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it s hard to believe 8 weeks have already gone by and how much i have learned in such a short amount of time i could never have imagined the spectrum of information that would be covered throughout this course and the vast number of technological resources research-based methods lesson planning strategies and video lectures i would come across i can t wait to utilize what i have learned throughout the semester in my future classroom take a look at some of the amazing things we have accomplished on the pages that follow you will find a brief summary of many of the activities we engaged in and the projects we created use the table of contents on the following page to find what you re looking for and hope you enjoy these artifacts and reflections as much as i did dear reader final-portfolio elyse mcginn 1|page[close]
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reflections introduction pg 3 chapter notes pg 4 field observation pg 5 5-day unit pg 6 smart goal pg 7 artifacts introduction pg 8 rti jigsaw activity pg 9 rti powerpoint outline pg 10-14 brochure pg 15 brochure powerpoint outline pg 16-24 evidence-based best practice pg 25 evidence-based best practice outline pg 26-32 exit slip pg 33 table of contents final-portfolio 2|page[close]
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throughout the course of this class we have learned a variety of note-taking techniques including the cornell note-taking style sq3r scrol student reading guides graphic organizers and mind mapping of these note-taking styles i enjoyed the mind mapping the best i liked the mind mapping strategy not only because it allowed for more creativity in the note-taking process but also because it gave me a chance to explore the mind meister website to construct my mind maps for chapters 11-14 this website makes the creation of mind maps a simple process and allows users to embed website links directly into the map for viewers to click on users also have the option of choosing from a list of images to associate with text as well as a variety of font colors although it is difficult to see the map in its entirety and the number of images is a bit limited i still found this program and style for taking notes to be quite beneficial and considered it my favorite my mind maps can be found among the rest of my notes on the youblisher site http www.youblisher.com/p/118835-learning-disabilities-and-related-mild-disabilities final-portfolio chapter notes 4|page[close]
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i was not required to complete field observation hours for this class final-portfolio field observation 5|page[close]
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writing this unit was one of the most difficult and rewarding experiences i have had since entering the special education initial certification program while i have crafted units in the past i really felt like this unit pushed me to conceptualize what i wanted to teach how i was going to employ a variety of methods and how to engage students with varying ability levels not only do i feel like this is the hardest i have worked on a project i also feel as though it is the most focused i have been in what i have wanted to accomplish in each lesson i really wanted to take researchbased curriculum and adapt worksheets and independent activities to class wide interactive lessons and i think it was evident i worked at this after looking at the scope of what my unit covered the unit is posted in its entirety on taskstream final-portfolio 5-day unit 6|page[close]
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the first day of class we learned about how to create smart goals smart is an acronym for specific measurable attainable realistic and time these are the factors that should be considered when writing iep goals for our future students as a part of a class activity we were asked to create our own smart goal for class together we came up with the following goal which i also chose to use as my own smart goal for this course i believe i have accomplished this smart goal because i have received a 93.5 or higher on every class assignment i have created documents including this portfolio to help me remember all the material the first time and have done so within the time constraints listed i want to earn a 93.5 or higher a in sped 446 and remember all the material the first time at the end of this 7-week class april 23 final-portfolio smart goal 7|page[close]
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on the first day of class we discussed rti versus the discrepancy model as a part of this topic we were asked to get into groups and create powerpoint presentations to answer questions about response to intervention my group consisted of katherine nance joanie uhrich gillian falknor and myself we covered the subtopic scientifically-based curriculum instructions and interventions throughout our powerpoint we answered questions such as how do we determine that out core curriculum is scientifically based what do you do if your district doesn t have a research-based core curriculum if a district isn t using a scientifically-based curriculum must they adopt another curriculum how is sufficient provision of standards-aligned curriculum as discussed in the isbe guidance document determined what standards exist to define this and what data would support the finding 13 a large portion of our students in our district are not making ayp how do we use rti to determine eligibility in our district is it permissible to use a standard protocol intervention approach rather than a problem solving approach at tier 2 what are resources for identifying scientifically-based instruction and interventions using our textbook learning disabilities and related mild disabilities and the isbe website we learned more about the tiers of response to intervention and listened to other groups present their information concerning the questions they were assigned this powerpoint presentation is outlined in the pages that follow is tier 3 only special education final-portfolio rti jigsaw activity 9|page[close]
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scientifically-based curriculum instructions and interventions by katherine nance joanie uhrich gillian falknor elyse mcginn evaluate your curriculum and compare it to national and state standards as well as research concerning effective instruction after inquiry the district is responsible for addressing deficiencies it s the law you don t have to adopt a new curriculum necessarily you just have to fix the problem areas how is sufficient provision of standards-aligned curriculum as discussed in the isbe guidance document determined what standards exist to define this and what data would support the finding 13 a large portion of our students in our district are not making ayp how do we use rti to determine eligibility in our district what do you do if your district doesn t have a research-based core curriculum if a district isn t using a scientifically-based curriculum must they adopt another curriculum how do we determine that out core curriculum is scientifically based final-portfolio 2 choice of curriculum aligns with state learning standards and common core standards 3 curriculum must be research based sufficient provision 1 student is in school attending and is regularly exposed to instruction is it permissible to use a standard protocol intervention approach rather than a problem solving approach at tier 2 problem solving is individualized intervention for one student intensify instruction for all students so that approaches considered to be tier 2 are used by general education teachers for tier 1 for all students this is more effective than placing large numbers of students in special education classes standard protocol focuses on using a single standard intervention for groups of students yes tier 2 is a more intensive instruction that can occur at the group level with additional support teachers by using the same strategies the teacher can determine whether any students in the group whether the student responded and if they need problem-solving approaches what are resources for identifying scientifically-based instruction and interventions 10 page[close]
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websites with scientifically-based instruction and intervention information in multiple subject areas http dww.ed.gov early childhood education english language learners math and science psychology of learning school improvement http ies.ed.gov/ncee/wwc beginning reading adolescent literacy english language learners early childhood education elementary school math middle school math dropout prevention character education what are resources for identifying scientifically-based instruction and interventions cont d the u.s department of education has a user-friendly guide there are also large scale studies and websites that review resources final-portfolio http www.centeroninstruction.org reading math science special education 11 page[close]
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english language learners final-portfolio http www.ku-crl.org/sim/strategies.shtml learning strategies reading writing math studying and remembering information improving assignment and test performance effectively interacting with others motivation content enhancement teaching routines for planning and leading learning exploring text topics and details teaching concepts increasing student performance http www.interventioncentral.org general academic strategies study and organization reading math writing classroom management behavior 12 page[close]
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bullying prevention motivation developmental disabilities final-portfolio http iris.peabody.vanderbilt.edu/resources.html reading literacy language arts math differentiated instruction content instruction behavior websites with scientifically-based instruction and intervention information by specific area center on instruction reading http www.centeroninstruction.org/resources.cfm?category=reading&subcategory grade start grade_end what works clearinghouse beginning reading and adolescent literacy http ies.ed.gov/ncee/wwc/reports/topic.aspx?tid=01 vaughn gross center for reading and language arts http www.texasreading.org/utcrla florida center for reading research http www.fcrr.org oregon reading first center http oregonreadingfirst.uoregon.edu/inst_curr_review_si.html math doing what works math http dww.ed.gov/priority_area/priority_landing.cfm?pa_id=8 what works clearinghouse elementary school math and middle school math http ies.ed.gov/ncee/wwc center on instruction math http www.centeroninstruction.org/resources.cfm?category=math 13 page[close]
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oral expression listening comprehension final-portfolio american speech-language hearing association compendium of ebp guidelines and reviews and evidence-based systematic reviews http www.asha.org/default.htm ell doing what works u.s dept of ed http dww.ed.gov/priority_area/priority_landing.cfm?pa_id=6 what works clearinghouse u.s dept of ed http ies.ed.gov/ncee/wwc/reports/topic.aspx?tid=10 national center on culturally responsive educational systems http nccrest.org/publications/briefs.html is tier 3 only special education no it is the most intense level interventions and targets all students it addresses students who are at risk for learning failure rti is part of the general education curriculum 14 page[close]
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