Lecture day 1 sped 600
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This document provides an overview and expectations for a special education course. It introduces key concepts like the Student Study Team process, Individuals with Disabilities Education Act, and Individualized Education Programs. The course requirements include completing various sections of a portfolio covering topics such as identifying a student with special needs, developing behavior plans, and lesson planning and assessment adaptations. Students will also write reflections on assigned readings and complete a final growth plan assignment.
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The Capella University Doctor of Education in Curriculum and Instruction program requires learners to complete 15 courses totaling 90 quarter credits. The core courses cover topics such as leadership development, action research, organizational dynamics and change, supervision and evaluation of curriculum programs, collaboration for curriculum improvement, and applying research to improve curriculum and instruction. Learners also complete a capstone project where they apply scholarly research within a professional context to advance their knowledge in curriculum and instruction.
Curriculum mapping implementation rubric
The document describes the process of implementing curriculum mapping in schools from the initial pre-mapping stage to a fully operational mapping process. It discusses five key aspects of implementation: 1) student learning, 2) faculty and administrative planning, 3) curriculum development, 4) curriculum mapping entries, and 5) joint decision making. At each successive stage, the collaboration between faculty and administration increases, decisions are increasingly data-driven, standards are more fully integrated, and the curriculum becomes more aligned both within and across subjects and grades.
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The document summarizes a presentation on curriculum mapping for a science curriculum committee. It defines curriculum mapping and describes its benefits, such as eliminating gaps and repetitions in curriculum across grade levels. It outlines the process of mapping, including collecting curriculum data, reviewing for patterns and areas for improvement, and creating individual teacher maps with essential questions, skills, assessments, and activities. Sample maps are provided and the benefits of individual and collaborative mapping for teachers are discussed.
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This document provides an introduction to curriculum mapping. It defines curriculum mapping as a process for collecting, maintaining, and reviewing an operational database of the curriculum in a school or district. Curriculum mapping involves documenting essential questions, content, skills, activities, assessments, and standards for different subjects and using this information to make instructional decisions and improve the path that students follow. The document discusses the benefits of curriculum mapping and provides examples of components to include in a curriculum map, such as essential questions, content, skills, and assessments. It also outlines a timeline for the curriculum mapping process.
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EDD course requirements and descriptions
The Capella University Doctor of Education in Curriculum and Instruction program requires learners to complete 15 courses totaling 90 quarter credits. The core courses cover topics such as leadership development, action research, organizational dynamics and change, supervision and evaluation of curriculum programs, collaboration for curriculum improvement, and applying research to improve curriculum and instruction. Learners also complete a capstone project where they apply scholarly research within a professional context to advance their knowledge in curriculum and instruction.
Curriculum mapping implementation rubric
The document describes the process of implementing curriculum mapping in schools from the initial pre-mapping stage to a fully operational mapping process. It discusses five key aspects of implementation: 1) student learning, 2) faculty and administrative planning, 3) curriculum development, 4) curriculum mapping entries, and 5) joint decision making. At each successive stage, the collaboration between faculty and administration increases, decisions are increasingly data-driven, standards are more fully integrated, and the curriculum becomes more aligned both within and across subjects and grades.
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The document summarizes a presentation on curriculum mapping for a science curriculum committee. It defines curriculum mapping and describes its benefits, such as eliminating gaps and repetitions in curriculum across grade levels. It outlines the process of mapping, including collecting curriculum data, reviewing for patterns and areas for improvement, and creating individual teacher maps with essential questions, skills, assessments, and activities. Sample maps are provided and the benefits of individual and collaborative mapping for teachers are discussed.
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A presentation given at the Assessment and Technology Conference of Plymouth University, 10th December 2014 - also demo of use in Dentistry given.
Introduction to Curriculum Mapping
This document provides an introduction to curriculum mapping. It defines curriculum mapping as a process for collecting, maintaining, and reviewing an operational database of the curriculum in a school or district. Curriculum mapping involves documenting essential questions, content, skills, activities, assessments, and standards for different subjects and using this information to make instructional decisions and improve the path that students follow. The document discusses the benefits of curriculum mapping and provides examples of components to include in a curriculum map, such as essential questions, content, skills, and assessments. It also outlines a timeline for the curriculum mapping process.
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The document discusses the Standards in Practice Instructional Gap Analysis Strategy, which is a process used to identify and close gaps between what students are learning and what they need to learn to be proficient based on standards. It involves teacher teams analyzing student work and assignments using a 6-step model to ensure rigorous academic work for all students. The goal is to have discussions around improving instructional methods so that assignments fully address standards and better support student learning.
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This document provides an overview of curriculum mapping, including its benefits and how the process of mapping can be carried out in a school. Some key points:
- Curriculum mapping creates a written record of what is actually taught in the classroom and encourages alignment between the written and taught curriculums.
- The process of mapping typically involves teachers recording their content, skills, and assessments, then reviewing each other's maps in phases to identify gaps, repetitions, and opportunities for improvement.
- Technology can facilitate the creation and editing of maps and allow information to be easily accessed across content areas and grade levels.
- Implementing curriculum mapping may improve teaching and learning by identifying gaps/repetitions, encouraging integration across subjects,
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This document outlines the agenda and goals for the first session of the ADLT 670 curriculum design course. The session will include introductions, an overview of the syllabus and assignments. An overview of the course will be provided, covering Thomas et al.'s 6 steps of curriculum design and the instructor's goals for students. Major learning goals will also be discussed, including assessing learners, instructional strategies, learning objectives, and integrating all aspects of design. Table polls will gather information about students and their goals. Components of effective teaching and why curriculum design is important for the TiME program will also be discussed. Assignments will be outlined.
Instructional Planning and Development
The document outlines several instructional planning frameworks including traditional, outcomes-based education (OBE), and Understanding by Design (UbD). It describes the stages of UbD's backward design process including defining desired results, determining assessment evidence, and developing the learning plan. It provides details on the components and elements that should be included in an instructional plan such as objectives, activities, checking for understanding, and closure. Both deductive and inductive instructional approaches are discussed.
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This document provides an agenda and overview for a class session on designing and implementing curricula. It discusses integrating course design using backward design by beginning with learning goals and aligning objectives, instructional strategies, and assessment. The document also covers establishing significant learning goals in different domains, writing measurable objectives, considering situational factors, anticipating barriers to implementation, and the difference between audit-ive and educative assessment. Students are asked to consider how to best implement their curricular projects and self-assess their performance in the course.
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The document provides guidance for curriculum mapping including developing unit calendars, essential questions and enduring understandings, content and skill statements, and ensuring alignment within and across stages of curriculum design. It emphasizes breaking units into subunits of 2-6 weeks, using discipline standards to name units, crafting measurable skill statements, and aligning assessments to standards through techniques like performance tasks and self-assessments. Proper curriculum mapping is designed to ensure students understand disciplines at a deep level as demonstrated through aligned assessments.
Curriculum Alignment
This document discusses curriculum alignment and its importance. It defines curriculum alignment as ensuring instruction at each grade level and subject area is focused on the appropriate academic standards. This allows for an equitable education for all students based on high standards. The document outlines steps for curriculum development, including understanding academic standards, developing a scope and sequence, and creating curriculum units. It also discusses using a Rigor/Relevance Framework to analyze lessons and ensure they have appropriate levels of difficulty and real-world application. School leaders must facilitate daily implementation of curriculum and assessments to support student learning.
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The document discusses the School Readiness Year-End Assessment (SReYA) used in the Philippines to assess kindergarten students' development across various domains at the end of each school year. It provides background on SReYA, including that it was mandated in 2005 and revised in 2013. SReYA aims to determine students' achievement levels based on national standards and is administered in local languages by testing teams. The assessment covers domains like physical health, motor skills, academics, and socio-emotional development. Results are used to guide instruction and provide support to students and teachers.
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what is Curriculum Development?
the Purpose of Curriculum Development
Basic Elements of Curriculum
Curriculum strategies
Key aspects of the curriculum
Curriculum Development Process
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The document discusses the Standards in Practice Instructional Gap Analysis Strategy, which is a process used to identify and close gaps between what students are learning and what they need to learn to be proficient based on standards. It involves teacher teams analyzing student work and assignments using a 6-step model to ensure rigorous academic work for all students. The goal is to have discussions around improving instructional methods so that assignments fully address standards and better support student learning.
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The document discusses the Standards in Practice Instructional Gap Analysis Strategy, which is a process used to identify and close gaps between what students are learning and what they need to learn to be proficient based on standards. It involves teacher teams analyzing student work and assignments using a 6-step model to ensure rigorous academic work for all students. The goal is to have discussions around improving instructional methods so that assignments fully address standards and better support student learning.
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Have you embarked on the processes of documenting and analyzing your academic program curricular data? These slides provide basic definitions of the processes of curriculum mapping (data gathering) and curriculum alignment (data analysis).
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The document discusses setting aims and learning outcomes for educational modules. It defines learning outcomes as statements that predict what learners will gain from learning. The document provides guidance on writing learning outcomes at both the program and module level, and emphasizes the importance of constructive alignment between learning outcomes, teaching activities, and assessment.
Mapping the Big Picture: Curriculum Mapping and Schools
This document provides an overview of curriculum mapping, including its benefits and how the process of mapping can be carried out in a school. Some key points:
- Curriculum mapping creates a written record of what is actually taught in the classroom and encourages alignment between the written and taught curriculums.
- The process of mapping typically involves teachers recording their content, skills, and assessments, then reviewing each other's maps in phases to identify gaps, repetitions, and opportunities for improvement.
- Technology can facilitate the creation and editing of maps and allow information to be easily accessed across content areas and grade levels.
- Implementing curriculum mapping may improve teaching and learning by identifying gaps/repetitions, encouraging integration across subjects,
Class 1 overview 9 11-17 rev
This document outlines the agenda and goals for the first session of the ADLT 670 curriculum design course. The session will include introductions, an overview of the syllabus and assignments. An overview of the course will be provided, covering Thomas et al.'s 6 steps of curriculum design and the instructor's goals for students. Major learning goals will also be discussed, including assessing learners, instructional strategies, learning objectives, and integrating all aspects of design. Table polls will gather information about students and their goals. Components of effective teaching and why curriculum design is important for the TiME program will also be discussed. Assignments will be outlined.
Instructional Planning and Development
The document outlines several instructional planning frameworks including traditional, outcomes-based education (OBE), and Understanding by Design (UbD). It describes the stages of UbD's backward design process including defining desired results, determining assessment evidence, and developing the learning plan. It provides details on the components and elements that should be included in an instructional plan such as objectives, activities, checking for understanding, and closure. Both deductive and inductive instructional approaches are discussed.
Planning Instruction
This document discusses instructional planning for middle school students. It emphasizes the importance of planning to meet student needs and adhere to standards. Key points covered include considering student characteristics, using interdisciplinary instruction, and the roles of curriculum guides, textbooks and teachers in planning. The general planning process involves setting goals and objectives, determining resources, and activities. Planning should allow for individual differences and include students. Interdisciplinary units and teams are discussed as important for engaging students at risk of failure.
Instructional Development Models
The instructional development models document the complex process educators use to develop instructional solutions. Models help convey meaning of complex concepts through relationships and processes. The ASSURE model is a procedural guide that integrates technology into teaching. It includes six steps: analyze learners, state objectives, select materials, utilize materials, require participation, and evaluate. The concrete-abstract continuum model positions instructional methods on a scale from concrete to abstract based on the level of learner participation and sensory experience.
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Curriculum mapping is a process to organize curriculum in a coherent, sequential manner. It involves building learning units, examining the curriculum for redundancies and gaps, and aligning units with state standards. Mapping encourages higher-level thinking skills through cross-curricular connections and reinforces learning from year to year. The school is beginning to map the English Language Arts curriculum district-wide to improve student achievement in key subject areas like numeracy, science, and financial literacy. Curriculum mapping is a gradual process that increases focus on teaching and learning through collaborative examination of how individual lessons fit within the larger curriculum.
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This document provides an agenda and overview for a class session on designing and implementing curricula. It discusses integrating course design using backward design by beginning with learning goals and aligning objectives, instructional strategies, and assessment. The document also covers establishing significant learning goals in different domains, writing measurable objectives, considering situational factors, anticipating barriers to implementation, and the difference between audit-ive and educative assessment. Students are asked to consider how to best implement their curricular projects and self-assess their performance in the course.
Curriculum mapping expectations ppt
The document provides guidance for curriculum mapping including developing unit calendars, essential questions and enduring understandings, content and skill statements, and ensuring alignment within and across stages of curriculum design. It emphasizes breaking units into subunits of 2-6 weeks, using discipline standards to name units, crafting measurable skill statements, and aligning assessments to standards through techniques like performance tasks and self-assessments. Proper curriculum mapping is designed to ensure students understand disciplines at a deep level as demonstrated through aligned assessments.
Curriculum Alignment
This document discusses curriculum alignment and its importance. It defines curriculum alignment as ensuring instruction at each grade level and subject area is focused on the appropriate academic standards. This allows for an equitable education for all students based on high standards. The document outlines steps for curriculum development, including understanding academic standards, developing a scope and sequence, and creating curriculum units. It also discusses using a Rigor/Relevance Framework to analyze lessons and ensure they have appropriate levels of difficulty and real-world application. School leaders must facilitate daily implementation of curriculum and assessments to support student learning.
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Evaluation and Assessment of Learning and ProgramsLearni
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Learning Objectives
After reading this chapter, you will be able to:
1. Explain the concept of developmentally appropriate assessment.
2. Describe different types of formal and informal assessments teachers use with children.
3. Describe how teachers manage and use assessment information.
4. Identify and explain processes used to evaluate curriculum.
5. Describe developmentally appropriate considerations for using technology with children.
6. Describe important considerations for lifelong professional learning.
12
Pretest
1. Teachers don’t need to plan for assessment
because the curriculum includes all the
materials they need. T/F
2. Standardized tests are the best tools to use
to assess young children. T/F
3. Teachers use assessment information and
analyses to adapt curriculum. T/F
4. Program evaluations provide valuable
information for teachers about how to
strengthen their practices. T/F
5. It is possible to use technologies with young
children in developmentally appropriate
ways. T/F
6. Once teachers have experience, they no lon-
ger need to prioritize intentional reflection
about their work. T/F
Answers can be found at end of the chapter.© iStockphoto / Thinkstock
© 2019 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
Developmentally Appropriate Assessment Chapter 12
Well here you are, on your way to understanding the intricacies of early childhood curriculum
and the balancing act that a developmentally appropriate approach requires. Your classroom
is a happy, busy place. Friendships are forming, children are playing, and you are using your
understanding of the developmental emphasis in the early learning standards and content
focus of K–12 academic standards to plan and implement engaging and challenging activities.
You’ve also begun to notice the individual characteristics, strengths, and needs of your chil-
dren and are beginning to think about ways of adapting the curriculum to meet their needs.
Your sense is that everything is going well, but how do you know for sure that you are meet-
ing the goals and expectations of your curriculum? Throughout this book, we’ve addressed
this question in part by discussing the need to observe children in order to scaffold their devel-
opment. But what specific things can you do to determine your children’s individual needs
and chart their progress? How do you identify children who might have special needs? How
do you know whether your curriculum is working as intended? What should you do to con-
tinue developing your own curriculum knowledge? In view of increasing use and awareness
of technologies, what are the most effective ways to use these technologies for curriculum
and/or assessment?
In this chapter, we examine the concepts of student assessment and ongoing evaluation for
continuous improvement of the curriculum. We also address the emerging and changing role
of t ...
Evaluation and Assessment of Learning and ProgramsLearni.docx
Evaluation and Assessment
of Learning and Programs
Learning Objectives
After reading this chapter, you will be able to:
1. Explain the concept of developmentally appropriate assessment.
2. Describe different types of formal and informal assessments teachers use with children.
3. Describe how teachers manage and use assessment information.
4. Identify and explain processes used to evaluate curriculum.
5. Describe developmentally appropriate considerations for using technology with children.
6. Describe important considerations for lifelong professional learning.
12
Pretest
1. Teachers don’t need to plan for assessment
because the curriculum includes all the
materials they need. T/F
2. Standardized tests are the best tools to use
to assess young children. T/F
3. Teachers use assessment information and
analyses to adapt curriculum. T/F
4. Program evaluations provide valuable
information for teachers about how to
strengthen their practices. T/F
5. It is possible to use technologies with young
children in developmentally appropriate
ways. T/F
6. Once teachers have experience, they no lon-
ger need to prioritize intentional reflection
about their work. T/F
Answers can be found at end of the chapter.© iStockphoto / Thinkstock
© 2019 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
Developmentally Appropriate Assessment Chapter 12
Well here you are, on your way to understanding the intricacies of early childhood curriculum
and the balancing act that a developmentally appropriate approach requires. Your classroom
is a happy, busy place. Friendships are forming, children are playing, and you are using your
understanding of the developmental emphasis in the early learning standards and content
focus of K–12 academic standards to plan and implement engaging and challenging activities.
You’ve also begun to notice the individual characteristics, strengths, and needs of your chil-
dren and are beginning to think about ways of adapting the curriculum to meet their needs.
Your sense is that everything is going well, but how do you know for sure that you are meet-
ing the goals and expectations of your curriculum? Throughout this book, we’ve addressed
this question in part by discussing the need to observe children in order to scaffold their devel-
opment. But what specific things can you do to determine your children’s individual needs
and chart their progress? How do you identify children who might have special needs? How
do you know whether your curriculum is working as intended? What should you do to con-
tinue developing your own curriculum knowledge? In view of increasing use and awareness
of technologies, what are the most effective ways to use these technologies for curriculum
and/or assessment?
In this chapter, we examine the concepts of student assessment and ongoing evaluation for
continuous improvement of the curriculum. We also address the emerging and changing role
of t.
IEP reading for 7 July
The document discusses best practices for developing student learning plans (SLPs), formerly called individualized education plans (IEPs). It emphasizes that SLPs should be developed through a team approach focusing on student strengths and enabling growth. Goals should be realistic, achievable, and support student success. Classroom assessments and formal evaluations provide information to develop appropriate goals and ensure plans meet student needs. The learning plan process involves developing the plan as a team to benefit the student.
FYS One Good Change_MFYC2015
This document summarizes changes made to first-year seminar (FYS) courses at East Central College between 2014-2015. In fall 2014, courses were restructured around "meta-majors" and a 10-week early exit model. In spring 2015, courses included inquiry projects. In summer 2015, a focus on goal setting and hope theory was added through setting and tracking goals. The document discusses the rationale and structure of these changes, strengths, weaknesses, and getting feedback on adapting such models to other institutional contexts.
Coherent and Rigorous Instructional Programs
This document summarizes a session on developing coherent and rigorous instructional programs. It discusses the importance of aligning curriculum, instruction, and assessment. School leaders attended and performed a scan of their school's instructional program, identifying areas of strength and concern. Topics discussed included developing essential standards, integrating curriculum, using high-impact instructional strategies, incorporating technology, and balancing standardized tests with broader skills. The goal was for school leaders to develop priorities for continuous school renewal focused on student-centered, 21st century learning.
Session #1
This document provides an overview of the topics that will be covered in an education course on cognition and exceptional learners. It begins with introductions and outlines the agenda, which includes discussing foundations of educational psychology and special education, the present context of special education programs and students, and future teaching practice. It then delves into more depth on the past foundations, providing details on the history and theories of educational psychology, cognitive psychology, and the development of special education. Current contexts such as special education programs, categories of exceptionalities, and research on effective teachers are also summarized. The document concludes by discussing future teaching practice and having students consider theories of learning and their impact and questions as future educators.
EDUC8P03 - Session 1
This document provides an overview of the topics that will be covered in an education course about cognition and exceptional learners. It begins with introductions and outlines the agenda, which includes discussing foundations of educational psychology and special education, the present context of special education programs and students, and future teaching practice. It then delves into more depth about the past foundations, providing details on the history and theories of educational psychology, cognitive psychology, and the development of special education. Current contexts such as special education programs, categories of exceptionalities, issues in the field, and research on effective teachers are also examined. The document encourages reflection on students' and teachers' experiences and concludes with a discussion on learning theories to inform future practice and additional resources.
Educ 8 p03 session -1 2015 _autosaved_
This document provides an overview of the topics that will be covered in an education course about cognition and exceptional learners. It begins with introductions and outlines the agenda, which includes discussing foundations of educational psychology and special education, the present context of special education programs and students, and future teaching practice. It then delves into more depth about the past foundations, providing details on the history and theories of educational psychology, cognitive psychology, and the development of special education. Current contexts such as special education programs, categories of exceptionalities, and research on effective teachers are also examined. The document emphasizes applying learning from the course to future teaching practice and engaging students in discussion about related questions.
Week Six: Lesson Two
This document outlines a lesson plan for developing a proposal to present to a council. Students will research topics related to aquatic ecosystems and develop proposals with designs, community involvement aspects, and planting schedules. They will identify resources, issues, and ways to address ongoing maintenance. With teacher guidance, students will work through the proposal development process over several weeks, getting feedback from peers and experts. They will be assessed on participation, peer reviews, and by submitting a timeline of expected completion dates. The goal is for students to practice critical thinking and self-regulated planning skills.
IEP in group.ppt
The document discusses group assignments for IEPs. It begins by outlining the 7 steps of the IEP process: 1) pre-referral, 2) referral, 3) identification, 4) eligibility, 5) development of the IEP, 6) implementation, and 7) evaluation and reviews. It then discusses the roles and responsibilities of the various members that make up the IEP team, including parents, teachers, administrators, and other specialists. Finally, it provides an overview of the key discussions that take place during annual IEP meetings, such as evaluating progress towards goals and determining necessary modifications.
C3. ed d program redesign around teacher administrator-and-higher education ...
The document summarizes proposed redesign of Washington State University's Ed.D. program to increase collaboration between three areas of emphasis (teacher leadership, educational leadership, and higher education leadership). Key aspects of the redesign include establishing four strands (ethics & social justice, leadership/instructional leadership, policy & systems, and action inquiry); having core and emphasis area courses interface with experiences and exams; and streamlining course delivery across campuses. Central design questions focus on program governance, emphasis area overlap/specialization, and coordination across departments/campuses. One option for preliminary exams is described involving committee-generated questions for a take-home exam to bridge coursework and dissertation.
What is a student success team
A Student Success Team (SST) is a group that develops plans to help students who are struggling academically but may not qualify for special education. The SST includes the parent and develops classroom interventions over 4-8 weeks. If interventions are unsuccessful, the SST may refer the student for special education evaluation. The SST process aims to identify student needs and improve progress through general education supports before considering special education.
Rt i training module.ppt nelson
The document provides an overview of Response to Intervention (RtI) for Rich Township High School District 227. It acknowledges those who have supported the RtI initiative and defines RtI as using data-driven interventions matched to student needs. The purpose of RtI in secondary schools is to provide early identification and support for at-risk students through ongoing progress monitoring and review of intervention effectiveness. Key components of RtI include high-quality instruction, universal screening, and a multi-tiered model of increasingly intensive services.
Course Project Overview Effective Education PracticesThis cours.docx
Course Project Overview: Effective Education Practices
This course explores the changing student population and introduces key concepts surrounding their persistence and achievement. This body of research has serious implications for the success of higher education as a whole. Researchers at the National Center for Education Statistics (NCES) (Horn, Peter, & Rooney, 2002) have identified 7 significant “ risk attributes” that have a negative impact on whether students stay in college and attain their degrees. These factors characterize an increasing number of today’s undergraduates. They include:
· Delayed post-secondary enrollment (by one or more years)
· Part-time or full-time employment
· Financial independence
· Parenthood (or custody of other dependents—especially single parenthood
· High school dropout or GED status
Your Course Project: Effective Education Practices described below requires you to investigate learning and development challenges for a particular subgroup of students. Also, you will look at research on learning environments that promote student engagement, and you will recommend an educationally effective practice for a subgroup of students at your institution.
Consider this scenario:
The Board of Regional U. has charged the University President with increasing the number of students who graduate each year. Regional U. boasts a very diverse student body, and the Board has observed that graduation rates seem to vary among different student groups. Leaders of the University have decided that the best and most equitable way to improve the general graduation rate is to improve graduation rates for those subgroups.
As a first step in the process, the University President has convened a Taskforce to gather information on the different student groups and present the findings at a joint faculty/staff training session. She has appointed 10 members to the Taskforce, including you. Each member is charged with recommending an educational practice that will promote the success of a particular subgroup.
To accomplish this task, you will need to research learning/development challenges for the subgroup and educationally effective practices that have been implemented at other universities. You will deliver your recommendation (with supporting references) in the form of a PowerPoint presentation at a joint faculty/staff training session.
You’ll have the opportunity to work on pieces of this project throughout this course. More detailed instructions for each piece will be provided in the appropriate week. You will not need to submit something to your Instructor each week; in some cases, you’ll work on a piece one week and submit it in a later week.
Here is an outline of the major project elements:
Week 1: Select a student group for further research based on descriptive and demographic data.
Week 2: Research the learning and development challenges facing your group. Create a 3- to 4-page Annotated Bibliography in which you cite and describe .
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Lecture day 1 sped 600
- 1. Advance Classroom Adaptations for Special Population
- 2. WELCOME TO SPED 600 DAY 1 Introductions Why are we here Expectations Class dynamics Groups (homogenous) Housekeeping (Blackboard) Syllabus
- 3. QUESTIONS Why am I taking this class? State/PACT What is a hybrid? 4 to 9: 9/01, 9/22, 10/13, 10/27 What do I need to know? Blackboard How does the class look like?
- 4. Course requirement We are starting this course with an empty binder, in the process of 9 weeks you will fill your binder with the following requirements: (binding due last day of class) Journal Reflections [2 critiques ] One related for Context for learning and one for universal access Context for Learning [4 parts] This part of your portfolio will have four parts: SST, ID of SPED student, Behavior and IEP. PIARA [4 parts] Planning, Instruction, Assessing, Reflecting and Applying
- 5. Journal Critiques (2) You will be responsible for two journal critique One related to student behavior One related to universal access
- 6. Course Requirements PIARA Context for Learning Identify a child with special needs (S.S.T) Pre-referral interventions SST referral Identify a child who has been referred (I.D. Sped St) follow a child through Process of identification and placement journaling steps and experiences Attend an IEP meting (IEP) Participate in writing goals assemble a packet Develop a Positive Behavior Plan (Behavior) Observation, describing, collecting data, functional analysis and planning positive behavior interventions
- 8. [I] Instruction: video tape one of the planned lessons focusing on modifications
- 9. [A] Assessing: collection of student’s work (analyze, and apply plan)
- 10. [R] Reflecting: written reflection to self assess the plan, instruction and assessment in collaborative form
- 13. SSTStudent Study Team The Student Study Team is often the first step you should take when you have a concern about your child’s progress in school. The purpose of the SST is to design a support system for students having difficulty in the regular classroom Members present: parent, student, teacher, former teacher counselor, nurse, school psychologist, principal or designee, and any other staff that may have info on the child being referred
- 14. SST Continue… The SST meeting provides everyone with an opportunity to share concerns and develop a plan. Either a staff member or parent can make a referral. The interventions agreed upon will vary depending on the child's educational needs. (team meets every 6 weeks to go over interventions)
- 15. SST Cont… SST plans are considered pre-referral interventions. The student study team should be a formal meeting where notes are taken and if modifications are recommended, they should be written into a formal plan. The plan should be distributed to all parties and a copy should be kept in the student’s cumulative file for further reference.
- 16. SST and Special Education The SST team tries to determine if it is due to a specific learning disability or another cause such as impaired vision, social problems, health issues, language barriers, or if other issues are effecting the child’s performance. If the SST team determines that the child could have a specific learning disability, they may recommend a formal special education evaluation. (understandingspecialeducation.com)
- 17. Individuals with Disabilities Education Act (IDEA) is a law ensuring services to children with disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities.Infants and toddlers with disabilities (birth-2) and their families receive early intervention services under IDEA Part C. Children and youth (ages 3-21) receive special education and related services under IDEA Part B.(taken from IDEA. Org)
- 18. IEP Timelines Assessment plan to parents: within 15 days of referral IEP meeting: within 60 days of signed assessment plan Student records: must be made available within 5 days of request for records Interim Placement: not to exceed 30 days, IEP must be held before the 30 days IEP meeting must be held within 30 calendar days of receipt of parent written request for a review
- 19. Course requirement: PIARA Assessment System Performance Assignment PIARA is divided into six assignments with interwoven components Context for Learning (four part requirement) Planning: Universal Access Instruction: Universal Access (video tape) Assessing: Universal Access Reflecting: Universal Access Applying Universal Access (Growth Plan in TE 602)
- 20. Assignment due next week: Context for Learning Part A Reflection on research assignment: writing IEP goals and objectives (1-2 page reflection on what was learned) Recommended websites: http://www.eric.ed.gov http://www.w-w-c.org http://www.ldonline.org http://www.ld.org http://www.idanatl.org http://schwablerarning.org
Editor's Notes
- Special education is governed by federal laws with supersede state laws. Teacher’s portion: help in developing the IEP present levels and writing goals and objectives.
- I will go over each one in the next slides