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see wk4aWeek 4 - Assignment · Due Mar 8 by 11:59pm   · Points 9   · Submitting an external tool IEP Lesson Development Using Evidence-Based Strategies We have been working with Huang throughout this course. As we continue to develop his IEP, an important component of developing this plan is to identify the EBP strategies that can be used to target each goal and objective of the program. When EBP instructional strategies are determined, they can be incorporated into lesson design and planning. Instructions: · Select one of the goals that you developed for Huang in Week Two. · Use the  What Works Clearinghouse (Links to an external site.)  or some other source to find an evidence-based strategy for teaching the selected goal. · Create a sample lesson plan that can be provided to Mr. Franklin that targets the selected goal for Huang and other classmates using differentiation strategies to individualize the lesson, as well as accommodations and/or modifications. You may use one of these provided formats ( Lesson Plan Sample 1  or  Lesson Plan Sample 2 ) or use a format that you are already familiar with using. The IEP Lesson Development Using Evidence-Based Strategies paper · Must be two to three double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the  Ashford Writing Center (Links to an external site.) . · Must include a separate title page with the following: · APA heading/page numbers · Title of paper · Student’s name · Course name and number · Instructor’s name · Date submitted · Must use at least two scholarly sources in addition to the course text. · The  Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)  table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment. · Must document all sources in APA style as outlined in the Ashford Writing Center. · Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center. · Recommend using APA level headings to organize your work.Universal Design for Learning Lesson Plan Teacher(s): _________________ Date: _______________ Subject: _________________ Materials Needed: Make sure you have all of your materials collected and organized so your lesson will flow smoothly. If you are presenting this lesson collaboratively, make sure you know who is responsible for what. Lesson Objective(s): State your objectives behaviorally. For example: Given (state the condition under which the students will perform the objective), the students will (state an observable student behavior) with (state the criteria here – a statement that specifies how well the student must perform the behavior) accuracy. An example of a behavioral objective is: Given an unlabeled diagram of the solar system, the students will label the nine planets and the sun with 80\% accuracy. Standard/Benchmark/Indicator: Are you aligning your lesson with district or state standards? Anticipatory Set: How are you going to motivate your students…assess or review prior knowledge…introduce your topic…organize your lesson for students? Multiple Means of Representation: How are you going to present your content so that it meets the needs of all students…is the information represented in different ways? For example, utilizing guided notes and graphic organizers in addition to a lecture format or having several books that represent different reading levels. Multiple Means of Engagement: How are you going to provide multiple pathways for students to actually learn the material presented? Practice, or active mental/physical engagement, is required by students to make real learning happen. For example, some students may benefit from small group learning opportunities; others may require more focused practice with precise feedback, while others might benefit from working independently. Some students will need to write, others will need to talk through ideas before they understand, while others may need to physically represent what they are learning. Multiple Means of Expression: How will students demonstrate what they have learned? Again, the creation of many paths is key. Some students are good test-takers, while others are not. Tiered assignments, oral exams, building a model, making a video, using portfolio assessment are examples of alternatives to traditional paper/pencil tests.Sample Lesson Plan - Accessing the Common Core for Students with Disabilities Special Education Teacher: General Education Teacher: Teaching Assistant: Teacher Aide(s):  Class: Date: Standards to be addressed: Common Core Learning Standards (CCLS): Career Development and Occupational Studies (CDOS) : Topic and Context:  Objective (Learning Target):   Verb: Context: Special Considerations (Accommodations, Modifications, Assistive Technology, Strategies): Student Name Student Name Necessary prerequisite skills: Assessment of prerequisite skills:   Explicit Core Instruction Specially Designed Instruction Introduction: - objective - learning target - key vocabulary Connect to previous learning Objective (Learning Target): Activate Prior Knowledge: Vocabulary: Connection to previous learning: Accommodations: Strategies (Learning and Teaching Strategies): Technology/Equipment: Active Teaching/ Modeling/ “I Do”: - Demonstration - Think Aloud - Provide model &/or rubric Description of “I Do”: Exemplary, Model or Rubric: Accommodations: Strategies: Technology/Equipment: Guided Practice/ “We Do”: Provide time for: - Small group work - Discussion - Teacher/ student observation & feedback Assess before moving to independent practice Practice Activity with teacher corrective feedback: Materials: Check for understanding: Accommodations: Strategies: Technology/Equipment: Independent Practice/ Application/ “You Do”: Multiple practice opportunities to ensure success (90\%) Task/Materials for independent practice: Accommodations: Strategies: Technology/Equipment: Lesson Closure Summary: Accommodations: Strategies Technology/Equipment: Last Updated: June 24, 2014 New York Department of Education. (2014). Sample lesson plan: Assessing the common core for students with disabilities. Special Education. Retrieved from: http://www.p12.nysed.gov/specialed/commoncore/samplelessonplan.htmLibrary of Congress Cataloging in Publication Data Henley, Martin, 1943- Characteristics of and strategies for teaching students with mild disabilities / Martin Henley, Roberta S. Ramsey, Robert F. Algozzine. — 6th ed. p. cm. Includes bibliographical references and index. ISBN-13: 978-1-323-45488-6 ISBN-10: 1-323-45488-8 1. Learning disabled—United States. 2. Mainstreaming in education—United States. 3. Behavior modification—United States. I. Ramsey, Roberta S. II. Algozzine, Robert. III. Title. LC4705.H46 2009 371.9—dc22 2008022251 Executive Editor and Publisher: Virginia Lanigan Senior Editor: Ann Davis Editorial Assistant: Matthew Buchholz Production Editor: Gregory Erb Cover Designer: Linda Knowles Composition Buyer: Linda Cox Manufacturing Buyer: Megan Cochran Photo Researcher: Katharine S. Cebik Editorial Production Service: Marty Tenney, Modern Graphics, Inc. This book was set in Times by Modern Graphics, Inc. It was printed and bound by Hamilton Printing. The cover was printed by Phoenix Color Corporation/Hagerstown. Copyright © 2009, 2006, 2002, 1999, 1996, 1993 by Pearson Education, Inc., Upper Saddle River, New Jersey 07458. Pearson. All rights reserved. Printed in the United States of America. This publication is protected by Copyright and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. For information regarding permission(s), write to: Rights and Permissions Department, 501 Boylston Street, Suite 900, Boston, MA 02116, or fax your request to 617-671-2290. Pearson® is a registered trademark of Pearson plc Merrill® is a registered trademark of Pearson Education, Inc. Pearson Education Ltd. Pearson Education Singapore Pte. Ltd. Pearson Education Canada, Ltd. Pearson Education—Japan Pearson Education Australia Pty. Limited Pearson Education North Asia Ltd. Pearson Educación de Mexico, S.A. de C.V. Pearson Education Malaysia Pte. Ltd. Photo credits appear on page 436, which constitutes an extension of the copyright page.     10 9 8 7 6 5 4 3 2 1  www.pearsonhighered.com ISBN 13: 978-1-323-45488-6 ISBN 10: 1-323-45488-8 CHAPTER SEVEN LEARNING AND TEACHING ADVANCE QUESTIONS Answer the following questions as you read this chapter: 1. How will you implement a response-to-intervention (RTI) program? 2. How does student perception influence attitudes about school? How does a developmental perspective help teachers understand their students? 3. What is student-centered learning? What are some things to consider when implementing student-centered learning? 4. What is the connection between direct instruction and effective school research? 5. How does a teacher differentiate instruction to fit each learner’s needs? 6. What is the purpose of precision teaching? 7. How can students learn for a lifetime by using learningESE668: EVIDENCE-BASED INSTRUCTIONAL METHODS FOR STUDENTS WITH MILD TO MODERATE DISABILITIES Instructor Guidance Week 4 Welcome to Week Four of ESE 668: Evidence-Based Instructional Methods for Students with Mild to Moderate Disabilities.  Please be sure to review the Week Four homepage for this course to see: · The specific learning outcomes for the week. · The schedule overview. · The required and recommended resources. · The introduction to the week. · A listing of the assessments. Next, be sure to read this entire Instructor Guidance page. Overview In Week Three, you learned ways to assess instructional strategies for EBP, as well as places to find EBP strategies. In Week Four, you will continue to build upon the instructional skills used in developing effective, evidence-based IEPs by examining ways in which we support students by differentiating, modifying, and/or providing accommodation supports in individualized instruction. Intellectual Elaboration Accommodations and Modifications In ESE 645, you thoroughly reviewed the purpose of accommodations and modifications for the curriculum of a student accessing special education. Take a moment to review the definitions and differences in this short video (Links to an external site.) with examples. The Differences Between Accommodations and Modifications (Links to an external site.)  (Strom, 2013) also provides a very helpful chart if you need further review.   It is now time for us to consider the ways in which we can determine whether accommodations and modifications are needed to support EBP instruction. Let us consider Huang. We have been evaluating Huang’s PLAAFPs and reviewing his progress and assessment data. New goals and objectives have been drafted based on those assessments. What modifications and/or accommodations might Huang need based on what we know about him? You might find some examples that are appropriate for Huang from these recommended sources: · Common Modifications and Accommodations (Links to an external site.) . · List of Appropriate School-Based Accommodations and Interventions (Links to an external site.) . · Asking the Right Questions When Deciding on Accommodations, Modifications, & Services (Links to an external site.) . Differentiation of Instruction What is differentiated instruction? Differentiated instruction is the premise that we reach learners with different strengths and abilities using different instructional strategies for teaching, observing, or documenting progress and learning. What Differentiation Is and Is Not (Links to an external site.) Differentiation may involve scaffolding lesson development to ensure all learners in your classroom are working on goals within the lesson at their level with a teaching technique that they have responded to and made progress. Differentiated instruction is an EBP instructional method (Subban, 2006). Your recommended resources this week include this  article on the research basis for diffRequired Resources Text Henley, M., Ramsey, R. S., & Algozzine, R. F. (2009).  Characteristics of and strategies for teaching students with mild disabilities  (6th ed.). Upper Saddle River, NJ: Pearson. · Chapter 7: Learning and Teaching Articles GreatSchools Staff. (2016). Accommodations, modifications, and alternative assessments: How they affect instruction and assessment (Links to an external site.) . Retrieved from http://www.greatschools.org/gk/articles/accommodations-iep · This web-based article provides a review of the definitions of accommodations and modifications in the classroom. This article will support your Differentiating and Instructional Planning for IEP Goals discussion and your IEP Lesson Development Using Evidence-Based Strategies assignment this week. · Accessibility Statement does not exist. · Privacy Policy (Links to an external site.) Morin, A. (n.d.). Common modifications and accommodations (Links to an external site.)  in school. Retrieved from https://www.understood.org/en/learning-thinking-differences/treatments-approaches/educational-strategies/common-classroom-accommodations-and-modifications · This web-based resource provides an overview of the definitions and examples of accommodations and modifications in the classroom. This resource will support your Differentiating and Instructional Planning for IEP Goals discussion and your IEP Lesson Development Using Evidence-Based Strategies assignment this week. · Accessibility Statement does not exist. · Privacy Policy (Links to an external site.) Strom, E. (n.d.). The difference between accommodations and modifications (Links to an external site.) . Retrieved from https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/the-difference-between-accommodations-and-modifications · This web-based resource provides an overview of the definitions and examples of accommodations and modifications in the classroom. This resource will support your Differentiating and Instructional Planning for IEP Goals discussion and your IEP Lesson Development Using Evidence-Based Strategies assignment this week. · Accessibility Statement does not exist. · Privacy Policy (Links to an external site.) Multimedia Koschmeder, C. [Casey Koschmeder]. (2012, June 11). What is differentiated instruction? (Links to an external site.)  [Video file]. Retrieved from https://youtu.be/YAWKxpCv1Fw · This four-minute video gives a brief overview of differentiated instruction. This video will support your Differentiating and Instructional Planning for IEP Goals discussion this week. · Accessibility Statement (Links to an external site.) · Privacy Policy (Links to an external site.) Web Page Council for Exceptional Children. (2014). Standards for evidence-based practice in special education (Links to an external site.)  [Report].Retrieved from http://www.cec.sped.org/~/media/Files/Standards/Evidence\%20based\%20Practices\%20and\%20Practice/CECs\%20Evidence\%20Based\%2
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Your assignment may be more than 5 paragraphs but not less. INSTRUCTIONS:  To access the FNU Online Library for journals and articles you can go the FNU library link here:  https://www.fnu.edu/library/ In order to n that draws upon the theoretical reading to explain and contextualize the design choices. Be sure to directly quote or paraphrase the reading ce to the vaccine. Your campaign must educate and inform the audience on the benefits but also create for safe and open dialogue. A key metric of your campaign will be the direct increase in numbers.  Key outcomes: The approach that you take must be clear Mechanical Engineering Organic chemistry Geometry nment Topic You will need to pick one topic for your project (5 pts) Literature search You will need to perform a literature search for your topic Geophysics you been involved with a company doing a redesign of business processes Communication on Customer Relations. 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Furman was originally sentenced to death because of a murder he committed in Georgia but the court debated whether or not this was a violation of his 8th amend One of the first conflicts that would need to be investigated would be whether the human service professional followed the responsibility to client ethical standard.  While developing a relationship with client it is important to clarify that if danger or Ethical behavior is a critical topic in the workplace because the impact of it can make or break a business No matter which type of health care organization With a direct sale During the pandemic Computers are being used to monitor the spread of outbreaks in different areas of the world and with this record 3. Furman v. Georgia is a U.S Supreme Court case that resolves around the Eighth Amendments ban on cruel and unsual punishment in death penalty cases. The Furman v. Georgia case was based on Furman being convicted of murder in Georgia. Furman was caught i One major ethical conflict that may arise in my investigation is the Responsibility to Client in both Standard 3 and Standard 4 of the Ethical Standards for Human Service Professionals (2015).  Making sure we do not disclose information without consent ev 4. Identify two examples of real world problems that you have observed in your personal Summary & Evaluation: Reference & 188. Academic Search Ultimate Ethics We can mention at least one example of how the violation of ethical standards can be prevented. Many organizations promote ethical self-regulation by creating moral codes to help direct their business activities *DDB is used for the first three years For example The inbound logistics for William Instrument refer to purchase components from various electronic firms. During the purchase process William need to consider the quality and price of the components. In this case 4. A U.S. Supreme Court case known as Furman v. Georgia (1972) is a landmark case that involved Eighth Amendment’s ban of unusual and cruel punishment in death penalty cases (Furman v. Georgia (1972) With covid coming into place In my opinion with Not necessarily all home buyers are the same! When you choose to work with we buy ugly houses Baltimore & nationwide USA The ability to view ourselves from an unbiased perspective allows us to critically assess our personal strengths and weaknesses. This is an important step in the process of finding the right resources for our personal learning style. Ego and pride can be · By Day 1 of this week While you must form your answers to the questions below from our assigned reading material CliftonLarsonAllen LLP (2013) 5 The family dynamic is awkward at first since the most outgoing and straight forward person in the family in Linda Urien The most important benefit of my statistical analysis would be the accuracy with which I interpret the data. 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The team is currently using an I would start off with Linda on repeating her options for the child and going over what she is feeling with each option.  I would want to find out what she is afraid of.  I would avoid asking her any “why” questions because I want her to be in the here an Summarize the advantages and disadvantages of using an Internet site as means of collecting data for psychological research (Comp 2.1) 25.0\% Summarization of the advantages and disadvantages of using an Internet site as means of collecting data for psych Identify the type of research used in a chosen study Compose a 1 Optics effect relationship becomes more difficult—as the researcher cannot enact total control of another person even in an experimental environment. Social workers serve clients in highly complex real-world environments. Clients often implement recommended inte I think knowing more about you will allow you to be able to choose the right resources Be 4 pages in length soft MB-920 dumps review and documentation and high-quality listing pdf MB-920 braindumps also recommended and approved by Microsoft experts. The practical test g One thing you will need to do in college is learn how to find and use references. References support your ideas. College-level work must be supported by research. You are expected to do that for this paper. You will research Elaborate on any potential confounds or ethical concerns while participating in the psychological study 20.0\% Elaboration on any potential confounds or ethical concerns while participating in the psychological study is missing. Elaboration on any potenti 3 The first thing I would do in the family’s first session is develop a genogram of the family to get an idea of all the individuals who play a major role in Linda’s life. After establishing where each member is in relation to the family A Health in All Policies approach Note: The requirements outlined below correspond to the grading criteria in the scoring guide. At a minimum Chen Read Connecting Communities and Complexity: A Case Study in Creating the Conditions for Transformational Change Read Reflections on Cultural Humility Read A Basic Guide to ABCD Community Organizing Use the bolded black section and sub-section titles below to organize your paper. For each section Losinski forwarded the article on a priority basis to Mary Scott Losinksi wanted details on use of the ED at CGH. He asked the administrative resident