[Audio] Introduction: "Today, we’ll be discussing the Individual Educational Program, commonly referred to as the Individual Educational Program. The Individual Educational Program is a critical document for students who qualify for special education services. It outlines the specific educational goals tailored to meet each student’s unique needs. The development of an Individual Educational Program is a collaborative process involving educators, parents, and sometimes the students themselves."
Purpose of the Individual Educational Program: "An Individual Educational Program provides a personalized approach to learning, ensuring that each student receives the necessary support to thrive in their educational environment. It includes customized goals, accommodations, modifications, and services that address the student's academic, social, and functional needs."
Accessing the Individual Educational Programs: "For those involved in supporting students, it’s essential to access and review their Individual Educational Programs regularly to ensure you are fully aware of each student's requirements and goals. Each Individual Educational Program is designed to be a living document that can be adjusted as the student's needs evolve over time."
Slide Text: You can find the Individual Educational Programs stored in the link below.
Link to Individual Educational Programs: "To help everyone stay aligned and ensure that we’re all using the most current information, Individual Educational Programs are stored in a shared link provided below. This central location allows easy access for the team to review and reference each student’s Individual Educational Program whenever needed. Make sure to use this link whenever you need to consult an Individual Educational Program document, as it’s important to have the latest updates."
Importance of Confidentiality: "While accessing these documents, remember that each Individual Educational Program is confidential. We need to respect the privacy of each student and handle these documents in accordance with ferpa guidelines. Only authorized personnel should access them, and they should be used strictly for educational planning purposes."
Encouragement to Review Individual Educational Programs: "I encourage everyone to take the time to read through the Individual Educational Programs for students you support. Understanding their goals, accommodations, and any modifications will not only help you provide the best support but also foster a more inclusive and responsive learning environment.". 

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You can find the Individual Educational Programs stored in the link below: https://drive.google.com/drive/folders/1wFTF5yfgR3t7LbhRpvzxtchZbFkgd3mM?usp=sharing

[Audio] Guidelines for Individual Educational Program Discussions and Communication
Speaking Notes:
Introduction: "On this slide, we’ll review some essential guidelines for handling discussions and communications regarding a student’s Individual Educational Program. These guidelines ensure that we maintain confidentiality, stay focused on actionable steps, and communicate appropriately with all stakeholders involved."
"You come to me directly"
"If you have questions, concerns, or need clarification about the Individual Educational Program or specific strategies, please reach out to me directly. This approach helps to ensure that you get accurate information and any support you need in a timely manner."
Contact Number 571-830-0-1-4-9
"I am providing my contact number so you can reach out to me whenever necessary during appropriate hours. Feel free to call if you have urgent questions that need immediate attention."
"Do not discuss the Individual Educational Program outside your lesson planning circle, especially not after work"
"To protect the privacy of the student and maintain a professional boundary, discussions about the Individual Educational Program should only take place within the designated lesson planning circle. Avoid discussing it in casual or non-professional settings, particularly outside of work hours."
"Don’t focus on the macro parts of the Individual Educational Program"
"Rather than emphasizing the broad or overarching components of the Individual Educational Program, it’s essential to concentrate on specific, smaller elements that directly impact daily instruction and targeted learning goals."
"Focus on the micro and nano parts of the Individual Educational Program goals"
"Individual Educational Programs are detailed and often contain various layers. When planning or implementing instructional strategies, focus on the fine details—the micro and nano parts of the goals. These small steps often translate into the most meaningful progress for the student."
"Do not discuss Individual Educational Program progress with parents directly"
"While it’s okay to inform parents about general skills their child is working on, avoid discussing specific Individual Educational Program goals or progress outside of formal Individual Educational Program meetings. We want to maintain a consistent, structured approach to progress reporting, which is best done in official meetings with all stakeholders present. This ensures parents receive a comprehensive overview and prevents miscommunication."
Individual Educational Program Meeting Protocol
"Remember, any discussion of specific Individual Educational Program goals should occur only in official Individual Educational Program meetings. These meetings are structured to include all relevant stakeholders—parents, teachers, specialists, and administrators—so everyone can provide input and stay aligned on the student’s progress and goals.". 

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You come to me directly 571-830-0149 Do not discuss the Individual Educational Program outside your lesson planning circle, especially not after work Don’t focus on the macro parts of the Individual Educational Program Focus on the micro and nano parts of the Individual Educational Program goals Do not discuss the Individual Educational Program progress with the parents. You can discuss the skill you taught, but not the goal you addressed. We discuss an Individual Educational Program goal in an Individual Educational Program meeting ONLY…and a parent must be officially invited to this meeting. An Individual Educational Program meeting is comprised of all stakeholders.

[Audio] Understanding Individual Educational Program Goals for Math, Reading, and Writing
Speaking Notes:
Introduction: "This slide provides an overview of how we approach setting and working toward Individual Educational Program goals, specifically in the areas of math, reading, and writing. It’s important to understand the structure and purpose behind these goals to effectively support students’ long-term growth."
Purpose of Individual Educational Program Goals
"Individual Educational Program goals are not meant to be quick fixes. They are crafted to span an entire academic year, allowing us to work gradually on each skill, supporting the student's development over time. This long-term focus is essential for building foundational skills that the student can carry forward."
Goal Structure
"Each Individual Educational Program goal targets a single, overarching skill. However, rather than addressing this goal in a broad sense, we break it down into smaller, manageable skills. These supporting skills are stepping stones toward achieving the larger goal. This structure allows us to tackle complex areas incrementally, making progress more achievable and measurable."
Instructional Approach
"In the classroom, we don’t aim to complete an Individual Educational Program goal in one lesson. Instead, each lesson zeroes in on one supporting skill. By focusing on these smaller steps, we gradually build toward the full goal over time. This approach is deliberate, ensuring that students have ample opportunity to master each component before moving on.". 

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Understanding Individual Educational Program Goals for Math, Reading, and Writing

Purpose of Individual Educational Program Goals: Individual Educational Program goals are designed to span a full academic year, focusing on long-term development. Goal Structure: Each Individual Educational Program goal targets one overarching skill, broken down into smaller, supporting skills. Instructional Approach: Rather than completing a goal in a single session, each lesson focuses on a supporting skill to build toward the full goal.

[Audio] Unpacking the Individual Educational Program Goal. Introduction to the Goal: "On this slide, we have an example of an Individual Educational Program goal: 'The student will independently solve long division problems with up to a three-digit dividend and a one-digit divisor, achieving 95% accuracy over five consecutive trials.' Let’s break this down to understand the components and the focus of the goal."
Skill Focus
"The main skill being targeted here is the ability to independently solve long division problems. This is a critical math skill, and by focusing on independence, we're aiming for the student to reach a level of proficiency where they can solve these problems without support."
Specificity of the Task
"The goal is precise: it specifies that the student will work with problems involving a three-digit dividend and a one-digit divisor. This level of detail is important because it clarifies the exact type of division the student is expected to master, avoiding any ambiguity about the expectations."
Accuracy Requirement
"To gauge mastery, this goal includes an accuracy standard—95%. This high accuracy rate indicates that we’re aiming for consistency and reliability in the student's performance, which is critical for skills like division that form the basis for more advanced math concepts."
Consistency Over Time
"Finally, the goal specifies 'five consecutive trials.' This means that the student must demonstrate their ability to meet the accuracy requirement not just once, but across multiple attempts, reinforcing that they have achieved true mastery rather than a one-time success.". 

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Individual Educational Program Goal: The student will independently solve long division problems with up to a three-digit dividend and a one-digit divisor, achieving 95% accuracy over five consecutive trials.

[Audio] Breaking Down the Individual Educational Program Goal by Aspect Content
Skill Focus: "The primary skill focus here is long division, specifically solving problems involving a three-digit dividend and a one-digit divisor."
Parameters: "The parameters set limits on the complexity of the task, allowing us to focus on developing specific skills without overloading the student."
Accuracy and Consistency Requirements: "The goal has a high accuracy requirement of 95%, which reflects the importance of precision in math. Additionally, the goal requires consistency—achieving this accuracy across five consecutive trials, reinforcing the idea that we’re aiming for reliable mastery, not just isolated success."
Cognitive Lift
Complexity of Skills: "Long division is a multi-step process that includes dividing, multiplying, subtracting, and bringing down. This goal challenges the student to remember and correctly apply each of these steps in sequence."
Conceptual Understanding: "Beyond just completing the steps, the student also needs a strong conceptual understanding of division, especially handling remainders. This deeper comprehension allows them to approach problems more flexibly and accurately."
Memory and Focus: "This goal also demands sustained attention and memory, as the student must track each step and avoid errors. Long division requires concentration across multiple calculations, making it both mentally and practically challenging."
Student Responsibility
Independence: "A key component of this goal is independence. The student is expected to solve these problems without assistance, which builds their confidence and prepares them for more complex tasks."
Consistent Accuracy: "The 95% accuracy requirement encourages the student to aim for a high standard in their work, emphasizing the importance of careful calculation."
Repeated Performance: "Finally, maintaining this accuracy over five trials stresses the importance of consistent performance. Achieving accuracy repeatedly ensures that the skill is truly mastered.". 

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Aspect
Content
Cognitive Lift
Student
Responsibility
Details
- Skill Focus: Long division
- Parameters: Up to three-digit dividend and one-digit divisor
- Accuracy Requirement: 95%
- Consistency: Five consecutive trials
- Complexity of Skills: Sequencing steps in long division (divide, multiply, subtract,
bring down)
- Conceptual Understanding: Mastery of division process and handling remainders
- Memory and Focus: Sustaining attention, tracking steps, and avoiding errors over
multiple calculations
- Independence: Solving problems without assistance
- Consistent Accuracy: Achieving 95% accuracy
- Repeated Performance: Maintaining accuracy over five trials

[Audio] Breaking Down the Goal into Supporting Skills Introduction: "Achieving the Individual Educational Program goal of solving long division problems with up to a three-digit dividend and a one-digit divisor is a complex process. To reach this goal, the student must develop a series of supporting skills that build on each other. Let’s walk through these supporting skills to understand the step-by-step learning journey."
Supporting Skill 1: Basic Division Concepts
"We start with the foundation—understanding basic division concepts. Before students can tackle long division, they need a solid grasp of what division means, including terms like dividend, divisor, and quotient."
Supporting Skill 2: Mastering Basic Division Facts
"Next, they need to master basic division facts. Knowing these facts by heart will make the long division process smoother, as they won’t be bogged down by simple calculations during more complex steps."
Supporting Skill 3: Place Value Understanding
"Place value plays a crucial role in division, especially when working with larger numbers. This skill helps students understand the significance of each digit in a number, which is essential for correctly aligning numbers during division."
Supporting Skill 4: Estimation Skills
"Estimation is an important skill that helps students predict how many times a divisor fits into a portion of the dividend. This step is essential in avoiding mistakes and making the process more efficient."
Supporting Skill 5: Long Division Process (No Remainders)
"Once students have these foundational skills, they move on to the long division process itself, starting with problems that have no remainders. This allows them to focus on the mechanics of long division without additional complexity."
Supporting Skill 6: Handling Remainders in Division
"After mastering division without remainders, the next step is handling remainders. This skill helps them complete division problems more accurately, as many real-world problems involve remainders."
Supporting Skill 7: Long Division with Three-Digit Dividends
"Finally, we bring it all together with long division involving three-digit dividends. This step incorporates everything they’ve learned, challenging them to apply each skill in solving more complex problems."
Conclusion: Building Mastery Through Repetition
"When you look at the entire goal, it actually requires seven instructional units just to cover these supporting skills. And it takes more than double that many practice opportunities for a student to become proficient or master each skill. This breakdown shows the depth of learning involved in meeting this goal and underscores the need for consistent, targeted practice over time.". 

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Unpack the Individual Educational Program goal

Supporting Skill 1: Basic Division Concepts Supporting Skill 2: Mastering Basic Division Facts Supporting Skill 3: Place Value Understanding Supporting Skill 4: Estimation Skills Supporting Skill 5: Long Division Process (No Remainders) Supporting Skill 6: Handling Remainders in Division Supporting Skill 7: Long Division with Three-Digit Dividends

[Audio] Instructional Timeline for Supporting Skills
Basic Division Concepts – Taught over 2 days.Mastering Basic Division Facts – Taught over 2 days.Place Value Understanding – Taught over 2 days.Estimation Skills – Requires 4 to 6 days.Long Division Process (No Remainders) – Covered in 6 to 12 days.Handling Remainders in Division – Takes 13 to 25 days.Long Division with Three-Digit Dividends – Needs 26 to 45 days.. 

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Supporting Skill
l. Basic Division Concepts
2, Mastering Basic Division Facts
3. Place Value Understanding
4, Estimation Skills
5, Long Division Process (No Remainders)
6. Handling Remainders in Division
7, Long Division with Three-Digit Dividends
Estimated Days for Instruction
2 days
2 days
2 days
4-6 days
6-12 days
13-25 days
2645 days

[Audio] "Understanding Basic Division Concepts":In this lesson, we introduce division as a natural process of breaking down numbers into equal parts, starting with the idea of repeated subtraction. By using simple visuals—like counters or drawings—we show students how dividing can be as straightforward as subtracting the same amount multiple times. This approach helps make division feel less intimidating and lays a strong foundation for understanding more complex division skills later on.. 

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Supporting Skill: Identify division as repeated subtraction. Teaching Approach: Begin by teaching division as repeated subtraction to help the student understand the core concept of dividing a number into equal parts. Lesson Example: Use visual aids (e.g., counters or drawings) to demonstrate division as separating objects into equal groups.

[Audio] "Mastery of Basic Division Facts (Single-Digit Division)"
In this step, students develop quick recall of division facts from 1 to 12, which is essential for tackling more complex problems smoothly. Through flashcards, timed drills, and interactive games, students build speed and confidence. Lessons include hands-on practice with small numbers, often using manipulatives or digital tools to make learning engaging and reinforce these foundational facts. This approach ensures students can rely on these basics automatically, setting them up for success with larger division tasks. Remember that if recall is not possible, do not push it. Specific learning disability in math, coupled with processing and memory index deficiency will be the barriers to success. Instead, use manipulatives, redundant patterns, and number chart.. 

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Mastery of Basic Division Facts 
(Single-Digit Division)

Supporting Skill: Recall basic division facts (1-12). Teaching Approach: Use flashcards, timed drills, and interactive games to build automaticity with single-digit division facts. Lesson Example: Practice dividing small numbers by single-digit divisors without remainders, using manipulatives or digital tools for reinforcement.

[Audio] "Place Value Understanding":
This lesson focuses on helping students grasp the concept of place value—understanding hundreds, tens, and ones. Using hands-on tools like base-ten blocks, students see how numbers are structured and how each place connects to form a whole. This foundational skill is essential for long division, as it enables students to break down and work with larger numbers more effectively.. 

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Supporting Skill: Understand place value for hundreds, tens, and units. Teaching Approach: Review and practice place value concepts with manipulatives (e.g., base-ten blocks) to ensure the student understands how numbers break down in long division. Lesson Example: Use base-ten blocks to show how hundreds, tens, and ones are structured and connected.

[Audio] "Estimation Skills":
In this lesson, students learn to use estimation to simplify division by rounding numbers. By rounding dividends to the nearest ten or hundred, they can quickly approximate answers before diving into exact calculations. This skill not only builds confidence but also gives them a sense of the expected range, helping them to catch possible mistakes in their work. Practicing estimation prepares students for more efficient and accurate division.. 

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Supporting Skill: Use estimation to make division easier by rounding dividends and divisors. Teaching Approach: Teach the student to estimate the quotient by rounding the dividend to the nearest ten or hundred. Lesson Example: Practice estimating the answer to division problems before performing the actual division to build confidence and a sense of expected range.

[Audio] "Understanding and Using the Long Division Process (Without Remainders)"
Here, students learn the core steps of long division—dividing, multiplying, subtracting, and bringing down—focusing on problems that don’t involve remainders. Using simple examples, we model each step and guide students to understand the sequence thoroughly. Practice is centered on reinforcing the process, helping students build confidence and consistency in long division before adding the complexity of remainders.. 

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Understanding and Using the Long Division Process (Without Remainders)

Supporting Skill: Follow the steps in long division (divide, multiply, subtract, bring down) without remainders. Teaching Approach: Model the long division steps with simple examples and guide the student through each step until they understand the sequence. Lesson Example: Practice long division problems that do not result in remainders, focusing on the process of bringing down numbers and continuing division.

[Audio] "Handling Remainders in Division":
In this lesson, students expand their division skills by learning to handle remainders. Through examples, they see how to write and interpret remainders in division problems where the answer isn’t exact. Visual aids help illustrate what remainders represent, reinforcing that not all divisions result in whole numbers and helping students understand the concept of "leftover" quantities.. 

Scene 13

Supporting Skill: Apply the long division process to problems with remainders. Teaching Approach: Introduce problems where remainders occur, explaining how to write and interpret them. Lesson Example: Use visual aids to show how remainders are left over when dividing does not yield an exact answer.

[Audio] "Combining Steps for Long Division with Three-Digit Dividends":
In this final stage, students bring together all previous skills to tackle long division with three-digit dividends. Starting with simpler problems and gradually increasing complexity, students practice with both remainders and exact answers. The teacher provides guided practice, reducing support over time to help students build independence and confidence in solving complex division problems on their own.. 

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Combining Steps for Long Division with Three-Digit Dividends

Supporting Skill: Integrate all previously learned skills to solve long division with three-digit dividends. Teaching Approach: Present progressively challenging problems, moving from simple to complex three-digit division tasks. Lesson Example: Provide guided practice with problems involving three-digit dividends and single-digit divisors, both with and without remainders, and gradually reduce support as the student builds confidence.

Supporting Skills Needed and Instructional Breakdown: Each supporting skill builds upon the previous ones to ensure a solid foundation before attempting long division.. 

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Supporting Skills Needed and Instructional Breakdown: Each supporting skill builds upon the previous ones to ensure a solid foundation before attempting long division.

Teaching Supporting Skills Within an Individual Educational Program Goal. 

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Teaching Supporting Skills Within an Individual Educational Program Goal

Content Modeling: Begin by explicitly teaching and modeling the content of the supporting skill. Multiple Modeling Approaches: Model each skill in diverse ways to meet varied learning needs before releasing the content to students. Scaffolding Instruction: Ensure students have a solid understanding before they engage independently with the skill.

Multi-Modal Instruction. Incorporating Multiple Modalities: Effective lessons engage at least three modalities: Visual Models: Provide visual representations to support understanding. Auditory Mnemonics: Use mnemonic devices to reinforce memory and recall. Hands-On Activities: Offer activities to facilitate kinesthetic learning. Benefit of Multiple Intelligences: Employing various modalities increases the likelihood of students mastering each supporting skill.. 

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Incorporating Multiple Modalities: Effective lessons engage at least three modalities: Visual Models: Provide visual representations to support understanding.  Auditory Mnemonics: Use mnemonic devices to reinforce memory and recall.  Hands-On Activities: Offer activities to facilitate kinesthetic learning. Benefit of Multiple Intelligences: Employing various modalities increases the likelihood of students mastering each supporting skill.

Scope and Sequence in Special Education Intervention. 

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Scope and Sequence in Special Education Intervention

Different Progression: Special education scope and sequence do not match general education. Learning and Accuracy Checkpoints: Gauge students’ learning pace and accuracy before introducing new content or cognitive demands. Responsive Teaching: Adjust instruction based on individual student progress and understanding.

Data Collection on Student Performance. Data Logging: Record all student outputs as data points. Balanced Reporting: Collect data on both correct and incorrect responses, without bias. Detailed Metrics: Include the number of attempts, accuracy levels, and environmental factors that influenced learning progress or regression.. 

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Data Logging: Record all student outputs as data points. Balanced Reporting: Collect data on both correct and incorrect responses, without bias. Detailed Metrics: Include the number of attempts, accuracy levels, and environmental factors that influenced learning progress or regression.

Student Accommodations. • List of Accommodations: - Extended Time: Provide additional time (100% of allotted time). - Read-Aloud Support: Read items aloud as needed. - Calculator Use: Allow calculators for applicable tasks. - Scheduled Breaks: Offer frequent, planned breaks. - Small Group Instruction: Facilitate learning in a small group setting to enhance focus.. 

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• List of Accommodations:    - Extended Time: Provide additional time (100% of allotted time).    - Read-Aloud Support: Read items aloud as needed.    - Calculator Use: Allow calculators for applicable tasks.    - Scheduled Breaks: Offer frequent, planned breaks.    - Small Group Instruction: Facilitate learning in a small group setting to enhance focus.

Confidentiality and Individual Educational Program Security. 

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Confidentiality and Individual Educational Program Security

FERPA and HIPAA Compliance: Individual Educational Programs are protected by FERPA and HIPAA regulations. Secure Handling: Do not share Individual Educational Programs outside the physical school space, and avoid forwarding or photographing them. Guidance for Tutors: Tutors may view and write down Individual Educational Program goals within the school but cannot remove the written content from the building.

Individual Educational Program

Introduction: "Today, we’ll be discussing the Individual Educational Program, commonly referred to as the Individual Educational Program. The Individual Educational Program is a critical document for students who qualify for special education services. It outlines the specific educational goals tailored to meet each student’s unique needs. The development of an Individual Educational Program is a collaborative process involving educators, parents, and sometimes the students themselves."
Purpose of the Individual Educational Program: "An Individual Educational Program provides a personalized approach to learning, ensuring that each student receives the necessary support to thrive in their educational environment. It includes customized goals, accommodations, modifications, and services that address the student's academic, social, and functional needs."
Accessing the Individual Educational Programs: "For those involved in supporting students, it’s essential to access and review their Individual Educational Programs regularly to ensure you are fully aware of each student's requirements and goals. Each Individual Educational Program is designed to be a living document that can be adjusted as the student's needs evolve over time."
Slide Text: You can find the Individual Educational Programs stored in the link below.
Link to Individual Educational Programs: "To help everyone stay aligned and ensure that we’re all using the most current information, Individual Educational Programs are stored in a shared link provided below. This central location allows easy access for the team to review and reference each student’s Individual Educational Program whenever needed. Make sure to use this link whenever you need to consult an Individual Educational Program document, as it’s important to have the latest updates."
Importance of Confidentiality: "While accessing these documents, remember that each Individual Educational Program is confidential. We need to respect the privacy of each student and handle these documents in accordance with ferpa guidelines. Only authorized personnel should access them, and they should be used strictly for educational planning purposes."
Encouragement to Review Individual Educational Programs: "I encourage everyone to take the time to read through the Individual Educational Programs for students you support. Understanding their goals, accommodations, and any modifications will not only help you provide the best support but also foster a more inclusive and responsive learning environment."

avatar

 You can find the Individual Educational Programs stored in the link below: https://drive.google.com/drive/folders/1wFTF5yfgR3t7LbhRpvzxtchZbFkgd3mM?usp=sharing


slide1-hotlink3

Guidelines for Individual Educational Program Discussions and Communication
Speaking Notes:
Introduction: "On this slide, we’ll review some essential guidelines for handling discussions and communications regarding a student’s Individual Educational Program. These guidelines ensure that we maintain confidentiality, stay focused on actionable steps, and communicate appropriately with all stakeholders involved."
"You come to me directly"
"If you have questions, concerns, or need clarification about the Individual Educational Program or specific strategies, please reach out to me directly. This approach helps to ensure that you get accurate information and any support you need in a timely manner."
Contact Number  571-830-0-1-4-9
"I am providing my contact number so you can reach out to me whenever necessary during appropriate hours. Feel free to call if you have urgent questions that need immediate attention."
"Do not discuss the Individual Educational Program outside your lesson planning circle, especially not after work"
"To protect the privacy of the student and maintain a professional boundary, discussions about the Individual Educational Program should only take place within the designated lesson planning circle. Avoid discussing it in casual or non-professional settings, particularly outside of work hours."
"Don’t focus on the macro parts of the Individual Educational Program"
"Rather than emphasizing the broad or overarching components of the Individual Educational Program, it’s essential to concentrate on specific, smaller elements that directly impact daily instruction and targeted learning goals."
"Focus on the micro and nano parts of the Individual Educational Program goals"
"Individual Educational Programs are detailed and often contain various layers. When planning or implementing instructional strategies, focus on the fine details—the micro and nano parts of the goals. These small steps often translate into the most meaningful progress for the student."
"Do not discuss Individual Educational Program progress with parents directly"
"While it’s okay to inform parents about general skills their child is working on, avoid discussing specific Individual Educational Program goals or progress outside of formal Individual Educational Program meetings. We want to maintain a consistent, structured approach to progress reporting, which is best done in official meetings with all stakeholders present. This ensures parents receive a comprehensive overview and prevents miscommunication."
Individual Educational Program Meeting Protocol
"Remember, any discussion of specific Individual Educational Program goals should occur only in official Individual Educational Program meetings. These meetings are structured to include all relevant stakeholders—parents, teachers, specialists, and administrators—so everyone can provide input and stay aligned on the student’s progress and goals."

Understanding Individual Educational Program Goals for Math, Reading, and Writing
Speaking Notes:
Introduction: "This slide provides an overview of how we approach setting and working toward Individual Educational Program goals, specifically in the areas of math, reading, and writing. It’s important to understand the structure and purpose behind these goals to effectively support students’ long-term growth."
Purpose of Individual Educational Program Goals
"Individual Educational Program goals are not meant to be quick fixes. They are crafted to span an entire academic year, allowing us to work gradually on each skill, supporting the student's development over time. This long-term focus is essential for building foundational skills that the student can carry forward."
Goal Structure
"Each Individual Educational Program goal targets a single, overarching skill. However, rather than addressing this goal in a broad sense, we break it down into smaller, manageable skills. These supporting skills are stepping stones toward achieving the larger goal. This structure allows us to tackle complex areas incrementally, making progress more achievable and measurable."
Instructional Approach
"In the classroom, we don’t aim to complete an Individual Educational Program goal in one lesson. Instead, each lesson zeroes in on one supporting skill. By focusing on these smaller steps, we gradually build toward the full goal over time. This approach is deliberate, ensuring that students have ample opportunity to master each component before moving on."

Unpacking the Individual Educational Program Goal. Introduction to the Goal: "On this slide, we have an example of an Individual Educational Program goal: 'The student will independently solve long division problems with up to a three-digit dividend and a one-digit divisor, achieving 95% accuracy over five consecutive trials.' Let’s break this down to understand the components and the focus of the goal."
Skill Focus
"The main skill being targeted here is the ability to independently solve long division problems. This is a critical math skill, and by focusing on independence, we're aiming for the student to reach a level of proficiency where they can solve these problems without support."
Specificity of the Task
"The goal is precise: it specifies that the student will work with problems involving a three-digit dividend and a one-digit divisor. This level of detail is important because it clarifies the exact type of division the student is expected to master, avoiding any ambiguity about the expectations."
Accuracy Requirement
"To gauge mastery, this goal includes an accuracy standard—95%. This high accuracy rate indicates that we’re aiming for consistency and reliability in the student's performance, which is critical for skills like division that form the basis for more advanced math concepts."
Consistency Over Time
"Finally, the goal specifies 'five consecutive trials.' This means that the student must demonstrate their ability to meet the accuracy requirement not just once, but across multiple attempts, reinforcing that they have achieved true mastery rather than a one-time success."

Breaking Down the Individual Educational Program Goal by Aspect Content
Skill Focus: "The primary skill focus here is long division, specifically solving problems involving a three-digit dividend and a one-digit divisor."
Parameters: "The parameters set limits on the complexity of the task, allowing us to focus on developing specific skills without overloading the student."
Accuracy and Consistency Requirements: "The goal has a high accuracy requirement of 95%, which reflects the importance of precision in math. Additionally, the goal requires consistency—achieving this accuracy across five consecutive trials, reinforcing the idea that we’re aiming for reliable mastery, not just isolated success."
Cognitive Lift
Complexity of Skills: "Long division is a multi-step process that includes dividing, multiplying, subtracting, and bringing down. This goal challenges the student to remember and correctly apply each of these steps in sequence."
Conceptual Understanding: "Beyond just completing the steps, the student also needs a strong conceptual understanding of division, especially handling remainders. This deeper comprehension allows them to approach problems more flexibly and accurately."
Memory and Focus: "This goal also demands sustained attention and memory, as the student must track each step and avoid errors. Long division requires concentration across multiple calculations, making it both mentally and practically challenging."
Student Responsibility
Independence: "A key component of this goal is independence. The student is expected to solve these problems without assistance, which builds their confidence and prepares them for more complex tasks."
Consistent Accuracy: "The 95% accuracy requirement encourages the student to aim for a high standard in their work, emphasizing the importance of careful calculation."
Repeated Performance: "Finally, maintaining this accuracy over five trials stresses the importance of consistent performance. Achieving accuracy repeatedly ensures that the skill is truly mastered."

Breaking Down the Goal into Supporting Skills Introduction: "Achieving the Individual Educational Program goal of solving long division problems with up to a three-digit dividend and a one-digit divisor is a complex process. To reach this goal, the student must develop a series of supporting skills that build on each other. Let’s walk through these supporting skills to understand the step-by-step learning journey."
Supporting Skill 1: Basic Division Concepts
"We start with the foundation—understanding basic division concepts. Before students can tackle long division, they need a solid grasp of what division means, including terms like dividend, divisor, and quotient."
Supporting Skill 2: Mastering Basic Division Facts
"Next, they need to master basic division facts. Knowing these facts by heart will make the long division process smoother, as they won’t be bogged down by simple calculations during more complex steps."
Supporting Skill 3: Place Value Understanding
"Place value plays a crucial role in division, especially when working with larger numbers. This skill helps students understand the significance of each digit in a number, which is essential for correctly aligning numbers during division."
Supporting Skill 4: Estimation Skills
"Estimation is an important skill that helps students predict how many times a divisor fits into a portion of the dividend. This step is essential in avoiding mistakes and making the process more efficient."
Supporting Skill 5: Long Division Process (No Remainders)
"Once students have these foundational skills, they move on to the long division process itself, starting with problems that have no remainders. This allows them to focus on the mechanics of long division without additional complexity."
Supporting Skill 6: Handling Remainders in Division
"After mastering division without remainders, the next step is handling remainders. This skill helps them complete division problems more accurately, as many real-world problems involve remainders."
Supporting Skill 7: Long Division with Three-Digit Dividends
"Finally, we bring it all together with long division involving three-digit dividends. This step incorporates everything they’ve learned, challenging them to apply each skill in solving more complex problems."
Conclusion: Building Mastery Through Repetition
"When you look at the entire goal, it actually requires seven instructional units just to cover these supporting skills. And it takes more than double that many practice opportunities for a student to become proficient or master each skill. This breakdown shows the depth of learning involved in meeting this goal and underscores the need for consistent, targeted practice over time."

Instructional Timeline for Supporting Skills
Basic Division Concepts – Taught over 2 days.Mastering Basic Division Facts – Taught over 2 days.Place Value Understanding – Taught over 2 days.Estimation Skills – Requires 4 to 6 days.Long Division Process (No Remainders) – Covered in 6 to 12 days.Handling Remainders in Division – Takes 13 to 25 days.Long Division with Three-Digit Dividends – Needs 26 to 45 days.

"Understanding Basic Division Concepts":In this lesson, we introduce division as a natural process of breaking down numbers into equal parts, starting with the idea of repeated subtraction. By using simple visuals—like counters or drawings—we show students how dividing can be as straightforward as subtracting the same amount multiple times. This approach helps make division feel less intimidating and lays a strong foundation for understanding more complex division skills later on.

"Mastery of Basic Division Facts (Single-Digit Division)"
In this step, students develop quick recall of division facts from 1 to 12, which is essential for tackling more complex problems smoothly. Through flashcards, timed drills, and interactive games, students build speed and confidence. Lessons include hands-on practice with small numbers, often using manipulatives or digital tools to make learning engaging and reinforce these foundational facts. This approach ensures students can rely on these basics automatically, setting them up for success with larger division tasks. Remember that if recall is not possible, do not push it. Specific learning disability in math, coupled with processing and memory index deficiency will be the barriers to success. Instead, use manipulatives, redundant patterns, and number chart.

"Place Value Understanding":
This lesson focuses on helping students grasp the concept of place value—understanding hundreds, tens, and ones. Using hands-on tools like base-ten blocks, students see how numbers are structured and how each place connects to form a whole. This foundational skill is essential for long division, as it enables students to break down and work with larger numbers more effectively.

"Estimation Skills":
In this lesson, students learn to use estimation to simplify division by rounding numbers. By rounding dividends to the nearest ten or hundred, they can quickly approximate answers before diving into exact calculations. This skill not only builds confidence but also gives them a sense of the expected range, helping them to catch possible mistakes in their work. Practicing estimation prepares students for more efficient and accurate division.

"Understanding and Using the Long Division Process (Without Remainders)"
Here, students learn the core steps of long division—dividing, multiplying, subtracting, and bringing down—focusing on problems that don’t involve remainders. Using simple examples, we model each step and guide students to understand the sequence thoroughly. Practice is centered on reinforcing the process, helping students build confidence and consistency in long division before adding the complexity of remainders.

"Handling Remainders in Division":
In this lesson, students expand their division skills by learning to handle remainders. Through examples, they see how to write and interpret remainders in division problems where the answer isn’t exact. Visual aids help illustrate what remainders represent, reinforcing that not all divisions result in whole numbers and helping students understand the concept of "leftover" quantities.

"Combining Steps for Long Division with Three-Digit Dividends":
In this final stage, students bring together all previous skills to tackle long division with three-digit dividends. Starting with simpler problems and gradually increasing complexity, students practice with both remainders and exact answers. The teacher provides guided practice, reducing support over time to help students build independence and confidence in solving complex division problems on their own.