Instructional Program

Name of student(s): Student B Initiator(s): J Clark Who will manage program? J Clark & the cooperating teacher

Context for instruction:

Location: 6th grade Special Education Classroom Time: Social Studies Instruction; Tuesdays and Thursdays 12:15 p.m. 1:40 p.m. Materials: writing utensils, Map, Prometheus, worksheet, textbook Other Learners Present: 2 other students in the classroom; Students all require different levels of assistance; therefore instruction is performed on a group level by the classroom teacher as well as myself. Instructor: J Clark facilitating instructional program; Cooperating teacher assisting students throughout instruction.

Program Objective:
When given a blank map assessment, Student B will correctly identify and fill in all 10 locations with 100% accuracy for 3/3 probe trials.

Generalization:
To facilitate generalization, I will present the student with the information not only via a blank map projected onto the Promethean Board, but also by pulling down the world map and asking the student to point out where the locations are. I will incorporate a world map on each weekly assessment, which will require the student to circle the area on the map where weve been studying. This way, I will know that they understand the information beyond just the chapters context.

Rationale:
Identifying locations on a map is a skill that will benefit the student not only in social studies, but in day-to-day life as well. Having knowledge about different locations and points of interest will improve the students overall sense of direction. The ability to read a map and remember significant places is a crucial skill for students to master. Additionally, the cooperating teacher has identified this skill as significant in achieving curriculum goals.

Assessment Procedures:
This program will use formative assessments to evaluate the information students have learned and retained. They will be extracted from the reviews, which are located at the end of every section. Assessments will be administered once the entire chapter and all of its sections have been covered in class.

Assessment Schedule:
Once instruction has begun, formative assessments will be administered at the end of each week (Friday) during Social Studies class. Assessments will be conducted at the beginning of the class period. The instructor should continue assessing until criterion for mastery (as outlined in the programs objective) is met. If performance falls below the criterion level at the end of this program, methods and strategies should be reevaluated and tailored to the individual needs of the student.

Instructional Procedures:
Instruction will occur twice weekly every Tuesday and Thursday from 12:15 to 1:40 p.m. Direct instructional lessons will be provided in the form of mini-lessons, going through at least one section within a chapter of the social studies textbook per day. On the days in which probe trials are scheduled, instruction will resume during the following Social Studies class. Example: Day of Instruction Section(s) Being Covered Day 1 Chapter 5 Introduction Day 2 Chapter 5 Sections 1 & 2 Day 3 Chapter 5 Sections 3 & 4 Day 4 Chapter 5 Section 5 & Review Day 5 Test This program will be implemented using the Most-to-Least Intrusive Prompting Hierarchy. The Most-to-Least Intrusive Prompting Hierarchy will have four main steps that are tailored for this instructional program. They are: 1. Model Immediately after cue for step (i.e. initial cue such as Lets fill in the locations on this map, or completion of the previous step), the instructor will complete the step to ensure correct completion while saying what that step is (i.e. writing in the Nile River while saying This is where the Nile River is located, so Im writing it here.) The teacher then explains a few basic key points about the location to enhance student comprehension/retention of the information (i.e. The Nile River was a main source of fertile land for Ancient Egyptians.) Procedure: Turn on Promethean Board On the internet, pull up a blank map of the location being covered Read aloud the chapter introduction, including the section on the map and what it shows Prompt students to glance over at the map and ask if theyre familiar with any of the locations Read aloud a location that is written on the map

Using a stylus, fill in this location on the blank map that is shown on the Prometheus Board Explain basic information about the location (i.e. This is a river, It is on the Northern part of the country) Repeat the last three steps until all locations have been filled out

**Use this most intrusive prompt level for the first day. Then move on to the next prompt in the hierarchy** 2. Point Prompt Immediately after the cue (i.e. Today we are going to fill in the locations of this map, or completion of the previous step), the instructor provides a pointing/verbal prompt (i.e. Student B, please come up to the board and fill out where Thebes should go, while pointing at the correct location on the map). If the student completes the step correctly within 15 seconds of prompt, record a tally in the correct column on the data sheet and then provide verbal praise (i.e. Nice job, Thats correct, thank you!) Then, move on to the next location on the map. If the student begins to fill the first letter of an incorrect location on the map (i.e. where they should have written Illinois, they write the letter F first, which is n ot correct), they will be prompted with a zero second time delay of the correct answer (i.e. Student B, that location should actually be Illinois) As Student B performs the step correctly, record a tally on the data sheet in its designated column and provide verbal praise (i.e. Great job, that location is Illinois.) Procedure: Turn on Promethean Board Pull up the blank map of the location being covered Verbally prompt students to take their textbook out and flip to correct page (with map on it) Briefly (within 2 or 3 sentences) explain to students what they will be expected to do Point at a blank location on the map and say its name Call on a student to come up to the board to fill in its location Describe basic information on this location (like in the first day of instruction) Repeat last three steps until all locations are filled in **Use this step for the second day of instruction. Then, move on to the next prompt in the hierarchy** 3. Indirect Verbal Prompt Immediately after the cue (i.e. initial cue of completion of previous step), the instructor provides an indirect verbal prompt (i.e. Im looking for the Nile River Who can help show me where the Nile River should go on this map?)

If the student correctly fills in the locations name within 15 seconds, record a tally on the data sheet underneath column correct answer and provide verbal praise (i.e. Well done, youve found the Nile!) If the student begins to fill the first letter of an incorrect location on the map (i.e. where they should have written Illinois, they write the letter F first, which is not correct), they will be prompted with a zero second time delay of the correct answer (i.e. Student B, that location should actually be Illinois) As Student B, performs the step correctly, record a tally on the data sheet under column incorrect answer and provide specific verbal praise (i.e. Excellent job, Illinois is the location in that position on the map.)

Procedure: Turn on Promethean Board Pull up the blank map of the location being covered Verbally prompt students to take their textbook out and flip to correct page (with map on it) Begin calling students to the board to fill in locations (i.e. Student B, please come up to the board and show me where the Nile River should go) Ask the student what they know/remember about that location (i.e. Student B, what have we learned about the Nile River? Why is it important?) Repeat the last two steps with all students in the classroom until the map is completely filled in **Use this prompt on day 3. Then, move on to the next prompt within the hierarchy** 4. Independent Practice The instructor hands out a sheet of paper with the blank map theyve been studying. Students will then have to independently fill in the locations on the map, as well as any other items covered during the lesson (cardinal directions, map key, etc.) The instructor provides verbal directions (i.e. Im handing out a blank map now, exactly like the one weve been studying in class the past several days. You will need to fill in each location on your own. You may also use the textbook.) Procedure: Individually hand out one sheet of paper (which should have the same blank map theyve been studying) Verbally remind them to put their name on the top of the sheet Read the directions (Fill in each location on the map using your textbook) Tell them they need to have this done within 15 minutes Once they are done, show the map on the Prometheus Board with all of the correct answers filled in Tell them to check and make sure all of theirs are right, correcting any that are wrong with a red pen Collect worksheets and check for students level of accuracy

**Use this step on the last day of instruction. Then, move on to assessment procedures**

Reinforcement:
This program will utilize positive reinforcement in the form of verbal praises such as thats correct and great job! when the student fills out the correct item/location on the map (during steps 2 and 3 of the Most-to-Least Prompting Hierarchy.) The type of verbal praise will be varied (i.e. Nice job, Well done, Thats correct) to ensure that reinforcements arent robotic. Because the student being targeted in this program has shown beneficial progress as a result of positive reinforcement, it will not be faded during steps 2 and 3 of instruction. Rather, it will be administered on a consistent level. During the Model step of instruction (Step 1), the teacher will be simply demonstrating the correct way of filling out the map in addition to basic information on the location and there will not be an opportunity for students to answer a question right or wrong. Therefore, reinforcement will not be utilized during this step. Similarly, for the fourth step of instruction (Independent Practice), students will not have the opportunity to verbally answer a question; therefore positive reinforcement will only be given when it is observed that they are diligently working (i.e. if a student is observed making appropriate progress, the instructor says, Good work, I like the way you are working really hard on this assignment.) Refer to Instructional Procedures.

Maintenance:
Strategies: Maintenance will be facilitated through the use of review activities (provided within the textbook) at the end of each unit. Once the review activity is completed, a cumulative unit test containing all of the information covered within not only within this specific instructional program, but also everything else theyve learned throughout the quarter will be administered. This will occur at the end of the quarter (9th week of school.) Monitoring: As students proceed with their regular curriculum, map skills will continue to be an area of focus during Social Studies lessons as well as other school subjects. Students will be asked about different components of a map they should have learned in this program (compass, key, etc.) Positive reinforcements will be faded as the frequency of correct answers to these comprehension questions increases. Based on their responses to the verbal questions and results on the cumulative unit tests, the effectiveness of this instructional program can be accurately determined.

Blank Graph (to be used for tracking progress in assessment results)

Instructional Program B
# of locations correct (out of 10) 10 9 8 7 6 5 4 3 2 1 0 Probe Trial 1 Probe Trial 2 Probe Trial 3 Trial Dates Probe Trial 4

Blank Chart (to be used for documenting number of correct answers/errors during each step of instruction)
Correct answers (tally) Step 2 (Point) Step 3 (Indirect Verbal) Step 4 (Independent Practice) Incorrect answers (tally) Total correct/total opportunities to answer

Skill Sequence
Understanding basic map information such as what a map represents *Identifying locations discussed in the chapter in addition to specific targeted components of a map Applying map skills in any context, including locations being covered in other chapters and real life situations

* indicates skill targeted by instructional program

Research Rationale:
http://web.ebscohost.com.proxy2.library.illinois.edu/ehost/detail?sid=3457084a-b8fe4c00-9448ecae283264e2%40sessionmgr111&vid=16&hid=112&bdata=JnNpdGU9ZWhvc3QtbGl2 ZQ%3d%3d#db=eft&AN=507548115 This article discusses how integrating maps into a lesson plan has been proven to positively effect/increase encoding and retrieval in students. The reasoning behind this is that the graphics and stimulus identification of a map provide an interpretive context for students to refer to when reading a passage. Their study concluded that the use of thematic maps (thematic meaning related to content in the passage) results in higher retention of related factual information. The information within this article enhances the purpose of my instructional program, as I will be focusing on map skills. http://web.ebscohost.com.proxy2.library.illinois.edu/ehost/detail?sid=3457084a-b8fe4c00-9448ecae283264e2%40sessionmgr111&vid=18&hid=112&bdata=JnNpdGU9ZWhvc3QtbGl2 ZQ%3d%3d#db=eric&AN=EJ419179 This article expresses the significance in teaching place vocabulary during Social Studies lesson plans. It discusses how studies have shown that students do not have adequate geography knowledge. To find the source of this issue, they studied the content within three social studies textbooks (of different grade levels.) They found that not only did these textbooks have minimal maps for visual representation, but also as each grade level increased (1,2,3,4), so did the number of place vocabulary terms within the chapters. The authors of this article concluded that strategies such as drilling students on place names, teaching them an entire unit on map concepts and skills, and integrating maps into a game can facilitate adequate understanding of the content. This article supports my instructional program, as I need to consider what ways students learn place names and map skills the best.