Paraprofessional Plan

Setting/Time
 Student one and Student two will be working with you on their rote counting skills every Tuesday and
Thursday.
 Each day you will meet with your students at 9:30 until about 9:40. This will be a judgment call on how
long you work with the students based on their need for practice.
 The two students will join you at the corner worktable in their general education classroom. If the
students are becoming distracted, I have worked with them outside if the weather is okay.
 At 9:40 the students will return back to class to work on their morning work. You will meet with them
again before lunch at 11:30 to check in on their progress of the lesson from this morning.
Materials
 The students will be working on their rote counting skills, therefore the only materials you need specifically
for them is a hundreds chart board to reference. This is already available for you to use at the corner
worktable.
 There is also a Hundreds Chart Packet and a Mastery Measure (tables to fill out to monitor student
progress for that day) for you to complete during each lesson. These will be furthered explained in the
procedures and assessment portion of this plan. These plans are attached to this plan.
Lesson
 IEP Goal/Benchmark (what the student should achieve by next year)
o By 2/11/20, when prompted, the student will count to 1000, with 100% accuracy, on 3 separate
occasions, as measured by educator data collection.
 Learning Targets (What the student should achieve by the end of the unit)
o The student will use her rote counting skills to count to 120 by ones.
 Lesson Objectives (What the student should achieve by the end of each lesson)
o When given a verbal cue, the student will count forward beginning with one up to 31, with 100%
accuracy for 2 consecutive days.
o When given a verbal cue, the student will count forward beginning with one up to
41, with 100% accuracy for 2 consecutive days. (You will start the first lesson here)

Procedures/Assessment
 At 9:30, Start each lesson by reviewing the ‘new number sequences’ from the lesson before.
o Ask the students to count to 31 starting at one, while focusing on those three new
numbers from last time. You may need to remind them what those three numbers where
(29, 20, 31).
o If the students messed up (counted to 29 and jumped to 90) then reteach those three
numbers (29, 30, 31).
o If the students correctly counted to 31 with no errors, then move onto the lesson
objective for today. “When given a verbal cue, the student will count forward
beginning with one up to 41, with 100% accuracy for 2 consecutive days.”
 After reviewing the new number sequence from the last lesson, record the data on the worksheet that says
“Mastery Measure”.
o Look for the box labeled “Practice Counting”
o Write the new number sequence from the lesson before (29, 30, 31)
o Then, write ‘yes’ or ‘no’ under “Test before lesson” if the students counted to 31 with no errors
o At the top of the page where it says, “New Numbers”, write the new numbers you will be teaching
the students that day. It will either be the new number sequence from the day before (29, 30, 31)
or the next ‘new number sequence’ (39, 40, 41)
 Once you have determine the new number sequence you will be teaching that day, start by saying
(demonstrating) the new number sequence
o Say the new numbers (39, 40, 41)
o Say these new numbers three times
 The students will be listening, not saying them with you quite yet
 o Use the hundreds chart board as reference for the students. This will help the student visually
see what those numbers look like and where they are located in the number sequence.
 Once you have said (demonstrated) the new number sequence (39, 40, 41) three times, have the students
say the new number sequence with you three times as well.
o You can get creative with this part
 You can have the students say the numbers like a mouse would (with a squeaky voice)
 You can have the students say the numbers as fast as they can or as slow as they can with
you
 Once students have said the new number sequence (39, 40, 41), three times with you correctly, have them
say they again by themselves three times.
o If the students are making errors, immediately have them stop!
o Repeat the number sequence with them and then have them try again by themselves
o The goal is to have the students say the number sequence individually two times with no errors.
 After the students have verbally say the new number sequence (39, 40, 41) three times, you will give
them a quick test (or exit ticket) before returning back to class.
o Like you did at the beginning of the lesson, have the students count to 41 (or 31 based on the
number sequence taught) starting at one
o While students are counting, you will be looking for two things:
1. Did the student count from 1-41 with no errors
2. Did the student remember and correctly say the new number sequence (39, 40, 41)
 Once the students have gone back to class, record the data on the “Mastery Measure” worksheet
o Look for the box that says “New Number Sequence Two Times”
 Write the new numbers learned from that day under “Numbers”
 Then, write ‘yes’ or ‘no’ under “Test 1” if the student said the new number sequence
with no errors (39, 40, 41)
o Then, look for the box that says “Entire Number Sequence Two Times”
 Write the new numbers learned from that day under “Numbers”
 Then, write ‘yes’ or ‘no’ under “Test 1” if the student counted the entire number
sequence with no errors (1-41)
 At 11:30, while students are lining up for lunch:
o Ask the students what those three new numbers where (39, 40, 41)
o Then, ask the students to count for you from 1-41 while focusing on those three new numbers
 Once the students have gone to lunch record the data on the “Mastery Measure” worksheet
o Look for the box that says “New Number Sequence Two Times”
 Write the new numbers learned from that day under “Numbers”
 Then, write ‘yes’ or ‘no’ under “Test 2” if the student said the new number sequence
with no errors (39, 40, 41)
o Then, look for the box that says “Entire Number Sequence Two Times”
 Write the new numbers learned from that day under “Numbers”
 Then, write ‘yes’ or ‘no’ under “Test 2” if the student counted the entire number
sequence with no errors (1-41)
 After recoding the data on the “Mastery Measure” worksheet, find the “Hundreds Chart Packet”
o This packet allows students to see the progress they have made with their rote counting. Here are
the steps:
 With a colored pencil, color in the number they counted to at the beginning of the
lesson (practice counting score)
 Using the same colored pencil, outline the boxes of the ‘new number sequence’ (39, 40,
41).
 Using a different colored pencil, color in the number they counted to before lunch
 Did the student count the new number sequence with 0 errors?
o When the students get back from lunch, show them there progress and have them set a goal for
next week. Give them a sticker to put on that number (their goal).