Will Boone

V –

Will is a third year special education teacher who has several roles with eligible Grade 9 students.  He co-teaches a biology class, directly teaches an adaptive biology class, and has academic assist periods during the day to focus on study skills and executive functioning.  He has a diverse caseload of students who have highly individualized needs.

Although the school has access to 95% programs, they are not commonly used.  Will plans to address how that program and its assessments are used when he meets with the team this afternoon. He has a set curriculum for the adaptive biology course.

E –

Problem of Practice and Challenges:

We discussed the importance of providing age appropriate resources and learning outcomes for adolescents.  Will shared that some of the data located on IEPS is inconsistent with his observations of skill development.  Will is working on strategies to motivate students and support far transfer of learning from academic assist to content classes along with efforts to gain more accurate measures of skill development.   He stressed that vocabulary development is an important area that he wants to address through this coursework and possible goal setting.

Course Progress

Will has not yet addressed the course modules.  He has worked on the Quadrant assignment specifically using Fastbridge data.  We discussed the need to find additional data sources (such as the IEP PLOP baseline data) to provide a well-rounded picture of students’ literacy needs.  Will will begin to work on Module 2 this week and Module 3 next week.  We reviewed the module requirements on the course website.

C –

We discussed the student goal attainment course requirement.  Will indicated that he might develop a vocabulary goal to support student learning in the biology content area.  He may consider other options once he reviews his Quadrant data and IEP Present Levels of Performance baseline data.

Current Draft Goal Expectations

Will will develop a draft student learning goal to finalize during our next coaching session with consideration of the following:

1. Based on student need.
2. Identify specific students to include in the goal based on skill goals on their IEPS.
3. Decide what instruments to use to measure growth.
4. Identify instructional strategies you plan to use.
5. Formulate a draft goal for our next meeting and determine how to measure baseline and final goal attainment level.