Liberty EDSP524 2021 May Complete Course Latest (Full)

EDSP524 Collaborating for Successful Inclusive Classrooms

IEP Goals and Accommodations Assignment

OVERVIEW

The IEPproject is a three-part assignment that involves (a) drafting IEP goals and associated accommodations given a student’s Present Levels of Academic Achievement and Functional Performance (PLAAFP), (b) developing the IEP, and (c) reflecting on the development of an IEP and IEP meetings for a student with a disability an IEP and IEP meetings for a student with a disability.  The IEP: Goals and Accommodations Assignment is the first part of the overall project.

INSTRUCTIONS

Step A:You will draftfour goals for a Standards-Based Individualized Education Program (IEP) based on the Present Levels of Academic Achievement and Functional Performance (PLAAFP)for a student with a learning disability. You willdraftfourmeasurable annual goals (2 for reading, 2 for math) for Bryan.

When writing Bryan’s goals, be sure to include:

(a)          The student’s name

(b)          The condition under which the behavior will be performed

(c)           The specificobservable behavior to be performed

(d)          The criterion to which the level of performance at the goal will be achieved

(e)          The target date/timeline for goal attainment.

Because this is a Standards-Based IEP, Bryan’s goals must be aligned with the state (Virginia) grade-level Standard of Learning (SOLs). Only one SOL should be noted for each goal. Both the identifying letters/numbers and the full text of the standards should be included.

 See Week 1 Announcement

English goals should be selected from the Writing Strand of the English SOL’s.

Mathematics goals should be selected from the Computation and Estimation Strand of the Mathematics SOL’s.

Example Measurable Annual Goal

English Goal: Given a 6th-grade fictional text and a graphic organizer, Bryan will identify the setting, characters, plot, conflict, and theme, with 4 out of 5 elements of narrative structure correct by the next annual review.

VA SOL: English 6.5: The student will read and demonstrate comprehension of a variety of fictional texts, literary nonfiction, and poetry.

(f) Identify the elements of narrative structure, including setting, character, plot, conflict, and theme.

Step B: Identify appropriate accommodations to assist the student in meeting the annual measurable goals. Note that accommodations do not change what a student learns, but how they learn, or how they access the curriculum. Carefully review Bryan’s PLAAFP (Appendix A) and course resources on accommodations to determine how Bryan should be accommodated in his goal attainment. Note, “accommodations may be in, but not limited to, the areas of time, scheduling, setting, presentation and response including assistive technology and/or accessible materials” (VDOE Sample IEP).

QUESTIONS AND ANSWERS

Question: How do I open and use the template for this assignment?  

Answer: The IEP: Goals and Accommodations Template is a Word document provided with this assignment.  You will need to download it to your computer and open it with Microsoft Word to add your content.  

Question: Where can I find the Virginia Standards of Learning (SOLs)?  

Answer: The Virginia SOLs can be accessed using the link provided with this assignment. You will need to click the desired subject areas on the right-hand side of the webpage.  

Question: I don’t live in Virginia; may I use my state’s standards of learning?  

Answer: No. The SOLs for Virginia are required for this assignment.  

Question: How do I submit the IEP: Goals and Accommodations Assignment?  

Answer: You should download the template, complete the template, and save the document with your name in the filename.  In Canvas, navigate to the IEP: Goals and Accommodations Assignment, attach/upload the saved document, and submit.  

Question: I have read the assignment instructions, but I cannot find Bryan’s Present Levels of Academic Achievement and Functional Performance (PLAAFP)?  

Answer: Bryan’s profile is located in the Appendix A:  Individualized Education Program (IEP) Student Profile document. 

Question: Should objectives be written on achievement level or grade level?  

Answer: The goals should focus on meeting grade level standards skills, but tailored to the student’s current level of achievement to ensure the leap is not too high. So for example, a 4th grader reading on a 1st-grade level would not necessarily be expected to read on a 4th-grade level in one year, but would be expected to demonstrate 4th grade standards such as determining the cause and effect in a passage in which the student can read independently (e.g., 1st-grade level), or, in a passage read aloud or in an audiobook at the 4th-grade level. 

Question: I have never written aIEP Goal.  What do I do first?

I suggest the format presented in Hedin &DeSpain (2018) article: condition, learner, behavior, criteria, and target date.

Use this tool to facilitate your objectives.

Condition            Learner                Behavior              Criteria Timeline

Model: By the next IEP review, when given ten instructional level multi-stepped math problems, Bryan will solve by using pencil and paper the correct answer with 80% accuracy in 2 out of 3 trials using a curriculum-based measurement.

Condition            Learner                Behavior              Criteria Timeline

•             ten instructional level multi-stepped math problems

•             using pencil and paper   Bryan    solve     with 80%accuracy in 2 out of 3 trials         By the next IEP review

When given 10 multi-step math problems on instructional level and a pictorial model, Bryan will solve with 80% accuracy in three out of five trials by the end of the school year. 

Question: For Standard 6.13:The student will solve one-step linear equations in one variable, including practical problems that require the solution of a one-step linear equation in one variable, is the following objective okay? 

The student will solveone-step linear equations in one variable, including practical problems that require the solution of a one-step linear equation in one variable.

Answer: You are on the right track here.  However, you need to include all 5 parts of the IEP objective as listed in Hedin and DeSpain (2018).  This objective includes two of the 5 required parts.

Condition            Learner                Behavior              Criteria Timeline

•             one-step linear equations in one variable, including practical problems   Bryan    Solve                    

Suggestion:

______condition________, learner, ______behavior__________, ____criteria_____, by ____target date______.

Given math checklist and one-step linear equations in one variable including practical problems on instructional level, Bryan will solve using a one-step linear equation with one variable with 80% accuracy in three out of five trials. 

 

EDSP524 Collaborating for Successful Inclusive Classrooms

IEP Development Assignment

OVERVIEW

The IEPproject is a three-part assignment that involves (a) drafting IEP goals and associated accommodations given a student’s Present Levels of Academic Achievement and Functional Performance (PLAAFP), (b) developing the IEP, and (c) reflecting on the development of an IEP and IEP meetings for a student with a disability an IEP and IEP meetings for a student with a disability. The IEP: DevelopmentAssignment is the second part of the overall project.

INSTRUCTIONS

Develop a completed IEP for the target student. All sections highlighted in yellow on the IEP must be considered and addressed.Be sure to utilize feedback from the first IEP goals & accommodations assignment. Prior to submitting, review the IEP Components document to ensure all elements have been addressed.

QUESTION AND ANSWERS

Question: Where do I find what strands Bryan's IEP goals should be aligned with the state (Virginia) grade-level Standards of Learning (SOLs).  

Answer:  

English goals should be selected from the Writing Strand of the English SOL’s.

Mathematics goals should be selected from the Computation and Estimation Strand of the Mathematics SOL’s.

Question: Many parts of the IEP: Development assignment I completed for the IEP: Goals and Accommodations assignment.  Can I just copy and paste?

 

 

EDSP524 Collaborating for Successful Inclusive Classrooms

IEP: Reflection on IEP Meetings and Development Assignment

OVERVIEW

The IEPproject is a three-part assignment that involves (a) drafting IEP goals and associated accommodations given a student’s Present Levels of Academic Achievement and Functional Performance (PLAAFP), (b) developing the IEP, and (c) reflecting on the development of an IEP and IEP meetings for a student with a disability an IEP and IEP meetings for a student with a disability.  The IEP: Reflection on IEP Meetings and DevelopmentAssignment is the final part of the overall project.The purpose of this assignment is to not only explain your thinking and learning process, but to support in-depth analysis of your learning experience as it relates to your educational journey, others, growth in the field of special education, and your overall professional understanding of content.

INSTRUCTIONS

Watch and reflect on the meetings in the provided IEP Meetings List, the required course reading, previous IEP meetings (if applicable), and course presentations to answer the reflection prompts in the IEP: Reflection on IEP Meetings and Development Template. Please be sure to provide an in-depth analysis of your learning experience with regard to each prompt.

Before submitting this assignment, ensure the completed IEP: Reflection on IEP Meetings and Development Template is a current APA-formatted Word documentwith a title page and reference list, if applicable. The body of the work must be within 400 – 500 words.

 

EDSP524 Collaborating for Successful Inclusive Classrooms

Teaching Strategy and Pedagogy Assignment

OVERVIEW

Vocabulary has been linked to academic, reading, and writing success in the post-secondary setting. Language and terminology development are essential to effectively reading and understanding subject-area specific material (teaching methods, pedagogy, differentiated instruction, etc.). Research has shown that vocabulary and skill development is most effective when you construct your own meaning (even at the doctoral level) as well as a visual representation of terms or concepts. Throughout the first 4 weeks of this course, you will develop a personal teaching strategy and pedagogy glossarywhere you can record important or unfamiliar words, topics, concepts, and teaching methods you would like to explore. You are highly encouraged to develop this glossary throughout the beginning of this course as you encounter challenging terms, concepts or teaching methods that you do not understand, and/or teaching methods you plan to use in your classroom.  This assignment will require you to identify and wrestle with personal meanings as you develop an understanding of relevant terminology and concepts, and it will also serve as a diagnostic self-monitoring tool. The glossary will represent your journey throughout this course.  (MLO: A, B, C, D)

INSTRUCTIONS

The glossary is to include at least 15 entries. Disability areas should not be included as glossary terms. Repetition within entries are not to be included. Each section of the Teaching Strategy and Pedagogy Glossary Templateis to incorporate at least one citation, with some sections having a required minimum word count noted in the template. Current APA references should be included in the designated area at the end of your template. All 15 entries are to be combined into one document for submission. Each entry should begin on a new page.

The 15 entries must include:

•             At least threeteaching methods dealing with Reading Instruction

•             At least three teaching methods dealing with Math Instruction

•             At least two teaching methods dealing with Attention and/or Study Skills

Each term / itemwill include 4 sections:

Section Title       Includes               Word Requirement

1              Define  Two definitions of selected term (an original/personal definition and a definition quoted from a source).                30 words per definition

2              Information        (Teaching strategies ONLY) What do I need to know, Procedures, Strengths, Weaknesses, Why Selected and Source.     No word requirement

3              Visual, Graphic Organizer, Concept Map                Student generated visual representation of the term showing term understanding and written description if needed.            No word requirement

4              Analysis and Interpretation         Build an advanced understanding / expanded definition of the term or how it would be used in the classroom.               150 words

If a question or section on the template does not have a word count listed within the question, it does not have a word requirement.

All highlighted areas should be removed before submission of the template.

QUESTIONS AND ANSWERS

Question: I’m confused. This assignment is very different from other assignments I have completed. What terms do I include again? 

  Question: What do I do in the disability section? 

  Question: Can I include the laws pertaining to education (such as ESSA, ESEA, NLCB etc.)?

Question: Do I have to draw a picture?  

Question: I don’t know what I am doing is there a sample I can see?  

Question: There are some slight differences between the instructions and the template?? What should I do????

? Question: Can I use disability categories as terms????

? Question: In the “how can I remember” question in section 4 what does that refer to???

? Question: How do I count the number of words I have highlighted in word???

 

 

 

 

 

EDSP524 Collaborating for Successful Inclusive Classrooms

Differentiated Unit Plan: Literacy Unit Plan Assignment

OVERVIEW

This Differentiated Unit Plan project consists of three submissions that include (a) aLiteracy Unit Plan, (b) Math Unit Plan, and (c) Accommodation Plan.The Differentiated Unit Plan: Literacy Unit Plan is the first part of the overall project.

INSTRUCTIONS

You will select a skill from the Writing category of the English SOL.  Using the Differentiated Unit Plan: Literacy Unit Plan Template, your unit plan is to be written for your 6th-grade middle school class with tiered instruction meeting the needs of individual learners functioning above grade level (secondary), on grade level (middle school), and below grade level (elementary). In addition to providing tiered instruction with differentiation for all students, you must identify accommodations for each lesson that will meet the exceptionallearning needs of specific students included in the provided student descriptions (see Appendix A: Student Descriptions). The unit plan must include five days of direct instruction, with formal and informal assessments included within the daily lesson plans (i.e., day 5 cannot simply be a “testing” day).One day of your Differentiated Unit Plan: Literacy Unit Plan assignment or Differentiated Unit Plan: Math Unit Planassignment should also include collaboration with a co-teacher or paraprofessional.

Co-Teaching: Your Differentiated Unit Plan: Literacy Unit Planmustinclude collaboration with a co-teacher or paraprofessional (CEC 6.6).In your unit plan, identify the role each teacher will take and what role the co-teacher will take in the lesson. Will they parallel teach, station teach, etc.?

Be sure to review Appendix E: Assistive Technology Guide.

When completing your unit plan remember:

•             The objective must include the condition, the behavior, and the criterion (e.g., Given X, the student will X, with 4/5 correct).

•             Verbs such as know, understand, appreciate, realize, learn, and comprehend are NOT measurable.

•             The direct instruction, guided practice, and independent practice must reflect differentiated instruction to meet the diverse needs of the students in your class (see Appendix A: Student Descriptions). 

•             The planned instruction must reflect culturally responsive teaching practices and evidence-based best practices.

•             The identified accommodations must address the identified characteristics of the students with special needsper the planned lesson instruction and activities.  If no accommodations are needed for a specific student in a particular lesson, a short explanation should state why this is the case.

•             Be prepared to attach/upload corresponding activity sheets, lists of materials, etc.

•             Familiarize yourself with all Differentiated Unit Plan templates and grading rubrics to gain a better understanding of what is expected in this assignment. 

•             All highlighted material should be removed before submission of the template.

Submission

The Differentiated Unit Plan: Literacy Unit Planshould be submitted via the submission link in Canvasand LiveText per the submission deadline on the Course Schedule.

QUESTIONS AND ANSWERS

Question: I am confused, there are so many documents I don’t know where to begin.

Answer:  I suggest you start by reading the Differentiated Unit Plan: Overview.  This will give you an overview of the entire Differentiated Unit Plan project. Also, notice the resources provided on the Differentiated Unit Plan: Literacy Unit Planassignment page. These are key resources for you. 

  Question: Is there an example? 

Answer:  At this time no.  Since this is a new assignment there has not been time to gather samples.  However, I encourage you to read: Appendix D: Differentiated Unit Plan Unit Form Explanation.  This provides detailed information as to what is required in each section. 

  Question: Do the objectives in the lesson plan need the same parts as an IEP’s objectives?  

Answer: The unit objectives must include the condition, the behavior, and the criterion (e.g., Given X, the student will X, with 4/5 correct).

•             Condition: As stated in Hedin and DeSpain (2018), “Condition statements answer questions such as ‘Where is the behavior performed?’ ‘What materials does the student use to complete the behavior?’ and ‘What level of support is provided?’” (p. 103).

•             Behavior: specific observable behavior.  Verbs such as know, understand, appreciate, realize, learn, and comprehend are NOT measurable. 

 •            Criteria: As stated in Hedin and DeSpain (2018), “The criteria in IEP goals provide two types of information that make goals measurable. Mastery criteria, the first type of information, are the expected levels of performance with respect to particular skills. Retention criteria refer to the number of times or how often students must achieve a mastery level to demonstrate skill acquisition.” (p. 106).      

Question: Why are all target students listed under accommodations? 

Answer:  After completing your lesson plan, you should go under accommodations and ask yourself the following question, “Will this student be able to achieve this goal?”  If not, you need to explain under accommodations what each student will require to achieve the goal.  Your Differentiated Unit Plan: Accommodation assignment will include accommodations from this list. 

 Question: Once appropriate accommodations have been developed for a target student, won't they be the same for every lesson?

Answer:  No. The accommodations should be specific to the needs of the student AND the tasks/skills required in the lesson. As such, the accommodations should be different for each student and for each day. Please do not copy and paste the same accommodations throughout your unit plan. The same is true for the section concerning UDL and differentiation.  These should be unique to each lesson; please do not simply copy and paste from one lesson to the next.

 Question: I have not submitted anything to LiveText before. Are there directions?  

Answer:  If you are unsure of how to submit an assignment in LiveText from the LiveText website homepage, navigate to the Help for Students area for instructions and tutorials on how to submit an assignment.

QUESTION: I have submitted my Differentiated Unit Plan: Literacy Unit Plan in LiveText. Why doesn't it show as complete? 

ANSWER:  When you upload documents into LiveText, you must make sure to finalize your submission so the instructor can receive your work.  

 

EDSP524 Collaborating for Successful Inclusive Classrooms

Differentiated Unit Plan: Math Unit Plan Assignment

OVERVIEW

This Differentiated Unit Plan project consists of three submissions that include (a) aLiteracy Unit Plan, (b) Math Unit Plan, and (c) Accommodation Plan.The Differentiated Unit Plan: Math Unit Plan is the second part of the overall project.

INSTRUCTIONS

You will select a skill from the Computation and Estimationcategory of the Mathematics Primary SOL.  Using the Differentiated Unit Plan: Math Unit Plan Template, your unit plan should be written for your 6th-grade middle school class with tiered instruction meeting the needs of individual learners functioning above grade level (secondary), on grade level (middle school), and below grade level (elementary). In addition to providing tiered instruction with differentiation for all students, you must identify accommodations for each lesson that will meet the exceptional learning needs of specific students included in the provided student descriptions (see Appendix A: Student Descriptions). The unit plan must include five days of direct instruction, with formal and informal assessments included in the daily lesson plans (i.e., Day 5 cannot simply be a “testing” day).

Co-Teaching: Your Math unit plan mustinclude collaboration with a co-teacher or paraprofessional (CEC 6.6).In your unit plan, identify the role each teacher will take and what role the co-teacher will take in the lesson. Will they parallel teach, station teach, etc.?

Be sure to review Appendix D: Differentiated Unit Plan Unit Form Explanation.

When completing your unit plan remember:

•             The objective must include the condition, the behavior, and the criterion (e.g., Given X, the student will X, with 4/5 correct).

•             Verbs such as know, understand, appreciate, realize, learn, and comprehend are NOT measurable.

•             The direct instruction, guided practice, and independent practice must reflect differentiated instruction to meet the diverse needs of the students in your class (see Appendix A: Student Descriptions). 

•             The planned instruction must reflect culturally responsive teaching practices and evidence-based best practices.

•             The identified accommodations must address the identified characteristics of the students with special needs per the planned lesson instruction and activities.  If no accommodations are needed for a specific student in a particular lesson, a short explanation should state why this is the case.

•             Be prepared to attach/upload corresponding activity sheets, lists of materials, etc.

•             Familiarize yourself with all Differentiated Unit Plan templates and grading rubrics to gain a better understanding of what is expected in this assignment. 

•             All highlighted material should be removed before submission of the template.

Submission

The Differentiated Unit Plan: Math Unit Planshould be submitted via the submission link in Canvasand LiveText per the submission deadline on the Course Schedule.

QUESTIONS AND ANSWERS

Question: I am confused, there are so many documents I don’t know where to begin.

Answer:  I suggest you start by reading the Differentiated Unit Plan: Overview.  This will give you an overview of the entire Differentiated Unit Plan project. Also, notice the appendices provided with this assignment.  These are key resources for you. 

  Question: Is there an example? 

Answer:  At this time no.  Since this is a new assignment there has not been time to gather samples.  However, I encourage you to read: Appendix D: Differentiated Unit PlanUnit Form Explanation.  This provides detailed information as to what is required in each section. 

  Question: Do the objectives in the lesson plan need the same parts as an IEP’s objectives?  

Answer: The unit objectives must include the condition, the behavior, and the criterion (e.g., Given X, the student will X, with 4/5 correct).

•             Condition: As stated in Hedin and DeSpain (2018), “Condition statements answer questions such as ‘Where is the behavior performed?’ ‘What materials does the student use to complete the behavior?’ and ‘What level of support is provided?’” (p. 103).

•             Behavior: specific observable behavior.  Verbs such as know, understand, appreciate, realize, learn, and comprehend are NOT measurable. 

  •           Criteria: As stated in Hedin and DeSpain (2018), “The criteria in IEP goals provide two types of information that make goals measurable. Mastery criteria, the first type of information, are the expected levels of performance with respect to particular skills. Retention criteria refer to the number of times or how often students must achieve a mastery level to demonstrate skill acquisition.” (p. 106).     

Question: Why are all target students listed under accommodations? 

Answer:  After completing your lesson plan, you should go under accommodations and ask yourself the following question, “Will this student be able to achieve this goal?”  If not, you need to explain under accommodations what each student will require to achieve the goal.  Your Differentiated Unit Plan: Accommodation assignment will include accommodations from this list. 

 Question: Once appropriate accommodations have been developed for a target student, won't they be the same for every lesson?

Answer:  No. The accommodations should be specific to the needs of the student AND the tasks/skills required in the lesson. As such, the accommodations should be different for each student and for each day. Please do not copy and paste the same accommodations throughout your unit plan. The same is true for the section concerning UDL and differentiation.  These should be unique to each lesson; please do not simply copy and paste from one lesson to the next.

 Question: I have not submitted anything to LiveText before. Are there directions?  

Answer:  If you are unsure of how to submit an assignment in LiveText from the LiveText website homepage, navigate to the Help for Students area for instructions and tutorials on how to submit an assignment.

QUESTION: I have submitted my Differentiated Unit Plan: Math Unit Plan in LiveText. Why doesn't it show as complete? 

ANSWER:   When you upload documents into LiveText, you must make sure to finalize your submission so the instructor can receive your work.  

 

EDSP524 Collaborating for Successful Inclusive Classrooms

Differentiated Unit Plan Accommodation Plan Assignment

OVERVIEW

This Differentiated Unit Plan project consists of three submissions that include (a) aLiteracy Unit Plan, (b) Math Unit Plan, and (c) Accommodation Plan.The Differentiated Unit Plan: Accommodation Plan is the final part of the overall project.

INSTRUCTIONS

Using the Differentiated Unit Plan: Accommodation Plan Template, articulate and provide evidence of the accommodations you will provide your students with disabilities to ensure they can access the general education curriculum.  Some examples of accommodations include assistive and augmentative technology, note-taking, test-taking, graphic organizers, lower level texts and trade book alternatives, memory strategies, and behavior strategies (such as self-monitoring, self-regulation, and strategies to increase maintenance and generalization of skills, e.g., contracts, etc.). 

Accommodations will include:

Accommodation 1: Seating Chart

After reading and reflecting on the students in your classroom (see Appendix A: Student Descriptions) you will complete the first accommodation: a classroom description and seating chart.This accommodation is a factor in how you arrange your classroom to create a safe and motivating learning environment where all students could learn.This accommodation will include:  

•             Graphic (visual) that displays the arrangement of the classroom. (May be digital or neatly hand-drawn).

•             Identification of where all students (including those with and without disabilities) will be seated within the classroom environment.  Since this is an inclusion class, the students with identified special needs should NOT simply be placed all together in one area of the room; they should be thoughtfully integrated among other students based on their strengths and weaknesses displayed in their student descriptions.  (Note: Preferential seating does not always mean sitting in the front row/s.)

•             Description of how this seating chart provides support and accommodations for the students with special needs.  Discuss how their needs, as well as the needs of the other students, will be met within this classroom arrangement. Give a specific explanation(in paragraph form) of howeachstudent with disabilities is accommodated by the seating arrangement.  Note: A single paragraph is NOT sufficient to describe in detail how your classroom environment meets your students’ needs.

Accommodation 2: Rewritten text

The next accommodation in your plan is to be a Rewritten Text that you will design to meet the needs of students with disabilities within your class.  Since it is difficult for low-level readers to learn the content being presented in higher-level books, educators must differentiate this type of instruction by offering varied level reading alternatives.  For this assignment, you can either rewrite an excerpt from a chapter textbook, instructional blog, or a trade book (a children's or adolescent chapter book). The original text should be at least 200-300 words. You may also provide pictures or graphs (if applicable) that will make it easier for a student to understand the content being discussed.  The length of your rewritten text should be at least 150 words.  A readability score screenshot for the original and rewritten text should be calculated from the Readability Formulas website (see Appendix B: Readabilityand the Readability Formulas link provided).

Accommodations 3 – 10

Each accommodation mustaddress a specific criterion(e.g.,assistive technology, types of communication,teaching strategies, etc.). Be sure to carefully review the Differentiated Unit Plan: Accommodation Plan TemplateandDifferentiated Unit Plan: Accommodation Plan Grading Rubric to ensure your accommodations meet the evaluation criteria.

As you complete the accommodation plan, be sure to explain your accommodations in detail.Keep in mind the following are not sufficient:

•             Simply identifying the accommodations (such as a graphic organizer). You must provide all pictures, forms, etc. that demonstrate the accommodation is appropriate for the student(s) and the lesson content.

•             Including a one-sentence explanation about the accommodation.

The following accommodations are not allowed for this assignment.  If one of these is used as an accommodation, no credit will be given for it.

Extra Time           Bouncy Seat / Stool / Etc.             Standing Desk

Microphone       Fidget Spinners Preferential Seating

Keyboard            Classroom Visuals            Peer Tutoring

Quiet space / Cool-down area    Separate desk / partition              Computer / Activity Rewards

The following are services or placements and cannot be used as accommodations:

Special Education Teacher            Aide       Paraprofessionals

Resource Room                Tutoring (during/after school)    Interpreter

When completing your unit plan remember:

Submission

The Differentiated Unit Plan: Accommodation Planshould be submitted via the submission link in Canvasand LiveText per the submission deadline on the Course Schedule.

QUESTION AND ANSWER

QUESTION:  Where can I access the Differentiation Unit Plan: Accommodation Plan Template?  

ANSWER: It is located with the Differentiation Unit Plan: Accommodation Plan Assignmentpage in Canvas.

 QUESTION:  I'm confused.  Where do these accommodations come from?  

ANSWER: The accommodations should come from your literacy and math unit plans. 

Accommodations should come from here: 

Each accommodation has a section to indicate where each accommodation would be implemented.

QUESTION: I have already identified accommodations for each student in the unit plans.  What is the purpose of this assignment? 

ANSWER:   The purpose of the Differentiated Unit Plan: Accommodation Plan, is to provide additional detailed information about accommodations used in your unit.  For example, within your unit plan, you might have listed audio text.  This is the opportunity to explain your reasoning behind selecting the specific accommodation for that student.  You will then provide written detail about how the accommodation would be administered, along with supporting documentation (pictures, handouts of diagrams, visual aids, worksheets, etc.).

QUESTION: I have already identified accommodations for each student in the unit plans.  What if my accommodations do not meet the requirements of the Differentiated Unit Plan:Accommodations Plan assignment? 

ANSWER:Feel free to add additional accommodations as needed. 

 QUESTION: When submitting the Differentiated Unit Plan: Accommodation Planin LiveText, do I need to complete the template within LiveText? 

ANSWER:   No, simply upload your completed document into LiveText as an attachment. If you receive an error that you must use the LiveText template, please just enter a "." in each section to make it seem as though you have used the template.

QUESTION: Where and how do I submit the Differentiated Unit Plan: Accommodation Plan? 

ANSWER:   The Differentiated Unit Plan: Accommodation Plan assignment must be submitted inboth Livetext and Canvasto receive a grade. You will need to upload and attach your assignment document in both places.  Be sure to finalize the submission in both places so the instructor will receive your work. 

 QUESTION: What are the CEC Standards I see in some places of the Differentiated Unit Plan assignment documents?

ANSWER: “CEC Professional Preparation Standards define the specialized expertise special educators must master for the safe and effective practice of special education at the initial and advanced levels. These standards are used to inform preparation programs, accreditation organizations, and credentialing agencies.”   (CEC, 2017).

 QUESTION: Do I include CEC standards in myDifferentiated Unit Plan: Accommodation Plan? 

ANSWER: If standards are there, leave them there; if they are not; leave it blank.  Do not make any changes to the CEC standards.

 QUESTION: Do I need to identify a focus student for each accommodation?

ANSWER:   Yes, you need to identify one of the given students in Appendix A: Student Descriptions.  

 QUESTION: Can I make changes to the Differentiated Unit Plan: Literacy Unit Plan and the Differentiated Unit Plan: Math Unit Plan I have already submitted? 

ANSWER:   Yes.  You can change or revise anything you have previously submitted.

QUESTION: I’m confused. What do I put in this section?

ANSWER:  This is where you show where your accommodations are connected to your unit plan. Accommodations don’t just exist or happen; there are specific reasons why they are administered. 

 QUESTION: I have submitted my Differentiated Unit Plan: Accommodation Plan in LiveText. Why doesn't it show as complete? 

ANSWER:   When you upload documents into LiveText, you must make sure to finalize your submission so the instructor can receive your work.  

QUESTION: Do I have to select specific accommodations?   

ANSWER:  The accommodation you select should meet the requirements of that specific accommodation criteria.  If you are having difficulty, please reference Appendix E: Assistive Technology Guide.

 QUESTION: What is required in Accommodation 2 - the rewritten text accommodation? 

ANSWER:  This accommodation is the second accommodation listed in the Differentiated Unit Plan: Accommodation Plan Template. The Rewritten Text will come from the required text in your unit plans.  Since it is difficult for low-level readers to learn the content being presented in higher-level books, educators must differentiate this type of instruction by offering varied level reading alternatives.  For this assignment, you can either rewrite an excerpt from a chapter textbook, instructional blog, or a trade book (a children's or adolescent chapter book). The original text should be at least 200-300 words. You may also provide pictures or graphs (if applicable) that will make it easier for a student to understand the content being discussed.  The length of your rewritten text should be at least 150 words.  A readability score screenshot for the original and rewritten text should be calculated from the Readability Formulas website (see Appendix B: Readability and the Readability Formulas link provided). 

QUESTION:  For the rewritten text accommodation, does the text we choose to rewrite need to be in our Differentiated Unit Plan: Literacy Unit Plan?  

ANSWER: Ideally, yes. It will be included as Accommodation 2 of your Differentiated Unit Plan:Accommodation Plan, so the text for this assignment should also be included in your Differentiated Unit Plan: Literacy Unit Plan.   If not, the text should relate to the content of your unit. 

 QUESTION:  How long does the text passage need to be?   

ANSWER:  This will vary based on your grade level, but it should be a minimum of 150 words after it is rewritten.  This ensures the passage is long enough to get a reasonable assessment of the reading level. 

  QUESTION:  How can I complete the “Readability Score for Rewritten Text” portion of the accommodation? 

ANSWER:  You will use the Readability Formulas website (see Appendix B: Readability and the Readability Formulas link provided). Remember, the rewritten text should be at least one full grade level lower than the original passage.

  QUESTION: I've never done anything like this before. Do you have any tips for lowering the reading level? 

ANSWER:  Reading level is based on a combination of factors, so it is important to consider several things when you attempt to make a text more readable. Choose shorter, simpler words and less complex sentences.  Avoid uncommon words, and separate long sentences into two or more shorter ones.  Make sure every sentence is complete, but strive to use simple words and simple sentence structure. 

 

EDSP524 Collaborating for Successful Inclusive Classrooms

Discussion Thread How Difficult Can This Be – The F.A.T. City Workshop

In this module, you watched the video, “How Difficult Can This Be? F.A.T. City”.  This video is obviously dated, as it was filmed in 1989. What is your opinion of the video? Would you recommend this video to your colleagues for viewing? Considering this video is over 30 years old, do teachers today continue to use similar actions and statements as presented by Lavoie in the video?  What does your answer to this question indicate about the status of the culture of education?  Is educational reform still needed? Why?

 

EDSP524 Collaborating for Successful Inclusive Classrooms

Discussion Thread Reflection

Reflect on this course as a whole and discuss:

What you learned by completing the DUP assignments.

What did you learn that will benefit you in your current or future practice in special education?

What changes, if any, in your current or future practice will occur as a result of completing this course?

Some additional possible topics to discuss:

How you prepared for assignments

Things you wish you would have known when you began the class?

Things you wish you could change if you were doing it again

Resources that were and possibly still are essential to you?

How you managed the workload and/or assignments during the week/course

Encouraging words and/or verses for students

Things you did that were essential to your success in the course

Suggestions for materials that could have helped you??

What were your thoughts/suggestions on the IEP assignment?

 

EDSP524 Collaborating for Successful Inclusive Classrooms

Quiz Accommodations, Modifications, Adapted Assessment, and IEP Implementation

Question 1Direct instruction on how to write a research paper should first include ________.

selecting a topic

searching for information

writing and organizing first drafts

developing a writing plan

Question 2 Students with learning difficulties often do not have good study and learning strategies. These students may require all of the following EXCEPT________.

controlled practice

explicit instruction in learning strategies

joint attention skills

feedback

 Question 3 There are several ways library skills can be taught to students. Which of these ways would require the students to possibly search the Library of Congress or the Dewey Decimal System?

Computerized library searches

Reference books

Library catalogs

Databases

 Question 4 The first step in the AWARE strategy means Arrange to take notes. An important element of arranging to take notes includes ________.

making sure the desk is where the student wants

putting names at the top right hand corner of the paper

making an outline before starting

arriving to class with all required materials

Question 5The strategy PROJECT is used to help students focus on skills necessary to complete assignments. The R in PROJECT means ________.

record and ask

ready

reread and ask

review

 

EDSP524 Collaborating for Successful Inclusive Classrooms

Quiz Attention, Social, and Emotional Strategies

Question 1Timeout in which a student is removed from the classroom activity but can still observe group activities is known as which of the following?

Contingent observation timeout

Response cost

Seclusionary timeout

Negative attributions

 Question 2The first and most important step in effective classroom management is which of the following?

Establishing rules

Establishing lesson plans

Establishing a behavior plan

Establishing a positive, supportive classroom

 Question 3Establishing a presence and attracting students' attention by moving around the classroom is known as which of the following?

Direct appeals

Proximity

Reprimanding

Validating students' feelings

Question 4According to the textbook, preconditions include all of the following EXCEPT________.

supportive and organized classroom

meaningful and relevant tasks

involved and caring parents

task-oriented classrooms

 Question 5Many inappropriate behaviors can be effectively attended to by doing which of the following?

Ignoring and pointing out positive models

Ignoring and pointing out the inappropriate behavior

Addressing the inappropriate behavior and pointing out positive models

Addressing the inappropriate behavior while pointing it out

 

EDSP524 Collaborating for Successful Inclusive Classrooms

Quiz Differentiated Instruction

Question 1All of the following are ideas to streamline transition time EXCEPT ________.

being prepared

setting time limits

modeling good transition behavior

allowing administrator digressions

 Question 2A student answering 9 out of 10 correct when asked to list 10 letters of the alphabet is an example of which level of learning?

Acquisition

Fluency

Application

Generalization

 Question 3Prioritizing objectives, adapting instruction, using systematic instruction, and implementing systematic evaluation procedures is known as ________.

good teaching

SCREAM variables

PASS variables

on-task behavior

 Question 4Lessons are structured when you do all of the following EXCEPT ________.

communicate organization and purpose of the lesson to students

display outlines of the lesson

emphasize the critical points

vary speaking rates

 Question 5Inappropriate social behavior, such as passing notes, teasing, arguing, and fighting, should be handled by the teacher in what way?

Deal with them quickly and efficiently.

Stop the lesson and send for the administrator.

Wait until after the lesson, then talk to the student.

Ignore these behaviors.

 

 

EDSP524 Collaborating for Successful Inclusive Classrooms

Quiz Mathematics and Content Areas

Question 1When teaching counting to students who are having difficulty, all of the following can benefit them EXCEPT ________.

counting with peers who have mastered the skill

counting quietly in their head

using rhythms or regular emphasis

clapping their hands while counting

 Question 2Students who have cognitive or intellectual disabilities can develop mathematical understanding by progressing from concrete representations, to semiconcrete representations, to ________ representations.

concrete

direct

abstract

cognitive

 Question 3Which level of response to intervention (RtI.) involves the use of small-group tutoring using concrete, pictorial, graphic materials as well as practice on math facts with a computer program?

Tier 1

Tier 2

Tier 3

Tier 4

 Question 4These manipulatives are used to teach negative numbers when teaching algebra. The manipulatives use dark-colored pieces to represent positive integers and lighter-colored pieces to represent negative numbers.

Algebra tiles

Algebra squares

Algebraic equations

Algebra counters

 Question 5Students with learning disabilities may exhibit which of the following difficulties with math?

Recognizing numbers

Memory and strategy use

Reading problems

Geometry

 

 

 

EDSP524 Collaborating for Successful Inclusive Classrooms

Quiz Meeting the Needs of the Individual Student

Question 1Depression, social withdrawal, self-mutilation, and excessive fears are characteristics of ________.

Down syndrome

emotional disturbance

schizophrenia

intellectual disabilities

 Question 2What percentage of students requiring special education services are classified as having learning disabilities?

29.5%

39.5%

44.6%

59.7%

 Question 3All of the following skills are associated with adaptive behavior EXCEPT________.

conceptual

social

practical adaptive skills

emotional intelligence skills

 Question 4What percentage of students, ages 6-21, are those with higher-incidence disabilities of all students with disabilities?

Under 65%

Over 70%

40%

5%

 Question 5Which of the following is the most common higher-incidence disability?

Speech or language impairment

Learning disability

Intellectual disabilities

Emotional disturbance

 

 

EDSP524 Collaborating for Successful Inclusive Classrooms

Quiz Reading and Language Arts

 Question 1Repeated readings, curriculum-based measures, computer programs, and classwide peer tutoring are all strategies to help improve ________.

comprehension

fluency

writing

spelling

 Question 2Discriminating sounds, sound blending, segmenting words, and rhyming sounds are all examples of activities using which approach?

Phonemic awareness

Whole language

Direct instruction

Reading recovery

 Question 3One strategy to help activate prior knowledge is ________.

STARTER

TELLS

Phonemic awareness

PRIOR

Question 4Transfer of reading skills to less-structured materials, loss of motivation for reading, and whether students learn comprehension skills are concerns voiced with using which reading approach?

Phonics

Whole language

Code emphasis approach

Reading recovery

 Question 5A method that involves systematic, teacher-led materials that contain controlled vocabulary and the code-emphasis approach is called?

Phonics

Whole language

Direct instruction

Reading recovery