities to identify traffic signs.

Data will be collected on the data sheet that I included above.
Data will be collected one week after VW has mastered this skill, three weeks after mastery, six weeks after
mastery, eight weeks after mastery. From that point forward, data will be collected quarterly.
C. Resources
SD Health Education Standards retrieved from:
https://doe.sd.gov/contentstandards/documents/SD-HealthEducationStandards-18.pd
Collins, B. C. (2021). Systematic Instruction for Students with Moderate and Severe Disabilities (2nd
ed.). Paul H Brookes Publishing Co, Inc. https://bookshelf.vitalsource.com/books/9781681254395
Based on the COE Lesson Plan Rubric for Level III’s and Student Teaching
Lesson Plan Rubric
Date:
Name & No: Jade Botello 3
04/03/2023
Grade/Subject: Health/Life Skills SPED 413
Exceed expectations: all requirements are elaborated upon; includes original or unique components;
high-quality professional work
Meets expectations: Meets all expectations as specified below
Emerging: Appears to understand, but responses are incomplete and/or incorrect in some way
Does Not Meet Expectations : Has not demonstrated an understanding of requirements
Lesson
Proficient Requirements Score
Component
Enter the score for each of the nine lesson components Scores can be decimal
parts of whole number
DSU Lesson Plan Proficient Requirements:
SPED 413 Additions/Requirements in RED.
Reflection from prior 1) What went well with the lesson? 0-Does Not Meet Expectations : Has not
lesson 2) After analysis of student errors, what new demonstrated an understanding of
Example insights do you have about your students? requirements
Reflections 3) If not all students met the objectives, what is
the new instructional plan? 1-Emerging: Appears to understand, but
4) What did you learn from this lesson, which will responses are incomplete and/or incorrect in
affect the next lesson? some way
5) Reflection contains data from the
assessment and uses the assessment 2-Meets all expectations as specified
data to plan the next lesson.
Contextual 1) Factors and characteristics of the
factors/learner class/student and environment
characteristics 2) Logistics: What environment is this lesson 0-Does Not Meet Expectations : Has not
taking place in and what impact does the
demonstrated an understanding of
environment have on the student and the
requirements
lesson.
3) Any medical concerns - how should they be
addressed if something should arise
4) Specific behaviors the student may display
AND a short plan of action on what will be
done if the behaviors are displayed by the
1-Emerging: Appears to understand, but
student.
responses are incomplete and/or incorrect in
5) Any assistive technology/medical devices
the student uses and plan of action if
some way
assistive technology/medical devices are not
functioning properly or are missing.
6) Anticipated challenges. Think about what
“may” go wrong and have a plan.
2-Meets all expectations as specified
Goals and 1) Goals of the lesson are clearly stated and 0-Does Not Meet Expectations : Has not
objectives aligned to aligned with standards demonstrated an understanding of
state standards 3) Goals and Objectives based on assessment requirements
of individual’s current level of performance
AND 2) Objectives being addressed are measurable 1-Emerging: Appears to understand, but
Generalization 4)Generalization objective: A clear and responses are incomplete and/or incorrect in
and/or specific statement of what the student is some way
Maintenance expected to learn or be able to do beyond the
Objective specific lesson, such as transferring the skill 2-Meets all expectations as specified
to new settings or activities.
Assessment 1) A specific method for monitoring and 0-Does Not Meet Expectations : Has not
evaluating instruction demonstrated an understanding of
2) For some types of assessment include cutoff requirements
scores
3) Assessment directly matches each objective in
order to measure student
knowledge/comprehension some way
4) A data collection tool was used for the 2- Some type of assessment is created or
purpose of recording data and individual included. Doesn’t measure what the lesson
learning resulting from lesson goals/objectives are.
3-Assessment measures the goals and

objectives. Is missing some key elements or
data collection components.
4-Data collection tool appropriate for the

lesson, collects statistical data that can be
scored and graphed. Chosen data collection
tool has correct components for its purpose.
5-all requirements are elaborated upon;

includes original or unique components;
Other 1) List all professionals that are likely to be a 0-Does Not Meet Expectations : Has not
Professionals part of this student’s IEP team. Highlight any demonstrated an understanding of
likely to be that should be consulted and/or collaborated
requirements
involved on this with regarding the skill being taught and/or
student’s team would be directly involved with this lesson
and educational plan. 1-Meets all expectations as specified
plan.
An appropriate and 1) Copies of materials (e.g., instructional tools, 0-Does Not Meet Expectations : Has not
organized selection independent work, comprehension questions, demonstrated an understanding of
of instructional vocab lists for content, book, etc.) 2) Takes into requirements
materials and consideration all of the technology components
equipment (e.g., software, # of computers)
some way
Connections to 1)What learning theory or research-based method 0-Does Not Meet Expectations : Has not
Research/Theory supports your chosen methodology or demonstrated an understanding of
assessment? requirements
(Please see link that will take you to some of
the researched methodologies commonly
used in the area of special education)
some way
Introduction Introduction components : 0-Does Not Meet Expectations : Has not

A. Getting attention demonstrated an understanding of
B. Relating to previous requirements
C. Creating a need to know
D. Sharing objective in general terms 1-Meets all expectations as specified
Content delivery 1) Specific instructional examples-including 0-Does Not Meet Expectations : Has not
prompts and verbal/external reinforcement that demonstrated an understanding of
will be used. requirements
Includes chart for 2) Prompts as to what student will do or say
appropriate (could be in chart)
systematic 3) Examples to be used (could be in chart) 1-Emerging: Appears to understand, but
instruction 4) Examples of questions to be used (could be in responses are incomplete and/or incorrect in
procedure being chart) some way
used from Chapter 5) Embedded technology as a natural part of the
3-Has some of the components, but they
7 or Chapter 8. instruction
6) An estimation of the time required for each part
don’t work well together or are not clear.
Example Chart of the lesson Teacher prompts/language, chart not
7) Enough details for a substitute teacher included or unclear.
8) All procedures of lesson clearly identified 3-Has majority of the components, but they
specific teacher wording given don’t work together well or are not clear,
especially for a substitute. Includes teacher
9) Correction procedures (process you will
prompts, language, correction procedures.
follow) for incorrect responses
10) Reinforcement for correct responses and
natural reinforcement plan.
5-all requirements are elaborated upon;
includes original or unique components;
Closure 1) Listens to students' summarizations 0-Does Not Meet Expectations : Has not
2) Provides comments about the lesson demonstrated an understanding of
3) Reinforces learning goal and objective requirements
Generalization 1) Specific activities and materials that will be
used to help the student transfer the skill 0-Does Not Meet Expectations : Has not
Considerations for or concept to other settings or activities. demonstrated an understanding of
a generalization 2) Specific strategies that will be used to help
requirements
plan. Not all will fit the student generalize the skill or concept,
into every lesson such as modeling, prompting, and fading.
3) Opportunities for the student to practice
plan, but 1-Emerging: Appears to understand, but
the skill or concept in a variety of settings
generalization
and activities, including those that are less responses are incomplete and/or incorrect in
should be
structured or less familiar. some way
considered in
4) A plan for collaborating with other
every lesson plan. professionals involved in the student's
education and communicating with the
student's family and other stakeholders
about the generalization plan and progress.
Adaptations and Lesson is already adapted due to the nature of

modifications for SPED 413 project.
students with 1) Relevant learner characteristics
special 2) Adaptations and modifications for students with
N/A
needs/Differentiated special needs
Instruction 3) Keep in mind instruction for learners exceeding
expectations, meeting expectations, emerging,
and not meeting expectations.
Total Score /25
Last edited
11/15/2022 MS
Comments: SPED 413
3/06/2023 SMS
Other Professionals that may be part of a student’s IEP team:
General Education teachers; Speech Therapist; Occupational Therapist; Physical Therapist;

Para-professionals; Adaptive Phy Ed Teachers; School Counselors; School Psychologist; Family; School
Nurse
Connections to Research/Theory Examples:
1. Applied Behavior Analysis (ABA): ABA is a research-based intervention that focuses on modifying behavior
through the use of reinforcement techniques. There are several models that fit under ABA;
2. Task Analysis: Task analysis involves breaking down complex skills into smaller, more manageable steps. This
method helps students with severe disabilities to acquire new skills and perform tasks independently.
3. Picture Exchange Communication System (PECS): PECS is a communication system that uses pictures and
symbols to help students with severe disabilities communicate their wants and needs.
4. Augmentative and Alternative Communication (AAC): AAC is an approach that involves the use of
communication devices and technologies to support communication for individuals with severe disabilities.
5. Multi-Sensory Instruction: Multi-sensory instruction involves engaging multiple senses in the learning process
to help students with severe disabilities better retain information and skills.
6. Peer-Mediated Instruction: This approach involves teaching peers how to support students with severe
disabilities in the classroom, promoting socialization and inclusion.
7. Structured Teaching: Structured teaching involves creating a predictable, organized learning environment that
can help students with severe disabilities feel more secure and learn more effectively.
8. Positive Behavior Support: Positive behavior support involves developing strategies to prevent and address
challenging behaviors while reinforcing positive behaviors.
9. Errorless Learning: Systematic instruction using response-prompting procedures that results in less incorrect
responses by learners because the opportunity to make errors is minimized by providing the level of assistance
needed to make correct responses.
10. Differentiated Instruction: Differentiated instruction involves adapting instruction to meet the diverse needs of
students with severe disabilities and individualizing instruction to better support learning.
11. Universal Design for Learning (UDL): UDL is an approach that focuses on creating inclusive learning
environments by providing multiple means of representation, expression, and engagement.
12. Video Modeling: This is an intervention strategy that involves watching videos of desired behaviors to help
individuals with severe disabilities learn new skills and behaviors.
13. Social Stories: This is a narrative intervention strategy that provides individuals with severe disabilities with a
description of a social situation and appropriate social behavior to facilitate their social understanding and skill
development.
14. Self-Management: This is an approach that teaches individuals to monitor and manage their own behavior
through the use of self-monitoring and self-reinforcement strategies.
15. Incidental Teaching: This is an approach that involves taking advantage of naturally occurring opportunities to
teach new skills or behaviors.
Applied Behavior Analysis (ABA) is a scientific and evidence-based approach to understanding and changing behavior.
There are several methodologies that fall under ABA. Here are just a few, but many above also fall under the ABA:
1. Discrete Trial Training (DTT): This is a structured and systematic approach to teaching new skills by breaking
them down into small, manageable parts and providing immediate reinforcement for correct responses.
2. Naturalistic Teaching: This is an approach that incorporates learning opportunities into everyday routines and
activities, capitalizing on the individual's interests and motivation.
3. Functional Communication Training (FCT): This is a strategy that aims to teach appropriate communication
skills to replace maladaptive or challenging behaviors.
4. Positive Behavior Support (PBS): This is a proactive and holistic approach to managing behavior that focuses
on identifying and addressing the underlying causes of challenging behavior.
5. Precision Teaching: This is an approach that involves frequent and repeated measurement of behavior to track
progress and adjust interventions as needed.
6. Verbal Behavior (VB): This is an approach that focuses on the functional communication of language, including
the use of language to request, label, and engage in social interactions.
7. Pivotal Response Training (PRT): This is an approach that focuses on teaching pivotal behaviors that are critical
for learning other skills, such as motivation, self-management, and social communication.
Sandi Muller-ChatGPT March 6, 2023; 2:45-3:03 pm Central Time
Also consider including the type of Response Prompting Type of Strategies.
Generalization Considerations:
A quality special education generalization plan should be included as a component of every lesson plan for
students with disabilities. The following are components of a quality special education generalization plan:
Generalization objective: A clear and specific statement of what the student is expected to learn or be able
to do beyond the specific lesson, such as transferring the skill to new settings or activities.
Materials and activities for generalization: Specific activities and materials that will be used to help the
student transfer the skill or concept to other settings or activities.
Instructional strategies for generalization: Specific strategies that will be used to help the student
generalize the skill or concept, such as modeling, prompting, and fading.
Opportunities for practice: Opportunities for the student to practice the skill or concept in a variety of
settings and activities, including those that are less structured or less familiar.
Data collection: A plan for collecting data on the student's progress in generalizing the skill or concept,
including what data will be collected, how often, and by whom.
Evaluation and modification: A plan for regularly evaluating the effectiveness of the generalization plan
and modifying it as needed based on data and feedback from the student, family, and other stakeholders.
Collaboration and communication: A plan for collaborating with other professionals involved in the
student's education and communicating with the student's family and other stakeholders about the
generalization plan and progress.
Reinforcement and feedback: A plan for providing positive reinforcement and feedback to the student for
generalizing the skill or concept, including specific strategies for providing feedback and reinforcement in
different settings and activities.
By including these components in a special education generalization plan, educators can help students with
disabilities transfer their learning to new settings and activities and promote their long-term success.
Sandi Muller and ChatGPT on March 6, 2023 3:35 PM
Generalization Goals Examples
1. Jake will be able to read sight words in different settings, including the classroom, the library,
and at home, with 80% accuracy.
2. Jake will be able to read sight words in different materials, including books, flashcards, and
worksheets, with 80% accuracy.
Strategies:
1. Practice in different settings: Jake will practice reading sight words in different settings,
including the classroom, the library, and at home, to promote generalization of skills across
different environments.
2. Practice in different materials: Jake will practice reading sight words in different materials,
including books, flashcards, and worksheets, to promote generalization of skills across
different materials.
Sandi Steinhoff-Muller Chat GPT March 6, 2023 7:03-7:15pm
Chart Example for Graduated Guidance:
Graduated Lesson Plan: Sample Lesson

Guidance Chart Writing Name Plan Chart based
from Chapter 7 on Graduated
Systematic Guidance
Instruction
Give attentional General or Attentional Cue Specific Cue Sandi, look at me.
cue. specific cue
Wait for General or Wait for attentional Specific Response Sandi looks at me.
response.
attentional specific
response. response
Deliver task Verbal, signed, Deliver Task Verbal Write your name.
Direction.
direction. or written
Provide physical Amount of Provide Physical Hand over hand. Hand over Hand
Prompt Hand Under wrist. prompt
prompt. physical
Hand under arm.
assistance Hand guiding
necessary for elbow.
correct response
Provide Reinforcement Provide Reinforce: “Great job writing

consequence. your name.”
consequence. or error
Bubbles.
correction; may 5 seconds bubbles.
add nontargeted Correction: “Hold the pencil”
information
Record data. Correct or Record Data Task analysis;

incorrect
response
Repeat. Session Repeat

continues for
designated
number of trials
or steps
Reflection from past lesson example:

During the previous lesson on writing names, I observed Sandi was struggling to write
her name with correct letter formation and orientation. While the other students were
able to write their names with ease, Sandi was having difficulty with this skill. I
collected data on her performance using a pre-assessment and a formative
assessment during the lesson. The data indicated that Sandi was only able to write
her name with 20% accuracy, which is significantly lower than the rest of the class.
In addition to struggling with writing her name, Sandi was also displaying some
challenging behaviors during the lesson. She was becoming frustrated and exhibiting
avoidance behaviors, such as turning away from the task and refusing to engage with
the materials.
To address Sandi's learning needs and behavior concerns, I will implement the
following possible solutions:
Provide additional support: I will provide additional support to Sandi during the lesson
by breaking down the task into smaller, more manageable parts, such as practicing
writing each letter separately before putting them together to write her name. I will
also provide Sandi with visual cues and prompts to help her remember the correct
formation and orientation of each letter.
Use positive reinforcement: I will use positive reinforcement to encourage Sandi's

engagement with the task and her efforts to write her name. I will provide specific and
frequent praise for her attempts, such as saying "Great job, Sandi! You're really trying
your best to write your name."
Implement behavior support strategies: I will implement behavior support strategies,

such as a visual schedule or a sensory tool, to help Sandi regulate her emotions and
remain engaged with the task. I will also provide opportunities for sensory breaks or
movement breaks as needed to help Sandi regulate her behavior and maintain focus.
Collaborate with parents: I will communicate with Sandi's parents to share her
progress and discuss strategies that can be used at home to support her learning and
behavior.
By implementing these possible solutions, I hope to better support Sandi's learning

needs and behavior concerns. I will continue to collect data on her progress and
adjust my instruction and behavior support strategies as needed.
Example 2:
During today's lesson on introducing fractions, I observed Sarah was struggling to

understand the concept of fractions. While her grade level peers are able to identify and
name fractions using visual models, Sarah was having difficulty with this skill. I collected
data on her performance using a pre-assessment and a formative assessment during the
lesson. The data indicated that Sarah was only able to identify and name fractions with 30%
accuracy, which is significantly lower than her peers.
To address Sarah's learning needs, I will implement the following possible solutions:
1. Provide additional support: I will provide additional support to Sarah during the lesson
by using visual aids, providing more examples, and checking for understanding more
frequently.
2. Adapt the lesson: I will adapt the lesson by using simpler visual models and providing
more scaffolding to help Sarah understand the concept.
3. Break the skill down: I will break the skill of identifying and naming fractions down into
smaller, more manageable parts, such as identifying the numerator and denominator
separately, before asking Sarah to put them together to name the fraction.
4. Use peer support: I will pair Sarah with a peer who has demonstrated strong
understanding of fractions and ask them to work together on a task that involves
identifying and naming fractions using visual models.
By implementing these possible solutions, I hope to better support Sarah's learning needs
and help her achieve success in understanding the concept of fractions. I will continue to
collect data on her progress and adjust my instruction as needed.
Sandi Steinhoff-Muller and ChatGPT, March 6, 2023 7:03-7:15

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Dakota State University

LESSON PLAN FORMAT

Loom video on how to make a copy of a google document:

Name: Jade Botello

Reflection from prior lesson

Implement behavior support strategies:

Contextual Factors/ Learner Characteristics

Lesson Goal(s) / Standards

Assessment- (the assessment should directly measure the objective)

Data is also located up at the top.

● Two sets of laminated pictures of traffic signs.

● Introduction (10 minutes)

● Content Delivery ( 30 minutes)

Wait for attentional response:

Delivers task direction.

We will then repeat but with another sign.

Give attentional cue:

Wait for attentional response:

Delivers task direction.

The step after this would be to provide consequences.

We will then repeat but with another sign.

Wait for attentional response:

Delivers task direction.

The step after this would be to provide consequences.

● Closure (Five minutes)

Assessments will be done quarterly to ensure that skill retention is present.

Again, we will continue to provide VW with opportunities to identify traffic signs.

Grade/Subject: Health/Life Skills SPED 413

Does Not Meet Expectations : Has not demonstrated an understanding of requirements

3-Assessment measures the goals and

4-Data collection tool appropriate for the

5-all requirements are elaborated upon;

2-Meets all expectations as specified

Introduction Introduction components : 0-Does Not Meet Expectations : Has not

Adaptations and Lesson is already adapted due to the nature of

Other Professionals that may be part of a student’s IEP team:

General Education teachers; Speech Therapist; Occupational Therapist; Physical Therapist;

Connections to Research/Theory Examples:

Sandi Muller-ChatGPT March 6, 2023; 2:45-3:03 pm Central Time

Also consider including the type of Response Prompting Type of Strategies.

Sandi Muller and ChatGPT on March 6, 2023 3:35 PM

Generalization Goals Examples

Sandi Steinhoff-Muller Chat GPT March 6, 2023 7:03-7:15pm

Chart Example for Graduated Guidance:

Graduated Lesson Plan: Sample Lesson

Provide Reinforcement Provide Reinforce: “Great job writing

Record data. Correct or Record Data Task analysis;

Repeat. Session Repeat

Reflection from past lesson example:

Use positive reinforcement: I will use positive reinforcement to encourage Sandi's

Implement behavior support strategies: I will implement behavior support strategies,

By implementing these possible solutions, I hope to better support Sandi's learning

During today's lesson on introducing fractions, I observed Sarah was struggling to

Sandi Steinhoff-Muller and ChatGPT, March 6, 2023 7:03-7:15

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