Charac of Students with Mild Mod Disabilities Evidence base Stategies

Overview

For help with the Course Calendar, review the overview video in 

Learning Outcomes

This week students will:

1. Examine the teacher’s role and responsibility in planning instructional experiences for students with disabilities aligned with Common Core State Standards (CCSS) and individualized student needs.
2. Apply CCSS and individualized learning need concepts to a mini-lesson for students with disabilities.
3. Adapt CCSS, accommodations, and strategies to learning objectives within a lesson plan for teaching students with disabilities.
4. Self-evaluate knowledge and skills reflected in Council for Exceptional Children (CEC) Standard #5 for planning evidence-based strategies for teaching students with mild or moderate disabilities.

Introduction

During Week One of this course, you will have the opportunity to delve into foundational concepts for planning effective instruction for students with disabilities. You will become familiar with the Council for Exceptional Children’s initial preparation standards to gain an understanding of the professional expectations for teachers in special education. You will also explore how Common Core State Standards (CCSS) will help guide the focus of instructional planning while considering the need to accommodate for students with disabilities in the lesson plan.

In addition, you will create a mini-lesson as part of a discussion where you can obtain feedback from the instructor and peers regarding their effective planning of instructional strategies in reading comprehension to prepare for their weekly written assignment of designing a full lesson plan in reading comprehension.

The written assignment, Lesson Plan #1: Reading Comprehension, will eventually be one of five complete lesson plans that will be included in the Final Project for the course, the Lesson Plan Portfolio. After you have received feedback on this assignment, you will revise the lesson plan to be included in the portfolio.

Text

• Vaughn, S. & Bos, C. (2015). Strategies for teaching students with learning and behavior problems (9th ed.). Boston: Pearson.
  • Chapter 1: Monitoring and Teaching for Understanding
  • Chapter 2: Approaches to Learning and Teaching
  • Chapter 8: Assessing and Teaching Reading: Fluency and Comprehension

Articles

• Council for Exceptional Children. (2012). CEC initial level special educator preparation standards. Retrieved fromhttp://www.cec.sped.org/sitecore/shell/Controls/Ri…
  • Download the Initial CEC Preparation Standards to have handy throughout the course. These standards will provide strong guidelines for educators who work with students with disabilities. In this course, we will focus on CEC Standard 5, with a specific emphasis on key elements 5.1 and 5.2.
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• McLaughlin, M. J. (2012). Access to the common core for all: Six principles for principals to consider in implementing CCSS for students with disabilities. National Association of Elementary School Principals. Retrieved fromhttp://www.naesp.org/principal-septemberoctober-20…
  • This article explains key principles of planning instruction for students with disabilities, including the essential steps for aligning IEP goals with Common Core State Standards (CCSS) and providing accommodations or modifications that address individualized student needs. Providing access through accommodations is critical in helping students with disabilities access learning to meet IEP objectives and CCSS.
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• National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common core state standards for English language arts & literacy in history/social studies, science, and technical subjects. Retrieved from http://www.corestandards.org/assets/CCSSI_ELA%20St…
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• Torres, C., Farley, C. A., & Cook, B. G. (2012). A special educator’s guide to successfully implementing evidence-based practices. Teaching Exceptional Children, 45(1), 64-73. Retrieved from the EBSCOhost database
  • This article discusses evidence-based practices in special education that have been shown to meaningfully improve the performance of students with disabilities. Additionally, the article includes a practical 10-step checklist for the implementation process.
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Multimedia

• TheHuntInstitute. (2011, September 22). Common core state standards: A new foundation for student success (stand alone) [Video file]. Retrieved from
  • This video provides a brief overview of the Common Core State Standards and the work that is being done to provide a new foundation of student success in our changing world.
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Supplemental Material

• Learning Plan Template
  • This template is available through the online course.

Websites

• Common Core State Standards Initiative (http://www.corestandards.org/)
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• Council for Exceptional Children. (2013). Special educator professional preparation. Retrieved fromhttp://www.cec.sped.org/Standards/Special-Educator…
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Recommended Resources

Articles

• Common Core State Standards Initiative. (2012). Frequently asked questions. Retrieved fromhttp://www.corestandards.org/resources/frequently-…
  • This website provides answers to many frequently asked questions about the Common Core State Standards initiative.
• Council for Exceptional Children. (2011). Mission and vision. Retrieved from http://www.cec.sped.org/About-Us/Mission-and-Visio…

Websites

• Blogger (http://www.blogger.com)
  • Blogger is a free tool that can be used to create a professional blog for this course. This tool can be used as an option for your introduction post.
• edWeb (http://www.edweb.net/)
  • EdWeb is a social networking tool for educators and can be used as one of the options for your reflective journals.
• English teachers around the world (http://www.facebook.com/pages/English-teachers-around-the-world/134579986626354)
  • This is an example of social media that can help connect you to educators in other schools, districts, states, and/or countries if you opt to connect with others for one of your journaling options.
• ePals (http://www.epals.com/)
  • Epals is a social networking tool for educators and can be used as one of the options for your reflective journals.
• Glogster (http://www.glogster.com/)
  • Glogster allows you to create a visual poster using words, images, pictures, and video. This tool can be used as an option for your introduction post.
• Jing (http://www.techsmith.com/jing.html)
  • Create images and videos of what you see on your computer screen.
• National Dissemination Center for Children with Disabilities (http://nichcy.org/)
  • This website provides in-depth information about the 13 disability areas according to IDEA requirements and definitions. If you need a refresher regarding what each disability area means and some of the characteristics to help plan for instruction, this is a great website for you.
• Screenr (http://www.screenr.com/)
  • This is a web-based recording system where you can create and share your screencast on the web.
• Skype (http://www.skype.com/en/)
  • Skype is a free tool that can be used for online communication via text chat, audio, or videoconferencing. This tool can be used for your reflective journals in Weeks One and Six. This can also be used as an option for communication with your instructor or classmates.
• Skype in the Classroom (https://education.skype.com/)
  • This technology tool can be used to connect with other teachers around the world.
• TeacherTube (http://teachertube.com/)
  • This tool can be used as an option for your introduction post. This can also be used as a video option for your two reflective journals.
• Voki (http://www.voki.com)
  • Voki is a tool that allows you to create an avatar and use audio to introduce yourself in this course. This tool can be used as an option for your introduction post.
• WordPress (http://wordpress.org/)
  • WordPress is a free tool that can be used to create a professional website or blog for this course. This tool can be used as an option for your introduction post.
• YouTube (http://www.youtube.com/)
  • This tool can be used as an option for your introduction post. This can also be used as a video option for your two reflective journals.

Week One Learning Outcomes

1. Examine the teacher’s role and responsibility in planning instructional experiences for students with disabilities aligned with Common Core State Standards (CCSS) and individualized student needs.
2. Apply CCSS and individualized learning need concepts to a mini-lesson for students with disabilities.
3. Adapt CCSS, accommodations, and strategies to learning objectives within a lesson plan for teaching students with disabilities.
4. Self-evaluate knowledge and skills reflected in Council for Exceptional Children (CEC) Standard #5 for planning evidence-based strategies for teaching students with mild or moderate disabilities.

Week One Tasks

1. Read from your textbook, Strategies for teaching students with learning and behavior problems.
   • Chapter 1
   • Chapter 2
   • Chapter 8
2. Read the key notes and additional tips & hints throughout this guidance.
3. Post and respond twice in the Post Your Introduction discussion.
4. Post and respond twice in Discussion One about aligning instruction with Common Core State Standards and the IEP.
5. Post and respond twice in Discussion Two about designing a mini lesson in reading comprehension.
6. Complete the reflective journal entry.
7. Complete the lesson plan assignment.
8. For each assignment, review the grading rubric so that you know what’s expected.
9. Address every component of your discussions and assignments.

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Key Notes

When looking at the many components that make up a good lesson, and how to approach that lesson with students, it can be very overwhelming at first. As teachers it is our job to impart knowledge to students. When we are faced with students who have different learning styles and require additional supports to access that lesson, the task can seem insurmountable. As an educator in the field of special education, I have found that it is imperative that I remain a lifelong learner. Research leads to new and improved strategies to help student’s access, demonstrate, and retain content area knowledge.

The Common Core State Standards are the backbone to every lesson. They provide the road map to where the teacher needs to be at the beginning and end of each lesson or unit. As a special education teacher, your role is to work closely with the general education teacher to identify the supports, accommodations, and materials necessary for each student to access and learn the material. Not every student will need the same supports. Therefore, as the special education teacher you need to critically examine what is necessary for EACH student. The Council for Exceptional Children is the leader in research, resources, and supports for teachers who work with special needs students. They provide guidelines and standards that support teachers when adapting curriculum within the Common Core State Standards for students who have disabilities.

As educators, we have a duty to look at the “whole” child when determining the best form of instruction for each of our students. What works for one child does not work for all students. As such, differentiated instruction is vital to lesson planning. Differentiated instruction is when teachers utilize various styles and levels of instruction to meet the needs of all students within the classroom. You may have several students who are excelling in reading and need supplemental curriculum to further challenge their skills. In contrast, you may have students who are reading several grade levels below the current grade level. Being able to teach the entire class at their individual level will be the essential piece in seeing growth. There are many programs and boxed curriculum to support student needs, and exploring these options and determining what is best for your students is your role as the special education teacher.

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Tools

Chapter One Reading: Monitoring and Teaching for Understanding

As you will discover in chapter one, there are many categories of eligibility for students who have disabilities. You will be introduced to a few of the students that you may find in your classrooms, such as students with emotional and learning disabilities. You will also be introduced to the RTI or response to intervention model. This is the model that drives our identification and levels of support for students. This chapter will also provide information related to data collection, ways to motivate learners, and a few of the individualized instructional supports and tools that we provide our special education students.

Chapter Two Reading: Approaches to Learning and Teaching

Chapter two provides information about reinforcers for students and the difference between a positive and negative reinforcer. You will learn strategies for increasing desired behaviors through consequences, as well as strategies for decreasing undesirable behaviors through consequences. The key is to remember that no single strategy will work with all students. The chapter will introduce you to cognitive strategy instruction, or CSI, as a way of teaching academic, cognitive, and social skills to students.

Chapter Eight Reading: Assessing and Teaching Reading: Fluency and Comprehension

In chapter eight, you will be introduced to the components of the Common Core State Standards, specifically in the area of reading comprehension and fluency. You will learn about anchor standards, including the 10 anchor standards that apply to reading, and the subgroups key ideas and details, craft and structure, integration of knowledge and ideas, and range of reading and level of text complexity. Reading fluency and the importance of assessing and monitoring student progress will be discussed. You will once again see how the response to intervention model is woven into fluency and the instruction of students, especially students who have been identified as needing additional supports. Several reading strategies will be introduced and reviewed, such as choral reading. You will also be introduced to the importance of assessing and monitoring student’s reading comprehension skills, teaching comprehension, and a framework for reading comprehension that includes three categories: textually explicit, textually implicit, and scripturally implicit. Various evidence-based practices and activities are presented to support you in developing your lesson plan ideas for this week’s assignment.

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Assignments

Post Your Introduction

For your introduction, please tell us about yourself so we can get to know all of the members of our learning community. Be sure to include all the required information as noted in the discussion post requirements.

You will have four options for the introductory posting.

• Option One: Written response. You may add color, pictures, images, and/or links to your favorite professional or academic websites. Be creative in sharing who you are and why you are here!
• Option Two: Create an online poster to introduce yourself using Glogster. Include photos in your poster and include elements such as your past educational experience/degrees, personal or professional interests, family, and your professional or educational goals. Provide a link to your Glogster in discussion post.
• Option Three: Create a Voki for your introduction. Provide a link to your Voki in your discussion post to share with others.
• Option Four: Start a blog through WordPress or Blogger that you will be able to use throughout this course for various assignments, including your introduction. Provide a link to your blog in your discussion post for others to review.

Discussion One: Aligning Instruction with Common Core State Standards and the IEP

In this discussion you will first describe the special education teacher’s responsibility in planning instruction that is aligned with both Common Core State Standards (CCSS) as well as the needs of a child based on his or her individual education plan (IEP). Next, you will explain what challenges you anticipate in planning instruction for students with disabilities to meet CCSS and/or IEP goals.

You will create a mini-lesson in reading comprehension to teach a small group of students using an evidence-based strategy from the textbook. Plan a 15- to 20-minute mini lesson that addresses the needs of all four students in the group through effective strategies and accommodations for the learners.

Discussion Two: Designing a Mini Lesson in Reading Comprehension

In this discussion you will examine a mini lesson to determine if the activity clearly aligns to Common Core State Standards. Does it effectively teach the concepts to be learned, and what alternative strategies would you recommend? Describe any further accommodations or modifications you would use in this lesson and why. Finally, you will discuss any suggestions for using assistive technology in this mini lesson to assist the learner in accessing the content or environment? Be creative here. It can be something high tech like a SMART board or low tech like PECS cards.

Optional: Share Your Lesson Plans

You can share your lesson plans each week in this forum to obtain feedback from your peers or to work through any challenges you are having in developing your weekly lesson plans. This is a place where you will be able to engage in discussion, if you choose to ask your classmates for feedback, to share ideas and resources, to self-reflect, and to ask questions for additional support from your colleagues. This forum will remain open until the final grades are submitted.

Reflective Journal

Based on your learning style and preferences, you have various options for creating the two reflective journals in this course. Choose one option to complete your journal during Week One. Regardless of the format, you must thoroughly address each of the three required prompts.

• Option 1: Written reflection journal.
• Option 2: If you started a blog in WordPress or Blogger for your introduction, you may continue using your blog with your journals in this course.
• Option 3: Video self-reflection using YouTube, TeacherTube, Screenr, or another online video option. Please provide a link to your video for your journal submission.
• Option 4: Peer dialogue written reflection (where you discuss the questions above with a peer or colleague and write a reflection based on your discussion).
• Option 5: Talk to a peer or colleague via Skype, and create a screencast (using Jing or any other screencast application) or video of your conversation (focused on the three required prompt topics). The peer or colleague could be someone who teaches in another school or district, someone in this course that you have connected with, or even an international educator. Please provide a link to your video or screencast for your journal submission.

In this journal you will discuss your prior beliefs about teaching students with disabilities. How have the readings, discussions, and the assignment altered or informed your current beliefs, knowledge and skills related to planning instruction for students with disabilities? After reviewing CEC Standard 5 and its two key elements, discuss three areas you would like to improve upon professionally during this course. Based on your experience, current role in education, and/or future role in education, how might you apply these concepts to plan effective instruction for students with disabilities?

Lesson Plan

Your first lesson plan will focus on using effective, research-based strategies for teaching reading comprehension to students with disabilities. For this lesson, you may plan for your choice of grade level, type of classroom, and disability areas. You may use your own classroom, or create a fictional classroom setting for the lesson. Although the Internet is a rich source of free materials and teaching suggestions, this lesson plan and all subsequent plans MUST BE YOUR OWN ORIGINAL CREATION.

Make sure you highlight at least one research-based strategy–if not more–for teaching in this content area for students with disabilities. Your textbook has a plethora of strategies, but you may also seek other strategies as well in other peer-reviewed texts or articles.

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