Planning Task

/in /by

Designing Task

 

D – Designing Tasks

  • Designing instructional tasks is done “up-front” with the knowledge of:
  • The general education curriculum (GPS/QCC), including general education outcomes
  • Embedding IEP objectives into activities
  • Access for differing levels of students
  • Use and adaptation of grade-level materials
  • Appropriate instructional strategies
  • Assistive technology
  • Generalization

Designing Relevant Tasks

  • Instructional tasks should be RELEVANT to the student:
  • Pick and choose the most relevant standards/elements

(Not every standard in the general curriculum must be taught for students with significant cognitive disabilities.)

 

  • From these standards, relevant activities can be developed in which to embed IEP objectives

Understanding the Standards

  • Understanding the Standards, and all the parts of the Standards, gives more flexibility to developing tasks, and helps ensure that tasks developed truly align to grade-level standards
  • Be familiar with the different ways standards are written

among the different curricular areas

 

  • Look at all parts of the standard, and use multiple-part

standards to increase opportunities to practice skills and

to increase generalization

 

  • Address each part of a standard when possible. This will

increase the student’s access to the general curriculum,

and bring the student closer in fidelity to the standard.

Access for Different Levels

Students actively access grade-level standards/elements and instructional tasks:

  • Near or at Grade level

 

  • at an Entry or Prerequisite level

 

  • at an Access level

 

Near or At Grade-Level

 

– All parts of the grade-level standard/element are addressed

– Tasks are grade level

Modifications (e.g., more time, less amount of work; more repetition) may be made

– Adaptations are minimal

– Assistive technology may be used

Entry/Prerequisite Level

 

Some parts of the grade-level standard/element are addressed

– Prerequisite skills may be utilized

– A variety of adaptations/modifications are made

– Assistive technology is utilized

Access Level

 

– Some parts of the grade-level standard/element are addressed

– Consistent responses and active participation are the focus

– Adaptations/modifications are extensive

– Assistive technology is utilized extensively

    • IEP objectives continue to be important skills for the student to learn during the school year.

 

    • Objectives need to be embedded within the instructional task, and progress documented.

 

The ultimate outcome of any instructional task for students with significant disabilities should be progress on the skills written in the IEP!

Embed IEP objectives

Additional learning opportunities

  • While IEP objectives embedded in tasks, are the primary focus for instruction, instructional tasks can provide the student with the opportunity to:

 

  • Learn skills or information not specifically outlined within their I.E.P.
  • Enrich or enhance their current knowledge
  • Show a new area of interest
  • Demonstrate a desire to participate in a new activity
  • Indicate preferred materials

The Alignment Rubric

 

Alignment to the Curriculum / Fidelity to the Standard

Materials

  • Students with significant cognitive disabilities need access to a variety of materials that are:

 

  • adapted to meet individual cognitive, sensory, and physical needs

(including the use of assistive technology)

 

    • grade-level and age-appropriate

 

  • Used within the general education curriculum (but with adaptations as needed)
    • Simulated tasks provide the student with opportunities to practice skills within the context of grade-appropriate activities

 

    • The activity itself usually does not occur outside of the classroom environment

 

  • Task demonstrates a purposeful application.

Context:
Simulated Tasks

Context:
Natural Tasks

    • Tasks with a natural application relate directly to real life activities and are purposeful.

 

  • The task itself occurs within the student’s daily routine and/or in various school, home, and community environments.

 

    • Tasks provide the student with opportunities to practice skills within the context of grade-appropriate activities.

 

The Alignment Rubric

 

Use of Aligned Grade-Level Materials / Context

Planning for Generalization

  • Planning for generalization is important.

 

    • Generalization involves using the skill:
    • In different activities
    • With different people (including non-disabled peers and people in the community)
    • Across different settings
    • With different materials

 

  • Generalization gives the student opportunities to practice and demonstrate progress on a particular skill across curricular areas

The Alignment Rubric

 

Generalization of Instructional Activities

Instructional Activity Checklist

Instructional Activity Checklist

Items to check: Yes No NA
GPS/QCC Standards:      
Standard(s) are included and are of appropriate grade level(s)      
Element(s) of the standard(s) are included (if applicable)      
Associated standard(s) are documented (i.e. Math Process with math standards,

Characteristics of Science with each science standard)

      
Complementary Standard(s) are included (optional)      
Learning Goals/Outcomes:      
Learning goal for general education students (general goals) are included      
Learning goals for students with significant cognitive impairments (selected goals)

are included

      
Specific learning goals align (match) with the standard(s)      
Specific goals indicate increasing student competence at the appropriate level      
Student Objectives:      
Objectives are written to allow for active participation in lessons and activities      
Objectives directly align with standard(s) and/or element(s) OR      
Objectives are included to allow for increased trials for practice and generalization

of skill

      
Objectives targeted for instruction within the aligned activity are measurable

AND documentation of skills is addressed

      
Activities:      
Activity focuses on academic content aligned to the grade-level standard(s)

and element(s) stated

      
Activity utilizes grade-level materials      
Activity provides for active participation of all students – Level 1 (At or near grade

level), Level 2 (Entry /Prerequisite Skill), Level 3 (Access Skill)

      
Activity includes consideration for students with varying intellectual, physical, sensory,

communication, and social needs

      
Description of activity is clear, easy to follow, and provides accurate information

on related materials, resources, duration, etc.

      
Activity allows for opportunities for student to progress on IEP objectives      
Information on ways in which generalization can occur (through use of additional tasks,

materials, people, or settings) is included

      
Activity includes opportunities to build on previous knowledge as well as build

new understandings

      
Activity culminates in assessments that are relevant for the student and provide

information for the teacher to use for educational programming purposes

      
Assistive Technology/Adapted Materials:      
Assistive technology/adapted materials needed to complete activity are listed

or described

      
Assistive technology and adapted materials listed include consideration for students

with varying intellectual, physical, sensory, communication and social needs

      
Assistive technology and adapted materials listed enhance the student’s ability to

actively participate and learn in the activity

      

 

 

Instructional Activity Checklist

 

Instructional Activity Checklist:
GPS/QCC Standards

— Standards are included and are of appropriate grade level(s)

— Element(s) of the standard(s) are included (if applicable)

— Associated standard(s) are documented, e.g., Math Process with math standards; Characteristics of Science with each science standard)

— Complementary standard(s) are included (optional)

Instructional Activity Checklist:
Learning Goal / Outcomes

— Learning goals for general education students (general goals) are included

— Learning goals for students with significant cognitive impairments (selected goals) are included

— Specific learning goals align (match) with the standards

— Specific goals indicate increasing student competence at the appropriate level

Instructional Activity Checklist:
Student Objectives

— Objectives are written to allow for active participation in lessons and activities

— Objectives directly align with standards(s) and/or element(s) or

— Objectives are included to allow for increased trials for practice and generalization of IEP skill

— Objectives targeted for instruction within the aligned activity are measurable and documentation of skills is addressed

Instructional Activity Checklist

Instructional Activity Checklist:
Activities

— Activity focuses on academic content aligned to the grade-level standard(s) and element(s) stated

 

— Activity utilizes grade-level materials

 

— Activity provides for active participation of all students:

Level 1 (At or near Grade level)

Level 2 (Entry/Prerequisite Skill)

Level 3 (Access Skill)

— Activity allows opportunities for student to progress on IEP objectives

 

— Activity includes consideration for students with varying intellectual, physical, sensory, communication, and social needs

 

— Description of activity is clear, easy to follow, and provides accurate information on related materials, resources, duration, etc.

Instructional Activity Checklist:
Activities

Instructional Activity Checklist:
Activities

 

— Generalization can occur, e.g., through use of additional tasks, materials, people, or settings

 

— Activity includes opportunities to build on previous knowledge as well as build new understandings

 

— Activity culminates in assessments that are relevant for the student and provide information for the teacher to use for educational programming purposes

 

Instructional Activity Checklist

Instructional Activity Checklist:
Assistive Technology / Adapted Materials

— Assistive technology/adapted materials needed to complete activity are listed or described

— Assistive technology and adapted materials listed include consideration for students with varying intellectual, physical, sensory, communication and social needs

— Assistive technology and adapted materials listed enhance the student’s ability to actively participate and learn in the activity

Instructional Activity Checklist

Items to check: Yes No NA

GPS/QCC Standards:

 

Standard(s) are included and are of appropriate grade level(s)

Element(s) of the standard(s) are included (if applicable)

Associated standard(s) are documented (i.e. Math Process with math standards,

Characteristics of Science with each science standard)

 

Complementary Standard(s) are included (optional)

Learning Goals/Outcomes :

 

Learning goal for general education students (general goals) are included

Learning goals for students with significant cognitive impairments ( selected goals)

are included

 

Specific learning goals align (match) with the standard(s)

Specific goals indicate increasing student competence at t he appropriate level

Student Objectives:

 

Objectives are written to a llow for active participation in lessons and activities

Objectives directly align with standard(s) and/or element(s) OR

Objectives are included to allow for increas ed trials for practice and generalization

of skill

 

Objectives targeted for instruction within the aligned activity are measurable

AND documentation of skills is addressed

 

Activities:

 

Activity focuses on academic conten t aligned to the grade-level standard(s)

and element(s) stated

 

Activity utilizes grade-level materials

Activity provides for acti ve participation of all students – Level 1 (At or near grade

level), Level 2 (Entry /Prerequisite Skill), Level 3 (Access Skill)

 

Activity includes consideration for students with varying intellectual, physical, sensory,

communication, and social needs

 

Description of activity is clear, easy to follow, and provides accurate inf ormation

on related materials, resources, duration, etc.

 

Activity allows for opportunities for student to progress on IEP objectives

Information on ways in which generalization can occur (through use of additional task s,

materials, people, or settings) is included

 

Activity includes opportunities to build on previous knowledge as well as build

new understandings

 

Activity culminates in assessments that are relevant for the student and provide

information for the teacher to use for educational programming purposes

 

Assistive Technology/Adapted Materials:

 

Assistive technology/adapted materials needed to complete activity are listed

or described

 

Assistive technology and adapted materials list ed include consideration for students

with varying intellectual, physical, sensory, communication and social needs

 

Assistive technology and adapted materials listed enh ance the student’s ability to

actively participate and learn in the activity

Strategic Problem-Solving Assessment

/in /by

I. The memo – (Prior to starting this you need to read the Resource Packet. In the Resource Packet, the superintendent shares a letter of concern and you are provided a lot of other data regarding the campus. The directives in this assignment are related to the issues found in the Resource Packet.) Here are the instructions:

a. You are to prepare a four-paragraph memo to address the directives from the superintendent outlined in the instructions for this week’s activity. These directives are concerning the program issues shared in the resource packet. This week’s directives include:

* Share a new vision statement for the Agricultural Science Program (found in the resource packet). It should be aligned with the following campus vision statement – “IN COLLABORATION WITH OUR SCHOOL COMMUNITY, WE TEACH ALL THE STUDENTS OF ALL THE PEOPLE DOING OUR BEST TO REACH EVERY STUDENT EVERY DAY”.

* Describe in detail to the superintendent the specific steps taken to develop, articulate, implement and steward a new vision statement for the identified program

* Share who was involved, sample activities conducted, how progress toward establishing the programs vision will be tracked, and how the program’s vision is aligned to the campus vision statement.

b. You must use the building blocks identified in the instructions as the base for each paragraph of the memo. Here is the focus of each paragraph based on the building blocks –

*Paragraph one – modeled a collaborative approach

*Paragraph two – established expectations and built relationships

*Paragraph three – defined roles and shared responsibilities

*Paragraph four – aligned strategic priorities

Consider these options

Paragraph one – Modeled a collaborative approach

* How would you model a collaborative approach?

Some options – interviews, focus group meetings, community meeting, small group meetings and many other options.

Paragraph two – Established expectations and built relationships

* How would you establish expectations and build relationships?

Some options – a good place to share a program vision statement – include development, articulation, implementation, and stewardship – this activity can build relationships and buy-in.

Paragraph 3 – Defined Roles and shared responsibilities

Some options – share who was involved. How were the stakeholders involved? How were decisions made? What norms and expectations were adopted? Who will be involved in the next steps? Who is leading the effort? What role do parents, students, teachers, admin play?

Paragraph 4 – aligned strategic priorities

Some options – what issues need to be addressed? Do any issues really stick out? When will a needs assessment be conducted? What activities will be used? What is a timeline? Who would be involved in the continued improvement activities? What issues need to be discussed first? When will measurable goals be developed? What resources or information from the packet did you use? What additional information is needed?

REMEMBER – YOU MUST ADDRESS THE DIRECTIVES FROM THE SUPERINTENDENT SOMEWHERE IN THIS MEMO OR DOCUMENTATION. BE CREATIVE! IT WILL BE FUN FOR US TO SEE HOW YOU ADDRESS THIS.

II. The Documentation – (You are allowed up to two pages of documentation.)

Possible examples —–A word chart with the new vision – meeting agendas – letters from committee members – memos asking leaders for additional information – newspaper article – a timeline, minutes from meetings….and MANY other creative options.

Remember—-the documentation can assist with demonstrating you met the directives of the superintendent. I suggest documentation to support all three of them. Here they are again –

* Share a new vision statement for the Agricultural Science Program (found in the resource packet). It should be aligned with the following campus vision statement – “IN COLLABORATION WITH OUR SCHOOL COMMUNITY, WE TEACH ALL THE STUDENTS OF ALL THE PEOPLE DOING OUR BEST TO REACH EVERY STUDENT EVERY DAY”.

* Describe in detail to the superintendent the specific steps taken to develop, articulate, implement and steward a new vision statement for the identified program

* Share who was involved, sample activities conducted, how progress toward establishing the programs vision will be tracked, and how the program’s vision is aligned to the campus vision statement.

IDEA – try using PowerPoint slide for your documentation. You could create a “notes” slide that would allow you to post three documents on one page with written notes beside them. You may use other types of software also.

III. Reflection 

This submission requires an Activity Reflection. Answers to the following questions are required in the reflection: (BE BRIEF- Use no less than 3 and no more than 5 sentences to answer each question in the reflection. The questions were structured for you to advocate for points in the rubric):

* How does this response make sense?

* Describe how the response fits with the established criteria and models the elements found in the building blocks?

* What issues did the response address?

* In what other way could this issue be addressed and prove equally or more successful?

EDLD 5339 Strategic Problem-Solving Resource Packet

I. Superintendent Letter

 

Dear New Principal:

 

I am excited about your arrival to our district. I have already noted the positive impact that you are making at Ima Leader High School here in Azodi, Texas. I hate to rush into issues that we are facing. However, I need immediate assistance with issues in our Agricultural Science Program in the Career and Technology Department (CTE). The issues cannot be ignored. Nor, can they be resolved overnight. Below, I will describe the challenges confronting us. Following an explanation of the challenges, I will map out improvement initiatives that I want you to lead and a progress reporting process for you to follow. I want to thank you in advance for your professionalism and hard work.

I also want you to know that I am committed to improving this situation. Our children and community deserve better. Together, we can make a difference.

 

Challenge #1

 

In the past 12 months, we have received several complaints from parents and community members regarding inappropriate conduct in the Ag Science classes. Our previous principal investigated the conduct and determined that there were some specific issues of sexual harassment from some male students toward female students. Those issues were addressed, and appropriate consequences were handed out.

I remain concerned that there could be an unhealthy environment in the classes. Here are some of the concerns:

 

* We have around 250 students in the Agricultural Science classes. However, only 20 female students are enrolled in the courses. Our male/female ratio at the high school finds that 62% of the school are female.

 

* Out of the 250 students, 80% of those enrolled are listed as white males and we only have 15 seniors enrolled in the classes. This does not come close to matching the demographic profile of our campus.

 

* We have 2 Agricultural Science teachers. Last year, each of these teachers missed 30 days of class to attend contests and stock shows. They have a group of about 40 students that participate in these events. The teachers have been quoted as calling these participants – “THE REAL MEN from Leader High School.”

 

Challenge #2

 

It is hard to determine if a curriculum is being followed. Consider the following:

 

* The substitute teachers who filled in during the many days of absences report that the students seem lost and use the class to visit and do homework from other classes.

 

*The assistant principals deal with quite a few behavior issues and report that they have never seen any instruction going on in the classes during drop by visits. They have seen the competition teams working on projects and tending to show stock.

 

*The local metal fab business reports that they have attempted many times to hire our graduates with little success. The students do not know basic safety or welding skills.

 

*The previous principal informed me that he visited with the Agricultural Science Teachers about the curriculum. Each teacher allegedly replied that ‘they did not like the state curriculum and preferred to win at contest with the real “winners” of the program. Both teachers received poor evaluations as they showed little if any concern for the instructional effort in the classes.

 

* Examination of the budget shows not expenditures for technology, textbooks, software, or other instructional expenses. Eighty-seven percent of the budget is spent on travel and related expenses.

 

Challenge #3

 

CONFIDENTIAL – Personnel issues exist.

 

*Mr. Pritchard has 25 years of experience. He was written-up and suspended last year for coaxing a SPED student not to report a harassment incident to the office because it could affect the eligibility of a student in a stock show and it would look bad for the school. Because of this incident, the previous principal created a growth plan for Pritchard that has been followed to the “T”. Mr. Pritchard has seen the light and wants to improve the Ag Science classes and has asked for assistance. Because of this attitude and willingness to strive for improvement, the previous principal recommended the renewal of Pritchard’s contract.

 

*Mr. Fails is a former student of Mr. Pritchard. He has a degree from a major agricultural university in Texas. He is capable and when not feeling like a student, he has many ideas and could be the future of the Agricultural Science program for our school.

 

*The district is committed to expanding the staffing and offerings in the Agricultural Science program. However, neither teacher sees the need to expand. They are happy in the kingdom they have created. This is troublesome because we have expanding agricultural opportunities in this region of Texas. There are metal working jobs, meat processing jobs, feed and fertilizer jobs, landscaping jobs, forestry jobs, florist jobs, fish and wildlife management jobs and other industries that need a capable workforce.

 

* The district is committed to the professional growth of each teacher. However, it is now time to grow or GO. We cannot allow our staffing to block the achievement potential of our students.

 

Challenge #4

 

We have the following facility issues:

 

* We have three freshman classes that have 50 students in them. We only have one Ag Science classroom and one lab area. This is a very crowded situation.

 

*Both Ag Science teachers have their own office with a restroom. They are proud of this office area and spend an enormous amount of time in them on the phone…. reportedly even during instructional time.

 

* The Ag Science area of the school only has one restroom. Currently, when a female uses the facility, a red flag is posted on the door to advise the male students not to enter.

 

* The Ag Science area of the school only has one locker area. When the females change into their work clothes, they use the classroom. One girl guards the door while the others change.

 

*The Wi-Fi network does not reach the Ag Science area of the school.

 

Please review these challenges. As time passes, I will be sending out some directives and activities that I want you to address. If you ever have questions, feel free to contact me. I know you will make a difference in our school.

Sincerely,

Dr. Hypothetical Superintendent

 

 

 

II. Student Achievement/Performance Information from Asst. Supt

 

 

 

IMA LEADER HIGH SCHOOL

Student Achievement Data Prepared for our new principal

 

 

Ima Leader High School, Azodi, TX

 

Students per teacher

16.1

Statewide: 15.1

Avg. teacher experience

4.5 years

Statewide: 10.9 years

Four-year graduation rate

70 %

Statewide: 89.1%

As of the 2017-2018 school year, the high school had 1200 students. The school district received an accountability rating of “met standard.” At the high school, 62.5% of students were considered at risk of dropping out of school. 19.8% of students were enrolled in bilingual and English language learning programs.

An average teacher’s salary was $46,681, which is $5,844 less than the state average. On average, teachers had 4.5 years of experience. The average SAT score at Ima Leader High School was 1168. In the Class of 2016, 79.7% of students received their high school diplomas on time or earlier. The dropout rate was 3.7%. Less than 25% of the students plan to attend college.

 

For exact performance on the State’s Assessment, refer to the TAPR. Last year, approximately 40% of the student body failed one or more classes for the year. Approximately 15% of the student body participates in extracurricular activities. The attendance rate for the campus is 83%.

 

If you need additional data, please let me know.

 

Sincerely,

G.A. Harrison

Asst. Superintendent

 

III. Staffing Patterns

 

 

To: New principal

From: Director of Personnel – P. White

RE: Staffing patterns at Ima Leader High School

 

Staffing Patterns

(We run an 8-period day. Each teacher has one conference period.)

 

Subject Number of Teachers Students Served
Language Arts 11 1200
Mathematics 9 1000
Social Studies 10 1200
Science 9 1000
SPED 8 400
Athletics (Coaches are also teachers and are included in the course count.) 12  
Band/Choir/Art 5 400
CTE (Career Tech – Ag, Health Careers, Marketing, Building Trades, Auto Mechanics) Special note – some of these classes are for two hours. 6 600

 

 

 

IV. Relevant Memo about Personnel

 

 

 

To: New Principal

From: Dir. of Personnel – P. White

RE: Relevant Personnel Information – CONFIDENTIAL

 

 

Teacher #1

 

James Pritchard, Lead Agricultural Science Teacher

Years of Service – 25

Years in District – 25

 

*Mr. Pritchard attended High School at Ima Leader and graduated in 1985. The school was much smaller then. In 1985, we had 500 in the high school. He graduated from college with a BS in 1993. He started as our Ag. Science teacher in 1994.

 

*Pritchard has had a less than stellar history of performance in the last 15 years. During his first 10 years of service, he enjoyed outstanding ratings from his former Ag. Science teacher who had been promoted to the principal role.

 

*He is a teacher in need of assistance. His principals have noted issues with classroom management, lack of curriculum focus, attendance problems, and spending/fiscal irregularities. During the past 10 years, his principals have mentioned that he needs additional training to bring him into the modern era. I am not sure what has been done.

 

Teacher #2

 

N. Everett Fails, Ag. Science Teacher – (junior member)

Years of Service – 5

Years in District – 2 (Fails came to our district after assisting in a very successful program in East TX.)

 

*Mr. Fails attended High School at Ima Leader and graduated in 2008. Mr. Pritchard was his Ag. Science teacher. He graduated with a master’s degree in Agricultural Technology from a major university in just 5 years after high school. He is an expertise includes the use of computerized drones, DNA analysis, and marketing software.

 

*He is a teacher in need of assistance. His principal noted issues with a lack of assertiveness. He sits and waits for instruction from Mr. Pritchard. However, in private conversation, Mr. Fails recognizes that the program is in a bind. He does not know what to do.

 

V. Demographic Profile and Abbreviated Ag. Science Budget

 

 

 

 

Abbreviated Student Demographic Report of Ima Leader High School

(Taken from the TAPR)

 

 

  N= African American Hispanic White American Indian SPED Eco Dis. ELL
9th Grade 400 40% 18% 40% 2% 20% 58% 12%
10th Grade 300 45% 20% 35% * 15% 50% 12%
11th Grade 250 40% 18% 40% 2% 22% 54% 12%
12th Grade 250 37% 20% 40% 3% 14% 50% 12%
All Grades 1200              

 

 

 

Abbreviated Student Demographic Report for Ima Leader High School Vocational Agriculture Classes

 

  N= African American Hispanic White American Indian SPED Eco Dis. ELL
9th Grade 150 2% * 98% * 24% * *
10th Grade 50 2% * 98% * 15% * *
11th Grade 35 2% * 98% * 10% * *
12th Grade 15 2% * 98% * * * *
All Grades 250 2% * 98% * * * *

 

 

 

 

 

 

Abbreviated Budget for the Ag. Science Classes

 

Category Budgeted

 
Class Supplies 3000
Technology 500
Travel 23,000
Substitute Teachers 7500
Salaries & Benefits 120,000
Federal Grants 2800
Ag. Truck 12,000

 

 

 

VI. Letter from Chamber of Commerce

 

Chamber of Commerce

Azodi, Texas

 

Dear New Principal,

It is my pleasure to welcome you to our community. As principal at our high school, you play a vital role in the life of our community. I want to invite you to participate as much as possible in the many activities of our growing community. As you know, the quality of our school is important to the continued growth and prosperity of our community.

We have around 25 churches in our community. Most are small and have been here a very long time. We do have a new non-denominational church that has just built a large sanctuary. The pastor there has created a huge church in a short amount of time.

Our community is rural. However, we are 30 minutes from a large metropolitan area. Many of our community members work there. However, we also have an industrial park that is the home to six strong businesses. Most of these businesses are agricultural in nature. We have 3 fabrication plants, two lumber mills, and a new meat processing business that has invested millions of dollars in a new facility. Our community also supports several “mom and pop” retail businesses. We used to have more of them. However, the new Super Walmart was too much competition.

Uniquely, our greater community has many tree farms and ranches. We also have a large fishery just north of town. The timber from the tree farms is trucked daily to the paper mill in a neighboring city. There are also many vehicles on the road providing services to our ranches and the fishery. Consequently, many of our citizens work in the support businesses that keep these industries profitable.

The average value of the homes in our community is between 160,000 and 185,000 dollars. We have seen a huge growth in our population as people move here to enjoy life outside of the city. However, we are also the home town to many who cannot afford a home. These citizens live in government housing or neighborhoods that are deteriorating. Wouldn’t it be great to help these families our of their culture of poverty?

It is the hope of the chamber that many of our high school students will decide to live here in Azodi when they become adults. We need them to help us grow into the future. Of course, that means that we need quality capable students graduating from our high school. We have placed a lot of hope into your hands!

In the future, I would enjoy visiting with you about planning for the future. I hope that we can work together for the common good. Please feel free to contact me if I can ever help you or if you need additional information.

Sincerely,

K. Delahoussey

Chamber President

VII. Facilities Report from Director of Operations

 

 

School Facilities Report

Agri-Science Facility

Ima Leader High School

 

 

 

Dear New Principal:

 

The Agri-Science facility at Ima Leader High is about 100 yards from the High School Gym. It has its own parking lot that can hold 20 vehicles. The Ag. Science teachers award parking stickers for this lot to students who are members of their competition teams. The remaining Ag students park in the high school student parking lot.

 

Below, one will find a short description of the facilities. If you need additional information, please do not hesitate to contact me for assistance

 

H. Ed. Insand

Director of Operations

 

Building – the building was constructed in 1968.

* Classroom with 30 desks.

* A fabrication lab that is 40×40

* 2 offices for the Ag teachers

* 1 locker room

* 1 restroom

Grounds

* The Ag Building is on approximately one acre.

* There is a small garden and greenhouse on the property also.

Technology

*Each office has a phone.

*The building has an intercom that works most of the time.

*I have been told that the offices also have computers.

 

Assignment Building Blocks

 

Week 2 – Activity 1

Stage 1 Building Blocks

a) modeled a collaborative approach – paragraph one;

b) established expectations and built relationships – paragraph two;

c) defined roles and shared responsibilities – paragraph three;

d) aligned strategic priorities – paragraph four.

 

 

Week 3 – Activity 2

 

Stage 2 Building Blocks

a) Ensured alignment of activities/actions – paragraph one;

b) Identified and recommended changes in practice, procedure, and policy needed to support improvement efforts – paragraph two:

c) Built capacity of instructional leadership – paragraph 3;

d) Predicted needed resources needed including personnel, supplies, facilities, and others – paragraph 4.

 

 

Week 4 – Activity 3

 

Stage 3 Building Blocks

a) Initiated a collaborative review process identified in a timeline – paragraph one;

b) Included students in the teaching of values/ acceptable behaviors to peers – paragraph two;

c) Distributed leadership on the instructional team – paragraph three;

d) Considered the impact of future resources – paragraph four.

Discussion Explaining It Clearly

/in /by

This discussion is your opportunity to demonstrate your understanding of the objective: Define relevant terms specific to academic and legal concepts for students with mild to moderate disabilities.  The discussion represents your understanding of the Course Learning Outcome 1 and the MASE Program Learning Outcomes 1 and 6.  In addition to reviewing the Required and Recommended Resources and Instructor Guidance for Week One, prepare for this discussion by considering the following scenario:

Imagine that you are walking into your very first classroom as a new special education teacher.  You will be working closely with Mr. Franklin, the general educator who has been in the education field for over ten years.  In your “co-teaching” environment, Mr. Franklin and you will be delivering instruction to the entire class, which is comprised of 28 students in the classroom with seven students identified as having specialized academic and/or behavioral needs.  This type of classroom is considered an inclusive setting, where students of the same age are educated together with multiple types of differentiation of the instruction occurring based on the students’ individualized needs.  In an inclusive environment such as this, there will be some students who are formally identified as having specialized academic and/or behavioral challenges.

Some of these students may be falling behind in their academics.  Others may not appear engaged in the classwork or homework activities.  Yet others may appear to have a bad attitude.  As co-teachers, you will both be responsible to collaboratively create and deliver instruction to meet the students’ needs.

Before the school year officially begins, you meet with Mr. Franklin to discuss the each of your roles within the co-teaching environment.  It was discussed that Mr. Franklin will be expert of the instructional content and your role as the specialist will be to help students access the information at their own levels. 

During this meeting, Mr. Franklin admits that he has never been partnered with someone who understands students with special needs.  He states he has not co-taught before and doesn’t understand what is expected specific to the students with specialized learning needs.  He asks you to explain some of the terms and acronyms he’s heard before because he’s not sure what they mean, including the Individuals with Disabilities Education Act (IDEA) and the Individualized Education Program (IEP).

As the special educator, part of your job is to explain each of these terms in a way that Mr. Franklin will understand along with providing authentic examples to support the definition you have provided.

Initial Post: Create an initial response that defines at least five terms specific to academic and legal concepts that apply when working with students with mild to moderate disabilities.  With each definition provide an example that includes support from the readings and the Instructor Guidance from Week One.  State specifically how the terms may impact the practice of your co-teaching work with Mr. Franklin. See attached for the full work

Week 1 Discussion Explaining it Clearly

This discussion is your opportunity to demonstrate your understanding of the objective: Define relevant terms specific to academic and legal concepts for students with mild to moderate disabilities.  The discussion represents your understanding of the Course Learning Outcome 1 and the MASE Program Learning Outcomes 1 and 6.  In addition to reviewing the Required and Recommended Resources and Instructor Guidance for Week One, prepare for this discussion by considering the following scenario:

Imagine that you are walking into your very first classroom as a new special education teacher.  You will be working closely with Mr. Franklin, the general educator who has been in the education field for over ten years.  In your “co-teaching” environment, Mr. Franklin and you will be delivering instruction to the entire class, which is comprised of 28 students in the classroom with seven students identified as having specialized academic and/or behavioral needs.  This type of classroom is considered an inclusive setting, where students of the same age are educated together with multiple types of differentiation of the instruction occurring based on the students’ individualized needs.  In an inclusive environment such as this, there will be some students who are formally identified as having specialized academic and/or behavioral challenges.

Some of these students may be falling behind in their academics.  Others may not appear engaged in the classwork or homework activities.  Yet others may appear to have a bad attitude.  As co-teachers, you will both be responsible to collaboratively create and deliver instruction to meet the students’ needs.

Before the school year officially begins, you meet with Mr. Franklin to discuss the each of your roles within the co-teaching environment.  It was discussed that Mr. Franklin will be expert of the instructional content and your role as the specialist will be to help students access the information at their own levels.

During this meeting, Mr. Franklin admits that he has never been partnered with someone who understands students with special needs.  He states he has not co-taught before and doesn’t understand what is expected specific to the students with specialized learning needs.  He asks you to explain some of the terms and acronyms he’s heard before because he’s not sure what they mean, including the Individuals with Disabilities Education Act (IDEA) and the Individualized Education Program (IEP).

As the special educator, part of your job is to explain each of these terms in a way that Mr. Franklin will understand along with providing authentic examples to support the definition you have provided.

Initial Post: Create an initial response that defines at least five terms specific to academic and legal concepts that apply when working with students with mild to moderate disabilities.  With each definition provide an example that includes support from the readings and the Instructor Guidance from Week One.  State specifically how the terms may impact the practice of your co-teaching work with Mr. Franklin.

Week One

Introduction

Welcome to ESE601: Students With Exceptionalities in the School Setting. We are excited that you have chosen this program and look forward to your success in each class. This program has been designed around key elements in the field of special education to prepare you for your role in the education of students with disabilities. Each week before beginning your assignments and initial discussion board post, it is highly recommended that you review the Instructor Guidance, which serves to supplement the required and recommended readings, videos and multimedia web pages for each week of material. The Instructor Guidance begins with a theoretical foundation of the weekly learning outcomes, progresses to authentic examples, and then concludes with guidance for the discussion board prompt and completing the weekly assignment. The Instructor Guidance can be used to support your discussion posts, responses, and other required assignments.

Figure 1. A child’s handprint next to Braille. Reprinted from Morguefile, by DuBoix, 2012, http://mrg.bz/w1yCaK (Links to an external site.) . Copyright 2006 by Morguefile.

The entire Master of Arts, Special Education (MASE) program, beginning with this course is focused on the following assumptions:

1. all children can learn;

2. children have diverse learning styles;

3. and the teacher’s belief in each child’s abilities supports the child’s success.

Therefore, it is imperative throughout each course in the MASE program you embrace the premise that, regardless of ability level, cultural background, or learning differences, in physically and emotionally safe environments, all children can learn. Take five minutes to watch  Teach Special Education  (Links to an external site.)  to hear from parents, teachers, and students about the value of becoming a special educator. Teachers explain how students add value to their lives; parents explain how teachers add value to their children’s lives; and students explain how having adults who care make all the difference in their world.

 

Equal Rights

The path to equal rights for children with disabilities has been full of roadblocks as well as many successes over the years. There have been notable figures that have worked to pave the way for public education for children with disabilities. Many had disabilities themselves, which served to further change societies’ views and attitudes about public education for children with disabilities. One such early advocate, Helen Keller, who lost her vision and hearing at 19-months old due to an undiagnosed illness, earned a college diploma and became a world-renowned public speaker on behalf of others with disabilities. In spite of growing popularity, in the early 1900s women were discouraged from attending college because, as explained by Dr. Edward Clark in his book Sex and Education although “…a girl could study and learn, but she could not do all this and retain uninjured health, and a future secure from neuralgia, uterine disease, hysteria, and other derangements of the nervous system” (as cited in Early College Women, 2010, para. 5). In 1904, Helen Keller graduated college being blind and deaf, but she also helped found the ACLU (American Civil Liberties Union), and Helen Keller International while also serving as an outspoken voice with the American Federation for the Blind (Helen Keller, 2015). Following closely in her footsteps, Dr. Jacob Bolotin was the first blind doctor to graduate from college, completing his medical degree at 24 years old from Chicago College of Medicine. Using his keen sense of hearing, he quickly became a world renowned heart and lung specialist (Kendrick, n.d.). These accomplishments, along with many others, did not go unnoticed, as future presidents acknowledged the achievements from the past and set the foundation for future endeavors. In 1930, Herbert Hoover, along with 3,500 other participants, created the Children’s Charter, which focused on the health, safety and education for all children, inclusively. The president declared that each citizen has a responsibility and must be held accountable to improve the lives of all children “regardless of race, or color, or situation, wherever he may live under the protection of the American flag” (as cited in The Children’s Charter, 2015, XIX). Having a personal connection to those with disabilities, President Kennedy’s legacy included his Special Message to the Congress on Education. In these series of speeches, the president addresses topics such as education reform, funding for children with special needs and teacher salary.

The education of our people is a national investment. It yields tangible returns in economic growth, an improved citizenry and higher standards of living. But even more importantly, free men and women value education as a personal experience and opportunity-as a basic benefit of a free and democratic civilization. It is our responsibility to do whatever needs to be done to make this opportunity available to all and to make it of the highest possible quality. (John F. Kennedy, 2015, para. 40)

As a result of years of advocacy, the federal law that guides the field of special education today, known as the Individuals With Disabilities Education Act (IDEA) has six major principles (IDEA/IDEIA: Individuals With Disabilities Education Act, 2008). Globally, these include the following:

· Zero Reject

· Non-discriminatory Education

· Appropriate Education

· Least Restrictive Environment

· Procedural Due Process

· Parental and Student Participation

These six principles drive our work in the field and when followed consistently our work can lead to success for students with identified disabilities.

 

In Practice

Imagine that you are walking into your very first classroom as a special education teacher. You will be working closely with Mr. Franklin, the general educator who has been in the education field for over ten years. In your co-teaching environment, Mr. Franklin and you will instruct the entire class, which is comprised of 28 students in the classroom, with seven students identified as having specialized academic and behavioral needs. Some of these students may be falling behind in their academic progress. Others may not appear engaged in the classwork or homework activities. Yet others may appear to have a negative attitude. As co-teachers, you are both responsible for collaboratively designing and delivering instruction to effectively meet each student’s needs. Before the school year officially begins, you meet with Mr. Franklin to discuss each of your roles within the co-teaching environment. It was discussed that Mr. Franklin will be the expert of the instructional content and your role as the specialist who will help students access the information at their own levels. During this meeting, he states he has not co-taught before so you show him a video, Co-Teaching, Part 1  (Links to an external site.) , which introduces this style of teaching, its benefits, and basic logistics. After sharing the video, Mr. Franklin is happy to announce that although some questions remain, he has a much better understanding of what is expected.

 

Week One Discussion Guidance

There are many benefits to learning online, including working at your own pace, creating your own schedule, and learning from peers who are not bound to physical proximity, as is the case with traditional classrooms. The activities conducted within the discussion board are your opportunity to build a community of learners across the country and, in some cases, worldwide. Online discussions are your opportunity to apply the learning as it takes the place of direct instruction or “lecture” in a traditional brick-and-mortar, higher-education setting. We begin this course by introducing ourselves in the “Post Your Introduction” discussion. Please be sure to review the six weekly homepages of the course—does anything stand out? Is there anything missing you are hoping to learn? In your initial post, take some time to share your thoughts with your instructor and peers about the information and assessments in the course including consideration of the questions above. Your instructor encourages you to include a photo of yourself as part of your post as well, connecting a face with a name, making your post more personable. In the first content related discussion, “Explaining it Clearly,” you will help Mr. Franklin understand terms and concepts related to special education services to help create an inclusive atmosphere where both teachers are contributing to the entire classroom of students. By guiding the general educator through the most relevant information related to the Individuals with Disabilities in Education Act (IDEA), you are you are building capacity between the shared expertise that both professionals bring to the classroom. Please review the discussion board rubric prior to your initial post to ensure you are fully meeting each of the set criteria to earn full credit. Your initial post should include relevant professional, personal, or other real-world experiences in a manner that is rich in thought and provides valuable insight into the topic. Additionally, all elements of the discussion board prompt should be thoroughly addressed with strong and precise connections to previous and/or current course content or to real-life situations. When substantively replying to your peers’ posts, be sure to provide a thorough and constructive analysis relating the response to relevant course concepts that incorporates pertinent follow-up thoughts or questions about the topic and demonstrates respect for the diverse opinions of fellow learners.

 

Week One Assignment Guidance

There is a rich history of landmark court cases that have transformed special education from a privilege to a right. Each ruling paved the way for equal rights for students with disabilities. The Supreme Court’s decree that “separate is not equal” in the 1954 case of Brown v. Board of Education was one of the most notable rulings in setting the foundation for equality in education. Education-based legislation regarding children with disabilities began in the early 1970’s with Public Law 94-142 also known as the Education for All Handicapped Children Act (EAHCA). For your first assignment, you will create a timeline of pioneering court cases that contributed to the 21st-century special education programming as we know it today. Make sure to use the Grading Rubric as a self-checklist before submitting the final copy of your assignment to confirm you have met or exceeded each required expectation. The highest level of achievement on the rubric is distinguished, which is only earned through exceeding posted expectations at the proficiency level. Please remember you are in a masters-level program. Therefore, your writing, research, and content are held to graduate-level expectations.

 

ePortfolio Purpose and Process

In each course within the MASE program, you will save each written assignment in an electronic portfolio (ePortfolio). This ePortfolio will serve as a collection of evidence to support the development and mastery of competencies as you progress through this program. This electronic portfolio will be particularly important for you to showcase your learning while applying the artifacts from your degree program to potential future interviews and career advancement opportunities. Your ePortfolio is as unique as you are and will be part of the culminating experience in the Capstone course in the MASE program, ESE699. The Purpose of an ePortfolio The most important purpose of your ePortfolio is to present yourself as a developing, reflective practitioner. Several related goals include:

· To demonstrate individual competencies and mastery of the learning outcomes associated with individual courses as well as the entire degree program;

· To exhibit work samples which validate skill sets being sought by potential employers;

· To present work samples which demonstrate competencies required for professional memberships or organizations; and

· To reflect on the process of developing and refining work products in order to continually improve your craft as an educational professional.

Selecting your ePortfolio Platform The MASE program emphasizes the use of Pathbrite (https://pathbrite.com/signup) as your selected ePortfolio platform. Pathbrite currently offers a free version of this application, which is robust and user friendly. Additionally, consider the following:

· The variety of different media that the selected platform can support;

· How easy it is to rearrange content if you later want to adjust the structure of the layout of your ePortfolio;

· The ability to grant others access to view your work;

· The availability of help and technical support;

· The capacity based on current and future needs;

· Cost

Pathbrite has the ability to address each of these points and is available free!

 

References

Biography.com Editors. (2017). Helen Keller: Biography.com (Links to an external site.) . Retrieved from http://www.biography.com/people/helen-keller-9361967

DuBoix. (2012). FDR_Meml.jpg (Links to an external site.) [Photograph]. Retrieved from http://mrg.bz/w1yCaK

IDEA/IDEIA: Individuals with disabilities education act (Links to an external site.) . (2008). Retrieved from http://faculty.frostburg.edu/mbradley/disabilities/IDEA.html

Maryland Learning Links Info. (2011, September 21). Co-Teaching part 1  (Links to an external site.) [Video file]. Retrieved from https://youtu.be/uLvvLc_kZys

Kendrick, R. (n.d.). The blind doctor: The Jacob Bolotin story (Links to an external site.)  [Book review]. Retrieved from https://nfb.org/images/nfb/publications/bm/bm08/bm0801/bm080105.htm

Scott, L. A., Gentry, R., & Phillips, M. (2014). Making preservice teachers better: Examining the impact of a practicum in a teacher preparation program (Links to an external site.) . Educational Research and Reviews, 9(10), 294-301. doi:10.5897/ERR2014.1748

teach.org. (2011, October 26). Teach special education  (Links to an external site.) [Video file]. Retrieved from https://youtu.be/2XsaK3pWyII

The children’s charter [government document] (Links to an external site.) . (n.d.) Retrieved from http://chnm.gmu.edu/cyh/case-studies/124.

Required Resources

Text

Henley, M., Ramsey, R. S., & Algozzine, R. (2009). Characteristics of and strategies for teaching students with mild disabilities . Upper Saddle River, N.J: Pearson

· Chapter 1: Foundations of Special Education for Students with Mild Disabilties

Multimedia

Cheatham, A. (2011, February 1). Significant Court Cases in Special Education (Links to an external site.) [Presentation slides]. Retrieved from http://www.slideshare.net/AngieCheatham/court-cases-6780307

· This presentation provides a brief overview of landmark cases that contributed to equality in education for students with disabilities. Accessibility Statement does not exist. Privacy Policy

Harkins, J. (2017). ESE601 week one historical timeline (Links to an external site.) . [Timeline]. Retrieved from https://www.tiki-toki.com/timeline/entry/872258/ESE-601-Week-1-Historical-Timeline/

· The following link is a sample timeline created as a model for this week’s assignment. Accessibility Statement does not exist. Privacy Policy

U.S. Department of Education. (2010, November 22). Celebrating 35 Years of IDEA (Links to an external site.) [Video file]. Retrieved from https://www.youtube.com/watch?v=DUn6luZQaXE

· The U.S. Department of Education created this brief video to document the journey of students with disabilities prior to the passage of IDEA. Accessibility Statement (Links to an external site.) Privacy Policy  (Links to an external site.)

 

Recommended Resources

Article

PBS. (2006). Landmark cases: Brown v. Board of Education (Links to an external site.) . Retrieved from http://www.pbs.org/wnet/supremecourt/rights/landmark_brown.html

· One of the most well-known landmark cases that initiated a change to equality in education is Brown v. Board of Education in 1954, which is summarized in user-friendly terms created by PBS (Public Broadcasting System) Accessibility Statement does not exist. Privacy Policy  (Links to an external site.)

Websites

Beautiful web-based timeline software (Links to an external site.) . (n.d.). Retrieved from http://www.tiki-toki.com/

Capzles Social Storytelling, Online Timeline Maker, Share Photos, Videos, Text, Music and Documents Easily (Links to an external site.) . (n.d.). Retrieved from http://www.capzles.com

Timetoast (Links to an external site.) . (http://www.timetoast.com)

· Suggested online tool to create this week’s historical timeline assignment.

Aesthetic And Affective Lesson Plan

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Aesthetic and Affective Lesson Plan

As you read in Chapter 3 of your primary text, identifying appropriate learning goals for children is critical to planning (Kostelnik, Soderman, Whiren, & Rupiper, 2015). Subsequently, in Week Two you evaluated the planning process. For this assignment it is your turn to use those planning steps and to create a developmentally appropriate lesson plan. Remember that your lesson plan should align with the theme you chose in Week Three of class, as well as the unit goals, since this lesson plan will be added to your final thematic unit.

To prepare for this assignment, choose one of the goals for the aesthetic domain on pages 282-283 in your primary text. Then, choose one of the goals for the affective domain on pages 316-317. Using information gained in Week 3 of this course, as well as in your previous courses, you will use each of these goals and create a developmentally appropriate lesson plan that incorporates each goal. You will need to use the Lesson Plan Template for this assignment.

Your assignment will have three steps:

Step 1: Overview
Provide an overview that includes the following:

  • Summarize the considerations for planning meaningful activities in the affective and aesthetic domains of development. Support this section of your paper with your text and at least one scholarly or credible resource.
  • Explain the teaching strategies that are important to use within each domain of development.

Step 2: Lesson Plan
Complete each section of the Lesson Plan Template, and create one lesson that includes the following:

  • Create a developmentally appropriate lesson plan that incorporates both the aesthetic domain of development, as well as the affective domain of development (into one lesson). Remember to adhere to overall theme you chose in Week Three of the course.
  • Describe which two goals you are implementing into your lesson plan: one goal from pages 282-283 for the aesthetic domain and one goal from pages 316-317 for the affective domain. Place both of these in the “Goal” section of the template.
  • Include the following in your Lesson Plan Template:
    • State the objective of your lesson.
    • List the materials you will need to teach this lesson.
    • Identify how you will introduce the lesson.
    • Describe the procedure for the lesson development.
    • Explain how you will differentiate the lesson based on the needs of your students (e.g., English language learner (ELL), gifted, special needs, etc.).
    • Describe how you will check for understanding.
    • Summarize how you will close the lesson.

Step 3: Conclusion
Provide a conclusion that includes the following:

  • Summarize explicitly how your lesson includes each domain. Support this portion of your paper with your text and at least one scholarly or credible resource.
  • Justify how you connected the affective and aesthetic domains of development to your state standards.

Research and Resource Expectations:

  • Source Requirement:
    • At least two scholarly peer-reviewed or credible sources. Please use the MAECEL Source Guide if you need assistance with how to locate scholarly peer-reviewed or credible sources.

Writing and Formatting Expectations:

  • Title Page: Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Academic Voice: Academic voice is used (avoids casual language, limited use of “I”, it is declarative) as outlined.
  • Purpose and Organization: Demonstrates logical progression of ideas.
  • Syntax and Mechanics: Writing displays meticulous comprehension and organization of syntax and mechanics, such as spelling, grammar, and punctuation.
  • APA Formatting: Papers are formatted properly and all sources are cited and referenced in APA style as outlined in the Ashford Writing Center (Links to an external site.).
  • Suggested Assignment Length: This assignment should be 3 pages length (not including title and reference pages).