This course examines psychological, sociocultural, linguistic, and other factors influencing development, learning, and the full range of learners, including English Learners, standard-English learners, students with disabilities, and students with other needs, and considers a variety of data to identify appropriate strategies and community-based resources to support all learners and their families.
Summary of Outcomes, Themes, Assignments, and Grading Criteria
Week 1
Theme:
Social, Cultural, and Physical Factors in the Development of Children
Course Learning Objectives:
- CLO 1: Critique the effects of social, cultural, and physical factors (e.g., race, religion, socio-economic status, language, health, trauma, homelessness, drugs, immigrant status, incarceration, foster care, gender, and sexual identity, funds of knowledge, prior experiences, medically fragile, etc.) on students’ development.
- CLO 7 Create a bank of experts and resources to support community-family-school relationships and their impacts on a learner’s success in school.
Weekly Learning Objectives:
- Examine how the term “funds of knowledge” can be applied to identify a learner’s prior knowledge while acknowledging lived experiences.
- Evaluate a learner’s identity as an important aspect of providing instruction by reviewing personal stereotypes, culture, and implicit bias.
- Distinguish elements of the standards, including the core common to ensure grade-level content instruction.
- Identify sources of where to find grade-level standards.
Assignments
- Discussion – Meet and Greet (not graded)
- Discussion – Funds of knowledge
- Assignment 1A Personal Identity Analysis
- Assignment 1B Unpacking the TPEs
Week 2
Theme:
Social, Cultural, and Physical Factors in the Development of Children
Course Learning Objectives:
- CLO 5: Examine the 13 federal categories of exceptionality and other special needs; assessments used in the process of early screening and/or identification; legal mandates regarding services for students with special needs; issues related to common medications administered to children and adolescents.
- CLO 2: Explain a variety of developmentally and ability-appropriate instructional strategies, resources, and assistive technology (including principles of universal design and multi-tiered systems of support) to support access to the curriculum for all learners
Weekly Learning Objectives:
- Identify the 5 core competencies of Social Emotional Learning.
- Gain an understanding of the 13 categories that students can qualify within IDEA regulations and identify the eligibility process for special education services.
- Compare and contrast the components of a 504 plan and an IEP to ensure legal compliance with ADA and IDEA regulations.
- Examine state and school district data-driven systems to analyze data of the learner, the school and district, and the community.
- Evaluate the assets that may or may not be evident in data-driven systems.
Assignments
- Discussion – 13 categories that students can qualify within IDEA regulations
- Assignment 2A Asset Identification Data Analysis
- Assignment 2B SEL Playbook
Week 3
Theme:
Assessing proficiency Levels of English Language Learners & Providing Academic Support for All Learners
Course Learning Objectives:
- CLO 2: Explain a variety of developmentally and ability-appropriate instructional strategies, resources, and assistive technology (including principles of universal design and multi-tiered systems of support) to support access to the curriculum for all learners.
- CLO 3: Analyze various timely communication methods with students and families/guardians regarding achievement expectations and student progress.
- CLO 4: Analyze strategies for all students to self-advocate, self-monitor, self-assess, and self-regulate in all settings, to meet their individual learning needs.
Weekly Learning Objectives:
- Discuss the ways a teacher can increase a student’s sense of confidence, self-advocate, and achieve academic success.
- Examine the advantages of using a self-directed behavior strategy and identify examples of self-regulation.
- Develops a plan to implement collaboration and communication with the family, including how to support student success.
- Recall the CA ELD standard proficiency levels and the ELPAC performance level descriptors.
- Compare and contrast the learning needs and assets of 3 focus students.
Assignments
- Discussion – Develop a plan to implement collaboration and communication with the family, including how to support student success.
- Assignment 3A: Asset Identification of 3 Focus Students
- Assignment 3C Field Experience assignment
Week 4
Theme:
Individual Learning Needs
Course Learning Objectives:
- CLO 2: Explain a variety of developmentally and ability-appropriate instructional strategies, resources, and assistive technology (including principles of universal design and multi-tiered systems of support) to support access to the curriculum for all learners.
- CLO 6: Summarize the process and techniques of assessing proficiency levels of English Language Learners in order to identify appropriate research-based strategies to teach and support the learning and language development of these students
Weekly Learning Objectives:
- Formulate instructional strategies to address inclusive practices.
- Identify elements in planning for inclusive practices.
- Determine appropriate supports and strategies to differentiate instruction for 3 focus students.
Assignments
- Discussion – Formulate instructional strategies to address inclusive practices. Assignment 4A: Strategies and Support Identification of Whole Class and 3 Focus Students
Assignment Descriptions
Assignment 1A – Personal Identity Analysis
Consider the many elements that comprise your identity, and think about where they originated and their implications. How does your identity impact the way you approach the world and the way the world approaches you? How has this impacted you as a learner? As a teacher? (TPE 6.2)
Assignment 1B – Unpacking TPE Rubrics
Analyze the given Reflective Practice Rubric by unpacking the learning expectations by addressing specific questions. Unpacking the rubrics will be used to assess your learning by clarifying the criteria and specific skills you are expected to acquire in all courses throughout the program. (TPE 3.1)
Assignment 2A – Asset Identification
Consider the way your school community is described by data-driven systems. What criteria are measured, and how are they discussed? What is not captured in the framing of the collected data? What doesn’t get measured at all? What assets can you identify and leverage for the benefit of your students? (TPE 5.1)
Assignment 2B – SEL Playbook – Building Healthy Relationships
We will examine building healthy relationships through the lens of Social Emotional Learning. By implementing the tenets of building relationships, teachers can enhance the learning environment and improve academics. (TPE 2.1)
Assignment 3A – Focus Student Assignment
This assignment aims to prepare you to consider the diverse needs of all your students when planning lessons. For this assignment, you will complete three tables (one for each Focus Student) with the help of the resources in the assignment. (TPE 4.1)
Assignment 3C – Field Experience (Reflection and Meeting Notes)
Part Two of your Field Experience. The first is a Collaborative Meeting note-taking template. Use this to take notes in the left column about your students in the simSchool module prior to the collaborative meeting. Afterward, you will use these notes to complete the second document, a Field Experience Reflection. (TPE 4.6)
Assignment 4A – Strategies and Support Identification – Signature Assignment
This assignment aims to prepare you to consider the diversity of assets of all your students when planning lessons. You will use Week 3’s completed tables that identified assets and gaps and now continue to add to them by completing tables (one for each focus student) which is considered an extension of the work in Week Three. This week, you will consider your Focus Students (FS) and identify supports and strategies that will align with the assets and gaps you identified last week. (TPE 1.4, 4.4,5.1)
Discussion Board Topics
Week 1
Examine how the term “funds of knowledge” can be applied to identify a learner’s prior knowledge while acknowledging lived experiences. (TPE 1.2)
Week 2
Gain an understanding of the 13 categories that students can qualify within IDEA regulations and identify the eligibility process for special education services. Compare and contrast the components of a 504 plan and an IEP to ensure legal compliance of ADA and IDEA regulations. (TPE 1.1)
Week 3
Develop a plan to implement collaboration and communication with the family, including how to support student success. (TPE 6.3)
Week 4
Respond by developing a video (2-5 minutes) or written reflection (1/2 page) of what you learned from the video and 1-2 instructional strategies that you would use in your classroom. Consider the following instructional strategies: explicit direct instruction, learning styles, choice, cooperative learning, small group, direct interactive instruction, or other instructional strategies that would allow you to address differentiation and inclusive practices. (TPE 6.3)
Assessment Summary
