The fraction unit plan was based on my students' needs.

All students inside of my

mathematics class, qualify for an individualized education plan, under the Individuals with

Disabilities Act. The student's exceptionalities can range from emotional disorders, learning

disabilities, to an intellectual disability. The instruction was based on my own research. My

research included reviewing students files, standardized test scores, and classroom observations.

All of my students have IEP goals relating to multi-step word problems and adding and

subtracting fractions with uncommon denominators. The fractions unit plan was designed to

meet the needs of all of the students in my classroom.

Students in the special education setting require a lot of attention and additional

accommodations and or modifications to their specially designed instruction, compared to the

general education curriculum. My planning and teaching style is very student centered. While

taking both of these things into consideration, my planning requires more thought and planning

to meet the needs of all students. Curriculum in special education requires accommodations and

modifications to ensure all students are making adequate progress towards their IEP goals and

academic standards.

In my mathematics classes, I have 8 students all at various academic, executive

functioning levels, and a variety of behavioral needs. All of my students are in 7th grade,

however they are learning roughly at a fourth grade level. Students' academic levels range from

beginning of fourth grade to end of fifth grade, maybe beginning of sixth grade. For each class, I

have four students total and I teach two math classes total. With 4 students total in each

mathematics class, this means it is in a small group setting. Due to both of my classes being such

a small setting, I am able to increase the amount of support for students, and provide additional
accommodations and modifications as necessary. By doing this, students are able to maximize

their learning potential and demonstrate their best work.

There were multiple accommodations and modifications I made throughout the unit plan.

For example, I created a fractions bulletin board to reflect the concepts we learned throughout

the unit. The posters for the bulletin board, I printed extra copies of everything, so every student

had fraction resource papers available. Each concept outlined each step and included example

questions. Another accommodation I created for students is an index card that has common

words used in word problems. Students had access to all of these materials and resources

throughout the entire unit plan. Another example of a modification created for this unit is one of

my students needing all of their quizzes or tests to be written on large graph paper. This student

has needs with hand dexterity, so their penmanship is often difficult to read. However, by using

larger graph paper, it gives the student confined spaces to where they can write more easily.

Whereas, on blank white paper, it can be difficult for them to write on the paper. Often they will

re-write over their previous work which can be more difficult to re-read.

I began the fractions unit plan on January 11th and the unit plan ended on March 15th.

Due to this unit being over an extended period of time, there was reteaching of lessons planned

implemented throughout the unit. I taught lessons one, two, and three, within the first few weeks

of starting the unit. Students struggled with the multistep process of addition and subtraction of

fractions with uncommon denominators. I spent an additional three to four class periods, to

reinforce the concepts already taught. Each lesson was spaced out due to other concepts or

re-teaching previously taught materials. Lessons four and five were taught towards the middle or

after the assessment was completed. I used Google Slides to assist in tracking the entire unit

plan. All students have access to the Google Slides to check their progress and assignments they
might have missed if they were absent. Another issue that was prevalent throughout the course

was snow days. When students were missing multiple days due to snow, students were forgetting

concepts more. My students have proven they have a hard time recalling and remembering

information, however with the snowdays, this increased these issues.

There are a few things I would have changed to improve student progress. Some of the

things I would have done differently, is limiting the amount of time taken on certain concepts.

For example, I would take multiple classes to teach or reteach concepts. Whereas, I wish I would

have given them additional support in class, and set them up to complete some of their work at

home. This unit I feel as though it was too long and students began to forget concepts taught at

the beginning of the unit. I began to believe that it was my teaching that was the issue. However,

upon realization, my teaching was clear, direct, and with given resources, students can be

successful on their own. Students might have just had a hard time recalling previous information.