Unit Plan
A. Unit Plan/Scope and Sequence
B. Instructional Programs/Lesson Plans
C. Data Collection
D. Decision Making
Unit Plan
Develop a unit plan for this class (all students) that addresses an academic and/or
behavioral concern. The unit plan must be connected to the State Core Curriculum and
each student’s IEP.
Evaluate and reflect on the creation and implementation of the unit. This includes
consideration of the information gathered from your Research on Context interviews,
baseline assessment, and summative assessment.
Required Components
Severe Program
1. Completed unit plan
2. Identify additional skills needing
instruction to ensure student
progress in content. Develop a
minimum of 5 instructional
programs that support academic,
behavioral, and functional skill
areas. (see the following pages for
the descriptions – “Instructional
Program Template”). At least one
program must be created for the
student you interviewed.
3. Data collection including baseline
and progress monitoring on all
instructional programs. Includes
raw data as well as a graph.
Mild/Moderate Program
1. Identify the scope and sequence of
instruction for the unit based on IEP
goals and accommodations for each
student (see the following pages for the
descriptions – “Lesson and IEP Goal
Comparison”).
2. Daily lesson plans addressing academic,
behavioral, and functional skill areas.
3. Identify pre-, during, and postassessments
4. Submit a 2-3 page write-up that
summarizes your evaluation of and
reflection on the unit plan. *
4. Submit a 2-3 page write-up that
summarizes your evaluation of and
reflection on the unit plan. *
*Include the following in your write-up:


Describe IEP goals/needs for each student and how your instructional program for the course
meets the individual needs of students. Consider the information gathered during your
interview as well.
Analysis of data (comparison of summative assessment to pre-assessment/baseline).
Supplement: Unit Plan Rubric
Student: _____________________________________ Date:___________________
Curriculum Area: _____________________________________________________
Suggested areas (M/M): Academic, behavioral supports, transition planning, study skills
Suggested areas (Severe): Functional communication, functional academics, personal
management/self-help skills, leisure activities, independent living, employment,
community living
Required Element
Evaluation Criterion
Criterion
Met
Yes
1. Linkage of the
plan to both the
state core
curriculum and
IEP.
Expected learning outcomes are directly linked to:
a. A specific annual goal, short-term objective, or
benchmark in the student’s IEP.
b. The link must also be made back to grade-level state
core curriculum.
(Suggested length:
2-3 paragraphs)
2. Baseline
assessment (aka
pre-assessment)
(Suggested length:
2-3 paragraphs
plus baseline data
collected)
3. Plan employs
validated practices.
(Suggested length:
2-3 paragraphs)
The baseline procedures:
a. Employ a measurement system that matches the
expected learning outcomes specified in the student’s
IEP.
b. Include a sufficient number of trials to ensure a
reliable and valid assessment of the student’s
performance levels (at least 3-5 data points).
c. Provide sufficient information to allow for creating an
intervention including response prompting and fading
procedures and task modifications or adaptations.
The strategies in the individualized plan:
a. Are empirically validated and are supported by
multiple data-based research studies (included in
annotated bibliography),
b. Maximize the student’s opportunities to respond,
c. Promote generalization and maintenance, and
d. Use age-appropriate instruction and materials.
e. Capitalizes on student’s Funds of Knowledge.
f. Component of self-advocacy is evident.
No
Required Element
4. Data Collection
System
(Include all data
collection sheets
and samples of any
data taken by the
student, peer
mentors, family
members, and/or
other teachers)
5. Implementing
and evaluating the
plan.
(Suggested length:
3 pages)
Overall Assessment
Comments:
Evaluation Criterion
Criterion
Met
Yes
No
Pass
Fail
The data collection system is designed to:
a. Collect performance data that is appropriate for the
target response and expected learning outcomes,
b. Summarize data in a manner that allows for a clear
assessment of the impact of instructional procedures
on changes in student performance levels (e.g. Excel
graph), and
c. Allow the teacher to carry out error analysis and
identify potential modifications in instructional
procedures.
Implementation and evaluation includes:
a. The plan is implemented with at least three weeks or
until completion with one student.
b. The effectiveness of the plan is summarized and
recommendations for improving the instructional
procedures are made based on student performance
data.
c. Frequency of data collection matches the complexity
of the instructional task and student functioning level.
d. Performance problems are identified in an appropriate
time frame.
e. Instructional procedures are modified based on the
student’s performance data.
f. The data collection system is changed as necessary to
reflect the student’s progression through the
instructional program (e.g., acquisition, fluency,
generalization, maintenance).
Supplement: Instructional Program Template
Instructional Goal:
a) Expected learning outcomes are directly linked to a specific annual goal, short-term objective, or
benchmark in the student’s IEP.
b) Instructional formats reflect the conditions described in the specific annual goal, short-term
objective, or benchmark.
Performance Demands:
a) Appropriate for the targeted response (e.g., concept analysis, response analysis, task analysis, or
general case analysis).
b) Delineates the critical variations in the stimulus and response components of the targeted
response.
c) Results in the selection of instructional examples that sample the range of variation in stimuli
and response components of the task.
Phases (Response Prompting and Fading):
a) Reflects baseline data
b) Promotes errorless learning during acquisition
c) Highlights the relevant dimensions of the target stimuli and response(s)
d) Identifies the criterion for changing prompts identified and appropriate
Steps (Instructional Sequence):
a) Reflects the results of baseline
b) Includes specific examples that sample the range of variation in the stimuli and targeted
response
c) Designed to ensure high rates of student success
d) Assures regular review of previously mastered material,
e) Identifies the criterion for moving to next step in the sequence is identified and appropriate
Error Correction:
a) Prevent or interrupt incorrect responses
b) Represent the controlling stimulus
c) Provide sufficient assistance to ensure a correct response
Reinforcement:
a) Employ age-appropriate and natural reinforcers
b) Fade the reinforcement schedule to match the learning or performance context or setting
Maintenance:
a) Maximize the student’s opportunities to respond
b) Promote efficient acquisition of the target response
c) Promote generalization of the target response to non-trained conditions, contexts, and/or
settings
d) Promote maintenance of target response across time
Supplement: Lesson and IEP Goal Comparison
Lesson Activity and Objective:
Student’s IEP Goals and objectives:
________________________________________________________________
Reflection on IEP goal/objective:
How are you meeting the goal/objective?
Rationale for instructional activities based on IEP goal/objective:
What specific adaptations will you use for this student?