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Curriculum Assessment and Base Line Data

September 7, 2015
ELE 5130 Section 001
Mackenzie MacDormott
Patricia Doyle

Assignment 2

Student 1
Karen Helm is 14-year old student at grade level 9. She is a student with an
educational diagnosis of Cognitive Impairment (340.1705) and a
corresponding IQ score of 58 on her most recent Psychological Evaluation.
Karen has Williams Syndrome. She has sensitive hearing and distinctive
facial features related to Williams Syndrome. Karen has many strengths. She
is very social, has great verbal skills, and is very determined to do well in
school. However, Karen needs work with some of her fine motor and skills
and her reading and math comprehension. Karen requires short phrases
paired with symbols to help learn new academic material. She can both write
answers out and verbalize when necessary. Karens reinforcement is social
interactions with staff.

Student 2
De-Angelo Ruckus is a 14-year old student at grade level 9. He is a student
with an educational diagnosis of Cognitive Impairment (340.1705) and a
corresponding IQ score of 68 on his most recent Psychological Evaluation.
De-Angelo has Traumatic Brain Injury that was caused by a car accident
when he was 9-years old. He does have absence seizures and can be
forgetful. He takes Ethosuximide (Zarontin) for his absence seizures at home.
De-Angelo is a very sweet boy. He is athletic and always has a good story to
tell. He does not always want to do his work and needs directions repeated
to him multiple times throughout the day because he just cannot remember.
He requires short phrases when reading and can vocalize hi answers with
verbal prompting. De-Angelos prefers social interactions with staff as his
reinforcement.

Student 3
Beth Olson is a 15-year old student at grade level 9. She is a student with an
educational diagnosis of Cognitive Impairment (340.1705) and a
corresponding IQ score of 55 on her most recent Psychological Evaluation.
Beth has PPD-NOS with a mild cognitive impairment. Beth does not like to
look people in the eye and has trouble with comprehension and memory.
However, Beth loves horses. She can do most things independently and has
very few outbursts. Beth requires shorter phrases and pictures and can point
or write down answers. Beth prefers a verbal compliment as her
reinforcement.

Assignment 3

Setting
My classroom is a self-contained classroom for students with mild
cognitive impairments (340.1740) located in a local high school. While
students spend most of their day with me there is social inclusion with other
classmates of the same age. They each have a peer mentor for one hour of
the day that assist them in one subject course. They also are included in
general education elective courses. Lunch time for my students is inclusive
with the assistance from lunch aides.
There are 13 students in this classroom ranging from ages 14-years to
18 years. All students have an educational diagnosis of cognitively impaired
(340.1705). Scores of IQ tests range from 48-69 at the time of their most
recent multidisciplinary evaluations. The students corresponding grade
levels range from grades 9th to 12th.
Window

Silent

Blackboar

Door

Assignment 4

Student Schedules
Student 1: Karen
7:55am to
8:10am
8:10am to
8:15am
8:15am to
9:00am
9:00am to
9:05am
9:05am to
9:50am
9:50am to
9:55am
9:55am to
10:40am
10:40am to
10:45am
10:45am to
11:30am

11:30am to
11:35am
11:35am to
12:00pm
12:00pm to
12:05pm
12:05pm to
12:15pm
12:15pm to
1:05pm
1:05pm to
1:10pm
1:10pm to
1:55pm
1:55pm to
2:00pm
2:00pm to
2:45pm
2:45pm to

Student 2: DeAngelo
Breakfast

Student 4: Beth

English

English (Peer
Mentor)

English

Science

Science

Science

Choir

Gym

Gym

Adaptive Skills
with OT

Adaptive Skills
with memory
practice

Adaptive Skills
with social
interactions (Peer
Mentor)

Lunch

Lunch

Lunch

Read Aloud or
Silent Read
Math (Peer
Mentor)

Read Aloud or
Silent Read
Math

Read Aloud or
Silent Read
Math

Art

Woodshop

Art

Specific
Strategies and
Testing/ Leisure
Pack up/ Clean

Specific
Strategies and
Testing/ Leisure
Pack up/ Clean up

Specific Strategies
and Testing/
Leisure
Pack up/ Clean up

Breakfast

Breakfast

3:00pm

up

Schedules are a little different for each student. Their electives were chosen
based on the interests of each student and allows them to be included with
other students who do not have disabilities. I have also included a time for
them to learn new skills to use at home, in the community, or in the
classroom. This same time also allows me to test students when needed and
provides them with a nice mental break before cleaning up and going home.

Assignment 5

Assignment 5 Part 1
Content: Algebraic Expressions
Using: Common Core Essential Elements and Alternate Achievement
Descriptors for Mathematics
Common Core Standard: A-SSE.1. Interpret expressions that represent a
quantity in terms of its context.

Interpret parts of an expression, such as terms, factors, and


coefficients.
Interpret complicated expressions by viewing one or more of their
parts as a single entity. For example, interpret P(1+r)n as the product
of P and a factor not depending on P.

Common Core Essential Elements Standard: EEA-SSE.1. Match an algebraic


expression involving one operation to represent a given word expression with
an illustration.

Assignment 5 Part 2
EEA-SSE.1. Match an algebraic expression involving one operation to
represent a given word expression with an illustration.
1. When given a worksheet with 2 columns (one side will hold an
algebraic expression and the other will hold a number sentence), the
student will be able to pick out which one is an algebraic expression.
2. When given a worksheet with 2 columns (one side with a picture and
the other with an algebraic expression), the student will be able to
match the picture with the correct algebraic expression.
3. When given a worksheet, the student will able to select the correct
operation from a story problem.

Test 1: Pick the problem that represents an expression

1.

3x+ 2

2.

7a-2b=4

3x+2=6
52n

3.

2r+3b+4y

6+5=11

4.

6w-4w

2n= 10

5.

2n 3y

6x+b= 8

6.

3n 6= 20

2+6y+2w

7.

7n-3

ny=15

Test 2: Match the picture to its correct algebraic expression.

A. 6p+1n+1d

1.

B. 3b+3g

2.

C. 3s+4t

3.

D. 4b+4g

4.

E. 8b+1r

5.

Test 3:
Circle the operation being used in the story problem. Look at the
pictures to help.
1. Nancy has 5 balloons. She gives 3 away. What operation is being
used?

Addition

Subtraction

Multiplication

2. Daniel has 4 cookies and a friend gives him 2 more. What operation is
being used?

Daniels Cookies

Cookies given to Daniel by his friend.

Addition

Subtraction

Multiplication

3. An octopus has 8 legs, and Sam counted 3 of them in the tank. What
operation is being used?

Addition
Subtraction
Multiplication
4. Carol had 6 suckers and gave the teacher 2. What operation is being
used?

Addition

Subtraction

Multiplication

Test Item 1 (Karen and De-Angelo)


When given a worksheet with 2 columns (one side will hold an
algebraic expression and the other will hold a number sentence), the
student will be able to pick out which one is an algebraic expression.
Setting: During classroom instruction that is designated for
mathematics.
Materials: 3 worksheets with seven rows of problems on each, a pencil,
and scoring sheet (for teacher use only), timer.
Directions:
1. Give 7 rows of problems worksheet to student (the one without
pictures)
2. Ask student to point to the first row
3. Wait for student to point to the first row
4. Tell the student to Circle the one that is an algebraic expression
5. Show timer to student
6. Explain that he/she has 7 minutes to complete this worksheet
(until timer rings)
7. Set timer for 7 minutes
8. Wait for 7 minutes for the student to circle the one they think is
an algebraic expression
9. Collect sheet from student and verbally thank them for their hard
work
10.
Record student responses as + or for each problem
11.
Give a worksheet (with different problems) a minimum of 3
sessions but each on separate days.

Test Item 1 (Beth)


When given flashcards (14 of them), the student will be able to pick out
which one is an algebraic expression.
Setting: During classroom instruction that is designated for mathematics.

Materials: 3 sets of 14 flashcards ( 7 that have algebraic expressions and 7


that are just number sentences). A scoring sheet (for teacher use only).

Directions:
1.
2.
3.
4.
5.

Get flashcards in same order as worksheet


Hold up two flashcards
Ask student to point to the flashcards
Wait for student to point to flashcards
Tell student to Point to the flashcard that represents an algebraic
expression
6. Wait for 30 seconds for student to response by pointing.
7. If correct record a + on the scoring sheet and move on to the next two
flashcards
8. If incorrect record a on the scoring sheet and move onto the next
two flashcards
9. Once finished with all 7 sets of flashcards (2 shown each time) thank
student for their hard work
10.
Give assessment (matching the worksheets) a minimum of 3
sessions over 3 separate days.

Test Item 2 (Karen)


When given a worksheet with 2 columns (one side with a picture and the
other with an algebraic expression), the student will be able to match the
picture with the correct algebraic expression.
Setting: Classroom during Math Instruction
Materials: 3 Worksheet, timer
Directions:
1.
2.
3.
4.

Give student 2 column worksheet (worksheet with pictures)


Ask student to point to each column
Wait for student to point to each column
Tell student to Match the letter that goes to each picture (Student is
allowed to verbally give answer)
5. Show student timer
6. Explain that she has 1 minute to complete each problem (until the
timer rings)
7. Set timer for one minute
8. Wait for 1 minute for student to say a letter.
9. Record student responses as + or for that problem
10.
Repeat steps 7 through 10 for the next problems (continue until
worksheet is complete)
11.
Verbally thank her so her hard work
12.
Give a worksheet (with new pictures) a minimum of 3 sessions
over 3 separate days.

Test Item 2 (De-Angelo and Beth)


When given a worksheet with 2 columns (one side with a picture and the
other with an algebraic expression), the student will be able to match the
picture with the correct algebraic expression.
Setting: Classroom during math instruction
Materials: 3 worksheets, pencil, and timer
Directions:
1.
2.
3.
4.
5.
6.

Give 2 column worksheet to students (the one with the pictures on it)
Ask students to point to each column
Wait for students to point to each column
Tell students to Match the picture to the correct algebraic expression
Show the timer
Explain that they have 5 minutes to complete the worksheet (until
timer rings)
7. Set timer
8. Wait 5 minutes for the students to draw a line between each picture
and corresponding algebraic expression
9. Collect worksheets from students and acknowledge their hard work
10.
Record student responses as + or for each picture
11.
Give a worksheet (with new pictures) a minimum of 3 sessions
over 3 separate days.

Test Item 3 (Karen and Beth)


When given a worksheet, the student will able to select the correct operation
in the story problem.
Setting: Classroom during math instruction
Materials: 3 worksheets, pencil, and timer
Directions:
1.
2.
3.
4.

Give worksheet (has word problems on it)


Ask students to point to number one
Wait for students to point to number one
Tell students to Circle the correct operation that is being used in the
story problem
5. Show students the timer
6. Explain that they have 8 minutes to complete the worksheet. (Until
timer rings)
7. Set timer
8. Collect worksheet from students and thank them for their hard work
9. Record student responses as + or for each problem
10.
Give a worksheet (with new story problems) a minimum of 3
sessions over 3 separate days.

Test Item 3 (De-Angelo)


When given a worksheet, the student will able select the correct operation
being used the story problem.
Setting: Classroom during math instruction
Materials: Worksheet, pencil, timer, extra sheet of blank paper
Directions:
1.
2.
3.
4.
5.

Give student worksheet (one with story problems on it)


Ask student to point to look at number one
Wait for student to point to number one
Cover the rest of the problems, just focus on number one
Tell student to Circle the correct operation being used in the story
problem
6. Show the student the timer
7. Explain that they have 2 minutes to complete the first problem (until
timer rings)
8. Set timer
9. Wait 1 minutes for student to circle answer.
10.
Uncover next problem and repeat steps 6 through 9 until
worksheet is done.
11.
Collect worksheet and thank him for his hard work
12.
Record student responses as + or for each problem
13.
Give a worksheet (with new story problems) a minimum of 3
sessions over 3 separate days.

Karens Results
Test Item 1

1.
2.
3.
4.
5.
6.
7.

Session 1
Answer Correct
?
(+/-)
3x+2
52n
2r+3b
+4y
6w-4w
2n3y
2+6y+
2w
7n-3

Session 2
Answer
Correct?
(+/-)

Session 3
Answer
Correct?
(+/-)

1.

ny

1.

2.
3.

6p+1n+
1d
4n-3
4t-3n

2.
3.

2b+4
3b+3g

4.
5.
6.

8b-2y
2x+y
wx

4.
5.
6.

3x+2
8b-2y
6w-4w

+
-

7.

5t-3

7.

7n2

1.

Session 2
Answer
Correct
? (+/-)
A. 8f+2b
-

1.

2.

D.2r+3y

2.

3.

B.8c+2p

3.

4.

C.4b+3g

4.

5.

E.2w+3r
+4b

5.

Test Item 2

1.
2.
3.
4.
5.

Session 1
Answer Correct
? (+/-)
B.
3b+3g
E.
8b+1r
C.
3s+4t
D.
4b+4g
A.
6p+1n
+1d

Session 3
Answe Correct?
r
(+/-)
C.6y+
3g
D.6b+
4g
E.3q+
4d
A.3s+
2t
B.2a+
3g

Test Item 3
Answer

1. Subtractio
n

Correc
t?
(+/-)
-

Answer

1. Addition

Correc
t?
(+/-)
-

Answer

1
.

Multiplicati
on

Correct
? (+/-)
-

2. Addition

2. Addition

3. Multiplicati
on
4 Subtractio
n

3. Subtractio
n
4. Multiplicati
on

2
.
3
.
4
.

Subtractio
n
Subtractio
n
Addition

De-Angelos Results
Test Item 1

1.
2.
3.
4.
5.
6.
7.

Session 1
Answer Correct
?
(+/-)
3x+2
52n
2r+3b
+4y
6w-4w
2n3y
2+6y+
2w
7n-3

Session 2
Answer
Correct?
(+/-)

Session 3
Answer
Correct?
(+/-)

1.

ny

1.

2.
3.

6p+1n+
1d
4n-3
4t-3n

2.
3.

2b+4
3b+3g

4.
5.
6.

8b-2y
2x+y
wx

4.
5.
6.

3x+2
8b-2y
6w-4w

7.

5t-3

7.

7n2

1.

Session 2
Answer
Correct
? (+/-)
A. 8f+2b
-

1.

2.

D.2r+3y

2.

3.

B.8c+2p

3.

4.

C.4b+3g

4.

5.

E.2w+3r
+4b

5.

Test Item 2

1.
2.
3.
4.
5.

Session 1
Answer Correct
? (+/-)
B.
3b+3g
E.
8b+1r
C.
3s+4t
D.
4b+4g
A.
6p+1n
+1d

Session 3
Answe Correct?
r
(+/-)
C.6y+
3g
D.6b+
4g
E.3q+
4d
A.3s+
2t
B.2a+
3g

Test Item 3
Answer

1. Subtractio
n

Correc
t?
(+/-)
-

Answer

1. Addition

Correc
t?
(+/-)
-

Answer

1
.

Multiplicati
on

Correct
? (+/-)
+

2. Addition

2. Addition

3. Multiplicati
on
4 Subtractio
n

3. Subtractio
n
4. Multiplicati
on

2
.
3
.
4
.

Subtractio
n
Subtractio
n
Addition

Beths Results
Test Item 1

1.
2.
3.
4.
5.
6.
7.

Session 1
Answer Correct
?
(+/-)
3x+2
52n
2r+3b
+4y
6w-4w
2n3y
2+6y+
2w
7n-3

Session 2
Answer
Correct?
(+/-)

Session 3
Answer
Correct?
(+/-)

1.

ny

1.

2.
3.

6p+1n+
1d
4n-3
4t-3n

2.
3.

2b+4
3b+3g

+
-

4.
5.
6.

8b-2y
2x+y
wx

4.
5.
6.

3x+2
8b-2y
6w-4w

7.

5t-3

7.

7n2

1.

Session 2
Answer
Correct
? (+/-)
A. 8f+2b
-

1.

2.

D.2r+3y

2.

3.

B.8c+2p

3.

4.

C.4b+3g

4.

5.

E.2w+3r
+4b

5.

Test Item 2

1.
2.
3.
4.
5.

Session 1
Answer Correct
? (+/-)
B.
3b+3g
E.
8b+1r
C.
3s+4t
D.
4b+4g
A.
6p+1n
+1d

Session 3
Answe Correct?
r
(+/-)
C.6y+
3g
D.6b+
4g
E.3q+
4d
A.3s+
2t
B.2a+
3g

Test Item 3
Answer

1. Subtractio
n

Correc
t?
(+/-)
-

Answer

1. Addition

Correc
t?
(+/-)
-

Answer

1
.

Multiplicati
on

Correct
? (+/-)
-

2. Addition

2. Addition

3. Multiplicati
on
4 Subtractio
n

3. Subtractio
n
4. Multiplicati
on

2
.
3
.
4
.

Subtractio
n
Subtractio
n
Addition

Scoring Guide (For all Test Items)

Add + to each correct item on the test item scoring sheet.


Add up all the + divide it by the total number of problems on a test
item worksheet and then multiply it by 100 for the percentage correct.
Criterion for EEA-SSE.1. Match an algebraic expression involving one
operation to represent a given word expression with an illustration.
o 80%-100% : You decide that the student knows this
material/content.
o 66%-79%: Decide that this material/content can be improved
with simple practice within naturally occurring opportunities to
respond.
o <65%: Decide to teach the material/content.

Assignment 6

Assignment 7

Karen (Test Item 2)


Objective: During math instruction, Karen will independently say which
picture (e.g. 3 boys and 2 girls) and algebraic expression will match up on a
worksheet when given the task direction of "Match the lettered equation that
goes to each picture" at 80% criterion.
Setting: During math instruction.
Materials: 1 matching worksheet
Instructional Strategy: Error Correction
When Karens Turn.
1.
2.
3.
4.
5.
6.
7.
8.
9.

Present two column worksheet (worksheet with pictures)


Ask student to point to the first picture
Wait for student to point to the first picture
Ask student Which lettered equation matches this picture?
Wait 1 minute for student to verbally say a letter.
If independent correct, record +, reinforce verbal praise
Present next trial
If incorrect, record -, interrupt and say the correct answer
Continue until all trials presented in session are complete.

Karens Results

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Session 1
Answer
3b+3g
8b+1r
3s+4t
4b+4g
6p+1n
+1d
8f+2b
3q+4d
2a+3g
8c+2p
2r+3y
Total
5
%
50%

+
+
-

1.
2.
3.
4.
5.

6.
7.

+
+
+

8.
9.
10.

Session 2
Answer
8f+2b
2r+3y
8c+2p
4b+3g
2w+3r
+4b
3b+3g
3s+4t
3q+4d
5t+2s
2p+4s
Total 6
%
60%

+
+
-

1.
2.
3.
4.
5.

+
+

6.
7.

+
+

8.
9.
10.

Session 3
Answer
6y+3g
6b+4g
3q+4d
3s+2t
2a+3g
3b+3g
2w+3r
+4b
3s+4t
4b+4g
5t+2s
Total 8
%
80%

+
+
+
+
+
+
+
+

Karen was given three sessions with 10 trials each. In the beginning she was
still struggling but showed improvement. By the end of her third sessions
Karen was able to get an 80%. While this is the criterion in her objective 2
more sessions will be performed later in the year to see if she can keep the
80% criterion

De-Angelo (Test Item 3)


Objective: During math instruction, De-Angelo will be able to independently
circle the correct operation being used in a word sentence that is on a
worksheet with the written direction of "Which operation is being used?" at
90% criterion.
Setting: During math instruction
Materials: Worksheet, pencil, extra sheet of blank paper
Instructional Strategy: System of Least Prompts
Hierarchy

Level 1: Independently answers correctly


Level 2: Gives Gesture (Highlights key word)
Level 3: Gives Verbal prompt (e.g. Think about what that
highlighted word means)
Level 4: Gives Model Prompt (point to the correct operation

When its De-Angelos turn


1. Gives student worksheet and only have problem one showing (use the
blank sheet to cover)
2. Ask student to point to number one
3. Wait for student to point to number one
4. Ask Read problem one and do what it asks.
5. Wait 2 minutes for student to complete the first problem
6. If correct on first step, record + under I for independent, give verbal
praise and move on to next problem.
7. If incorrect on first step- interrupt and give level 2 gesture
8. If correct after gesture prompt, record a G for gesture and move on to
the next problem
9. If incorrect after the gesture prompt- interrupt and give level 3 verbal
prompt
10.
If correct after verbal prompt, record a V for verbal prompt and
move on to the next problem
11.
If incorrect after verbal prompt- interrupt and give level 4 model
prompt, record a M for model prompt and move on to the next problem

De-Angelos Result
Session 1

Session 2
I

1.
2.
3.
4.
5.
6.
7.
8.
9.
1
0.

Subtractio
n
Addition

P
M

Session 3
I

P
V

1.

Addition

2.

Addition

2.

Multiplicati
on
Subtractio
n
Subtractio
n
Subtractio
n
Addition

3.

Subtractio
n
Multiplicati
on
Subtractio
n
Addition

3.

4.

6.

7.

Multiplicati
on
Multiplicati
on
Addition

Multiplicati
on
8. Subtractio
n
9. Subtractio
n
10 Multiplicati
.
on
Total
7
%
70%

Total
5
%
50%

4.

5.

6.

7.

+
G

1.

5.

8.

9.

1
0.

Multiplicati
on
Subtractio
n
Subtractio
n
Addition
Multiplicati
on
Multiplicati
on
Addition
Subtractio
n
Addition
Multiplicati
on
Total
8
%
80%

I
+

G
+
+
+
+
+
G
+
+

De-Angelo was given three sessions with 10 trials each. By the third session
De-Angelo was successfully able to get 80% criterion. He does however need
work with identifying subtraction within a story problem.

Beth (Test Item 2)


Objection: During math instruction, Beth will independently draw a line from
a picture (e.g. 3 boys and 2 girls) to the correct algebraic expression when
given a worksheet and asked to "Match the picture to the correct algebraic
expression" at an 80% criterion.
Setting: During math instruction
Materials: Worksheet and pencil
Instructional Strategy: Error Correction
When Beths turn.
1.
2.
3.
4.
5.
6.
7.
8.
9.

Present two column worksheet (worksheet with pictures)


Ask student to point to the first picture
Wait for student to point to the first picture
Ask student Which letter matches this picture?
Wait 1 minute for student to draw a line from the picture to the letter.
If independent correct, record +, reinforce verbal praise
Present next trial
If incorrect, record -, interrupt and say the correct answer
Continue until all trials presented in session are complete.

Beths Result

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Session 1
Answer
3b+3g
8b+1r
3s+4t
4b+4g
6p+1n
+1d
8f+2b
3q+4d
2a+3g
8c+2p
2r+3y
Total
6
%
60%

+
+
+
-

1.
2.
3.
4.
5.

6.
7.

+
+
+

8.
9.
10.

Session 2
Answer
8f+2b
2r+3y
8c+2p
4b+3g
2w+3r
+4b
3b+3g
3s+4t
3q+4d
5t+2s
2p+4s
Total 6
%
60%

+
+
-

1.
2.
3.
4.
5.

+
+

6.
7.

+
+

8.
9.
10.

Session 3
Answer
6y+3g
6b+4g
3q+4d
3s+2t
2a+3g
3b+3g
2w+3r
+4b
3s+4t
4b+4g
5t+2s
Total 8
%
80%

+
+
+
+
+
+
+
+

Beth was given three sessions with 10 trials each. She did fairly well with
instruction and by the third session she reached 80% criterion.

Assignment 8

Generalization
1. Karen, Beth, and De-Angelo will be able to perform their objectives
when someone other than myself gives them the sessions.
2. De-Angelo will be able to perform his objective without the blank piece
of paper covering over the problems he hasnt done yet.
3. Karen, Beth, and De-Angelo will be able to perform their objectives in
different environments. For example, they can be tested in the hallway
or another room other than their math classroom.
4. Using examples that are outside the book. This will help so that
students dont rely on the textbook and they can work through
problems with me.
Maintenance
1. Karen, Beth, and De-Angelo will be able to perform their objectives with
constant (once every two months, after they have reach criterion)
checks throughout the year to see if they have remembered what they
have learned and to give them more practice.
Observational Learning
1. I will have Karen and Beth trying to achieve their objectives at the
same time, during a small group instruction. My hope with this (and the
reason why they are focusing on the same objective) is to get Beth to
be more vocal when answering her questions. Since Karen is very vocal
and loves to make friends, I thought Beth could benefit from the
instruction that Karen gets.

Incidental Learning
Incidental Information: A synonym is a word with similar or same meaning to
another word.
I picked this as the incidental learning because it is more of a reading thing
but also helps De-Angelo figure out what operation is being used. This is also
included in the book and will get reinforced during instruction. It is not the
main reason for teaching him about algebraic expressions.
Trial Example
Instructional Strategy: System of Least Prompts
Hierarchy

Level 1: Independently answers correctly


Level 2: Gives Gesture (Highlights key word)
Level 3: Gives Verbal prompt (e.g. Think about what that
highlighted word means)
Level 4: Gives Model Prompt (point to the correct operation)

When its De-Angelos turn


1. Give student worksheet and only have problem one showing (use the
blank sheet to cover)
2.
3.
4.
5.
6.

Ask student to point to number one


Wait for student to point to number one
Ask Read problem one and do what it asks.
Wait 2 minutes for student to complete the first problem
If correct on first step, record + under I for independent, give verbal
praise and move on to next problem.
7. If incorrect on first step- interrupt and give level 2 gesture
8. If correct after gesture prompt, record a G for gesture and move on to
the next problem
9. If incorrect after the gesture prompt- interrupt and give level 3 verbal
prompt
10.
If correct after verbal prompt, record a V for verbal prompt (e.g.
Think about what the highlighted word means, it is a synonym for
what operation?) and move on to the next problem
11.
If incorrect after verbal prompt- interrupt and give level 4 model
prompt, record a M for model prompt and say what that word is a
synonym for (e.g. Take away is a synonym for subtraction), then
move on to the next problem