Repose 1 for discussion 1

Bianca’s learning will be recommendations by the following of the Evidence-Based Practices that have been from the present levels of her functional and academic performance that she has done. After reading her current levels that she needs, she will need support in the following areas of math story problems, reading comprehension, listening comprehension, and written expression. The topic routine will be a change with her as well. (Adapted from Oregon Department, 2015). As a future special education teacher, they would believe that the EBP or (Evidence-based teaching practice) strategies would be teaching them progress more in the amount of time that it gives for the shorter time to teach the students in the classroom too. (Bridges 4 Kids, 2015,).

When it comes to the No Child Left Behind Act that was done back in 2001 also know for the Individuals with Disabilities Education Act that was created back in 2004 as well. I would recommend the evidence-base within the RCT or randomized control trial for Bianca because it would valid her the most with students that have a disability. According to this reference. (Bridges 4 Kids, 2015).

When Mr. Franklin knows how Bianca would need more support in the classroom, he would see how to open up in the areas that would help her in the areas of reading comprehension, math story problems, listening comprehension, and written expression as well. (Adapted from Oregon Department, 2015). Bianca will need more time as you will see when it comes to the support of the mater of the materials in the instructional from Mr. Franklin in his classroom. When any students come into a classroom, you will see that they are on a different level of an IEP plan no matter what learning skills are at because each student is different in their own way. So, with that being said, the special education teachers would be able to search out a plan for each student in a way to help them to succeed in the classroom to better their education skills. (Bridges 4 Kids, 2015) in the classroom. When it comes to teaching the classroom, I think it would be a great idea to break down the instructions for Bianca so that she understands what the lessons are better. Bianca could be set up with a social worker whenever she has an outburst to control it in the classroom before it gets out of hand. Also, the social worker could help her family as well when it comes to her acting out at home as well.

Then you have the instructional strategies that the students could be taught within the classroom when it comes to the Math Seeds of the different instructions. There are seven different strategies that would help the students out in the classroom for their hands-on strategies and they are these. The first one is manipulative and/or hands-on tools like playing with Legos, wooden blocks to put together, etc. This could help the students that are younger learn how to count the blocks and/or Legos too. (mastheads, n.d). The second strategy would be to help the students be visual in the classroom by using different thing slike the whiteboard when the teacher in writing things on the board like the lessons for the day and/or assignments as well. Then you have a third strategy that the students could do and that is to find different learning opportunities that would give the students some time to learn and succeed in the classroom within the instructions that they have got taught from the teacher. Then with the fourth strategy, would be to have the student get into a group and work together with each other to find out different ideas and explain their answers that they came up with to see if everyone can answer different questions to the answers to solve the questions and answers to their classmates. The students would have to brainstorm each other’s questions to find out if they could answer the questions or not. This will encourage all the students to work together as a team and not as an independent person. Then you have the fifth strategy that would help the students out within the storytelling to make sure that they know that they can communicate with other classmates when it comes to making a real-life scenario with them in the classroom and by working with them as a team as well. The sixth strategy would be the show and tell method which would be on the whiteboard with the students. The teachers would show the students how to do their lessons on a whiteboard visual by explaining to them how the lessons are done, then the students would try and work the problems out on paper before the answers are put on the whiteboard by the teacher. This is very important to the students in many ways to help them excel in their skills within the classroom. The last strategy is to give you students some positive feedback on how well they are doing in their schoolwork and in the classroom. Let them know that you are here if they need to come to you for anything because this a very important for them and for yourself in many different ways to for both their skills in the classroom and for their education as for the teachers that are teaching them as well. (mathseeds, n.d.).

There is a social environment that I would recommend for Bianca to be in because that would be a great idea for her to become more social for her to be around more friends. When it comes to this classroom, it will help control her yelling and an outburst that she has in the classroom. This climate for her will be very sociable and very diverse when it comes to making new friends for her. The teachers will have to come up with a plan of action when it comes to Bianca to make sure that she is on the right track to her education and her activities are within her cultural groups that would become part of her community as well. (Cohen, & Spenciner 2013).

When it comes to Mrs. Mills, she recommendations to teach Bianca the seated properly game in the classroom. (Cohen and Spenciner (2013). For example, the teacher would assign seats for Bianca to be seated in the front of the classroom so that she would have any problems with other classmates around her if she decided to get out of control with her yelling and.or her hands. This can also help her with instructing her within controlling her staying in her eat as well when she is at the front of the classroom. where they can assist her more easily with instruction.

Justification

When it comes to Bianca’s behavior in the classroom, she will be able to communicate with her classmates in a positive way to make sure that her skills in the communication within her disability are getting met each day as she is communicating too. Also, with Bianca in her communication skills, she will be able to work together with her classmates and not have an outburst within the classroom when the teacher is teaching a lesson to the class. When Mrs. Mills is teaching Bianca as a co-teacher and Mr. Franklin as the regular teacher, I can see that Bianca could be imperative to show that Mr. Franklin would be more of a teacher than Mrs. Mills. Mr. Franklin will be more of the teacher when it comes to Bianca being in the classroom because the recommendations will help her out a little bit more than a co-teacher. The only thing that a general teacher does better than a co-teacher can’t do is to teach the whole class the right. When it comes to Bianca, she has all the recommendations that she needs to be in the classroom with the other classmates to become a better student and to grow to become the best student that she can be no matter if she has a disability or not.

Reference

Bridges 4 Kids. (2015, July). (Links to an external site.). Retrieved from (Links to an external site.)

Cohen, L. G., & Spenciner, L. J. (2013). Teaching students with mild and moderate disabilities: Research-based practices. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

Math seeds (n.d.) 7 Effective Strategies for Teaching Elementary Math Retrieved from (Links to an external site.)

Response 2 for discussion 1

Based on Bianca’s Present level of academic and functional performance, her strengths are in mathematical principles and operations, vocabulary development, and handwriting and reading non-fiction literacy. Areas Bianca requires extra support in are reading comprehension, math story problems, written expressions, and listening comprehension.

Instructional strategies:

Recommendations for Mr. Franklin to help Bianca in areas she requires support. Teach Bianca to monitor her understanding by teaching her to ask questions like “what is unclear” or “what information am I missing” and “what else is the author telling me?”. Teach note-taking and summarizing strategies. Use charts or graphs to help Bianca break reading down to keep track of what she read. (readingrocket.org). And encourage Bianca to re-read target vocabulary.

Teaching routines:

Bianca has difficulty initiating and maintaining peer interactions. “According to the sociocultural theories of language development (Vygotsky, Bruner), children learn through interactions with more knowledgeable peers. Conversation and social skills are best supported through meaningful interactions with peers and adults. (education.vic.gov).” Mrs. Mills’ recommendations divide the class into smaller groups to reduce peer stress on Bianca, provide peer teaching, and have daily routines. The transition can be a challenge for all students. Having a regular daily routine can help reduce the stress of changing, eliminating Bianca’s from yelling.

Classroom environment:

To participate fully in learning activities, students should have physical access to appropriate classroom materials and equipment. Physical environment includes lighting, temperature, distractions, and noise level. When planning a classroom environment, teachers should embed the student’s IEP goals and objectives within lesson plans and teaching activities. (Cohen, L. & Spenciner, L. (2009). Maintaining the right classroom environment allows students to develop many skills, including language and social behavior. ( Conscientia Beam, 2017).

Justification:

My justifications by using the diffrent classroom strategies, class routine, and enviroment will help Bianca with a more calm learning enviroment it will allow her to socialize more with her peers.And allow Mr. Franklin and Mrs. Mills to allow the other students a chance to an equal educational opportunity to learning without distractions. Allow more opportunities to assess and observe Bianca’s behavior and determine any changes they need to make on her IEP to ensure she meets her IEP goals in academic progress.

Reference:

https://www.bridges4kids.org/articles/2006/8-06/cec8-06.html

Cohen, L. & Spenciner, L. (2009) Teaching students with mild and

moderate disabilities: Research-based practices (2nd ed.). Upper Saddle River, NJ: Pearson Publication.

https://www.education.vic.gov.au/childhood/professionals/learning/ecliteracy/interactingwithothers/Pages/conversationandsocialskills.aspx

https://files.eric.ed.gov/fulltext/EJ1209957.pdf

https://www.readingrockets.org/helping/target/comprehension

Response 3 for discussion 1

In at least one paragraph for each recommendation, formulate two evidence-based recommendations; one for Mr. Franklin and another for Mrs. Mills for determining which

Instructional strategies- Bases on Bianca’s present levels of academics, she needs extra support in reading, comprehension, math story problems, written expression and listening comprehension. One instructional strategy I would recommend for Bianca would be the use of a number line, maybe it could be taped to her desk. Using visuals is a way to help Bianca see the math, it is a great tool to help students understand numbers. Number lines provide a mental strategy for addition and subtraction. Because Bianca also needs extra support in written expression, I would also recommend the use of sentence starters/frames. This will help Bianca understand what she should be analyzing with a text in order to complete a writing or discussion activity, and should be used as a scaffold with the aim of having Bianca build towards the ability to analyze and write about content without the use of a sentence starter or frame.

Teaching routines- Bianca likes routine and has a very difficult time adjusting to any changes. I would recommend the use of a daily visual schedule. Being able to see how her day is structured and being able to refer back to it throughout the day maybe be very calming for Bianca. It will help her prepare for transitions between actives and small changes to her routine. The second teaching routine recommended I would suggest, would be the use of a visual timer. Visual timers can be helpful for transitions, staying on task, tolerating unpreferred activities, and for promoting independence.

Type of classroom environment will positively affect Bianca’s learning- An ideal classroom environment for Bianca’s learning would be a very structured and predictable. I would suggest keeping the classroom structured with clearly defined areas. For example, having different “stations” where different activities are expected to be preformed will help eliminate distractions or confusion about what the expectations are. I would also suggest a time of the day, perhaps at the end of the day, where free choice is on the schedule and students are free to choose which activity, they would like to participate in. For example, maybe there is a coloring/painting station, a game station, and a quite reading station. This will allow Bianca to make her own choice and pursue her own interests. It can also align her students who share her same interests perhaps helping her create relationships with her peers.

In at least one paragraph, provide a justification for your recommendations using support from at least three scholarly sources, one of which should be the course textbook.

“The learning environment consists of the content of the instruction, the methods and instructional strategies that a teacher uses, the learning strategies that a student uses, and the ways the student demonstrates progress and achievement.” ( Cohen, L., & Spenciner, L., 2009) This will help Bianca become less anxious about changes since she will know what to expect. Routine is important for Bianca because it can give her a sense of order and help her school routine become natural to her. All of these will help Bianca be less stressful.

Reference:

Cohen, L. & Spenciner, L. (2009) Teaching students with mild and moderate disabilities: Research-based practices (2nd ed.). Upper Saddle River, NJ: Pearson Publication.

Professor repose to my post

ThursdayNov 5 at 12:26p

Manage Discussion Entry

Mary,

Nice job here! I really like how you provided support for your work with scholarly sources! I agree with your recommendation to Mr. Franklin for self-monitoring. This is a great strategy to employ in a general education classroom as it can be incorporated to all levels of readers. Would we expect Bianca to perform at the same rate as her peers if the material was differentiated to her level of performance? What should Mr. Franklin expect from Bianca in comparison to her peers?

Dr. Klepfer

This was my Post

Mr. Franklin’s recommendation for dealing with Bianca’s situation is developing a stringent self-monitoring intervention. According to Boardman (2015), self-monitoring interventions improve the student’s reading comprehension. This intervention requires questioning the main characters, settings, problems, and conflicts. These strategies would be taught to Bianca to ensure that she could independently monitor her reading and other subjects’ comprehension. The author noted that this intervention allows students to question their understanding as they continue reading and determine difficult words.

Mills recommended the use of instructional strategies that influence classroom participation. Juzwik, Borsheim-Black, and Caughlan (2015) stated that some students find class participation easier than others. The teachers understanding of Bianca for the time she had been in the school would determine how easy or difficult class participation could be for Bianca. Bista (2015) noted that instructional strategies encouraging class participation are often difficult for international students. According to the authors, international students are used to passive participation that does not require active classroom participation.

Self-monitoring interventions would make Bianca feel that she is in control of her learning process. This intervention helps develop a student’s sense of independence in behaviors, academics, and social aspects. Therefore, Bianca will develop desired behaviors following the examination of her academic progress and determination of suitability, depending on the requirements that need fulfillment. In the process, the self-monitoring skills will increase to resolve the challenge of resistance to change. The recommendation of classroom participation improves the student’s concentration, ultimately impacting academic performance. Increasing Bianca’s participation in classroom sessions also boosts her confidence while also impacting her learning and reading comprehension. A confident student can comfortably highlight a setting that interferes with the learning process and suggest the preferred learning environment.

References

Bista, K. (2015). Journal of International Students 2015 Vol 5 Issue 3. Lulu.com

Boardman, A. (2015). Teaching reading comprehension to students with learning difficulties. Guilford Publications

Juzwik, M. M., Borsheim-Black, C., & Caughlan, S. (2015). Inspiring Dialogue: Talking to Learn in the English Classroom. New York: Teachers College Press

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Discussion 2 Response

Guided Response: Review the posts of your classmates and the instructor. Substantively respond to at least third peers in order to offer your ideas as to how their ideas and suggestions will assist Mr. Franklin and Mrs. Mills with their work in planning and delivering instruction for Bianca. Do you feel that her present levels and suggested goals are aligned? Why or why not? Explain in detail using all available resources including the required course textbook for evidence and to substantiate your position.

Response 1 Dicussion2

· In one paragraph, assess the effectiveness of Mr. Franklin and Mrs. Mills’ practices for measuring and evaluating Bianca’s progress. Use support from at least two scholarly sources, one of which may be the course textbook.

There are many questions that educators must answer through observations, data and assessments. All this information will help them in completing a student’s level of performance. Bianca’s teachers have written her PLOP’s. Planning and organizing instruction for students with disabilities begins with knowing the characteristics of learners, what they know, and what they can do. (Cohen, L. & Spenciner, L. 2009) Her teachers have affectively written Bianca’s strengths and weaknesses. Their assessment is both clear and in-depth enough for both parents and other professionals to comprehend. They were able to get insight from both parents and other educators to ensure that they have enough detail to be concise. Mr. Franklin and Mrs. Mills describes Bianca’s current abilities, skills, weaknesses and strengths- academically, socially, and physically. They explained how learning differences affect Bianca’s ability to learn. (Strawberry. K., 2019)

In one paragraph explain Bianca’s present levels of performance in a selected content area. You will need to refer to the Instructor Guidance for specific information.

According to Bianca’s present levels of performance she is struggling in the areas of reading and writing comprehension, math problems, written expression, and listening comprehension. She is also resistant to change in a routine or topic, and has difficulty maintaining and initiating peer interactions, some of her other areas of need include conversation and complex instruction, social language, and reading body language. She does not independently understand unwritten rules or social routines that are more subtle, daily living skills at home as well as school are lacking. Bianca does not demonstrate long-term goal planning. She also participates in self injurious behavior such as biting her arm.

· In a list, develop at least three recommended goals for Bianca based on her current performance level and identified areas of need. Be sure that your suggested goals are SMART goals and that they include the five required components which makes a goal SMART. Include a justification for why you recommend these goals, drawing support from at least two scholarly sources, one of which may be the course textbook.

2. By 10/30/2021 Bianca will be able to answer “WH” questions with 80% accuracy in 4/5 trails as measured by teacher.

· By 10/30/2021 When given a simple 1-2-word instruction, Bianca will follow basic compliance instructions to come here, sit down, stand up, my turn and hands down with 100% independence (no prompting by staff) on 4:5 opportunities as measured by teacher daily data.

3. By 10/30/2021 Given a like aged peer who models appropriate behaviors, Bianca will participate in structured peer play involving 2-3 activities (board game/structured game with rules, construction activity and pretend play/play script) with minimal adult prompting as measured by teacher data Note: Collect baseline on number of adult prompts per play session. Goal = decrease number of adults prompts by 50% of baseline

Reference:

Cohen, L. & Spenciner, L. (2009) Teaching students with mild and moderate disabilities: Research-based practices (2nd ed.). Upper Saddle River, NJ: Pearson Publication.

Strawberry, K. 2019 Setting an IEP Baseline: PLOP, PLAAFP and PLP https://www.understood.org/en/school-learning/special-services/ieps/setting-an-iep-baseline-plop-plaafp-and-plp (Links to an external site.)
Response 2 Dicussion2

In one paragragh, assess the effectiveness of Mr. Franklin and Mrs. Mills’ practices for measuring and evaluating Bianca’s progress. Use support from at least two scholarly sources, one of which may be the course textbook.

Mr. Franklin and Mrs. Mills practices for measuring and evaluating Bianca’s current performance levels, include accurate details of Bianca’s performance levels, when teachers support students through their challenges it shows, Mr. Franklin and Mrs. Mills provided accommodations were effective which included Bianca’s goals, strengths, and interests, Mr. Franklin and Mrs. Mills have specified Bianca’s goals, strengths, weaknesses and interests that are clear and show that they have put in support that will allow Bianca to gain an understanding with her learning challenges. According to Cohen, L. Spenciner, L. 2009, “Planning and organizing instruction for students with disabilities begins with knowing the characteristics of learners, what they know, and what they can do.”

In one paragragh explain Bianca’s present levels of performance in a selected in a selected content area. You will need to refer to the Instructor Guidance for specific information.

Bianca’s present levels of performance state that she has many academic areas that need to be focused on, the areas that Bianca needs help with are her reading comprehension, Math story problems, listening comprehension, listening comprehension and written expression, also Bianco needssocial language and language communication, she has difficulties with social language, other areas are Bianca has a tendency to self-injure herself by biting her arm.

In a list, develop at least three recommended goals for Bianca based on her current performance level and identified areas of need. Be sure that your suggested goals are SMART goals and they include the five required components which makes a goal SMART. Include a justification for why you recommend these goals, drawing support from at least two scholarly sources, one of which may be the course textbook.

1. By 1/5/2021 Bianca will increase her reading comprehension by 60% with independent reading, also Bianca will read independently and write about what she has read 4/5 times a week. The teacher will add more goals as needed..

2. By 1/5/2021 Bianca will increase 60% with her math story problems with a math tutor 4/5 times per week, Bianca’s goal is work on math adding and subtracting problems. extending her time with Math will allow her to challenge her Math

3. By 1/5/2021 Bianca will increase 60% with her social interaction with her peers during recess 4/5 times per week to engage with a peer during recess with a game of her choice or the peer.

Reference

Cohen, L. & Spenciner, L. (2009) Teaching students with mild and moderate disabilities: Research-based practices (2nd ed). Upper saddle River, NJ: Pearson Publication

Accommodations and Modifications

https://blog. brookespublishing.com/17-great-accommodations-modifcations

ReplyReply to Comment

·

Response3 Dicussion2

Mr. Franklin and Ms. Mills have listed Bianca’s areas of strength, parental concerns, her needs, and explanations of all current data in both academic and functional performance. The information collected allows for the teachers to create accommodations that will use Bianca’s strengths to help her in the areas she needs more support in. For this to be successful, it is important to understand what your students’ strengths and weaknesses are to effective plan their instruction (Cohen & Spenciner, 2009). The inputs from parents are very insightful to how the child is outside of the school setting and to provide complete understanding of the student. Regards to state assessments, Bianca was able to pass two out of three with accommodations given.

Bianca’s present level of performance in literacy indicates several areas in need of support. The student needs support with reading comprehension, written expression, and listening comprehension. While Bianca loves to read nonfiction books, it is difficult for her to understand course fiction. The various literacy devices in fiction can contribute to Bianca’s need for support in reading comprehension.

· After reading a story at instructional level, Bianca will identify the main idea and two supporting details with 80% accuracy four of five trials by February 29, 2020.

· After given a reading assignment, Bianca will demonstrate use of skimming reading strategies to comprehend text, 4/5 times with 80% accuracy by February 29, 2020.

· By February 29, 2020, after reading a book independently at instructional level, Bianca will answer inferential comprehension questions at 70% accuracy in 2 of 3 trials.

The goal of reading comprehension is to assist students develop the knowledge, strategies, and skills to become proficient readers. While Bianca is an avid non-fiction reader, it is important for her to learn literacy devices and to understand various types of texts as she progress through her educational journey. The goals allows her to demonstrate the specific skills she needs for growth. The goals listed are short-term goals, which means they provide criteria for how the annual goals will be achieved (Cohen & Spenciner, 2009).

Cohen, L. & Spenciner, L. (2009) Teaching students with mild and moderate disabilities: Research-based practices (2nd ed.). Upper Saddle River, NJ: Pearson Publication.

ReplyReply to Comment

·

Professor response to Me

Mary,

Nice work addressing Bianca’s areas of need through appropriate goals for improvement. I like that you included behavioral needs as well as academic needs. Improving reading comprehension by 50% may take more time to accomplish than a study period. Typically goals are written for one year. They state what the student is currently able to do and where you want them to be at the end of the IEP (annual review). For example: By annual review of 2021, when given a grade level reading passage, Bianca will improve her comprehension from 40% accuracy to 80% accuracy on 2 out of 3 attempts as measured by curriculum based measures. Would this goal align with your statement on CRT measuring progress over the duration of the time Bianca has been working on this at school? What do you think?

My discussion Post

Mr. Franklin suggested the utilization of formal assessments in measuring Bianca’s progress. Unlike the previous case, there was a need to avoid comparing Bianca’s performance with other students. Mr. Franklin noted that the continued inclusion of students with disabilities in the Common Core States Standards elicits using the standard-based tests. According to Mr. Franklin, …

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