I have a 3 part assignment due which would be 3 different papers. Clinical Part A as one paper, Clinical part B as another paper and Clinical part C as another paper and references are to be under each Part and not on the paper as one paper.
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Field Experience A: Leadership and Collaboration
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When teaching mathematics to students with mild to moderate disabilities, a special education teacher will often teach in different learning environments. One of the environments may be in an inclusive or mainstream classroom, where the teacher will collaborate and co-teach with the general education teacher. In this position, the teacher will need to work with the general education teacher to provide expertise to ensure students with disabilities are fully integrated into the classroom instruction.
Allocate at least 3 hours in the field to support this field experience.
Actively observe, interview, and collaborate with the mentor teacher, paraeducator, or aid who currently teaches math in a middle school classroom (Grades 6-8), about collaboration in the inclusive/mainstream classroom.
Your observations should address the following:
· Roles of special education teachers, general education teachers, and students with disabilities in the inclusive setting
· Opportunities to demonstrate leadership while collaborating in each specified role
· Leadership opportunities to collaborate outside of the classroom, for each specified role
· Collaboration models that have been successful for each teacher, taking into consideration student needs
· Ways to create and maintain safe, inclusive, and culturally responsive learning environments to engage individuals with disabilities in meaningful learning activities and social interaction
· Advantages and disadvantages of collaborating while teaching math
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.
In 250-500 words, summarize and reflect upon your conversations, observations, and instructional experiences. Explain how you will use your findings in your future professional practice.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Rubic_Print_Format
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| |
Course Code |
Class Code |
Assignment Title |
Total Points |
| Clinical Field Experience B: Identifying Student Challenges |
|
| Criteria |
Percentage |
No Submission (0.00%) |
Insufficient (69.00%) |
Approaching (74.00%) |
Acceptable (87.00%) |
Target (100.00%) |
Comments |
Points Earned |
Criteria
| 100.0% |
| Summary Content: Mentor Teacher Conversation, Strategies, and Strategy Rationales |
35.0% |
|
|
| Not addressed. |
Submission weakly summarizes the initial conversation with the mentor teacher, differentiation and engagement strategies, and intervention strategy rationales. Key points are insufficient or irrelevant. |
Submission minimally summarizes the initial conversation with the mentor teacher, differentiation and engagement strategies, and intervention strategy rationales. Not all required elements are included, or key points are lacking substance or relevance. |
Submission adequately summarizes the initial conversation with the mentor teacher, differentiation and engagement strategies, and intervention strategy rationales. All required elements are included. Points are general, but appropriate. |
Submission proficiently summarizes the initial conversation with the mentor teacher, differentiation and engagement strategies, and intervention strategy rationales with discerning details. All required elements are fully addressed. |
| Summary Content: Strategies, Reflection, and Applications to Future Practice |
45.0% |
Not addressed.
Math lesson or activity strategies reflection and applications to future practice are incomplete or unrelated to what was described in the summary. |
Math lesson or activity strategies reflection and applications to future practice are unrealistic or underdeveloped. |
Math lesson or activity strategies reflection and applications to future practice are basic, useful, and appropriate for students. |
Math lesson or activity strategies reflection and applications to future practice are insightful, realistic, and clearly consider the needs of students. |
| Organization |
| 10.0% |
Not addressed.
An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other; or the summary is widely outside of the required word count. |
The content is not adequately organized even though it provides the audience with a sense of the main idea. The summary may not be within a reasonable range of the required word count. |
The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea. The summary is within a reasonable range of the required word count. |
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea. The summary is within the required word count. |
| Mechanics of Writing (includes spelling, punctuation, grammar, and language use) |
10.0% Not addressed.
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. |
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. |
Submission includes some mechanical errors, but they do not hinder comprehension. A variety of effective sentence structures are used, as well as some practice and content-related language. |
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. |
| Total Weightage |
100% |
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Clinical Field Experience B: Identifying Student Challenges
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When teaching mathematics to students with mild to moderate disabilities, special education teachers first will identify student challenges. Identifying these challenges is vital in addressing the specific needs to help students continue to flourish in their academics. There can be numerous areas in which students struggle in mathematics and identifying differentiation strategies to help lessen these struggles is vastly important.
Allocate at least 3 hours in the field to support this field experience.
With your mentor teacher, identify a student or small group of students with disabilities who would benefit from differentiation and engagement strategies during an upcoming math lesson or activity.
Part 1: Student Challenges
With the mentor teacher, observe the student or small group of students while they work on math problems in class. Identify areas where the student or students seem to struggle.
Areas of concern where students may struggle include (but are not limited to):
· Output difficulties
· Organizational difficulties
· Language difficulties
· Attention difficulties
· Visual spatial or ordering difficulties
· Difficulties with multiple tasks
After observing and noting concerns, discuss with the student/students whether the areas you identified were challenging for them. Continue to work with them with guided practice and support.
Discuss your findings with your mentor teacher. Offer intervention strategies you could implement to help the students learn the math concepts being taught. With your mentor teacher, decide on 1-2 strategies to further develop in Clinical Field Experience C and implement in Clinical Field Experience D.
Part 2: Reflection
After observing and talking with the students and your mentor, summarize and reflect upon your experiences in 250-500 words, including:
· Your initial conversation with the mentor teacher, identifying how the student or students were chosen.
· Areas where the students seem to struggle.
· Summarize the conversation between you and the students discussing the areas that seemed to challenge them. Were they in agreement with you, or did they feel that they did not struggle or did not need support? If so, how did you continue to support them?
· Strategies you suggested to the mentor teacher, his or her feedback, and what strategies the two of you ultimately decided you would implement (which may be the same or different from what you originally suggested).
· Explain how you will use your findings to further assist the students while working with them in this placement. This will also help prepare you for Clinical Field Experiences C and D, as well as your own future classroom engagements.
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Rubic_Print_Format
|
| |
Course Code |
Class Code |
Assignment Title |
Total Points |
| Clinical Field Experience C: Intervention |
|
| Criteria |
Percentage |
No Submission (0.00%) |
Insufficient (69.00%) |
Approaching (74.00%) |
Acceptable (87.00%) |
Target (100.00%) |
Comments |
Points Earned |
Criteria
| 100.0% |
| Intervention Plan |
| 30.0% |
|
|
|
| Not addressed. |
Intervention plan inadequately identifies tiered intervention, describes flawed intervention strategies, and unfitting materials and procedures aligning to each intervention strategy. |
Intervention plan inexplicably identifies tiered intervention, describes vague intervention strategies, and weak materials and procedures aligning to each intervention strategy. |
Intervention plan competently identifies accurate tiered intervention, describes appropriate intervention strategies, and suitable materials and procedures aligning to each intervention strategy. |
Intervention plan comprehensively identifies precise tiered intervention, describes compelling intervention strategies, and substantial materials and procedures aligning to each intervention strategy. |
| Descriptive Summary of Observations and Collaborations |
30.0% Not addressed.
Submission weakly summarizes the observations and interview. Key points are insufficient or irrelevant. |
Submission minimally summarizes the observations and interview. Not all required elements are included, or key points are lacking substance or relevance. |
Submission adequately summarizes the observations and interview. All required elements are included. Points are general, but appropriate. |
Submission proficiently summarizes the observations and collaborations with discerning details. All required elements are fully addressed. |
| Conclusions and Applications to Future Practice |
2
| 5.0% |
Not addressed.
Applications to future practice are incomplete or unrelated to what was described in the summary. |
Applications to future practice are unrealistic or underdeveloped. |
Applications to future practice are basic, useful, and appropriate for students. |
Conclusions and applications to future practice are insightful, realistic, and clearly consider the needs of students. |
| Organization |
5.0% Not addressed.
An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other; or the summary is widely outside of the required word count. |
The content is not adequately organized even though it provides the audience with a sense of the main idea. The summary may not be within a reasonable range of the required word count. |
The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea. The summary is within a reasonable range of the required word count. |
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea. The summary is within the required word count. |
| Mechanics of Writing (includes spelling, punctuation, grammar, and language use) |
10.0% |
Not addressed.
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. |
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. |
Submission includes some mechanical errors, but they do not hinder comprehension. A variety of effective sentence structures are used, as well as some practice and content-related language. |
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. |
| Total Weightage |
100% |
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Clinical Field Experience C: Intervention
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Math is an academic area that can be challenging for many students in many cases due to multi-step problem-solving. When planning interventions, it is important to identify where and why the student struggles. With this information, the appropriate tier of intervention can be addressed. Understanding the tiers of intervention can help to differentiate struggles associated with content, application, or delivery.
Allocate at least 3 hours in the field to support this field experience.
Continuing to work with your mentor teacher, create an intervention plan for the student or students identified in Clinical Field Experience B.
Your plan should include the following:
· Identification of applicable tiered intervention (1, 2, or 3)
· Grade level of instruction
· An activity implementing 1-2 intervention strategies (these may be the intervention strategies you identified in Clinical Field Experience B)
· Brief description of each intervention strategy and how it supports the identified student challenges
· Materials needed and procedures for each intervention strategy
Upon completing your intervention plan, continue to collaborate with your mentor teacher to ensure the plan will appropriately meet the needs of the student/s identified. Incorporate feedback accordingly.
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.
In 250-500 words, summarize and reflect upon your conversations and instructional support. Address how your mentor teacher plans for and reflects upon intervention choices in his or her own classroom and explain how you will use your findings in your future professional practice.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Rubic_Print_Format
|
| |
Course Code |
Class Code |
Assignment Title |
Total Points |
| Field Experience A: Leadership and Collaboration |
|
| Criteria |
Percentage |
No Submission (0.00%) |
Insufficient (69.00%) |
Approaching (74.00%) |
Acceptable (87.00%) |
Target (100.00%) |
Comments |
Points Earned |
Criteria
| 100.0% |
| Descriptive Summary of Observations and Interview |
3
|
| 5.0% |
|
|
|
| Not addressed. |
Submission weakly summarizes the observations, interview, and instructional experiences. Key points are insufficient or irrelevant. |
Submission minimally summarizes the observations, interview, and instructional experiences. Not all required elements are included, or key points are lacking substance or relevance. |
Submission adequately summarizes the observations, interview, and instructional experiences. All required elements are included. Points are general, but appropriate. |
Submission proficiently summarizes the observations, interview, and instructional experiences with discerning details. All required elements are fully addressed. |
| Conclusions and Applications to Future Practice |
45.0% |
Not addressed.
Applications to future practice are incomplete or unrelated to what was described in the summary. |
Applications to future practice are unrealistic or underdeveloped. |
Applications to future practice are basic, useful, and appropriate for students. |
Conclusions and applications to future practice are insightful, realistic, and clearly consider the needs of students. |
| Organization |
5.0% Not addressed.
An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other; or the summary is widely outside of the required word count. |
The content is not adequately organized even though it provides the audience with a sense of the main idea. The summary may not be within a reasonable range of the required word count. |
The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea. The summary is within a reasonable range of the required word count. |
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea. The summary is within the required word count. |
| Format and Documentation of Sources (layout, citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) |
5.0% Not addressed.
Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. |
Sources are documented, as appropriate to assignment and style, although some key formatting and citation errors are present. |
Sources are documented, as appropriate to assignment and style, and format is mostly correct. |
Sources are completely and correctly documented, as appropriate to assignment and style. Format is free of error. |
| Mechanics of Writing (includes spelling, punctuation, grammar, and language use) |
10.0% |
Not addressed.
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. |
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. |
Submission includes some mechanical errors, but they do not hinder comprehension. A variety of effective sentence structures are used, as well as some practice and content-related language. |
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. |
| Total Weightage |
100% |
