For more classes visit
www.snaptutorial.com
ESE 601 Week 1 Assignment Historical Timeline
Historical Timeline [CLO: 2]. Due by Day 7. In this assignment you will demonstrate your understanding
Ese 601 Education Organization-snaptutorial.comrobertlesew8
The document discusses an assignment for an ESE 601 course. It provides instructions for a historical timeline assignment where students must analyze landmark cases that have influenced special education. It gives an example of a timeline format and describes what should be included, such as identifying at least three influential cases from 1960 onwards and summarizing each case. The document also provides context on the history of special education and legislation that guides it.
ESE 601 Exceptional Education - snaptutorial.comDavisMurphyB1
ESE 601 Week 1 Assignment Historical Timeline
For more classes visit
www.snaptutorial.com
ESE 601 Week 1 Assignment Historical Timeline
Historical Timeline [CLO: 2]. Due by Day 7. In this assignment you will demonstrate your understanding of the learning objectives: Analyze the relevant historical timeline of landmark cases that have influenced special education and the education and treatment of individuals with exceptional needs in the school setting and Identify federal legislation that guides the foundations of special education in the public schools. Additionally,Completion of this assignment represents an introduction to Course Learning Outcome 1 and MASE Program Learning Outcomes 1 and 2.
Ese 601 Inspiring Innovation--tutorialrank.comPrescottLunt399
For more course tutorials visit
www.tutorialrank.com
ESE 601 Week 1 Assignment Historical Timeline
Historical Timeline [CLO: 2]. Due by Day 7. In this assignment you will demonstrate your understanding of the learning objectives: Analyze the relevant historical timeline of landmark cases that have influenced special education and the education and treatment of individuals with exceptional needs in the school setting and Identify federal legislation that guides the foundations of special education in the public schools. Additionally,Completion of this assignment represents an introduction to Course Learning Outcome 1 and MASE
ESE 601 Education Specialist / snaptutorial.com McdonaldRyan84
ESE 601 Week 1 Assignment Historical Timeline
Historical Timeline [CLO: 2]. Due by Day 7. In this assignment you will demonstrate your understanding of the learning objectives: Analyze the relevant historical timeline of landmark cases that have influenced special education and the education and treatment of individuals with exceptional needs in the school setting and Identify federal legislation that guides the foundations of special education in the public schools. Additionally,Completion of this assignment represents an introduction to Course Learning Outcome 1 and MASE Program Learning Outcomes 1 and 2.
Ese 601 Enhance teaching / snaptutorial.comBaileya3
- The document discusses an assignment for ESE 601 that involves creating a historical timeline of landmark cases influencing special education.
- It provides instructions for selecting three cases to summarize using an online timeline tool, including paraphrasing each case, summarizing the court ruling, and explaining how the rulings supported students with disabilities.
- Resources are recommended for creating the timeline and an example timeline format is provided. The timeline must be made public for the instructor to access.
ESE 601 Effective Communication/tutorialrank.comjonhson213
For more course tutorials visit
www.tutorialrank.com
ESE 601 Week 1 Assignment Historical Timeline
Historical Timeline [CLO: 2]. Due by Day 7. In this assignment you will demonstrate your understanding of the learning objectives: Analyze the relevant historical timeline of landmark cases that have influenced special education and the education and treatment of individuals with exceptional needs in the school setting and
Ese 601 Teaching Effectively--tutorialrank.comSoaps106
For more course tutorials visit
www.tutorialrank.com
ESE 601 Week 1 Assignment Historical Timeline
Historical Timeline [CLO: 2]. Due by Day 7. In this assignment you will demonstrate your understanding of the learning objectives: Analyze the relevant historical timeline of landmark cases that have influenced special education and the education and treatment of individuals with exceptional needs in the school setting and Identify federal legislation that guides the foundations of special education in the public schools. Additionally,Completion of this assignment represents an introduction
Ese 601 Education Organization-snaptutorial.comrobertlesew8
The document discusses an assignment for an ESE 601 course. It provides instructions for a historical timeline assignment where students must analyze landmark cases that have influenced special education. It gives an example of a timeline format and describes what should be included, such as identifying at least three influential cases from 1960 onwards and summarizing each case. The document also provides context on the history of special education and legislation that guides it.
ESE 601 Exceptional Education - snaptutorial.comDavisMurphyB1
ESE 601 Week 1 Assignment Historical Timeline
For more classes visit
www.snaptutorial.com
ESE 601 Week 1 Assignment Historical Timeline
Historical Timeline [CLO: 2]. Due by Day 7. In this assignment you will demonstrate your understanding of the learning objectives: Analyze the relevant historical timeline of landmark cases that have influenced special education and the education and treatment of individuals with exceptional needs in the school setting and Identify federal legislation that guides the foundations of special education in the public schools. Additionally,Completion of this assignment represents an introduction to Course Learning Outcome 1 and MASE Program Learning Outcomes 1 and 2.
Ese 601 Inspiring Innovation--tutorialrank.comPrescottLunt399
For more course tutorials visit
www.tutorialrank.com
ESE 601 Week 1 Assignment Historical Timeline
Historical Timeline [CLO: 2]. Due by Day 7. In this assignment you will demonstrate your understanding of the learning objectives: Analyze the relevant historical timeline of landmark cases that have influenced special education and the education and treatment of individuals with exceptional needs in the school setting and Identify federal legislation that guides the foundations of special education in the public schools. Additionally,Completion of this assignment represents an introduction to Course Learning Outcome 1 and MASE
ESE 601 Education Specialist / snaptutorial.com McdonaldRyan84
ESE 601 Week 1 Assignment Historical Timeline
Historical Timeline [CLO: 2]. Due by Day 7. In this assignment you will demonstrate your understanding of the learning objectives: Analyze the relevant historical timeline of landmark cases that have influenced special education and the education and treatment of individuals with exceptional needs in the school setting and Identify federal legislation that guides the foundations of special education in the public schools. Additionally,Completion of this assignment represents an introduction to Course Learning Outcome 1 and MASE Program Learning Outcomes 1 and 2.
Ese 601 Enhance teaching / snaptutorial.comBaileya3
- The document discusses an assignment for ESE 601 that involves creating a historical timeline of landmark cases influencing special education.
- It provides instructions for selecting three cases to summarize using an online timeline tool, including paraphrasing each case, summarizing the court ruling, and explaining how the rulings supported students with disabilities.
- Resources are recommended for creating the timeline and an example timeline format is provided. The timeline must be made public for the instructor to access.
ESE 601 Effective Communication/tutorialrank.comjonhson213
For more course tutorials visit
www.tutorialrank.com
ESE 601 Week 1 Assignment Historical Timeline
Historical Timeline [CLO: 2]. Due by Day 7. In this assignment you will demonstrate your understanding of the learning objectives: Analyze the relevant historical timeline of landmark cases that have influenced special education and the education and treatment of individuals with exceptional needs in the school setting and
Ese 601 Teaching Effectively--tutorialrank.comSoaps106
For more course tutorials visit
www.tutorialrank.com
ESE 601 Week 1 Assignment Historical Timeline
Historical Timeline [CLO: 2]. Due by Day 7. In this assignment you will demonstrate your understanding of the learning objectives: Analyze the relevant historical timeline of landmark cases that have influenced special education and the education and treatment of individuals with exceptional needs in the school setting and Identify federal legislation that guides the foundations of special education in the public schools. Additionally,Completion of this assignment represents an introduction
This document discusses creating vocabulary-rich classrooms. It provides research and strategies for developing students' academic vocabulary through everyday language use. Teachers can model more sophisticated vocabulary to gradually enhance students' vocabularies. The document outlines Marzano's six-step process for teaching vocabulary and provides classroom examples. It also summarizes a study on using structured think-alouds to support online vocabulary learning. Developing academic and domain-specific vocabulary through intentional exposure and practice can boost students' language and thinking skills.
This lesson plan is for a 9th grade Honors English class where students will analyze two articles and develop a central idea for one of the articles. The lesson goals are for students to analyze the articles, develop a central idea supported by evidence, analyze writing strategies, and create an organizer. Students will read one article silently, discuss possible central ideas and strategies in groups, and create an organizer. The instructor will provide guidance and answer questions. Students will be assessed based on their participation in class activities and their written central idea essay in the next lesson. The lesson is designed to provide practice for a future assessment based on social cognitive theory of learning from peers.
This document contains a lesson plan for teaching students about mapping time. The teacher analyzes data on students' academic abilities and backgrounds to plan differentiated instruction. Strategies like modeling, think-pair-shares, and scaffolding content are used. The lesson is designed to build on prior knowledge of time concepts and help students make connections between new and old skills through practice activities. Potential misunderstandings around math and timelines are addressed.
Students learn about the process of writing history through a staged classroom event. They then discuss reasons why history is studied by analyzing a reading passage. The objectives are to:
1) Investigate what history is and why it should be studied through reconstructing a staged event. This teaches how historians interpret the past.
2) Analyze a reading about history to rank and discuss reasons for studying it such as understanding the present and learning life lessons.
3) Learn key terms like primary source, secondary source, and historical interpretation which are used when writing history.
The document discusses differentiating instruction to meet the needs of diverse learners. It covers Howard Gardner's theory of multiple intelligences, which describes eight types of intelligence. It also discusses using menus and choice boards to provide students with choices that match their interests and learning profiles. Effective differentiation provides appropriate challenges for students and emphasizes growth and shared responsibility for learning.
Sociology of Food and Agriculture Syllabusteperkins
This course introduces students to the sociology of food and agriculture. The goals are to develop students' sociological imagination as it relates to food, analyze the US food system through lenses of race, class and gender, and improve skills in reading, research, writing, and critical thinking. Students will complete reading responses, facilitate class discussions, maintain an annotated reading portfolio, draft and present a Wikipedia article, and write a reflection paper. The course aims to create a respectful learning environment.
This document provides an overview of a presentation on oral language strategies for writing arguments. It discusses the Story Grammar Marker and ThemeMaker methodologies and how they relate to the Common Core State Standards. Some key points covered include:
- The Common Core Standards are broken into categories like speaking, listening, reading, and writing, and these categories are interrelated.
- The speaking and listening standards focus on presenting knowledge and ideas with relevant details from kindergarten through 6th grade.
- The writing standards require more expository and opinion/argument writing as the grades increase, focusing on introducing claims, reasons, evidence, and conclusions.
- The presentation reviews strategies for teaching elements of argument like opinions, reasons
Holding Stories in the Palm of Your Hand: Improving Language & Communication ...MindWing Concepts, Inc.
Holding Stories in the Palm of Your Hand: Improving Language & Communication in Students who use American Sign Language. Presenters: Maryellen Rooney Moreau, M.Ed., CCC-SLP; Mandy Longo, M.S., CCC-SLP; Elizabeth Padilla, NBCT, M.A., CCC-SLP. ASHA 2014 Orlando November 21, 2014, 10:30am
The strategies used in the instructional clip aimed to engage students and develop their reading comprehension skills. Specific strategies included differentiating readings by difficulty and having students teach sections to their peers. This supported academic development by focusing on main ideas, vocabulary, and presentation skills. Grouping students heterogeneously also supported social and emotional development. Language supports included defining key terms and having students explain concepts to develop understanding and vocabulary. Eliciting student thinking was done through "Do Now" questions, cold calls, and having students explain their reasoning. Opportunities to improve included modeling reading strategies and having students practice defining terms themselves through think-pair-shares.
This daily lesson plan is for a 10th grade English Language Arts class. The lesson focuses on analyzing characters from the novel "In Cold Blood" by Truman Capote. Students will work in groups to create character profiles of major characters from the first 50 pages of the novel. They will then present their profiles to the class. For homework, students will continue journaling about their reading and will begin working on a body biography mini-project about one of the characters. Formative and summative assessments include the character profiles, journals, and body biography project. The lesson aims to help students understand the characters and vocabulary through class discussion, group work, and independent assignments.
This document outlines the syllabus for an English IV Honors course. It lists the required texts for each quarter and additional short stories and poems that will be read. Students will complete written assignments, such as response papers and a research paper. They will be assessed through tests, quizzes, homework, and an electronic portfolio of their work. Technology will be integrated into lessons using laptops and software for activities and assessments. Expectations are outlined for participation, preparation, late work, and maintaining an electronic portfolio to track writing progress.
This document is a daily lesson log for an English class in Grade 9. It outlines the objectives, content, learning resources, procedures, and reflection for the week. The key lessons focused on comparing and contrasting information from different texts, identifying distinguishing features of notable literature, and employing verbal and non-verbal strategies for a chamber theatre presentation. Formative assessment strategies were used throughout the week to meet the objectives connected to the curriculum standards.
This document provides an overview of discourse strategies and knowledge development as the sixth pillar of reading instruction. It discusses how knowledge influences comprehension and how prior knowledge helps students understand new information in texts. The Common Core State Standards emphasize knowledge development and analyzing how multiple texts address similar topics to build knowledge. Effective discourse strategies include think-pair-share, turn-and-talk, and other techniques that encourage student engagement and thinking. The document concludes with a narrative example that illustrates using discourse to develop understanding.
This document discusses strategies for scaffolding English language learning in the mainstream curriculum. It addresses issues like additive vs subtractive bilingualism and how long it generally takes learners to achieve fluency. The bulk of the document lists specific scaffolding strategies from A to Z, including strategies like affirming identity, biography blogging, cloze exercises, cooperative learning, graphic organizers, highlighting, journaling, KWL charts, modeling language, practice, and using visuals. It emphasizes the importance of knowing students, using both informal and formal assessment, and a willingness to help learners.
Sheltered Instruction is a way to teach English Language Learners within the context of their academic classes. The SIOP model is the only research based method that effectively ensures that all students have equal access to the curriculum.
This document discusses creating a literate environment for students from pre-kindergarten to third grade. It emphasizes the importance of assessing students' cognitive and noncognitive skills to understand their abilities, interests and motivations. It also discusses selecting appropriate texts based on student assessments and exposing students to different genres. Specific learning strategies are proposed that focus on word recognition, comprehension, and critically thinking about and responding to texts. These strategies aim to teach students to be strategic, metacognitive, critical and responsive readers.
This document provides guidance for kindergarten teachers on teaching the Common Core Georgia Performance Standards. It discusses the skills kindergarteners develop in reading literature, such as asking and answering questions about key details in stories, retelling familiar stories, and identifying characters, settings, and major events. The guidance gives examples of skills, strategies for teachers, and sample tasks to help students meet each standard in an integrated way. It is intended to help teachers transition from the previous Georgia Performance Standards to the new Common Core standards.
The document is a daily lesson log for an English class covering August 22-26, 2016. It includes:
- The objectives, content, and performance standards for the week related to resolving conflicts and critical reading/listening strategies.
- A list of learning competencies and objectives to be covered each day.
- An outline of the daily lesson plans and activities, including introducing new concepts, practicing skills, and formative assessments.
- A reflection on student progress and needs, along with the teacher's evaluation of their own strategies and requests for supervisor assistance.
This document discusses creating vocabulary-rich classrooms. It provides research and strategies for developing students' academic vocabulary through everyday language use. Teachers can model more sophisticated vocabulary to gradually enhance students' vocabularies. The document outlines Marzano's six-step process for teaching vocabulary and provides classroom examples. It also summarizes a study on using structured think-alouds to support online vocabulary learning. Developing academic and domain-specific vocabulary through intentional exposure and practice can boost students' language and thinking skills.
This lesson plan is for a 9th grade Honors English class where students will analyze two articles and develop a central idea for one of the articles. The lesson goals are for students to analyze the articles, develop a central idea supported by evidence, analyze writing strategies, and create an organizer. Students will read one article silently, discuss possible central ideas and strategies in groups, and create an organizer. The instructor will provide guidance and answer questions. Students will be assessed based on their participation in class activities and their written central idea essay in the next lesson. The lesson is designed to provide practice for a future assessment based on social cognitive theory of learning from peers.
This document contains a lesson plan for teaching students about mapping time. The teacher analyzes data on students' academic abilities and backgrounds to plan differentiated instruction. Strategies like modeling, think-pair-shares, and scaffolding content are used. The lesson is designed to build on prior knowledge of time concepts and help students make connections between new and old skills through practice activities. Potential misunderstandings around math and timelines are addressed.
Students learn about the process of writing history through a staged classroom event. They then discuss reasons why history is studied by analyzing a reading passage. The objectives are to:
1) Investigate what history is and why it should be studied through reconstructing a staged event. This teaches how historians interpret the past.
2) Analyze a reading about history to rank and discuss reasons for studying it such as understanding the present and learning life lessons.
3) Learn key terms like primary source, secondary source, and historical interpretation which are used when writing history.
The document discusses differentiating instruction to meet the needs of diverse learners. It covers Howard Gardner's theory of multiple intelligences, which describes eight types of intelligence. It also discusses using menus and choice boards to provide students with choices that match their interests and learning profiles. Effective differentiation provides appropriate challenges for students and emphasizes growth and shared responsibility for learning.
Sociology of Food and Agriculture Syllabusteperkins
This course introduces students to the sociology of food and agriculture. The goals are to develop students' sociological imagination as it relates to food, analyze the US food system through lenses of race, class and gender, and improve skills in reading, research, writing, and critical thinking. Students will complete reading responses, facilitate class discussions, maintain an annotated reading portfolio, draft and present a Wikipedia article, and write a reflection paper. The course aims to create a respectful learning environment.
This document provides an overview of a presentation on oral language strategies for writing arguments. It discusses the Story Grammar Marker and ThemeMaker methodologies and how they relate to the Common Core State Standards. Some key points covered include:
- The Common Core Standards are broken into categories like speaking, listening, reading, and writing, and these categories are interrelated.
- The speaking and listening standards focus on presenting knowledge and ideas with relevant details from kindergarten through 6th grade.
- The writing standards require more expository and opinion/argument writing as the grades increase, focusing on introducing claims, reasons, evidence, and conclusions.
- The presentation reviews strategies for teaching elements of argument like opinions, reasons
Holding Stories in the Palm of Your Hand: Improving Language & Communication ...MindWing Concepts, Inc.
Holding Stories in the Palm of Your Hand: Improving Language & Communication in Students who use American Sign Language. Presenters: Maryellen Rooney Moreau, M.Ed., CCC-SLP; Mandy Longo, M.S., CCC-SLP; Elizabeth Padilla, NBCT, M.A., CCC-SLP. ASHA 2014 Orlando November 21, 2014, 10:30am
The strategies used in the instructional clip aimed to engage students and develop their reading comprehension skills. Specific strategies included differentiating readings by difficulty and having students teach sections to their peers. This supported academic development by focusing on main ideas, vocabulary, and presentation skills. Grouping students heterogeneously also supported social and emotional development. Language supports included defining key terms and having students explain concepts to develop understanding and vocabulary. Eliciting student thinking was done through "Do Now" questions, cold calls, and having students explain their reasoning. Opportunities to improve included modeling reading strategies and having students practice defining terms themselves through think-pair-shares.
This daily lesson plan is for a 10th grade English Language Arts class. The lesson focuses on analyzing characters from the novel "In Cold Blood" by Truman Capote. Students will work in groups to create character profiles of major characters from the first 50 pages of the novel. They will then present their profiles to the class. For homework, students will continue journaling about their reading and will begin working on a body biography mini-project about one of the characters. Formative and summative assessments include the character profiles, journals, and body biography project. The lesson aims to help students understand the characters and vocabulary through class discussion, group work, and independent assignments.
This document outlines the syllabus for an English IV Honors course. It lists the required texts for each quarter and additional short stories and poems that will be read. Students will complete written assignments, such as response papers and a research paper. They will be assessed through tests, quizzes, homework, and an electronic portfolio of their work. Technology will be integrated into lessons using laptops and software for activities and assessments. Expectations are outlined for participation, preparation, late work, and maintaining an electronic portfolio to track writing progress.
This document is a daily lesson log for an English class in Grade 9. It outlines the objectives, content, learning resources, procedures, and reflection for the week. The key lessons focused on comparing and contrasting information from different texts, identifying distinguishing features of notable literature, and employing verbal and non-verbal strategies for a chamber theatre presentation. Formative assessment strategies were used throughout the week to meet the objectives connected to the curriculum standards.
This document provides an overview of discourse strategies and knowledge development as the sixth pillar of reading instruction. It discusses how knowledge influences comprehension and how prior knowledge helps students understand new information in texts. The Common Core State Standards emphasize knowledge development and analyzing how multiple texts address similar topics to build knowledge. Effective discourse strategies include think-pair-share, turn-and-talk, and other techniques that encourage student engagement and thinking. The document concludes with a narrative example that illustrates using discourse to develop understanding.
This document discusses strategies for scaffolding English language learning in the mainstream curriculum. It addresses issues like additive vs subtractive bilingualism and how long it generally takes learners to achieve fluency. The bulk of the document lists specific scaffolding strategies from A to Z, including strategies like affirming identity, biography blogging, cloze exercises, cooperative learning, graphic organizers, highlighting, journaling, KWL charts, modeling language, practice, and using visuals. It emphasizes the importance of knowing students, using both informal and formal assessment, and a willingness to help learners.
Sheltered Instruction is a way to teach English Language Learners within the context of their academic classes. The SIOP model is the only research based method that effectively ensures that all students have equal access to the curriculum.
This document discusses creating a literate environment for students from pre-kindergarten to third grade. It emphasizes the importance of assessing students' cognitive and noncognitive skills to understand their abilities, interests and motivations. It also discusses selecting appropriate texts based on student assessments and exposing students to different genres. Specific learning strategies are proposed that focus on word recognition, comprehension, and critically thinking about and responding to texts. These strategies aim to teach students to be strategic, metacognitive, critical and responsive readers.
This document provides guidance for kindergarten teachers on teaching the Common Core Georgia Performance Standards. It discusses the skills kindergarteners develop in reading literature, such as asking and answering questions about key details in stories, retelling familiar stories, and identifying characters, settings, and major events. The guidance gives examples of skills, strategies for teachers, and sample tasks to help students meet each standard in an integrated way. It is intended to help teachers transition from the previous Georgia Performance Standards to the new Common Core standards.
The document is a daily lesson log for an English class covering August 22-26, 2016. It includes:
- The objectives, content, and performance standards for the week related to resolving conflicts and critical reading/listening strategies.
- A list of learning competencies and objectives to be covered each day.
- An outline of the daily lesson plans and activities, including introducing new concepts, practicing skills, and formative assessments.
- A reflection on student progress and needs, along with the teacher's evaluation of their own strategies and requests for supervisor assistance.
CharacteristicsIn this assignment you will demonstrate your unde.docxbissacr
Characteristics
In this assignment you will demonstrate your understanding of the learning objective:
Identify the characteristics and learning differences of students with mild to moderate disabilities based on the IDEA
. Additionally, completion of this assignment represents an introduction to Course Learning Outcome 2 and MASE Program Learning Outcomes 1 and 2.
Researchers have identified multiple potential causes as well as suggested interventions for children who have been identified as having mild to moderate learning disabilities. These strategies may include environmental, instructional, behavioral, and/or psychological approaches within the classroom or school setting. This information can be instrumental in the decision-making process, specifically for the IEP team, when developing a student’s individualized goals and services. Using research-based interventions along with the student’s present levels of performance, background and cultural influences, for the purpose of developing an individualized plan are the recommended procedure for supporting a student’s needs.
Assessments are one important measure of a child’s level of functioning. They can measure a variety of areas including academic performance, processing abilities, language comprehension and usage as well as many others. There are many types of informal and formal assessments that contribute to the overall picture of a student’s abilities and which help to determine the gaps that need remediation. Whether conducted by a teacher or school psychologist, a report is written to explain the findings, which include current levels of functioning, strengths, and weaknesses.
After reviewing Henry’s assessment report, you will contribute to his case study by completing the “Background” section.
Instructions
In this assignment you will read a Case Study, Henry, and then create the “Background History” section using the characteristics of mild to moderate disabilities. In addition, you will explain how each determinant may impact his academic progress.
Review Henry’s Case Study
I. Background History
Week 2 Assignment
II. Reason for Referral
Henry is a transfer student to the school who enrolled approximately three weeks after the start of the school year. His previous school did not send past school records. Henry is currently in an inclusive classroom that is being co-taught by Mr. Franklin and you.
Henry is a quiet young man who sits near the back of the classroom and is reluctant to participate in whole-group discussions. When asked to read aloud, Henry will comply; however, his verbal expression is reticent but he is able to decode each word. While reading silently during independent practice, he struggles with answering grade-level comprehension questions that require higher-level thinking skills. In group-work settings, Henry will volunteer for the secretary role to avoid peer engagement.
III. Behavioral Observations during Testing
During the rea.
Week 2 Assignment CharacteristicsIn this assignment you will dem.docxjessiehampson
Week 2 Assignment Characteristics
In this assignment you will demonstrate your understanding of the learning objective: Identify the characteristics and learning differences of students with mild to moderate disabilities based on the IDEA. Additionally, completion of this assignment represents an introduction to Course Learning Outcome 2 and MASE Program Learning Outcomes 1 and 2.
Researchers have identified multiple potential causes as well as suggested interventions for children who have been identified as having mild to moderate learning disabilities. These strategies may include environmental, instructional, behavioral, and/or psychological approaches within the classroom or school setting. This information can be instrumental in the decision-making process, specifically for the IEP team, when developing a student’s individualized goals and services. Using research-based interventions along with the student’s present levels of performance, background and cultural influences, for the purpose of developing an individualized plan are the recommended procedure for supporting a student’s needs.
Assessments are one important measure of a child’s level of functioning. They can measure a variety of areas including academic performance, processing abilities, language comprehension and usage as well as many others. There are many types of informal and formal assessments that contribute to the overall picture of a student’s abilities and which help to determine the gaps that need remediation. Whether conducted by a teacher or school psychologist, a report is written to explain the findings, which include current levels of functioning, strengths, and weaknesses.
After reviewing Henry’s assessment report, you will contribute to his case study by completing the “Background” section.
Instructions
In this assignment you will read a Case Study, Henry, and then create the “Background History” section using the characteristics of mild to moderate disabilities. In addition, you will explain how each determinant may impact his academic progress.
Review Henry’s Case Study
I. Background History
· Week 2 Assignment
II. Reason for Referral
Henry is a transfer student to the school who enrolled approximately three weeks after the start of the school year. His previous school did not send past school records. Henry is currently in an inclusive classroom that is being co-taught by Mr. Franklin and you.
Henry is a quiet young man who sits near the back of the classroom and is reluctant to participate in whole-group discussions. When asked to read aloud, Henry will comply; however, his verbal expression is reticent but he is able to decode each word. While reading silently during independent practice, he struggles with answering grade-level comprehension questions that require higher-level thinking skills. In group-work settings, Henry will volunteer for the secretary role to avoid peer engagement.
III. Behavioral Observations during Testing
During the re ...
Case study – VignetteSean is a proficient classroom teacher and .docxwendolynhalbert
Sean is a grade 3 teacher at a low socioeconomic school with many ESL and Indigenous students. He prepared a science unit on states of matter but found in a pre-test that the students had little prior knowledge. Their literacy levels are also below benchmarks. Sean realizes his unit plans will not support the students and needs revising to incorporate better teaching strategies and content at their level. He meets with colleagues who are facing similar challenges.
This presentation summarizes the presenter's learning from a study of beginning reading instruction at Walden University. The presenter learned to assess students' cognitive and non-cognitive reading skills. They gained insight into using different text types, including informational texts, to develop students' comprehension and vocabulary. The presenter applied strategies for developing metacognition and strategic processing, such as teaching synonyms. They also learned to use critical and response perspectives to have students analyze characters and respond to texts. The goal is to support students' literacy development through meaningful assessment and selection of engaging, informative texts.
This week youve learned about various facets of sexual identity aTakishaPeck109
This week you've learned about various facets of sexual identity and the ways sexualties are informed by social institutions, cultural norms, and other forms of identity (e.g., gender norms, race/ethnicity, social class, religion, etc.) The film Moonlight provides us an opportunity to explore these connections as we watch the main character, Chiron, navigate his childhood and adolescence. (Before you begin, please make sure you have completed the readings, especially Kameron Copeland's film review.)
Note: The film is accessible from the library; just do a title search and follow the link to Swank digital media if the following link doesn't work:
https://digitalcampus.swankmp.net/udenver333780/watch/E83C519A1FB4E618?referrer=direct
In this four page paper, please answer the following question:
Writing Prompt:
· What does an intersectional analysis of Moonlight teach us about how gender, race and class shape Chiron's sexual identity (and his life in general?)
Note, your paper should include a clear, well-defined thesis statement (or argument) that answers this question. Your thesis should provide the organizing framework for your paper and be supported throughout with the readings, key terms, and thoughtful examples from the film.
Other questions that might help you create your argument/thesis/analysis: (Note, these are suggestions. You are not required to answer them!).
· What does this film tell us about the relationship between hegemonic masculinity and violence?
· What role does "family" (and its many iterations) play in Chiron's life?
· What does Chiron's life teach us about the ability (or lack thereof) for queer men of color to be "out"?
· This film received widespread critical acclaim and won the Oscar for "Best Picture of the Year" in 2017 for its thoughtful (yet arguably heartbreaking at times) portrayal of black queer masculinity. However, some argue that Hollywood needs more positive portrayals of LGBTQ+ stories that celebrate diverse queer and LGBGTQ+ people. Where do you think Moonlight fits in this debate?
Grading Requirements:
· Minimum of four (4) pages, double spaced
· Includes a thoughtful thesis that poses an argument; frames the paper; and is supported with the readings and examples from the film
· Engages with at least two (2) readings from Week 3 and at least one (1) reading from Week 2. (Remember to use parenthetical citations or footnotes...no works cited required)
· Avoids overusing direct citations and instead articulates the readings arguments by paraphrasing (and citing!)
· Thoughtfully answers above questions using evidence from film and texts to support insights/opinions/reflections Reflects college level writing standards (e.g., grammar, syntax, voice, spelling, etc).
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 se ...
Literate Environment Analysis by Sarah WydlerSwydler
The document discusses creating a literate environment for students in pre-K through 3rd grade. It outlines the Framework for Literacy Instruction, which includes the learners, texts, and instructional practices, as well as the interactive, critical, and response perspectives. The author describes how she uses assessments to understand students, selects appropriately leveled texts, teaches strategic reading through modeling, and incorporates critical and personal response perspectives into lessons. She concludes that considering all components of the Framework helps create an effective literacy environment.
Using Novels in the Social Studies classroomCody Lawson
This presentation was shared with a district wide teacher in-service on how to effectively use novels in the social studies classroom. Participants of the session included middle and high school level teachers.
ash ese 633 week 6 final paper,ash ese 633 week 6 dq 2 creating a collaborative school culture,ash ese 633 week 6 dq 1 course reflection discussion,ash ese 633 week 6,ese 633 week 6,ash ese 633,ese 633,ash ese 633 week 6 tutorial,ash ese 633 week 6 assignment,ash ese 633 week 6 help
The document defines a discussion text and outlines its key components and language features. A discussion text presents differing viewpoints on an issue and aims to explore various opinions to enable an informed decision. It discusses both sides of an argument, weighing positives and negatives before making a conclusion. Key elements include an issue statement, arguments for and against with evidence, and a recommendation. Language features emphasize presenting multiple perspectives through language like comparative adjectives and words showing opinion. Examples of discussion texts on school uniforms and national exams are also provided.
Department of Education Child Development Program 3214.docxbradburgess22840
This document provides information on an annual report from the American Cancer Society, Centers for Disease Control and Prevention, National Cancer Institute, and North American Association of Central Cancer Registries on cancer statistics in the United States. It describes the sources of cancer incidence and mortality data, including population-based cancer registries funded by CDC and NCI and compiled by NAACCR, as well as cancer death data from the National Vital Statistics System. The report analyzes trends in age-standardized incidence and death rates for all cancers combined and for common cancer types by sex, race, and ethnicity over time.
Department of Education Child Development Program 3214.docxtheodorelove43763
Department of Education
Child Development Program
3214 Austin Street, Houston, TX 77004
713-718-6303 phone 713-718-6235 fax
TECA 1354 Child Growth and Development
Case Study
Key Assessment
NAEYC Standard 1: Promoting Child Development and Learning
a. Students know and understand young children’s characteristics and needs.
b. Students know and understand the multiple influences on development and learning.
c. Students use developmental knowledge to create healthy, respectful, supportive, and challenging learning environments.
NAEYC Supportive Skills
SS3 Written and Verbal Communication: Well-prepared associate degree graduates have strong skills in written and verbal
communication. Students are technologically literate.
Required Component
This assignment (key assessment) is required for completion of this course. If this assignment is not completed with 70% of possible
points, (at least 70 points of the 100 possible on each case study), you will not receive a passing grade in this class. If you do not earn
at least 70 points, you will be allowed one revision on each case study. The maximum grade a student can earn on a revised
assignment is 70 % of the possible points (which is 70 points). See syllabus for more details.
Case Study Description
The purpose of this case study is to give the reader a detailed description of a child as viewed by you, the writer, with respect to the
developmental domains specified below. You will select and report on a child in each of the four case studies: 1.) infant or toddler (ages
0-2), 2.) Preschool (ages 3-5), 3.) Middle childhood (ages 6-11), and 4.) Adolescence (ages 12-18). Be sure to report the child’s
current level in each domain. You may choose any child EXCEPT your own, for example, extended family members, neighbors, or
friends. If you have any questions or concerns regarding selection of children, contact your professor.
Your report should be written in formal academic language. Your report should be an objective evaluation using information gathered
from direct observation. You may supplement this information with facts provided by the family or caregiver. Examples of objective
reporting are: “The mother reports Jason feels more secure when he sleeps with his teddy bear,” or “The caregiver stated that Gina
shares her crayons at the art table with any child who needs crayons.” The case study should NOT include subjective (opinion)
statements such as: “Jason seems like a secure child,” or “Gina is the nicest girl in the room.” Be as thorough as possible with the data
available to you. Include as much factual data as you can to "paint" a comprehensive picture of the child
Case Study Outline
Use the following headings, prompts, and rubric to guide you as you write each section of the case study. Type the headings for each
section. Provide plenty of descriptions and details. Use only the summary section to include any re.
Ecpse 700 foundations of sp ed fall 2012 queens collegeJohn Smith
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3) Requirements including assigned readings, assignments like a philosophy statement and two papers, fieldwork, group presentations, and a final exam.
4) A schedule listing topics to be covered each class like assessments, inclusion, and specific disability areas to be presented by student groups.
This document provides 10 ideas for including students with disabilities in literacy instruction. It discusses adapting read alouds, standards, texts, and assessments to meet individual student needs. Strategies include using visual supports, collaborative learning structures, technology, and alternative modes of communication and expression. The overall message is that with adaptations, all students can participate meaningfully in literacy activities.
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ESE 601 Effective Communication - snaptutorial.com
1. ESE 601 Week 1 Assignment Historical
Timeline
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ESE 601 Week 1 Assignment Historical Timeline
Historical Timeline [CLO: 2]. Due by Day 7. In this assignment you
will demonstrate your understanding of the learning objectives:
Analyze the relevant historical timeline of landmark cases that have
influenced special education and the education and treatment of
individuals with exceptional needs in the school setting and Identify
federal legislation that guides the foundations of special education in
the public schools. Additionally,Completion of this assignment
represents an introduction to Course Learning Outcome 1 and MASE
Program Learning Outcomes 1 and 2.
The history of special education has included a long and arduous path
for parents, teachers, and children as exemplified in Celebrating 35
Years of Individuals with Disabilities Education Act (IDEA) but this
process also has generated some very positive outcomes. Beginning in
1954 with the landmark civil rights case Brown v. Board of
Education, the Supreme Court ruled that separate is not equal and
therefore educating children with special needs in isolated
environments does not provide an identical education to that of their
non-disabled peers
(Expanding Civil Rights, n.d.). Since the passage of this
groundbreaking legislation, other individuals and activist groups have
followed suit, fighting for the legal rights of children with disabilities.
2. Instructions
You will select three landmark cases to summarize and analyze using
a timeline format. Although you can use any online template for this
project www.capzles.com, www.tiki-toki.com/, and
http://www.timetoast.com are recommended as being user-friendly.
The use of your text and the aforementioned video are strong
resources for this assignment. Upload a Word document in waypoint
that includes a link to your online timeline. An important point is that
you must make your website “public” in order for the instructor to
access your work.
Here is an example of a timeline:
• Special Education Timeline
Timeline Content
Identify, by name and date, at least three influential landmark cases
specific to 21st century special education beginning in 1960, using
www.capzles.com, www.tiki-toki.com/, orwww.timetoast.com, or an
online timeline creation tool of your choice.
Paraphrase in 2-3 sentences a description of each party’s stance for
each of the three selected cases.
Restate in your own words, a 2-3 sentence summary of the final court
ruling for each of the three selectedcases.
Explain in 2-3 sentences, using your own words, how the historical
legal rulings you selected havesupported the needs of students with
disabilities.
Embed into your timeline a relevant link to a website or video that
describes each selected case in user-friendly terms.
**********************************************
3. ESE 601 Week 1 Discussion 1
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ESE 601 Week 1 Discussion 1
**********************************************
ESE 601 Week 2 Assignment Characteristics
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ESE 601 Week 2 Assignment Characteristics
Characteristics [CLO: 2]. Due by Day 7. In this assignment you will
demonstrate your understanding of the learning objective: Identify the
characteristics and learning differences of students with mild to
moderate disabilities based on the IDEA. Additionally, completion of
this assignment represents an introduction to Course Learning
Outcome 2 and MASE Program Learning Outcomes 1 and 2.
Researchers have identified multiple potential causes as well as
suggested interventions for children who have been identified as
4. having mild to moderate learning disabilities. These strategies may
include environmental, instructional, behavioral, and/or psychological
approaches within the classroom or school setting. This information
can be instrumental in the decision-making process, specifically for
the IEP team, when developing a student’s individualized goals and
services. Using research-based interventions along with the student’s
present levels of performance, background and cultural influences, for
the purpose of developing an individualized plan are the
recommended procedure for supporting a student’s needs.
Assessments are one important measure of a child’s level of
functioning. They can measure a variety of areas including academic
performance, processing abilities, language comprehension and usage
as well as many others. There are many types of informal and formal
assessments that contribute to the overall picture of a student’s
abilities and which help to determine the gaps that need remediation.
Whether conducted by a teacher or school psychologist, a report is
written to explain the findings, which include current levels of
functioning, strengths, and weaknesses.
After reviewing Henry’s assessment report, you will contribute to his
case study by completing the “Background” section.
Instructions
In this assignment you will read a Case Study, Henry, and then create
the “Background History” section using the characteristics of mild to
moderate disabilities. In addition, you will explain how each
determinant may impact his academic progress.
Re view Henry’s Case Study
I. Background History
Week2Assignment
II. Reason for Referral
5. Henry is a transfer student to the school who enrolled approximately
three weeks after the start of the school year. His previous school did
not send past school records. Henry is currently in an inclusive
classroom that is being co-taught by Mr. Franklin and you.
Henry is a quiet young man who sits near the back of the classroom
and is reluctant to participate in whole-groupdiscussions.
Whenaskedtoreadaloud,Henrywillcomply;however,hisverbalexpressio
n is reticent but he is able to decode each word. While reading silently
during independent practice, he struggles with answering grade-level
comprehension questions that require higher-level thinking skills. In
group-work settings, Henry will volunteer for the secretary role to
avoid peer engagement.
III. Behavioral Observations during Testing
During the reading portion of the education assessment, Henry told
the assessor that he didn’t like reading because he “isn’t very good at
it.” He also said that his mom takes him to the library once a week but
he has a difficult time finding a book the he likes and usually ends up
checking out a movie or CD instead.
Although Henry mentioned, several times, how he does not like
reading, he was willing to try each portion of the assessment and
seemed to be putting forth his best effort. It is relevant to mention that
after each subtest, Henry asked the assessor if he did “a good job?”
Based on Henry’s overall performance on the education assessment
and his academic history, the evaluation results appear to be a valid
representation of his abilities.
IV. Sources of Information, Tests, and Procedures
Personal Observations and Interviews:
Henry (student)
6. Henry’s parents
Teacher reports
Classroom observation
Formal and Informal Assessments:
Woodcock-JohnsonTestofAchievement
CurriculumBasedMeasurements(CBM) o Student portfolio
V. Test Results
Woodcock-Johnson, Education Assessment: The following is a
summary of Henry’s current performance in reading, math and
language/content:
Letter-Word Identification: Henry was asked to read a list of words
beginning at his level of independence and gradually becoming more
difficult. He scored within the low average range (standard score: 88)
Word Attack: Henry was asked to decode (phonetically pronounce) a
list of nonsense words using letter patterns that gradually advanced in
difficulty. He scored within the low average range (standard score:
87)
PassageComprehension:Henrywasaskedtoreadapassage
(beginningathislevelof independence) silently and then verbally
provide the omitted word. This subtest measured Henry’s level of
reading comprehension. He scored within the low range (standard
score: 77)
ReadingVocabulary:Henrywasaskedtoprovidetheantonym(opposite)an
dsynonym(same)
7. fortwoseparatevocabularylists,andthenhewasaskedtocompleteanalogie
s. Hescoredwithin the low range (standards score: 76)
WritingFluency:Henrywasaskedtoformulateandwritesentencescompris
edofthreegiven words along with a pictures within a 7-minute
timeframe. He scored within the low average range (standards score:
82)
WritingSamples:Henrywasaskedtoformulatesentencesthatcombinevis
ualandauditory information. There is no penalty, in this subtest, for
basic writing, spelling or punctuation errors. He scored within the
average range (standard score: 92)
Math Calculation: Henry was asked to complete basic addition,
subtraction, multiplication and division equations gradually advancing
in difficult to more complex computations involving decimals,
fractions and geometry. He scored within the average range
(standards score: 95)
Math Fluency: Henry was asked to complete simple addition,
subtraction and multiplication factswithina3-minutetimeframe.
Hescoredwithintheaveragerange(standardscore:90)
VI. Conclusions
Strengths:Henry’sstrengthsareinmathcalculationandfluencywherehesc
oredintheaverage range. He also excelled in completing the “Writing
Samples” and “Letter-Word Identification” subtest that requires visual
and auditory information input.
VII. Summary & Recommendations
StudentSummary:AtthistimetherehavebeennorecordstransferredfromH
enry’sprevious school for teachers and other school personnel to
review. Because there is no background information, the team is only
able to use the current class performance and his educational
assessment regarding his ability levels and eligibility for services
8. provided under IDEA. It is evident from the teacher and parent
reports along with classroom observation that Henry’s area of
weakness is in reading and vocabulary comprehension.
TheassessmentresultsindicatethatHenryisnotmakingeffectiveprogressi
ntheareasofreading and vocabulary comprehension at his grade level.
If allowed to continue with proper support and intervention strategies,
he will continue to fall behind his same-aged peers as he progresses
through each grade level.
Share Share on Facebook Tweet Tweet on Twitter Pin it Pin on
Pinterest
**********************************************
ESE 601 Week 2 Discussion 1 Eligibility
Evaluation Process
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ESE 601 Week 2 Discussion 1 Eligibility Evaluation Process
EligibilityEvaluationProcess[CLO:2].1stPostDuebyDay3.Thisdiscussi
onisyouropportunityto demonstrate your understanding of the
objective: Examine the eligibility evaluation process for children with
mild to moderate disabilities based on the IDEA. The discussion
represents an introduction to Course Learning Outcome 2 and the
MASE Program Learning Outcome 6.
9. Since September, Mr. Franklin and you have been co-teaching
superstars, creating a trusting professional relationship that was built
on a foundation of strong communication. After school one day, you
discuss Henry, a student who is falling behind his peers during his
Language Arts class. He started school a few weeks after the
beginning of the school year, without any records from his previous
school. You and Mr. Franklin have noticed that while reading silently,
he struggles with answering grade-level comprehension questions.
During group activities, Henry sits quietly while his peers actively
participate. You agree with Mr. Franklin that Henry is never a
behavior problem and really shines during gym and art class.
Initial Post: Create an initial post that discusses how Henry’s lack of
academic progress may contribute to a continual decline in reading
comprehension and higher level thinking skills. Explain, in detail, the
potential ‘next steps’ in determining if a disability under one of the 13
categories under IDEA is present. Use your text and additional
resources as scholarly support for your writing.
GuidedResponse:Reviewthepostsofyourclassmatesandthatofyourinstr
uctor. Respondtoat leasttwopeers by reacting to their suggestions on
the process of determining if Henry may be exhibiting some type of
disability. Have you experienced a similar situation in your own work
or personal life? Share this story in both of your responses to your
peers’ post. You are encouraged to provide additional resources that
will assist with your explanation.
Though two replies are the basic expectation, for deeper engagement
and application of the material, you are encouraged to provide
responses to any comments or questions others have made (including
your Instructor) before the last day of the discussion period. This will
extend the conversation while providing opportunities to demonstrate
your content expertise, critical thinking, and real work experiences
with this topic.
**********************************************
10. ESE 601 Week 3 Assignment Universal
Learning Characteristics
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ESE 601 Week 3 Assignment Universal Learning Characteristics
Universal Learning Characteristics [CLO: 3]. Due by Day 7. In this
assignment you will demonstrate your understanding of the learning
objective: Identify universal learning characteristics of students with
mild to moderate disabilities. Additionally, completion of this
assignment represents an introduction to Course Learning Outcome 3
and MASE Program Learning Outcomes 1, 2 and 6.
Although every child is unique, those with similar categorized
disabilities, have universal learning and behavior characteristics. For
example, traditional instruction can be delivered with strategies that
have shown to be successful for students identified as having learning
disabilities. Similarly, universal proactive classroom intervention
techniques for children with mild to moderate behavior disabilities
have also been demonstrated to be
asuccessfulapproachtoaddressingtheseindividualized needs.
Instructions
Create a graphic organizer using Popplet or Microsoft Word to
demonstrate universal learning and behavior
characteristicsandstrategiesforadisability ofyourchoice.
Usetable2.1“GenerallyAcceptedCategorical Descriptions of Students
with Mild Disabilities” and table 2.2 “Summary of Instructional
11. Strategies by Functional Domains” to identify a population and their
characteristics. Here is a model to follow:
• Universal Learning Characteristics
Content Expectations
Define, in one sentence, the disability you’ve chosen.
Describe at least five universal behavior characteristics for the
population of students you’ve chosen.
Explain at least five behavior strategies to support the Universal
Behavior Characteristics.
List at least three resources you accessed to identify Universal
Behavior Characteristics and strategies.
Describe at least five universal learning characteristics for the
population of students you’ve chosen.
Explain at least five instructional strategies to support the universal
learning characteristics of the
Population of student’s you’ve chosen.
List at least three resources you accessed to identify universal
learning characteristics and instructionalstrategies.
**********************************************
ESE 601 Week 3 Discussion Assessment
Results and LRE Continuum
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ESE 601 Week 3 Discussion Assessment Results and LRE
Continuum
Assessment Results and LRE Continuum [CLO: 3]. 1st Post Due by
Day 3. This discussion is your opportunity to demonstrate your
understanding of the objective: Review the Least Restrictive
Environment continuum of placement options as outlined by IDEA.
The discussion represents an introduction to Course Learning
Outcome 3 and the MASE Program Learning Outcome 1.
According to the assessment report you reviewed in Week 2, Henry
will frequently look around the room before participating in whole-
group activities, copying what his peers are doing, so not to be
embarrassed that he does not understand the learning material or what
is being asked. Mr. Franklin and you have observed this same
documented behavior in multiple instances during classroom
instruction and other activities. Because he has never been a behavior
problem or disruptive, you are afraid that Henry’s introverted nature
will cause him to fall
furtherbehindashaslackofprogressgoesunnoticed.
IthasbeendeterminedthatHenryhasalearningdisability, which
negatively impacts his reading comprehension and ability to organize
his thoughts on paper.
Initial Post: Create an initial post using the results from the evaluation
process presented in the Instructor Guidance as well as course
information listed in the Required and Recommended Resources.
Conduct a review of Henry’s assessment report and his background
you created last week. Explain to IEP team which academic setting
you believe is Henry’s Least Restrictive Environment (LRE). Be sure
13. to justify your decision with information you’ve read in the text, the
week’s reading assignments and independent research.
GuidedResponse:Reviewthepostsofyourclassmatesandthatofyourinstr
uctor. Respondtoatleasttwopeers by comparing your placement
decisions based on the unique background created. Be sure to
endorse, question, or refute your peer’s placement decision, compared
with your LRE decision with supporting evidence from the literature.
You are encouraged to provide additional resources that will assist
with your explanation.
Though two replies are the basic expectation, for deeper engagement
and application of the material, you are encouraged to provide
responses to any comments or questions others have made (including
your Instructor) before the last day of the discussion period. This will
extend the conversation while providing opportunities to demonstrate
your content expertise, critical thinking, and real work experiences
with this topic.
**********************************************
ESE 601 Week 4 Assignment Proactive
Classroom Strategies
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ESE 601 Week 4 Assignment Proactive Classroom Strategies
Proactive Classroom Strategies [CLO: 3]. Due by Day 7. In this
assignment you will demonstrate your understanding of the weekly
learning objectives: Compare positive proactive classroom behavior
14. strategies and Identify strategies for managing student behavior.
Additionally, completion of this assignment represents an
introduction to Course Learning Outcome 3 and MASE Program
Learning Outcomes 1 and 2.
Even when you proactively predict your students’ behaviors and plan
for every situation, problems will still arise that need to be managed.
According to Bill Rogers, behavior specialist, many negative
behaviors fit into one of five categories: The Chatterbox, The
Boycotter, The Debater, The Sulker and The Clinger (Five Persistent
Behavior Problems, 2014).
First, read a description of each of the five behavior categories
outlined by Bill Rogers on Scholastic’s webpage “Five Persistent
Behavior Problems and How to Handle Them”. Then, choose a
behavior management technique listed on Education World’s “Tip
Archive” for each of the behaviors. Use the following guidelines for
creating your presentation:
Content Expectations:
Using support from your assignment reading, the Instructor Guidance,
and the discussions, your written paper will:
Identify one of the five behavior categories.
Choose a behavior management technique for the selected
behavior.
Examine how the method will be effective for the selected behavior
category.
Summarize how the strategy can be used, in the future, proactively.
Share a story from your experience that is related to the ideas you
have learned thus far in the course.
**********************************************
15. ESE 601 Week 4 Discussion Positive Behavior
Planning
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ESE 601 Week 4 Discussion Positive Behavior Planning
Positive Behavior Planning [CLO: 3]. 1st Post Due by Day 3. This
discussion is your opportunity to demonstrate your understanding of
the objective: Compare positive proactive classroom behavior
strategies. The discussion represents an introduction to Course
Learning Outcome 3 and the MASE Program Learning Outcome 1.
In an authentic classroom environment, discipline procedures can
either be proactive or reactive. Proactive discipline focuses on
classroom management that is “designed to promote student self-
control by focusing teacher intervention as the cause of discipline
problems...” (Henley, Ramsey &Algozzine, 2009, p. 288). Reactive
discipline, on the other hand, is where the teacher is responding to
discipline problems instead of proactively
predictingpotentialsituations.
Teacherswhoanticipateandplanforstudentbehaviorshavelong-
termclassroom management success.
You notice that when Mr. Franklin tells the class it is time to stop
their work and move to the next activity, it takes a long time for the
class to complete their current activities, gather their materials, and
transition to the next class. Because of this lag time, the students are
often late to their next class, which makes Mr. Franklin feel
frustrated. Responding to this ongoing issue, Mr. Franklin tells the
16. class they will miss 5 minutes of their lunch time to make up for their
lateness.
Initial Post: Create an initial response that explains how Mr.
Franklin’s response was reactive instead of proactive. Describe at
least three proactive strategies Mr. Franklin can use for a smoother
transition process. Include in your description how this strategy would
be implemented with supporting evidence from the readings and
Week Four’s Instructor Guidance.
Guided Response: Review the posts of your classmates and that of
your instructor. Respond, using support from our assigned reading
and the Instructor Guidance, to the following questions with careful
attention to the details presented by your peers in the selected posts.
You must respond to at least two peers.
Summarize what proactive discipline strategies means to you.
Compare your peers’ response to your initial ideas of proactive
discipline strategies.
Explain how they are the same or different to your own ideas
presented in your initial post.
Though two replies is the basic expectation, for deeper engagement
and learning, you are encouraged to provide responses to any
comments or questions others have given to you (including the
instructor) before the last day of the discussion. This will further the
conversation while also giving you opportunities to demonstrate your
content expertise, critical thinking, and real work experiences with
this topic.
**********************************************
ESE 601 Week 5 Assignment Instructional
Planning
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ESE 601 Week 5 Assignment Instructional Planning
Instructional Planning [CLO: 3]. Due by Day 7. In this assignment
you will demonstrate your understanding of the learning objectives:
Evaluate various assessment data the drives classroom instruction for
the individual student and Describe the factors to consider when
planning appropriate research-based instructional approaches for
student with mild to moderate disabilities. Additionally, completion
of this assignment represents an introduction to Course Learning
Outcome 3 and MASE Program Learning Outcomes 1, and 4.
In order to create dynamic lesson plans that engage all students at
their present levels of performance, instructional planning must be
driven by formal and informal assessment results. Formal assessments
include data collected through standard scores that are collected by
trained professionals such as the school psychologist. This can
include educational assessments such as Henry’s assessment in Week
3.
Informal assessments, on the other hand, are typically content-based
and are administered by the teacher to
measureastudent’sachievementonclassroominstruction.
Forexample,canincludea‘thumbsuporthumbs down’, a morning warm-
up of information from the day before, or a brief quiz at the end of a
lesson. Teachers also assess students through informal observations
by walking around the classroom during group activities and
independent practice or during whole group instruction.
Mr. Franklin and you spend quite a bit of time together planning
instruction to meet the needs of all your students. Because he is
considered the content expert while you are the content delivery
18. expert (access specialist), he looks to you for guidance on creative
and engaging lesson plans that are determined by assessment data
results and the student’sIEPwrittenplan.
Thelessonyouarecreatingmustmeettheneedsofyour28students,withseve
nwho have been identified as having specialized academic and/or
behavioral needs.
Content Expectations
Using support from your assignment reading, the Instructor
Guidance, and the discussions, your written paper will:
Identify three informal assessments.
Explain how the informal assessment you’ve chosen will accurately
evaluate the needs of all the students
in your class.
Examine how the assessment results will inform instructional
planning.
Summarize at least one additional resource that provides more
information on one of the threeassessments you’ve chosen.
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ESE 601 Week 5 Discussion Present Level of
Performance
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19. ESE 601 Week 5 Discussion Present Level of Performance
PresentLevelofPerformance [CLOs: 1, 3].1st
PostDuebyDay3.Thisdiscussion is your opportunity to demonstrate
your understanding of the objective: Examine the importance of a
student’s present levels of performance in the development of an
Individualized Education Program. The discussion represents an
introduction to Course Learning Outcome1 and 3 and the MASE
Program Learning Outcome 1, 2 and 5.
You play an important role in the Individualized Education Program
(IEP) team, which is required to meet at least once annually. This
federal mandate requires that all participants meaningfully contribute
information regarding the student’s current abilities, strengths, and
areas of weaknesses so that specific goals and services can be
provided. The IDEA requires the following personnel to meaningfully
participate in the IEP team process ("IDEA/IDEIA: The rights your
child has as one with a disability," n.d.) :
According to IDEA 2004, Section 1414(d)(1)(B), the IEP team
includes:
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ESE 601 Week 6 Discussion 2
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ESE 601 Week 6 Discussion 2
20. Create an initial response that defines how this course has helped you
determine your professional interests in the field of special education.
Students with Exceptionalities in the School Setting have only
strengthened my desire to be an instructor for exceptional students as
a guardian of an exceptional student and the added...
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ESE 601 Week 6 Discussion Professional and
Ethical Reflection
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ESE 601 Week 6 Discussion Professional and Ethical Reflection
Professional and Ethical Reflection [CLOs: 1, 4]. 1st Post Due by Day
3. Review the Council for Exceptional Children (CEC) Special
Education Professional Ethics Principles and National Association of
Special Education Teachers (NASET) Code of Ethics. Then visit
Voicethread: Ethics and Responsibilities. If you are unable to see the
video in VoiceThread, or require closed caption, please view it in
YouTube: Student Privacy 101: FERPA for Parents and Students.
Initial Post: After watching the video, you will create an initial
response that responds to the two posted discussion board prompts
below directly on VoiceThread. You are able to access this by
hovering your mouse in the center of the green ‘play’ bar until, where
21. you will click on the “+” sign. For each question you will state,
specifically using support from the readings and Instructor Guidance
from Week Six, your answers to the following:
How does FERP A relate directly to the CEC and NASET standard of
ethics for special educators? What characteristics and behaviors will
make you stand out as an ethical teacher?
*Please be sure to create an original post on the discussion board with
your name in the subject line and the words “See VoiceThread” in the
comments section.*
Guide d Response: Review the posts of your classmates made in
VoiceThread, reply in the discussion board under their initial post.
Choose two peers to endorse, question, or refute each viewpoint,
citing the CEC or NASET Code of Ethics.
Though two replies are the basic expectation, for deeper engagement
and application of the material, you are encouraged to provide
responses to any comments or questions others have made (including
your Instructor) before the last day of the discussion period. This will
extend the conversation while providing opportunities to demonstrate
your content expertise, critical thinking, and real work experiences
with this topic.
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ESE 601 Week 6 Final Paper
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22. Week Six Final
Since Mr. Franklin has been expressing his confusion regarding
special education and the students’ needs, you have decided to create
a user-friendly guide that has relevant resources, definitions,
examples, and family-based privacy information specific to students
with disabilities.
Instructions
As you move through the program, this manual will become a
resource of up-to-date information in the field of special education.
It can also be a rich source of documentation of your work in this
program as you consider entering or continuing your work in the
profession and field of special education. Additionally, this manual
will be a practical source of your completed coursework in
preparation for the Capstone course.
Content Expectations:
• Explain one key landmark case that made the biggest impact on
special education.
• Define ten terms that will be most useful in everyday classroom
practice.
• Outline the importance of formal and informal assessments in
driving instructional planning.
• List at least three common etiological factors of students with mild
to moderate disabilities.
• Identify teaching techniques for students with common mild to
moderate disabilities in an inclusion classroom.
• Identify positive proactive behavior strategies for students with
common mild to moderate disabilities in an inclusion classroom.
• Describe five easy to administer informal assessments to evaluate
student progress at various ability levels.
Written Expectations:
Using the provided, compile the appropriate resources within each
section. Follow each section’s instructions and complete as indicated
within the template. Please note that there is a minimum of four
scholarly sources to be used including the course textbook.
Next Steps: Review and Submit the Assignment
23. Review your assignment with the to ensure you have achieved the
distinguished levels of performance for each criterion. Next, submit
your document no later than Day 7.
Recommendation
The MASE program provides the opportunity for you to create an
online portfolio that can be used in your career development and
professional practice. Throughout the program, you will have various
assessments that can be included in this e-portfolio and these will be
finalized in the last course of the MASE program, Capstone course,
ESE699. You may select this assignment and subsequent coursework
to include as artifacts. Therefore, it is strongly encouraged you to
save your coursework on a flash-drive (e.g., a USB removable drive)
or store in a cloud-based option such as Dropbox, GoogleDrive, or
other similar applications.
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