ASHFORD ESE 601 Students With Exceptionalities in the School Settings Full Course

ASHFORD ESE 601 Students With Exceptionalities in the School Settings Full Course

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ASHFORD ESE 601 Students With Exceptionalities in the School Settings Full Course

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ASHFORD ESE 601 Students With Exceptionalities in the School Settings Full Course

ESE 601 Week 1 Assignment



Historical Timeline for Students with Exceptionalities

[WLOs: 1, 2] [CLOs: 1, 4]

The history of special education has included a long and arduous path for parents, teachers, and children as exemplified in Celebrating 35 Years of IDEA (Links to an external site.), but this process also has generated some very positive outcomes. Beginning in 1954 with the Landmark Cases: Brown v. Board of Education (Links to an external site.), the Supreme Court ruled that separate is not equal, and therefore educating children with special needs in isolated environments does not provide an identical education to that of their non-disabled peers (Expanding Civil Rights, n.d.). Since the passage of this groundbreaking legislation, other individuals and activist groups have followed suit, fighting for the legal rights of individuals with disabilities.

Prepare
Prior to beginning work on this assignment,
• Read Chapter 2 in your Inclusion: Effective Practices for All Students
• Read Why America is Better Off Because of the Americans With Disabilities Act and the Individuals With Disabilities Education Act.
• Read History of Special Education: Important Landmark Cases(Links to an external site.).
• Read The Every Student Succeeds Act: Strengthening the Focus on Educational Leadership.
• Review the course and weekly learning outcomes.
• Review these examples of a historical timeline for students with exceptionalities:
o ESE601 Week 1 Historical Timeline(Links to an external site.).
o Historical Timeline for Students With Exceptionalities(Links to an external site.).
• As you read, begin selecting three landmark cases to summarize and analyze.
• Select an online timeline format; although you can use any online timeline format for this project, Visme(Links to an external site.), Tiki-Toki (Links to an external site.), and Timetoast (Links to an external site.) are recommended.
• Locate the in your online classroom.
• Review the Week 6 final paper (Resource Manual for Educating Students With Exceptionalities) description to see where this artifact fits into your final paper.
Success Tip: Start preparing now for the Week 6 final paper! Review the Week 6 Resource Manual for Educating Students With Exceptionalities and description to see where this artifact fits into your final paper. The Week 6 assignment involves creating a resource manual for students with exceptionalities to support Mr. Franklin and other colleagues. Preparation for this assignment must begin early to make certain you are thinking ahead and saving your work.

Reflect

This assignment will allow you to better understand how relevant court cases and outcomes impacted the development and evolution of special education processes and policies over the years. As you navigate this assignment consider:
• How these landmark cases impacted the education and treatment offered to exceptional learners.
• How these court cases and outcomes influenced federal legislation that guides the foundation of special education laws and regulations.
• How special education legislation and policy have progressed over the years and what changes are still needed in order to meet the needs of exceptional learners in today’s educational environments.

Take Action

Content Instructions: Using Visme (Links to an external site.), Tiki-Toki (Links to an external site.), Timetoast (Links to an external site.), or a timeline creation tool of your choice, you will create a historical timeline related to students with exceptionalities with a minimum of five entries.
Identify at least three influential landmark cases specific to the development of 21st century special education practice beginning as early as 1960. For each of the three cases, complete a timeline entry that will
• Identify the case by name and date.
• Paraphrase in two to three sentences a description of each party’s stance for each of the three selected cases.
• Restate in your own words, a two- to three-sentence summary of the final court ruling for each of the three selected cases.
• Explain in two to three sentences, using your own words, how the historical legal rulings you selected have supported the needs of students with disabilities.
• Embed a relevant resource link to a website or video that describes each selected case in user-friendly terms.
• Provide a list of all references.
Include two additional entries in your timeline: Americans With Disabilities Act and Individuals With Disabilities Education Act. For each of these two pieces of legislation, complete a timeline entry that will
• Identify the legislative act by name and date.
• Paraphrase in one to two sentences a description of the legislative act.
• Explain in one to two sentences, using your own words, how the legislative act has supported the needs of students with disabilities.
• Provide a list of all references.
Create a document using this Week 1 Assignment Template to submit your assignment that includes a title page, the link to your online timeline, and a screenshot of your timeline overview. An important point is that you must make your timeline website “public” in order for the instructor to access your work.

The Historical Timeline for Students With Exceptionalities assignment
• Must be five to six timeline entries in length (not including title and references and formatted according to APA Style(Links to an external site.) as outlined in the Writing Center’s APA Formatting resource.
• Must include a separate title page with the following:
o Title of timeline
o Student’s name
o Course name and number
o Instructor’s name
o Date submitted
• Must include a hyperlink to the timeline and a screenshot of your work. Consider using thistemplate for submission.
• Must utilize academic voice. See the Academic Voice(Links to an external site.) resource for additional guidance.
• Must use at least three credible sources in addition to the course text.
o 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.
o To assist you in completing the research required for this assignment, view this Ashford University Library Quick ‘n’ Dirty(Links to an external site.) tutorial, which introduces the Ashford University Library and the research process, and provides some library search tips.
• Must document any information used from sources in APA Style as outlined in the Writing Center’s APA: Citing Within Your Paper(Links to an external site.)
• Must include a separate references page that is formatted according to APA Style as outlined in the Writing Center. See the APA: Formatting Your References List(Links to an external site.) resource in the Writing Center for specifications.

Week 2 – Discussion

Navigate the Referral, Evaluation, and Eligibility Process in Accordance with IDEA (Scenario)
[WLOs: 1, 2] [CLO: 1, 2, 4, 5]
This discussion forum post provides an opportunity to analyze and present your understanding of the referral, evaluation, and non-discriminatory assessments, as well as eligibility review and determination processes. You will evaluate practices and identify the critical members involved in the process. Be sure to offer a comprehensive synopsis of each of these steps, which includes all required and potential team members and their respective roles and responsibilities. The IDEA requires the following personnel to meaningfully participate in the evaluation and IEP team process (“IDEA/IDEIA: The Rights Your Child Has as One With a Disability,” n.d.).
According to IDEA 2004, Section 1414(d)(1)(B), the IEP team includes:
• the parents of a child with a disability;
• not less than one regular education teacher of such child (if the child is, or may be, participating in the regular education environment;
• not less than one special education teacher, or where appropriate, not less than one special education provider of such child;
• a representative of the local educational agency;
• an individual who can interpret the instructional implications of evaluation results;
• at the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and
• whenever appropriate, the child with a disability.



Prepare
Prior to beginning work on this discussion forum,
• Read Chapters 1 and 4 in your Inclusion: Effective Practices for All Students
• Read Special Education Policy, Response to Intervention, and the Socialization of Youth
• Review The IEP Team(Links to an external site.) webpage
• Review the Instructor Guidancelesson for this week.
• Thoroughly read the instructions for this discussion forum post.
• Complete the ESE601 Week 2 IDEA Eligibility Process (Links to an external site.) interactive related to steps from the referral, evaluation, and evaluation processes.
• Look to include in-text citations in your initial posts and support your statements and responses with scholarly literature. Review the Scholarly, Peer-Reviewed, and Other Credible Sources(Links to an external site.) table if you need assistance.

Reflect
After completing the interactive exercise, you will have a better understanding of the referral, evaluation, and eligibility process in accordance to IDEA. As you navigate this scenario, consider how you can apply these concepts and critical terms to your chosen path or learning environment in the field of special education. Points to ponder as you begin:
• P-12: Consider the state or educational standards your district follows or the Common Core State Standards.
• Early Childhood: The National Association for the Education of Young Children or your local education standards.
• Post-secondary: Adult learning or training environments (e.g., educational, military, corporate environments, etc.) and standards aligning with professional learning.

Take Action
Initial Post: In at least three distinct paragraphs, create an initial post that will
• Define and summarize the referral, evaluation, and eligibility processes when identifying individuals with exceptionalities.

• Demonstrate an understanding of the timeline and sequence of events as it relates to these processes.

• Identify all relevant members of the team and classify their roles and responsibilities in these procedures.

Week 2 – Assignment
Interpreting Evaluation Results and Identifying Characteristics of Disabilities

Researchers have identified multiple potential causes as well as suggested interventions for children who have been identified as having specific disabilities. These strategies may include environmental, instructional, behavioral, and psychological approaches within the classroom or school setting. This information can be instrumental in the decision-making process, specifically for the IEP team, when developing a student’s individualized goals and services. Using research-based interventions along with the student’s present levels of performance, background and cultural influences, for the purpose of developing an individualized plan are the recommended procedure for supporting a student’s needs.
Assessments are one important measure of a child’s level of functioning. They can measure a variety of areas including academic performance, processing abilities, language comprehension and usage as well as many others. There are many types of informal and formal assessments that contribute to the overall picture of a student’s abilities, which help to determine the gaps that need remediation. Whether conducted by a teacher or school psychologist, a report is written to explain the findings, which include current levels of functioning, strengths, and weaknesses.
After reviewing Henry’s Evaluation Report, you will use this data to respond to the prompt below.

Prepare
Prior to beginning work on this assignment,
• Read Chapters 1 and 4 in your text.
• Read Special Education Policy, Response to Intervention, and the Socialization of Youth
• Review The IEP Team(Links to an external site.)
• Review the course and weekly learning outcomes.
• Carefully read the assignment instructions, which includes the case study and evaluation results for Henry.
Review the Week 6 final paper (Resource Manual for Educating Students With Exceptionalities) description to see where this artifact fits into your final paper.

Reflect

This assignment provides an opportunity to read and interpret evaluation results for a specific student (Henry). This case study includes a comprehensive breakdown of all relevant sections of an evaluation report. After reading and analyzing this information, you will use the presented data to drive your decision-making process to best meet Henry’s individualized needs. This assignment also provides an opportunity to identify and communicate common characteristics associated with high-incidence exceptionalities.

Take Action

Content Instructions
Part I
• Within your paper,
o Identify characteristics of three disabilities: learning disabilities, autism spectrum disorders, and intellectual disabilities.
o When defining and identifying characteristics of learning disabilities, include how dyslexia impacts reading and related language-based processing skills and aligns with the parameters of learning disabilities.
• In this section of your paper,
o Define each disability using IDEA.
o Identify characteristics for each disability that are commonly seen in the educational environment.
o Describe how these characteristics adversely impact educational performance and academic progress.
Part II
• In this section of your paper,
o Identify the category of eligibility and specific disability you would give Henry based on the data in the evaluation report.
o Justify your decision with a comprehensive rationale. This should align with Henry’s deficit areas and testing results.
Part III
• Recommend evidence-based practices and interventions to meet Henry’s individual needs and foster academic progress once you have determined that Henry qualifies for special education services under a specific category (disability).
• In this section of your paper,
o Recommend at least three potential evidence-based interventions or instructional strategies to support Henry (support with scholarly research and literature).
o Summarize each intervention thoroughly (support with scholarly literature).
o Justify your decision with a comprehensive rationale. This should align with Henry’s deficit areas and testing results.
o Discuss the potential impact these interventions and instructional strategies will have on Henry’s academic success.
Create a document using this Week 2 Assignment Template to submit your assignment that includes a title page, headings for each section of the assignment, and your reference list.

Next Steps: Review and Submit the Assignment

Review your assignment with the Grading Rubric to ensure you have achieved the distinguished levels of performance for each criterion. Next, submit your document no later than Day 7.

ePortfolio and Assignment Submission Instructions

• Submit Your Assignment: You will need to submit your assignment to both Waypoint and Folio.

Part 1: Submit Assignment to Waypoint

Submit your assignment to Waypoint using the Assignment Submission button (within your classroom).
• For more detailed instructions, refer to the Submitting Assignments Through Waypoint(Links to an external site.)

Part 2: Add Assignment to Folio

A part of this assignment is adding your work to Folio. Folio is your free digital portfolio tool to visually showcase your academic and professional accomplishments and experiences. You can access Folio by clicking on the “Account” link in the global navigation of this course, and selecting “Folio,” or, by clicking the button in your classroom.
To learn more about setting up your Folio account and adding future assignments, view Setting Up and Using Folio (Links to an external site.).
Success Tip: Start preparing now for the Week 6 Final Assignment!
• The Week 6 assignment involves creating a resource manual for Mr. Franklin. Preparation for this assignment must begin early to make certain you are thinking ahead and saving your work. Review the full instructions for the Week 6 assignmentfor more information.

The Interpreting Evaluation Results and Identifying Characteristics of Disabilities paper,
• Must be three to four double-spaced pages in length (not including title and references pages) and formatted according to APA Style(Links to an external site.) as outlined in the Writing Center’s APA Formatting for Microsoft Word (Links to an external site.)
• Must include a separate title page with the following:
o Title of paper
o Student’s name
o Course name and number
o Instructor’s name
o Date submitted
• Must utilize academic voice. See the Academic Voice(Links to an external site.) resource for additional guidance.
• Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.
o For assistance on writing Introductions & Conclusions(Links to an external site.) as well as Writing a Thesis Statement (Links to an external site.), refer to the Writing Center resources.
• Must use at least two scholarly, peer-reviewed, or credible sources in addition to the course text.
o 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.
o To assist you in completing the research required for this assignment, view this Ashford University Library Quick ‘n’ Dirty(Links to an external site.) tutorial, which introduces the Ashford University Library and the research process, and provides some library search tips.
• Must document any information used from sources in APA Style as outlined in the Writing Center’s APA: Citing Within Your Paper(Links to an external site.)
• Must include a separate references page that is formatted according to APA Style as outlined in the Writing Center. See the APA: Formatting Your References List(Links to an external site.) resource in the Writing Center for specifications.

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.

Week 3 – Discussion

Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.
The grading rubric is based on 10 points, and the discussion is worth 4% of your grade.

Assessment Results and LRE Continuum (Scenario) [WLO: 1] [CLOs: 1, 2, 3, 4]
This discussion is your opportunity to demonstrate your understanding of using assessment results and data to accurately place exceptional learners in accordance with Least Restrictive Environment (LRE).
Prepare
Prior to beginning work on this discussion forum,
• Review the following sections in Chapters 1 and 8 in your Inclusion: Effective Practices for All Students
o Section 1.2: What Are Key Concepts That Support Inclusive Education?
o Section 8.1: What Formal Plans Are Required for Students With Disabilities for Effective Inclusive Education?
• Read Reflections on the Concept of the Least Restrictive Environment in Special Education.
• Read Envisioning an Improved Continuum of Special Education Services for Students With Learning Disabilities: Considering Intervention Intensity.
• Read Guiding IEP Teams on Meeting the Least Restrictive Environment Mandat
• Review the Instructor Guidancelesson for this week.
• Read the scenario below.
• Thoroughly read the instructions for this discussion forum post.
• Complete the ESE601 Week 3 Assessment Results and LRE Continuum Discussion Forum (Links to an external site.)interactive focusing on choosing appropriate placement options based on evaluation results and pertinent data.

Reflect

As you navigate this scenario, consider how you can apply these concepts and critical terms to your chosen path or learning environment in the field of education. Points to ponder as you begin:
• P-12: Consider the state or educational standards your district follows or the Common Core State Standards.
• Early Childhood: Consider The National Association for the Education of Young Children or your local education standards.
• Post-secondary: Consider the adult learning or training environments (e.g., educational, military, corporate environments) and standards aligning with professional learning.

Scenario

According to the Henry Evaluation Report document you reviewed in the Week 2 assignment, Henry will frequently look around the room before participating in whole-group activities, copying what his peers are doing, so not to be embarrassed that he does not understand the learning material or what is being asked. Both you and Mr. Franklin have observed this same documented behavior on multiple instances during classroom instruction and other activities. Because he has never been a behavior problem or disruptive, you are afraid that Henry’s introverted nature will cause him to fall further behind as his lack of progress goes unnoticed. It has been determined by a multi-disciplinary evaluation team that Henry has a specific learning disability, which negatively impacts his reading comprehension and ability to organize his thoughts on paper. Help Mr. Franklin and the evaluation and IEP teams discuss the most appropriate learning environment for Henry.

Take Action

Initial Post: Create an initial post in two to three paragraphs to
• Explain your recommendation to the evaluation and IEP teams for Henry’s placement (LRE) based on the evaluation results.
• Compose a strong and well-written rationale supporting your decision.
o Align and support your decisions with specific data from the Henry Evaluation Report.
o Discuss how this placement will foster educational success.
• Use scholarly literature to support your statements and responses.
o Refer to the Writing Center’s APA: Citing Within Your Paper(Links to an external site.) guide and the Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.) table if you need a refresher.

Week 3 – Assignment
Universal Learning Characteristics

[WLOs: 2, 3] [CLOs: 2, 3]

Although every child is unique, those with similar categorized disabilities have universal learning and behavior characteristics. For example, traditional instruction can be delivered with strategies that have shown to be successful for students identified as having learning disabilities. Similarly, universal proactive classroom intervention techniques for children with varying exceptionalities have also been demonstrated to be a successful approach to addressing these individualized needs.
This week’s assignment provides an opportunity to research and identify evidence-based practices and interventions to meet the needs of these diverse learners. You will then present your findings by creating an electronic graphic organizer using Draw.io (Links to an external site.) or Creating Graphic Organizers Using Microsoft Word (Links to an external site.) to demonstrate universal learning and behavior characteristics and strategies for a disability.

Prepare
Prior to beginning work on this assignment,
• Review the following sections in Chapters 1 and 8 in your Inclusion: Effective Practices for All Students
o 2: What Are Key Concepts That Support Inclusive Education?
o 1: What Formal Plans Are Required for Students With Disabilities for Effective Inclusive Education?
• From your textbook, use Table 1.1: Disability Categories and Definitions Adapted from IDEA 2004 to help identify the characteristics of disabilities.
• Read Reflections on the Concept of the Least Restrictive Environment in Special Education.
• Read Envisioning an Improved Continuum of Special Education Services for Students With Learning Disabilities: Considering Intervention Intensity.
• Read Guiding IEP Teams on Meeting the Least Restrictive Environment Mandate.
• View the sample Universal Learning Characteristicsgraphic organizer example.
• Review the course and weekly learning outcomes.
• Carefully read the assignment instructions, which offers a comprehensive summary of task expectations.
• Familiarize yourself with the necessary software, such as (Links to an external site.)io (Links to an external site.), to create your electronic graphic organizer.
• Review the Week 6 final paper (Resource Manual for Educating Students With Exceptionalities) description to see where this artifact fits into your final paper.

Reflect
In the field of education, you will work with varying exceptionalities and diverse individual needs. These needs will include academic, behavioral, and social/emotional skills. As an educator and expert in the field, you are expected to assist the IEP team in accurately identifying student needs and recommending research-based practices and strategies to best meet these needs and foster student growth and development. This assignment offers an opportunity to choose a specific disability and research and identify quality evidence-based approaches that strongly align with student needs.
As you navigate this assignment consider:
• How characteristics of these behaviors impact student outcomes and educational performance.
• The importance and value of selecting effective research-based interventions that align with student needs.
• The importance of ethical communication and collaboration with IEP team members when selecting and implementing these evidence-based practices.
• Supports and accommodations for students with exceptionalities.
• How this assignment will impact your current or future practices working with exceptional learners.

Take Action

Content Instructions: For this assignment choose one of the three listed disabilities: learning disability; emotional/behavioral disorder; autism spectrum disorder. You will only target one disability for this task. Here is a model to follow: Universal Learning Characteristics example .
In your graphic organizer,
• Step 1: Define, in one sentence, the disability you selected.
• Step 2: Universal Behavior Characteristics
o Describe at least five universal behavior characteristics for this population of students.
o Identify common (behavior) characteristics associated with the chosen disability.
o Explain at least five behavior strategies to support the universal behavior.
o Identify at least five evidence-based behavior interventions that align with the characteristics mentioned above.
o List at least three resources you accessed to identify universal behavior characteristics.
o Use credible and scholarly literature when supporting your research-based behavior strategies/interventions.
• Step 3: Universal Learning Characteristics
o Describe at least five universal learning characteristics for the population of students you have chosen.
o Identify common learning characteristics associated with the chosen disability.
o Explain at least five instructional strategies, accommodations, or modifications to support the universal learning characteristics of the population of student’s you have chosen.
o Identify at least five evidence-based interventions that align with the learning characteristics mentioned above.
o List at least three resources you accessed to identify universal learning characteristics and instructional strategies, accommodations or modifications.
o Use credible and scholarly literature when supporting your research-based learning strategies/interventions.
Create a document using the sample Universal Learning Characteristics template to submit your graphic organizer that includes a title page, the link to or content of your graphic organizer, and your reference list.

Next Steps: Review and Submit the Assignment

Review your assignment with the Grading Rubric to ensure you have achieved the distinguished levels of performance for each criterion. Next, submit your document no later than Day 7.

ePortfolio and Assignment Submission Instructions

• Submit Your Assignment: You will need to submit your assignment to both Waypoint and Folio.

Part 1: Submit Assignment to Waypoint

Submit your assignment to Waypoint using the Assignment Submission button (within your classroom).
• For more detailed instructions, refer to the Submitting Assignments Through Waypoint(Links to an external site.)

Part 2: Add Assignment to Folio

A part of this assignment is adding your work to Folio. Folio is your free digital portfolio tool to visually showcase your academic and professional accomplishments and experiences. You can access Folio by clicking on the “Account” link in the global navigation of this course, and selecting “Folio,” or, by clicking the button in your classroom.
To learn more about setting up your Folio account and adding future assignments, view Setting Up and Using Folio (Links to an external site.).

Success Tip: Start preparing now for the Week 6 final paper!

• The Week 6 assignment involves creating a resource manual for Mr. Franklin. Preparation for this assignment must begin early to make certain you are thinking ahead and saving your work. Review the full instructions for the Week 6 assignment for more information.

The Universal Learning Characteristics graphic organizer,
• Must contain seven content areas. It will be about 1 to 2 pages in length (not including title and references pages) and formatted according to APA Style(Links to an external site.) as outlined in the Writing Center’s APA Formatting for Microsoft Word (Links to an external site.)
• Must include a separate title page with the following:
o Title of paper
o Student’s name
o Course name and number
o Instructor’s name
o Date submitted
• Must utilize academic voice. See the Academic Voice(Links to an external site.) resource for additional guidance.
• Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.
o For assistance on writing Introductions & Conclusions(Links to an external site.) as well as Writing a Thesis Statement (Links to an external site.), refer to the Writing Center resources.
• Must use at least six scholarly or credible sources in addition to the course text.
o 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.
o To assist you in completing the research required for this assignment, view this Ashford University Library Quick ‘n’ Dirty(Links to an external site.) tutorial, which introduces the Ashford University Library and the research process, and provides some library search tips.
• Must document any information used from sources in APA Style as outlined in the Writing Center’s APA: Citing Within Your Paper(Links to an external site.)
• Must include a separate references page that is formatted according to APA Style as outlined in the Writing Center, or incorporate it into the graphic organizer. See the APA: Formatting Your References List(Links to an external site.) resource in the Writing Center for specifications.

Week 4 – Discussion Forum

Positive Behavior Planning (Scenario) [WLOs: 1, 2] [CLO: 3]
This discussion is your opportunity to demonstrate your understanding of the objective: Compare positive proactive classroom behavior strategies. The discussion represents an introduction to Course Learning Outcome 3 and the MASE Program Learning Outcome 1.
Prepare
Prior to beginning work on this discussion forum,
• Read Chapter Sections 9.1 and 9.2, and all of Chapters 11 and 12 in your Inclusion: Effective Practices for All Students
• Read The 16 Proactive Classroom Management Skills to Support Academic Engagement(Links to an external site.). (Links to an external site.)
• Read Fads or Facts? Sifting Through the Evidence to Find What Really Works.
• Review Page 7: Collect Data: Direct Observations(Links to an external site.).
• Review Page 6: Evaluating Student Performance(Links to an external site.).
• Review the Instructor Guidancelesson for this week.
• Thoroughly read the assignment instructions for this discussion forum post.
• Carefully read the scenario below.
• Watch the following video: Managing Classroom Behavior.
Video link
https://ashford.mediaspace.kaltura.com/media/ESE601+Week+Four+Classroom+Management/0_lex1pxfh

Reflect
As you navigate this scenario, consider how you can apply these concepts and critical terms to your chosen path or learning environment in the field of education. Points to ponder as you begin:
• P-12: Consider the state or educational standards your district follows or the Common Core State Standards.
• Early Childhood: The National Association for the Education of Young Children or your local education standards.
• Post-secondary: Adult learning or training environments (e.g., educational, military, corporate environments) and standards aligning with professional learning.

Scenario

You notice that when Mr. Franklin tells the class it is time to stop their work and move to the next activity, it takes a long time for the class to complete their current activities, gather their materials, and transition to the next class. Because of this lag time, the students are often late to their next class, which makes Mr. Franklin feel frustrated. Responding to this ongoing issue, Mr. Franklin tells the class they will miss five minutes of their lunch time to make up for their lateness.

Take Action

Initial Post: Create an initial response that explains how Mr. Franklin’s response was reactive instead of proactive. Describe at least three proactive strategies Mr. Franklin can use for a smoother transition process. Include in your description how this strategy would be implemented with supporting evidence from the readings and Week Four’s Instructor Guidance
• A collegial letter formatted response; you will share this letter with Mr. Franklin.
o The Ashford Writing Center offers professional Writing in Business(Links to an external site.)
o Review the Writing a Professional Letter(Links to an external site.) and What Is Professional Writing (Links to an external site.) pages
• A clear comparison of proactive vs. reactive strategies as it pertains to the scenario.
• Describe at least three evidence-based proactive strategies that can be used to successfully manage classroom behaviors.
o Summarize each evidence-based strategy and discuss the implementation process of each practice.
o Support each strategy with in-text citations and scholarly literature (see APA: Citing Within Your Paper(Links to an external site.) for assistance).
o Refer to theScholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.) for clarification on sources you should use.

Week 4 Assignment

Universal Learning Characteristics

[WLOs: 2, 3] [CLOs: 2, 3]

Even when you proactively predict your students’ behaviors and plan for every situation, problems will still arise that need to be managed. Therefore, it is important to be able to accurately identify adverse or interfering behaviors and proactively implement research-based practices to meet the needs of your student(s) and not disrupt the flow of instruction and the overall learning process. This assignment provides an opportunity for you to research and identify evidence-based practices that can be used for immediate or future implementation.

Prepare
Prior to beginning work on this assignment,
• Read Sections 9.1 and 9.2 and all of Chapters 11 and 12 in your textbook.
• Read The 16 Proactive Classroom Management Skills to Support Academic Engagement(Links to an external site.).
• Read Fads or Facts? Sifting Through The Evidence to Find What Really Works.
• Review Page 7: Collect Data: Direct Observations(Links to an external site.).
• Review Page 6: Evaluating Student Performance(Links to an external site.).
• Review What Works Clearinghouse(Links to an external site.).
• Review the course and weekly learning outcomes.
• Carefully read the assignment instructions, which offers a comprehensive summary of task expectations.
• Watch the video Week 4 Managing Classroom Behavior(Links to an external site.).
• Read the scenario below carefully.
• Review the Week 6 final paper(Resource Manual for Educating Students With Exceptionalities) description to see where this artifact fits into your final paper.

Reflect

In the field of education, you will work with varying exceptionalities and diverse individual needs. These needs will include academic, behavioral, and social/emotional skills. Both general and special education educators are expected to address adverse or interfering classroom behaviors, which include implementing effective and evidence-based strategies that promote a high-quality learning environment. This assignment offers an opportunity to analyze a given scenario and research and identify quality evidence-based behavior strategies that strongly align with student needs.
As you navigate this assignment consider:
• How characteristics of these behaviors impact student outcomes and educational performance.
• The importance and value of selecting effective evidence-based behavioral strategies that align with student needs.
• How this assignment will impact your current or future practices working with exceptional learners.

Scenario

Dave attends class regularly and enjoys math. He likes to solve geometry problems and prefers kinesthetic hands-on learning. Dave struggles attending to task and staying focused in the classroom setting. He has difficulty staying seated for long periods of time and will often get out of his seat and move around the classroom without permission. Dave is often impulsive and will shout out answers without raising his hand, which disrupts instruction and the overall classroom setting. Dave also becomes social at inappropriate times and will excessively talk to his classmates, which adversely impacts the teaching and learning process.

Take Action

Content Instructions:

Use support from your assignment reading, the Instructor Guidance lesson, and the discussions. In your paper,
• Provide a hypothesis, which offers a possible function of the observed behaviors.
o This includes “why” these behaviors may be occurring:
 To gain attention.
 To escape or avoid tasks or activities.
 To gain access to tangible items or activities.
 To gain or avoid self-reinforcing/sensory stimulation.
o Research and identify at least three evidence-based behavior strategies that are functionally equivalent and that align with the student’s needs.
 Use weekly resources and the What Works Clearinghouse(Links to an external site.) to help identify research-based strategies.
 Support your recommendations with scholarly literature.
o Explain how each of these strategies will be effective for the identified behaviors in the scenario.
o Summarize how the strategies might be used proactively in the future.
o Reflect on why you chose these strategies and how they best meet the student’s needs.
Create a document using the Week 4 Assignment Template to submit your assignment that includes a title page, headings for each section of the assignment, and your reference list.

Next Steps: Review and Submit the Assignment

Review your assignment with the Grading Rubric to ensure you have achieved the distinguished levels of performance for each criterion. Next, submit your document no later than Day 7.

ePortfolio and Assignment Submission Instructions

• Submit Your Assignment: You will need to submit your assignment to both Waypoint and Folio.

Part 1: Submit Assignment to Waypoint

Submit your assignment to Waypoint using the Assignment Submission button (within your classroom).
• For more detailed instructions, refer to the Submitting Assignments Through Waypoint(Links to an external site.)

Part 2: Add Assignment to Folio

A part of this assignment is adding your work to Folio. Folio is your free digital portfolio tool to visually showcase your academic and professional accomplishments and experiences. You can access Folio by clicking on the “Account” link in the global navigation of this course, and selecting “Folio,” or, by clicking the button in your classroom.
To learn more about setting up your Folio account and adding future assignments, view Setting Up and Using Folio (Links to an external site.).
Success Tip: Start preparing now for the Week 6 final paper!
• The Week 6 assignment involves creating a resource manual for Mr. Franklin. Preparation for this assignment must begin early to make certain you are thinking ahead and saving your work. Review the full instructions for the Week 6 assignment for more information.

The Classroom Behavior Strategies paper,
• Must be three to four double-spaced pages in length (not including title and references page) and formatted according to APA Style(Links to an external site.) as outlined in the Writing Center’s APA Formatting for Microsoft Word (Links to an external site.)
• Must include a separate title page with the following:
o Title of paper
o Student’s name
o Course name and number
o Instructor’s name
o Date submitted
• Must utilize academic voice. See the Academic Voice(Links to an external site.) resource for additional guidance.
• Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.
o For assistance on writing Introductions & Conclusions(Links to an external site.) as well as Writing a Thesis Statement (Links to an external site.), refer to the Writing Center resources.
• Must use at least 3 scholarly, peer-reviewed, credible sources in addition to the course text.
o 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.
o To assist you in completing the research required for this assignment, view this Ashford University Library Quick ‘n’ Dirty(Links to an external site.) tutorial, which introduces the Ashford University Library and the research process, and provides some library search tips.
• Must document any information used from sources in APA Style as outlined in the Writing Center’s APA: Citing Within Your Paper(Links to an external site.)
• Must include a separate references page that is formatted according to APA Style as outlined in the Writing Center. See the APA: Formatting Your References List(Links to an external site.) resource in the Writing Center for specifications.

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.

Week 5 – Discussion Forum

Present Level of Performance (Scenario) [WLOs: 1, 2] [CLOs: 1, 3]
This discussion is your opportunity to demonstrate your understanding of how to effectively use present levels of academic and functional performance to create specific, measurable, attainable, relevant, and time-based (SMART) IEP goals that strongly align with student needs.
Prepare
Prior to beginning work on this discussion forum,
• Read Chapter 10 in your Inclusion: Effective Practices for All Students
• Read SMART or Not? Writing Specific, Measurable IEP Goals.
• Read How to Tell if Your Child’s IEP Goals Are SMART(Links to an external site.).
• Review A Place to Start: Understanding the Present Level of Academic Achievement and Functional Performance Statement(Links to an external site.).
• Review Browse Instructional Content(Links to an external site.).
• Review theESE601 Week 5 IEP Goals SMART Goals Template.
• Review theInstructor Guidance lesson for this week.
• Thoroughly read the assignment instructions for this discussion forum post.
• Carefully read the scenario listed below.
• Review the results of Henry’s Evaluation Reportto align goals with current student needs.
• Complete the Smart Goals and Progress Monitoring(Links to an external site.) interactive related to this week’s discussion forum and assignment.
• Review the Week 6 final paper (Resource Manual for Educating Students With Exceptionalities) description to see where this artifact fits into your final paper.

Reflect
As you navigate this scenario, consider how you can apply these concepts and critical terms to your chosen path or learning environment in the field of education. Points to ponder as you begin:
• P-12: Consider the state or educational standards your district follows or the Common Core State Standards.
• Early Childhood: The National Association for the Education of Young Children or your local education standards.
• Post-secondary: Adult learning or training environments (e.g., educational, military, corporate environments) and standards aligning with professional learning.

Consider your goal for this discussion.
By the end of the day Thursday, complete the Week 5 Present Level of Performance (Scenario) initial discussion forum content expectation steps of writing at least three SMART goals in the discussion forum based on the supporting required resources provided with 100% accuracy.

Scenario
You play an important role on the individualized education program (IEP) team, which is required to meet at least once annually. This federal mandate requires that all participants meaningfully contribute information regarding the student’s current abilities, strengths, and areas of weaknesses so that specific goals and services can be provided. Remember that evaluation and IEPs are completed by multi-disciplinary teams and not the decision of one educator or stakeholder. The written document that results from the IEP team meeting is akin to a “roadmap” that is specifically designed for each student who qualifies for special education and related services.
During Henry’s annual IEP meeting, his present levels of academic and functional performance are discussed. You are still concerned for Henry’s overall lack of academic progress and quiet demeanor. Since you know Henry well and want him to be successful in school, you make suggestions to the team regarding his goals. Collaboratively developing goals for any student is one of the most important components of the IEP process. Because they are the basis on which appropriate services and placement are determined, this discussion serves significant importance to the overall plan that is developed. IEP goals must be developed based on the student’s current levels of abilities, be measurable, linked to the general education curriculum, and reasonably met within one year.

Take Action
Initial Post:
• Create at least three IEP goals using the SMART goal format.
o Review the ESE601 Week 5 IEP Goals SMART Goals templateif you need support.
o Each of these goals should strongly align with Henry’s present levels of performance.
• Present a descriptive narrative, offering a rationale for your decision-making process, explaining why you chose each of the goals, how they align with Henry’s levels of performance, and how they meet the SMART goal criteria.

Week 5 Assignment Instructional Planning:

Assessment to Practice Plan

[WLOs: 1, 2, 3] [CLOs: 1, 3, 4]

In previous weeks, you have learned that evaluation results provide the necessary information to create clear and comprehensive present levels of academic and functional performance. These levels of performance highlight student strengths and deficit areas, and this critical information is used to generate annual goals. In this week’s discussion forum post, you had the opportunity to revisit Henry’s evaluation results and create three IEP goals using the SMART goal format.
Now that you have created annual goals, you need to determine if the student is making adequate progress towards meeting or exceeding these objectives. Essentially, you are determining the effectiveness of the student’s special education programming.
For this assignment, you will create a progress monitoring plan that will highlight how student progress is being measured and reported while aligning assessment to practice components. Use the when completing this assignment. Be sure to thoroughly complete each section of the template, as this will emphasize the decision-making process and demonstrate a strong alignment with the assessment and evaluations results.

Prepare

Prior to beginning work on this assignment,
• Read Chapter 10 in the textbook.
• Read SMART or Not? Writing Specific, Measurable IEP Goals
• Read How to Tell if Your Child’s IEP Goals Are SMART(Links to an external site.).
• Review A Place to Start: Understanding the Present Level of Academic Achievement and Functional Performance Statement(Links to an external site.).
• Review Browse Instructional Content(Links to an external site.).
• Read Curriculum-Based Measurement: Top Benefits and Examples(Links to an external site.).
• Read Page 9: Monitoring & Reporting Student Progress(Links to an external site.).
• Review the course and weekly learning outcomes.
• Carefully read the assignment instructions, which offers a comprehensive summary of task expectations.
• Familiarize yourself with the Progress Monitoring Plan template.
• Review the Week 6 final paper (Resource Manual for Educating Students With Exceptionalities) description to see where this artifact fits into your final paper.

Reflect

As you navigate this assignment consider
• How does the assessment to practice cycle incorporate alignment of student needs, goal development, evidence-based instruction, and progress monitoring?
• How does student data drive the decision-making process?
• What are the importance and value of using evaluation results and data to accurately create annual goals?
• How does the SMART goal format drive your instructional practices?
• How to incorporate ethical principles when choosing and implementing assessment practices with fidelity and integrity.
• How will these progress monitoring practices help you determine the effectiveness of special educational programming?

Take Action

Content Instructions:

Use support from your assignment reading, the Instructor Guidance, and the discussions. In your paper,
• Complete the eleven sections (Sections I-XI) of the Progress Monitoring Plan templatein their entirety.
o Summarize Henry’s evaluation results (Section I).
o List present levels of performance (Section II).
o State the three annual goals you developed in this week’s discussion forum post (Section III).
o Identify assessment/progress-monitoring tools used to evaluate and monitor student progress (Section IV).
o Indicate the frequency of the assessment/progress-monitoring and data collection process for Henry (Sections V-VI).
o Identify which team members are responsible for collecting, storing, and sharing this data (Sections VII-VIII).
o Create a communication plan for ethically sharing this data with the IEP team (Sections IX-X).
o Reflect on how these data will be used to make instructional decisions (Section XI).

Next Steps: Review and Submit the Assignment
Review your assignment with the Grading Rubric to ensure you have achieved the distinguished levels of performance for each criterion. Next, submit your document no later than Day 7.

ePortfolio and Assignment Submission Instructions

• Submit Your Assignment: You will need to submit your assignment to both Waypoint and Folio.

Part 1: Submit Assignment to Waypoint

Submit your assignment to Waypoint using the Assignment Submission button (within your classroom).
• For more detailed instructions, refer to the Submitting Assignments Through Waypoint(Links to an external site.)

Part 2: Add Assignment to Folio

A part of this assignment is adding your work to Folio. Folio is your free digital portfolio tool to visually showcase your academic and professional accomplishments and experiences. You can access Folio by clicking on the “Account” link in the global navigation of this course, and selecting “Folio,” or, by clicking the button in your classroom.
To learn more about setting up your Folio account and adding future assignments, view Setting Up and Using Folio (Links to an external site.).

Success Tip: Start preparing now for the Week 6 final paper!

• The Week 6 assignment involves creating a resource manual for Mr. Franklin. Preparation for this assignment must begin early to make certain you are thinking ahead and saving your work. Review the full instructions for the Week 6 assignment for more information.

The Instructional Planning: Assessment to Practice Plan,
• Must include a separate title page with the following:
o Title of plan
o Student’s name
o Course name and number
o Instructor’s name
o Date submitted
• Must utilize academic voice. See the Academic Voice(Links to an external site.) resource for additional guidance.
• Must use at least two scholarly or credible sources in addition to the course text.
o 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.
o To assist you in completing the research required for this assignment, view this Ashford University Library Quick ‘n’ Dirty(Links to an external site.) tutorial, which introduces the Ashford University Library and the research process, and provides some library search tips.
• Must include a separate references page that is formatted according to APA Style as outlined in the Writing Center. See the APA: Formatting Your References List(Links to an external site.) resource in the Writing Center for specifications.

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.

Week 6 – Discussion Forum

Professional and Ethical Reflection (Video Presentation) [WLOs: 1, 2, 3] [CLO: 4]
Prepare
Prior to beginning work on this discussion forum,
• Read Chapter 7 in the textbook.
• Review Section 2.2, pages 34 and 37.
• Watch Student Privacy 101: FERPA for Parents and Students(Links to an external site.).
• Review the National Association of Special Education Teachers Code of Ethics: Preamble—Statement of Purpose(Links to an external site.).
• Review Educational Rights and IEPs(Links to an external site.).
• Review additional required and recommended resources to support your professional career path.
• Review the Instructor Guidancelesson for this week.
• Thoroughly read the assignment instructions for this discussion forum post.
• Carefully read the content instructions listed below.
• Complete theESE601 Week 6 Professional and Ethical Reflection Discussion Forum (Links to an external site.) interactive related to this week’s discussion forum and assignment.
• Review the Week 6 final paper (Resource Manual for Educating Students With Exceptionalities) description to see where this artifact fits into your final paper.

Reflect
As you navigate this discussion forum, consider how you can apply these concepts and critical terms to your chosen path or learning environment in the field of education. Consider the ethical and professional guidelines that guide or govern your area of education. Points to ponder as you begin:
• P-12: Consider the state or educational standards your district follows or the Council for Exceptional Children Guidelines.
• Early Childhood: The National Association for the Education of Young Children or your local education standards.
• Post-secondary: Adult learning or training environments (e.g., educational, military, corporate environments, etc.) and standards aligning with ethics and professional learning.

Take Action
Initial Post:
After watching the Student Privacy 101: FERPA for Parents and Students (Links to an external site.)video,
• Create an initial response directly in Canvas using the video upload or record media feature that responds to the prompts below.
• These resources will guide you in recording and submitting a video to a discussion forum.
o Web Recording Do’s and Don’ts
o Tip: It is recommended that you write down what you want to say and rehearse before recording.
o In order to complete this discussion forum, you may use the native video tool in your classroom. Please review the Canvas Video Submission Instructions(Links to an external site.) in order to get started. This guide will familiarize you with the tool and review how to record your video to the classroom.
o As an alternative, you may use an external platform called Screencast-O-Matic(Links to an external site.). Please review the Screencast-O-Matic Quick-Start Guide (Links to an external site.) instructions in order to get started. This guide will familiarize you with the tool and review how to upload your video to the classroom. If you choose to use another video recording tool for your submission, please follow the guide instructions to upload an MP4 video file into your classroom using the same steps.
o All submissions require an upload of the video to the classroom. Submission of a link to a video does not fulfill the submission requirements.
For each question,
• State your answers to the following, specifically using support from the readings and Instructor Guidance lesson from Week 6 and any additional credible sources:
o How does FERPA relate directly to the CEC and NASET standard of ethics for special educators?
o What characteristics and behaviors will make you stand out as an ethical educator?
o What action will you take to model ethical behaviors and conduct when working with students with exceptionalities and diverse learning needs in your chosen area of education?




Week 6 Assignment Resource Manual for Educating Students With Exceptionalities
[WLOs: 1, 2, 4] [CLOs: 1, 2, 3, 4, 5]
After collaborating with Mr. Franklin in his classroom learning environment during this time, you recognize that he has been expressing his confusion regarding special education and the students’ needs. You have decided to create a user-friendly guide that has relevant resources, definitions, examples, and family-based support information specific to students with exceptionalities that can be shared easily with colleagues.

Prepare
Prior to beginning work on this final paper:
• Read Chapter 7 in the text
• Review Section 2.2, pages 34 and 37 in the text
• Review the webpageEthical Principles and Professional Practice Standards for Special Educators (Links to an external site.)
• Review theCode of Ethics: Preamble—Statement of Purpose (Links to an external site.).
• ReviewEducational Rights and IEPs (Links to an external site.)
• Review the course learning outcomes.
• Review the weekly learning outcomes from Weeks 1 through 5.
• Consider looking back through the Instructor Guidance lessons from Weeks 1 through 5.
• Locate and review the assignment artifacts from Weeks 1 through 5.
• Thoroughly read the final paper instructions.

Reflect
As you navigate this final paper, consider how you will apply the course learning outcomes to your chosen path or learning environment in the field of education.
Upon successful completion of this course, students will be able to:
• Explain how federal legislation governs special education protocol in public schools or other learning environments.
• Analyze the characteristics and learning differences between eligibility categories under IDEA for students with exceptionalities.
• Summarize evidence-based practices that address the academic, as well as social/emotional and behavioral needs of students with exceptionalities.
• Illustrate the key points of the relevant ethical principles and legislation guiding professionals working with students with exceptionalities.
• Describe educational supports, services, and support personnel for students with exceptionalities.

Take Action
Content Instructions:
Your Resource Manual for Students With Exceptionalities should consist of a single navigable document. In your paper,
• Design your Resource Manual using the Resource Manual Document Template provided .
• Create a Table of Contents containing the following eight section headings:
1. Key Terms in Educating Students With Exceptionalities
2. Timeline of Important Legislation and Case Law
3. Categories and Characteristics of Students with Exceptionalities Under IDEA
4. Evidence-Based Practices Supporting Academic, Social/Emotional and Behavioral Needs
5. Evidence-Based Goal Development, Progress Monitoring, and Informal Assessment
6. Educational Support Team for Students With Exceptionalities
7. Professional and Ethical Considerations
8. How Does This Apply to My Target Student Population and Career Goals?
• Explain five key terms in educating students with exceptionalities relating to IDEA.
o After incorporating instructor feedback or changes, include the five key terms from your Week 1 Explaining It Clearly (Scenario) discussion forum, citing your sources.
Reflect on the development of a timeline of important legislation and case law in one paragraph.
Include the link to your Week 1 Historical Timeline for Students With Exceptionalities assignment.
List the thirteen categories of eligibility for students with exceptionalities under IDEA, citing your source.
Analyze the steps from referral to evaluation of students with exceptionalities under IDEA from the Navigate the Referral, Evaluation, and Eligibility Process in Accordance With IDEA (Scenario) discussion forum in Week 2 in one paragraph.
Include the link to your graphic organizer from your Week 3 Universal Learning Characteristics assignment, incorporating any instructor feedback.
Summarize the importance of identifying evidence-based practices supporting academic, social/emotional, and behavioral needs in one paragraph.
List and link three strategies from the What Works Clearninghouse(Links to an external site.)or other scholarly sources for each:
o Academic Support Strategies and Resources for Students with Exceptionalities.
o Social/Emotional Support Strategies and Resources for Students With Exceptionalities.
o Behavioral Support Strategies and Resources for Students With Exceptionalities.
Interpret the importance of aligning assessment to practice with evidence-based SMART goal development, progress monitoring, and informal assessment in one paragraph.
Insert your Week 5 Instructional Planning: Assessment to Practice Plan assignment, incorporating any instructor feedback.
Describe the potential support personnel for students with exceptionalities, including required and important members of an IEP team, as well as any additional stakeholders in one paragraph.
Illustrate professional and ethical considerations supporting professionals working with students with exceptionalities.
o List and link resources to relevant guidelines (e.g., CEC, NASET, NAEYC, etc.) and provide a link to FERPA.
o In one paragraph, discuss the role of ethics and professional principles in supporting students with exceptionalities.
Reflect on how your resource manual applies to your Career Goals and future students.
o In three paragraphs or less, reflect on how your resource manual applies to your target student population and career goals.
o Discuss your target learning environment (e.g. classroom, University, home-based).
o Discuss your target student level (e.g. birth to early childhood, school-aged, adult learners) in your current or goal.
o Explain how will you apply what you gained from this course to your career goals.

Written Expectations
• Using the Resource Manual Document Templateprovided, compile the appropriate resources within each section. Follow each section’s instructions and complete as indicated within the template. Please note that there is a minimum of five scholarly sources to be used including the course textbook.

Next Steps: Review and Submit the Assignment
Review your assignment with the Grading Rubric to ensure you have achieved the distinguished levels of performance for each criterion. Next, submit your document no later than Day 7.

ePortfolio and Assignment Submission Instructions
• Submit Your Assignment: You will need to submit your assignment to both Waypoint and Folio.

Part 1: Submit Assignment to Waypoint
Submit your assignment to Waypoint using the Assignment Submission button (within your classroom).
• For more detailed instructions, refer to the Submitting Assignments Through Waypoint(Links to an external site.)

Part 2: Add Assignment to Folio
A part of this assignment is adding your work to Folio. Folio is your free digital portfolio tool to visually showcase your academic and professional accomplishments and experiences. You can access Folio by clicking on the “Account” link in the global navigation of this course, and selecting “Folio,” or, by clicking the button in your classroom.
To learn more about setting up your Folio account and adding future assignments, view Setting Up and Using Folio (Links to an external site.).

Recommendation
The MASE program provides the opportunity for you to create an online portfolio that can be used in your career development and professional practice. Throughout the program you will have various assessments that can be included in this e-portfolio and these will be finalized in the last course of the MASE program, Capstone course, EDU696. You may select this assignment and subsequent coursework to include as artifacts. Therefore, it is strongly encouraged that in addition to your Folio project, you save your coursework on a flash-drive (e.g., a USB removable drive, etc.) or store in a cloud- based option such as Dropbox, GoogleDrive, or other similar applications.

The Instructional Planning: Assessment to Practice Plan,
• Must include a separate title page with the following:
o Title of plan
o Student’s name
o Course name and number
o Instructor’s name
o Date submitted
• Must utilize academic voice. See the Academic Voice(Links to an external site.) resource for additional guidance.
• Must use at least two scholarly or credible sources in addition to the course text.
o 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.
o To assist you in completing the research required for this assignment, view this Ashford University Library Quick ‘n’ Dirty(Links to an external site.) tutorial, which introduces the Ashford University Library and the research process, and provides some library search tips.
• Must include a separate references page that is formatted according to APA Style as outlined in the Writing Center. See the APA: Formatting Your References List(Links to an external site.) resource in the Writing Center for specifications.

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.




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