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 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 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 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 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 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 Effective Communication - snaptutorial.comdonaldzs13
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 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 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 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 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 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 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 Effective Communication - snaptutorial.comdonaldzs13
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 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.
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.
The document describes several effective multi-level reading and speaking activities that can be used in an ESL classroom. The activities are designed to challenge students at different levels, engage students, provide feedback, create a learner-centered environment, teach any content, be easily adapted, and provide independent work time for students. Some of the activities described include Read, Cover, Re-Tell, Re-Read; Vocabulary Cards; Quick Write; Mingle; Reconstruct the Story; and Find a Sentence. The document emphasizes that these activities require little preparation from teachers and help develop student confidence and independence.
This document discusses a unit on water purification that will be taught to a class of Year 2 students. It provides information on what the students already know, the learning outcomes, and how different students in the class learn best. The class has a diverse range of learning styles, including auditory, visual, kinaesthetic, gifted students, an ESL learner, and one student with a hearing impairment. The unit aims to teach students about how drinking water is cleaned and purified, as well as having them write a procedural text. A variety of teaching methods and resources will be used to engage the different learners, including technology, hands-on activities, images, and written instructions.
Balanced Word Instruction - Supporting Students with CCN to Crack the Alphabe...Jane Farrall
This document provides information on supporting students with complex communication needs to develop early reading skills. It discusses assessment and teaching of emergent readers and conventional readers. For emergent readers, it focuses on teaching the alphabet and phonological awareness through activities like letter of the week, alphabet books/songs, word sorts, and incidental teaching. For conventional readers, it discusses assessing and teaching word identification and developmental spelling through activities like word walls, word sorts, and making words. The overall goal is to help students learn to crack the alphabetic code through a balanced literacy approach.
This document provides strategies and approaches for teaching English to students learning English as a second language. It discusses several key strategies:
- Total Physical Response (TPR) uses a series of commands for students to physically enact events to introduce new language without requiring oral responses.
- The Natural Approach focuses on providing comprehensible input through meaningful communication and a low-anxiety environment to facilitate language acquisition.
- BICS and CALP distinguish between the social language skills needed for everyday communication versus the cognitive academic skills required for academic success. Students typically acquire BICS in 2 years but need 5-7 years to develop CALP.
- A variety of techniques are presented to accommodate students at different proficiency levels from
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.
Buckingham Uni PGCE Feb 2017 AssessmentSteve Smith
Formative and summative assessments serve different purposes. Formative assessments are used during instruction to provide feedback to students and teachers to improve learning, while summative assessments evaluate learning at the end of an instructional period. Effective formative assessments include sharing learning objectives, providing feedback, and activating students as owners of their learning. Summative assessments should match the skills taught and avoid assessing unfamiliar tasks. Tests need validity in assessing what was taught and reliability in producing consistent results. Teachers aim to effectively prepare students for important tests without limiting effective instructional methods.
Proficiency-Based Teaching and Learning for OSBA 2011Rinda Montgomery
The document outlines an educational presentation on proficiency-based teaching and learning given to the Oregon Small Schools Association in 2011, discussing shortcomings of the traditional educational model and benefits of a proficiency-based model in preparing students for future careers through standards-aligned learning. Case studies and examples from schools that have implemented proficiency-based models show improved student engagement, performance, and preparation for post-secondary education and careers.
Preparing High School Students With Disabilities For College03drsusan
The document discusses preparing high school students with disabilities for college. It provides research-based objectives for college-bound students with special needs, including promoting effective learning strategies and self-determination skills. Models of memory and learning are reviewed. Disability laws requiring accommodations in higher education are also summarized. Successful traits of students with disabilities in college include utilizing support services and having awareness of their own learning abilities.
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.
Middle Level Lesson Plan for Math class – Secondary EducationM'Call Schaefer
The lesson plan is for a 7th grade math class on quadrants and reflections. Students will learn to place points in the four quadrants of a graph and identify and graph shapes after reflection along the x- and y-axes. The teacher will review quadrants and introduce reflections using a Frayer model. Students will then work in groups to graph original shapes and their reflections on poster boards. At the end, students will answer review questions on handheld devices to check understanding.
A Balanced Literacy Program for Special EducationJoanne Cardullo
Special education students progress more rapidly when they participate in a literacy program that balances phonological awareness with comprehension. Reading with meaning is an educator's ultimate goal!
Literacy Through Curriculum: Using the Australian Curriculum as a springboard...Jane Farrall
This document provides an overview of how the Australian curriculum can be used as a framework to develop literacy at the Adelaide West Special Education Centre. It discusses key concepts in literacy development including balanced literacy, communication, mastery versus emergent views of literacy. Time recommendations and achievement standards are presented for various learning areas from the Australian curriculum adapted for students with disabilities. The use of individual goal setting and reporting on the general capabilities is also described as part of a balanced literacy approach at the school.
Remedial reading programs should use research-based methods implemented consistently by well-trained teachers. Instruction should start simply and gradually increase in complexity, with modeling, guided practice, and independent work. Reading difficulties can be diagnosed through evaluating comprehension, phonics, and other skills to identify strengths and weaknesses. Common causes of problems include inadequate instruction, lack of materials, large class sizes, and lack of reading interest.
edTPA - Childhood Lesson Plan Template lesson ALL 3Beverly Korsah
This lesson focuses on describing Niagara Falls as an important landform in New York. Students will work in small groups to discuss why Niagara Falls is significant and how its water could be used. They will consider whether they have visited Niagara Falls and why. The teacher will informally assess students by reviewing posters and brochures created by small groups to evaluate how well students conveyed facts and information about Niagara Falls. The goal is for students to understand Niagara Falls as a landmark landform in New York through discussion and creative works.
What is reading?
Why is reading important ?
Main reading difficulties ?
What are the types of reading?
What are the stages in teaching reading?
How to integrate read with the other teaching skills?
What are the reading strategies?
What is the purpose of reading?
What is PDP reading frame work?
What activities can be done in pre-reading/during reading/ post reading?
How to teach reading aloud?
The document discusses differentiation strategies for K-12 classrooms including choice boards/menus, tic-tac-toe boards, and tiered assignments. It provides examples of these strategies and emphasizes that effective differentiation requires matching instruction to individual student needs, offering students choices in their learning, and facilitating learning rather than solely lecturing. Research shows students learn best when teachers employ varied instructional strategies and act as coaches.
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 ...
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.
The document describes several effective multi-level reading and speaking activities that can be used in an ESL classroom. The activities are designed to challenge students at different levels, engage students, provide feedback, create a learner-centered environment, teach any content, be easily adapted, and provide independent work time for students. Some of the activities described include Read, Cover, Re-Tell, Re-Read; Vocabulary Cards; Quick Write; Mingle; Reconstruct the Story; and Find a Sentence. The document emphasizes that these activities require little preparation from teachers and help develop student confidence and independence.
This document discusses a unit on water purification that will be taught to a class of Year 2 students. It provides information on what the students already know, the learning outcomes, and how different students in the class learn best. The class has a diverse range of learning styles, including auditory, visual, kinaesthetic, gifted students, an ESL learner, and one student with a hearing impairment. The unit aims to teach students about how drinking water is cleaned and purified, as well as having them write a procedural text. A variety of teaching methods and resources will be used to engage the different learners, including technology, hands-on activities, images, and written instructions.
Balanced Word Instruction - Supporting Students with CCN to Crack the Alphabe...Jane Farrall
This document provides information on supporting students with complex communication needs to develop early reading skills. It discusses assessment and teaching of emergent readers and conventional readers. For emergent readers, it focuses on teaching the alphabet and phonological awareness through activities like letter of the week, alphabet books/songs, word sorts, and incidental teaching. For conventional readers, it discusses assessing and teaching word identification and developmental spelling through activities like word walls, word sorts, and making words. The overall goal is to help students learn to crack the alphabetic code through a balanced literacy approach.
This document provides strategies and approaches for teaching English to students learning English as a second language. It discusses several key strategies:
- Total Physical Response (TPR) uses a series of commands for students to physically enact events to introduce new language without requiring oral responses.
- The Natural Approach focuses on providing comprehensible input through meaningful communication and a low-anxiety environment to facilitate language acquisition.
- BICS and CALP distinguish between the social language skills needed for everyday communication versus the cognitive academic skills required for academic success. Students typically acquire BICS in 2 years but need 5-7 years to develop CALP.
- A variety of techniques are presented to accommodate students at different proficiency levels from
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.
Buckingham Uni PGCE Feb 2017 AssessmentSteve Smith
Formative and summative assessments serve different purposes. Formative assessments are used during instruction to provide feedback to students and teachers to improve learning, while summative assessments evaluate learning at the end of an instructional period. Effective formative assessments include sharing learning objectives, providing feedback, and activating students as owners of their learning. Summative assessments should match the skills taught and avoid assessing unfamiliar tasks. Tests need validity in assessing what was taught and reliability in producing consistent results. Teachers aim to effectively prepare students for important tests without limiting effective instructional methods.
Proficiency-Based Teaching and Learning for OSBA 2011Rinda Montgomery
The document outlines an educational presentation on proficiency-based teaching and learning given to the Oregon Small Schools Association in 2011, discussing shortcomings of the traditional educational model and benefits of a proficiency-based model in preparing students for future careers through standards-aligned learning. Case studies and examples from schools that have implemented proficiency-based models show improved student engagement, performance, and preparation for post-secondary education and careers.
Preparing High School Students With Disabilities For College03drsusan
The document discusses preparing high school students with disabilities for college. It provides research-based objectives for college-bound students with special needs, including promoting effective learning strategies and self-determination skills. Models of memory and learning are reviewed. Disability laws requiring accommodations in higher education are also summarized. Successful traits of students with disabilities in college include utilizing support services and having awareness of their own learning abilities.
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.
Middle Level Lesson Plan for Math class – Secondary EducationM'Call Schaefer
The lesson plan is for a 7th grade math class on quadrants and reflections. Students will learn to place points in the four quadrants of a graph and identify and graph shapes after reflection along the x- and y-axes. The teacher will review quadrants and introduce reflections using a Frayer model. Students will then work in groups to graph original shapes and their reflections on poster boards. At the end, students will answer review questions on handheld devices to check understanding.
A Balanced Literacy Program for Special EducationJoanne Cardullo
Special education students progress more rapidly when they participate in a literacy program that balances phonological awareness with comprehension. Reading with meaning is an educator's ultimate goal!
Literacy Through Curriculum: Using the Australian Curriculum as a springboard...Jane Farrall
This document provides an overview of how the Australian curriculum can be used as a framework to develop literacy at the Adelaide West Special Education Centre. It discusses key concepts in literacy development including balanced literacy, communication, mastery versus emergent views of literacy. Time recommendations and achievement standards are presented for various learning areas from the Australian curriculum adapted for students with disabilities. The use of individual goal setting and reporting on the general capabilities is also described as part of a balanced literacy approach at the school.
Remedial reading programs should use research-based methods implemented consistently by well-trained teachers. Instruction should start simply and gradually increase in complexity, with modeling, guided practice, and independent work. Reading difficulties can be diagnosed through evaluating comprehension, phonics, and other skills to identify strengths and weaknesses. Common causes of problems include inadequate instruction, lack of materials, large class sizes, and lack of reading interest.
edTPA - Childhood Lesson Plan Template lesson ALL 3Beverly Korsah
This lesson focuses on describing Niagara Falls as an important landform in New York. Students will work in small groups to discuss why Niagara Falls is significant and how its water could be used. They will consider whether they have visited Niagara Falls and why. The teacher will informally assess students by reviewing posters and brochures created by small groups to evaluate how well students conveyed facts and information about Niagara Falls. The goal is for students to understand Niagara Falls as a landmark landform in New York through discussion and creative works.
What is reading?
Why is reading important ?
Main reading difficulties ?
What are the types of reading?
What are the stages in teaching reading?
How to integrate read with the other teaching skills?
What are the reading strategies?
What is the purpose of reading?
What is PDP reading frame work?
What activities can be done in pre-reading/during reading/ post reading?
How to teach reading aloud?
The document discusses differentiation strategies for K-12 classrooms including choice boards/menus, tic-tac-toe boards, and tiered assignments. It provides examples of these strategies and emphasizes that effective differentiation requires matching instruction to individual student needs, offering students choices in their learning, and facilitating learning rather than solely lecturing. Research shows students learn best when teachers employ varied instructional strategies and act as coaches.
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.
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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.
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 ...
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.
Cultural Identifiers Topic EssayThe field of education is vastOllieShoresna
Cultural Identifiers Topic Essay
The field of education is vast and complex with many stakeholders involved, sometimes controversies arise. These controversial issues usually begin with a single or a series of historical events. There also are usually arguments on both sides of the issue, both supporting and opposing. Since these issues may cause strife and division, federal and state policymakers, state and local administration, teachers, students, parents, and community members attempt to offer solutions to these controversial issues.
Relating to these controversial issues are cultural identifiers which can be defined as characteristics or conditions that make each individual unique. Usually one or more cultural identifiers are at the root of the controversial issues. Understanding both the controversial issue and the related cultural identifier can help stakeholders find the best, most equitable, and most ethical solution for everyone involved.
Throughout this course, you will be working on a 1,000-1,250 word research essay on a controversial topic involving a cultural identifier and the implications of the controversial topic on K-12 education. Your first draft of the research paper will be due in Topic 4, and you will be required to submit it to the peer review forum on day 1 in Topic 5, and your final version will be submitted in Topic 7.
Part 1
Identify a controversial topic related to diverse cultures and communities currently affecting K-12 education, such as body image, citizenship status, plastic/cosmetic surgery for teenagers, bathrooms for transgender students, ethnic curriculum/classes, religious clothing, prayer in schools, or other topics that involve at least one cultural identifier. In 500-750 words, begin brainstorming on your topic and address the following prompts:
· Describe the cultural identifier and why you chose it. Explain your connection to your choice of cultural identifier and the role of social justice in regard to your topic.
· Summarize the key historical events that have significantly affected your specific cultural identifier.
· Summarize the topic in context of K-12 education, including the related cultural identifier and any associated controversies.
· Identify current opinions for the controversial argument, including at least one supporting and one opposing.
· Describe how this controversial issue could affect your future teaching practices and how it could affect your future students.
· Summarize related policies or methods that have been implemented in schools as a solution to the controversial issue.
Part 2
Begin conducting research to support your opinion on the controversial issue. Collect a minimum of three scholarly resources from the last three years to support your rough draft due in Topic 4. Submit a 50-150 word summary for each of the three articles, including how the articles apply to your chosen topic.
While APA style format is not required for the body of this assignment, solid academic ...
This activity is designed to help you develop a lesson that teaches .docxhowardh5
This lesson teaches character education through a math curriculum by focusing on the trait of perseverance. Students will watch video clips from Finding Nemo that demonstrate perseverance and discuss how the character shows this trait. They will then discuss how perseverance can be applied in math class and beyond. As an assessment, students will post responses on a collaborative digital bulletin board about how they can demonstrate perseverance in math. The teacher plans to continue developing character education by working with colleagues to identify important virtues and implement them across the curriculum.
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.
Ecpse 700 foundations of sp ed fall 2012 queens collegeJohn Smith
This document provides information about an introductory special education course at Queens College including:
1) The course description which focuses on developing knowledge of students with disabilities and creating access to the general education curriculum.
2) Five course objectives related to understanding individuals with disabilities, developing social and communication skills, and increasing knowledge of special education practices.
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.
Richard Beach & Amanda Heartling Thein: Presentation at the Spring MCTE conference: Teaching to Exceed the English Language Arts Common Core Standards, April 12, 2013
Section 1 Lesson PreparationTeacher Candidate Name Susan Dar.docxjeffsrosalyn
This lesson plan outlines a first grade lesson on distinguishing between facts and opinions. The teacher candidate provides details on lesson preparation such as unit focus, learning standards, and objectives. The plan includes sections on instructional planning such as prior knowledge connection, anticipatory set, differentiation strategies, and a reflection. Key aspects covered are introducing facts and opinions using examples, a KWL chart, group work with partners, and a fact/opinion worksheet and game for assessment. Differentiation strategies aim to engage all students including those with special needs.
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.
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.
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In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
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Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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
2. 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.
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
3. 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.
===============================================
ESE 601 Week 1 Discussion1
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ESE 601 Week 1 Discussion1
===============================================
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.
5. 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
6. 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
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,hisverbalexpression
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
7. 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:
8. Henry (student)
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:
9. 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)ands
ynonym(same)
fortwoseparatevocabularylists,andthenhewasaskedtocompleteanalogies.
Hescoredwithin the low range (standards score: 76)
WritingFluency:Henrywasaskedtoformulateandwritesentencescomprised
ofthreegiven words along with a pictures within a 7-minute timeframe.
He scored within the low average range (standards score: 82)
WritingSamples:Henrywasaskedtoformulatesentencesthatcombinevisual
andauditory information. There is no penalty, in this subtest, for basic
writing, spelling or punctuation errors. He scored within the average
range (standard score: 92)
10. 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’sstrengthsareinmathcalculationandfluencywherehescore
dintheaverage 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:AtthistimetherehavebeennorecordstransferredfromHen
ry’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 provided under IDEA. It is
evident from the teacher and parent reports along with classroom
11. observation that Henry’s area of weakness is in reading and vocabulary
comprehension.
TheassessmentresultsindicatethatHenryisnotmakingeffectiveprogressinth
eareasofreading 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.
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===============================================
ESE 601 Week 2 Discussion 1 Eligibility Evaluation
Process
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ESE 601 Week 2 Discussion 1 Eligibility Evaluation Process
12. EligibilityEvaluationProcess[CLO:2].1stPostDuebyDay3.Thisdiscussion
isyouropportunityto 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.
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.
13. GuidedResponse:Reviewthepostsofyourclassmatesandthatofyourinstruct
or. 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.
===============================================
ESE 601 Week 3 Assignment Universal Learning
Characteristics
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ESE 601 Week 3 Assignment Universal Learning Characteristics
14. 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
Strategies by Functional Domains” to identify a population and their
characteristics. Here is a model to follow:
15. • 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
16. 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
17. 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 to
justify your decision with information you’ve read in the text, the
week’s reading assignments and independent research.
GuidedResponse:Reviewthepostsofyourclassmatesandthatofyourinstruct
or. Respondtoatleasttwopeers by comparing your placement decisions
18. 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
19. 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
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:
20. 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.
===============================================
ESE 601 Week 4 Discussion Positive Behavior Planning
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ESE 601 Week 4 Discussion Positive Behavior Planning
21. 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 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
22. 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.
23. ===============================================
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
24. 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 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,withseven
who 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:
25. 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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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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27. ESE 601 Week 6 Discussion 2
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ESE 601 Week 6 Discussion 2
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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28. 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 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:
29. 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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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.
31. • 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
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
32. cloud-based option such as Dropbox, GoogleDrive, or other similar
applications.
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