MEDIA AND POLITICS: ASSESSMENT

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MEDIA AND POLITICS: ASSESSMENT

Assessment

Time to put your knowledge of the evolving role of the media in political messages to work! You’ve been asked by a popular news organization to create a web article for their official website that will help the public understand the role that media plays in politics. Your product will first explain your analysis of a media item and then describe how the role of media in politics has changed over time.

Steps

  1. Choose a visual, text, or other media item that is political in nature. This list provides some examples of media items you may use and guidance on where to locate other examples on the Internet. Be sure to include the media item, or directions on how to access it, with your assessment.
  2. Analyze the political message delivered by your chosen media item. In two well-written paragraphs, explain the background of the image, text, or video and explain what bias the message reveals and how.
    • The background paragraph should include who created the media item, when, for whom, and for what purpose.
    • The analysis paragraph should explain the bias in the media item. What strategies does the media item use to persuade people? (examples are symbolism and emotional appeal)
  3. Write a third well-written paragraph that answers the following question, in your own words. How have the media changed over time, and how has this affected political communication?

  4. List

    Select one of the following media items for your assessment. Remember, you must provide the source or information on how to access the source with your assessment.

      1. TV Commercial
        Television advertisements from recent elections are readily available from multiple internet sources, such as the

     Living Room Candidate

      1. . Select this image to see a politcal advertisement:
    A flier paid for by the Economic Freedom Fund© 2011 The
    Associated Press
      1. Political Cartoon
        This political cartoon is from the Civil War era; select this image to see a politcal cartoon:

        The Rail Splitter Repairing the Union'–a political cartoon of Andrew Johnson and Abraham Lincoln from 1865.© 2011 The
        Associated Press

        Political cartoons related to recent political events and issues are accessible from multiple internet sources, such as the

     Cagle Post

      1. .

    PLACE YOUR ORDER NOW

    1. Debate
      This debate excerpt is from the 2008 presidential campaign:

      • MCCAIN: Somehow in Washington today–and I’m afraid on Wall Street–greed is rewarded, excess is rewarded, and corruption–or certainly failure to carry out our responsibility is rewarded. As president of the United States, people are going to be held accountable in my administration. And I promise you that that will happen.
      • LEHRER: Do you have something directly to say, Senator Obama, to Senator McCain about what he just said?
      • OBAMA: Well, I think Senator McCain’s absolutely right that we need more responsibility, but we need it not just when there’s a crisis. I mean, we’ve had years in which the reigning economic ideology has been what’s good for Wall Street, but not what’s good for Main Street.

        (later)

      • MCCAIN: You’ve got to look at our record. You’ve got to look at our records. That’s the important thing. Who’s the person who has believed that the best thing for America is to have a tax system that is fundamentally fair? And I’ve fought to simplify it, and I have proposals to simplify it. Let Americans choose whether they want the existing tax code or they want a new tax code. Again, look at the record, particularly the energy bill. But, again, Senator Obama has shifted on a number of occasions. He has voted in the United States Senate to increase taxes on people who make as low as $42,000 a year.
      • OBAMA: That’s not true, John. That’s not true.
      • MCCAIN: And that’s just a fact. Again, you can look it up.
      • OBAMA: Look, it’s just not true. And if we want to talk about oil company profits, under your tax plan, John—this is undeniable—oil companies would get an additional $4 billion in tax breaks. Now, look, we all would love to lower taxes on everybody. But here’s the problem: If we are giving them to oil companies, then that means that there are those who are not going to be getting them.
    2. Inaugural Address
      This excerpt is from the opening of President George W. Bush’s Second Inaugural Address:

      “On this day, prescribed by law and marked by ceremony, we celebrate the durable wisdom of our Constitution, and recall the deep commitments that unite our country. I am grateful for the honor of this hour, mindful of the consequential times in which we live, and determined to fulfill the oath that I have sworn and you have witnessed.

      At this second gathering, our duties are defined not by the words I use, but by the history we have seen together. For a half century, America defended our own freedom by standing watch on distant borders. After the shipwreck of communism came years of relative quiet, years of repose, years of sabbatical—and then there came a day of fire.

      We have seen our vulnerability—and we have seen its deepest source. For as long as whole regions of the world simmer in resentment and tyranny—prone to ideologies that feed hatred and excuse murder—violence will gather, and multiply in destructive power, and cross the most defended borders, and raise a mortal threat. There is only one force of history that can break the reign of hatred and resentment, and expose the pretensions of tyrants, and reward the hopes of the decent and tolerant, and that is the force of human freedom.

      We are led, by events and common sense, to one conclusion: The survival of liberty in our land increasingly depends on the success of liberty in other lands. The best hope for peace in our world is the expansion of freedom in all the world.

      America’s vital interests and our deepest beliefs are now one. From the day of our Founding, we have proclaimed that every man and woman on this earth has rights, and dignity, and matchless value, because they bear the image of the Maker of Heaven and earth. Across the generations, we have proclaimed the imperative of self-government, because no one is fit to be a master, and no one deserves to be a slave. Advancing these ideals is the mission that created our Nation. It is the honorable achievement of our fathers. Now it is the urgent requirement of our nation’s security, and the calling of our time.

      So it is the policy of the United States to seek and support the growth of democratic movements and institutions in every nation and culture, with the ultimate goal of ending tyranny in our world.”

PLACE YOUR ORDER NOW

EXSUM

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EXSUM

(U) HQDA EXORD 10-13 IN SUPPORT OF THE HQSA FY 13-15 ACITVE COMPONENT MANNING GUIDANCE, (U) (ATSG-NCOA). In FY13, the Army will begin the intial stages of a force drawdown. HQDA FY 13-15 ACMG will resource the Army personnel IAW the Army’s priorities, as reflected in the Integrated Requirement Priority List (IrPL). Beginning 2QTR, FY13, the Army will implement the HQDA FY 13-15 ACMG. The goal is to man ARFOGEN formations at no less than P2 during the reset phat and sustain formation at no less than P1 during the train/ready and available phases. Units will not be manned above designated levels to compensate for non

PLACE YOUR ORDER NOW

 

EXECUTIVE SUMMARY

 

  1. Objective. A military executive summary (EXSUM) is like a tactical operation:
    well-planned, sharp and to the point.  Assume that your chain of command or fellow staff officers / NCOs will read only your EXSUM and make their decision based on the information there.  That is the exact reason why the EXSUM is so important and as a Senior NCO you should know how to properly prepare one.

 

  1. Instructions. Prepare an EXSUM on the enclosed ALARACT 293/2012, Subject:  HQDA EXORD 10-13 in support of the HQDA FY 13-15 Active Component Manning Guidance for your Brigade Commander and Command Sergeant Major.  Prepare your executive summary using Arial font, 12 pitch.  It may be no longer than one page in length.  Use DA Memo 25-52, Staff Action Process and Correspondence Policies, for the format and style of an executive summary. Your office symbol is ATSG-NCOA.  The S-1, MAJ Peter Burke, is the approving official for your EXSUM.

 

  1. You must do your own original work. The SLC Written Communication Rubrics will be used to assess your work.  Tips:

 

  • Use the active voice. Employ the elements of good Army writing.  Don’t use a big word when a small one will do; avoid run-on sentences.

 

  • Do not overstate and do not overwrite. Like all military matters, do — or in this case, say — what has to be said and move on.

 

  • Speak to the audience of your executive summary. If your report is for high-ranking officers or NCOs, it requires a more formal tone than if the report is to be read by privates.

 

  • Write a thesis statement that addresses the major thrust of the executive summary. Rather than quietly wading in, drop the bombshell and get the reader’s attention in the first sentence of the executive summary.

 

  • Leave your executive summary for at least 24 hours and then edit it for typing and grammar mistakes. Read the summary aloud and assess it for proper military tone.

 

  1. References:
  2. AR 25-50, Preparing and Managing Correspondence.
  3. DA Memo 25-52, Staff Action Process and Correspondence Policies
  4. AG School Effective Writing Handbook.

 

  1. Assignment Due: See HR SLC Course Calendar for due date

 

ALARACT 293/2012

DTG: P 181732Z OCT 12

THIS MESSAGE HAS BEEN SENT BY THE PENTAGON TELECOMMUNICATIONS CENTER ON BEHALF OF

HQDA DCS G-4 WASHINGTON DC //DCS/G-3/5/7//

 

SUBJECT: HQDA EXORD 10-13 ISO THE HQDA FY13-15 ACTIVE COMPONENT MANNING GUIDANCE

(U) REFERENCES.

 

REF/A/(U)/ AR 220-1, ARMY UNIT STATUS REPORTING (USR) AND FORCE REGISTRATION –

CONSOLIDATED POLICIES, 15 APRIL 2010

REF/B/(U)/ AR 525-29, ARMY FORCE GENERATION (ARFORGEN), 14 MARCH 2011

REF/C/(U)/ AR 614-30, OVERSEAS SERVICE, 30 MARCH 2010

REF/D/(U)/ AR 614-100, OFFICER ASSIGNMENT POLICIES, DETAILS, AND TRANSFERS, 10 JANUARY 2006

REF/E/(U)/ AR 614-200, ENLISTED ASSIGNMENTS AND UTILIZATION MANAGEMENT (RAPID ACTION

REVISION (*RAR) 002, 10/11/2011), 26 FEBRUARY 2009

REF/F/(U)/ DA PAM 220-1, DEFENSE READINESS REPORTING SYSTEM-ARMY PROCEDURES, 16

NOVEMBER 2011

REF/G/(U) DA PAM 611-21, MILITARY OCCUPATIONAL CLASSIFICATION AND STRUCTURE, 22 JANUARY

2007

REF/H/U)/ ARMY FORCE GENERATION (ARFORGEN) SYNCHRONIZATION BOARD (ASB) CHARTER

ESTABLISHED, 13 OCTOBER 2009

REF/I/(U)/ ARFORGEN SYNCHRONIZATION ORDER (ASO) 2012, 5 MARCH 2012

REF/J/(U)/ ARMY TRAINING AND LEADER DEVELOPMENT CONFERENCE, DEC 2011

REF/K/(U)/ FORCES COMMAND (FORSCOM) MODULAR FORCE COMMAND AND CONTROL (C2) EXECUTE

ORDER (EXORD), 30 JULY 2010

REF/L/U)/ GLOBAL FORCE MANAGEMENT (GFM) RISK ASSESSMENT, 5 FEBRUARY 2011

REF/M/(U)/ GUIDANCE FOR THE EMPLOYMENT OF THE FORCE (GEF) FY2010-2015, 9 APRIL 2011

REF/N/(U)/ HEADQUARTERS DEPARTMENT OF THE ARMY (HQDA), ACTIVE COMPONENT (AC) MANNING

GUIDANCE FOR FISCAL YEAR (FY) 2011, 17 DECEMBER 2010

REF/O/(U)/ HQDA, EXORD 185-11, REDUCTION OF NON-DEPLOYABLES, 22 APRIL 2011

REF/P/(U)/ INTEGRATED REQUIREMENT PRIORITY LIST (IRPL), 13 APRIL 2012

REF/Q/(U)/ JOINT STAFF J-33: GLOBAL FORCE MANAGEMENT ALLOCATION PLAN SOURCE (GFMAP)

PLANNING ORDER (PLANORD), 11 MARCH 2011

REF/R/(U) SECARMY MEMORANDUM (4 AUGUST 2011) AND ALL ARMY ACTIVITIES (ALARACT) 298/2011,

ARMY DEPLOYMENT PERIOD POLICY

REF/S/(U) ASSISTANT SECRETARY OF THE ARMY (MANPOWER AND RESERVE AFFAIRS) (ASA (M&RA))

MEMORANDUM, SUBJECT: ENLISTED INVOLUNTARY EARLY SEPARATIONS PROGRAM POLICY

MEMORANDUM, 09 MAY 12

REF/T/(U) ALARACT 064/2011 (CORRECTED COPY), MILITARY OCCUPATIONAL SPECIALTY (MOS)

SUBSTITUTIONS FOR ALL UNITS, DTG 241145Z FEB

REF/U/(U) MILITARY PERSONNEL (MILPER) MESSAGE #11-004 ACTIVE ARMY (AA) STOP LOSS/STOP

MOVEMENT PROGRAM FOR UNITS SCHEDULED TO DEPLOY OCONUS IN SUPPORT OF OPERATION IRAQI

FREEDOM (OIF), OPERATION ENDURING FREEDOM (OEF), AND OPERATION NEW DAWN (OND)

ATTACHMENTS: ANNEX A: MANNING CATEGORIES WITHIN HQDA EXORD 10-13 ISO THE HQDA FY13-15

ACTIVE COMPONENT MANNING GUIDANCE

 

  1. (U) SITUATION.

 

1.A. THE UNITED STATES REMAINS A NATION AT WAR. GLOBALLY ENGAGED AND REGIONALLY

RESPONSIVE, CONCURRENTLY THE ARMY IS IN TRANSITION AS WE REDUCE THE SIZE OF OUR ARMY IN

TOTAL PERSONNEL AS WELL AS IN FORCE STRUCTURE. IN FY13, THE ARMY WILL BEGIN THE INITIAL

STAGES OF A FORCE DRAWDOWN, END THE TEMPORARY END STRENGTH INCREASE (TESI), REDUCE THE

ACTIVE DUTY FOR OPERATIONAL SUPPORT (ADOS) PERSONNEL (ENDED BY FISCAL YEAR (FY) 2015),

REDUCE THE ARMY FORCE STRUCTURE (BASED ON TOTAL ARMY ANALYSIS (TAA) 14.1), AND BEGIN TO

ELIMINATE THE WARTIME ALLOWANCE (COMPLETED BY FY17) REDUCING OUR MANNING FLEXIBILITY

AND AFFECTING OUR ABILITY TO OVER MAN FORMATIONS.

1.B. CURRENTLY, THE ARMY HAS ENOUGH SOLDIERS TO FILL EVERY AUTHORIZATION IN THE

AGGREGATE; HOWEVER CHALLENGES SUCH AS GRADE AND MILITARY OCCUPATIONAL SPECIALTY (MOS)

SHORTAGES, UNPROGRAMMED/UNDOCUMENTED REQUIREMENTS, AND A GROWING MEDICAL AND

ADMINISTRATIVE NON-AVAILABLE POPULATION SIGNIFICANTLY IMPACTS THE ABILITY OF THE

PERSONNEL INVENTORY TO MEET SPECIFIC REQUIREMENTS. BASED ON THE CURRENT AND

FORESEEABLE CONDITIONS AND CONSTRAINTS, THE HQDA FY13-15 ACTIVE COMPONENT (AC)

MANNING GUIDANCE (MG) WILL USE THE FOLLOWING OBJECTIVES TO GUIDE IMPLEMENTATION.

1.B.1. FULLY MAN DEPLOYING UNITS IN SUPPORT OF (ISO) OPERATION ENDURING FREEDOM (OEF) AND

OTHER PRIORITIZED OPERATIONS.

1.B.2. IN COORDINATION WITH (ICW) CURRENT STRATEGY, ASSIGN PERSONNEL TO EFFECTIVELY ENABLE

ARMY UNITS TO ATTAIN THE REQUIRED COMBINED ARMS PROFICIENCY EARLIER IN THE TRAIN/READY

PHASE OF THE ARMY FORCE GENERATION (ARFORGEN) CYCLE.

1.B.3. INVEST TOP QUALITY OFFICERS AND NON-COMMISSIONED OFFICERS (NCO) IN THE

INSTITUTIONAL ARMY TO DEVELOP SOLDIERS IN DIVERSE AND BROADENING POSITIONS IN ORDER TO

(IOT) SECURE THE DEVELOPMENT OF TOMORROW’S ARMY.

1.B.4. SYNCHRONIZE THE PERSONNEL ASSIGNMENTS PROCESS WITH THE ARFORGEN CYCLE AND WITH

ARMY PRIORITIES AS ESTABLISHED BY THE ARMY G-3/5/7 AND APPROVED BY THE ARMY SENIOR

LEADERSHIP.

1.C. THIS MANNING GUIDANCE SUPERSEDES HQDA ACTIVE COMPONENT MANNING GUIDANCE FOR

2012, DATED 17 DECEMBER 2010 EFFECTIVE 2QTR, FY13.

 

  1. (U) MISSION. PROVIDE AC ARMY WITH PERSONNEL MANNING GUIDANCE FOR FY13-15 THAT IS

SYNCHRONIZED WITH THE ARMY’S PRIORITIES.

 

  1. (U) EXECUTION.

3.A. INTENT. HQDA FY13-15 ACMG WILL RESOURCE THE ARMY WITH PERSONNEL IAW THE ARMY’S

PRIORITIES AS REFLECTED IN THE INTEGRATED REQUIREMENT PRIORITY LIST (IRPL) AND OTHER

PRIORITIES ESTABLISHED BY THE ARMY LEADERSHIP.

3.B. KEY TASKS.

3.B.1. MAN THE ARMY AND PRESERVE A HIGH QUALITY ALL-VOLUNTEER FORCE.

3.B.2. MAINTAIN END STRENGTH TO ENSURE THE INVENTORY MEETS FORCE STRUCTURE.

3.B.3. ALIGN MANNING LEVELS IAW THE ARMY’S PRIORITIES APPROVED BY THE ARMY SENIOR

LEADERSHIP.

3.B.4. PROVIDE MINIMAL MANNING LEVELS FOR ALL UNITS.

3.B.5. INCREASE PRECISION AND PREDICTABILITY IN MANNING.

3.B.6. ESTABLISH A FORMALIZED PROCESS FOR UNITS TO REQUEST CHANGE TO THEIR UNIT’S IRPL

PRIORITY THROUGH G-3/5/7.

 

3.C. CONCEPT OF OPERATIONS. BEGINNING 2QTR, FY13, THE ARMY WILL IMPLEMENT THE HQDA FY13-

15 ACMG. THIS NEW GUIDANCE WILL ALIGN MANNING LEVELS IAW ARMY PRIORITIES AS REFLECTED IN

THE IRPL AND OTHER PRIORITIES ESTABLISHED BY THE ARMY SENIOR LEADERSHIP. THE GOAL IS TO MAN

ARFORGEN FORMATIONS AT NOT LESS THAN P2 DURING THE RESET PHASE AND SUSTAIN FORMATIONS

AT NOT LESS THAN P1 DURING THE TRAIN/READY AND AVAILABLE PHASES. UNIT STATUS REPORTING

(USR)

P-LEVEL RATINGS WILL BE USED TO DETERMINE MANNING EFFECTIVENESS AS WELL AS READINESS IN

DEPLOYING UNITS. UNITS WILL NOT BE MANNED ABOVE DESIGNATED LEVELS TO COMPENSATE FOR

NON-AVAILABLE PERSONNEL.

3.C.1. THE IRPL SPECIFICALLY ALIGNS UNITS INTO THREE CATEGORIES (URGENT, ESSENTIAL, AND

IMPORTANT) AND SYNCHRONIZES THE PRIORITIES WITH THE DEPARTMENT OF DEFENSE’S FORCE

ALLOCATION DECISION MODEL (FADM).

3.C.2. THE HQDA FY13-15 ACMG COMBINES THE THREE IRPL CATEGORIES WITH TWO ADDITIONAL

CATEGORIES FOR A TOTAL OF FIVE MANNING CATEGORIES. THESE FIVE MANNING CATEGORIES ARE:

DIRECTED FILL FORCES, ARFORGEN FORCES, URGENT FORCES, ESSENTIAL FORCES, AND IMPORTANT

FORCES. EACH MANNING CATEGORY IS DESCRIBED IN DETAIL BELOW.

3.C.2.A. ARMY DIRECTED FILL FORCES CONSIST OF NON-ARFORGEN FORCES WITH A PRIORITY LEVEL

ESTABLISHED BY THE ARMY SENIOR LEADERSHIP. ARMY DIRECTED FILL FORCES WILL BE SUSTAINED AT A

SET MANNING LEVEL THAT RANGES FROM 90% TO 100% AGGREGATE FILL. THE GOAL IS BY NLT FY15 TO

APPLY GRADE METRICS TO THE ARMY DIRECTED FILL FORCES CATEGORY.

3.C.2.B. ARFORGEN FORCES WILL BE MANNED AT P2 DURING RESET PHASE AND SUSTAINED AT P1

DURING TRAIN/READY AND AVAILABLE PHASES. P1/P2 RATINGS CONSIST OF READINESS STANDARDS AS

OUTLINED IN AR 220-1 AND DEPARTMENT OF THE ARMY PAMPHLET (DA PAM) 220-1. UNITS

RETURNING FROM DEPLOYMENT 2QTR, FY13 AND LATER WILL TRANSITION TO THE NEW HQDA FY13-15

ACMG. UNITS WITH LATEST ARRIVAL DATES (LADS) WILL MANAGE NCOES THROUGH RESET AND

TRAIN/READY PHASES BALANCED AGAINST THE MISSION AND THE NEEDS OF THE SOLDIER.

COMMANDERS HAVE THE OPTION TO RELEASE SOLDIERS DURING ANY PHASE OF THE ARFORGEN CYCLE

TO EXECUTE PROFESSIONAL MILITARY EDUCATION (PME). DURING THE LAST SIX (6) MONTHS OF THE

AVAILABLE PHASE, COMMANDS CAN EXPECT SOLDIERS/LEADERS TO DEPART THE UNIT IOT EXECUTE

PME AND OTHER ASSIGNMENTS.

3.C.2.B.1. ALLOCATED FORCES CONSIST OF FORCES TRANSFERRED BY THE SECRETARY OF DEFENSE

(SECDEF) FROM ONE COMBATANT COMMANDER (CCDR) OR SERVICE SECRETARIES TO ANOTHER CCDR

FOR EMPLOYMENT; APPROVED IN THE SECDEF ORDERS BOOK (SDOB) AND DOCUMENTED IN THE

GLOBAL FORCE MANAGEMENT ALLOCATION PLAN (GFMAP).

3.C.2.B.1.A. ALLOCATED UNITS WITH LADS WILL BE MANNED AT P2 DURING RESET PHASE AND

SUSTAINED AT P1 DURING TRAIN/READY AND AVAILABLE PHASES WITH NO HIGHER THAN 105%

ASSIGNED STRENGTH.

3.C.2.B.1.B. ALLOCATED UNITS WITHOUT LADS WILL BE MANNED AT P2 DURING RESET PHASE AND

SUSTAINED AT P1 DURING TRAIN/READY AND AVAILABLE PHASES WITH NO HIGHER THAN 100%

ASSIGNED STRENGTH.

3.C.2.B.2. APPORTIONED FORCES CONSIST OF FORCES AND CAPABILITIES DISTRIBUTED AS A STARTING

POINT FOR PLANNING. APPORTIONMENT INFORMS A CCDR OF THOSE FORCES AVAILABLE FOR

PLANNING, BUT NOT NECESSARILY AN IDENTIFICATION OF THE ACTUAL FORCES TO BE ALLOCATED FOR

USE WHEN A CONTINGENCY PLAN TRANSITIONS TO EXECUTION.

3.C.2.B.2.A. APPORTIONED UNITS WILL BE MANNED AT P2 DURING RESET PHASE AND SUSTAINED AT P1

DURING TRAIN/READY AND AVAILABLE PHASES WITH NO HIGHER THAN 100% ASSIGNED STRENGTH.

3.C.2.C. URGENT FORCES CONSIST OF UNITS WITH A MINIMUM MANNING OF 100%.

 

3.C.2.D. ESSENTIAL FORCES CONSIST OF UNITS WITH A MINIMUM MANNING OF 90%.

3.C.2.E. IMPORTANT FORCES CONSIST OF UNITS WITH A MINIMUM MANNING OF 80%.

3.D. TASKS.

3.D.1. HQDA G-3/5/7.

3.D.1.A. MAINTAIN, PUBLISH, AND SERVE AS THE PROPONENT FOR AR 525-29, ARMY FORCE

GENERATION.

3.D.1.B. UPDATE AND PUBLISH IRPL CHANGES, AS REQUIRED.

3.D.1.C. RECEIVE IRPL ADJUSTMENT REQUESTS FROM ACOM/ASCCS, AND STAFF THE REQUESTS

THROUGH ARFORGEN FORUMS FOR DECISION.

3.D.1.D. ICW HQDA G-1, PUBLISH ACMG EXORD AND ALL FRAGOS, AS NECESSARY.

3.D.1.E. ICW FORSCOM AND ASCCS, PROVIDE VISIBILITY TO HQDA G1 (ARMY HUMAN RESOURCES

COMMAND (AHRC)) OF:

3.D.1.E.1. ALL UNITS PROJECTED TO DEPLOY, BY UNIT IDENTIFICATION CODE (UIC), AS EARLY AS

POSSIBLE BUT NLT NINE MONTHS PRIOR TO LAD.

3.D.1.E.2. ALL CULMINATING TRAINING EXERCISE (CTE) SCHEDULES FOR BCT, CAB, MFSB, FSB,

CORPS/DIV HEADQUARTERS, AND SUSTAINMENT HEADQUARTERS, AS EARLY AS POSSIBLE BUT NLT SIX

MONTHS PRIOR TO CTE.

3.D.1.E.3. EMERGING/UNDOCUMENTED REQUIREMENTS, TO INCLUDE CHANGES TO PRIORITIES OF FILL

AND IDENTIFIED DONOR UNITS, AS APPLICABLE.

3.D.1.E.4. NOTIFICATION OF ANY IRPL ADJUSTMENTS.

3.D.2. HQDA G-1.

3.D.2.A. MAINTAIN, PUBLISH, AND SERVE AS THE PROPONENT FOR ACMG.

3.D.2.A.1. MANAGE NCOES ACROSS REGENERATION AND TRAIN/READY AND MAXIMIZE NCOES FOR

NON-DEPLOYING UNITS AFTER COMPLETION OF THEIR CTE THROUGH THE END OF THE AVAILABLE

PERIOD.

3.D.2.A.2. ASSIST HQDA G-3/5/7 ON ANY FORMAL REQUESTS FOR IRPL (MANNING) ADJUSTMENTS.

3.D.2.A.3. ICW AHRC, PROVIDE ANALYSIS TO HQDA, G-3/7 (DAMO-FM) ON IDENTIFIED SKILL AND GRADE

SHORTFALLS DRIVEN BY FORCE STRUCTURE CHANGES.

3.D.2.A.4. ASSIST UNIT COMMANDERS IN REACHING P1/P2 LEVELS BY PROVIDING NO MORE THAN 105%

AGGREGATE ASSIGNED STRENGTH TO ALLOCATED UNITS WITH A LAD, AND NO MORE THAN 100%

ASSIGNED AGGREGATE STRENGTH TO ALLOCATED UNITS WITHOUT A LAD.

3.D.2.A.5. PROVIDE INDIVIDUAL BOG:DWELL ANALYSIS BY CAREER MANAGEMENT FIELD, MILITARY

OCCUPATIONAL SPECIALTY, AND GRADE TO HQDA G-3/5/7 (DAMO-SS) QUARTERLY, OR AS REQUIRED.

3.D.3. SENIOR MISSION COMMANDERS/UNIT COMMANDERS.

3.D.3.A. IMPLEMENT AND ADHERE TO THE HQDA FY13-15 ACMG OUTLINED IN THIS DOCUMENT, TO

INCLUDE IMPLEMENTING ADMINISTRATIVE TASKS LISTED BELOW TO MITIGATE MANNING SHORTAGES.

3.D.3.B. ENSURE SOLDIERS ARRIVING AT THEIR INSTALLATION/THEATER ARE ASSIGNED TO THE

ORGANIZATION DESIGNATED BY AHRC IAW THE PINPOINT ASSIGNMENT INFORMATION AND SPECIAL

INSTRUCTIONS ON EACH SOLDIER’S ORDERS.

3.D.3.B.1. SENIOR MISSION COMMANDERS (SMCS) HAVE THE AUTHORITY TO DIVERT INBOUND

PERSONNEL, BY EXCEPTION, WITHIN AN INSTALLATION TO MEET IMMEDIATE READINESS

REQUIREMENTS.

3.D.3.B.2. DIVERSIONS MUST BE COORDINATED WITH AHRC TO DETERMINE IF THE AVAILABLE

INVENTORY SUPPORTS THE ASSIGNMENT OF A REPLACEMENT TO THE INSTALLATION.

3.D.3.B.3. DIVERSIONS WILL NOT EXCEED THE 105% AGGREGATE STRENGTH OF ALLOCATED UNITS WITH

LADS, 100% AGGREGATE STRENGTH OF ALLOCATED UNITS WITHOUT LADS, OR 100% AGGREGATE

STRENGTH OF APPORTIONED UNITS.

 

3.D.3.B.4. G3’S MAINTAIN A COPY OF THE IRPL. COMMANDERS WILL MAINTAIN VISIBILITY OF THEIR

UNIT’S IRPL CATEGORIES THROUGH THEIR G3.

3.D.3.C. MAINTAIN THE AVAILABLE, SENIOR GRADE, AND DUTY MILITARY OCCUPATIONAL SPECIALTY

QUALIFICATION (DMOSQ) STANDARDS AS REPORTED THROUGH UNIT STATUS REPORTING (USR).

3.D.3.D. USE THE FOLLOWING MITIGATION STRATEGIES WITHIN THE CURRENT MANNING

ENVIRONMENT TO IMPROVE UNIT READINESS.

3.D.3.D.1. SLOT SOLDIERS CORRECTLY IN ELECTRONIC MILITARY PERSONNEL OFFICE (EMILPO).

3.D.3.D.2. UTILIZE OFFICER/ENLISTED SUBSTITUTIONS WITHIN THE SAME GRADE, ONE GRADE LOWER

OR TWO GRADES HIGHER, WHERE POSSIBLE TO FILL SHORTAGES.

3.D.3.D.3. COUNT PROMOTABLE POPULATIONS AS THE NEXT HIGHER GRADE FOR ALL P-LEVEL

CALCULATIONS IAW AR 220-1.

3.D.3.D.4. MAXIMIZE GRADE AND MILITARY OCCUPATIONAL SPECIALTY (MOS) SUBSTITUTIONS TO FILL

CRITICAL NEEDS, IAW DA PAM 611-21 AND/OR THE CURRENT MOS SUBSTITUTION MESSAGE ALARACT

064-2011.

3.D.3.D.5. GROW SERGEANTS (E5) – PROMOTABLE E4’S AND COUNT AS SERGEANT (E5); AND FACTOR

THEM IN AS PART OF THE UNIT’S AVAILABLE SENIOR GRADE AND AVAILABLE DMOSQ RATINGS.

3.E.3.D.6. MANAGE NON-AVAILABLE POPULATIONS; SCREEN, IDENTIFY, PROPERLY CODE, AND WORK TO

RESOLVE SOLDIERS WITH BOTH TEMPORARY AND PERMANENT NON-AVAILABLE CONDITIONS,

RETURNING AS MANY OF THEM AS POSSIBLE TO AN AVAILABLE STATUS AS SOON AS POSSIBLE. THE

GOAL IS NO MORE THAN 10% OF A UNIT’S POPULATION IS NON-AVAILABLE. NO UNITS WILL BE

MANNED ABOVE DESIGNATED LEVELS TO COMPENSATE FOR NON-AVAILABLE PERSONNEL.

3.D.3.E. IT IS THE COMMANDER’S RESPONSIBILITY (AT ALL LEVELS) TO WORK OFF NON-AVAILABLE

SOLDIERS.

3.D.3.E.1. ENSURE AVAILABILITY CODING IN AUTHORITATIVE SYSTEMS OF RECORD (EMILPO AND

MEDICAL PROTECTION SYSTEM (MEDPROS)) ARE ACCURATE REFLECTIONS OF UNIT READINESS, THUS

ENSURING THE WEEKLY AUTOMATED REAR DETACHMENT REPORT (ARDR) GENERATED BY HQDA IS

CORRECT.

3.D.3.E.2. COMMANDERS CAN OVERRIDE EXISTING NON-AVAILABLE CONDITIONS USING THE

COMMANDER’S OVERRIDE FEATURE IN EMILPO TO INDICATE SOLDIER’S AVAILABILITY FOR DEPLOYMENT

ON THE ARDR. THIS FEATURE WILL SYNCHRONIZE THE ARDR WITH THE COMMANDER’S READINESS

ASSESSMENT.

3.D.3.F. PROACTIVELY COMMUNICATE MANNING CONCERNS AND PERSONNEL READINESS ISSUES TO

AHRC THROUGH S1/G1 CHANNELS AND USR COMMANDER’S COMMENTS.

 

  1. (U) COORDINATING INSTRUCTIONS.

 

4.A. THIS EXORD IS EFFECTIVE NET 2QTR FY13.

4.B. IRPL ADJUSTMENTS ARE BY EXCEPTION, AND WILL BE CONSIDERED ON A CASE-BY-CASE BASIS. IRPL

ADJUSTMENT REQUESTS INCLUDING A SIMPLE ISSUE, DISCUSSION, RATIONALE FORMAT WILL BE

SUBMITTED THROUGH ACOM/ASCCS TO THE HQDA G-3/5/7(DAMO-SSW). THE CHANGE REQUESTS WILL

BE VETTED AT THE MONTHLY ARFORGEN COUNCIL OF COLONELS AND IF REQUIRED, THE QUARTERLY

GENERAL OFFICER STEERING COMMITTEE. IF THE SUBMISSION IS APPROVED, THE DEPUTY DIRECTOR,

HQDA G-3/5 (PLANS AND POLICY) WILL APPROVE AND RELEASE CHANGES FOR DISTRIBUTION.

4.C. ROTATIONAL AIRBORNE UNITS WILL BE FILLED WITH QUALIFIED AIRBORNE SOLDIERS TO MEET

MANNING GUIDANCE METRICS IN ALL MOS/GRADES EXCEPT WHERE THE ARMY AIRBORNE AVERAGE

CANNOT ATTAIN THE REQUIRED MANNING METRIC. UNITS WILL BE FILLED TO THE ARMY AIRBORNE

AVERAGE WHERE THE ARMY IS SHORT AIRBORNE QUALIFIED SOLDIERS.

 

4.D. UNDOCUMENTED (NON-JOINT DUTY ASSIGNMENT LIST (JDAL)) POSITIONS WILL BE FILLED AS THE

INVENTORY PERMITS WITH THE APPROVAL OF THE SENIOR ARMY LEADERSHIP (G-3/5/7).

  1. (U) COMMAND AND CONTROL.

 

5.A. THE HQDA G-1 IS DESIGNATED AS THE LEAD AGENCY FOR THE HQDA FY13-15 ACMG.

5.A.1. DAPE-MPE IS THE PROPONENT FOR THE HQDA FY13-15 ACMG AND ALL POTENTIAL FRAGOS TO

THIS EXORD.

5.A.2. AHRC IMPLEMENTS PROPONENT POLICY FOR THE HQDA, G-1.

5.B. HQDA G-3/5/7 IS THE PROPONENT FOR ARMY PRIORITIES AND OPERATIONAL MISSION

REQUIREMENTS.

5.C. HQDA G-3/5/7 AND G-1 ARE DIRECTLY RESPONSIBLE FOR MANAGING EXECUTION OF THE EXORD.

5.D. EXORD POINTS OF CONTACT:

5.D.1. COL ROBERT C. WHALEY, HQDA G-1, DAPE-MPE, (703)695-7992,

ROBERT.C.WHALEY3.MIL@MAIL.MIL

5.D.2. MR. GERARD CRIBB, HQDA G-3, DAMO-SS, (703)614-1195, GERARD.H.CRIBB.CIV@MAIL.MIL

 

  1. (U) EXPIRATION OF THIS MESSAGE IS WHEN SUPERSEDED BY OTHER DA GUIDANCE OR REGULATION.

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EXECUTIVE SUMMARY

 

TA-XXXXXXX

DD Mmm YY

 

(U) SUBJECT. (U) (OFFICE SYMBOL)

Executive summaries (EXSUMs) are prepared in Arial 12 with 1-inch margins.  The overall classification of the EXSUM, all uppercased and in boldface, is entered 1 inch from the top and bottom of the page.  The words EXECUTIVE SUMMARY, all uppercased, are one return below the classification.  One return below the words EXECUTIVE SUMMARY, the tasker number (if applicable) is entered, flush right. Directly below that comes the date in the abbreviated format shown above.  If the EXSUM is not related to a tasker, enter the date one return below the words EXECUTIVE SUMMARY, flush right.  One return below the date is the subject, all uppercased, underlined, and parenthetically marked with the applicable classification.  The classification before the subject is the overall classification of the EXSUM.  The classification after the subject is the classification of the subject.  The originator’s office symbol is entered in parentheses after the classification of the subject.  After entering one return, the body of the EXSUM begins by stating the purpose (self-initiated or to answer a question).  The body of the EXSUM should not exceed 15 lines.  Acronyms must be spelled out the first time they appear, followed by the acronym in parentheses.

 

 

 

Originator’s Full Name/Office Symbol/Tel

originator’s e-mail address

 

APPROVED BY:  Name of staff principal,

division chief, or director

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ACQ 203 Part B

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ACQ 203 Part B

Course ACQ203V_20313-Virtual Instructor-Led Training; ACQ 203V Intermediate Systems Acquisition, Part B
   
   
   
   
   
   
   
   

Question 1

0 out of 1 points

For questions 1 through 5 (worth 1 point each), use the data (In $Millions) below from the latest Integrated Program Management Report (IPMR) from your contractor:

BCWS BCWP ACWP BAC EAC
7 6 6 10 10

Calculate the Cost Variance (CV) and the Schedule Variance (SV) then pick the true statement from the answers below:
Answers: a.

The contractor is on budget and behind schedule
b.

The contractor is over budget and ahead of schedule.
c.

The contractor is under budget and ahead of schedule.
d.

The contractor is over budget and behind schedule.
  • Question 2

0 out of 1 points

 Use the IPMR data (In $Millions) to answer the question below.

BCWS BCWP ACWP BAC EAC
7 6 6 10 10

Calculate the Schedule Performance Index (SPI). Based on the SPI:
Answers: a.

The contractor seems efficient in terms of schedule.
b.

The contractor has finished 85% of the work.
c.

The contractor will meet their Estimate at Completion (EAC) of 10.
d.

The contractor seems inefficient in terms of schedule.
  • Question 3

1 out of 1 points

Use the data (In $Millions) below from the latest Integrated Program Management Report (IPMR) from your contractor:

BCWS BCWP ACWP BAC EAC
7 6 6 10 10

Calculate the Cost Performance Index (CPI). Based on the CPI:
Answers: a.

The contractor seems inefficient in terms of cost.
b.

The contractor is on track to meet the Budget at Completion (BAC).
c.

The contractor has spent 85% of the budget.
d.

The contractor will finish on time.

Question 4

0 out of 1 points

Use the data (In $Millions) below from the latest Integrated Program Management Report (IPMR) from your contractor:

BCWS BCWP ACWP BAC EAC
7 6 6 10 10

 

Pick the true statement from the answers below:

 
Answers: a.

Based on the Percent Spent and the Percent Complete, the contractor is on track to complete the work within budget.
b.

Based on the Percent Spent and the Percent Complete, the contractor will run out of money before the work is completed.
c.

Based on the Percent Scheduled and Percent Spent, the contractor will complete the work on time.
d.

Based on the Percent Scheduled and Percent Complete, the contractor will complete the work on time.
  • Question 5

0 out of 1 points

Use the data (In $Millions) below from the latest Integrated Program Management Report (IPMR) from your contractor:

BCWS BCWP ACWP BAC EAC
7 6 6 10 10

 

Based on the IPMR data on this component, what should we tell the Program Manager?
Answers: a.

The contractor is right on budget, but there are tasks that are currently behind schedule.
b.

The contractor will complete this project well ahead of schedule.
c.

The contractor will complete this project under budget.
d.

The contractor will complete this project ahead of schedule and will only be 5% over budget.
  • Question 6

0 out of 3 points

The program office for a Navy shipboard communications system early in the TMRR phase just conducted an affordability analysis of their key performance parameters.  The program can save 10% on overall life cycle cost by trading 5% of point to point surface communications range KPP for greater component reliability.  The Navy CDD sponsor agreed to include the requirements change as part of staffing for the CDD-V.  For questions 6 through 9 (worth 3 points each), choose the greatest potential impact of the changed requirements on the given functional area (i.e., which is the greatest impact on Logistics, on T&E, on Funds Management etc.):

The greatest impact on Logistics will be:
Answers: a.

Changes to manufacturing methods
b.

Modification of the contract
c.

Additional testing to verify that new requirements are met without impacting other requirements
d.

Changes to maintenance and supply planning based on the new component
  • Question 7

3 out of 3 points

The program office for a Navy shipboard communications system early in the TMRR phase just conducted an affordability analysis of their key performance parameters.  The program can save 10% on overall life cycle cost by trading 5% of point to point surface communications range KPP for greater component reliability.  The Navy CDD sponsor agreed to include the requirements change as part of staffing for the CDD-V.  For questions 6 through 9 (worth 3 points each), choose the greatest potential impact of the changed requirements on the given functional area (i.e., which is the greatest impact on Logistics, on T&E, on Funds Management etc.):

The greatest impact on Test and Evaluation will be:
Answers: a.

Changes to DT and OT test objectives for range and reliability
b.

Changes to spares and support equipment
c.

Generation of an unfunded requirement
d.

Changes to the system configuration
  • Question 8

3 out of 3 points

The program office for a Navy shipboard communications system early in the TMRR phase just conducted an affordability analysis of their key performance parameters.  The program can save 10% on overall life cycle cost by trading 5% of point to point surface communications range KPP for greater component reliability.  The Navy CDD sponsor agreed to include the requirements change as part of staffing for the CDD-V.  For questions 6 through 9 (worth 3 points each), choose the greatest potential impact of the changed requirements on the given functional area (i.e., which is the greatest impact on Logistics, on T&E, on Funds Management etc.):

The greatest impact on Systems Engineering will be:
Answers: a.

Shortage of procurement funds to cover communications testing
b.

Changes to the system performance specifications
c.

Changes to repair procedures
d.

Changes to the contract incentives for EMD
  • Question 9

0 out of 3 points

The program office for a Navy shipboard communications system early in the TMRR phase just conducted an affordability analysis of their key performance parameters.  The program can save 10% on overall life cycle cost by trading 5% of point to point surface communications range KPP for greater component reliability.  The Navy CDD sponsor agreed to include the requirements change as part of staffing for the CDD-V.  For questions 6 through 9 (worth 3 points each), choose the greatest potential impact of the changed requirements on the given functional area (i.e., which is the greatest impact on Logistics, on T&E, on Funds Management etc.):

The greatest impact on Contracting will be:
Answers: a.

Changes to the statement of objectives for the request for proposal for the EMD contract
b.

Significant changes to the test schedule for IOT&E
c.

Additional O&M funding for the TMRR contract effort
d.

Modification to preventive maintenance procedures
  • Question 10

3 out of 3 points

If any task on a project’s critical path increases, this means…?
Answers: a.

The Program Manager must re-baseline the whole program.
b.

The total project will also increase in length.
c.

There has been a breach of the acquisition program baseline.
d.

Hardware risk has been mitigated.
  • Question 11

0 out of 3 points

A recent ACQ 203 graduate touring a contractor facility stops to speak with a worker on the manufacturing floor. “Any chance you could make that widget a little bigger?” She asks the worker. “Sure, no problem,” says the worker and he makes the widget bigger. The contracting officer receives an invoice for the widget a few weeks later that is significantly higher than she expected. This is an example of a/an…?
Answers: a.

Supplemental Agreement
b.

Reprogramming Action
c.

Change Order
d.

Unauthorized Commitment
  • Question 12

3 out of 3 points

Cybersecurity planning activities, including writing the Cybersecurity Strategy annex to the Program Protection Plan, should begin____________________.
Answers: a.

With the implementation of performance based support
b.

After the Capability Development Document Validation
c.

During the Material Solution Analysis Phase prior to Milestone A
d.

In full rate production
  • Question 13

0 out of 3 points

Consider the program structure chart when answering the questions 13 – 15

Which of the following changes should be made to the phases and decisions depicted on the program schedule?
Answers: a.

Move the MDD to the end of the Materiel Solution Analysis phase.
b.

The FRP-DR should be after IOT&E at the end of LRIP.
c.

The TMRR phase should end at the DRFPRD.
d.

IOC should coincide with Milestone C.
  • Question 14

0 out of 3 points

Which of these program events is scheduled too early in the lifecycle?
Answers: a.

TMRR Prototype Deliveries
b.

IOT&E
c.

PDR
d.

CDR
  • Question 15

0 out of 3 points

Which one of the following changes should be made to program funding?
Answers: a.

Fund the EMD phase with procurement dollars.
b.

Eliminate RDT&E funding in FY-4.
c.

Start O&M funding in FY-2 to fund testing.
d.

Add procurement dollars in FY-4 to fund production.

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CRJ 180

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CRJ 180

According to Erich Goode, a way to explain adolescent involvement in delinquency is through:
Answer    social learning theory
failure to fit into conventional society
inadequate child-parent relationships
social bond theory
Over the past 15 years, the number of females arrested for violent crimes has increased ____ percent.
Answer    15
25
30
45

Infanticide is primarily committed by members of a child’s family using ____.
Answer    poison
guns
hands or feet
knives

6 points
In 2005, the U.SHistorically, which of the following was not handled by the juvenile court?
Answer    neglected children
delinquents
hate crimes
status offenses

. Supreme Court ruled that the death penalty for offenders under the age of 18 at the time they committed their crime:
Answer    could continue as it is in line with the Stubborn Child Law of the Constitution
violates the Eighth Amendment
is acceptable to the general public and, therefore, constitutional
violates the principle of parens patriae

Once a juvenile is detained and a petition is filed, a hearing must be scheduled within:
Answer    24 hours
48-72 hours
85-120 hours
1 week

When a juvenile is suspected of committing a crime, police have the discretion to:
Answer    release the child and report the contact
interrogate or search the child
turn the child over to their parents under the promise of punishment
both A and B are correct

Most youth tend to pick friends who are like themselves. The term that describes this process is called_________.
Answer    homophily
heliophobia
hobophobily
hormephobia

According to criminologist Ko-lin Chin, Chinese gang activity is dominated by:
Answer    fighting over turf
accumulating money
doing drugs
organizing prostitution rings
The Rochester Youth Development Study found that gang members accounted for _____ percent of the serious delinquent acts in the community.
Answer    10
18
nearly 40
more than 85

Some risk factors associated with gang membership include:
Answer    poverty
failure in school
prior violence
increased drug use
all of the above are correct

Latchkey children are those who:
Answer    regularly pick the locks on their neighbor’s homes
have been abandoned at home by work-oriented parents
regularly care for themselves without adult supervision after school or on weekends
have highly authoritarian parents
In a study of the relationship between religiosity and delinquency, Travis Hirschi and Rodney Stark found that:
Answer    religious adolescents had lower rates of delinquency
religious adolescents had higher rates of delinquency
atheist adolescents had lower rates of delinquency than religious adolescents
there was no relationship between religiosity and delinquency
According to Russell Hill and Frank Stafford, one way mothers compensate for being in the paid labor force full-time is by:
Answer    spending more money on their children
cutting down on their own sleep and leisure time
taking time off from work to be with their children
spending more time with their children on weekends
According to Bruce Chadwick and Brent Top, the more _____ a person is, the less likely he or she will participate in delinquent or criminal behaviors.
Answer    ethical
educated
financially secure
religious
According to the most recent Indicators of School Crime and Safety report, children were ___ times more likely to be murdered away from school than at school.
Answer    5
12
22
50

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Children are ____ times more likely to be murdered away from school than at school.
Answer 16
35
50
80

 

The U.S. Supreme Court ruled in _____, that school officials may legally search students and their lockers without consent.
Answer    Thompson v. Carthage School District
New Jersey v. T.L.O.
Vernonia School District 47J v. Acton
West Virginia State Board of Education v. Barnette

 

Research has found that schools with zero-tolerance policies are _____ orderly and secure than schools, which use a case-by-case approach.
Answer    significantly more
significantly less
no more
no less

 

Peers offer each other a sense of which of the following?
Answer acceptance
camaraderie
empowerment
all of the above are correct

 

Which one of the following is not a risk factor for very early childhood and delinquency?
Answer    maternal smoking
bullying
parent incarceration
exposure to lead

 

Impoverished neighborhoods often are characterized by which of the following?
Answer    high rates of self-employment
inadequate education systems
strong social support networks
both B and C are correct

 

The most effective prevention programs are aimed at children in:
Answer    the earliest stages of life
preschool and kindergarten
run-down neighborhoods
early Head Start program

 

The numerous early prevention programs conducted since the 1970’s have concluded that:

A _____ approach to the drug problem involves using a public health model to reduce the risks and consequences of using illicit drugs.

Recognizing Words in Print: Strategies and Activities

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Recognizing Words in Print: Strategies and Activities

hen teaching students to recognize words in print, teachers can use a variety of activities before, during, and after reading to help students understand words, word meanings, and how words go together. Utilizing appropriate strategies that incorporate print concepts will help increase students’ word recognition skills.

Use the “Recognizing Words in Print Template” to complete this assignment.

Part 1: Strategies

Research and summarize, in 250-500 words, a minimum of five strategies for teaching word recognition and print concepts to elementary students with language delays or disabilities. Keep in mind strategies that help students monitor for their own errors. Within your summary, identify the conditions under which the identified strategies are intended to be delivered (e.g., content area, class setting, required resources, if intended for a specific type of disability).

Support your findings with 2-3 scholarly resources.

Part 2: Activities

Identify a small group of 2-3 kindergarten students, using the “Class Profile,” who would benefit from further development of their word recognition or print concepts skills.

Identify a text appropriate to use with the small group identified.

Draft a 250-500 word outline summarizing three activities to reinforce word recognition and print concepts, utilizing the identified text.

Be sure to incorporate at least three of the strategies from Part 1 into your activities.

Part 3: Rationale

In 250-500 words, rationalize your instructional decisions from Part 2. Be sure to explain how the identified strategies and activities enhance the language development of the students in the identified small group. Cite the “Class Profile” where appropriate.

While APA 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 APA 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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Class Profile

Student Name English Language Learner Gender Other Age Oral Language Development Uses Phonics and Morphology to Decode Words Reading Lexile/ Grade

Performance Level

 Written Expression Level Social/Pragmatic/Communication Skills
Arturo Yes Male Tier 2 RTI for reading Grade level  

Below grade level

 

  

No

 Below grade level  

Below grade level

  

Good
Bertie No Female None Grade level  

Above grade level

  

Yes

 Above grade level Below grade level-writing simple sentences Needs help resolving conflicts
Beryl No Female NOTE: School does not have gifted program Grade level  

Above grade level

  

Yes

 Above grade level Above grade level

 

  

Good
Brandie No Female Tier 2 RTI for math Grade level  

Below grade level

  

No; reads sight words only

 Below grade level Below grade level-only writes name and sight words Needs help with verbal and nonverbal signals
Dessie No Female Tier 2 RTI for math Grade level  

At grade level

  

Yes

 At grade level  

Below grade level

  

Good
Diana Yes Female Tier 2 RTI for reading Grade level Below grade level No

 

 Below grade level Below grade level Good
Donnie No Female Hearing aids  

Grade level

  

Below grade level

  

No

 At grade level  

Above grade level

 

  

Good
Eduardo Yes Male Tier 2 RTI for reading Grade level  

At grade level

  

Yes

 Below grade level Below grade level-writing simple sentences  

Good
Emma No Female None  

Grade level

  

Above grade level

  

Yes

 At grade level  

Above grade level

 

  

Good
Enrique No Male Tier 2 RTI for reading  

One year above grade level

  

At grade level

  

No; reads sight words only

 

 Below grade level  

Below grade level

  

Good
Fatma Yes Female Tier 2 RTI for reading Grade level  

 

At grade level

  

 

Yes

 

 Below grade level  

Below grade level-only writes name and sight words

 

  

Needs help rephrasing when misunderstood
Frances No Female Diabetic  

Grade level

  

At grade level

  

Yes

 

 At grade level  

At grade level

  

Good
Francesca No Female None Grade level  

Above grade level

  

Yes

 

 At grade level  

Above grade level

  

Needs help staying on topic
Fredrick No Male Tier 3 RTI for reading and math One year above grade level  

Below grade level

  

No; reads sight words only

 Below grade level  

Below grade level-writing simple sentences

  

Needs help with verbal and nonverbal signals
Ines No Female Tier 2 RTI for math Grade level  

Above grade level

  

Yes

 

 Below grade level  

At grade level

  

Good
Jade No Female None Grade level  

At grade level

  

Yes

 

 At grade level  

Below grade level

  

Good
Kent No Male None Grade level  

Above grade level

  

Yes

 

 At grade level  

Above grade level

  

Good
Lolita No Female None Grade level  

Below grade level

  

Yes

 

 At grade level  

At grade level

  

Good
Maria No Female NOTE: School does not have gifted program Grade level  

Above grade level

  

Yes

 At grade level  

Above grade level

  

Good
Mason No Male None Grade level  

 

At grade level

  

 

Yes

 At grade level  

 

At grade level

  

Needs help staying on topic
Nick No Male NOTE: School does not have gifted program Grade level  

Above grade level

  

Yes

 Above grade level  

Above grade level

  

Needs help taking turns in conversation
Noah No Male None Grade level  

At grade level

  

Yes

 

 At grade level  

At great level

  

Good
Sharlene No Female None Grade level Below grade level  

No; reads sight words only

 Above grade level  

At great level

  

Good
Sophia No Female None Grade level  

Above grade level

  

Yes

 At grade level  

At grade level

  

Good
Stuart No Male Allergic to peanuts Grade level  

At grade level

  

Yes

 Above grade lev At grade level el  

At grade level

  

Good
Terrence No Male None Grade level  

At grade level

  

Yes

 At grade level  

Below grade level

 Needs help resolving conflicts
Wade No Male None Grade level  

Below grade level

  

Yes

 At grade level At grade level  

Good
Wayne No Male Tier 3 RTI for math Grade level  

Below grade level

  

 

Yes

 Below grade level At grade level Needs help rephrasing when misunderstood
Wendell No Male Tier 3 RTI for math Grade level  

At grade level

 Yes Below grade level  

Below grade level

  

Good
Yung No Male NOTE: School does not have gifted program One year below grade level  

At grade level

  

Yes

 Above grade level  

Below grade level

  

Good

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Co-Teaching Models and Paraeducator Action Plan

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Co-Teaching Models and Paraeducator Action Plan

Co-Teaching Models and Paraeducator Action Plan

There are many benefits to having additional support in the classroom. In addition to providing access to the general education curriculum and setting, co-teaching models within an inclusive classroom can offer specialized instruction for individuals with disabilities and allow these students more collaborative time with their peers. General and special education teachers can also expand their own knowledge and teaching capacity when applying co-teaching instruction and strategies in an inclusive setting.

In this assignment, you will examine the six co-teaching models, and how these collaborative models can provide a better learning environment for all students, especially students with disabilities.

Part 1: Co-Teaching Models

Complete the “Co-Teaching Models and Paraeducator Action Plan” template that addresses the following:

Co-Teaching Models: Define the six co-teaching models with a visual representation for each model (an appropriate link to the visual is acceptable).

Advantages and Disadvantages: Discuss the advantages and disadvantages of each model.

Instructional Strategies: Describe research-based instructional strategies unique to each model. Discuss how each supports individuals with disabilities.

Positive Effects: Address the positive effects of each co-teaching model on teachers and students.

Responsibility and Accountability: Explain how the shared responsibilities and accountabilities are executed when the co-teaching is between a general and special educator, and when the co-teaching includes collaborating with a paraeducator.

Support your findings with a minimum of two scholarly resources.

Part 2: Paraeducator Action Plan

There are many benefits to having a paraeducator, not only in your classroom, but on campus as well. They can provide services to teachers, students, parents, and the community. Through training, collaboration, and mentoring, a paraeducator can assist in providing quality education alongside special and general educators. In addition, paraeducators can help with classroom instruction, provide additional support for exceptional students, and collaborate with other school personnel to help meet individual student needs.

This part of the assignment will allow you to practice your ability to foster collaboration between the classroom teacher and an assisting paraeducator to create a safe, inclusive, positive learning environment that engages and promotes the well-being of individuals with exceptionalities.

Read the classroom scenario below, and complete Part 2 of the “Co-Teaching Models and Paraeducator Action Plan” template.

Scenario:

Ms. Jeter is a general education teacher in an inclusive seventh-grade classroom that will have 30 students including four students with learning disabilities (LD) and two students with emotional disabilities (ED). She was just informed that a paraeducator would assist her in the classroom for the new school year. She has spoken to the paraeducator and it appears that the two will work very well together in terms of compatible personalities and philosophies regarding students with disabilities. However, Ms. Jeter has never worked with a paraeducator before. Further, the paraeducator has never had this job before, but has worked as a Sunday school teacher and loves children.

Based on the scenario, use the “Co-Teaching Models and Paraeducator Action Plan” to create a 500-750 word action plan for a successful co-teaching environment.

The action plan should address the following:

Teaching Philosophy and Vision of the Classroom Setting: Describe a philosophy and vision that incorporates the teacher/paraeducator relationship.

Rules and Expectations: Describe 3-5 rules and expectations for the teacher and the paraeducator specific to student learning and behavior in the classroom.

Collaboration Model Outline: Selected from Part 1 of this assignment, outline a collaboration model for the paraeducator that promotes the well-being of individuals with disabilities. Include possible challenges and advantages to utilizing the selected collaboration model.

Roles and Responsibilities: Identify roles and responsibilities of the teacher and the paraeducator, including the discussion of confidentiality.

Collaboration Time: Detail a plan for the teacher and paraeducator to meet regularly to prepare for units/lessons, reflect on teaching, review student achievement/goals, and provide feedback and mentoring to the paraeducator.

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Co-Teaching Models and Paraeducator Action Plan

Part 1: Co-Teaching Models

Co-Teaching Model: Definition and Visual of Model

 

 Advantages and Disadvantages Instructional Strategies Positive Effects Responsibility and Accountability
1.       One Teaching, One Observing          
2.       One Teaching, One Assisting          
3.       Station Teaching          
4.       Parallel Teaching          
5.       Alternative Teaching          
6.       Team Teaching          

 

Part 2: Paraeducator Action Plan

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Case Study: PLAAFP and Annual Goals

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Case Study: PLAAFP and Annual Goals

The IEP is an essential part of each student’s special education program and plays a large part in the role of special education teacher responsibilities. Special education teachers must include all of the information needed to describe the student’s strengths, needs, background information, etc. All of this information is used to develop an effective program for the student.

By the age of 16, students with special education services must have an additional transition plan that addresses current functioning based on observations, student surveys, and other age appropriate transition services. Goals must be developed for further education and training as well as employment after high school. Aligned transition activities for each goal must be realistically developed to assist students in achieving their goals. Teams must also consider the need for goals associated with independent living. These goals could address community access and participation, adult living and post‐school options, as well as daily living skills to support independence in adult settings.

Review the “Alicia Case Study” to inform the assignment that follows.

Use the “Case Study: PLAAFP and Annual Goals Template” to complete this assignment. The template includes:

  • Part 1: Present Level of Academic Achievement and Functional Performance (PLAAFP)
  • Part 2: Post‐Secondary Transition – including student interests and transition plan with measureable goals.
  • Part 3: Rationale and Reflection

Support your rational with 1‐2 scholarly resources, in addition to the CEC Code of Ethics.

While APA 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 APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

College of Education (COE) program competencies and national standards assessed in the benchmark assignment:

COE 3.8: Consider individual abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with exceptionalities.

[CEC 5.1, ICSI.5.S8, ICSI.5.S15, IGC.5.K1, IGC.5.S7, IGC.5.S23, IGC.5.S24; InTASC 1(b), 2(d), 5(f), 6(v), 8(s), 9(h); Mission Critical 2, 3, 4, 5]

COE 3.10: Develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams.

[CEC 5.5, ICSI.5.S8, ICSI.5.S8, ICSI.5.S15, ICSI.5.S17, ICSI.5.S19, IGC.5.K1, IGC.5.K3, IGC.5.K8, IGC.5.S1, IGC.5.S2, IGC.5.S11 IGC.5.S23, IGC.5.S24; InTASC 7(b), 7(e); Mission Critical 1, 2, 4, 5]

COE 5.1: Reflect on practice in light of research on teaching, professional ethics, and resources available for professional learning in order to improve student learning. [ACEI 5.0; CEC 6.1, ICSI.6.K2, ICSI.6.K4 ICSI.6.S1, ICSI.6.S2, ICSI.6.S3, ICSI.6.S4, ICSI.6.S5, ICSI.6.S7, IGC.6.K4, IGC.6.K6, IGC.6.S2; InTASC 9(l), 9(o); Mission Critical 2, 3, 4]

COE 5.4: Integrate foundational knowledge and current issues to inform professional practice.

[CEC 6.2, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, IGC.6.K1, IGC.6.K2, IGC.6.K3; InTASC 10(h); Mission Critical 1, 2, 4]

COE 5.8: Demonstrate legal, ethical, and quality requirements related to the management of confidential student information.

[CEC 6.1, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, ICSI.7.S1, IGC.6.K1, IGC.6.K6; InTASC 5(k); Mission Critical 1, 2, 4, 5]

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Alicia Case Study

Name: Alicia

      Grade: 10th

Age: 16

 

Alicia is a tenth grade student with a diagnosis of Attention Deficit Disorder (ADD) and Dyscalculia who is currently receiving resource support for math and written expression. She attends all other subjects within the general education classroom.  The ADD was diagnosed in second grade when her mother noticed that Alicia couldn’t concentrate on any task. Her ADD contributes to her inability to focus for long periods of time as well as her ability to organize her thoughts, assignments, and materials. Alicia was diagnosed with Dyscalculia in the third grade when her teacher and mother noticed how she struggled with retaining basic math facts and comprehending word problems.

Special Education Teacher Observations:

Her special education teacher, Ms. Kauffmann, reports that Alicia has average reading decoding skills and average to above average reading comprehension skills. Sometimes, Alicia will stop an activity she is required to complete and pick up a book to read. She then has to be redirected by the teacher to get back on task. She does particularly well analyzing multiple choice and short answer questions related to reading content. Alicia does have difficulty summarizing what she has read using her own thoughts and ideas.

Alicia does write complete sentences, but struggles in organizing her ideas for writing and needs extensive support for pre-writing, development of topic sentences, and organization of essays. In writing short answer questions, she does so with few grammatical errors. When writing paragraphs and short essays, Alicia needs help editing her own work and making corrections. Punctuation errors are frequently evident.  She has excellent spelling skills, but struggles with subject-verb agreement, correct use of point of view appropriate to the task, and in the development of thesis statements and topic sentences.

Regarding her math skills, Alicia struggles specifically with computation and reasoning/problem solving. In class, Alicia shows difficulty in writing number sentences to solve a story problem, and in determining the operations to use.  She relies on a calculator for all math computation and benefits from extensive one-on-one support in math problem solving.  She also struggles with converting fractions to decimal notation and applying math concepts to real-world situations. When math problems can be related to music or dance, Alicia’s motivation increases to work on the problem.

Teachers report that Alicia relies on staff to cue her to take her ADD medicine at the health office after lunch. Her parents and teachers have expressed concern that she is not independent in this area. It is an appropriate expectation for 16-year-olds to go to the health office without reminders. Alicia’s parents would also like her to be more independent in remembering her medication at home.

 

Evaluation:

The most recent psycho-educational evaluation report for Alicia is in her Woodcock-Johnson III Tests of Achievement scores. The Woodcock Johnson IV Tests of Achievement is a norm-referenced assessment that evaluates academic skills in the areas of reading, math, and written expression. The standard score is 100, with a standard deviation of 15.

 

Alicia’s most recent scores:

Cluster Student’s Age Equivalent

(Year + Month)

 Student’s Test Percentile Student’s Standard Test Score

(on a 100 point scale)
Broad Reading 15 years, 8 months 22 88
Broad Math 9 years, 3 months 1 20
Broad Written Language 14 years, 3 months 7 78

 

Parent (s)/Guardian(s) Observations:

Over the last two months, Alicia’s mother has reported that she is reluctant to get up and get ready for school. She has missed 12 days so far this semester, and frequently complains of a stomachache and headache. Her mother has taken her to the doctor and there are no significant medical issues. Her mother also reports that the struggle to get her out of bed and to school is too great at times and will sometimes just call her in absent. She gets up fine on the weekends.

Alicia’s mother is also concerned because Alicia is not exhibiting any independence and is worried about her transition after high school. Her mother knows that Alicia has some goals for herself, but lacks the motivation to do daily tasks such as waking to an alarm clock, initiating independent work such as homework or chores, taking her medicine without prompting, and organizing her materials, assignments, and her bedroom.

Alicia would like to study dance after high school. She has always benefited from kinesthetic movement and feels it helps her release some anxiety about school and she also states that she feels in control when she dances. Her mother would like her to get a part time job that would assist her in learning independence and responsibility. Alicia’s mother would like Alicia to learn some responsibility and life skills like budgeting by having her pay small portions of bills at home such as her phone bill. Ideally, her mother is trying to create opportunities for her daughter so that she may eventually live independently as an adult.

In school, Alicia has been quiet and withdrawn, not wanting to participate in classroom or campus activities. She is reluctant to answer questions in class and will put her head down on the desk when called upon. Her mother and Ms. Kauffmann speculate possible school anxiety.  When asked about this behavior, Alicia mentions that she feels overwhelmed by the class size and likes small group activities.

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Case Study: PLAAFP and Annual Goals Template

 

Special Education Department

­­­­­­­­­­­­­Individualized Education Program (IEP)

 

Part 1: Present Level of Academic Achievement and Functional Performance (PLAAFP)

Section 4: Other Relevant Issues

 

Special Education Department

Individualized Education Program (IEP)

 

Part 2: Post-Secondary Transition

Complete the following table to begin planning post-secondary goals for the case study student. Consider emotional, social, and academic concerns to be successful in the post-secondary environment

 

 

Student Present Levels of Interest and Ability for Transition Plan:

 

o   Preferential Learning Environment:

 

 

o   Strengths/Interests Relating to Transition:

 

 

o   Areas in Need of Improvement for Transition:

 

 

 

 

Transition Plan

In the table below, describe measurable transition IEP goals and transition activities/services appropriate for the student’s post-secondary preferences, strengths, and needs.  Be sure that goals are based on data from ability assessments as well as observations and student’s interests.

 

I. Education/Training
 Transition IEP Goal

 

 One Transition Activity and One Service

(Supports transition goal)

 Persons/Agency Involved Expected Date of Outcome Achievement
   

 

 

  

 

 

  
 
II. Employment
 Transition IEP Goal

 

 One Transition Activity and One Service

(Supports transition goal)

 Persons/Agency Involved Expected Date of Outcome Achievement
 

 

 

 

      
 

 
III. Independent Living
 Transition IEP Goal

 

 One Transition Activity and One Service

(Supports transition goal)

 Persons/Agency Involved Expected Date of Outcome Achievement
       

 

 

 

 

Part 3: Rationale and Reflection

Provide a 500-750 word summary addressing the following:

  • Rationalize your PLAAFP, annual goals, and transition plan choices, citing the CEC Code of Ethics.
  • Discuss and defend the legal, ethical, and quality requirements related to the management of confidential student information, such as the information displayed within a PLAAFP or transition plan.
  • Reflect on how you will use the foundational knowledge you developed during this assignment and course to provide professional, ethical and legal educational services in your future professional practice.

 

Support your rationale with 1-2 scholarly resources, in addition to the CEC Code of Ethics.

References

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Benchmark – Case Study: PLAAFP and Annual Goals

  

The IEP is an essential part of each student’s special education program and plays a large part in the role of special education teacher responsibilities. Special education teachers must include all of the information needed to describe the student’s strengths, needs, background information, etc. All of this information is used to develop an effective program for the student.

By the age of 16, students with special education services must have an additional transition plan that addresses current functioning based on observations, student surveys, and other age appropriate transition services. Goals must be developed for further education and training as well as employment after high school. Aligned transition activities for each goal must be realistically developed to assist students in achieving their goals. Teams must also consider the need for goals associated with independent living. These goals could address community access and participation, adult living and post‐school options, as well as daily living skills to support independence in adult settings.

Review the “Alicia Case Study” to inform the assignment that follows.

Use the “Case Study: PLAAFP and Annual Goals Template” to complete this assignment. The template includes:

  • Part 1: Present Level of Academic Achievement and Functional Performance (PLAAFP)
  • Part 2: Post‐Secondary Transition – including student interests and transition plan with measureable goals.
  • Part 3: Rationale and Reflection

Support your rational with 1‐2 scholarly resources, in addition to the CEC Code of Ethics.

While APA 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 APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

College of Education (COE) program competencies and national standards assessed in the benchmark assignment:

COE 3.8: Consider individual abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with exceptionalities.

[CEC 5.1, ICSI.5.S8, ICSI.5.S15, IGC.5.K1, IGC.5.S7, IGC.5.S23, IGC.5.S24; InTASC 1(b), 2(d), 5(f), 6(v), 8(s), 9(h); Mission Critical 2, 3, 4, 5]

COE 3.10: Develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams.

[CEC 5.5, ICSI.5.S8, ICSI.5.S8, ICSI.5.S15, ICSI.5.S17, ICSI.5.S19, IGC.5.K1, IGC.5.K3, IGC.5.K8, IGC.5.S1, IGC.5.S2, IGC.5.S11 IGC.5.S23, IGC.5.S24; InTASC 7(b), 7(e); Mission Critical 1, 2, 4, 5]

COE 5.1: Reflect on practice in light of research on teaching, professional ethics, and resources available for professional learning in order to improve student learning. [ACEI 5.0; CEC 6.1, ICSI.6.K2, ICSI.6.K4 ICSI.6.S1, ICSI.6.S2, ICSI.6.S3, ICSI.6.S4, ICSI.6.S5, ICSI.6.S7, IGC.6.K4, IGC.6.K6, IGC.6.S2; InTASC 9(l), 9(o); Mission Critical 2, 3, 4]

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IRIS Module review and reflection

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IRIS Module review and reflection

REQUIRED READINGS & ONLINE RESOURCES

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ASSIGNMENT TO BE SUBMITTED IN DROP BOX

Complete IRIS Module and respond to the following questions:

SPE 500 Serving Students with Visual Impairments: The Importance of Collaboration Assessment

Take some time now to answer the following questions. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this Module.

1.Name at least three sources from which Ms. Milton can gather information about students with visual impairments. For each source, describe the type of information you will obtain.

2.  Imagine that you are a general education science teacher, and one of your students, Richard, has low vision. Next week, you will teach a chapter on the solar system. Using the Five­Step Process, describe how you will collaborate with others to teach this material in a way that meets Richard’s instructional needs.

3.  Describe the roles of the TVI and O&M specialist. How are their roles similar? How are they different?

4.  Name four elements that the general education teacher should consider when engaging in collaboration.

5.  Imagine that you are a general education math teacher. One of your students, Rosa, has   a visual disability. Although she has mastered all the math concepts presented this year, she is having difficulty learning fractions. You believe that Rosa has the ability to master the concept but that you need to present it in a different manner. What would you do to help Rosa? Whose assistance would you seek?

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Modifying Lesson Plan

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Modifying Lesson Plan

An essential part of being a special educator is writing and implementing IEPs and lesson plans associated with goals on IEPs. Due to legal requirements, special educators should understand the steps that go into planning effective lessons and appropriate accommodations for students with disabilities. Being able to translate IEP goals into learning objectives and accompanying lessons requires practice.

Review “Marcus Partial IEP and Lesson” to inform the assignment.

Upon reviewing the Present Level of Performance and the second grade literacy-based standards, create one academic goal specific to Marcus’ needs. Include this academic goal within the “Lesson Summary and Focus” section of the “COE Lesson Plan Template.”

Design a standards-based lesson plan, using the “COE Lesson Plan Template,” that modifies and extends skills taught in Marcus’ sample lesson plan and is aligned to his identified academic goal.

Write a 250-500 word rationale explaining your instructional choices, how your lesson extends the skills taught in the “Sample Lesson Plan” for Marcus, and how the lesson is appropriate for meeting Marcus’ academic goal. Discuss how elements of UDL will be incorporated to enhance Marcus’ learning.

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.

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Marcus Partial IEP and Lesson

 

Student: Marcus

Age: 7 years 2 months

Disability: Specific Learning Disability

 

Present Level of Performance:

Marcus is a second grade student who qualifies for special education services in the areas of reading comprehension and reading fluency as a student with a specific learning disability. He struggles with decoding grade level words and is unable to correctly answer grade level reading comprehension questions related to what he has just read. When material is read to him, Marcus is able to answer comprehension questions at grade level. According to standardized testing, his current reading comprehension is at the 1.0 grade level. When given a timed test at the first grade level, Marcus is able to correctly read 30 words in two minutes. Marcus also struggles with written expression.

Marcus is able to perform at grade level in math, which is his preferred subject. Marcus appears to be somewhat reserved around his peers, and his parents would like to see him become more social.

Sample Co-Teaching Lesson Plan (Direct Instruction)

Section 1: Lesson Preparation

Teacher Candidate Name: Ms. Lope
Grade Level:

 

 2nd grade

 
Date:

 

  
Unit/Subject:

 

 ELA
Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.

 

 

 

 

 

 

 
Classroom and Student Factors/Grouping:  

 

 

 
National/State Learning Standards: Common Core State Standards:

RF.2.3 a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
Specific Learning Target(s)/Objectives: Objective (Explicit)

Student will be able to (SWBAT):

·         decode the vowel sound short /e/ in one-syllable words.

·         to distinguish the short /e/ sound in one-syllable word within a sentence.

 

Sub-objectives

·         SWBAT sound out words phonically

·         SWBAT differentiate between different phonemes

 
Academic Language Short /e/ sound

Long /e/ sound

Ben, Ted, let, bed, red, get, tell, then, left, fell, yells, pet, Jen, net, nest, tent, wet, web.

 
Resources, Materials, Equipment, and Technology: Short /e/ Vocabulary list

Short /e/ paragraph

Short /e/ Book Jen

Short /e/ Word Search worksheet

 

 

Section 2: Instructional Planning

Anticipatory Set

 

 Time Needed
Multiple Means of Representation

The teacher will start a conversation with the student, asking the student what the different sounds the different vowels make. Teacher will then lead into conversation about the e sound and it makes two different sounds. Teacher will tell the student that today’s objective is to work on the short /e/ sound. Teacher will review the short and long e sound with student, teacher will ask student about learning it in the past. (How did you learn these sounds? How do you remember which sound to make?) Teacher will tell student that we are going to read a paragraph and look for the short /e/ sound.

 

 

Explain how you will differentiate materials for students with special needs

·         What accommodations/modifications will you include for a specific student?

·         Do you anticipate any student who will need an additional challenge?

 

 

What co-teaching approach will you use to maximize student achievement?

 

 

 

 

 

 

 Time Needed
Multiple Means of Engagement

Teacher will have the student read the paragraph that emphasizes the short /e/ sound. The teacher will help the student if needed. The teacher will then have the student highlight the short /e/ sounds. Teacher will explain that it is a short /e/ sound because of the CVC/CVCC pattern.

 

How did you know to use the short /e/ sound? What would it sound like if you used the long /e/ sound?

 

Student will read the paragraph. Student will highlight the words with the short /e/ sound. Student will ask and answer questions.

 

 

Explain how you will differentiate materials for students with special needs

·         What accommodations/modifications will you include for a specific student?

·         Do you anticipate any student who will need an additional challenge?

 

 

What co-teaching approach will you use to maximize student achievement?

 

 

 

 

 Time Needed
Multiple Means of Expression

Teacher will tell the student to read aloud the mini book and highlight the short /e/ sounds. Teacher will visually assess student while working, teacher will ask and answer questions.

 

Why did you highlight that word?

How do you know it is not pronounced (use long /e/ sound in place of short /e/ sound)?

 

Student will read the book aloud. Student will highlight the short /e/ sounds. Student will ask and answer questions.

 

 

Explain how you will differentiate materials for students with special needs

·         What accommodations/modifications will you include for a specific student?

·         Do you anticipate any student who will need an additional challenge?

 

 

What co-teaching approach will you use to maximize student achievement?

 

 

 

 

 Time Needed
 
Extension Activity and/or Homework

Teacher will talk with the student about the importance of knowing when to use the short /e/ sound giving the examples of:

Ben vs. Bean

Bed vs. Bead

Pet vs. Peat

Red vs. Read

Teacher will ask the student if there are any other words that use the short /e/ sound that make another word when the short /e/ sound is exchanged for the long /e/ sound.

 

 

 

 

 Time Needed

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Field Experience A: Special Education Teacher and General Education Teacher Interviews

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Field Experience A: Special Education Teacher and General Education Teacher Interviews

The role of the special education teacher is collaborative and requires a specific skill set and understanding of the laws and regulations related to the Individuals with Disabilities Education Act (IDEA), the IEP process, and implementation of the IEP. Additionally, special education teachers frequently collaborate, communicate, and co-teach with general education teachers to provide educational services for students with exceptionalities. Developing understanding of the roles and responsibilities of special and general education teachers in the IEP process and delivery of services to students with exceptionalities is of primary importance in professional practice.

Allocate at least 3 hours in the field to support this field experience.

Because this course does not require you to have a fingerprint clearance card, if you are not a current teacher your field experience must be completed before or after school, or during another designated time when students are not present.

In person or via phone, interview a certified special education teacher and a general education teacher specific to a grade range relevant to your program of study. Your interview notes will be submitted as part of the assignment deliverable.

In the interviews, address the following:

  • Describe your role in the IEP process.
  • Summarize the steps that should be followed prior to creating an IEP for an individual with disabilities.
  • Describe how you involve parents/guardians and students in the special education process.
  • Describe strategies that can be used to ensure confidentiality of information and instill trust with parents/guardians. Discuss other legal, ethical, and policy responsibilities teachers have related to the educational, developmental, and medical services for individuals with disabilities and their parents/guardians.
  • Explain how you offer support to parents/guardians of individuals with disabilities. Include discussion of specific types of support and resources you typically provide.
  • Describe how you collaborate with the school psychologist and administration as team members in the special education process.
  • Describe the special education resources and training provided by your district.
  • Explain how you collect data for IEP progress monitoring.
  • Describe the collaboration between special education and general education teachers to meet the needs of students.

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In a 750-1,000 word reflection, identify the school settings for the teachers you interviewed and discuss the following:

  • All team members are accountable for understanding the procedures and guidelines for the special education process. Discuss how you plan to comply with this requirement and explain how you will ensure that other team members understand their roles.
  • Describe strategies you could employ for ensuring confidentiality of information and instilling trust with parents/guardians. Discuss the legal, ethical, and policy responsibilities teachers have related to the educational, developmental, and medical services for individuals with disabilities and their parents/guardians.
  • Describe how you will encourage the involvement of parents/guardians and students in the IEP process. Include discussion about how you will document all efforts to involve parents/guardians and students in the process.
  • Describe the major differences in roles between the special education teacher and the general education teacher. Discuss whether your frame of reference about the roles of educators in the special education process has changed, and if so, explain how.
  • Describe strategies that could be used for effective collaboration between the special education teacher and general education teacher to support learning for students with disabilities.
  • Data collection should be completed by both special education and general education teachers. Describe specific strategies you can employ in your future professional practice to streamline the data collection process and support team members in the process of data collection.

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