How can Mr Abbar and Ms Nguyen help their students with their behavior? How can both teachers determine whether student behavior skills are improving

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Your responses should be clear, and detailed, and address all aspects of a given question (see rubric). 

Chapter 9 Learning Objectives

· Why do we assess students?

· How do we assess students with special needs?

· How do we adapt and modify assessments for students with special needs?

 

 Questions for Entry 4

1. How can Mr Abbar and Ms Nguyen help their students with their behavior? How can both teachers determine whether student behavior skills are improving? (Chapter 8)

2. How can assessments be used to identify specific student strengths and struggles and inform instruction? (Chapter 9)

 

Resource :

Book: Classroom Assessment for Student Learning: Doing It Right – Using It Well (2nd Edition) (Assessment Training Institute, Inc.) 2nd Edition by  Jan Chappuis  (Author),  Rick J. Stiggins  (Author),  Steve Chappuis  (Author)

Assessment and Curriculum for Students With Disabilities Links to an external site.

Description: This video provides a brief overview of assessment types and their utility in supporting decision making for instruction of student with disabilities.

Methods of Assessment Used in Special Education Links to an external site.

Description: This video is the first in a multipart presentation on the types of assessments that can be used to measure students’ abilities and/or identify areas of need.

Article 1: Conderman, G., & Hedin, L. (2012). Purposeful assessment practices for co-teachers.  TEACHING Exceptional Children, 44(4), 18–27. doi:10.1177/004005991204400402 Links to an external site.

Abstract: This article provides an overview of co-assessment, or assessment practices for co-teachers; descriptions of various types of assessments; their uses; and examples of their functionality in co-taught classrooms. A checklist is also presented for use in determining the purposefulness of assessment practices in inclusion settings.

Article 2: Salend, S. J. (2009). Technology-based classroom assessments: Alternatives to testing.  TEACHING Exceptional Children, 41(6), 48–58. doi:10.1177/004005990904100606 Links to an external site.

Abstract: This article provides descriptions of different technology-based classroom assessments and their uses as alternatives to traditional assessment methods. Along with specific examples, considerations and resources for these assessment types are also provided.

Article 1:  McGuire, J. M., Scott, S. S., & Shaw, S. F. (2006). Universal design and its applications in educational environments.  Remedial and Special Education, 27(3), 166–175. http://doi.org/10.1177/07419325060270030501 Links to an external site.

Abstract: Universal design (UD), a concept from the field of architecture, is increasingly evident in discussions of approaches to enhance educational access for students with disabilities. Several emerging models of educational applications of UD—Universal Design for Learning, Universal Design for Instruction, and Universal Instructional Design—are discussed, with a call to the field for a collaborative approach to examine the efficacy of applications of UD to educational environments. Several critical areas for a research agenda are articulated, with caveats that the promise of UD for enhancing access not be undermined because of premature promotion of the concept before its validity is thoroughly examined.

All premium videos reside in the Interactive eBook. To access the videos for chapter 9,  click here  Links to an external site. or go to the Media Library at the beginning of the chapter. For a detailed list of premium videos for chapter 9, click into this folder.

Video Cases:  SAGE Premium Video tools and resources boost comprehension and bolster analysis.

Video Cases

SAGE Premium Video tools and resources boost comprehension and bolster analysis.

9.1: Assessment Types (available on page 236 of the Interactive eBook)

9.2: Progress Monitoring (available on page 238 of the Interactive eBook)

9.3: Why and How Students are Assessed? (available on page 243 of the Interactive eBook)

All premium videos reside in the Interactive eBook. To access the videos for chapter 8,  click here  Links to an external site. or go to the Media Library at the beginning of the chapter. For a detailed list of premium videos for chapter 8, click into this folder.

Video Cases:  SAGE Premium Video tools and resources boost comprehension and bolster analysis.

Video Cases

SAGE Premium Video tools and resources boost comprehension and bolster analysis.

8.1: Planning Effective Instruction (available on page 216 of the Interactive eBook)

8.2: Assistive Technology  (available on page 222 of the Interactive eBook)

Module 9 Reading #2: (eBook)

If you purchased access or redeemed a code for the eBook,  you can read Chapter 9 here  Links to an external site. .

NOTE: You will need to log in using your credentials if you have not already.

If you purchased access or redeemed a code for the eBook,  you can read Chapter 8 here  Links to an external site. .

NOTE: You will need to log in using your credentials if you have not already.

 

Video Links

Sean’s Assistive Technology Links to an external site.

Description: This video provides an example of how assistive technology promotes access the general education curriculum for Sean, a high school student who is blind.

 

This criterion is linked to a Learning OutcomeQuality of Content

3 pts

Advanced

Candidate’s response is thorough, addressing all points raised in the guiding question

2 pts

Proficient

Candidate’s response is relevant, addressing most points raised in the guiding questions

1 pts

Novice

Candidate’s response is somewhat relevant, addressing some points raised in the guiding questions

3 pts

This criterion is linked to a Learning OutcomeQuality of Argument

3 pts

Advanced

All of the arguments in the candidate’s response are presented in clear and comprehensible fashion

2 pts

Proficient

Most of the arguments in the candidate’s response are presented in clear and comprehensible fashion

1 pts

Novice

Some of the arguments in the candidate’s response are presented in clear and comprehensible fashion

3 pts

This criterion is linked to a Learning OutcomeLength of Response

3 pts

Advanced

Length of response to each question is 200-250 words

2 pts

Proficient

Length of response to each question is 150-200 words

1 pts

Novice

Length of response to each question is 100-150 words

3 pts

This criterion is linked to a Learning OutcomeTimeliness

1 pts

Proficient

Response is submitted by the due date and time

0 pts

No Marks

1 pts

Total Points: 10

Your responses should be clear, detailed, and address all aspects of a given question (see rubric). 

Chapter 9 Learning Objectives

· Why do we assess students?

· How do we assess students with special needs?

· How do we adapt and modify assessments for students with special needs?

 

 Questions for Entry 4

1. How can Mr Abbar and Ms Nguyen help their students with their behavior? How can both teachers determine whether student behavior skills are improving? (Chapter 8)

2. How can assessments be used to identify specific student strengths and struggles and inform instruction? (Chapter 9)

 

Resource :

Book: Classroom Assessment for Student Learning: Doing It Right – Using It Well (2nd Edition) (Assessment Training Institute, Inc.) 2nd Edition by  Jan Chappuis  (Author),  Rick J. Stiggins  (Author),  Steve Chappuis  (Author)

Assessment and Curriculum for Students With Disabilities Links to an external site.

Description: This video provides a brief overview of assessment types and their utility in supporting decision making for instruction of student with disabilities.

Methods of Assessment Used in Special Education Links to an external site.

Description: This video is the first in a multipart presentation on the types of assessments that can be used to measure students’ abilities and/or identify areas of need.

Article 1: Conderman, G., & Hedin, L. (2012). Purposeful assessment practices for co-teachers.  TEACHING Exceptional Children, 44(4), 18–27. doi:10.1177/004005991204400402 Links to an external site.

Abstract: This article provides an overview of co-assessment, or assessment practices for co-teachers; descriptions of various types of assessments; their uses; and examples of their functionality in co-taught classrooms. A checklist is also presented for use in determining the purposefulness of assessment practices in inclusion settings.

Article 2: Salend, S. J. (2009). Technology-based classroom assessments: Alternatives to testing.  TEACHING Exceptional Children, 41(6), 48–58. doi:10.1177/004005990904100606 Links to an external site.

Abstract: This article provides descriptions of different technology-based classroom assessments and their uses as alternatives to traditional assessment methods. Along with specific examples, considerations and resources for these assessment types are also provided.

Article 1:  McGuire, J. M., Scott, S. S., & Shaw, S. F. (2006). Universal design and its applications in educational environments.  Remedial and Special Education, 27(3), 166–175. http://doi.org/10.1177/07419325060270030501 Links to an external site.

Abstract: Universal design (UD), a concept from the field of architecture, is increasingly evident in discussions of approaches to enhance educational access for students with disabilities. Several emerging models of educational applications of UD—Universal Design for Learning, Universal Design for Instruction, and Universal Instructional Design—are discussed, with a call to the field for a collaborative approach to examine the efficacy of applications of UD to educational environments. Several critical areas for a research agenda are articulated, with caveats that the promise of UD for enhancing access not be undermined because of premature promotion of the concept before its validity is thoroughly examined.

All premium videos reside in the Interactive eBook. To access the videos for chapter 9,  click here  Links to an external site. or go to the Media Library at the beginning of the chapter. For a detailed list of premium videos for chapter 9, click into this folder.

Video Cases:  SAGE Premium Video tools and resources boost comprehension and bolster analysis.

Video Cases

SAGE Premium Video tools and resources boost comprehension and bolster analysis.

9.1: Assessment Types (available on page 236 of the Interactive eBook)

9.2: Progress Monitoring (available on page 238 of the Interactive eBook)

9.3: Why and How Students are Assessed? (available on page 243 of the Interactive eBook)

All premium videos reside in the Interactive eBook. To access the videos for chapter 8,  click here  Links to an external site. or go to the Media Library at the beginning of the chapter. For a detailed list of premium videos for chapter 8, click into this folder.

Video Cases:  SAGE Premium Video tools and resources boost comprehension and bolster analysis.

Video Cases

SAGE Premium Video tools and resources boost comprehension and bolster analysis.

8.1: Planning Effective Instruction (available on page 216 of the Interactive eBook)

8.2: Assistive Technology  (available on page 222 of the Interactive eBook)

Module 9 Reading #2: (eBook)

If you purchased access or redeemed a code for the eBook,  you can read Chapter 9 here  Links to an external site. .

NOTE: You will need to log in using your credentials if you have not already.

If you purchased access or redeemed a code for the eBook,  you can read Chapter 8 here  Links to an external site. .

NOTE: You will need to log in using your credentials if you have not already.

 

Video Links

Sean’s Assistive Technology Links to an external site.

Description: This video provides an example of how assistive technology promotes access the general education curriculum for Sean, a high school student who is blind.

 

This criterion is linked to a Learning OutcomeQuality of Content

3 pts

Advanced

Candidate’s response is thorough, addressing all points raised in the guiding question

2 pts

Proficient

Candidate’s response is relevant, addressing most points raised in the guiding questions

1 pts

Novice

Candidate’s response is somewhat relevant, addressing some points raised in the guiding questions

3 pts

This criterion is linked to a Learning OutcomeQuality of Argument

3 pts

Advanced

All of the arguments in the candidate’s response are presented in clear and comprehensible fashion

2 pts

Proficient

Most of the arguments in the candidate’s response are presented in clear and comprehensible fashion

1 pts

Novice

Some of the arguments in the candidate’s response are presented in clear and comprehensible fashion

3 pts

This criterion is linked to a Learning OutcomeLength of Response

3 pts

Advanced

Length of response to each question is 200-250 words

2 pts

Proficient

Length of response to each question is 150-200 words

1 pts

Novice

Length of response to each question is 100-150 words

3 pts

This criterion is linked to a Learning OutcomeTimeliness

1 pts

Proficient

Response is submitted by the due date and time

0 pts

No Marks

1 pts

Total Points: 10Read through questions 1-5. Select 3 of those questions to respond to on the DB.
1. If you were Mr. Abbar, in what areas would you seek professional development help from the special education teacher?
2. How might Mr. Abbar be able to identify specific challenges that Miranda presents?
3. What advice would you offer Ms. Nguyen about getting to know her students better? How can Mr. Abbar and Ms. Nguyen foster student relationships and communication?
4. How can both teachers help their students with their behavior? How can both teachers determine whether student behavior skills are improving?
5. How can Mr. Abbar and Ms. Nguyen use the ADAPT Framework to promote positive behavior?
FOR THE NEXT QUESTIONS BELOW READ OF THE SAME BOOK ATTACHED
Chapter 8-Promoting Access to the General Education Curriculum, p. 212-230.
Chapter 9-Assessment and Data-Based Decision Making, p. 232-269.
WATCH THE VIDEOUSE REFERENCES FROM THE MATERIAL PROVIDED
How can Mr Abbar and Ms Nguyen help their students with their behavior? How can both teachers determine whether student behavior skills are improving? (Chapter 8)
How can assessments be used to identify specific student strengths and struggles and inform instruction? (Chapter 9)
Grading Guidelines:
Student answers all questions asked with referencing/citing at least 1 text/video from the weekly readings
Student includes 2-3 original, insightful questions, based upon course texts and discussion content
Student’s TWO responses to peers build upon the perspectives or questions of other learners to deepen the discussion
All posts are grammatically correct and in APA format

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