What makes an effective lesson plan? peer review and structured

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Select at least two lesson plans for the Week One Assignment submitted by classmates in the Doc Sharing tool.

Next, submit an initial post that, in no less than a paragraph for each lesson plan, provides the classmates with an evaluation of the effectiveness of their lesson plan for teaching students with mild to moderate disabilities. Justify your evaluation with at least one scholarly source. Consider the following questions based on the required reading for this section, specifically Chapter 6 (Cohen #038; Spenciner, 20013), and previous concepts learned in the MASE program.

  • How is the new learning aligned to the student’s present levels?
  • How does the lesson build on prior knowledge?
  • Identify the standards which are aligned to the lesson.
  • What makes this lesson engaging?




“Beginning when the child is age 14 (or younger, if appropriate), the IEP must address (within the applicable parts of the IEP) the courses he or she needs to take to reach his or her post-school goals. A statement of transition services needs must also be included in each of the child’s subsequent IEPs” (United States Department of Education, “”Archived: Guide to the Individualized Education Program,” n.d, para 17).  As part of the planning process, it is required that there be measurable post secondary goals based on age-appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills.

Based on the following guidance as found in the Individuals with Disabilities Education Act (IDEA) (2004), the rules for writing appropriate and measurable postsecondary IEP goals are listed below:

·    Focus must be:

o postsecondary education/postsecondary training;

o postsecondary employment; and

o where appropriate, independent living skills.

·    Activity occurs AFTER graduation, and it is clearly stated that the goal will occur after graduation.

·    Goals are measurable and can be observed and/or counted.

·    The expectation, or behavior, is explicit.

·    Goals are based on age appropriate transition assessment (assessment results included in present levels)

·    Identifies an outcome, not a process

Exles of post secondary goals might look

Figure 9.  Exle goals.  This chart provides exles of compliant goals and the justification for each. Source: Wellner, L. (2015). Compliant goal exles. Bridgepoint Education. CA. 

ESE 603 info


Contents of the IEP

According to the United States Department of Education, “”Archived: Guide to the Individualized Education Program,” n.d, para17) the IEP must include certain information about the child and the educational program designed to meet his or her unique needs. Briefly, this information is:

  • Current performance. The IEP must state how the child is currently doing in school (known as present levels of educational performance). This information usually comes from the evaluation results such as classroom tests and assignments, individual tests given to decide eligibility for services or during reevaluation, and observations made by parents, teachers, related service providers, and other school staff. The statement about “current performance” includes how the child’s disability affects his or her involvement and progress in the general curriculum.
  • Annual goals. These are goals that the child can reasonably accomplish in a year. The goals are broken down into short-term objectives or benchmarks. Goals may be academic, address social or behavioral needs, relate to physical needs, or address other educational needs. The goals must be measurable-meaning that it must be possible to measure whether the student has achieved the goals.
  • Special education and related services. The IEP must list the special education and related services to be provided to the child or on behalf of the child. This includes supplementary aids and services that the child needs. It also includes modifications (changes) to the program or supports for school personnel-such as training or professional development-that will be provided to assist the child.
  • Participation with nondisabled children. The IEP must explain the extent (if any) to which the child will not participate with nondisabled children in the regular class and other school activities.
  • Participation in state and district-wide tests. Most states and districts give achievement tests to children in certain grades or age groups. The IEP must state what modifications in the administration of these tests the child will need. If a test is not appropriate for the child, the IEP must state why the test is not appropriate and how the child will be tested instead.
  • Dates and places. The IEP must state when services will begin, how often they will be provided, where they will be provided, and how long they will last.
  • Transition service needs. Beginning when the child is age 14 (or younger, if appropriate), the IEP must address (within the applicable parts of the IEP) the courses he or she needs to take to reach his or her post-school goals. A statement of transition services needs must also be included in each of the child’s subsequent IEPs.
  • Needed transition services. Beginning when the child is age 16 (or younger, if appropriate), the IEP must state what transition services are needed to help the child prepare for leaving school.
  • Age of majority. Beginning at least one year before the child reaches the age of majority, the IEP must include a statement that the student has been told of any rights that will transfer to him or her at the age of majority. (This statement would be needed only in states that transfer rights at the age of majority.)
  • Measuring progress. The IEP must state how the child’s progress will be measured and how parents will be informed of that progress


Archived: Guide to the Individualized Education Program (Links to an external site.). (n.d.). Retrieved from http://www2.ed.gov/parents/needs/speced/iepguide/index.html#contents

Cook, B. G., #038; In Tankersley, M. (2012).Research-based practices in special education. Boston, MA: Pearson.

Osborne, A. G., #038; Russo, C. J. (2014).Special education and the law: A guide for practitioners (3rd ed.). Thousand Oaks, CA: Corwin Press.


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