“Diagnostic Assessment Graphic Organizer Template.”

 

 

Teachers who understand the characteristics of technically sound formal and informal assessments are better prepared to create such assessments and analyze the data they produce. Academic, cognitive, behavioral, and functional living assessments provide specific insight into the strengths and needs of students. In turn, teachers can use assessment data to guide instructional decisions for his or her students.

 

Complete the “Diagnostic Assessment Graphic Organizer Template.”

 

Cite the sources used to gather the information.

 

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. 

 

 

Diagnostic Assessments Graphic Organizer Template

Assessment	Application of the Assessment	Assessment Measures	Publication Date of the Assessment	Applicable Age/Grade Levels	Type of Scores Yielded
Wechsler Individual Achievement Test – 3rd edition
Wechsler Intelligence Scale for Children – 4th edition
Conners – 3rd edition
Vineland Adaptive Behavior Scales – 2nd edition
Assessment of Your Choice

 

Resources:

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Final IEP

Review Elli Smith’s Present Level of Academic Achievement and Functional Performance (PLAAFP) to complete your Final IEP assignment. To complete this assignment, fill in the Blank IEP provided (highlighted portions) as if this IEP meeting is occurring at the beginning of Elli’s 2^nd grade year. Look for the instructions throughout the IEP and review the grading rubric for this assignment to make sure you complete all areas of the IEP.

 

You may use your course notes and textbook materials, but do not accept assistance from anyone in developing your Final IEP. Review the feedback from your IEP Goals in Module/Week 3 before completing this assignment. If these goals were approved, you can use this on this Final IEP assignment.

 

Read the report carefully. You must base your responses for the Final IEP on the information provided.

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Elementary Individualized Education Program

 

Complete the Cover Page:

 

Student’s Name: Elli Smith	Grade: 2	Disability:
Date of IEP meeting: (Use date at beginning of school year)	The IEP annual review must occur before:
Most recent evaluation date: (Use date at beginning of school year)	Next re-evaluation (every 3 years) must occur before:
IEP Teacher/Manager (Your Name):	School: Liberty Elementary School

 

The Individualized Education Plan (IEP) that accompanies this document is meant to support the positive process and team approach. The IEP is a working document that outlines the student’s vision for the future, strengths, and needs. The IEP is not written in isolation. The intent of an IEP is to bring together a team of people who understand and support the student in order to come to a consensus on a plan and appropriate and effective education for the student. No two teams are alike, and each team will arrive at different answers, ideas, supports, and services to address the student’s unique needs. The student and his/her family members are vital participants, as well as teachers, assistants, specialists, outside service providers, and the principal. When all team members are present, the valuable information shared supports the development of a rich student profile and education plan.

 

Participants Involved

The list below indicates that the individual participated in the development of this IEP and the placement decision; it does not authorize consent. Parent consent is indicated on the “Prior Notice” page.

 

Include all participants that are required by IDEA to attend an IEP meeting.

Note: You can make up the names of the participants but the position must reflect the required participant positions according to IDEA.

 

Name of Participant	Position

 

 

Elementary Individualized Education Program

Factors for IEP Team Consideration

 

During the IEP meeting, the following factors must be considered by the IEP team. Best practice suggests that the IEP team documents that the factors were considered and any decision made relative to each. The factors are addressed in other sections of the IEP if not documented on this page (for example see PLAAFP).

 

1. Results of the initial or most recent evaluation of the student:

According to psychological evaluation, Elli demonstrates overall ability in the average range. She demonstrates substantially less well developed long-term retrieval, associative memory, and auditory processing, specifically phonemic awareness. According to an achievement assessment, Elli demonstrates average oral language skills, mathematics, and written expression in the low average range with significant deficits in reading in the borderline to deficient range. According to speech language evaluation, Elli demonstrates weaknesses in phonological awareness and auditory cohesion, as well as in pragmatic skills.

 

2. The strengths of the student:

Math: is very good at adding and subtracting and has caught on well to the strategies she has been taught.

 

3. The academic, developmental, and functional needs of the student:

Please refer to the Present Level of Academic and Functional Performance.

 

4. The concerns of the parent(s) for enhancing the education of his/her child:

Parents indicate concerns with reading skills and difficulty with frustration, attention, and adaptive skills weaknesses.

These are the concerns reported by the parents. The listing of these concerns in the IEP does not mean that the concerns are shared by the school division. To the extent the parent concerns are shared by the school division, they have been addressed in the IEP.

 

5. The communication needs of the student:

Elli’s speech and receptive/expressive language skills are considered to be within the average range.

 

6. The student’s need for benchmarks or short-term objectives:

Short-term objectives and benchmarks are not required.

 

7. Whether the student requires Assistive Technology devices and services:

The IEP team has determined that Elli does not require Assistive Technology supports and/or services.

 

8. In the case of a student whose behavior impedes his/her learning or that of others, consider the use of positive behavioral interventions, strategies, and supports to address that behavior:

Elli does not display behaviors that have been determined to be related to her identified disability that impact her learning or that of others.

 

9. In the case of a student with limited English proficiency, consider the language needs of the student as those needs relate to the student’s IEP:

Elli is not a student with limited English proficiency.

 

10. In the case of a student who is blind or is visually impaired, provide for instruction in Braille and the use of Braille, unless the IEP team determines after an evaluation of the student’s reading and writing skills, needs, and appropriate reading and writing media, including an evaluation of the student’s future needs for instruction in Braille or the use of Braille, that instruction in Braille or the use of Braille is not appropriate for the student. When considering that Braille is not appropriate for the child, the IEP team may use the Functional Vision and Learning Media Assessment for Students who are Pre-Academic or Academic and Visually Impaired in Grades K-12 (FVLMA) or similar instrument; and

 

Elli is not a student with a visual impairment.

 

11. In the case of a student who is deaf or hard of hearing, consider the student’s language and communication needs, opportunities for direct communications with peers and professional personnel in the student’s language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the student’s language and communication mode. The IEP team may use the Virginia Communication Plan when considering the student’s language and communication needs and supports that may be needed.

 

Elli is not deaf and is not a student with a hearing impairment

 

12. Extended School Year (ESY)

Elli’s IEP team determined that ESY services are not warranted.

 

Elementary Individualized Education Program

Present Level of Academic Achievement and Functional Performance (PLAAFP)

 

Student Name__________________________________________________________ Date____/____/____ Page ___of___

 

The Present Level of Academic Achievement and Functional Performance summarizes the results of assessments that identify the student’s interests, preferences, strengths, and areas of need. It also describes the effect of the student’s disability on his/her involvement and progress in the general education curriculum, and for preschool children, as appropriate, how the disability affects the student’s participation in appropriate activities. This includes the student’s performance and achievement in academic areas such as writing, reading, math, science, and history/social sciences. It also includes the student’s performance in functional areas, such as self-determination, social competence, communication, behavior, and personal management. Test scores, if included, must be self-explanatory or an explanation must be included, and the Present Level of Academic Achievement and Functional Performance must be written in objective, measurable terms, to the extent possible. There must be a direct relationship among the desired goals, the Present Level of Academic Achievement and Functional Performance, and all other components of the IEP.

______________________________________________________________________________

Student’s Strengths, Preferences, and Interests

Elli Smith is an 8-year-old girl currently in the 2nd grade. Elli was found eligible for service for Specific Learning Disability. Elli also has asthma and needs access to her inhaler, as well as regular check-ins with the school nurse.

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According to psychological evaluation, Elli demonstrates an overall ability in the average range. She demonstrates substantially less well developed long-term retrieval associative memory and auditory processing, specifically phonemic awareness. These relative weaknesses coupled with difficulties in the aspect of auditory processing, such as phonemic awareness, which is the understanding of the smallest units of sound (phonemes), might make the acquisition of reading difficult. Also, the spelling of unfamiliar words might also prove to be a challenging task. Elli’s social functioning, as assessed through rating scales, teacher interviews, and direct observation appears to be a challenging area. According to achievement assessment, Elli demonstrates average oral language skills, mathematics, and written expression in the low average range with significant deficient range. Teacher reports indicate that Elli demonstrates an independent reading level of pre primmer 1. Her auditory comprehension is very good, but her word attack is very poor. She has received PALS remediation and Title I supports for reading for a period of 6 months and has made very minimal progress despite supplemental instruction interventions targeting her identified areas of deficit.

 

Student’s Areas of Need (Deficits that Require Supports)

Elli’s areas of need resulting from her disability-related deficits include:

Decoding

Reading

Spelling

Written language

Prolonged or moderate/heavy physical activity (Asthma)

 

Effect of Disability on Student

Elli demonstrates substantially less well developed long-term retrieval, associative memory, and auditory processing, specifically phonemic awareness. These relative weaknesses coupled with difficulties in aspects of auditory processing, such as phonemic awareness, which is the understanding of the smallest units of sound (phonemes), makes the acquisition of reading difficult as well as the spelling of unfamiliar words.

 

Academic Performance

Wechsler Individual Achievement Test- Third Edition (WIAT-III)

Subtests with age-based scores:

Listening Comprehension 90, Early Reading Skills 92, Reading Comprehension 79,

Math Problem Solving 80, Alphabet Writing Fluency 96, Sentence Composition 90,

Word Reading 72, Pseudoword Decoding 77, Numerical Operations 93,

Oral Expression 95, Oral Reading Fluency 63, Spelling 80, Math Fluency-Addition 83, Math Fluency-Subtraction 89, Oral Reading Accuracy 61

Oral Reading Rate 78,

Listening Comprehension

Receptive Vocabulary 81 Below Average,

Oral Discourse Comprehension 103 Average,

Sentence Composition

Sentence Combing 98 Average, Sentence Building 84 Below Average,

Oral Expression

Expressive Vocabulary 85 Average, Oral Word Fluency 107 Average,

Sentence Repetition 97 Average, Oral Language 91 Average,

Total Reading 69 Low, Basic Reading 75 Below Average,

Written Expression 85 Average,

Mathematics 85 Average, Math Fluency 86 Average,

Total Achievement 82 Below Average

 

Teacher Educational Information

Reading instructional level (1^st); independent level (Readiness); Elli’s comprehension is good as long as it is tested orally. She can recall story elements and information when the story is read to her. Her word attack skills are extremely limited. She knows sounds when they are isolated but has difficulty putting the sounds together. Her retention of words (sight words) is very weak. She is currently receiving Title 1 and Pals Remediation, but she has made very little growth. Language instructional level (below grade level); she has memorized certain sentence structures and adapts it to the current topic. Elli is an excellent speller, but she cannot read the words she is spelling. She memorizes the spelling features. Math: She is very good at adding and subtracting and has caught on well to the strategies she has been taught. She does a great job deciding which operation should be used and then working out a word problem. Social Studies and Science: Elli does very well in both classes. Movement Ed.: she follows directions and does all activities; seems to get along with everyone during class and seems to enjoy PE. She does need access to her inhaler during PE and recess, as well as regular check-ins with the school nurse. She appears to love Art and Library and works well with other students.

 

Elementary Individualized Education Program (IEP)

Measurable Annual Goals, Progress Report

Use the Present Level of Academic Achievement and Functional Performance (PLAAFP) example of Elli to write 3 standard based goals. These goals can be the same as the goals developed in the IEP Goals assignment during week/module 3 if they were approved. You must include all goal components.

 

1. MEASURABLE ANNUAL GOAL:
GOAL:
Write the SOL number related to this goal:

 

How will progress toward these annual goals be measured? (Check all that apply)
____Classroom Participation ____ Checklist ____ Class work ____ Homework	____ Observation ____ Special Projects ____ Tests and Quizzes ____ Written Reports	____ Criterion-referenced test:_____________________ ____ Norm-referenced test: _______________________ ____Other:____________________________________

 

2. MEASURABLE ANNUAL GOAL:
GOAL:
Write the SOL number related to this goal:

 

How will progress toward these annual goals be measured? (Check all that apply)
____Classroom Participation ____ Checklist ____ Class work ____ Homework	____ Observation ____ Special Projects ____ Tests and Quizzes ____ Written Reports	____ Criterion-referenced test:_____________________ ____ Norm-referenced test: _______________________ ____Other:____________________________________

 

3.   MEASURABLE ANNUAL GOAL:
GOAL:
Write the SOL number related to this goal:

 

How will progress toward these annual goals be measured? (Check all that apply)
____Classroom Participation ____ Checklist ____ Class work ____ Homework	____ Observation ____ Special Projects ____ Tests and Quizzes ____ Written Reports	____ Criterion-referenced test:_____________________ ____ Norm-referenced test: _______________________ ____Other:____________________________________

 

Elementary Individualized Education Program (IEP)

Accommodations/Modifications

 

Accommodations/modifications provided as part of the instructional and testing/assessment process will allow the student equal opportunity to access the curriculum and demonstrate achievement. Accommodations/modifications also provide access to nonacademic and extracurricular activities and educationally-related settings. Accommodations/modifications based solely on the potential to enhance performance beyond providing equal access are inappropriate. Accommodations may be in, but are not limited to, the areas of time, scheduling, setting, presentation, and response. The impact of any modifications listed must be discussed.

 

ACCOMMODATIONS/MODIFICATIONS

 

List a minimum of 5 accommodations/modifications that are appropriate for Elli based on her PLAAFP.

Accommodation(s)/Modification(s)	Frequency	Location (name of school )	Instructional Setting	Duration m/d/y to m/d/y

 

Elementary Individualized Education Program (IEP)

Participation in the State and Division-wide Accountability/Assessment System

 

Check the assessment(s) chosen for the student’s participation in Virginia’s accountability system.  (Check if Elli will participate in Virginia’s SOL State Assessments or if she will need an alternative assessment of VAAP when she takes the state assessment in 3^rd grade. You should be able to determine this through your textbook readings and course presentations.)

 

Identify the Correct State Assessment:

• Standards of Learning (SOL) Assessments o Reading   o Math   o Science   o   History/Social Science    o Writing

 

• Alternative State Approved Substitute: Virginia Alternative Assessment Program (VAAP)

Elementary Individualized Education Program (IEP)

Services – Least Restrictive Environment – Placement

 

Least Restrictive Environment (LRE)

 

When discussing the least restrictive environment and placement options, the following must be considered:

• To the maximum extent appropriate, the student is educated with children without disabilities.
• Special classes, separate schooling, or other removal of the student from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.
• The student’s placement should be as close as possible to the child’s home and unless the IEP of the student with a disability requires some other arrangement, the student is educated in the school that he/she would attend if he or she did not have a disability.
• In selecting the LRE, consideration is given to any potential harmful effect on the student or on the quality of services that he/she needs.
• The student with a disability shall be served in a program with age-appropriate peers unless it can be shown that for a particular student with a disability, the alternative placement is appropriate as documented by the IEP.

 

 

Elementary Individualized Education Program (IEP)

Free Appropriate Public Education (FAPE)

 

When discussing FAPE for this student, it is important for the IEP team to remember that FAPE may include, as appropriate:

 

Educational Programs and Services Proper Functioning of Hearing Aids Assistive Technology Transportation

·      Nonacademic and Extracurricular Services and Activities ·      Physical Education ·      Extended School Year Services ·      Length of School Day

 

Elementary Individualized Education Program (IEP)

Special Education Services

Identify the service(s), including frequency, duration, and location that will be provided to or on behalf of the student in order for the student to receive free appropriate public education. These services are the special education services and as necessary, the related services, supplementary aids and services based on peer-reviewed research to the extent practicable, assistive technology, and extended school year services. The student will receive services that will address area(s) of need as identified by the IEP team.

Complete the Service Page Table: Include at least one educational service and one medical.

 

Special Education Service(s)	Frequency	Location (name of school)	Instructional Setting	Duration m/d/y to m/d/y

 

Effect of Disability on the Student

Elli demonstrates substantially less well developed long-term retrieval, associative memory, and auditory processing, specifically phonemic awareness. These relative weaknesses coupled with difficulties in aspects of auditory processing, such as phonemic awareness, which is the understanding of the smallest units of sound (phonemes), makes the acquisition of reading difficult as well as the spelling of unfamiliar words.

 

Placement Decision

 

Based upon identified services and the consideration of Least Restrictive Environment (LRE) and placement continuum options, describe in the space below the placement decision. This explanation of the placement decision should reflect the services outlined in the Service Page. Additionally, summarize the discussions and decision around LRE and placement. This must include an explanation of why the student will not be participating with students without disabilities in the general education class(es), programs, and activities.

 

Explanation of Placement Decision: This section must narratively explain the services outlined in the Service Page Table.

 

Elementary Individualized Education Program (IEP)

Services – Least Restrictive Environment – Placement Continued

 

No single model for the delivery of services to any population or category of children with disabilities is acceptable for meeting the requirement for a continuum of alternative placements.

 

All placement decisions shall be based on the individual needs of each student. The team may consider placement options in conjunction with discussing any needed supplementary aids and services, accommodations/modifications, assistive technology, and supports for school personnel. In considering the placement continuum options, check those the team discussed.

 

Placement Continuum Options Considered (check all that have been considered):

 

Check the services considered in the LRE placement. Review LRE as these services should be reasonable considerations based on Elli’s PLAAFP.

 

___ general education class(es) (general education classroom, inclusion, co-teaching)

___ special class(es) (resource, self-contained)

___ special education day school

___ state special education program / school

___ residential facility

___ home-based

___ hospital

___ other (describe):

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ELA Lesson Plan and Rationale

An essential component of being a special educator is adapting lessons and making accommodations for students who are performing below grade level, while still aligning to the state curriculum standards. Meeting the students’ needs is more than simplifying the lesson or teaching on a lower grade level; it is about teaching to each child’s unique strengths rather than their weaknesses.

Read the scenario below to inform the assignment that follows:

Imagine you are a resource ELA teacher for fifth graders. Your resource class consists of nine students who are reading 2-3 grade levels below their peers.

Three of your students have specific learning disabilities in the area of reading; one has been diagnosed with ASD, and two have emotional and behavioral disorders which affect their academics in all areas. Two students have mild intellectual disabilities and one student is a speech and language impaired student who is struggling with reading.

One student was retained and is repeating fifth grade, and one is a new student whose records have not yet arrived, but reports this is his second time in fifth grade.

All of your students are decoding and comprehending at approximately a second to third grade reading level. All attend general education classes for at least part of the day. Eight of the nine students are males who show an interest in science and nonfiction texts, while your female student considers herself to be a fairy princess, she adores Disney, and she detests all the topics the other students love.

Review Appendix B of the Common Core Standards and select a fifth-grade exemplar informational text.

Using the “COE Lesson Plan Template,” create a lesson plan designed to meet the specific needs of the students in your class that enhances language development and communication skills, and incorporates:

• The chosen fifth grade exemplar informational text.
• A Common Core Standard or other state standard specific to informational text.
• Assistive technology within the lesson and the lesson’s summative assessment.
• 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.
• In the “Rationale/Reflections” part of the lesson plan, write a 250-500 word rationale explaining your instructional choices. Be sure to address how the lesson enhances language development and communication skills. In addition, reflect upon how you would provide students feedback on formative assessments to prepare them for a summative assessment.

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Section 1: Lesson Preparation

Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
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:	Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:	Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments. Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:	Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following: Who is the audience What action verb will be measured during instruction/assessment What tools or conditions are being used to meet the learning   What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are. For example: Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language	In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:	List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.

 

Section 2: Instructional Planning

Anticipatory Set Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson. In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson.   For example: ·         I will use a visual of the planet Earth and ask students to describe what Earth looks like. ·         I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.	Time Needed
Multiple Means of Representation Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc. In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.   For example: ·         I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story. ·         I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner.   Explain how you will differentiate materials for each of the following groups:   ·         English language learners (ELL):       ·         Students with special needs:       ·         Students with gifted abilities:       ·         Early finishers (those students who finish early and may need additional resources/support):	Time Needed
Multiple Means of Engagement In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.   For example: ·         I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence.  ·         I will model one example of solving a number sentence on the white board before having students search for the matching card. ·         I will then have the partner who has the number sentence explain to their partner how they got the answer. Explain how you will differentiate activities for each of the following groups: ·         English language learners (ELL):       ·         Students with special needs:       ·         Students with gifted abilities:       ·         Early finishers (those students who finish early and may need additional resources/support):	Time Needed
Multiple Means of Expression Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment. In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments. Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising. Underline the names of any formative assessments. For example: Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning.                 Explain how you will differentiate assessments for each of the following groups: ·         English language learners (ELL):         ·         Students with special needs:       ·         Students with gifted abilities:       ·         Early finishers (those students who finish early and may need additional resources/support):	Time Needed
Extension Activity and/or Homework Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.	Time Needed

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Key Components in Collaboration and Consultations

Implementing effective collaboration practices can help educators break down possible barriers and build relationships with students, families, colleagues, and community members. Understanding the characteristics and components of effective collaboration techniques is the precursor to being able to implement them.

Part 1: Components in Collaboration Matrix

For this part of the assignment, complete the matrix in Part 1. Summarize each key component of collaboration, based on information from your topic readings. In addition, explain how the key components tie into general and special education teachers’ roles and responsibilities to support the learning for individuals with disabilities.

Part 2: Collaboration and Consultations Reflective Questions

Respond to each prompt listed in Part 2 in 100-150 words. Support each response with a minimum of one scholarly resource and reference your completed collaboration matrix where applicable. Use the “References” section of the template to list your sources.

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Key Components in Collaboration and Consultations Template

Part 1: Components in Collaboration Matrix

Essential Key Components of Collaboration	Description of  Key Components/Elements	General Education Teacher Roles and Responsibilities to Support the Learning for Individuals with Disabilities	Special Education Teacher Roles and Responsibilities to Support the Learning for Individuals with Disabilities
Preparation Examples: §  Prior experience §  Novice teacher education §  Advanced programs §  Professional developments
Role Examples: §  Role delineation §  Role clarification §  Role expectations §  Role parity
Structure Examples: §  Time §  Resources §  Organization §  Management
Support Examples: §  Assessment §  Evaluation §  Acceptance §  Commitment

 

Part 2: Collaboration and Consultations Reflective Questions

Respond to each of the following questions in 100-150 words.

1. What historical and theoretical foundations have influenced collaborative school consultation?

 

2. What positive outcomes can result from well-implemented collaborative school consultations?

 

3. How can the diversity of co-educators be an advantage when working in teams? How can the diversity of co-educators benefit students in creating a safe, inclusive, culturally responsive learning environment?
4. Co-educators can have wide variations in their professional perspectives. How can collaborative school consultation address students’ needs effectively in these situations? What ethical considerations are most relevant in this situation?

 

5. How can technological advances help co-educators strengthen collaborative connections and develop networks for the benefit of individuals with disabilities and their families?

 

6. How does collaboration play a factor in the Individuals with Disabilities Education Act (IDEA)?

References

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Core115 week6 assignment

Here They Stand Paper

Introduction

Whenever the topic of education arises, the majority of us consider that the quickest way to advance learning is through technology. However, the opposing argument is quite strong that technology can actually do more harm to students than good. This opposing view is significant in that it makes us go beyond the enthusiasm surrounding the availability of new tools and reflect on the facts occurring within the classrooms. Most educators and researchers fear that more use of technology is making inequality bigger, lessening meaningful teacher-student interaction, and making students less deep in the learning process. This opinion is important, as it compels us to take a step back and give consideration to the question of whether we are resolving issues or causing them. The knowledge of this stance preconditions a discussion on more honest grounds regarding what students actually require to succeed.

Thesis Statement

The counterargument to this is that technology is not to be viewed as the driving force behind education. Rather, they assume that providing students with more devices and software can give conflicting or counterproductive outcomes. This position holds that learning is supported by strong teachers, stable communities and even equal resources, rather than technology. They also claim that digital devices may increase inequalities in achievement, overload teachers, as well as decrease attention and motivation among students. In this view, education must put less emphasis on technology and more on human support systems.

Evidence

Experience:

Most instructors give real-life examples that technology is a hindrance rather than a supplement. To illustrate the point, educators in low-resource schools frequently have to deal with the inability to have a steady internet connection, ageing devices, or applications that they were never trained to operate (Microsoft, 2017). These issues result in increased pressure in the classroom and a waste of time in the classroom. In his article, Nadella even admits that technology is meant to assist, not to dishearten teachers, but classrooms all over the world are reporting the contrary. Students lose precious learning time when their teachers are too busy fixing technical problems, contributing to the thesis that human resources are more important than technology.

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Testimony:

This opinion is supported by numerous recent research works. According to studies, students who spend over moderate time on digital devices at school tend to do poorly on reading and math tests (Miah, 2024). Likewise, a 2022 article published in Educational Researcher demonstrated that the growth in the use of devices tends to increase achievement disparities due to the fact that schools with greater wealth can afford technology more than those that are underfunded (Langer et al., 2021). Another study also discovered that continuous device usage leads to distractions and a lack of the capability of students to focus in the long term (Microsoft, 2017). These results confirm the argument that technology is not the solution to overcoming profound educational issues and can even aggravate them.

Logic:

The main reasoning behind the opposing argument is that education is a process that is human-based. Technology can bring about convenience, but learning is a matter of relationship, motivation and emotional support. When schools pay too much attention to technology, they will fail to recognize the critical role of teachers in the development of the thinking of students. There is also an argument that, due to the rapid technology change, more costly tools become obsolete, and money that could otherwise fund the training of teachers, mental health services, or reduced class sizes is spent (Langer et al., 2021). Lastly, opponents claim that providing students with more equipment is not the answer to opportunity; it is the ability to guide and teach students well and provide them with equal access to resources.

Conclusion

The counterargument has good arguments for being wary of excessive dependence on technology in education. Their argument captures actual classroom issues, valid research and logical reasoning. Even though technology has its positive side, it shows that it cannot substitute the talents of teachers, communities that support, and resources that are provided fairly. Their position is valuable to understand since it helps us avoid simplifying educational issues. Listening to this opinion, we see a bigger picture of what students require to succeed. It teaches us to see past technology and technology devices and focus on people as a starting point of meaningful learning.

References

Langer, M., Landers, R. N., Langer, M., & Landers, R. N. (2021). The future of artificial intelligence at work: A review on effects of decision automation and augmentation on workers targeted by algorithms and third-party observers. Computers in Human Behavior, 123, 106878. https://doi.org/10.1016/j.chb.2021.106878

Miah, M. (2024). Digital inequality: the digital divide and educational outcomes. ACETJCER, 2023.

Microsoft. (2017, June 23). CEO Satya Nadella on the importance of education [Video]. YouTube. https://www.youtube.com/watch?v=ejfsN8xOEoU 

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