the purpose of this assessment is to determine the candidate s ability to demonstrate proficiency in the idea disability categories through building an electronic binder with tabs for each category with specific information required for each category- myassignmentgeek.net

the purpose of this assessment is to determine the candidate s ability to demonstrate proficiency in the idea disability categories through building an electronic binder with tabs for each category with specific information required for each category- myassignmentgeek.net

TITLE: KA3_SED104_Livebinder

WHEN ADMINISTERED DURING THE PREPARATION PROGRAM:

Transition 1 (Before Admission)

INSTRUMENT PURPOSE AND USE:

The purpose of this assessment is to determine the candidate’s ability to demonstrate proficiency in the IDEA disability categories through building an electronic binder with tabs for each category with specific information required for each category.

It will be used to monitor candidates’ progress by assessing how the candidates’ describe and define each disability category, including how disability manifests in classroom learning and behavior, and the development of a personal statement of teaching, including specific strategies for inclusion.

EVALUTION CATEGORIES AND INDICATORS OF ASSESSMENT

Alignment with standards:

KTS:1.1, 1.3, 2.4, 3.3, 4.1, 6.5, 9.4

InTASC: 1b, 3f, 3g, 3m, 4a, 4c, 4h, 4l, 7a, 7b, 7c, 7d, 8e, 8f, 8i, 8k, 9b, 9f, 10f

CAEP: 1.1, 1.3, 1.4, 1.5

CEC: 2.0, 2.1, 2.3, 3.1, 3.2, 3.3, 5.0, 5.1, 5.2, 7.3, 6.1, 6.2

IECE: 1.1, 1.3,2.2, 2.4, 2.8, 3.4, 5.5, 9.10, 9.16

NAEYC: 1a, 1b, 2a, 3a, 4a, 4c, 4d, 5a, 5c, 6b, 6c, 6d

ISTE: 4a

INFORMATION FOR CANDIDATES:

The project is developed over the course of the semester and includes multiple submissions with instructor feedback. The assignment requires candidates to demonstrate an understanding of each disability category through critically thinking about students with disabilities, defining the category and discussing assessment, describing characteristics of the disability, and explaining how these characteristics manifest in classrooms and learning.

In this assignment, candidates will: create a web-based organization system (a web binder) to summarize key learning about the foundations of special education and the disability categories under the Individuals with Disabilities Education Improvement Act (IDEIA).

The web binder will include the following sections, which will include a summary of the definition/key points of that section as well as key national and research-based web resources and research-based teaching strategies to support the learning of students with disabilities.

  1. IDEIA (special education federal law) principles, including Least Restrictive Environment (LRE), Free and Appropriate Public Education (FAPE), nondiscriminatory evaluation, etc
  2. the 14 disability categories in IDEIA, including a summary of the category definition and a personal philosophy statement for working with each population of student in inclusive general education classrooms. These pages will also have at least 2 subtabs that focus on websites/resources to support students with that disability and must be research-based differentiated/Universal Design for Learning strategies.
  3. working with families and professional collaborators which includes at least 2 additional resources you could use to support families,
  4. multicultural aspects of special education which includes at least 2 subtabs of additional resources you could use to support families from diverse backgrounds,
  5. working with students with disabilities who are English Learners, including a personal philosophy statement for working with each population of student in inclusive general education classrooms and at least 2 subtabs of resources that use research-based differentiated/ Universal Design for Learning strategies
  6. working with students with disabilities who are gifted (twice-exceptional). including a personal philosophy statement for working with each population of student in inclusive general education classrooms and at least 2 subtabs of resources that use research-based differentiated/ Universal Design for Learning strategies

The binder is a task that you will revisit multiple times in this class as well as throughout your program. It should be used as a resource as you develop lesson plans and differentiated instruction for students throughout your program and teaching career.

When creating the binder, the candidate will follow all ethical and legal uses of technology, including summarizing/synthesizing content in summary pages (to demonstrate awareness of plagiarism laws) and using credible/research-supported (ended in .edu and .gov or .com if they include research in their website. Unacceptable sites include wikepdia, about.com, etc).

You will have the opportunity to reflect on your progress as an effective educator, particularly related to your on-going understanding of students with disabilities and how to effectively teach these students in the general education classroom through differentiation, implementation of evidence-based strategies for interventions aimed at improving academic achievement and behavior, and monitoring progress through the response-to-intervention framework.

CRITERIA FOR SUCCESS:

You will receive a grade on the task(s) within this assessment (grade and rubric score are not equivalent…you will receive a grade posted in Blackboard, and your project will also be scored using the rubric in TaskStream). Your work must be submitted in both Blackboard and TaskStream. Your evaluation and feedback in Taskstream will help you recognize your progress throughout your program.

Successful completion of this assignment is required to pass the course. Successful completion is defined as earning at least an Emerging score in each rubric row. If your content does not meet the Emerging requirement in the final submission, your assessor will score an N/A for that row, and it will be considered an unacceptable level of performance.

Candidates who do not meet the acceptable level of performance will redo the assignment (this can include redoing modules to obtain mastery in the content). If two redo’s are submitted and scored without a passing score of Emerging in each rubric row, the Candidate will work with Faculty to develop an individual Professional Improvement Plan and be allowed one additional resubmission. Failure in this submission will result in a failing grade (F) in the course.

Candidates are informed of the requirements of the SED 104 Livebinder Key Assessment on the course syllabus and in the class Blackboard site. Candidates will have access to the assessment rubric through Taskstream and the class Blackboard site. Specific feedback will be provided based on the rubric through three submissions of the project throughout the semester. Feedback will be given on submission 1 based on the creation of the binder including main pages, subtabs, and resources included in the content from the first half of the semester. Candidate will receive feedback on submission 2 based on the creation of additional pages including subtabs and resources and will give feedback on the completed (entire) project.

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