15 Sep Assessment DescriptionA special education teacher in a resource setting has a very difficult job, meeting the needs
Assessment DescriptionA special education teacher in a resource setting has a very difficult job, meeting the needs of a variety of students and covering a multitude of subject matters in a single class period. Being able to properly structure your class and effectively manage class time will help you meet the needs of all students and not become overwhelmed. Adding a number of strategies and accommodations to your teaching repertoire will also increase your efficacy in the classroom.For this assignment, take on the role of a first-year special education teacher who has been assigned to the resource room to work with students who are working at the ninth grade level for both English and math. You have about 10 students during this class period and an aide to assist you. Students meet with you for 50 minutes each day to get help with homework, finish their classwork, study for tests, and get extra support in each subject area. You will need to structure the class so that student needs in both subject areas will have time to be addressed.Use the “Class Profile” to obtain specific information about the needs of your students.Part 1: Teacher InquiriesIn 250-500 words compose a response for the following:
- Questions you would have about your teaching assignment before it begins, including any requests for additional information.
- Questions you would have for fellow teachers and administration.
- Information you would like to have before the end of the first week of school.
Provide a rationale for each inquiry. Cite both the “Class Profile” and an additional minimum of two outside scholarly resources in your responses.Part 2: Classroom EnvironmentIn 500-750 words compose a response for the following:
- Provide a minimum of three possible ways to structure the classroom setting.
- Provide a minimum of two possible ways to structure a class period.
- Provide a minimum of three instructional strategies, including accommodations and/or assistive technology, to meet the curricular content needs of your students in both the English language arts and math classes.
- Provide two collaboration strategies to use when working with the classroom aide assisting you in meeting the needs of the students in the resource room setting.
Provide support for your responses, citing both the “Class Profile” and an additional minimum of two outside scholarly resources.
Class Profile
|
Student Name |
English Language Learner |
Socioeconomic Status |
Ethnicity |
Gender |
IEP |
Service Need of IEP |
Year in School |
Reading Performance Level |
Math Performance Level |
|
Andy |
No |
Low SES |
White |
Male |
Academic |
Reading Comprehension |
10 |
Two years below grade level |
One year below grade level |
|
Beth |
No |
Mid SES |
White |
Female |
Behavior/Emotional |
Task Completion/ Executive Functioning Disorder |
9 |
One year above grade level |
Two years below grade level |
|
Christy |
No |
Mid SES |
White |
Female |
Emotional Disturbance |
Social Anxiety |
10 |
At grade level |
Two years below grade level |
|
Drew |
No |
Low SES |
White |
Male |
Academic |
Dyscalculia |
10 |
At grade level |
Three years below grade level |
|
Ella |
No |
Mid SES |
White |
Female |
Academic/Behavior |
Calculations/ODD |
10 |
Grade level |
Two years below grade level |
|
Emma |
Yes |
Low SES |
White |
Female |
Emotional Disturbance |
Depression |
9 |
At grade level |
Two years below grade level |
|
Lebron |
No |
Mid SES |
African American |
Male |
Academic |
Dyslexia |
10 |
Two years below grade level |
One year below grade level |
|
Manuel |
Yes |
Low SES |
Hispanic |
Male |
Academic |
Computation |
10 |
One year below grade level |
Two years below grade level |
|
Sarah |
No |
Mid SES |
White |
Female |
Academic/Behavior |
Nonverbal learning disability |
9 |
Two years below grade level |
Two years below grade level |
|
Thomas |
ELL |
Low SES |
Hispanic |
Male |
Academic/Behavior |
ASD/Communication |
10 |
Two years below grade level |
Two years below grade level |
© 2019. Grand Canyon University. All Rights Reserved.
© 201
9
. Grand
Canyon University. All Rights Reserved.
Class Profile
Student Name
English Language
Learner
Socio
economic
St
atus
Ethnicity
Gender
IEP
Service Need of
IEP
Year in School
Reading
Performance
Level
Math
Performance
Level
Andy
No
Low
SES
White
Male
Academic
Reading
Comprehension
10
Two
year
s
below
grade level
One year below
grade level
B
eth
No
Mid
SES
White
Female
Behavior/Emotional
Task Completion
/
Executive Functioning
Disorder
9
One year above
grade level
Two
year
s
below
grade level
Christy
No
Mid
SES
White
Female
Emotional
Disturbance
Social
Anxiety
10
At grade level
Two
year
s
below
grade level
Drew
No
Low
SES
White
Male
Academic
Dyscalculia
10
At grade level
Three
year
s
below
grade level
Ella
No
Mid
SES
White
Female
Academic
/Behavior
Calculations/ODD
10
Grade level
Two
year
s
below
grade level
Emma
Yes
Low
SES
White
Female
Emotional
Disturbance
Depression
9
At grade level
Two
year
s
below
grade level
Lebron
No
Mid
SES
African
American
Male
Academic
Dyslexia
10
Two
year
s
below
grade level
One year below
grade level
Manuel
Yes
Low
SES
Hispanic
Male
Academic
Computation
10
One year below
grade level
Two
year
s
below
grade level
Sarah
No
Mid
SES
White
Female
Academic
/Behavior
Nonverbal learning
disability
9
Two
year
s
below
grade level
Two
year
s
below
grade level
Thomas
ELL
Low
SES
Hispanic
Male
Academic
/Behavior
ASD
/Communication
10
Two
year
s
below
grade level
Two
year
s
below
grade level
© 2019. Grand Canyon University. All Rights Reserved.
Class Profile
Student Name
English Language Learner
Socio
economic
St
atus
Ethnicity
Gender
IEP
Service Need of IEP
Year in School
Reading
Performance Level
Math Performance
Level
Andy No
Low
SES
White Male Academic
Reading
Comprehension
10
Two years below
grade level
One year below
grade level
Beth No
Mid
SES
White Female Behavior/Emotional
Task Completion/
Executive Functioning
Disorder
9
One year above
grade level
Two years below
grade level
Christy No
Mid
SES
White Female
Emotional
Disturbance
Social Anxiety 10 At grade level
Two years below
grade level
Drew No
Low
SES
White Male Academic Dyscalculia 10 At grade level
Three years below
grade level
Ella No
Mid
SES
White Female Academic/Behavior Calculations/ODD 10 Grade level
Two years below
grade level
Emma Yes
Low
SES
White Female
Emotional
Disturbance
Depression 9 At grade level
Two years below
grade level
Lebron No
Mid
SES
African
American
Male Academic Dyslexia 10
Two years below
grade level
One year below
grade level
Manuel Yes
Low
SES
Hispanic Male Academic Computation 10
One year below
grade level
Two years below
grade level
Sarah No
Mid
SES
White Female Academic/Behavior
Nonverbal learning
disability
9
Two years below
grade level
Two years below
grade level
Thomas ELL
Low
SES
Hispanic Male Academic/Behavior ASD/Communication 10
Two years below
grade level
Two years below
grade level
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