Review Creating an Infographic and The Best Infographics.
In the discussion:
Create an infographic for the mission, vision, and specific details stakeholders will want to know to gain their buy-in on the project.
Add your infographic to one or two slides and submit for peer feedback.
teachers to respond appropriately during instruction, utilizing supportive instructional strategies and technologies to meet student needs. Using assistive technologies, such as alternative and augmentative communication systems, to support instructional assessment, planning, and delivery, is essential to the language development and communication of students with disabilities.
Read the case study below to inform the assignment.
Case Study: Stephanie
Grade: 5th
Age: 10
Stephanie is a fifth grade student who is intellectually disabled and also has a severe language disorder. She is 10-years-old and spends a great portion of her day in self-contained settings. She receives speech therapy from a speech pathologist for a minimum of 30 minutes, four days a week. The rest of the time her language needs are supported by the special education teacher. She does attend a general education fifth grade classroom daily for 60 minutes for English language arts instruction, per her parent’s request. An instructional assistant accompanies her to class.
Stephanie’s oral expression skills are in the below average range. She struggles with oral expression speech, expressive language, and meanings of words. Her speech is limited and she usually has poor decoding and reading comprehension skills. Her reading level is at a low first grade level, reading simple stories with a Lexile level of 275-400. Her favorite book is If You Give a Mouse a Cookie by Laura Numeroff. Stephanie writes very little and relies on the Picture Exchange System as her primary form of communication.
Stephanie attends the fifth grade English language arts class for exposure to more appropriate grade level content and socialization. She requires frequent breaks and one-on-one support from an assistant when participating in the general education setting. The special education teacher and assistant work with the general education teacher and follow the modified curriculum from the state department of education.
For standardized grade-level testing, Stephanie participates in the yearly Alternate Assessment. The assessment is administered orally by the teacher and a proctor is present. The assessment is multiple choice and the administrator can accept eye gazing, finger pointing, and verbal responses to answer questions. The assessment is not timed and the teacher can apply the 10 response rule: If the student does not respond after 10 questions, the teacher can end the assessment.
Assignment:
Use the “ELA Mini-Unit Template” to complete this assignment.
Part 1: Student Goal
Write a measurable reading comprehension goal for Stephanie’s IEP. Within the goal, incorporate an alternative and augmentative communication system to support her communication and learning.
Part 2: Mini-Unit
Compose a mini-unit of three ELA lesson plans for the general education classroom that incorporates your ELA standards for teaching reading comprehension to fifth graders.
For each lesson plan include differentiated activities and assessments for Stephanie that use the AAC system identified in Part 1 to allow her to access the curriculum and address her measurable IEP goal.
Part 3: Rationale
Provide a 250-500 word rationale that explains how your mini-unit instructional choices are developmentally appropriate for teaching the content standards, and how the differentiated activities and assessment will allow Stephanie to meet her goal and fully access the curriculum. Address how your accommodations and differentiation create a supportive learning environment that encourages self-advocacy, increases independence, and emphasizes safe and ethical use of information and technology for Stephanie.
Support your rationale with 2-3 scholarly resources on best practices regarding semantics/language disorders and the use of assistive technology.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
College of Education (COE) program competencies and national standards assessed in the benchmark assignment:
COE 2.4
Create a supportive learning environment that encourages self-advocacy, increases independence, and emphasizes safe and ethical use of information and technology. [CEC 2.1; ICSI.2.K1-K4, ICSI.2.S1, ICSI.2.S3, ICSI.2.S4, ICSI.2.S8, ICSI.2.S9; IGC.2.K2, IGC.2.K3, IGC.2.S2; InTASC 9(f); ISTE-T 4a, 4b, 4c; GCU Mission Critical 4, 5]
COE 3.3
Modify general and specialized curricula to make them accessible to individuals with disabilities. [CEC 3.3; ICSI.1.K3, ICSI.3.K2, ICSI.3.K3, ICSI.5.S15, ICSI.5.S21; IGC.5.S23, IGC.5.S24; InTASC 3(a); GCU Mission Critical1, 2, 4, 5]
COE 5.2
Use technologies to support instructional assessment, planning, and delivery for individuals with disabilities. [CEC 5.2; ICSI.5.K2, ICSI.5.K3, ICSI.5.S7, ICSI.5.S14; IGC.5.K1, IGC.5.K3, IGC.5.S1, IGC.5.S7, IGC.5.S23-25, IGC.5.S29; InTASC 6(g), 6(i), 6(r), 8(b); ISTE-T 2a, 2d, 2c; GCU Mission Critical 1, 4]
COE 5.3
Evaluate and select appropriate augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with disabilities. [CEC 5.3; ICSI.5.K2, ICSI.5.K3, ICSI.5.S15, ICSI.5.S19, ICSI.5.S20; IGC.5.K1, IGC.5.S7, IGC.5.S21; InTASC 3(h), 8(g); GCU Mission Critical1, 4]
COE 5.4
Use strategies to enhance language development and communication skills of individuals with disabilities. [CEC 5.4; ICSI.5.K2, ICSI.5.S19; IGC.5.S13, IGC.5.S14, IGC.5.S16, IGC.5.S17, IGC.5.S18, IGC.5.S19, IGC.5.S23, IGC.5.S24; InTASC 2(e); GCU Mission Critical 1, 4]
PART 1: Functional Behavior Assessment (FBA)
During the course of your educational journey, you will encounter students who exhibit behavior that impedes the teaching/learning process. After trying unsuccessful strategies, a functional behavior assessment may be necessary. The primary goal of the FBA is to identify the purpose of the inappropriate or impeding behavior. One important data collection tool used in the FBA process is the Functional Assessment Interview (FAI) included in the Functional Behavior Assessment Assignment Template.
For this assignment you will gather data from a provided student scenario or through student observations in the field to complete the provided Functional Behavior Assessment Interview Form. If you choose to use a student observation for this assignment instead of the scenario provided, please include a one page description of the student or the observation that you completed in module 3. You must use the provided Functional Behavior Assessment Assignment Template for this assignment. Each section of the form must be thoroughly completed using professional terminology and address the student data provided or collected.
If you are gathering data from a field observation, the observed student must have diverse learning needs and specific behavior difficulties.
Student Description
If you are using data collected from student observations in the field, a thorough description of the observed student must be provided on the Functional Behavior Assessment Assignment Template. You will include a description of the student’s social interactions, overall academic performance, gender, and other relevant data. If the student has a documented disability, the description of the student should depict a clear understanding of the student’s disability, the criteria/characteristic for having a disability, and how this disability impacts their academic achievement and functional performance in the learning environment. The student description is not required if you are using a provided scenario to complete the assignment.
PART 2: Behavior Intervention Plan (BIP)
Once difficult behaviors have been identified through the FBA, you will create a Behavior Intervention Plan (BIP) to decrease those behaviors and increase (i.e., reinforce) replacement behaviors. For this part of the assignment you will create a Behavior Intervention Plan (BIP) for the student identified in Functional Assessment Interview. You must use the provided BIP form in the Functional Behavior Assessment Assignment Template.
Attachments
You will create three documents that support the content of the BIP. The first document will be the behavioral contract that will be used to for this student. The second document should be the record keeping document that will be used by anyone identified in the BIP as responsible for the collection of data related to the student’s behavior. This document should not include any behavioral data. The third document will be a letter to the student’s parent(s)/guardian(s) that briefly explains the plan and describes a system of ongoing communication regarding the student’s behavior. Attach these documents to the end of the Functional Behavior Assessment Assignment Template.
MAT Candidates must submit the assignment in Canvas and Livetext.
| Components of the 5E Instructional Model |
The 5E instructional model is designed to guide educators in the instruction of scientific processes and practices. When planning for inquiry-based instruction, it is essential to be able to use and understand the structure of the 5E model. With this understanding, you will be able to adapt lesson content to fit into traditional lesson plan structures.
Review the topic study materials related to the 5E instructional model to inform the assignment.
1. Select one Next Generation Science Standard and a grade level.
2. Detail each component of the 5E Lesson (Engage, Explore, Explain, Elaborate, and Evaluate) and how it could be applied to the selected grade level standard by completing Part 1 of the “5E Instructional Model Template.”
3. Describe both formative and summative assessment ideas that could be used to support one or more of the instructional strategies shared.
4. Include at least one formative or summative assessment that is technology-based.
Note that you will adapt the information from your completed template when creating the Topic 6 “Science Lesson Plan” assignment.
Support your submission with 2-3 scholarly resources.
While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
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