Required resources articlesbrown, l. (2015). a quick guide to

Required Resources
Articles
Brown, L. (2015). A quick guide to writing your elevator pitch
(with examples!) (Links to an external site.). Retrieved from
https://www.idealist.org/en/careers/a-quick-guide-to-writing-
your-elevator-pitch
· This web-based article provides a resource for creating an
elevator speech with examples. This resource supports your
Elevator Speech: Representing Yourself Professionally to
Potential Employers discussion this week.
· Accessibility Statement does not exist.
· Privacy Policy does not exist.
Cornelius, K. E. (2014). Formative assessment made easy:
Templates for collecting daily data in inclusive
classrooms.Teaching Exceptional Children, 47(2), 112-118.
doi:10.1177/0040059914553204
· The full-text version of this article is available through the
EBSCOhost database in the Ashford University Library. This
article explains the importance of efficient formative data
collection in the classroom and provides three data collection
templates (e.g. anecdotal seating chart, daily scorecard, and
objectives grid). This source will support your Analyzing
Performance from Data Monitoring Systems discussion and your
Creating Assessment-Driven Goals and Objectives assignment
this week.
Gillies, R. M. (2014). The role of assessment in informing
interventions for students with special education
needs. International Journal of Disability, Development and
Education, 61(1), 1-5. doi:10.1080/1034912x2014.878528
article discusses the role of assessment in the development of
classroom intervention in special education settings. This

resource will support your Analyzing Performance from Data
Monitoring Systems discussion and your Creating Assessment-
Driven Goals and Objectives assignment this week.
National Association of Special Education Teachers.
(2007). Determining measurable annual goals in an IEP (Links
to an external site.). Retrieved from
https://www.naset.org/760.0.html
· This web page from the National Association of Special
Education Teachers provides a guide for determining
measurable annual goals for IEPs. This resource supports your
this week.
· Privacy Policy does not exist.
Web Page
Abel, M. (2015, October 14). Writing the perfect elevator
speech (Links to an external site.). Retrieved from
http://forwardthinking.ashford.edu/writing-perfect-elevator-
speech
· This web-based article and accompanying 19-minute video
from Dr. Abel of the Ashford University Forbes School of
Business discusses the components of composing an elevator
speech. This video supports your Elevator Speech: Representing
Yourself Professionally to Potential Employers discussion this
week.
· Privacy Policy (Links to an external site.)
Recommended Resources
Articles
Gaffey, A. (2014, June).The elevator pitch: How to craft a
successful five-minute elevator pitch and why having one is
important (Links to an external site.). Psychological Science
Agenda. Retrieved from
http://www.apa.org/science/about/psa/2014/06/elevator-
pitch.aspx
· This article provides a resource for creating an elevator speech

with examples. This resource may support your Elevator
Speech: Representing Yourself Professionally to Potential
Employers discussion this week.
· Accessibility Statement (Links to an external site.)
Lee, A. M. I. (2016, September 14). How to tell if your child’s
IEP goals are SMART (Links to an external site.). Understood:
For Learning & Attention Issues. Retrieved from
https://www.understood.org/en/school-learning/special-
services/ieps/how-to-tell-if-your-childs-iep-goals-are-smart
· This article summarizes ways to analyze whether goals meet
the criteria of S.M.A.R.T. This resource may support your
this week.
Seaman, J., & Smasal, R. (2015). Fueling student growth:
Formative assessment, data-driven instruction, and overcoming
the problem of limited time. District Administration, 51(12).
68-69. https://www.districtadministration.com
resource summarizes the ways in which formative assessment
can be used to individualize instruction for students. This
resource may support your Analyzing Performance From Data
Monitoring Systems discussion and your Creating Assessment-
Driven Goals and Objectives assignment this week.
Multimedia
ttucob. (2013, February 19). The elevator speech (Links to an
external site.) [Video file]. Retrieved from
https://youtu.be/LDpe9StfGTA
· This nearly three-minute video gives a satirical example of
non-examples of elevator speech, as well as the importance of a
quality elevator speech. This video will support your Elevator
Speech: Representing Yourself Professionally to Potential
Employers discussion this week.

· Accessibility Statement (Links to an external site.)
ESE668: EVIDENCE-BASED INSTRUCTIONAL METHODS
FOR STUDENTS WITH MILD TO MODERATE
DISABILITIES
Instructor Guidance
Week 2
Welcome to Week Two of ESE 668: Evidence-Based
Instructional Methods for Students with Mild to Moderate
Disabilities. Please be sure to review the Week Two homepage
for this course to see:
· The specific learning outcomes for the week.
· The schedule overview.
· The required and recommended resources.
· The introduction to the week.
· A listing of the assessments.
Next, be sure to read this entire Instructor Guidance page.
Overview
Recall that in Week One you discussed cultural influence on the
development of goals, objectives and PLAAFPs. Week Two is
designed to expand on this learning by taking the next step in
the development of IEPs using evidence-based methods. We
will examine data monitoring systems and developing
assessment-driven goals and objectives.
As part of the Week One Discussion One, you were encouraged
to review the weekly homepages for the course and take note of
the assessments each week. Now is an appropriate time to
revisit the Week Six Final Project instructions and Grading
Rubric to be sure you understand the scope of what you will do
in that assessment and how your participation in Week Two
supports your success.

Intellectual Elaboration
“A wise man proportions his belief to the evidence.”
--David Hume
Evidence-Based Practice & Formative Assessment
What makes it EBP? Evidence-based practice, or EBP as you
will see it referred to as in our discussions and in your readings,
is a clinical practice across disciplines that incorporates
scientific research, clinical/professional expertise, and
student/client preference and input. In the field of special
education the use of EBP is not only best practice, it is
mandated by IDEA (2004).
These components of EBP are applied to all components of
instruction in special education. Throughout this course, you
will be examining the components that make up a successful
IEP. This will include summative and formative assessment,
which you have been introduced to in ESE 610. Formative
assessment is of the teacher’s own design and created to
specifically monitor individualized skills and behaviors of the
student (Gillies, 2014). These methods of data collection are
still based in evidence, or “what works”. Teachers are
encouraged to use documentation and data collection systems
that are designed to record measurable behavior and skills (i.e.
goals and objectives) using direct observation and recording.
This EBP of documentation provides the basis for progress
monitoring and determination of PLAAFP throughout an IEP
and as the development of a new program begins.
Formative data collection systems should be individualized,
efficient, and effective. For those who have taken ESE 656 prior
to this course, remember our discussion on measuring behavior
and skills in ESE 656? For those that have not yet taken ESE
656, we measure behavior that we have defined in observable
terms to help monitor progress on skills. Take another look to

see how these methods of data collection apply not only to
skills of challenging behavior, but also to monitoring and
documenting progress for all skills in teaching (Harkins, 2016):
Data can be collected in a variety of ways. Anecdotal reports
can be helpful to provide detailed information. Permanent
products (i.e., photographs, work samples, video records) work
well for documenting many skills, from academics to
productivity to self-help skills. Observational data collection
provides objective comparisons of progress on specific
behaviors and skills. The type of observational data collection
system selected will depend on the type of behavior you wish to
measure.
Data Recording System
Description
Dimensions or Types Measured
Event Recording
Recording each instance of a behavior
Frequency; Rate
Duration Recording
Recording the length of time the behavior occurs, each time it
occurs
Duration
Latency Recording
Recording the time between the antecedent stimulus (i.e.,
instruction, question, etc.) and the start of the behavior, each
time
Latency
Interval Recording
During an observation session broken into equal time intervals,
recording whether the behavior occurred at all within each
interval or not
Approximations or Estimations of Frequency; Rate; Duration
Time Sampling
During an observational session broken into equal time
intervals, recording whether or not the behavior is occurring or

not at the moment the interval ends
Approximations or Estimations of Frequency; Rate
Data recording systems measure the dimension of the behavior
and any additional information that might be necessary for the
student or the teacher to track. The form should be easy to use
within the classroom and include observational data that can be
graphed and analyzed to determine progress (see the example
below).
Date
Session Duration
(Record the Time began, Time ended & Total Duration)
Tally every time that the behavior occurs
Total Occurrences
Rate(Total Occurrences/ Session Duration=Rate)

In addition to that review of observable behavior and data
collection, keep in mind there are many ways and styles for
teachers to collect meaningful, accurate documentation in
formative assessment. Formative assessment and data collection
are the root of assessment-driven instruction as we continue our
focus on EBP.
These formative assessment and documentation systems should
be directly tied to the way in which the goals were designed to
be measured (e.g. daily, weekly, by percentage of opportunities,
trial by trials, task analyzed checklists, etc.). All components of
the IEP tie together in this fashion: We determine how we will
measure the skill when writing the goal, then we collect the data

using that measurement to monitor progress.
Some recommended examples of what constitutes EBP
documentation, as well as example data collection forms can be
found here, however, this is by no means an exhaustive list:
· Formative Assessment Example 1 (Links to an external site.)
After exploring these examples, consider how you would use,
adapt or create your own monitoring system to constitute EBP.
The Cycle of Assessment & Instruction
There is a cycle of assessment and instruction when developing
and carrying out IEPs for each student. In the figure above, you
can see the way in which each step of development builds upon
the evidence and products of the previous step (Boston, 2002).
This cycle continues on as the student makes progress and gains
skills, at which time the data collected on that progress becomes
the assessment for developing new PLAAFP based on this
progress. The new PLAAFPs summarize areas of strength and
areas of need, which are incorporated into the development of
new S.M.A.R.T. goals and objectives based on this
documentation. The IEP team comes together to approve this
new plan. EBP strategies for instruction, differentiation,
modification(s), and/or accommodation(s) included in the
program are also determined by the team to align with in the
IEP for all new goals and objectives. Those measurable goals
are documented using data collection systems, and the whole
process continues.
How S.M.A.R.T. Can Your Goals Be?
Throughout your courses, you have been practicing the

development of goals that are S.M.A.R.T (NASET, 2007). Take
a moment to read through each component in this chart (Links
to an external site.) developed by Lee to see examples and non-
examples of each component for S.M.A.R.T. IEP goal (2015).
When preparing an IEP, each area defined in the PLAAFP will
need to be a focus for goal development. S.M.A.R.T. goals
should be written to build upon previously mastered objectives
and with the scope and sequence to encompass long-term goals
and transitions from grade level to grade level and on to
adulthood.
Elevator Speech
There will be moments throughout your career when you need
be prepared to provide information about your professional
abilities to make a first impression. Whether it is for an
interview, for meeting colleagues, when presenting research or
attending a conference, or when interacting with the families of
your students or the community, it is important to be prepared.
View thisvideo (Links to an external site.)to see a dramatization
of what not to do…and then what to do.
Ashford University’s own Dr. Murad Abel speaks to us in one
of your required readings this week in a video file (Links to an
external site.) about the importance of an elevator speech and
how to develop one.
This 30-second speech should be concise and well thought out.
Think about the components of a good elevator speech (Abel,
2015; Brown, 2015).
It is important to state your “why” to your audience. Why do
you do what you do? Why is it important? What is your
motivation? Then, close with a call to action. Provide the
listener with information to contact you or take the next step in

meeting a common goal.
Closing Remarks
Looking at the process of educating students with disabilities
under special education as a whole, we see that it is a cyclical
process that must be rooted in EBP at all steps along the way. In
addition, being able to express yourself as an educator of
students with disabilities requires not only your mastery of
these skills and objectives yourself, but also the ability to
communicate your skills to employers, colleagues, and
stakeholders.
Assessment Guidance
This section includes additional specific assistance for excelling
in the discussions for Week Two beyond what is given with the
instructions for the discussions. If you have questions about
what is expected on any discussion for Week Two, contact your
instructor using the Ask Your Instructor discussion before the
due date.
Discussion 1: Analyzing Performance from Data Monitoring
Systems
For this discussion, you will be reviewing and analyzing data
collection systems and making a determination of progress and
performance levels. More specifically, you will be creating a
professional email to Mr. Franklin discussing the progress and
mastery of goals of one of his students, Huang. Remember to
read the final assignment for this course, before starting on this
Discussion as all work in this course lead up to the final
Assignment.
Discussion 2: Elevator Speech: Representing Yourself
Professionally to Potential Employers

This discussion is your opportunity to develop an important
career skill: The elevator speech. An elevator speech is a
concise summary of who you are as a professional that is shared
with those in your field and potential employers. You will
record your 30-second elevator speech using the components in
the discussion description.
Assignment: Creating Assessment-driven Goals & Objectives
In this assignment, you will use what you have learned about
the way in which assessment drives instruction to create goals
& objectives for Huang, a student in Mr. Franklin’s class. You
will specifically analyze components of Huang’s most recent
assessment and the PLAAPFs you have developed to create
S.M.A.R.T. goals and objectives for his upcoming IEP.
References
Abel, M. (2015). Crafting the perfect elevator speech (Links to
an external site.). Forward Thinking. Retrieved from
http://forwardthinking.ashford.edu/writing-perfect-elevator-
speech/
Boston, C. (2002). The concept of formative assessment (Links
to an external site.). ERIC Digest. 1-8. Retrieved from
http://files.eric.ed.gov/fulltext/ED470206.pdf
Brown, L. (2015). A quick guide to writing your elevator pitch
(with examples!) (Links to an external site.). Idealist Careers.
Retrieved from http://idealistcareers.org/a-quick-guide-to-
writing-your-elevator-pitch-with-examples/
Cornelius, K. E. (2014). Formative Assessment Made Easy:
Templates for Collecting Daily Data in Inclusive
Classrooms. Teaching Exceptional Children, 47(2), 112-118.
doi:10.1177/0040059914553204

Gaffey, A. (2014). The elevator pitch: How to craft a successful
five-minute elevator pitch and why having one is
important (Links to an external site.). Psychological Science
Agenda. Retrieved from
http://www.apa.org/science/about/psa/2014/06/elevator-
pitch.aspx
Gillies, R.M. (2014). The role of assessment in informing
interventions for students with special education
needs. International Journal of Disability, Development and
Education, 61(1), 1-5. doi:10.1080/1034912x2014.878528
Individuals with Disabilities Education Act, 20 U.S.C. § 1400.
(2004).
Lee, A. (2015). How to tell if your child's IEP goals are
SMART (Links to an external site.). Understood: For Learning
and Attention Issues. Retrieved from
https://www.understood.org/en/school-learning/special-
services/ieps/how-to-tell-if-your-childs-iep-goals-are-smart
NASET (2007). Determining measurable annual goals in an
IEP (Links to an external site.). National Association of Special
Education Teachers: The Practical Teacher. Retrieved from
https://www.naset.org/760.0.html
Seaman, J. and Smasal, R. (2015).Fueling student growth:
Formative assessment, data-driven instruction, and overcoming
the problem of limited time: Finding ways to use assessment
and interventions to create personalized learning (Links to an
external site.). District Administration, (12). 68. Retrieved from
http://search.ebscohost.com.proxy-
library.ashford.edu/login.aspx?direct=true&db=edsggr&AN=eds
gcl.436542402&site=eds-live
TTU College of Business (2013). The elevator speech (Links to

an external site.) [Video File]. Retrieved from
https://youtu.be/LDpe9StfGTA
Discussion 2
A professional elevator speech is a concise message that can be
presented to potential employers describing your professional
qualifications, philosophy, experience, and so forth. It is
essentially a personal commercial lasting about the time it takes
to complete an elevator ride (approximately 30 seconds), which
is how it got its name. You will encounter times throughout
your career in which having an elevator speech to present
becomes essential, including interviews, presentations,
meetings, school functions, professional development
conferences, and more.
Initial Post: Post an initial response that addresses the following
areas using the discussion board forum:
· After reviewing the required readings this week about creating
your own elevator speech, take some time to consider how you
want to professionally present yourself. Draft your 30-second
elevator speech to include:
· Your introduction.
· Your professional accomplishments.
· Your professional experience.
· Your strengths.
· Your professional goals/philosophy.
· Your “why” or professional career motivation (why you do
what you do).
· Within the discussion in the discussion board forum, record or
post a link to your 30-second audio elevator speech containing
all six components from your draft. Please be creative and
incorporate multimedia into your initial post. Employ a web
tool, such as Screencast-O-Matic (Links to an external
site.) (for video recording), Jing (Links to an external site.) (for
screen and video captures), or presentation tools such

as PowerPoint (Links to an external site.), YouTube (Links to
an external site.), or other software of your choice.
Please do a PowerPoint

Required resources articlesbrown, l. (2015). a quick guide to

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Required resources articlesbrown, l. (2015). a quick guide to

Similar to Required resources articlesbrown, l. (2015). a quick guide to (20)

More from MARK547399

More from MARK547399 (20)

Recently uploaded

Recently uploaded (20)

Required resources articlesbrown, l. (2015). a quick guide to