I am a new special education teacher who just took over a 6th grade Sped position in both inclusion and resource. I don't have any teaching experience and will begin my teaching certification program toward the end of May. I'm finding it difficult to create language arts and math lesson plans as I'm not sure what students have been working on all year as they have had subs for quite awhile and the level of each student differs.

With my 6th grade special ed students in math, we have been working on 2 digit by 1 digit multiplication problems. I've asked this before, but I'm still unclear. Should I continue with these problems or move on to 2 digit by 2 digit? Should we take a 'break' from multiplication problems and start on something new such as division, fractions, money, or even rounding? It's difficult to make these decisions since the students are all on different levels with different IEP goals. How long should I stick with a concept before moving on to something new?

I'm looking over the website math-aids.com that has printable worksheets on many different concepts. Should I choose a few of these and start 'teaching' or reintroducing the concepts?

I'm on spring break this week and don't really have any lesson plans or ideas of what to do starting next week. I'm looking for the 'best' or 'right' thing to do as I want to help the students as much as possible with the concepts or tasks they are struggling with. I'm also unsure of what to do with the language arts students as well.

I need some suggestions and helpful information. I just started this position two weeks ago and sometimes I feel like I'm drowning. Help!!!

Hello,
Instruction should be driven by their IEP goals. For example, all of my students have calc and/or math reasoning goals and my instruction is that only. Things like fractions, decimals, etc DOES get addressed but the majority of my instruction is the four operations and solving word problems.

You can begin with giving pre-assessments and planning on giving post assessments that are the exact same test. You can use grade level assessments to see where each student is functioning. Also, review your evaluation data for each student. Look at where they are as far as percentile rankings and you will have a better idea of their abilities as well. Also, don't be afraid to incorporate some fun surveys like Multiple Intelligences surveys, true colors personality test surveys, and learning styles surveys. These help you to get a better grasp on implementing differentiation for your kiddos. Also, there talk to the gen. ed. teachers and attempt to develop the best relationship possible as many of them have probably been working with the kids and can help you as well. I am including some links to free assessment sites and online practice places you can set up for your students. They will provide you with additional data and give you baselines regarding student grade levels. Freckle is a site that is online practice for students that give immediate results. All content areas are presented here and it is from grade k-9. Common Core standards are present in all lessons. Easycbm is a site that students can also work online. This particular site gives more norm-referenced/standardized tests in reading and math. Readworks is a great site for students to practice reading comprehension and vocabulary as well as written responses. It's great because if your students struggle with reading, the text can be read to them. Finally, noredink focuses on grammar and writing. I hope this helps you and please respond should you need more explanation.

Creating lesson plans based on students IEP goals makes sense, but it seems difficult when the goals are all different. Should I start with one task or concept that will help some students ans then move to another task that will help others? I'm trying to figure out the best way to do this and it's hard.

Should I do this for both LA and Math?

Here are questions I have relating to examples with my students:
For example, one student's IEP says they will correctly answer 2 digit by 2 digit multiplication problems with three or less verbal prompts in 4/5 opportunities. The other student's IEPs state they will correctly answer 2 digit by 1 digit multiplication problems. The one student is the only one needing extra help with 2 digit by 2 digit. Some students IEP goals also include accuracy when solving subtraction problems with regrouping. When the students first come into the classroom for resource, they work on multiplication problems I put up on the board for bell work. I don't think it would be appropriate to write a few 2 digit by 2 digit for the one student and tell the others to work on 2 digit by 1 digit instead. Since 2 digit by 1 digit is a goal for the others, I'm assuming it's best to focus on that goal for them. Should I move on and teach 2 digit by 2 digit for all students or switch to subtraction with regrouping? What is the best way to handle this?
For writing, the goals say students should write two well formed paragraphs with correct sentence structure, spelling, punctuation. When I gave students a prompt (a few times already), they only wrote two sentences with multiple errors. I understand this is difficult for students and they often ‘give up’ or ‘freeze up’ and don’t want to write anymore. How can I focus on this goal or help improve it if I am only getting two sentences from students?
I’m really, really wanting to focus on students’ IEP goals as much as I can, but I’m finding it difficult with the variety of goals and levels for each student. Please give me any suggestions, tips, or help relating to this.

Last edited by musicmeg222; 03-23-2019 at 09:51 AM..

I see! So, the way I used to tackle addressing individual goals and progress is by creating individual student binders. Each binder had a section based on their goals. For example, if a student had a math goal for calculation and another for application, those would be separated by tabs. I also had the students record their own data by date, title, and goal number. Each of the binders was checked weekly and assessed bi-weekly or monthly depending on the students' needs. You can also add the surveys as a section as well. I also included a student input form for when students had their annual or reevaluation IEPs. I would say search for data trackers, surveys, and visit some of the websites I posted. Hopefully, that helps you. Reach out if you need more assistance.

I really like the binder idea you provided. I only have 8 students on my caseload, so I wouldn't have too many binders and they would help me keep track of everything. This morning, I created a document and typed all of the students goals for reading, writing, and math into a document, so I will have them all together in front of me. It's much easier than referring to each of their individual IEPs. I will definitely try this binder idea.

Do you have any tips or suggestions for instruction? I want to focus on the student's goals, but it's different since they are at various levels. Should I continue writing multiplication problems on the board for them to copy down and solve? Should I include 2 digit by 2 digit for one student's IEP goals and have the other students only working on 2 digit by 1 digit? That doesn't seem appropriate, but it's difficult with the different levels. I've also used a few worksheets with everyone working on 2 digit by 1 digit multiplication problems. Should I continue with worksheets?

And what about reading/writing? The last week before spring break, the students and I read a story and they answered comprehension questions by writing in their notebooks. They also wrote about the story. This seemed effective except that I wanted each student to take turns reading, so that I could get a better understanding of their reading abilities, but it was hard to get everyone to read. Most of the students didn't want to read aloud (probably because of their difficulty with word recognition and being able to read).

Spring break is over and school resumes on Monday. I still don't have any lesson plans for either language arts or math. I'm supposed to meet with my mentor again soon who will help me with this, but I haven't heard anything yet. I better contact her. I need some help! I'm not sure what to do regarding lesson planning or instruction.

In my district a resource teacher must teach the same content has the regular education teachers. I am about a week behind them. You must find out what your district requires.

Check out the websites I provided to you. There are fluency assessments, reading comprehension assessments, and daily practice. This will help you target more of their goals. Also, carve out time to attend to what they are doing in gen. ed. as well. You can inbox me directly. I have much more to share.