ESE 645 Lesson Design for Students With Mild to Moderate Disabilities Full Course

ESE 645 Lesson Design for Students With Mild to Moderate Disabilities Full Course

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ESE 645 Lesson Design for Students With Mild to Moderate Disabilities Full Course

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ESE 645 Lesson Design for Students With Mild to Moderate Disabilities Full Course



Week 1 – Discussion 1
Post Your Introduction
Your written response to this discussion assesses your ability to explain the role of assessment in monitoring student progress. This discussion also supports your achievement of Course Learning Outcome 3 and the MASE Program Learning Outcome 4.
This discussion is your chance to develop a collaborative community with your peers and instructor and provides a starting point for the exploration of the topics and assessments in ESE645. As you read through your fellow classmate’s introductions, you may notice some familiar names. This discussion provides an ongoing opportunity to extend your acquaintanceship with one another and to continue your virtual relationship.
Initial Post: Post an initial response that conforms to one of the two following options: 1) a text presentation or 2) a multimedia presentation. Your presentation should address the following:

Option 1 – Written Introduction
Review the above posting requirements for this discussion. Then respond to the listed items below:
• In one paragraph or slide, introduce yourself to your classmates and the instructor making sure to include
o professional/work experience in special education,
o personal information about you outside of school and work (e.g., family, hobbies) that you are comfortable sharing, and
o an image of yourself or something that characterizes you (e.g., an image of a favorite place, pet, etc.).
• In one paragraph or slide, describe your plans for applying the MASE degree and share at least two examples of how learning thus far in the MASE Program is supporting your career plans.
• In one paragraph or slide, describe specific ways that mastery of the ESE645 Course Learning Outcomes (listed on the Syllabus) will further support you achieving your career goals with the MASE degree.
• After reading Chapter 5 of the course textbook and the elaboration provided with the Week One “Instructor Guidance” page about contemporary practices for measuring and evaluating student progress, in one paragraph or slide, reflect on the practices you have experienced in measurement and evaluation as a student with a consideration of how effective, or ineffective, these practices have been for promoting your success as a student.

Note:

My Info
I was looking at the introduction and I wanted to give some basic infor for you to add.
I have no work experience in special education. However I work 10 years as a job coach with adults with disabilities. I believe you have my personal information. I have 2 adult children 4 grandchildren. Hobbies include playing the flute and piano. I enjoy spending time with my family and spending quiet nights at home.. You can post as my favorite image Universal studios in Florida or just an image of Florida. That’s where my family visit yearly for family reunion and vacation. If you need any additional information please let me know

Week 1 – Discussion 2

Assessment and Monitoring of Student Progress: A Video Investigation
Your written response to this discussion prompt assesses your ability to explain the role of assessment in monitoring student progress. This discussion also supports your achievement of Course Learning Outcome 3 and the MASE Program Learning Outcome 4.
When working as a special educator it is essential that the frequent monitoring of student progress be maintained. As you have learned in previous courses, being able to explain a student’s level of progress, areas of strength, and/or weakness are key to successful Individualized Education Program (IEP) team meetings as well as designing lesson plans, as you will discover in this activity.
Monitoring student progress does not always refer to an end of the unit test. More often, educators are accessing this information after lessons and activities to assess student learning, application, and retention of the content. This information also guides future learning. The authors of our required text, Cohen and Spenciner (2009) state, “good teaching always begins with an understanding of what the student already knows and can do,” (p. 125). Conducting frequent assessment helps teachers to adjust instruction in order to target the learning objectives and long-range (IEP) goals.
This webpage (Links to an external site.) offers a series of short video vignettes designed to offer easy to implement informal assessment strategies. Choose one of the following to review:
• Infinitely Reusable Folders for Practice and Assessment
• Text What You Learned: Using Technology to Assess
• Communicate Learning With Silent Signals
• My Favorite No: Learning From Mistakes
• Patterns Folders: A Literary Analysis Tool
• Clipboards: A Tool for Informal Assessment
• The Stoplight Method: An End-of Lesson Assessment
Initial Post: After reviewing the Week One Instructor Guidance, Chapter 5 of your required textbook, and one of the short videos of your choice (Links to an external site.), post a substantive initial response fully addressing each of the following:
• In no more than two paragraphs, explain the role of assessment in monitoring student progress using evidence from at least two scholarly sources to support your explanation.
• Consider the Week One “Instructor Guidance” page elaboration about assessment and monitoring student progress, the assessment methods described in Chapter 5 in the course textbook, and the conversation among peers and the instructor thus far about contemporary practices for measuring and evaluating student progress in the “Post Your Introduction” discussion. In no more than two paragraphs, summarize what you know about assessment and monitoring student progress and what you would still like to learn (i.e., anything about the topic of assessment and monitoring student progress that is unclear for you at this point).
• Citing the specific video from the link provided, as well any additional source(s), including your required course textbook, list at least three strategies for monitoring student progress that you could include as part of a lesson plan for students with mild to moderate disabilities.

ESE 645 Week 1 Designing Lesson Plans: Common Core State Standards

This assignment assesses your ability to develop accommodations or modifications for lesson plans in alignment with selected CCSS. This assessment also supports your achievement of Course Learning Outcome 1, and MASE Program Learning Outcomes 3 and 5.
All educators regularly collect information pertaining to student performance during lessons or instructional activities as a method of monitoring student progress. This type of assessment, while informal, provides excellent information related to the content standards such as the Common Core and the pacing of the lessons.

Instructions:
Using support from your assigned reading, the Instructor Guidance, and the discussions, submit the following for evaluation. Use the below guidelines for creating your written assignment. If you have questions about the assignment or the rubric, please contact your Instructor using the “Ask Your Instructor” discussion before the due date.



Content Expectations:

• Lesson Plan (4 points): Using one of the Example Lesson Plans in the Week One Required Resources list as a starting point, revise the lesson plan, using the lesson plan template, to include accommodations and/or modifications that align to two or more CCSS.
• Justification (4 points): Write a one page justification of your revisions, fully addressing the reasons why the accommodations and/or modifications you designed are effective for students with mild to moderate disabilities.

Written Expectations:

• Syntax and Mechanics (1 point):Exhibit meticulous use of grammar, spelling, and organization throughout your submission.
• Organization (.5 points): Use the lesson plan template provided.
• Source Requirement (1 point): Reference at least three scholarly sources, which may include your course textbook, in order to provide credible evidence to support your ideas.
o The Scholarly, Peer Reviewed, and Other Credible Sources 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.
• Additional Page Requirement (.5 points):Your submission must include a separate title and reference page.
• APA format (1 point):All in-text citations, page formatting, and references must be written in APA 6th edition format.

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. In addition to submitting your assignment to Waypoint this week, you will also submit your document to the Doc Sharing tool for use in Week 4 Discussion: What Makes an Effective Lesson Plan? Peer Review and Structured Feedback. To access the Doc Sharing tool, select “Modules” in your left navigation menu. In the “Tools” module, you will find the Doc Sharing page.

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 Capstone course of the MASE program, ESE699. You may select this assignment and subsequent coursework to include as artifacts. Therefore, it is strongly encouraged you save your coursework on a flash-drive (e.g., a USB removable drive) or store in a cloud-based option such as Dropbox, Google Drive, or other similar applications.
Success Tip: Be mindful of the Week Six Final Assignment. The Week Six assignment involves creating a lesson plan portfolio and is a culminating assignment for this course. Preparation for this assignment must begin early to make certain you are planning ahead and saving your work. Review the full instructions for the Week Six assignment for specific information.
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.

Week 2 – Discussion 1

Providing Accurate and Evidence-Based Recommendations
Your written response to this discussion prompt assesses your ability to:
• Recommend evidence-based strategies for teaching students with mild to moderate disabilities in multiple classroom settings.
• Formulate evidence-based recommendations for teachers in determining which instructional strategies, teaching routines, and classroom environments to select for teaching students with mild to moderate disabilities.
This discussion also supports your achievement of Course Learning Outcome 3 and the MASE Program Learning Outcome 5.
With the passage of No Child Left Behind in 2001 and the Individuals with Disabilities Education Act in 2004 there is a greater emphasis placed on educators to develop and implement evidence-based practices. Review Bridges 4 Kids’ article (Links to an external site.) in preparation for this discussion.
Initial Post: Post an initial post addressing each of the following:
• 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
o instructional strategies,
o teaching routines, and
o type of classroom environment will positively affect Bianca’s learning.
• 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.

Week 2 – Discussion 2

Are Bianca’s Goals SMART?
Your written response to this discussion prompt measures your ability to assess the effectiveness of practices for measuring and evaluating a student’s progress, as well as your ability to develop goals for a student with mild to moderate disabilities that are aligned to their current performance level and identified areas of need. This discussion also supports your achievement of Course Learning Outcome 2 and 3 and MASE Program Learning Outcomes 4 and 5.
Learning how to develop goals as part of the IEP is required for special education professionals. IEP goals should be “SMART” and based on good educational practice.
Post an initial post addressing each of the following:
• 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.
• 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.
• 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.

ESE 645 Week 2Designing Lesson Plans: Accommodations/Modifications for Bianca

This assignment assesses your ability to evaluate the effectiveness of contemporary practices for measuring and evaluating student progress. This assessment also supports your achievement of Course Learning Outcome 1 and MASE Program Learning Outcomes 3 and 5.
As you have learned in the readings for this week, the Common Core is simply a framework of standards in which lessons and instruction are built. When working with students with mild to moderate disabilities, it may be appropriate to provide specific accommodations to “level the playing field” based on their specific needs and IEP.

Instructions:
Using support from your assigned reading, the Instructor Guidance, and the discussions, submit the following for evaluation. Use the below guidelines for creating your written assignment. If you have questions about the assignment or the rubric, please contact your instructor using the “Ask Your Instructor” discussion before the due date.
• Lesson Plan (4 points):Revise the lesson plan you submitted for the Week One Assignment to include specific accommodations and/or modifications in accordance with Bianca’s IEP.
• Justification (4 points):Write one page of justification for your revisions explaining how the accommodations or modifications you developed are in accordance with the IEP. Format the document in APA with a separate title and references page.

Written Expectations:

• Syntax and Mechanics (1 point):Exhibit meticulous use of grammar, spelling, and organization throughout your submission.
• Organization (.5 points):Use the lesson plan template provided.
• Source Requirement (1 point):Reference at least three scholarly sources, which may include your course textbook, in order to provide credible evidence to support your ideas.
o The Scholarly, Peer Reviewed, and Other Credible Sources 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.
• Additional Page Requirement (.5 points): Your submission must include a separate title and reference page.
• APA format (1 point): All in-text citations, page format and references must be written in APA 6th edition format.

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. In addition to submitting your assignment to Waypoint this week, you will also submit your document to the Doc Sharing tool for use in Week 5 Discussion: Planning for All: Differentiating Instruction. To access the Doc Sharing tool, select “Modules” in your left navigation menu. In the “Tools” module, you will find the Doc Sharing page.

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 Capstone course of the MASE program ESE699. You may select this assignment and subsequent coursework to include as artifacts. Therefore, it is strongly encouraged you save your coursework on a flash-drive (e.g., a USB removable drive) or store in a cloud-based option such as Dropbox, Google Drive, or other similar applications.
Success Tip: Be mindful of the Week Six Final Assignment. The Week Six assignment involves creating a lesson plan portfolio and is a culminating assignment for this course. Preparation for this assignment must begin early to make certain you are planning ahead and saving your work. Review the full instructions for the Week Six assignment for specific information
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.

Week 3 – Discussion

Making It Happen: Strategies for Self-Determination Skills
Your written response to this discussion prompt assesses your ability to discuss evidence-based strategies for students with mild to moderate disabilities to learn self-determination skills.
This discussion also supports your achievement of Course Learning Outcome 4 and MASE Program Learning Outcomes 1 and 2.
After reviewing the short article, “Self-Determination: Supporting Successful Transition (Links to an external site.)” (Bremer, Kachgal, & Schoeller, 2003), post an initial response that provides justifications for using the strategy you have been assigned for students with mild to moderate disabilities to learn self-determination skills.
You will select three strategies to discuss based on your last name using the list below.
Note (Student name is Yvonne Johnson)

• )
• If your last name begins with A-F: Choose three strategies to discuss from Promote Choice Making and Encouraging Exploration of Possibilities.
• If your last name begins with G-L: Choose three strategies to discuss from Promote Reasonable Risk Taking and Encourage Problem Solving.
• If your last name begins with M-P: Choose three strategies to discuss from Promote Self Advocacy and Facilitate Development of Self-Esteem.
• If your last name begins with Q-Z:Choose three strategies to discuss from Develop Goal Setting and Planning and Help Youth Understand Their Disabilities.
Initial Post: Create a Jing tutorial or other multimedia-based presentation with software such as Present.me to showcase the specific three strategies you have selected to discuss. Your written response needs to be between one and two paragraphs in length for each of the three strategies. One of the ways to make your discussion engaging and effective is by including audio of your voice alongside a presentation of the information you have investigated. You can talk through these points during your tutorial. Keep in mind, the maximum length of a Jing video is five minutes so it will help to create a presentation in PowerPoint first that is five slides long with each slide covering one of the three points below. If for some reason you are unable to complete this discussion using the recommended technology, please contact your instructor for an alternative way to respond.
• State the main principle and the three strategies you will discuss.
• Describe a specific example of each of the three strategies.
• Share an idea you have for how these strategies might be used effectively during instruction or assessment opportunities in your current classroom or your future practice to help students learn self-determination skills.
• Support your reasoning with evidence from at least three scholarly sources including the course textbook.

Week 3 Assignment Designing Lesson Plans: Evidence-Based Strategies

This assignment assesses your ability to develop lesson plans that incorporate evidence-based strategies for teaching students with mild to moderate disabilities with goals aligned to the current performance level of students with an identified area of need. This assessment also supports your achievement of Course Learning Outcome 3 and MASE Program Learning Outcome 5.

Instructions:
Using support from your assigned reading, the Instructor Guidance, and the discussions, submit the following for evaluation. Use the below guidelines for creating your written assignment. If you have questions about the assignment or the rubric, please contact your instructor using the “Ask Your Instructor” discussion before the due date.
• Lesson Plan (3 points): Using the lesson plan from Weeks One and Two Assignments as a model format, develop a lesson planthat incorporates evidence-based strategies for teaching Bianca self-determination skills with goals aligned to her current performance level and identified areas of need.
• Rational (3 points): Write a one page rationale for the lesson plan explaining why you chose the specific strategies for Bianca in this lesson plan over other possible choices.

Written Expectations:

• Syntax and Mechanics (1 point):Exhibit meticulous use of grammar, spelling, and organization, throughout your submission.
• Organization (.5 points):Use the lesson plan template provided.
• Source Requirement (1 point): Reference at least five scholarly sources, which may include your course textbook in order to provide credible evidence to support your ideas.
o The Scholarly, Peer Reviewed, and Other Credible Sources 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.

• Additional Page Requirement (.5 points): Your submission must include a separate title and reference page.
• APA format (1 point):All in text citations, page format and references must be written in APA 6th edition format.

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. In addition to submitting your assignment to Waypoint this week, you will also submit your document to the Doc Sharing tool for use in Week 5 Discussion: Planning for All: Differentiating Instruction. To access the Doc Sharing tool, select “Modules” in your left navigation menu. In the “Tools” module, you will find the Doc Sharing page.

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 Capstone course of the MASE program, ESE699. You may select this assignment and subsequent coursework to include as artifacts. Therefore, it is strongly encouraged you save your coursework on a flash-drive (e.g., a USB removable drive) or store in a cloud-based option such as Dropbox, Google Drive, or other similar applications.
Success Tip: Be mindful of the Week Six Final Assignment. The Week Six assignment involves creating a lesson plan portfolio and is a culminating assignment for this course. Preparation for this assignment must begin early to make certain you are planning ahead and saving your work. Review the full instructions for the Week Six assignment for specific information.
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.
Week 4 – Discussion

What Makes an Effective Lesson Plan? Peer Review and Structured Feedback
Your written response to this discussion prompt assesses your ability to evaluate the effectiveness of lesson plans for students with mild to moderate disabilities (CLO5/Evaluating). This discussion also supports your achievement of Course Learning Outcome 5 and the MASE Program Learning Outcome 4 and 5.
Initial Post: Select at least two lesson plans for the Week One Assignment submitted by classmates in the Doc Sharing tool.
Next, submit an initial post that, in no less than a paragraph for each lesson plan, provides the classmates with an evaluation of the effectiveness of their lesson plan for teaching students with mild to moderate disabilities. Justify your evaluation with at least one scholarly source. Consider the following questions based on the required reading for this section, specifically Chapter 6 (Cohen & Spenciner, 20013), and previous concepts learned in the MASE program.
• How is the new learning aligned to the student’s present levels?
• How does the lesson build on prior knowledge?
• Identify the standards which are aligned to the lesson.
• What makes this lesson engaging?

Week 4 – Journal
Designing Lesson Plans

This assignment assesses your ability to clarify the potential challenges when creating lesson plans that include self-determination skills. This assessment also supports your achievement of Course Learning Outcome 4 and MASE Program Learning Outcomes 1 and 2.
Instructions:
Using support from your assigned reading, the Instructor Guidance, and the discussions, submit the following for evaluation.
Use the below guidelines for creating your journal assignment. If you have questions about the assignment or the rubric, please contact your Instructor using the “Ask Your Instructor” discussion before the due date.

Content Expectations:
• Identification (1 point): Describe what including self-determination skills into lesson plans means to you.
• Value (1 point): Discuss the value of working with regular education teachers in creating lesson plans that support self-determination skills for special education students.
• Reflection (1.25 points): Reflect about the process of creating lesson plans. (i.e. what do you find most challenging? What do you find most rewarding? How have you overcome any challenges?)
Written Communication Expectations:

• Length Requirement (0.25 points):Two to three paragraphs not including the title and references pages.
• Syntax and Mechanics (0.25 points):Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
• APA Formatting (0.25 points): Use APA 6th edition formatting consistently throughout the assignment.

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.

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 Capstone course of the MASE program, ESE699. You may select this assignment and subsequent coursework to include as artifacts. Therefore, it is strongly encouraged you save your coursework on a flash-drive (e.g., a USB removable drive) or store in a cloud-based option such as Dropbox, Google Drive, or other similar applications.
Success Tip: Be mindful of the Week Six Final Assignment. The Week Six assignment involves creating a lesson plan portfolio and is a culminating assignment for this course. Preparation for this assignment must begin early to make certain you are planning ahead and saving your work. Review the full instructions for the Week Six assignment for specific information.
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your journal.

Week 5 – Discussion 1

Designing Lesson Plans: Quality Design
Your written response to this discussion prompt assesses your ability to
• Evaluate the effectiveness of lesson plans for students with mild to moderate disabilities, and
• Recommend differentiated instructional strategies for a student with mild to moderate disabilities.
This discussion also supports your achievement of Course Learning Outcome 5 and MASE Program Learning Outcomes 4 and 5.
The text we used in ESE601, Teaching Students with Mild Disabilities, provides an excellent discussion on differentiated instruction. Even in this course, it remains a viable source of relevant information. In part, the authors state, “Educators utilizing differentiated instruction are acknowledging that students learn at different rates, that they have different learning styles and strengths and that they differ in their ability to think abstractly or understand complex ideas” (Henley, Ramsey, & Algozzine, 2009, p. 233). Let this quote, in addition to your other resources, be a guide as you complete this discussion.

Initial Post:

• Review the following short article explaining Error! Hyperlink reference not valid.
• Select one lesson plan for the Week Two Assignment and one lesson plan for the Week Three Assignment submitted by classmates in the Doc Sharing tool.
• Next, post an initial post that, in no less than a paragraph for each lesson plan, provides the classmates with an evaluation of the effectiveness of their lesson plan for teaching students with mild to moderate disabilities including recommendations for differentiated instructional strategies appropriate for Bianca within these lesson plans. Justify your evaluation and recommendations with at least one scholarly source for each justification.

Week 5 Assignment Designing Lesson Plans: Quality Design

This assignment assesses your ability to:

• develop lesson plans for students with mild to moderate disabilities that include differentiated instructional strategies (CLO5/Evaluating) and;
• develop lesson plans that incorporate CCSS, IEP goals, effective assessment practices, and evidence-based strategies for promoting self-determination skills for a variety of classroom settings serving students with mild to moderate disabilities (CLO5/Evaluating).
This assessment also supports your achievement of Course Learning Outcome 5, and MASE Program Learning Outcomes 4 and 5.

Instructions:
Using support from your assigned reading, the Instructor Guidance, and the discussions, submit the following for evaluation. Use the below guidelines for creating your written assignment. If you have questions about the assignment or the rubric, please contact your Instructor using the “Ask Your Instructor” discussion before the due date.

Content Expectations: Submit each of the following for evaluation:

• Classroom (4 points): Using the lesson plans from prior weeks as a model format, develop a lesson plan that incorporates differentiated instructional strategies, CCSS, IEP goals, effective assessment practices, and evidence-based strategies for promoting self-determination skills for Bianca in your choice of either Mr. Franklin or Mrs. Mills’ classroom.
• Reflection (4 points): Write a one page rationale for each lesson plan explaining why you chose the differentiated instructional strategies for Bianca in the lesson plan you did instead of other possible choices. Provide your collaborative suggestions to appropriately address content, multiple intelligences, and the learning styles of diverse learners. Consider the additional factors that are evident in real-world classrooms where attention must be given to strategies to differentiate content based on student readiness, interest and learning profile.
Written Expectations:

• Syntax and Mechanics (1 point): Exhibit meticulous use of grammar, spelling, and organization, throughout your submission.
• Organization (.5 points):Use the lesson plan template provided.
• Source Requirement (1 point): Reference at least five scholarly sources, which may include your course textbook, in order to provide credible evidence to support your ideas.
o The Scholarly, Peer Reviewed, and Other Credible Sources 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.
• Additional Page Requirement (.5 points): Your submission must include a separate title and reference page.
• APA format (1 point): All in text citations, page format and references must be written in APA 6th edition format.

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.

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 Capstone course of the MASE program, ESE699. You may select this assignment and subsequent coursework to include as artifacts. Therefore, it is strongly encouraged you save your coursework on a flash-drive (e.g., a USB removable drive) or store in a cloud-based option such as Dropbox, Google Drive, or other similar applications.
Success Tip: Be mindful of the Week Six Final Assignment. The Week Six assignment involves creating a lesson plan portfolio and is a culminating assignment for this course. Preparation for this assignment must begin early to make certain you are planning ahead and saving your work. Review the full instructions for the Week Six assignment for specific information.
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.

Week 6 – Discussion 1

Course and Career Reflection
This discussion is a continuation of the career-based discussion we completed in week one. You have a chance to share valuable resources that you have found during the past six weeks of your course. Here is another example of collaboration!
Initial Post: Post an initial post addressing each of the following after exploring the National Center to Improve Recruitment and Retention of Qualified Personnel for Children with Disabilities (Links to an external site.):
• Inonea paragraph, summarize your career plans with the Master of Arts, Special Education degree, which may be the same summary you provided in the Post Your Introduction discussion or a revised version if career plans have evolved since posting in that discussion.
• In one paragraph, explain how views about influence of CLOs/this course supports career plans.
• List three areas of most significant learning from this course. Describe the listed items in detail.
• List three areas of learning from this course you want to learn more about. Explain what you would like to learn specifically in as much detail as possible.

ESE 645 Lesson Plan Portfolio

Throughout this course you have been developing your skills in the areas of instructional planning for students with mild to moderate disabilities. You have had the opportunity to design various types of lesson plans that are in direct alignment to the student’s individualized education program (IEP), which is an area of expertise that all special educators must obtain. Additionally, you have considered methods of differentiating instruction to meet the needs of all learners within a classroom setting. The purpose of this assignment is for you to culminate the learning achieved in this course through a real-world application of the content. This summative assessment supports your achievement of Course Learning Outcomes 1, 2, 3 4 and 5 and MASE Program Learning Outcomes 1, 2, 3, 4,5, and 6.
In each of the previous weeks, you have received explicit feedback from your peers and your instructor pertaining to each of your lesson designs. As an educator, you will find that each time you present a lesson, you will have the chance to adjust it to the needs of your students as well as your own teaching style and preference. Often educators are required to submit their lesson plans to their principal or other site administrator for review often receiving input or suggestions just as you have in this class. Bridging this real life experience with the theories of instruction in the virtual course environment, this assignment mirrors a career-building experience.

Instructions:
Using support from your assigned reading, the Instructor Guidance, and the discussions, and feedback received from both your peers and your instructor, submit the following for evaluation. This final assignment builds from all prior course assessments thus far. Use the below guidelines for creating your written assignment. If you have questions about the assignment or the rubric, please contact your instructor using the “Ask Your Instructor” discussion before the due date.
Submit each of the following for evaluation highlighting the sections that have been edited based on feedback from your instructor and peers:
• CCSS (2.5 points): Revised Week One Assignment Lesson Plan which included accommodations and/or modifications that align with two or more Common Core State Standards. Be sure to highlight and apply any feedback from Week Four Discussion One.




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