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ESE 697 ACADEMIC COACH / UOPHELP

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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 – PowerPoint PPT presentation

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Title: 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 students 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
    Teachnologys 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
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