Category Archives: ESE 645

ESE 645 Week 1 Assignment Designing Lesson Plans Common Core State Standards Latest Guide

ESE 645 Week 1 Assignment Designing Lesson Plans Common Core State Standards Latest Guide

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Designing Lesson Plans: Common Core State Standards [CLO: 1]. Due by Day 7. 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.

ESE 645 Week 2 Assignment Designing Lesson Plans Accommodations/Modifications for Bianca Latest Guide

ESE 645 Week 2 Assignment Designing Lesson Plans Accommodations/Modifications for Bianca Latest Guide

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Designing Lesson Plans: Accommodations/Modifications for Bianca [CLO: 1]. Due by Day 7. 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. 

ESE 645 Week 3 Assignment Designing Lesson Plans Evidence-Based Strategies Latest Guide

ESE 645 Week 3 Assignment Designing Lesson Plans Evidence-Based Strategies Latest Guide

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Designing Lesson Plans: Evidence-Based Strategies [CLO: 3]. Due by Day 7. 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 plan that 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.

ESE 645 Week 3 Discussion Making It Happen Strategies for Self- Determination Skills Latest Guide

ESE 645 Week 3 Discussion Making It Happen Strategies for Self- Determination Skills Latest Guide

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Making it Happen: Strategies for Self-Determination Skills [CLO: 4]. 1st Post Due by Day 3. 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” (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.
• •  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.
1. 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.
o •  State the main principle and the three strategies you will discuss.
o •  Describe a specific example of each of the three strategies.
o •  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.
o •  Support your reasoning with evidence from at least three scholarly sources including the course textbook.
Guided Response: Respond to two peers by first choosing two peers with a different last name grouping then your own. View their multimedia presentation and reflect on how their example relates to helping students learn self-determination skills. Provide specific feedback for strategies as well as their idea of how the example/resource featured could be effectively used for instruction.

ESE 645 Week 4 Journal Designing Lesson Plans Latest Guide

ESE 645 Week 4 Journal Designing Lesson Plans Latest Guide

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Designing Lesson Plans [CLO: 4]. Due by Day 7. 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?) 

ESE 645 Week 5 Assignment Designing Lesson Plans Quality Design Latest Guide

ESE 645 Week 5 Assignment Designing Lesson Plans Quality Design Latest Guide

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Designing Lesson Plans: Quality Design [CLO: 5]. Due by Day 7. 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.

ESE 645 Week 6 Final Project Lesson Plan Portfolio Latest Guide

ESE 645 Week 6 Final Project Lesson Plan Portfolio Latest Guide

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Lesson Plan Portfolio [CLOs: 1, 2, 3, 4, 5]. Due by Day 7. 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.
• •  Bianca’s IEP (2.5 points): Revised Week Two Assignment Lesson Plan which were to include specific accommodations and/or modifications in accordance with Bianca’s IEP. Be sure to highlight and apply any feedback from Week Five Discussion One.
• •  Bianca’s Self-determination Skills (2.5 points): Revised Week Three Assignment Lesson Plan which incorporated evidence-based strategies for teaching Bianca self-determination skills with goals aligned to her current performance level and identified areas of need. Be sure to highlight and apply any feedback from Week Five Discussion One.
• •  Journal (2.5 points): Revised Week Four Journal. Provide any reflections you may have in these final weeks of the course in regards to the incorporation of self-determination skills in one page. Think about how self-determination skills could be used in the regular classroom to support all students’ learning in addition to those with disabilities. Be sure to highlight and apply any feedback provided by your instructor.
• •  Classroom Choice (3 points): Revised Week Five Assignment Lesson Plans which incorporated 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. 
o •  Inspiration (2.5 points): For each revised lesson plan, write a one-page justification for revisions that includes specific information about what inspired you to make the revisions (e.g., specific feedback received).
o •  Reflection (2.5 points): Reflecting on your revised lesson plans, include a one page written summary explaining which learning theories from Chapter 7 in the course textbook you think are shaping your lesson plans most and how you can more purposefully use the learning theories to inform future lesson plan designs.