MY CLASSES 0 MESSAGES ECEartha Coard GCU Student SPD-550eventannouncementsinsert_drive_filelibrary_booksmessage99+psychologymenu_bookT1T2T3T4T5T6local_librarySSCpeopledescriptionT4 Topic

MY CLASSES

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MESSAGES

ECEartha Coard

GCU Student

SPD-550eventannouncementsinsert_drive_filelibrary_booksmessage99+psychologymenu_bookT1T2T3T4T5T6local_librarySSCpeopledescriptionT4

Topic 4: Connecting Content and Standards

Sep 23, 2021 – Sep 29, 2021Max Points:155

Objectives:

1. Use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for students with disabilities. [CEC 4.2, ICSI.4.K1, ICSI.4.K4, ICSI.4.S1, ICSI.4.S5, ICSI.5.S19, IGC.4.K1; InTASC (6(g), 6(j), 6(k), 6(l), 6(o), 6(t)]
2. Plan instruction for students with disabilities that uses appropriate strategies and assistive technologies, and enhances language development and communication skills. [CEC 5.2, 5.3, 5.4, ICSI.5.K2, ICSI.5.K3, ICSI.5.S6, ICSI.5.S7, ICSI.5.S8, ICSI.5.S9, ICSI.5.S10, ICSI.5.S15, ICSI.5.S16, ICSI.5.S19, IGC.5.K3, IGC.5.K8, IGC.5.S1, IGC.5.S4, IGC.5.S7, IGC.5.S9, IGC.5.S12, IGC.5.S13, IGC.5.S14, IGC.5.S21, IGC.5.S23, IGC.5.S24, IGC.5.S25; InTASC 2(a), 2(g), 2(h), 5(h), 7(b), 7(k), 8(a), 8(h), 8(k), 8(l), 8(n), 8(o)]
3. Plan formative and summative assessments for students with disabilities that are aligned to learning goals and objectives and use appropriate strategies and assistive technologies, based on individual student needs. [CEC 4.1, 4.4, 5.3 ICSI.4.K1, ICSI.4.K4, ICSI.4.S2, ICSI.4.S3, ICSI.5.S21, IGC.4.S2, IGC.4.S3, IGC.5.K11; InTASC 6(a), 6(h), 6(i), 6(j), 6(k), 6(p), 6(r)]
4. Describe ways to provide students with disabilities feedback on formative assessments and help prepare them for summative assessments. [CEC 4.4, ICSI.4.S5, ICSI.4.S7, IGC.5.S12 ; InTASC 6(d), 6(f), 6(l), 6(m), 6(n)]
5. Reflect on professional practices related to assessing students, formally and informally, to meet the needs of students with disabilities. [CEC 4.1, 4.2, 6.1, 6.4, ICSI.4.K1, ICSI.4.K4, ICSI.4.S2, ICSI.4.S5, ICSI.4.S7, ICSI.4.S8, ICSI.4.S9, ICSI.6.K1, ICSI.6.K13, ICSI.6.K14, ICSI.6.S1, ICSI.6.S5, ICSI.6.S8, ICSI.6.S11, ICSI.6.S13; InTASC 6(j), 6(q), 6(t), 9(l), 9(o)]

Assessments

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Topic 4 DQ 1

GO TO DISCUSSIONStart DateSep 23, 2021 12:00 AMDue DateSep 25, 2021 11:59 PMPoints5StatusUngradedAssessment Description

Assistive technology comes in many forms. What are some simple, inexpensive technologies you may use in the classroom for a student who is easily distractible, has difficulty paying attention, and is fidgety? Name three items, and explain how they would be used.

Topic 4 DQ 2

GO TO DISCUSSIONStart DateSep 23, 2021 12:00 AMDue DateSep 27, 2021 11:59 PMPoints5StatusUngradedAssessment Description

Some pieces of technology are very expensive, easily breakable, and need updating often. These pieces of technology often go back and forth from home to school with the student, which increases the opportunity for breaking or misplacing them. What are three ways you can increase student and parent accountability with these pieces of technology?

Clinical Field Experience B: Data Collection and Assessment

SUBMIT ASSIGNMENTRequires LopesWriteStart DateSep 23, 2021 12:00 AMDue DateSep 29, 2021 11:59 PMPoints50RubricView RubricStatusUpcomingAssessment Description

Data collection is an essential aspect of the special education field. Assessment can come in all forms, from formative, informal, summative, formal, standardized, and anecdotal assessments. Special educators need to use this data when making educational and IEP decisions. Being data literate and understanding how to use data appropriately will help increase the efficacy of the special educator and student results.

Allocate at least 4.5 hours in the field to support this field experience.

Observe a certified special educator in the setting of your choice (inclusion, resource, self-contained, etc.), consistent with your choice from Clinical Field Experience A.

Observe the delivery of two or more lessons and take notes on the types of assessments the teacher uses, how data is gathered, and how the data he or she gathers is used. Consider all types of assessments, even those that are very informal such as signals for understanding, questioning techniques, and group and independent work.

After you observe and take notes, meet with the certified special educator to ask the following questions:

• What type of data did you plan to collect during the lessons?
• How do you collect data? How do you store it?
• What do you use this data for?
• When do you revisit the data?
• When and how do you share data with students? Teachers? Parents? Other service providers?
• How often do you assess students in a typical lesson?
• Which types of data do you find most useful? Why?

Use any remaining field experience hours to collaborate with the teacher in providing instruction and support to the class.

Reflect upon your observations, interview, and collaboration in a 250-500 word summary. How does the teacher’s use of data correlate with your recent research on data collection and use? Be sure to explain how you will use your findings in your future professional practice.

Support your findings with feedback from your mentor and at least one scholarly resource.