SPED-

443:Practicum
Lauren Adams
Meeting Cooperating
Teacher
Mandy Lodmel-Cooperative Teacher
Fred Assam Elementary School-Brandon Valley
School District
3rd Grade
Brooklyn
IEP-Area of Concentration
Measurable Annual Goal-Money: When shown
coins, Brooklyn will identify a quarter, dime,
nickel, penny and state their values with 100%
accuracy in 3 out of 3 trials.
Measurable Annual Goal-Math: When given
multiplication facts 0-9, Brooklyn will complete
the facts with 90% accuracy inNeeds:
Math 2 out of 3 trials.
Basic multiplication facts
Math Strengths:
Addition & subtraction with
Basic addition & subtraction
regrouping
facts
Fractions
Adding & subtracting
Decimals
multidigit number w/o
Rounding
regrouping
Money-identifying coins and
Reads & writes 3 digit
their values
numbers
Telling time
BIP Information
Brooklyn lack of attention impedes her ability to
complete her work in a timely fashion, obtain
skills taught in a large group setting and
understand directions to proceed with an
assignment. The following strategies work will to
assess Brooklyn in her areas of need:
Positive reward in resource room and general
classroom behavior program
Allow Brooklyn to go to the resource
room/separate setting to complete her work
Ask Brooklyn to restate the skill taught in the
lesson or the direction given
Modify assignments
Free time to do an activity of choice.
Parent & Student Contact
My cooperative teacher suggested with
conferences being so close to the time we started
the practicum that I write a small letter to
Brooklyns mom explaining who I am and that I
would be working with Brooklyn on her money.
Mrs. Lodmel gave her mom the letter at
conferences and she was glad that Brooklyn
would be getting extra help during school working
on counting and identifying money.
I met Brooklyn and explained who I was and what
we would be working on
We bounded on just getting new puppies and
wearing glasses.
She seemed excited to work with me!
Informal Timed
Assessment
Informal Math Probes- Grades 3,4
Identify a Penny and its value
Identify a Nickel and its value
Identify a Dime and its value
Identify a Quarter and its value
Identify a specific value of coins presented
Five Nickels= 20 Cents
Two Dimes, one Nickel, three Pennies= 28 Cents
One Nickel, one Dime, two Pennies= 17 Cents
Jenny as 45 cents. The chocolate bar she wants to buy
is 85 cents, how much more money does Jenny need?
Chris has 50 cents. Wendy has 45 cents. How much
money do they have together?
A total of 10 questions with four minutes to
complete.
Graphed Progress: 4 Minutes
Trials

2nd Attempt
1st Attempt
Graph Continued
1st Attempt: Brooklyn was
unable to finished the
informal assessment before
the time was up. She had
trouble identifying the coins
and their values.

2nd Attempt: Brooklyn was

able to finish the assessment
in the allotted 4 minutes. She
took a little more time on
question 5 slowing her down;
she then finished the rest of
the assessment.
Goal & 1 Lesson st

Short term goal: When shown coins, Brooklyn will

identify a quarter, dime, nickel, penny and state
their values with 100% accuracy in 3 out of 3
trials.
In the first lesson I had Brooklyn complete four
Money Mazes: Penny, Nickel, Dime, and Quarter.
This helped her get acquainted with the front and
back on the coins.
She had a lot of fun with this activity and she was
able to accurately complete the maze without
much instruction.
(Money Maze Activity found on Weebly)
2 nd
Lesson
The second lesson we worked more on
identification of each coin and their value singular
and combied. Brooklyn would struggle with
getting a Nickel and a Quarter mixed up and their
values.
She completed a money puzzle activity where she
had to match the coins with one another, she also
had match matching values of coins with one
another.
We ended with a game called Dont Break the
Bank, as she spun and collected more coins, I had
to add them as she went. Once she would break
the bank she would start over and keep a total of
money in her bank.
3rd Lesson
In the third lesson we worked on combined values
of coins.
She was given two worksheets where she had to
draw a line from a coins to the appropriate value.
She was able to complete this activity with little
help, there were a few questions where she got
the Nickel and Quarter mixed up.
4 Lesson
th

Lesson 4 was a little

more advanced,
Brooklyn had to
identify values
including coins and $1,
$5, and $10.
We worked through
them together and she
was able to
successfully total up all
of the values.
5 Lesson
th

Finally for the 5th activity Brooklyn worked on

problem solving questions involving money.
Example;
There are four coins. They total 60 cents, what
coins do I have?
I have three coins. They total 27 cents, what coins
do I have?
I have five coins. They total 95 cents, what coins do
I have?
When we first started working together I brought
Brooklyn real coins so that she could use them
throughout our lessons, she was able to use those
coins to accurately answer the problems solving
questions.
Summary
Brooklyn made extreme amounts of progress. Mrs. Lodmel
told me that she had a lot of fun working with me and that
she noticed and assessed that Brooklyn had made a lot of
progress on identifying coins, their values, and totaled
values. When we first started she wasnt able to accurately
identify each coin, at the end she was able to identify each
coin, their values, and totaled amounts.
Brooklyn was able to finish the informal assessment in under
four minutes while getting each question correct.
She was really great to work with and she always tried her
hardest with me.
Mrs. Lodmel was wonderful, she gave me pointers, input, and
feedback so I was able to successfully help Brooklyn with her
money.
Mrs. Lodmel was going to send out a progress report to
Brooklyns mom, including the progress she made with her
money and her multiplication tables.