For this Assignment, you will select a gap identified in Module 2 with RtI, PBIS, or MTSS. Referencing the Learning Resources and research conducted on each state, support your rationale as to why addressing this gap will improve services for diverse learners and enhance professional practice.

To prepare

· Review the module Learning Resources. Pay attention to any gaps identified within the field of special education as it relates to improving services for students with diverse needs.

· Select a gap identified in the research from Module 2 relating to RtI, PBIS, or MTSS.

· Listen to Dr. Research discuss gaps between research and practice in relation to school-wide interventions. Reflect on all you have learned through this course and compare the research to your current cite. What types of school-wide interventions are being implemented with fidelity? What did you find in research that you don’t see being implemented in the field?

A 3- to 5-page draft addressing a gap that you identified in the research that interests you. Include the following sections:

Section 1: Problem Statement

Provide a 1- to 2-paragraph statement that is the result of a review of current literature and practice that contains the following information:

· A logical argument for the need to address an identified gap between research and special education practice. Make sure to clarify why you believe that this is a problem of practice in special education.

Preliminary evidence that provides justification that this problem is meaningful. Evidence should include a minimum of three to five key citations that support the relevance and currency of the problem. Note: These references need not all be from peer-reviewed journals but should be from reputable sources, such as national agency databases or scholarly books, and they should ideally be current, i.e., from the past 5 years.

Section 2: Significance

Provide one or two paragraphs informed by the topic outlined in the problem statement that explains the following:

· How this study will contribute to filling the gap in special education practice identified in the problem statement.

· What original contribution will this study make to the field of Special Education?

How this research will support professional practice or allow practical application, i.e., answer the “So what?” question.

Section 3: Questions

List the questions or a series of related questions that are informed by the purpose, which will lead to the development of what needs to be done to research the identified gap in practice. A research question informs the research design by providing a foundation for:

· Generation of hypotheses in quantitative studies,

· Questions necessary to build the design structure for qualitative studies, and

· A process by which different methods will work together in mixed-method studies.

 

Section 4: Nature of the Study

Using one of the following terms as a subheading, provide a concise paragraph that discusses the approach that will be used to address the research questions(s) and how this approach aligns with the problem statement. The subheadings and examples of study designs are as follows:

· Quantitative – for experimental, quasi-experimental, or non-experimental designs, treatment-control, repeated measures, causal-comparative, single-subject, predictive studies, or other quantitative approaches;

· Qualitative – for ethnography, case study, grounded theory, narrative inquiry, phenomenological research, policy analysis, or other qualitative traditions;

· Mixed methods, primarily qualitative – for sequential, concurrent or transformative studies, with the main focus on qualitative methods, and single subject.

Section 5: Social Change

Consider the relationship between the identified problem of practice and social change. In 2 or 3 paragraphs describe:

·

How the claim aligns with the problem statement to reflect the potential relevance in this study to society: How might the potential findings lead to positive social change for students with exceptionalities?

Then, give your perspective. Craft a Research Promise to Students with Exceptionalities. Take the researcher’s perspective as you craft this “promise.”

Example: As I move through my program, I promise to seek the highest and deepest levels of scholarship in order to bring about meaningful social change for students with exceptionalities. As a part of this promise, I will: list two to three ways in which you will pursue and fulfill this promise.

Section 6: References

On a separate page, cite the text, articles, and other current peer-reviewed research in support of your position. Be specific and provide examples.

Remember to use APA format in completing this Assignment.

For this Assignment and all others in this course and throughout the program, you will be expected to use APA style (7th ed.). Use the Walden Writing Center as a resource for completing Assignments.

Learning Resources

Brown-Chidsey, R. & Bickford, R. (2016). Practical handbook of multi-tiered systems of support: Building academic and behavioral success in schools. New York, NY: Guildford Press.

• Chapter 6, “The Essential      Role of Teams in Supporting All Students” (pp. 51–60)
• Chapter 7, “The Logistics of      Setting Up and Running Effective School Teams” (61–70)
• Chapter 17, “Treatment Integrity” (pp.      169–175)

McIntosh, K. & Goodman, S. (2016a). Conclusion. In Integrated multi-tiered systems of support: Blending RTI and PBIS (pp. 325-332). New York, NY: Guilford Press.

Nelson, J. R., Oliver, R. M., Hebert, M. A., & Bohaty, J. (2015). Use of Self-Monitoring to Maintain Program Fidelity of Multi-Tiered Interventions. Remedial and Special Education, 36(1), 14-19.

Moolenaar, N.M., Daly, A. J., & Sleegers, P. J. (2010). Occupying the principal position: Examining relationships between transformational leadership, social network position, and schools’ innovation climate. Educational Administration Quarterly, 46(5), 623-670.

O’Connor, P., & Witter Freeman, E. (2012). District-level considerations in supporting and sustaining RtI implementation. Psychology in the Schools, 49(3), 297-310.

Whitelock, S. (2010). It’s not your grandmother’s school: Leadership decisions in RtI. Communique, 38(5), 26-27.

The Center for Comprehensive School Reform and Improvement. (2008). Response to intervention: Possibilities for service delivery at the secondary school level. The Center for Comprehensive School Reform and Improvement Newsletter. Retrieved from http://files.eric.ed.gov/fulltext/ED502906.pdf

Colorado Department of Education Implementation Rubrics

Colorado Department of Education. (n.d.-b). RtI implementation rubric: District level. Retrieved July 5, 2016, from http://www.cde.state.co.us/sites/default/files/documents/rti/downloads/pdf/rubrics_district.pdf

RtI Implementation Rubric: District level. Reprinted by permission of Colorado Department of Education.

Colorado Department of Education. (n.d.-c). RtI Implementation rubric: School level. Retrieved July 10, 2016, from https://www.cde.state.co.us/sites/default/files/documents/rti/downloads/pdf/rubrics_school.pdf

Fidelity of Implementation Tools: School-Level Rubric. Reprinted by permission of Colorado Department of Education.

Required Media

Laureate Education (Producer). (2012b). RtI meeting: High school [Video file]. Baltimore, MD: Author

Note: The approximate length of this media piece is 13 minutes.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

ECE DISCUSSIONS

 

Planning and the   Domains of Development [WLOs: 1, 2] [CLOs: 3, 4]

Prior to beginning work on this discussion, review the ECE203 Case Studies  (Links to an external site.)and select one that looks interesting to you. To be an effective early childhood educator in the United States today, it is imperative that you are able to adapt curriculum and instruction to meet each and every child’s varied needs across each developmental domain, regardless of the age of the children. This discussion builds on the Week 1 discussion about creating trust with students, and further prepares you to design for each and every child’s success in your classroom, which is a component of the Final Project in Week 5.

For your discussion, you will create a developmentally appropriate activity that enhances one domain of development (cognitive, physical, affective, or language) for one of the children in the case study examples. An example activity for this discussion is located in the Week 2 Instructor Guidance.

To prepare for this discussion,

· Read the article The Case of Brain Science and Guided Play: A Developing Story (Links to an external site.) and the Where We Stand on Professional Preparation Standards (Links to an external site.)

· Review the Week 2 Weekly Guidance.

· Choose one child from the case study examples you reviewed.

For your initial post,

· Design an activity for your selected case study child. Your post should include the following:

o The name and age of the child as indicated in the case study you chose.

o A description of the setting the instruction will take place in (e.g., childcare center, classroom).

o The goal of the activity, including which domain it is geared towards.

o The materials necessary to support student learning for the activity.

o The procedure for how the activity will be implemented. This section of your response must be at least one full paragraph and provide a substantial description of the procedure.

o A description of specifically how your activity aligns with NAEYC’s article The Case of Brain Science and Guided Play: A Developing Story (Links to an external site.) and the importance of play in the early childhood learning environment.

 

Developmentally   Appropriate Assessment [WLOs: 1, 2] [CLOs: 1, 2, 3]

According to Jaruszewicz (2019), a primary goal of a developmentally appropriate approach to assessment is to inform practices so that the curriculum you implement matches the developmental needs and interests of the children in your classroom. As part of our ability to effectively assess and utilize those assessments, it is important to remember that informal assessments are a key part of the assessment process in early childhood education. Informal assessments must match our curriculum goals, should actively involve children and families, focus on change and growth over time, and happen in real time in the classroom or care setting (Jaruszewicz, 2019). According to NAEYC’s guidelines for developmentally appropriate practices (2009), the job of an early childhood educator has five connected components, as illustrated in the following image:

To prepare for this discussion,

· Read Chapters 5 and 12 in your course text.

· Read pages 16–23 in the resource Developmentally Appropriate Practice in Early Childhood Programs Serving Children From Birth Through Age 8 (Links to an external site.).

· Read the resource Early Childhood Assessment (Links to an external site.).

· Review the Week 3 Instructor Guidance

· Review the several commonly used informal assessments noted in Table 12.3 of the course text.

For your initial post,

· Select one informal assessment from Table 12.3 of the text.

· Discuss why you feel it is an effective form of assessment to use in your future role as an educator.

· As an educator, imagine you have just administered the assessment. Describe how specifically you will use this measurement to make instructional decisions about curriculum. Support your choices with the course text.

· Explain how you will share the assessment results with families considering the following:

o How you will communicate with them (e.g., email, phone call, etc.).

o How you will explain the results.

o The ways your approach is inclusive of family, culture and individual differences.

Required Resources

Required Text

Jaruszewicz, C. (2019). Curriculum and methods for early childhood educators [Electronic version]. Retrieved from https://content.ashford.edu/

· Chapter 4: Curriculum and Development

· Chapter 6: What Are My Responsibilities as a Planner?

· Chapter 7: Approaches to Learning: Exploratory Play and Creative Arts

• Chapter 5: Curriculum as a      Collaboration With Families and the Community
• Chapter 12: Evaluation and      Assessment of Learning and Programs

Articles

Hassinger-Das, B., Hirsh-Pasek, K., & Golinkoff, R. M. (2017). The case of brain science and guided play: A developing story (Links to an external site.). Retrieved from https://www.naeyc.org/resources/pubs/yc/may2017/case-brain-science-guided-play

· This resource provides information about play in early childhood and is required for your Planning for Domains of Development discussion this week.
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NAEYC. (2009). Where we stand on professional preparation standards (Links to an external site.). Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/2009%20Where%20We%20Stand%20Standards%20rev%204_12.pdf

· This article summarizes each of the six of NAEYC professional preparation standards. This resource will help you complete the Planning for Domains of Development discussion.
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NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (Links to an external site.). Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/PSDAP.pdf

• This article outlines NAEYC’s      stance on developmentally appropriate practices with young children,      including the guidelines for developmentally appropriate practice, and      will assist you in your Developmentally Appropriate Assessment discussion      this week.
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·

 

Recommended Resources

Articles

Almon, J. (2013, September/October). It’s playtime: The value of play in early education, and how to get teachers on board (Links to an external site.). Retrieved from http://www.naesp.org/principal-septemberoctober-2013-early-learning/it-s-playtime

· This resource provides information about play in early childhood and may assist you in your Planning for Domains of Development discussion this week.
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Clarke, G.-A. (2016, March 20). 20 DAP checklist questions for teachers (Links to an external site.) [Blog post]. Retrieved from http://www.naeyc.org/blogs/20-dap-checklist-questions-teachers

· This resource provides information on planning developmentally appropriate activities in the classroom or center. This resource may support you as you complete your Developmentally Appropriate Practices Assignment this week.
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Web Page

NAEYC. (n.d.). Articles for families on play (Links to an external site.). Retrieved from https://www.naeyc.org/our-work/families/play

· This web page provides information about play in early childhood and may assist you in your Planning for Domains of Development discussion this week.
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Resources for Early Learning. (n.d.). Early childhood assessment (Links to an external site.). Retrieved from http://resourcesforearlylearning.org/fm/early-childhood-assessment/ (Links to an external site.)

· This webpage provides information on assessment in early childhood education, including the types of assessments used and why assessment is important. This resource will assist you with your Developmentally Appropriate Assessment discussion this week.
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