Field Trip to Pizza Hut Rationale for Students with Special Needs

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tween two given answers once a week with 80% accuracy as measured by teacher observation in a three-week period. · Given a communication system, Ricky will make an appropriate choice between two given answers once a week with 80% accuracy as measured by teacher observation in a three-week period. · Given a short story at a first or second grade level and pictures from the text, Ricky will place the pictures in the correct order with 90% accuracy as measured by product review in a three-week period. · During academic activities, Mei Mei will locate the appropriate materials for the project with 90% accuracy as measured by teacher observation in a three-week period. · When reading a short story at a first or second grade level, Mei Mei will answer a comprehensive question about the story by locating the appropriate picture correctly 3 of 5 times as measured by teacher observation in a three-week period. Ricky: The learning plan and IEP objectives are appropriate for Ricky they address standards at his age/grade level and help him to develop skills using adaptations such as a communication system to participate in completing the assignment. Ana: The learning plan and IEP objectives are appropriate for Ana they address standards at her age/grade level and help her to develop skills using adaptive utensils to complete the assignment. Tyler: The learning plan and IEP objectives are appropriate for Tyler they address standards at his age/grade level and help him to develop self management skills and listening to multi-step directions using adaptations such as having him take frequent breaks to help him stay on task to complete the assignment. Mei Mei: The learning plan and IEP objectives are appropriate for Mei Mei they address standards at her age/grade level and help her to develop skills such as locating the appropriate materials with adaptations. Procedures: In the beginning the lesson will take place at the students’ desks. The teacher will read the story What Do You Want on Your Pizza? After the teacher discusses with the students pizza making, the five basic food groups and safety issues each student will be assigned a peer buddy and a parent driver. The class will take place at Pizza Hut where the owner will give a tour of the restaurant and explain the process of pizza making along with safety measures. The students will choose toppings and make their own individualized pizza and eat lunch. Upon returning to the classroom the students will write about their experiences. They will also list the ingredients on a large food pyramid and display the pictures that were taken on the bulletin board. Ricky: Will need to use his communication system to participate in the class discussions. He will also need a written schedule to assist him in the transition process of going to Pizza Hut the activity and returning from Pizza Hut. In the measuring of his IEP goals pictures could be given of the story for him to sequence. Ana: Will need extra time in moving around Pizza Hut. Making sure Pizza hut has facilities for her physical disabilities i.e. lower counters, restroom is important before proceeding with this lesson. She will also need assistance in making the pizza pairing her with a paraprofessional; parent volunteer or peer buddy will help.
She will need an adaptive pencil for the written assignment and assistance when listing on the food pyramid and posting her pictures. Tyler: Will need extra monitoring in Pizza hut because when he becomes off task he tends to wander which might cause a dangerous situation. Mei Mei: Should be given assistance in making the pizza. Her written assignment should be limited to one sentence or a drawn picture. In the measuring of her IEP goals pictures could be given of the story for her to sequence. Materials: Money five dollars, permission slip, parent volunteers, student’s medical cards, phone list, first aid kit, camera, and pen or pencil and paper for the writing assignment. Ricky: Will not need any material adaptations. Ana: Will use an adaptive writing and eating utensils to participate in the activity. Tyler: Will not need any material adaptations. Mei Mei: Will not need any material adaptations. Assessment: The students will be expected to write about their experiences at Pizza Hut in their journals. They will need to show the food groups, steps to baking the pizza, and safety tips they learned. The teacher will evaluate their journals. The teacher will also take observation notes of the students’ progress while at Pizza Hut to be posted in their portfolio along with the students’ journal entry. Ricky: Measurement of the activities will be appropriate to measure the IEP objectives by including the original items along with indication of the adaptations such as the use of his communication system in the class discussions. There will be a separate check sheet used specifically for his goals to measure his performance. Ana: The learning and behavior objectives are appropriate given the adaptations of the utensils. Ana should be able to complete this activity successfully. Measurement of the activities will be appropriate to measure the IEP objectives by including the original items along with indication of the adaptations such as using the adaptive utensils. The idea for having peer buddies for all students is an appropriate idea and should be kept. I would recommend that a paraprofessional who is trained in Ana’s physical adaptation requirements assist her as needed in Pizza Hut. An adult may not have the same background knowledge to assist her and it would be too much to expect from a peer. There will be a separate check sheet used specifically for her in measuring her performance. Tyler: The learning and behavior objectives are appropriate given the adaptations. He will be able to participate in writing in the journal along with everyone else. The teacher might want to model what he is expecting to read in the journal before giving the assignment. Measurement of the activities will be appropriate to measure the IEP objectives by including the original items along with indication of the adaptations such as time breaks. There will be a separate check sheet used specifically for his goals to measure his performance. Mei Mei: The learning and behavior objectives are appropriate given the adaptations of reducing the complexity of this activity. She will be able to participate in writing in the journal along with everyone else. The teacher might want to model what she is expecting to read in the journal before giving the assignment. In the expectations for Mei Mei have her choose one of the journal entry such as the
Page 1: Table of Contents Field Trip to Piz
Page 5 and 6: Ana’s Checklist: Assessment of IE
Page 7 and 8: 8:45 a.m. 9:00 a.m. 9:15 a.m. 9:30
Page 9: Table of Contents Mei Mei’s Check

Field Trip to Pizza Hut Rationale for Students with Special Needs

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