Category: Education

In this task, you will create a proposal for implementing a new curriculum to address a curricular goal. In your proposal, you will explore the key components of a curriculum design model and how they inform the curriculum design process.
The curricular model to be used is 
Universal Design for Learning  for special education middle school                         (low incidence Students)
A.  Write a proposal for designing a new curriculum that could be implemented in your educational setting and that incorporates a researched-based curriculum design model (e.g., Taba, Tyler, UbD, UDL, PBL, etc.), by doing the following:
1.  Discuss the educational setting in which the curriculum will be implemented, including the following:
•  content area-Special Education Cluster (low incidence)
•  grade level(s) 6th-8th grade
2.  Identify a curricular goal to be achieved by implementing the curriculum.
3.  Explain the rationale for proposing the curriculum based on the curricular goal.
4.  Discuss how the key components of the chosen curriculum design model will inform the curriculum design process.
5.  Explain why the chosen curriculum design model is appropriate for achieving the curricular goal.

Developing the skill to create professional and effective feedback is important for the instructional coach, so rapport and respect is not only earned, but maintained, with their staff.
Allocate at least 3 hours in the field to support this field experience.
Use the remaining field experience hours to assist the teacher in providing instruction and support to their class.
For this assignment, spend time discussing and planning with your mentor teacher on the Mentoring Plan to Improve Teaching Practice to create a mentoring plan for the mentee teacher you observed in the Topic 3 clinical field experience. As you create the plan, collaborate with your mentor teacher to ensure you are communicating in a way that builds trust and rapport.
The plan should include the following:
Goal for the mentee to improve their instructional practice.
Skills, knowledge, or behaviors of the mentee that will benefit from further development.
Action steps for the mentee to reach the goal, including milestone deadlines. 
List of support resources recommended for the mentee.
Identify possible obstacles the mentee may encounter.
Establish criteria for success; how the mentee knows they have successfully reached their goal.
A tool to provide feedback on the mentoring process to ensure the mentee has the necessary skills and knowledge to grow.
Support the plan with 3-5 scholarly resources.
At the end of your mentoring plan, reflect, in 250-500 words, on how you will practically and effectively encourage the mentee to change or improve their practice. Additionally, provide strategies you will use to motivate the mentee and promote self-efficacy.

Throughout this course, you have studied the major
principles, concepts, and learning theories related to the major developmental
milestones and stages of development. With this knowledge, you will explore how
to integrate the major principles, concepts, and learning theories when
determining the appropriate instructional strategies that meet the diverse
needs of all students.
Imagine you are a third-grade general education teacher
trying to support the needs of specific students in your classroom. Using the
“ELM-500 Case Study,” write a 750–1,000 word essay that addresses the following
areas of development:
Describe each student’s current state of
cognitive, linguistic, physical, social, and emotional development.
Explain how you would use the background
information and experiences, interests, and strengths of the students in
the case study to design developmentally appropriate and engaging learning
experiences, promote the acquisition of knowledge, and increase motivation.
Describe three developmentally appropriate
instructional strategies that a teacher could implement in a third grade
classroom to support the learning of all students.
Explain how you would adjust (differentiate) each
instructional strategy to support Alicia, Sena, and Jeremy’s cognitive,
linguistic, social, emotional, and physical development. Use major
concepts, principles, theories, and other research to support your
adjustment suggestions.
Describe one technique or strategy you could
implement with each student in the case study to increase their motivation
and promote self-directed learning.
Explain what personal values and biases may affect
teaching and how those can influence student learning, specifically
students with diverse needs such as those in the case study.
Support your findings with a minimum of 3-5 scholarly
resources.
Prepare this assignment according to the guidelines 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.
You are required to submit this assignment to LopesWrite. A
link to the LopesWrite technical support articles is in Class Resources if you
need assistance.
Benchmark Information
This benchmark assignment
assesses the following programmatic competencies and professional standards:
MEd Elementary Education
(ITL/NITL)
1.1: Apply knowledge of
students’ developmental level, prior experiences, interests, and culture to
design appropriate and engaging instruction. [InTASC 1(b), 1(d), 1(e), 1(f),
1(h), 1(i), 2(a), 2(b), 2(c), 2(d), 2(j), 2(m), 3(r); TPE 1.1, 4.2; AAQEP 1a,
1b; MC2, MC5]
1.6: Design and modify
instruction applying the major concepts, principles, theories, and research
related to the cognitive, linguistic, social, emotional, and physical
development of children and young adolescents. [InTASC 1(e), 1(h), 2(a), 2(j),
7(j), 7(n), 8(j), 8(k), 8(p); TPE 1.1, 2.1; AAQEP 1b; MC2]
5.1: Reflect on personal
values and biases and how they may affect teaching and learning. [InTASC 9(e),
9(i), 9(m); TPE 6.2; MC3, MC4]
MEd Elementary Education
and Special Education (ITL/NITL)
1.3: Design and modify
instruction applying the major concepts, principles, theories, and research
related to the cognitive, linguistic, social, emotional, and physical
development of children and young adolescents that supports the role of
language and culture in learning, and readiness for learning across performance
areas. [InTASC 1(a), 1(e), 1(f), 1(g), 2(c), 2(d), 2(e), 2(g), 2(i), 2(j),
2(k), 2(o); MC2, MC3, MC5]
1.4: Create
developmentally appropriate instruction that takes into account individual
learners’ strengths, interests, differences, and needs, using instructional
strategies that promote students’ learning and individual development,
acquisition of knowledge, and motivation. [InTASC 1(b), 1(d), 1(h), 1(i), 2(a),
2(b), 2(f), 2(g), 2(h), 2(l), 2(m), 2(n); MC2, MC3]
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ELM-500 Case Study
Scenario: You are a third-grade general education teacher at Oak Street Elementary
School and have the following students in your third-grade class.
Name: Alicia Hernandez
Alicia has attended Oak Street Elementary School since first grade. She
is a native English speaker. She is a very happy outgoing child. Both her first
and second grade teachers report that Alicia loves art and enjoys participating
in art class. This year her parents enrolled her and her best friend in a
Saturday painting class.
Alicia is very social at school. She has many friends that she plays with
on the playground. She shows kindness to classmates and volunteers to help with
classroom jobs. She works well when paired with peers or in a group setting.
While in first grade, Alicia struggled to master all the first grade
benchmarks but with support met the minimum requirements and was promoted to
second grade. In second grade, Alicia continued to struggle. Her second grade
teacher met with Alicia’s parents several times concerning her lack of progress
on the second grade benchmarks.  A
variety of teaching strategies were tried to support Alicia’s academic needs.
Baseline data from the reading assessment indicates Alicia is reading
below grade level at 1.6 (first grade and six months).
Baseline data from the math assessment indicates Alicia is performing
math calculations below grade level at 1.8 (first grade and eight months).
Name: Sena Kim
Sena has attended Oak Street Elementary School since second grade when
she and her family moved to America. She has been classified as an ELL student
and receives English language development, in addition to content area
instruction. Sena was born in South Korea and her family only speaks Korean at
home. She attended school in South Korea until moving to America. Her family is
very involved in their local Korean-American church. 
Sena’s teachers have indicated she can complete grade-level work when the
material is presented in her native language but has not yet mastered English
enough to fully understand either written or oral instruction in only that
language.
Sena is shy and does not talk a lot in the classroom but has begun
building relationships with a few girls in the class and can be seen laughing
and smiling during their small group interactions. She enjoys drawing and
playing with her siblings at home.
© 2023. Grand Canyon University. All Rights Reserved.
Baseline data using native language material indicates Sena is reading on
grade level at 3.2 (third grade and two months).
Baseline data using native language material indicates Sena is performing
math calculations above grade level at 4.1 (fourth grade and one month).
Name: Jeremy Smith
Jeremy has attended Oak Street Elementary School since kindergarten. He
is a native English speaker with an above average IQ (133). Jeremy has an
orthopedic impairment and uses an electric wheelchair for mobility. He enjoys
creative activities and taking art with his peers. Cognitively he functions
above his peer group but struggles with social interactions.
His parents indicated that he sometimes experiences depression because he
feels different than his friends at school and cannot participate in all of the
typical activities his peers can engage in regularly. Jeremey tends to be very
hard on himself when he makes mistakes and can behave inappropriately when he
gets frustrated. He enjoys playing video games at home.
Baseline data from the reading assessment indicates Jeremey is reading
above grade level at 6.2 (sixth grade and two months).
Baseline data from the math assessment indicates Jeremey is performing
math calculations above grade level at 5.5 (fifth grade and five months)

Your task is to craft an essay that draws connections between these diverse legal cases – Ward v Flood, Plessy v Ferguson, Tape v Hurley, Aoki v Deane, Piper v Big Pine, and the Lemon Grove Incident- and the groundbreaking decision in Brown v Board of Education. 

Imagine that you are a classroom teacher for students in the grade level you are most interested in teaching. It is the beginning of the school year, and you will soon be introducing students to the first book they will read and study as a class. As the teacher, you are tasked with differentiating instruction and employing various motivational strategies to ensure that your students are engaged with what they are reading. You have decided that you will create a project-based assessment that can meet the differentiated needs of the students and provide a culturally relevant learning experience.
Instructions
Study the “Class Profile” to learn more about the specific needs of the students in the class. Use the qualitative and quantitative data presented to think about how you can motivate students based on their interests and needs and provide classroom activities that will increase skills and performance levels.
Review the entire “Literature Project” so you are familiar with the components and requirements of both parts of the project. Continue to develop the project-based literature project by referring to the “Class Profile” and completing Part 2 of the “” template as directed.
Attached will be template to be used for completing assignment and the class profile. Please refer to the https://tea.texas.gov/academics/curriculum-standards website when referencing state standards.

Instructions 1st page. Please make it simple. APA style with reference included. 3-4 pages if permits.

For this assignment, create a PowerPoint presentation that is suitable to deliver to parents to assist their children with language and literacy development at home. Include the following information:
Develop an introductory letter to parents that invites and encourages their attendance at your meeting at school to discuss ways to support their children’s language and literacy development at home.
Develop a PowerPoint presentation that involves the following components:
An introduction that expresses the importance of language and literacy development at home for their children.
Strategies to support their children’s language and literacy development at home.
Communication methods between parents and their children’s teachers to reinforce new instructional material involving language and literacy development presented at school.
Strategies to reinforce their children’s language and literacy development when difficulties are experienced with reading, writing, and spoken language.
Develop a brief meeting evaluation form for parents to complete.
Incorporate appropriate animations, transitions, and graphics as well as “speaker notes” for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists.
Support your presentation with at least three scholarly resources. In addition to these specified resources, other appropriate scholarly resources may be included.
Length: 12-15 slides (with a separate reference slide)
Notes Length: 150-200 words for each slide
Be sure to include citations for quotations and paraphrases with references in APA format and style where appropriate. Save the file as PPT with the correct course code information. Upload the completed assignment in the Activities area of the course.

Review all the material in this course (attached below) focusing on the philosophies and theories of education, and then conduct your own research about the philosophy and theories that are of greatest interest to you. Write a one, to one and a half-page (approximately 500-800 word) essay describing your personal philosophy and theory of teaching. You should list at least one philosophical orientation and one educational theorist, although you are not limited to one of each. To support your position as to why you align with the philosophy and theorist(s) you selected, cite at least two outside sources.
Please refer to these links to ensure you are citing your sources appropriately.
Purdue OWLLinks to an external site.
EasyBIBLinks to an external site.

Write a brief paper (3 pages) with an assessment case example that pertains to the content covered by the Final test (Chpt 3, 4, 5: Validity, Reliability, Fairness in Classroom Assessment). Your brief paper can be also a brief research literature review on the topics covered in the content of these chapters.
please use the textbook screenshots as a source

Describe your topic and argue for the importance of studying it (in approximately 5-7 pages).
Introduction. In an introduction to this section, describe your topic and illustrate why and how it is relevant today.
Problem statement. Share a pertinent problem of practice related to the topic. This problem statement should go beyond “it has not been studied” to explaining why it is essential to study this topic.
Significance Statement. Explain why this topic merits investigation, specifically indicating who will find it significant for their work and why. 
Purpose statement. Describe the purpose of your study (e.g., In this qualitative or quantitative study, I will X).