by admin | Nov 17, 2022 | Special Education
Complete the following webinar, beginning at 4:50 through 22 minutes. This was a prior chancellor initiative; however, using the concepts of the 4 Hallmarks of Advanced Literacies is an effective strategy of adding rigor to your lessons. Remember that DIRECT TEACHING is imperative for all instruction, especially before assigning rigorous tasks.
Focus on 4 Hallmarks to add RIGOR
https://www.weteachnyc.org/resources/resource/webinar-instructional-priority-area-1-strengthen-core-instruction/?collection_id=1020
Respond to the following questions:
1. Why is it important to support the concepts of the 4 Hallmarks through school-wide or classroom procedures and protocols?
2. Name at least two specific classroom protocols, procedures or routines that you will implement this month in order to incorporate any of the 4 Hallmark indicators while also considering the CRSE Framework, Culturally Responsive Sustaining Education Framework. (These new protocols must be directly taught and practiced with students.)
by admin | Nov 16, 2022 | Special Education
This course was divided into 2 general section: 1) standardized assessments such as those used to identify disabilities and assess students as compared to a norm group and 2) formative assessments such as those used to inform and improve teaching and learning.
As teachers you will need to be able to use both types of assessment.
What have you learned about assessment this semester?
What types of assessment do you feel more comfortable with?
Are you prepared to read an assessment report and have a general idea of what it means?
How often do you think you will use formative assessments as a teacher? Will they really be useful?
What did you like best about this class and what did you like the least?
by admin | Nov 16, 2022 | Special Education
Benchmark Criteria:
As a special education teacher, you will be expected to provide support and guidance to administration, teachers, and staff regarding issues that may arise concerning how to meet the needs of individuals with disabilities outlined in IEPs. Serving as a collaborative resource to colleagues promotes the well-being of individuals with disabilities, the main goal of a special education teacher. Additionally, it is vital to provide support and guidance for students in the inclusion setting who will be working and collaborating with non-exceptional peers and general education teachers.
Read the case study to inform the assignment that follows.
John is currently a ninth-grade student who has been identified as having an emotional/behavioral disorder, specifically in the area of obsessive-compulsive disorder (OCD). During his annual IEP meeting, John’s IEP team reviewed recent test scores and determined he qualified for the gifted program in the area of English language arts (ELA). John will continue to participate in the inclusion classroom for the remainder of his courses, and be placed in the gifted classroom for ELA in the second semester of the school year.
As John continues to be successful in all of his inclusion classes, he is having difficulty in his new ELA class. The gifted teacher, Ms. Griedl, was not able to be present during the IEP meeting, and John is the first student with an IEP she has had in her class. John has stated that being the only Hispanic student in Ms. Griedl’s gifted class has made him feel uncomfortable at times. He says Ms. Griedl does not include him in the classroom conversations and when she speaks to him, it is abruptly. John says she does not treat the other students in the same manner.
After one month of John being in the gifted class, Ms. Griedl has requested that a paraprofessional be present to support John. The IEP team determined that this was not necessary and that John should be able to be successful in the gifted classroom without a paraprofessional. The principal, Mr. Fleming, did a walk through observation of Ms. Griedl’s gifted classroom and he did notice that John was isolated in a corner, and the teacher and other students in the class did not interact with him. In addition, Mr. Fleming received a phone call from John’s parents who reported that Ms. Griedl had told John she felt he did not belong in the gifted class. John no longer wants to be in the class because he does not feel welcome.
Use the “Collaboration and Communication Action Plan Template” to complete this assignment.
Part 1: Action Plan
Mr. Fleming has come to you, the special education teacher, for assistance with the situation. To assist the principal, create a 750-1,000 word action plan. The action plan should include one long-term goal and a minimum of four short-term goals to help reach the long-term goal.
For each short-term goal, identify the following information related to implementation:
At least 1-2 implementation activities/strategies
Resources needed
Timeline: To include measuring progress and implementing strategies
Persons Responsible: To include measuring progress and implementing strategies
Evidence of Success: How is this measured, or the desired outcomes to demonstrate success
Keep in mind the following when you outline your goals and implementation steps:
John’s abilities and interests, the learning environments, and cultural and linguistic factors.
How you will incorporate collaboration to help the action plan be successful.
Your role as a coach and resource for John and Ms. Griedl.
Part 2: Rationale
Support your action plan with a 500-750 word rationale that incorporates researched best practices on collaboration and communication when working with colleagues, administration, and families.
Your rationale should address the following considerations:
Theories or elements of effective collaboration you utilized in your action plan.
How diversity is a part of families, cultures, and schools, and how complex human issues can interact with the delivery of special education services.
The importance of supporting individuals with disabilities in all settings to help them reach their optimal potential and allow them to flourish academically and behaviorally.
Support your findings with 2-3 scholarly resources.
by admin | Nov 15, 2022 | Special Education
You watched a webinar that discussed the premise of ‘what is evidence?’ as part of your week 5 module. Reflect on the following and embed information from what you have learned so far in class:
A) Ideas that you have taken away from the information related to what evidence is considered efficacious, how
your school currently uses data collection, evidence-based practices, data analysis, collaboration, etc., and ideas
that you have for making the process more intensive and specific in addressing student needs. How does the
information correlates with your current/future role in the school setting.
B) Changes that you will suggest or implement in your classroom and why?
C) Find a reputable article (dive into the TWU Library) that you could share with your co-workers regarding evidence-based practices and discuss why this would be helpful information.
Here is the link: https://www.youtube.com/watch?v=O_f4bMRzhxk
Making Decisions (Instruction and Eligibility)
Collaboration
Social Emotional Learning
by admin | Nov 15, 2022 | Special Education
You will administer two commonly used assessments. You will gain fluency and proficiency in administering the:
TOWL- Test of Oral Written Language
GORT- Gray Oral Reading Test
Math Assessment Evaluation (you will not
administer this with someone, but instead look through existing data, video and other materials to evaluate the
student responses, make recommendations, etc.).
You will conduct these practice assessments with someone (e.g., child, spouse, relative, friend, etc.) who falls within the normed age range of each assessment. Remember, these are just PRACTICE, so please conduct the assessment on someone you know.). The person who you give the
assessment to DOES NOT need to have a suspected or existing disability.
These assessments are intended to
familiarize you with the process of administering, scoring, and analyzing collected data to make informed and
soundeducational decisions.
It is preferred that you complete each assessment with a school-aged child. If you are not able to do this, please communicate with me early in the semester so that we can come up with an alternative.
What you will upload/submit for each of the assessments:
Scored protocol (all pages)
Examinee forms (any forms
that the examinee may have written on as part of the assessment)
A summary on each of the assessments that
you administered and discuss the examinees strengths, areas of difficulty, and overall reflections of giving each
assessment. These summaries will be in ONE continuous document; please utilize appropriate headings when
discussing each.
Your summary should be a minimum of 3 pages, double-spaced. Please use appropriate APA
formatting as needed.
by admin | Nov 15, 2022 | Special Education
Use the library and internet to investigate the topic. Write at least 2 pages using two references from a peer-reviewed professional journal. Reference work using American Psychological Association (APA) publication manual. Please type and double space with 1″ margins and use 12 point Times New Roman Font.
