ESE 697 ACADEMIC COACH / UOPHELP

1. ESE 697 ACADEMIC COACH For more course tutorials visit www.uophelp.com

2. ESE 697 ACADEMIC COACH ESE 697 Entire Course (Ash) For more course tutorials visit www.uophelp.com ESE 697 Week 1 Assignment Lesson Plan #1 Reading Comprehension ESE 697 Week 1 DQ 1 Aligning Instruction with Common Core State Standards and the IEP ESE 697 Week 1 DQ 2 Designing in Mini-Lesson in Reading Comprehension ESE 697 Week 1 Reflective Journal ESE 697 Week 2 Assignment Lesson Plan #2 Phonics or Oral Language ESE 697 Week 2 DQ 1 Planning Accommodations for Instruction ESE 697 Week 3 Assignment Lesson Plan #3 Writing or Spelling ESE 697 Week 3 DQ 1 Curriculum-Based Measurements ESE 697 Week 3 DQ 2 Designing a Mini-Lesson in Writing or Spelling ESE 697 Week 4 Assignment Lesson Plan #4 Mathematics

3. ESE 697 ACADEMIC COACH ESE 697 Week 1 Assignment Lesson Plan #1 Reading Comprehension For more course tutorials visit www.uophelp.com Lesson Plan #1: Reading Comprehension. As you have learned in this first week of class, it is essential to understand how to plan for effective instruction for students with disabilities. In the classroom, it is important for all lesson plans to not only integrate effective strategies for instruction and accommodations for students with disabilities, but to also align with the Common Core State Standards (CCSS).

4. ESE 697 ACADEMIC COACH ESE 697 Week 1 DQ 1 Aligning Instruction with Common Core State Standards and the IEP For more course tutorials visit www.uophelp.com Aligning Instruction With Common Core State Standards and the IEP. Read the required text chapters and articles, and watch the video for Week One. Use these resources to inform and support your responses to the prompts below. a. Describe the special education teacher's responsibility in planning instruction that is aligned with both Common Core State Standards (CCSS) as well as the needs of a child based on their individual education plan (IEP).

5. ESE 697 ACADEMIC COACH ESE 697 Week 1 DQ 2 Designing in Mini-Lesson in Reading Comprehension For more course tutorials visit www.uophelp.com Designing in Mini-Lesson in Reading Comprehension. Create a mini-lesson in reading comprehension to teach a small group of students (group description below) using an evidence-based strategy from the textbook. Plan a 15- to 20-minute mini-lesson that addresses the needs of all four students in the group through effective strategies and accommodations for the learners. Respond briefly to the two reflection questions (in the template) about your lesson. Use the mini-lesson template provided in Week One of your online course to develop your mini-lesson, and then copy and paste it into the discussion forum to obtain feedback from your peers.

6. ESE 697 ACADEMIC COACH ESE 697 Week 1 DQ 3 Optional Share Your Lesson Plans (Ash) For more course tutorials visit www.uophelp.com ESE 697 Week 1 DQ 3 Optional Share Your Lesson Plans (Ash)

7. ESE 697 ACADEMIC COACH ESE 697 Week 1 Reflective Journal For more course tutorials visit www.uophelp.com Week One Reflective Journal. The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving the educational success of individuals with disabilities and/or gifts and talents. CEC advocates for appropriate governmental policies, sets professional standards, provides professional development, defends the rights of individuals with exceptionalities, and helps professionals obtain conditions and resources necessary for effective professional practice (Council for Exceptional Children, 2011). As such, they have established professional standards for teachers working in the field of special education. This course is strongly aligned with and focused specifically on developing knowledge and skills of Standard 5: Instructional Planning and Strategies (see below). In Week One of this course, the journal prompt asks you to reflect on your own professional progress in this area of expertise in working with students with disabilities.

8. ESE 697 ACADEMIC COACH ESE 697 Week 2 Assignment Lesson Plan #2 Phonics or Oral Language For more course tutorials visit www.uophelp.com Lesson Plan #2: Phonics or Oral Language. As you have learned this week, it is essential to understand how to plan for effective instruction in phonics and oral language for students with disabilities. In the classroom, it is important for all lesson plans to not only integrate effective strategies for instruction and accommodations for students with disabilities, but to also align with Common Core State Standards and the student’s individualized needs. This lesson plan will focus on using effective, research-based strategies for teaching phonics or oral language to students with disabilities, with an additional emphasis on planning for appropriate classroom accommodations or modifications.

9. ESE 697 ACADEMIC COACH ESE 697 Week 2 DQ 1 Planning Accommodations for Instruction For more course tutorials visit www.uophelp.com Planning Accommodations for Instruction. Visit Teachnology’s website and select a phonics lesson from the Phonics Lesson Plans page. Analyze the lesson to determine what learning needs exist for a student with a learning disability (LD) in the classroom. Then, using the article from LD Online, “Accommodations for Students with LD,” generate a list of three to five possible accommodations, modifications, or assistive technologies that could be integrated into the lesson for a student with a learning disability. Describe how you would integrate them into the lesson to ensure the student has access to learning, and provide a rationale for each accommodation or modification. Also, note if these accommodations can be used as examples of universal design where all students might benefit. Please be sure to share the link to the lesson plan you reviewed so others have context for the lesson plan you are using.

10. ESE 697 ACADEMIC COACH ESE 697 Week 2 DQ 2 Designing a Mini-Lesson in Phonics or Oral Language For more course tutorials visit www.uophelp.com Designing a Mini-Lesson in Phonics or Oral Language. Create a mini-lesson in phonics or oral language to teach a small group of students (group description below) using an evidence-based strategy from the textbook. that addresses the needs of all four students in the group through effective strategies and accommodations for the learners. Respond briefly to the two reflection questions (in the template) about your lesson. Use the mini-lesson template provided in Week Two of your online course to develop your mini-lesson, and then copy and paste it into the discussion forum to obtain feedback from your peers.

11. ESE 697 ACADEMIC COACH ESE 697 Week 2 DQ 3 Optional Share Your Lesson Plans (Ash) For more course tutorials visit www.uophelp.com ESE 697 Week 2 DQ 3 Optional Share Your Lesson Plans (Ash)

12. ESE 697 ACADEMIC COACH ESE 697 Week 3 Assignment Lesson Plan #3 Writing or Spelling For more course tutorials visit www.uophelp.com Lesson Plan #3: Writing and Spelling. As you have learned this week, it is essential to plan for quality instruction in the areas of writing and spelling for students with disabilities. This lesson plan will focus on using effective, research-based strategies for teaching writing or spelling to students with disabilities.

13. ESE 697 ACADEMIC COACH ESE 697 Week 3 DQ 1 Curriculum-Based Measurements For more course tutorials visit www.uophelp.com Curriculum-Based Measurements. Review the articles “What is Curriculum-Based Measurement and What Does It Mean to My Child?” and “A Guide to Choosing Web-Based Curriculum-Based Measurements for the Classroom” (retrieved from the EBSCOhost database).

14. ESE 697 ACADEMIC COACH ESE 697 Week 3 DQ 2 Designing a Mini-Lesson in Writing or Spelling For more course tutorials visit www.uophelp.com Designing a Mini-Lesson in Writing or Spelling. Create a mini-lesson in writing or spelling to teach a small group of students (group description below) using an evidence-based strategy from the textbook or from the required articles from Teaching Exceptional Children. that addresses the needs of all three students in the group through effective strategies and accommodations for the learners. Respond briefly to the two reflection questions (in the template) about your lesson. Use the mini-lesson template provided in Week Three of your online course to develop your mini-lesson, and then copy and paste it into the discussion forum to obtain feedback from your peers

15. ESE 697 ACADEMIC COACH ESE 697 Week 4 Assignment Lesson Plan #4 Mathematics For more course tutorials visit www.uophelp.com Lesson Plan #4: Mathematics. As you have learned in this fourth week of class, it is essential to understand how to plan for effective mathematics instruction for students with disabilities. This week, the emphasis of this lesson plan is to not only align your mathematics lesson objective and activities to the Common Core State Standards, but to also consider how you will promote self-determination in your students with disabilities through your instruction. Your lesson plan should include at least one way to support self-determination for one of your learners with a disability.

16. ESE 697 ACADEMIC COACH ESE 697 Week 4 DQ 1 Self-Determination in Young Children with Disabilities For more course tutorials visit www.uophelp.com Self-Determination in Young Children with Disabilities. Read the article “A Model of Parent-Teacher Collaboration to Promote Self-Determination in Young Children with Disabilities,” retrieved from the EBSCOhost database.

17. ESE 697 ACADEMIC COACH ESE 697 Week 4 DQ 2 Designing a Mini-Lesson in Mathematics For more course tutorials visit www.uophelp.com Designing a Mini-Lesson in Mathematics. Create a mini-lesson in mathematics to teach a small group of students (group description below) using an evidence-based strategy from the textbook. Plan a that addresses the needs of all four students in the group through effective strategies and accommodations for the learners. Respond briefly to the two reflection questions (in the Learning Plan Template) about your lesson. Use the mini-lesson template provided in Week Four of your online course to develop your mini-lesson, and then copy and paste it into the discussion forum to obtain feedback from your peers.

18. ESE 697 ACADEMIC COACH ESE 697 Week 5 Assignment Lesson Plan #5 Vocabulary or Content Area For more course tutorials visit www.uophelp.com Lesson Plan #5: Vocabulary or Content Area. As you have learned in this fifth week of class, it is essential to understand how to plan for effective vocabulary and content area instruction for students with disabilities. In the classroom, it is important for all lesson plans to not only integrate effective strategies for instruction and accommodations for students with disabilities, but to also align with Common Core State Standards.

19. ESE 697 ACADEMIC COACH ESE 697 Week 5 DQ 1 Planning Vocabulary Instruction Based on IEP Objectives and Individualized Needs For more course tutorials visit www.uophelp.com Planning Vocabulary Instruction Based on IEP Objectives and Individualized Needs. You have a student with autism in your classroom. His individualized education plan (IEP) is available here: Sample IEP for Child with Autism/PDD. Using one of the instructional activities in Chapter 10 related to vocabulary instruction and content area learning; explain how you might leverage assistive technology or accommodations to support this student with autism. Also include ways to include technology as part of universal design for the entire class population

20. ESE 697 ACADEMIC COACH ESE 697 Week 5 DQ 2 Designign a Mini-Lesson in Vocabulary For more course tutorials visit www.uophelp.com Designing a Mini-Lesson in Vocabulary. Create a mini-lesson in vocabulary to teach a small group of students (group description below) using an evidence-based strategy from the textbook. that addresses the needs of all three students in the group through effective strategies and accommodations for the learners. Respond briefly to the two reflection questions (in the Learning Plan Template) about your lesson. Use the mini-lesson template provided in Week Five of your online course to develop your mini-lesson, and then copy and paste it into the discussion forum to obtain feedback from your peers.

21. ESE 697 ACADEMIC COACH ESE 697 Week 6 DQ 1 The Importance of Planning Evidence-Based Strategies for Teaching Students with Disabilities For more course tutorials visit www.uophelp.com The Importance of Planning Evidence-Based Strategies for Teaching Students with Disabilities. Based on your textbook and readings throughout this course, why is it so important to be able to use effective instructional strategies in your lessons? Why is it critical that you consider the needs of students with disabilities when planning instruction? Support your assertions by citing at least two peer-reviewed sources.

22. ESE 697 ACADEMIC COACH ESE 697 Week 6 Final Paper For more course tutorials visit www.uophelp.com Throughout the course, you have been demonstrating your understanding of differentiation and lesson planning for children with mild and moderate disabilities through the design of lesson plans in various content areas. For the Final Project, you will demonstrate competency in planning instruction for students with mild and moderate disabilities by developing a lesson plan portfolio that you can use and share with other colleagues, for work interviews, or for personal use.

23. ESE 697 ACADEMIC COACH ESE 697 Week 6 Reflective Journal For more course tutorials visit www.uophelp.com Week Six Reflective Journal. The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving the educational success of individuals with disabilities and/or gifts and talents. CEC advocates for appropriate governmental policies, sets professional standards, provides professional development, defends the rights of individuals with exceptionalities, and helps professionals obtain conditions and resources necessary for effective professional practice (Council for Exceptional Children, 2011). As such, they have established professional standards for teachers working in the field of special education.

24. ESE 697 ACADEMIC COACH