Category: Special education

This assignment provides students the opportunity to understand the IEP process and requirements at a deeper level. Students will review and apply a special education student’s IEP to course learning with particular emphasis on curricular and instructional strategies. The project includes a written reflection for students to gain an understanding of multiple perspectives including the family and the student.
What needs to be in this paper has been attached.
All 8 parts of the assignment in part 1 and part 2 don’t worry about the reflection on the video since I cant post that here ill work on that one myself
The IEP
The rubric

Instructions
In this discussion board, please reflect on the assigned readings for this week by answering the following question:
What are the big ideas that these readings convey about collaborating and communicating with families of students with disabilities?
Module Seven Readings
Turnbull, A., Turnbull, H. R., Turnbull, E. J., Erwin, E. J., Soodak, L. C., & Shogren, K. A. (2014). Families, professionals, and exceptionality: Positive outcomes through partnerships and trust. Download Families, professionals, and exceptionality: Positive outcomes through partnerships and trust.Pearson,  Chapter 8.
Cheatham, G., & Milagros Santos, R. (2011).Collaborating with families from diverse cultural and linguistic backgrounds.Links to an external site. Young Children, 66(5), 76-82.
Cheatham, G., & Ostrosky, M. (2009). Listening for details of talk: Early childhood parent-teacher conference communication facilitators.Links to an external site. Young Exceptional Children,13(36), 36-49.
Requirements
Respond to the initial question listed above by the due date
Your response should be a minimum one to two paragraphs
Your response should include key terms, vocabulary, or concepts used in the readings
Any reference to the reading should include appropriate APA citation

a. Gain background knowledge about MTSS and how these systems of support are implemented in schools.
b. Select either the Response to Intervention (RTI) or Positive Behavioral Interventions & Supports (PBIS) model for the focus of this project.
c. Please interview a mentor teacher, special education teacher, and/or administrator using a set of questions developed in advance. The questions will be developed to elicit information about the selected model, including how the model is implemented, its successes & challenges, and other pertinent information. The teacher candidates will collect and review relevant school district data where available as part of the interview process.
d. The teacher candidates will develop a paper that summarizes the interview findings, provide an analysis that compares and contrasts the selected model and school district with models being implemented elsewhere using research, and provide a reflection that addresses how your perceptions and understanding of MTSS might of changed and expanded after completing this project.
I will attach the rubric as well as an example given to me but the professor

literacy Assessment and Instructional Plan
Develop an assessment and instruction plan for one student. Using a
positive and professional tone, include the following in your assessment
and instruction plan:
Basic Data
Student name
Student grade/stage of development
Type of assessment analyzed
Summary of assessment document Include summary statements for all areas assessed (minimum 4):
concepts of print, phonemic awareness, decoding strategies, high
frequency sight word recognition, phonics, writing, fluency,
comprehension & vocabulary
Highlight this child’s strengths and weaknesses in each area: what
does the child know, what is the child not yet demonstrating
understanding of?
Instruction Plan
• Discuss instructional needs based on assessment. Instruction should
reflect best practices. Describe explicit instruction and modeling as
well as opportunities for guided and independent practice.
Please make sure to take note of the following information: TEXT: the above in dark letters is the official instructions. I have also attached 2 sample files (the last 2 attachments) to demonstrate how the final output should look like. However, I urge you not to simply replicate the samples. Please carefully read and follow the provided instructions. Additionally, there are 6 important tests (NOT EXAMPLES) attached (The first 6), which you must use to test the kid . Please summarize the results of the 6 tests you tested the kid in the assignment. and feel free to ask any questions if needed

The purpose of this assignment is for you to get a better understanding of the perspectives of families of students with disabilities when collaborating with education personnel.
To complete this assignment, follow the steps listed below:
You will identify a family member of a student with a disability and ask permission to interview him or her about his or her experiences in working with education personnel to provide special education services to the student with a disability
Try to identify a family member who has been closely involved in collaborations with education personnel (e.g., they attend IEP meetings, they communicate closely with classroom teachers, they help students with homework, etc.).
You will develop a list of four to five interview questions to discuss with the family member; interview questions can include (but are not limited to):
Family’s role in collaborating with education personnel
Challenges they have experienced
Successes they have experienced
Advice to education personnel about improving the special education collaboration process
Questions they have about special education services
Supports they need or wished they had
Experiences communicating with education personnel
After discussing the questions with the family member, you will write a two-page (double-spaced) reflection paper about what you learned from the family member. Your reflection paper should include new insights you have gained, recommendations you have for improving family-school partnerships, challenges the family member noted about the collaboration process, lingering questions you have, etc.

Instructions
This assignment asks you to apply what you have learned through the readings and module content. You will be presented with a set of scenarios to analyze and reflect upon.
Case Study 1: 
You are having your first IEP meeting with a new family. The records you have indicate that they are primarily Spanish-speaking, so you have arranged for a language interpreter. The father states that he understands some English. During the visit, he chooses to serve as the interpreter and relays the information, as he understands it, to his wife. As a result, you find yourself being misunderstood, misinterpreted, and misquoted by the father, and you are, therefore, unable to ensure that both the father and the mother are receiving accurate information. Holding the conversation in English seems to hold a special purpose to the father (adapted from Chen, Chan, Brekken, Lynch, & Valverde, 1993).
What do you see as the problems in this case?
What are some possible ideas for addressing or resolving the problems?
What potential solution would you try and why?
Case Study 2:
You are going to have your first IEP meeting with a Russian family. The family members speak some English but are not fluent. You want the meeting to go well and to be a positive beginning to your partnership with the family.
How will you plan and structure the meeting to accomplish your goals?
What things should and should not take place during the meeting to accomplish your goals?
Requirements
Read each case or scenario, and then answer the questions that follow
Upload your completed assignment, which should be approximately two double-spaced pages, by the due date

After reading Chapter 9 (pages 138-179) on Complex Cognitive Processes, respond to this prompt:
– Describe several learning and study strategies that help students develop their metacognitive abilities.

I have attached all of the instructions and details for this assignment. The instructions need to be followed exactly. It will get sent back for revision if every element is not addressed. Be sure to pay attention to how many of something the instructions are asking for. Often, it may say ‘both’ or ‘one.’ Just be mindful. If you need any clarification or more details, please let me know. 

As you continue revising your problem statement and finding evidence for the problem, you need to make sure that these components are aligned. Using the same wording for your main concepts, populations, study, etc. helps. 
To complete:
By Day 7 of Week 3, post your revised one-sentence problem statement and three bullet points (do not post your paragraphs into the discussion) noting where you will find or have already found the evidence that support your problem.
Keep deliberating about the feedback on your problem statement and keep reading peer-reviewed research articles about the particular problem you have selected. Not only do you have to provide solid evidence that the problem exists, but also that this is a topic relevant to the educational community.
For example:
The problem to be addressed through this study is that approximately 60% of 9th grader do not score proficient on the reading comprehension subscale of the Georgia Milestone Assessment System (GMAS) at Georgia High School (GHS, a pseudonym).
The solid evidence for this problem statement is the actual reading comprehension 9th grade GMAS scores at GHS for the last 5 years as well as peer-reviewed studies that investigated low reading comprehension scores in Georgia and other states. And here is how you provide a table with the actual test scores in APA7:  https://academicguides.waldenu.edu/formandstyle/apa/tablesfiguresLinks to an external site. 
A note of caution: Providing solid evidence for the problem of your study takes time and effort. Do not give up if you cannot find evidence right away. Only reading multiple articles will get you there.
And once again, confirm that the problem you have selected falls within the specialization of your doctoral program.
Please remember that you are a few terms away from starting your actual capstone. If you receive a high score on your assignments, that means ONLY that you tried and that you are making progress. It does NOT mean that your problem statement is approved! All you are doing at this point is starting the doctoral journey. 
LEARNING RESOURCES
Required Readings
Walden University Office of Research and Doctoral Services. (n.d.-b). Doctoral prospectus resourcesLinks to an external site.. https://academicguides.waldenu.edu/research-center/program-documents/prospectus-resources
Note: Please refer to the EDD Prospectus Form link on this web page.
Walden University Capstone Form and Style. (n.d.). Tables and figures: HomeLinks to an external site.. Walden University Guides. https://academicguides.waldenu.edu/formandstyle/apa/tablesfigure
Walden University, LLC. (n.d.). Doctoral Degree CoachLinks to an external site.. https://coach.waldenu.edu/
Required Media
Walden University Office of Research & Doctoral Services. (2019, August 15). Doctoral degree coachLinks to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=qzp_Txk8yOI
Walden University, LLC. (2016d). Dr. Research: Ensuring alignment in capstone design [Video]. Walden University Canvas. https://waldenu.instructure.com.
Note: The approximate length of this media piece is 4 minutes.
So this is actually a discussion post paper

Choose two of the situations listed and script a coaching conversation for each. Use the knowledge you have acquired in this module and the questions at the end of each vignette to inform you as you create the script for the coaching conversations.
Use the template to create your two coaching conversations
Each conversation should be one to two pages in length
You will be graded on how completely you address each scenario and how you apply main concepts from the module
1) Elementary Educator in Need of Feedback and/or Professional Development
As you travel from your classroom to take a needed restroom break, you pass the kindergarten classroom. What you see as you glance into the classroom concerns you. So, when you return to your own classroom you take the time to complete a 5-minute observation of what is currently occurring in this kindergarten classroom. The classroom teacher is leading large-group instruction on the learning carpet. The students are sitting, listening, and responding to the phoneme lesson of the day; the form and sound of the letter ‘d’ is being presented with motions, verbal responses, and even song. The paraeducator assigned to this classroom is sitting on the floor at the back of the carpeted area, and sitting in her lap is Susie. Susie does not appear engaged in the lesson but instead appears to be snuggling in the paraeducator’s lap, relaxing.
During orientation, this paraeducator participated in a brief overview of the mandate concerning the privacy act and its application for all students, as well as the rights of students to be included with their peers at all time. But due to the limited time allotted to the initial professional development session, the majority of time was spent on an overview of specific disabilities of three students in this class (including Susie) and how to accommodate their needs to enhance their learning.
A loving paraeducator is a good thing, but Susie’s right to privacy and inclusion are being violated. Sitting in an adult’s lap is not a “cool thing” from the perspective of her peers; therefore, Susie will be considered different and babyish by these peers. Lap sitting is also not an adaptation that enhances Susie’s learning potential because she was not attending to the lesson.
What will you offer this loving paraeducator to improve both her knowledge and skill level? How and where will you address your concerns?
2) Secondary Paraeducator in Need of Feedback and/or Professional Development
A classroom teacher has approached you with a concern about his second-hour middle school math class. Paraeducator Miss Jane has been assigned to him during that class to offer students support under his direction; there are twenty-one students in this class, including two students with disabilities and one ELL student. Miss Jane offers the appropriate accommodations to all pupils except one particular student, Jonathan, and that support is bordering on inappropriateness. Miss Jane and Jonathan have a history together because she was his one-on-one paraeducator during his elementary school years. Miss Jane has formed a relationship with Jonathan’s mother as a result, meeting with her weekly for a chat and cup of coffee. Jonathan has no physical disability that makes it difficult for him to find the correct page in his textbook. He owns a pencil holder with plenty of writing instruments located in the front of his notebook. Yet, Miss Jane routinely turns his book to the correct page and gives him her pencil to use during the math lesson. When the teacher asks students to take notes, Miss Jane is taking those notes and putting them into Jonathan’s notebook (students earn points for maintaining class notes).
Jonathan’s academic team agrees that supporting Jonathan to become academically independent is one of his IEP goals. The classroom teacher has privately discussed with Miss Jane appropriate accommodations for Jonathan once and has documented that conversation. However, Miss Jane continues to hover over Jonathan, performing the aforementioned acts. The math teacher wishes for you, the special education teacher, to follow up on his instructions with this paraeducator. He also wants to know what professional development related to increasing a student’s independence level might be offered to Miss Jane.
As you think back to the paraeducator orientation presented at the beginning of the year, Miss Jane was offered professional development concerning student privacy and inclusion rights. Miss Jane has also participated in the academic team’s meetings concerning Jonathan when increasing Jonathan’s independence as a student was discussed. You recall that she was silent during those discussions and goal-writing sessions.
How will you follow up on the math teacher’s directives with Miss Jane? What topic(s) may need to be presented as professional development to improve Miss Jane’s knowledge and skills? How and where will you address these concerns?
M6: Coaching Conversation
854: M6: Coaching Conversation
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeContent
20 pts
Both scripts address a given scenario.
10 pts
One script addresses a given scenario.
0 pts
Neither script addresses a given scenario.
20 pts
This criterion is linked to a Learning OutcomeApplication of Coaching Techniques
10 pts
Application of coaching techniques from the module’s readings in both scripts.
5 pts
Application of coaching techniques from the module’s readings in one script.
0 pts
No attempt to apply coaching techniques from the module’s readings to scripted conversations.
10 pts
This criterion is linked to a Learning OutcomeMechanics and Style
5 pts
Scripts are written in a professional tone and are free from any grammatical or spelling errors
2 pts
Scripts are written in a professional tone, but have a few grammatical or spelling errors.
0 pts
Language (unprofessional tone), spelling, and grammatical errors inhibit comprehension
5 pts
This criterion is linked to a Learning OutcomeOrganization
10 pts
Template followed for both scripts.
5 pts
Template followed for one script.
0 pts
No attempt to follow given template for scripts.
10 pts
This criterion is linked to a Learning OutcomeFormatting Requirements
5 pts
Page guidelines are applied to both scripts.
2 pts
Page guidelines are applied to one script.
0 pts
Neither script adheres to page guidelines (1-2 pages per script)
5 pts