Week 1<\/strong><\/h3>\n\n\n\nTheme:<\/strong><\/h4>\n\n\n\nSocial, Cultural, and Physical Factors in the Development of Children<\/p>\n\n\n\n
Course Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- 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\u2019 development.<\/li>\n\n\n\n
- 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.<\/li>\n<\/ul>\n\n\n\n
Weekly Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- Examine how the term \u201cfunds of knowledge\u201d can be applied to identify a learner\u2019s prior knowledge while acknowledging lived experiences.<\/li>\n\n\n\n
- Evaluate a learner\u2019s identity as an important aspect of providing instruction by reviewing personal stereotypes, culture, and implicit bias.<\/li>\n\n\n\n
- Distinguish elements of the standards, including the core common to ensure grade-level content instruction.<\/li>\n\n\n\n
- Identify sources of where to find grade-level standards.<\/li>\n<\/ul>\n\n\n\n
Assignments<\/strong><\/h4>\n\n\n\n\n- Discussion \u2013 Meet and Greet (not graded)<\/li>\n\n\n\n
- Discussion \u2013 Funds of knowledge<\/li>\n\n\n\n
- Assignment 1A Personal Identity Analysis<\/li>\n\n\n\n
- Assignment 1B Unpacking the TPEs<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nWeek 2<\/strong><\/h3>\n\n\n\nTheme:<\/strong><\/h4>\n\n\n\nSocial, Cultural, and Physical Factors in the Development of Children<\/p>\n\n\n\n
Course Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- 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.<\/li>\n\n\n\n
- 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<\/li>\n<\/ul>\n\n\n\n
Weekly Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- Identify the 5 core competencies of Social Emotional Learning.<\/li>\n\n\n\n
- Gain an understanding of the 13 categories that students can qualify within IDEA regulations and identify the eligibility process for special education services.<\/li>\n\n\n\n
- Compare and contrast the components of a 504 plan and an IEP to ensure legal compliance with ADA and IDEA regulations.<\/li>\n\n\n\n
- Examine state and school district data-driven systems to analyze data of the learner, the school and district, and the community.<\/li>\n\n\n\n
- Evaluate the assets that may or may not be evident in data-driven systems.<\/li>\n<\/ul>\n\n\n\n
Assignments<\/strong><\/h4>\n\n\n\n\n- Discussion \u2013 13 categories that students can qualify within IDEA regulations<\/li>\n\n\n\n
- Assignment 2A Asset Identification Data Analysis<\/li>\n\n\n\n
- Assignment 2B SEL Playbook<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nWeek 3<\/strong><\/h3>\n\n\n\nTheme:<\/strong><\/h4>\n\n\n\nAssessing proficiency Levels of English Language Learners & Providing Academic Support for All Learners<\/p>\n\n\n\n
Course Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- 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.<\/li>\n\n\n\n
- CLO 3: Analyze various timely communication methods with students and families\/guardians regarding achievement expectations and student progress.<\/li>\n\n\n\n
- 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.<\/li>\n<\/ul>\n\n\n\n
Weekly Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- Discuss the ways a teacher can increase a student\u2019s sense of confidence, self-advocate, and achieve academic success.<\/li>\n\n\n\n
- Examine the advantages of using a self-directed behavior strategy and identify examples of self-regulation.<\/li>\n\n\n\n
- Develops a plan to implement collaboration and communication with the family, including how to support student success.<\/li>\n\n\n\n
- Recall the CA ELD standard proficiency levels and the ELPAC performance level descriptors.<\/li>\n\n\n\n
- Compare and contrast the learning needs and assets of 3 focus students.<\/li>\n<\/ul>\n\n\n\n
Assignments<\/strong><\/h4>\n\n\n\n\n- Discussion \u2013 Develop a plan to implement collaboration and communication with the family, including how to support student success.<\/li>\n\n\n\n
- Assignment 3A: Asset Identification of 3 Focus Students<\/li>\n\n\n\n
- Assignment 3C Field Experience assignment<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nWeek 4<\/strong><\/h3>\n\n\n\nTheme:<\/strong><\/h4>\n\n\n\nIndividual Learning Needs<\/p>\n\n\n\n
Course Learning Objectives:<\/strong><\/p>\n\n\n\n\n- 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.<\/li>\n\n\n\n
- 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<\/li>\n<\/ul>\n\n\n\n
Weekly Learning Objectives:<\/h4>\n\n\n\n\n- Formulate instructional strategies to address inclusive practices.<\/li>\n\n\n\n
- Identify elements in planning for inclusive practices.<\/li>\n\n\n\n
- Determine appropriate supports and strategies to differentiate instruction for 3 focus students.<\/li>\n<\/ul>\n\n\n\n
Assignments<\/h4>\n\n\n\n\n- Discussion \u2013 Formulate instructional strategies to address inclusive practices. Assignment 4A: Strategies and Support Identification of Whole Class and 3 Focus Students<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nAssignment Descriptions<\/strong><\/h2>\n\n\n\nAssignment 1A – Personal Identity Analysis<\/strong><\/h3>\n\n\n\nConsider 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)<\/p>\n\n\n\n
Assignment 1B – Unpacking TPE Rubrics<\/strong><\/h3>\n\n\n\nAnalyze 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)<\/p>\n\n\n\n
Assignment 2A – Asset Identification<\/strong><\/h3>\n\n\n\nConsider 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\u2019t get measured at all? What assets can you identify and leverage for the benefit of your students? (TPE 5.1)<\/p>\n\n\n\n
Assignment 2B \u2013 SEL Playbook – Building Healthy Relationships<\/strong><\/h3>\n\n\n\nWe 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)<\/p>\n\n\n\n
Assignment 3A – Focus Student Assignment<\/strong><\/h3>\n\n\n\nThis 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)<\/p>\n\n\n\n
Assignment 3C – Field Experience (Reflection and Meeting Notes)<\/strong><\/h3>\n\n\n\nPart 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)<\/p>\n\n\n\n
Assignment 4A – Strategies and Support Identification \u2013 Signature Assignment<\/strong><\/h3>\n\n\n\nThis assignment aims to prepare you to consider the diversity of assets of all your students when planning lessons. You will use Week 3\u2019s 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)<\/p>\n\n\n\n
\n\n\n\nDiscussion Board Topics<\/strong><\/h2>\n\n\n\nWeek 1<\/h3>\n\n\n\n
Examine how the term \u201cfunds of knowledge\u201d can be applied to identify a learner\u2019s prior knowledge while acknowledging lived experiences. (TPE 1.2)<\/p>\n\n\n\n
Week 2<\/strong><\/h3>\n\n\n\nGain 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)<\/p>\n\n\n\n
Week 3<\/strong><\/h3>\n\n\n\nDevelop a plan to implement collaboration and communication with the family, including how to support student success. (TPE 6.3)<\/p>\n\n\n\n
Week 4<\/strong><\/h3>\n\n\n\nRespond 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)<\/p>\n\n\n\n
\n\n\n\nAssessment Summary<\/strong><\/h2>\n\n\n\n![\"\"\/](\"\/\/img1.wsimg.com\/isteam\/ip\/32e64d1b-5377-40f2-ac57-4cbc56100b47\/2023-07-30_07-28-08.png\/:\/rs=w:1280\")
<\/figure>\n","protected":false},"excerpt":{"rendered":"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, […]<\/p>\n","protected":false},"author":1,"featured_media":303,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"site-container-style":"default","site-container-layout":"default","site-sidebar-layout":"default","disable-article-header":"default","disable-site-header":"default","disable-site-footer":"default","disable-content-area-spacing":"default","footnotes":""},"categories":[5,867,868,870,644,869],"tags":[485,880,837,876,113,877,32,875,874,126,186,873,187,883,879,872,460,693,692,878,871,729,881,882],"class_list":["post-302","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-course-descriptions","category-educational-psychology-and-development","category-inclusive-education-and-special-needs","category-itl604-learners-and-learning-i","category-national-university","category-teacher-training-and-professional-development","tag-academic-support","tag-asset-identification","tag-classroom-management","tag-community-family-school-relationships","tag-cultural-diversity","tag-diverse-learners","tag-educational-psychology","tag-english-language-learners","tag-idea-regulations","tag-inclusive-education","tag-instructional-strategies","tag-language-development","tag-learning-objectives","tag-legal-compliance-in-education","tag-multi-tiered-systems-of-support","tag-personal-identity-analysis","tag-professional-development","tag-reflective-practice","tag-social-emotional-learning-2","tag-special-needs","tag-student-assessment","tag-teacher-training","tag-tpe-rubrics","tag-universal-design-for-learning"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/comments?post=302"}],"version-history":[{"count":1,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302\/revisions"}],"predecessor-version":[{"id":304,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302\/revisions\/304"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/media\/303"}],"wp:attachment":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/media?parent=302"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/categories?post=302"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/tags?post=302"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Social, Cultural, and Physical Factors in the Development of Children<\/p>\n\n\n\n
Course Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- 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\u2019 development.<\/li>\n\n\n\n
- 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.<\/li>\n<\/ul>\n\n\n\n
Weekly Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- Examine how the term \u201cfunds of knowledge\u201d can be applied to identify a learner\u2019s prior knowledge while acknowledging lived experiences.<\/li>\n\n\n\n
- Evaluate a learner\u2019s identity as an important aspect of providing instruction by reviewing personal stereotypes, culture, and implicit bias.<\/li>\n\n\n\n
- Distinguish elements of the standards, including the core common to ensure grade-level content instruction.<\/li>\n\n\n\n
- Identify sources of where to find grade-level standards.<\/li>\n<\/ul>\n\n\n\n
Assignments<\/strong><\/h4>\n\n\n\n\n- Discussion \u2013 Meet and Greet (not graded)<\/li>\n\n\n\n
- Discussion \u2013 Funds of knowledge<\/li>\n\n\n\n
- Assignment 1A Personal Identity Analysis<\/li>\n\n\n\n
- Assignment 1B Unpacking the TPEs<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nWeek 2<\/strong><\/h3>\n\n\n\nTheme:<\/strong><\/h4>\n\n\n\nSocial, Cultural, and Physical Factors in the Development of Children<\/p>\n\n\n\n
Course Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- 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.<\/li>\n\n\n\n
- 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<\/li>\n<\/ul>\n\n\n\n
Weekly Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- Identify the 5 core competencies of Social Emotional Learning.<\/li>\n\n\n\n
- Gain an understanding of the 13 categories that students can qualify within IDEA regulations and identify the eligibility process for special education services.<\/li>\n\n\n\n
- Compare and contrast the components of a 504 plan and an IEP to ensure legal compliance with ADA and IDEA regulations.<\/li>\n\n\n\n
- Examine state and school district data-driven systems to analyze data of the learner, the school and district, and the community.<\/li>\n\n\n\n
- Evaluate the assets that may or may not be evident in data-driven systems.<\/li>\n<\/ul>\n\n\n\n
Assignments<\/strong><\/h4>\n\n\n\n\n- Discussion \u2013 13 categories that students can qualify within IDEA regulations<\/li>\n\n\n\n
- Assignment 2A Asset Identification Data Analysis<\/li>\n\n\n\n
- Assignment 2B SEL Playbook<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nWeek 3<\/strong><\/h3>\n\n\n\nTheme:<\/strong><\/h4>\n\n\n\nAssessing proficiency Levels of English Language Learners & Providing Academic Support for All Learners<\/p>\n\n\n\n
Course Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- 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.<\/li>\n\n\n\n
- CLO 3: Analyze various timely communication methods with students and families\/guardians regarding achievement expectations and student progress.<\/li>\n\n\n\n
- 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.<\/li>\n<\/ul>\n\n\n\n
Weekly Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- Discuss the ways a teacher can increase a student\u2019s sense of confidence, self-advocate, and achieve academic success.<\/li>\n\n\n\n
- Examine the advantages of using a self-directed behavior strategy and identify examples of self-regulation.<\/li>\n\n\n\n
- Develops a plan to implement collaboration and communication with the family, including how to support student success.<\/li>\n\n\n\n
- Recall the CA ELD standard proficiency levels and the ELPAC performance level descriptors.<\/li>\n\n\n\n
- Compare and contrast the learning needs and assets of 3 focus students.<\/li>\n<\/ul>\n\n\n\n
Assignments<\/strong><\/h4>\n\n\n\n\n- Discussion \u2013 Develop a plan to implement collaboration and communication with the family, including how to support student success.<\/li>\n\n\n\n
- Assignment 3A: Asset Identification of 3 Focus Students<\/li>\n\n\n\n
- Assignment 3C Field Experience assignment<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nWeek 4<\/strong><\/h3>\n\n\n\nTheme:<\/strong><\/h4>\n\n\n\nIndividual Learning Needs<\/p>\n\n\n\n
Course Learning Objectives:<\/strong><\/p>\n\n\n\n\n- 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.<\/li>\n\n\n\n
- 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<\/li>\n<\/ul>\n\n\n\n
Weekly Learning Objectives:<\/h4>\n\n\n\n\n- Formulate instructional strategies to address inclusive practices.<\/li>\n\n\n\n
- Identify elements in planning for inclusive practices.<\/li>\n\n\n\n
- Determine appropriate supports and strategies to differentiate instruction for 3 focus students.<\/li>\n<\/ul>\n\n\n\n
Assignments<\/h4>\n\n\n\n\n- Discussion \u2013 Formulate instructional strategies to address inclusive practices. Assignment 4A: Strategies and Support Identification of Whole Class and 3 Focus Students<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nAssignment Descriptions<\/strong><\/h2>\n\n\n\nAssignment 1A – Personal Identity Analysis<\/strong><\/h3>\n\n\n\nConsider 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)<\/p>\n\n\n\n
Assignment 1B – Unpacking TPE Rubrics<\/strong><\/h3>\n\n\n\nAnalyze 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)<\/p>\n\n\n\n
Assignment 2A – Asset Identification<\/strong><\/h3>\n\n\n\nConsider 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\u2019t get measured at all? What assets can you identify and leverage for the benefit of your students? (TPE 5.1)<\/p>\n\n\n\n
Assignment 2B \u2013 SEL Playbook – Building Healthy Relationships<\/strong><\/h3>\n\n\n\nWe 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)<\/p>\n\n\n\n
Assignment 3A – Focus Student Assignment<\/strong><\/h3>\n\n\n\nThis 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)<\/p>\n\n\n\n
Assignment 3C – Field Experience (Reflection and Meeting Notes)<\/strong><\/h3>\n\n\n\nPart 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)<\/p>\n\n\n\n
Assignment 4A – Strategies and Support Identification \u2013 Signature Assignment<\/strong><\/h3>\n\n\n\nThis assignment aims to prepare you to consider the diversity of assets of all your students when planning lessons. You will use Week 3\u2019s 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)<\/p>\n\n\n\n
\n\n\n\nDiscussion Board Topics<\/strong><\/h2>\n\n\n\nWeek 1<\/h3>\n\n\n\n
Examine how the term \u201cfunds of knowledge\u201d can be applied to identify a learner\u2019s prior knowledge while acknowledging lived experiences. (TPE 1.2)<\/p>\n\n\n\n
Week 2<\/strong><\/h3>\n\n\n\nGain 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)<\/p>\n\n\n\n
Week 3<\/strong><\/h3>\n\n\n\nDevelop a plan to implement collaboration and communication with the family, including how to support student success. (TPE 6.3)<\/p>\n\n\n\n
Week 4<\/strong><\/h3>\n\n\n\nRespond 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)<\/p>\n\n\n\n
\n\n\n\nAssessment Summary<\/strong><\/h2>\n\n\n\n<\/figure>\n","protected":false},"excerpt":{"rendered":"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, […]<\/p>\n","protected":false},"author":1,"featured_media":303,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"site-container-style":"default","site-container-layout":"default","site-sidebar-layout":"default","disable-article-header":"default","disable-site-header":"default","disable-site-footer":"default","disable-content-area-spacing":"default","footnotes":""},"categories":[5,867,868,870,644,869],"tags":[485,880,837,876,113,877,32,875,874,126,186,873,187,883,879,872,460,693,692,878,871,729,881,882],"class_list":["post-302","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-course-descriptions","category-educational-psychology-and-development","category-inclusive-education-and-special-needs","category-itl604-learners-and-learning-i","category-national-university","category-teacher-training-and-professional-development","tag-academic-support","tag-asset-identification","tag-classroom-management","tag-community-family-school-relationships","tag-cultural-diversity","tag-diverse-learners","tag-educational-psychology","tag-english-language-learners","tag-idea-regulations","tag-inclusive-education","tag-instructional-strategies","tag-language-development","tag-learning-objectives","tag-legal-compliance-in-education","tag-multi-tiered-systems-of-support","tag-personal-identity-analysis","tag-professional-development","tag-reflective-practice","tag-social-emotional-learning-2","tag-special-needs","tag-student-assessment","tag-teacher-training","tag-tpe-rubrics","tag-universal-design-for-learning"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/comments?post=302"}],"version-history":[{"count":1,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302\/revisions"}],"predecessor-version":[{"id":304,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302\/revisions\/304"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/media\/303"}],"wp:attachment":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/media?parent=302"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/categories?post=302"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/tags?post=302"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Weekly Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- Examine how the term \u201cfunds of knowledge\u201d can be applied to identify a learner\u2019s prior knowledge while acknowledging lived experiences.<\/li>\n\n\n\n
- Evaluate a learner\u2019s identity as an important aspect of providing instruction by reviewing personal stereotypes, culture, and implicit bias.<\/li>\n\n\n\n
- Distinguish elements of the standards, including the core common to ensure grade-level content instruction.<\/li>\n\n\n\n
- Identify sources of where to find grade-level standards.<\/li>\n<\/ul>\n\n\n\n
Assignments<\/strong><\/h4>\n\n\n\n\n- Discussion \u2013 Meet and Greet (not graded)<\/li>\n\n\n\n
- Discussion \u2013 Funds of knowledge<\/li>\n\n\n\n
- Assignment 1A Personal Identity Analysis<\/li>\n\n\n\n
- Assignment 1B Unpacking the TPEs<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nWeek 2<\/strong><\/h3>\n\n\n\nTheme:<\/strong><\/h4>\n\n\n\nSocial, Cultural, and Physical Factors in the Development of Children<\/p>\n\n\n\n
Course Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- 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.<\/li>\n\n\n\n
- 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<\/li>\n<\/ul>\n\n\n\n
Weekly Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- Identify the 5 core competencies of Social Emotional Learning.<\/li>\n\n\n\n
- Gain an understanding of the 13 categories that students can qualify within IDEA regulations and identify the eligibility process for special education services.<\/li>\n\n\n\n
- Compare and contrast the components of a 504 plan and an IEP to ensure legal compliance with ADA and IDEA regulations.<\/li>\n\n\n\n
- Examine state and school district data-driven systems to analyze data of the learner, the school and district, and the community.<\/li>\n\n\n\n
- Evaluate the assets that may or may not be evident in data-driven systems.<\/li>\n<\/ul>\n\n\n\n
Assignments<\/strong><\/h4>\n\n\n\n\n- Discussion \u2013 13 categories that students can qualify within IDEA regulations<\/li>\n\n\n\n
- Assignment 2A Asset Identification Data Analysis<\/li>\n\n\n\n
- Assignment 2B SEL Playbook<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nWeek 3<\/strong><\/h3>\n\n\n\nTheme:<\/strong><\/h4>\n\n\n\nAssessing proficiency Levels of English Language Learners & Providing Academic Support for All Learners<\/p>\n\n\n\n
Course Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- 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.<\/li>\n\n\n\n
- CLO 3: Analyze various timely communication methods with students and families\/guardians regarding achievement expectations and student progress.<\/li>\n\n\n\n
- 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.<\/li>\n<\/ul>\n\n\n\n
Weekly Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- Discuss the ways a teacher can increase a student\u2019s sense of confidence, self-advocate, and achieve academic success.<\/li>\n\n\n\n
- Examine the advantages of using a self-directed behavior strategy and identify examples of self-regulation.<\/li>\n\n\n\n
- Develops a plan to implement collaboration and communication with the family, including how to support student success.<\/li>\n\n\n\n
- Recall the CA ELD standard proficiency levels and the ELPAC performance level descriptors.<\/li>\n\n\n\n
- Compare and contrast the learning needs and assets of 3 focus students.<\/li>\n<\/ul>\n\n\n\n
Assignments<\/strong><\/h4>\n\n\n\n\n- Discussion \u2013 Develop a plan to implement collaboration and communication with the family, including how to support student success.<\/li>\n\n\n\n
- Assignment 3A: Asset Identification of 3 Focus Students<\/li>\n\n\n\n
- Assignment 3C Field Experience assignment<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nWeek 4<\/strong><\/h3>\n\n\n\nTheme:<\/strong><\/h4>\n\n\n\nIndividual Learning Needs<\/p>\n\n\n\n
Course Learning Objectives:<\/strong><\/p>\n\n\n\n\n- 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.<\/li>\n\n\n\n
- 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<\/li>\n<\/ul>\n\n\n\n
Weekly Learning Objectives:<\/h4>\n\n\n\n\n- Formulate instructional strategies to address inclusive practices.<\/li>\n\n\n\n
- Identify elements in planning for inclusive practices.<\/li>\n\n\n\n
- Determine appropriate supports and strategies to differentiate instruction for 3 focus students.<\/li>\n<\/ul>\n\n\n\n
Assignments<\/h4>\n\n\n\n\n- Discussion \u2013 Formulate instructional strategies to address inclusive practices. Assignment 4A: Strategies and Support Identification of Whole Class and 3 Focus Students<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nAssignment Descriptions<\/strong><\/h2>\n\n\n\nAssignment 1A – Personal Identity Analysis<\/strong><\/h3>\n\n\n\nConsider 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)<\/p>\n\n\n\n
Assignment 1B – Unpacking TPE Rubrics<\/strong><\/h3>\n\n\n\nAnalyze 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)<\/p>\n\n\n\n
Assignment 2A – Asset Identification<\/strong><\/h3>\n\n\n\nConsider 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\u2019t get measured at all? What assets can you identify and leverage for the benefit of your students? (TPE 5.1)<\/p>\n\n\n\n
Assignment 2B \u2013 SEL Playbook – Building Healthy Relationships<\/strong><\/h3>\n\n\n\nWe 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)<\/p>\n\n\n\n
Assignment 3A – Focus Student Assignment<\/strong><\/h3>\n\n\n\nThis 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)<\/p>\n\n\n\n
Assignment 3C – Field Experience (Reflection and Meeting Notes)<\/strong><\/h3>\n\n\n\nPart 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)<\/p>\n\n\n\n
Assignment 4A – Strategies and Support Identification \u2013 Signature Assignment<\/strong><\/h3>\n\n\n\nThis assignment aims to prepare you to consider the diversity of assets of all your students when planning lessons. You will use Week 3\u2019s 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)<\/p>\n\n\n\n
\n\n\n\nDiscussion Board Topics<\/strong><\/h2>\n\n\n\nWeek 1<\/h3>\n\n\n\n
Examine how the term \u201cfunds of knowledge\u201d can be applied to identify a learner\u2019s prior knowledge while acknowledging lived experiences. (TPE 1.2)<\/p>\n\n\n\n
Week 2<\/strong><\/h3>\n\n\n\nGain 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)<\/p>\n\n\n\n
Week 3<\/strong><\/h3>\n\n\n\nDevelop a plan to implement collaboration and communication with the family, including how to support student success. (TPE 6.3)<\/p>\n\n\n\n
Week 4<\/strong><\/h3>\n\n\n\nRespond 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)<\/p>\n\n\n\n
\n\n\n\nAssessment Summary<\/strong><\/h2>\n\n\n\n<\/figure>\n","protected":false},"excerpt":{"rendered":"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, […]<\/p>\n","protected":false},"author":1,"featured_media":303,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"site-container-style":"default","site-container-layout":"default","site-sidebar-layout":"default","disable-article-header":"default","disable-site-header":"default","disable-site-footer":"default","disable-content-area-spacing":"default","footnotes":""},"categories":[5,867,868,870,644,869],"tags":[485,880,837,876,113,877,32,875,874,126,186,873,187,883,879,872,460,693,692,878,871,729,881,882],"class_list":["post-302","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-course-descriptions","category-educational-psychology-and-development","category-inclusive-education-and-special-needs","category-itl604-learners-and-learning-i","category-national-university","category-teacher-training-and-professional-development","tag-academic-support","tag-asset-identification","tag-classroom-management","tag-community-family-school-relationships","tag-cultural-diversity","tag-diverse-learners","tag-educational-psychology","tag-english-language-learners","tag-idea-regulations","tag-inclusive-education","tag-instructional-strategies","tag-language-development","tag-learning-objectives","tag-legal-compliance-in-education","tag-multi-tiered-systems-of-support","tag-personal-identity-analysis","tag-professional-development","tag-reflective-practice","tag-social-emotional-learning-2","tag-special-needs","tag-student-assessment","tag-teacher-training","tag-tpe-rubrics","tag-universal-design-for-learning"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/comments?post=302"}],"version-history":[{"count":1,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302\/revisions"}],"predecessor-version":[{"id":304,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302\/revisions\/304"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/media\/303"}],"wp:attachment":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/media?parent=302"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/categories?post=302"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/tags?post=302"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Assignments<\/strong><\/h4>\n\n\n\n\n- Discussion \u2013 Meet and Greet (not graded)<\/li>\n\n\n\n
- Discussion \u2013 Funds of knowledge<\/li>\n\n\n\n
- Assignment 1A Personal Identity Analysis<\/li>\n\n\n\n
- Assignment 1B Unpacking the TPEs<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nWeek 2<\/strong><\/h3>\n\n\n\nTheme:<\/strong><\/h4>\n\n\n\nSocial, Cultural, and Physical Factors in the Development of Children<\/p>\n\n\n\n
Course Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- 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.<\/li>\n\n\n\n
- 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<\/li>\n<\/ul>\n\n\n\n
Weekly Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- Identify the 5 core competencies of Social Emotional Learning.<\/li>\n\n\n\n
- Gain an understanding of the 13 categories that students can qualify within IDEA regulations and identify the eligibility process for special education services.<\/li>\n\n\n\n
- Compare and contrast the components of a 504 plan and an IEP to ensure legal compliance with ADA and IDEA regulations.<\/li>\n\n\n\n
- Examine state and school district data-driven systems to analyze data of the learner, the school and district, and the community.<\/li>\n\n\n\n
- Evaluate the assets that may or may not be evident in data-driven systems.<\/li>\n<\/ul>\n\n\n\n
Assignments<\/strong><\/h4>\n\n\n\n\n- Discussion \u2013 13 categories that students can qualify within IDEA regulations<\/li>\n\n\n\n
- Assignment 2A Asset Identification Data Analysis<\/li>\n\n\n\n
- Assignment 2B SEL Playbook<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nWeek 3<\/strong><\/h3>\n\n\n\nTheme:<\/strong><\/h4>\n\n\n\nAssessing proficiency Levels of English Language Learners & Providing Academic Support for All Learners<\/p>\n\n\n\n
Course Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- 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.<\/li>\n\n\n\n
- CLO 3: Analyze various timely communication methods with students and families\/guardians regarding achievement expectations and student progress.<\/li>\n\n\n\n
- 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.<\/li>\n<\/ul>\n\n\n\n
Weekly Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- Discuss the ways a teacher can increase a student\u2019s sense of confidence, self-advocate, and achieve academic success.<\/li>\n\n\n\n
- Examine the advantages of using a self-directed behavior strategy and identify examples of self-regulation.<\/li>\n\n\n\n
- Develops a plan to implement collaboration and communication with the family, including how to support student success.<\/li>\n\n\n\n
- Recall the CA ELD standard proficiency levels and the ELPAC performance level descriptors.<\/li>\n\n\n\n
- Compare and contrast the learning needs and assets of 3 focus students.<\/li>\n<\/ul>\n\n\n\n
Assignments<\/strong><\/h4>\n\n\n\n\n- Discussion \u2013 Develop a plan to implement collaboration and communication with the family, including how to support student success.<\/li>\n\n\n\n
- Assignment 3A: Asset Identification of 3 Focus Students<\/li>\n\n\n\n
- Assignment 3C Field Experience assignment<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nWeek 4<\/strong><\/h3>\n\n\n\nTheme:<\/strong><\/h4>\n\n\n\nIndividual Learning Needs<\/p>\n\n\n\n
Course Learning Objectives:<\/strong><\/p>\n\n\n\n\n- 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.<\/li>\n\n\n\n
- 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<\/li>\n<\/ul>\n\n\n\n
Weekly Learning Objectives:<\/h4>\n\n\n\n\n- Formulate instructional strategies to address inclusive practices.<\/li>\n\n\n\n
- Identify elements in planning for inclusive practices.<\/li>\n\n\n\n
- Determine appropriate supports and strategies to differentiate instruction for 3 focus students.<\/li>\n<\/ul>\n\n\n\n
Assignments<\/h4>\n\n\n\n\n- Discussion \u2013 Formulate instructional strategies to address inclusive practices. Assignment 4A: Strategies and Support Identification of Whole Class and 3 Focus Students<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nAssignment Descriptions<\/strong><\/h2>\n\n\n\nAssignment 1A – Personal Identity Analysis<\/strong><\/h3>\n\n\n\nConsider 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)<\/p>\n\n\n\n
Assignment 1B – Unpacking TPE Rubrics<\/strong><\/h3>\n\n\n\nAnalyze 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)<\/p>\n\n\n\n
Assignment 2A – Asset Identification<\/strong><\/h3>\n\n\n\nConsider 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\u2019t get measured at all? What assets can you identify and leverage for the benefit of your students? (TPE 5.1)<\/p>\n\n\n\n
Assignment 2B \u2013 SEL Playbook – Building Healthy Relationships<\/strong><\/h3>\n\n\n\nWe 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)<\/p>\n\n\n\n
Assignment 3A – Focus Student Assignment<\/strong><\/h3>\n\n\n\nThis 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)<\/p>\n\n\n\n
Assignment 3C – Field Experience (Reflection and Meeting Notes)<\/strong><\/h3>\n\n\n\nPart 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)<\/p>\n\n\n\n
Assignment 4A – Strategies and Support Identification \u2013 Signature Assignment<\/strong><\/h3>\n\n\n\nThis assignment aims to prepare you to consider the diversity of assets of all your students when planning lessons. You will use Week 3\u2019s 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)<\/p>\n\n\n\n
\n\n\n\nDiscussion Board Topics<\/strong><\/h2>\n\n\n\nWeek 1<\/h3>\n\n\n\n
Examine how the term \u201cfunds of knowledge\u201d can be applied to identify a learner\u2019s prior knowledge while acknowledging lived experiences. (TPE 1.2)<\/p>\n\n\n\n
Week 2<\/strong><\/h3>\n\n\n\nGain 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)<\/p>\n\n\n\n
Week 3<\/strong><\/h3>\n\n\n\nDevelop a plan to implement collaboration and communication with the family, including how to support student success. (TPE 6.3)<\/p>\n\n\n\n
Week 4<\/strong><\/h3>\n\n\n\nRespond 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)<\/p>\n\n\n\n
\n\n\n\nAssessment Summary<\/strong><\/h2>\n\n\n\n<\/figure>\n","protected":false},"excerpt":{"rendered":"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, […]<\/p>\n","protected":false},"author":1,"featured_media":303,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"site-container-style":"default","site-container-layout":"default","site-sidebar-layout":"default","disable-article-header":"default","disable-site-header":"default","disable-site-footer":"default","disable-content-area-spacing":"default","footnotes":""},"categories":[5,867,868,870,644,869],"tags":[485,880,837,876,113,877,32,875,874,126,186,873,187,883,879,872,460,693,692,878,871,729,881,882],"class_list":["post-302","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-course-descriptions","category-educational-psychology-and-development","category-inclusive-education-and-special-needs","category-itl604-learners-and-learning-i","category-national-university","category-teacher-training-and-professional-development","tag-academic-support","tag-asset-identification","tag-classroom-management","tag-community-family-school-relationships","tag-cultural-diversity","tag-diverse-learners","tag-educational-psychology","tag-english-language-learners","tag-idea-regulations","tag-inclusive-education","tag-instructional-strategies","tag-language-development","tag-learning-objectives","tag-legal-compliance-in-education","tag-multi-tiered-systems-of-support","tag-personal-identity-analysis","tag-professional-development","tag-reflective-practice","tag-social-emotional-learning-2","tag-special-needs","tag-student-assessment","tag-teacher-training","tag-tpe-rubrics","tag-universal-design-for-learning"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/comments?post=302"}],"version-history":[{"count":1,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302\/revisions"}],"predecessor-version":[{"id":304,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302\/revisions\/304"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/media\/303"}],"wp:attachment":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/media?parent=302"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/categories?post=302"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/tags?post=302"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\n\n\n\n
Week 2<\/strong><\/h3>\n\n\n\nTheme:<\/strong><\/h4>\n\n\n\nSocial, Cultural, and Physical Factors in the Development of Children<\/p>\n\n\n\n
Course Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- 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.<\/li>\n\n\n\n
- 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<\/li>\n<\/ul>\n\n\n\n
Weekly Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- Identify the 5 core competencies of Social Emotional Learning.<\/li>\n\n\n\n
- Gain an understanding of the 13 categories that students can qualify within IDEA regulations and identify the eligibility process for special education services.<\/li>\n\n\n\n
- Compare and contrast the components of a 504 plan and an IEP to ensure legal compliance with ADA and IDEA regulations.<\/li>\n\n\n\n
- Examine state and school district data-driven systems to analyze data of the learner, the school and district, and the community.<\/li>\n\n\n\n
- Evaluate the assets that may or may not be evident in data-driven systems.<\/li>\n<\/ul>\n\n\n\n
Assignments<\/strong><\/h4>\n\n\n\n\n- Discussion \u2013 13 categories that students can qualify within IDEA regulations<\/li>\n\n\n\n
- Assignment 2A Asset Identification Data Analysis<\/li>\n\n\n\n
- Assignment 2B SEL Playbook<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nWeek 3<\/strong><\/h3>\n\n\n\nTheme:<\/strong><\/h4>\n\n\n\nAssessing proficiency Levels of English Language Learners & Providing Academic Support for All Learners<\/p>\n\n\n\n
Course Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- 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.<\/li>\n\n\n\n
- CLO 3: Analyze various timely communication methods with students and families\/guardians regarding achievement expectations and student progress.<\/li>\n\n\n\n
- 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.<\/li>\n<\/ul>\n\n\n\n
Weekly Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- Discuss the ways a teacher can increase a student\u2019s sense of confidence, self-advocate, and achieve academic success.<\/li>\n\n\n\n
- Examine the advantages of using a self-directed behavior strategy and identify examples of self-regulation.<\/li>\n\n\n\n
- Develops a plan to implement collaboration and communication with the family, including how to support student success.<\/li>\n\n\n\n
- Recall the CA ELD standard proficiency levels and the ELPAC performance level descriptors.<\/li>\n\n\n\n
- Compare and contrast the learning needs and assets of 3 focus students.<\/li>\n<\/ul>\n\n\n\n
Assignments<\/strong><\/h4>\n\n\n\n\n- Discussion \u2013 Develop a plan to implement collaboration and communication with the family, including how to support student success.<\/li>\n\n\n\n
- Assignment 3A: Asset Identification of 3 Focus Students<\/li>\n\n\n\n
- Assignment 3C Field Experience assignment<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nWeek 4<\/strong><\/h3>\n\n\n\nTheme:<\/strong><\/h4>\n\n\n\nIndividual Learning Needs<\/p>\n\n\n\n
Course Learning Objectives:<\/strong><\/p>\n\n\n\n\n- 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.<\/li>\n\n\n\n
- 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<\/li>\n<\/ul>\n\n\n\n
Weekly Learning Objectives:<\/h4>\n\n\n\n\n- Formulate instructional strategies to address inclusive practices.<\/li>\n\n\n\n
- Identify elements in planning for inclusive practices.<\/li>\n\n\n\n
- Determine appropriate supports and strategies to differentiate instruction for 3 focus students.<\/li>\n<\/ul>\n\n\n\n
Assignments<\/h4>\n\n\n\n\n- Discussion \u2013 Formulate instructional strategies to address inclusive practices. Assignment 4A: Strategies and Support Identification of Whole Class and 3 Focus Students<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nAssignment Descriptions<\/strong><\/h2>\n\n\n\nAssignment 1A – Personal Identity Analysis<\/strong><\/h3>\n\n\n\nConsider 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)<\/p>\n\n\n\n
Assignment 1B – Unpacking TPE Rubrics<\/strong><\/h3>\n\n\n\nAnalyze 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)<\/p>\n\n\n\n
Assignment 2A – Asset Identification<\/strong><\/h3>\n\n\n\nConsider 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\u2019t get measured at all? What assets can you identify and leverage for the benefit of your students? (TPE 5.1)<\/p>\n\n\n\n
Assignment 2B \u2013 SEL Playbook – Building Healthy Relationships<\/strong><\/h3>\n\n\n\nWe 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)<\/p>\n\n\n\n
Assignment 3A – Focus Student Assignment<\/strong><\/h3>\n\n\n\nThis 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)<\/p>\n\n\n\n
Assignment 3C – Field Experience (Reflection and Meeting Notes)<\/strong><\/h3>\n\n\n\nPart 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)<\/p>\n\n\n\n
Assignment 4A – Strategies and Support Identification \u2013 Signature Assignment<\/strong><\/h3>\n\n\n\nThis assignment aims to prepare you to consider the diversity of assets of all your students when planning lessons. You will use Week 3\u2019s 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)<\/p>\n\n\n\n
\n\n\n\nDiscussion Board Topics<\/strong><\/h2>\n\n\n\nWeek 1<\/h3>\n\n\n\n
Examine how the term \u201cfunds of knowledge\u201d can be applied to identify a learner\u2019s prior knowledge while acknowledging lived experiences. (TPE 1.2)<\/p>\n\n\n\n
Week 2<\/strong><\/h3>\n\n\n\nGain 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)<\/p>\n\n\n\n
Week 3<\/strong><\/h3>\n\n\n\nDevelop a plan to implement collaboration and communication with the family, including how to support student success. (TPE 6.3)<\/p>\n\n\n\n
Week 4<\/strong><\/h3>\n\n\n\nRespond 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)<\/p>\n\n\n\n
\n\n\n\nAssessment Summary<\/strong><\/h2>\n\n\n\n<\/figure>\n","protected":false},"excerpt":{"rendered":"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, […]<\/p>\n","protected":false},"author":1,"featured_media":303,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"site-container-style":"default","site-container-layout":"default","site-sidebar-layout":"default","disable-article-header":"default","disable-site-header":"default","disable-site-footer":"default","disable-content-area-spacing":"default","footnotes":""},"categories":[5,867,868,870,644,869],"tags":[485,880,837,876,113,877,32,875,874,126,186,873,187,883,879,872,460,693,692,878,871,729,881,882],"class_list":["post-302","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-course-descriptions","category-educational-psychology-and-development","category-inclusive-education-and-special-needs","category-itl604-learners-and-learning-i","category-national-university","category-teacher-training-and-professional-development","tag-academic-support","tag-asset-identification","tag-classroom-management","tag-community-family-school-relationships","tag-cultural-diversity","tag-diverse-learners","tag-educational-psychology","tag-english-language-learners","tag-idea-regulations","tag-inclusive-education","tag-instructional-strategies","tag-language-development","tag-learning-objectives","tag-legal-compliance-in-education","tag-multi-tiered-systems-of-support","tag-personal-identity-analysis","tag-professional-development","tag-reflective-practice","tag-social-emotional-learning-2","tag-special-needs","tag-student-assessment","tag-teacher-training","tag-tpe-rubrics","tag-universal-design-for-learning"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/comments?post=302"}],"version-history":[{"count":1,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302\/revisions"}],"predecessor-version":[{"id":304,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302\/revisions\/304"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/media\/303"}],"wp:attachment":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/media?parent=302"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/categories?post=302"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/tags?post=302"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Social, Cultural, and Physical Factors in the Development of Children<\/p>\n\n\n\n
Course Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- 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.<\/li>\n\n\n\n
- 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<\/li>\n<\/ul>\n\n\n\n
Weekly Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- Identify the 5 core competencies of Social Emotional Learning.<\/li>\n\n\n\n
- Gain an understanding of the 13 categories that students can qualify within IDEA regulations and identify the eligibility process for special education services.<\/li>\n\n\n\n
- Compare and contrast the components of a 504 plan and an IEP to ensure legal compliance with ADA and IDEA regulations.<\/li>\n\n\n\n
- Examine state and school district data-driven systems to analyze data of the learner, the school and district, and the community.<\/li>\n\n\n\n
- Evaluate the assets that may or may not be evident in data-driven systems.<\/li>\n<\/ul>\n\n\n\n
Assignments<\/strong><\/h4>\n\n\n\n\n- Discussion \u2013 13 categories that students can qualify within IDEA regulations<\/li>\n\n\n\n
- Assignment 2A Asset Identification Data Analysis<\/li>\n\n\n\n
- Assignment 2B SEL Playbook<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nWeek 3<\/strong><\/h3>\n\n\n\nTheme:<\/strong><\/h4>\n\n\n\nAssessing proficiency Levels of English Language Learners & Providing Academic Support for All Learners<\/p>\n\n\n\n
Course Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- 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.<\/li>\n\n\n\n
- CLO 3: Analyze various timely communication methods with students and families\/guardians regarding achievement expectations and student progress.<\/li>\n\n\n\n
- 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.<\/li>\n<\/ul>\n\n\n\n
Weekly Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- Discuss the ways a teacher can increase a student\u2019s sense of confidence, self-advocate, and achieve academic success.<\/li>\n\n\n\n
- Examine the advantages of using a self-directed behavior strategy and identify examples of self-regulation.<\/li>\n\n\n\n
- Develops a plan to implement collaboration and communication with the family, including how to support student success.<\/li>\n\n\n\n
- Recall the CA ELD standard proficiency levels and the ELPAC performance level descriptors.<\/li>\n\n\n\n
- Compare and contrast the learning needs and assets of 3 focus students.<\/li>\n<\/ul>\n\n\n\n
Assignments<\/strong><\/h4>\n\n\n\n\n- Discussion \u2013 Develop a plan to implement collaboration and communication with the family, including how to support student success.<\/li>\n\n\n\n
- Assignment 3A: Asset Identification of 3 Focus Students<\/li>\n\n\n\n
- Assignment 3C Field Experience assignment<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nWeek 4<\/strong><\/h3>\n\n\n\nTheme:<\/strong><\/h4>\n\n\n\nIndividual Learning Needs<\/p>\n\n\n\n
Course Learning Objectives:<\/strong><\/p>\n\n\n\n\n- 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.<\/li>\n\n\n\n
- 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<\/li>\n<\/ul>\n\n\n\n
Weekly Learning Objectives:<\/h4>\n\n\n\n\n- Formulate instructional strategies to address inclusive practices.<\/li>\n\n\n\n
- Identify elements in planning for inclusive practices.<\/li>\n\n\n\n
- Determine appropriate supports and strategies to differentiate instruction for 3 focus students.<\/li>\n<\/ul>\n\n\n\n
Assignments<\/h4>\n\n\n\n\n- Discussion \u2013 Formulate instructional strategies to address inclusive practices. Assignment 4A: Strategies and Support Identification of Whole Class and 3 Focus Students<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nAssignment Descriptions<\/strong><\/h2>\n\n\n\nAssignment 1A – Personal Identity Analysis<\/strong><\/h3>\n\n\n\nConsider 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)<\/p>\n\n\n\n
Assignment 1B – Unpacking TPE Rubrics<\/strong><\/h3>\n\n\n\nAnalyze 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)<\/p>\n\n\n\n
Assignment 2A – Asset Identification<\/strong><\/h3>\n\n\n\nConsider 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\u2019t get measured at all? What assets can you identify and leverage for the benefit of your students? (TPE 5.1)<\/p>\n\n\n\n
Assignment 2B \u2013 SEL Playbook – Building Healthy Relationships<\/strong><\/h3>\n\n\n\nWe 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)<\/p>\n\n\n\n
Assignment 3A – Focus Student Assignment<\/strong><\/h3>\n\n\n\nThis 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)<\/p>\n\n\n\n
Assignment 3C – Field Experience (Reflection and Meeting Notes)<\/strong><\/h3>\n\n\n\nPart 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)<\/p>\n\n\n\n
Assignment 4A – Strategies and Support Identification \u2013 Signature Assignment<\/strong><\/h3>\n\n\n\nThis assignment aims to prepare you to consider the diversity of assets of all your students when planning lessons. You will use Week 3\u2019s 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)<\/p>\n\n\n\n
\n\n\n\nDiscussion Board Topics<\/strong><\/h2>\n\n\n\nWeek 1<\/h3>\n\n\n\n
Examine how the term \u201cfunds of knowledge\u201d can be applied to identify a learner\u2019s prior knowledge while acknowledging lived experiences. (TPE 1.2)<\/p>\n\n\n\n
Week 2<\/strong><\/h3>\n\n\n\nGain 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)<\/p>\n\n\n\n
Week 3<\/strong><\/h3>\n\n\n\nDevelop a plan to implement collaboration and communication with the family, including how to support student success. (TPE 6.3)<\/p>\n\n\n\n
Week 4<\/strong><\/h3>\n\n\n\nRespond 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)<\/p>\n\n\n\n
\n\n\n\nAssessment Summary<\/strong><\/h2>\n\n\n\n<\/figure>\n","protected":false},"excerpt":{"rendered":"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, […]<\/p>\n","protected":false},"author":1,"featured_media":303,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"site-container-style":"default","site-container-layout":"default","site-sidebar-layout":"default","disable-article-header":"default","disable-site-header":"default","disable-site-footer":"default","disable-content-area-spacing":"default","footnotes":""},"categories":[5,867,868,870,644,869],"tags":[485,880,837,876,113,877,32,875,874,126,186,873,187,883,879,872,460,693,692,878,871,729,881,882],"class_list":["post-302","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-course-descriptions","category-educational-psychology-and-development","category-inclusive-education-and-special-needs","category-itl604-learners-and-learning-i","category-national-university","category-teacher-training-and-professional-development","tag-academic-support","tag-asset-identification","tag-classroom-management","tag-community-family-school-relationships","tag-cultural-diversity","tag-diverse-learners","tag-educational-psychology","tag-english-language-learners","tag-idea-regulations","tag-inclusive-education","tag-instructional-strategies","tag-language-development","tag-learning-objectives","tag-legal-compliance-in-education","tag-multi-tiered-systems-of-support","tag-personal-identity-analysis","tag-professional-development","tag-reflective-practice","tag-social-emotional-learning-2","tag-special-needs","tag-student-assessment","tag-teacher-training","tag-tpe-rubrics","tag-universal-design-for-learning"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/comments?post=302"}],"version-history":[{"count":1,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302\/revisions"}],"predecessor-version":[{"id":304,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302\/revisions\/304"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/media\/303"}],"wp:attachment":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/media?parent=302"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/categories?post=302"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/tags?post=302"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Weekly Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- Identify the 5 core competencies of Social Emotional Learning.<\/li>\n\n\n\n
- Gain an understanding of the 13 categories that students can qualify within IDEA regulations and identify the eligibility process for special education services.<\/li>\n\n\n\n
- Compare and contrast the components of a 504 plan and an IEP to ensure legal compliance with ADA and IDEA regulations.<\/li>\n\n\n\n
- Examine state and school district data-driven systems to analyze data of the learner, the school and district, and the community.<\/li>\n\n\n\n
- Evaluate the assets that may or may not be evident in data-driven systems.<\/li>\n<\/ul>\n\n\n\n
Assignments<\/strong><\/h4>\n\n\n\n\n- Discussion \u2013 13 categories that students can qualify within IDEA regulations<\/li>\n\n\n\n
- Assignment 2A Asset Identification Data Analysis<\/li>\n\n\n\n
- Assignment 2B SEL Playbook<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nWeek 3<\/strong><\/h3>\n\n\n\nTheme:<\/strong><\/h4>\n\n\n\nAssessing proficiency Levels of English Language Learners & Providing Academic Support for All Learners<\/p>\n\n\n\n
Course Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- 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.<\/li>\n\n\n\n
- CLO 3: Analyze various timely communication methods with students and families\/guardians regarding achievement expectations and student progress.<\/li>\n\n\n\n
- 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.<\/li>\n<\/ul>\n\n\n\n
Weekly Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- Discuss the ways a teacher can increase a student\u2019s sense of confidence, self-advocate, and achieve academic success.<\/li>\n\n\n\n
- Examine the advantages of using a self-directed behavior strategy and identify examples of self-regulation.<\/li>\n\n\n\n
- Develops a plan to implement collaboration and communication with the family, including how to support student success.<\/li>\n\n\n\n
- Recall the CA ELD standard proficiency levels and the ELPAC performance level descriptors.<\/li>\n\n\n\n
- Compare and contrast the learning needs and assets of 3 focus students.<\/li>\n<\/ul>\n\n\n\n
Assignments<\/strong><\/h4>\n\n\n\n\n- Discussion \u2013 Develop a plan to implement collaboration and communication with the family, including how to support student success.<\/li>\n\n\n\n
- Assignment 3A: Asset Identification of 3 Focus Students<\/li>\n\n\n\n
- Assignment 3C Field Experience assignment<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nWeek 4<\/strong><\/h3>\n\n\n\nTheme:<\/strong><\/h4>\n\n\n\nIndividual Learning Needs<\/p>\n\n\n\n
Course Learning Objectives:<\/strong><\/p>\n\n\n\n\n- 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.<\/li>\n\n\n\n
- 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<\/li>\n<\/ul>\n\n\n\n
Weekly Learning Objectives:<\/h4>\n\n\n\n\n- Formulate instructional strategies to address inclusive practices.<\/li>\n\n\n\n
- Identify elements in planning for inclusive practices.<\/li>\n\n\n\n
- Determine appropriate supports and strategies to differentiate instruction for 3 focus students.<\/li>\n<\/ul>\n\n\n\n
Assignments<\/h4>\n\n\n\n\n- Discussion \u2013 Formulate instructional strategies to address inclusive practices. Assignment 4A: Strategies and Support Identification of Whole Class and 3 Focus Students<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nAssignment Descriptions<\/strong><\/h2>\n\n\n\nAssignment 1A – Personal Identity Analysis<\/strong><\/h3>\n\n\n\nConsider 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)<\/p>\n\n\n\n
Assignment 1B – Unpacking TPE Rubrics<\/strong><\/h3>\n\n\n\nAnalyze 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)<\/p>\n\n\n\n
Assignment 2A – Asset Identification<\/strong><\/h3>\n\n\n\nConsider 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\u2019t get measured at all? What assets can you identify and leverage for the benefit of your students? (TPE 5.1)<\/p>\n\n\n\n
Assignment 2B \u2013 SEL Playbook – Building Healthy Relationships<\/strong><\/h3>\n\n\n\nWe 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)<\/p>\n\n\n\n
Assignment 3A – Focus Student Assignment<\/strong><\/h3>\n\n\n\nThis 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)<\/p>\n\n\n\n
Assignment 3C – Field Experience (Reflection and Meeting Notes)<\/strong><\/h3>\n\n\n\nPart 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)<\/p>\n\n\n\n
Assignment 4A – Strategies and Support Identification \u2013 Signature Assignment<\/strong><\/h3>\n\n\n\nThis assignment aims to prepare you to consider the diversity of assets of all your students when planning lessons. You will use Week 3\u2019s 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)<\/p>\n\n\n\n
\n\n\n\nDiscussion Board Topics<\/strong><\/h2>\n\n\n\nWeek 1<\/h3>\n\n\n\n
Examine how the term \u201cfunds of knowledge\u201d can be applied to identify a learner\u2019s prior knowledge while acknowledging lived experiences. (TPE 1.2)<\/p>\n\n\n\n
Week 2<\/strong><\/h3>\n\n\n\nGain 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)<\/p>\n\n\n\n
Week 3<\/strong><\/h3>\n\n\n\nDevelop a plan to implement collaboration and communication with the family, including how to support student success. (TPE 6.3)<\/p>\n\n\n\n
Week 4<\/strong><\/h3>\n\n\n\nRespond 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)<\/p>\n\n\n\n
\n\n\n\nAssessment Summary<\/strong><\/h2>\n\n\n\n<\/figure>\n","protected":false},"excerpt":{"rendered":"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, […]<\/p>\n","protected":false},"author":1,"featured_media":303,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"site-container-style":"default","site-container-layout":"default","site-sidebar-layout":"default","disable-article-header":"default","disable-site-header":"default","disable-site-footer":"default","disable-content-area-spacing":"default","footnotes":""},"categories":[5,867,868,870,644,869],"tags":[485,880,837,876,113,877,32,875,874,126,186,873,187,883,879,872,460,693,692,878,871,729,881,882],"class_list":["post-302","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-course-descriptions","category-educational-psychology-and-development","category-inclusive-education-and-special-needs","category-itl604-learners-and-learning-i","category-national-university","category-teacher-training-and-professional-development","tag-academic-support","tag-asset-identification","tag-classroom-management","tag-community-family-school-relationships","tag-cultural-diversity","tag-diverse-learners","tag-educational-psychology","tag-english-language-learners","tag-idea-regulations","tag-inclusive-education","tag-instructional-strategies","tag-language-development","tag-learning-objectives","tag-legal-compliance-in-education","tag-multi-tiered-systems-of-support","tag-personal-identity-analysis","tag-professional-development","tag-reflective-practice","tag-social-emotional-learning-2","tag-special-needs","tag-student-assessment","tag-teacher-training","tag-tpe-rubrics","tag-universal-design-for-learning"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/comments?post=302"}],"version-history":[{"count":1,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302\/revisions"}],"predecessor-version":[{"id":304,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302\/revisions\/304"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/media\/303"}],"wp:attachment":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/media?parent=302"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/categories?post=302"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/tags?post=302"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Assignments<\/strong><\/h4>\n\n\n\n\n- Discussion \u2013 13 categories that students can qualify within IDEA regulations<\/li>\n\n\n\n
- Assignment 2A Asset Identification Data Analysis<\/li>\n\n\n\n
- Assignment 2B SEL Playbook<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nWeek 3<\/strong><\/h3>\n\n\n\nTheme:<\/strong><\/h4>\n\n\n\nAssessing proficiency Levels of English Language Learners & Providing Academic Support for All Learners<\/p>\n\n\n\n
Course Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- 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.<\/li>\n\n\n\n
- CLO 3: Analyze various timely communication methods with students and families\/guardians regarding achievement expectations and student progress.<\/li>\n\n\n\n
- 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.<\/li>\n<\/ul>\n\n\n\n
Weekly Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- Discuss the ways a teacher can increase a student\u2019s sense of confidence, self-advocate, and achieve academic success.<\/li>\n\n\n\n
- Examine the advantages of using a self-directed behavior strategy and identify examples of self-regulation.<\/li>\n\n\n\n
- Develops a plan to implement collaboration and communication with the family, including how to support student success.<\/li>\n\n\n\n
- Recall the CA ELD standard proficiency levels and the ELPAC performance level descriptors.<\/li>\n\n\n\n
- Compare and contrast the learning needs and assets of 3 focus students.<\/li>\n<\/ul>\n\n\n\n
Assignments<\/strong><\/h4>\n\n\n\n\n- Discussion \u2013 Develop a plan to implement collaboration and communication with the family, including how to support student success.<\/li>\n\n\n\n
- Assignment 3A: Asset Identification of 3 Focus Students<\/li>\n\n\n\n
- Assignment 3C Field Experience assignment<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nWeek 4<\/strong><\/h3>\n\n\n\nTheme:<\/strong><\/h4>\n\n\n\nIndividual Learning Needs<\/p>\n\n\n\n
Course Learning Objectives:<\/strong><\/p>\n\n\n\n\n- 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.<\/li>\n\n\n\n
- 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<\/li>\n<\/ul>\n\n\n\n
Weekly Learning Objectives:<\/h4>\n\n\n\n\n- Formulate instructional strategies to address inclusive practices.<\/li>\n\n\n\n
- Identify elements in planning for inclusive practices.<\/li>\n\n\n\n
- Determine appropriate supports and strategies to differentiate instruction for 3 focus students.<\/li>\n<\/ul>\n\n\n\n
Assignments<\/h4>\n\n\n\n\n- Discussion \u2013 Formulate instructional strategies to address inclusive practices. Assignment 4A: Strategies and Support Identification of Whole Class and 3 Focus Students<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nAssignment Descriptions<\/strong><\/h2>\n\n\n\nAssignment 1A – Personal Identity Analysis<\/strong><\/h3>\n\n\n\nConsider 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)<\/p>\n\n\n\n
Assignment 1B – Unpacking TPE Rubrics<\/strong><\/h3>\n\n\n\nAnalyze 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)<\/p>\n\n\n\n
Assignment 2A – Asset Identification<\/strong><\/h3>\n\n\n\nConsider 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\u2019t get measured at all? What assets can you identify and leverage for the benefit of your students? (TPE 5.1)<\/p>\n\n\n\n
Assignment 2B \u2013 SEL Playbook – Building Healthy Relationships<\/strong><\/h3>\n\n\n\nWe 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)<\/p>\n\n\n\n
Assignment 3A – Focus Student Assignment<\/strong><\/h3>\n\n\n\nThis 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)<\/p>\n\n\n\n
Assignment 3C – Field Experience (Reflection and Meeting Notes)<\/strong><\/h3>\n\n\n\nPart 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)<\/p>\n\n\n\n
Assignment 4A – Strategies and Support Identification \u2013 Signature Assignment<\/strong><\/h3>\n\n\n\nThis assignment aims to prepare you to consider the diversity of assets of all your students when planning lessons. You will use Week 3\u2019s 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)<\/p>\n\n\n\n
\n\n\n\nDiscussion Board Topics<\/strong><\/h2>\n\n\n\nWeek 1<\/h3>\n\n\n\n
Examine how the term \u201cfunds of knowledge\u201d can be applied to identify a learner\u2019s prior knowledge while acknowledging lived experiences. (TPE 1.2)<\/p>\n\n\n\n
Week 2<\/strong><\/h3>\n\n\n\nGain 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)<\/p>\n\n\n\n
Week 3<\/strong><\/h3>\n\n\n\nDevelop a plan to implement collaboration and communication with the family, including how to support student success. (TPE 6.3)<\/p>\n\n\n\n
Week 4<\/strong><\/h3>\n\n\n\nRespond 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)<\/p>\n\n\n\n
\n\n\n\nAssessment Summary<\/strong><\/h2>\n\n\n\n<\/figure>\n","protected":false},"excerpt":{"rendered":"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, […]<\/p>\n","protected":false},"author":1,"featured_media":303,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"site-container-style":"default","site-container-layout":"default","site-sidebar-layout":"default","disable-article-header":"default","disable-site-header":"default","disable-site-footer":"default","disable-content-area-spacing":"default","footnotes":""},"categories":[5,867,868,870,644,869],"tags":[485,880,837,876,113,877,32,875,874,126,186,873,187,883,879,872,460,693,692,878,871,729,881,882],"class_list":["post-302","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-course-descriptions","category-educational-psychology-and-development","category-inclusive-education-and-special-needs","category-itl604-learners-and-learning-i","category-national-university","category-teacher-training-and-professional-development","tag-academic-support","tag-asset-identification","tag-classroom-management","tag-community-family-school-relationships","tag-cultural-diversity","tag-diverse-learners","tag-educational-psychology","tag-english-language-learners","tag-idea-regulations","tag-inclusive-education","tag-instructional-strategies","tag-language-development","tag-learning-objectives","tag-legal-compliance-in-education","tag-multi-tiered-systems-of-support","tag-personal-identity-analysis","tag-professional-development","tag-reflective-practice","tag-social-emotional-learning-2","tag-special-needs","tag-student-assessment","tag-teacher-training","tag-tpe-rubrics","tag-universal-design-for-learning"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/comments?post=302"}],"version-history":[{"count":1,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302\/revisions"}],"predecessor-version":[{"id":304,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302\/revisions\/304"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/media\/303"}],"wp:attachment":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/media?parent=302"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/categories?post=302"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/tags?post=302"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\n\n\n\n
Week 3<\/strong><\/h3>\n\n\n\nTheme:<\/strong><\/h4>\n\n\n\nAssessing proficiency Levels of English Language Learners & Providing Academic Support for All Learners<\/p>\n\n\n\n
Course Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- 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.<\/li>\n\n\n\n
- CLO 3: Analyze various timely communication methods with students and families\/guardians regarding achievement expectations and student progress.<\/li>\n\n\n\n
- 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.<\/li>\n<\/ul>\n\n\n\n
Weekly Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- Discuss the ways a teacher can increase a student\u2019s sense of confidence, self-advocate, and achieve academic success.<\/li>\n\n\n\n
- Examine the advantages of using a self-directed behavior strategy and identify examples of self-regulation.<\/li>\n\n\n\n
- Develops a plan to implement collaboration and communication with the family, including how to support student success.<\/li>\n\n\n\n
- Recall the CA ELD standard proficiency levels and the ELPAC performance level descriptors.<\/li>\n\n\n\n
- Compare and contrast the learning needs and assets of 3 focus students.<\/li>\n<\/ul>\n\n\n\n
Assignments<\/strong><\/h4>\n\n\n\n\n- Discussion \u2013 Develop a plan to implement collaboration and communication with the family, including how to support student success.<\/li>\n\n\n\n
- Assignment 3A: Asset Identification of 3 Focus Students<\/li>\n\n\n\n
- Assignment 3C Field Experience assignment<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nWeek 4<\/strong><\/h3>\n\n\n\nTheme:<\/strong><\/h4>\n\n\n\nIndividual Learning Needs<\/p>\n\n\n\n
Course Learning Objectives:<\/strong><\/p>\n\n\n\n\n- 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.<\/li>\n\n\n\n
- 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<\/li>\n<\/ul>\n\n\n\n
Weekly Learning Objectives:<\/h4>\n\n\n\n\n- Formulate instructional strategies to address inclusive practices.<\/li>\n\n\n\n
- Identify elements in planning for inclusive practices.<\/li>\n\n\n\n
- Determine appropriate supports and strategies to differentiate instruction for 3 focus students.<\/li>\n<\/ul>\n\n\n\n
Assignments<\/h4>\n\n\n\n\n- Discussion \u2013 Formulate instructional strategies to address inclusive practices. Assignment 4A: Strategies and Support Identification of Whole Class and 3 Focus Students<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nAssignment Descriptions<\/strong><\/h2>\n\n\n\nAssignment 1A – Personal Identity Analysis<\/strong><\/h3>\n\n\n\nConsider 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)<\/p>\n\n\n\n
Assignment 1B – Unpacking TPE Rubrics<\/strong><\/h3>\n\n\n\nAnalyze 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)<\/p>\n\n\n\n
Assignment 2A – Asset Identification<\/strong><\/h3>\n\n\n\nConsider 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\u2019t get measured at all? What assets can you identify and leverage for the benefit of your students? (TPE 5.1)<\/p>\n\n\n\n
Assignment 2B \u2013 SEL Playbook – Building Healthy Relationships<\/strong><\/h3>\n\n\n\nWe 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)<\/p>\n\n\n\n
Assignment 3A – Focus Student Assignment<\/strong><\/h3>\n\n\n\nThis 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)<\/p>\n\n\n\n
Assignment 3C – Field Experience (Reflection and Meeting Notes)<\/strong><\/h3>\n\n\n\nPart 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)<\/p>\n\n\n\n
Assignment 4A – Strategies and Support Identification \u2013 Signature Assignment<\/strong><\/h3>\n\n\n\nThis assignment aims to prepare you to consider the diversity of assets of all your students when planning lessons. You will use Week 3\u2019s 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)<\/p>\n\n\n\n
\n\n\n\nDiscussion Board Topics<\/strong><\/h2>\n\n\n\nWeek 1<\/h3>\n\n\n\n
Examine how the term \u201cfunds of knowledge\u201d can be applied to identify a learner\u2019s prior knowledge while acknowledging lived experiences. (TPE 1.2)<\/p>\n\n\n\n
Week 2<\/strong><\/h3>\n\n\n\nGain 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)<\/p>\n\n\n\n
Week 3<\/strong><\/h3>\n\n\n\nDevelop a plan to implement collaboration and communication with the family, including how to support student success. (TPE 6.3)<\/p>\n\n\n\n
Week 4<\/strong><\/h3>\n\n\n\nRespond 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)<\/p>\n\n\n\n
\n\n\n\nAssessment Summary<\/strong><\/h2>\n\n\n\n<\/figure>\n","protected":false},"excerpt":{"rendered":"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, […]<\/p>\n","protected":false},"author":1,"featured_media":303,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"site-container-style":"default","site-container-layout":"default","site-sidebar-layout":"default","disable-article-header":"default","disable-site-header":"default","disable-site-footer":"default","disable-content-area-spacing":"default","footnotes":""},"categories":[5,867,868,870,644,869],"tags":[485,880,837,876,113,877,32,875,874,126,186,873,187,883,879,872,460,693,692,878,871,729,881,882],"class_list":["post-302","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-course-descriptions","category-educational-psychology-and-development","category-inclusive-education-and-special-needs","category-itl604-learners-and-learning-i","category-national-university","category-teacher-training-and-professional-development","tag-academic-support","tag-asset-identification","tag-classroom-management","tag-community-family-school-relationships","tag-cultural-diversity","tag-diverse-learners","tag-educational-psychology","tag-english-language-learners","tag-idea-regulations","tag-inclusive-education","tag-instructional-strategies","tag-language-development","tag-learning-objectives","tag-legal-compliance-in-education","tag-multi-tiered-systems-of-support","tag-personal-identity-analysis","tag-professional-development","tag-reflective-practice","tag-social-emotional-learning-2","tag-special-needs","tag-student-assessment","tag-teacher-training","tag-tpe-rubrics","tag-universal-design-for-learning"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/comments?post=302"}],"version-history":[{"count":1,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302\/revisions"}],"predecessor-version":[{"id":304,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302\/revisions\/304"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/media\/303"}],"wp:attachment":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/media?parent=302"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/categories?post=302"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/tags?post=302"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Assessing proficiency Levels of English Language Learners & Providing Academic Support for All Learners<\/p>\n\n\n\n
Course Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- 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.<\/li>\n\n\n\n
- CLO 3: Analyze various timely communication methods with students and families\/guardians regarding achievement expectations and student progress.<\/li>\n\n\n\n
- 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.<\/li>\n<\/ul>\n\n\n\n
Weekly Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- Discuss the ways a teacher can increase a student\u2019s sense of confidence, self-advocate, and achieve academic success.<\/li>\n\n\n\n
- Examine the advantages of using a self-directed behavior strategy and identify examples of self-regulation.<\/li>\n\n\n\n
- Develops a plan to implement collaboration and communication with the family, including how to support student success.<\/li>\n\n\n\n
- Recall the CA ELD standard proficiency levels and the ELPAC performance level descriptors.<\/li>\n\n\n\n
- Compare and contrast the learning needs and assets of 3 focus students.<\/li>\n<\/ul>\n\n\n\n
Assignments<\/strong><\/h4>\n\n\n\n\n- Discussion \u2013 Develop a plan to implement collaboration and communication with the family, including how to support student success.<\/li>\n\n\n\n
- Assignment 3A: Asset Identification of 3 Focus Students<\/li>\n\n\n\n
- Assignment 3C Field Experience assignment<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nWeek 4<\/strong><\/h3>\n\n\n\nTheme:<\/strong><\/h4>\n\n\n\nIndividual Learning Needs<\/p>\n\n\n\n
Course Learning Objectives:<\/strong><\/p>\n\n\n\n\n- 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.<\/li>\n\n\n\n
- 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<\/li>\n<\/ul>\n\n\n\n
Weekly Learning Objectives:<\/h4>\n\n\n\n\n- Formulate instructional strategies to address inclusive practices.<\/li>\n\n\n\n
- Identify elements in planning for inclusive practices.<\/li>\n\n\n\n
- Determine appropriate supports and strategies to differentiate instruction for 3 focus students.<\/li>\n<\/ul>\n\n\n\n
Assignments<\/h4>\n\n\n\n\n- Discussion \u2013 Formulate instructional strategies to address inclusive practices. Assignment 4A: Strategies and Support Identification of Whole Class and 3 Focus Students<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nAssignment Descriptions<\/strong><\/h2>\n\n\n\nAssignment 1A – Personal Identity Analysis<\/strong><\/h3>\n\n\n\nConsider 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)<\/p>\n\n\n\n
Assignment 1B – Unpacking TPE Rubrics<\/strong><\/h3>\n\n\n\nAnalyze 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)<\/p>\n\n\n\n
Assignment 2A – Asset Identification<\/strong><\/h3>\n\n\n\nConsider 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\u2019t get measured at all? What assets can you identify and leverage for the benefit of your students? (TPE 5.1)<\/p>\n\n\n\n
Assignment 2B \u2013 SEL Playbook – Building Healthy Relationships<\/strong><\/h3>\n\n\n\nWe 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)<\/p>\n\n\n\n
Assignment 3A – Focus Student Assignment<\/strong><\/h3>\n\n\n\nThis 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)<\/p>\n\n\n\n
Assignment 3C – Field Experience (Reflection and Meeting Notes)<\/strong><\/h3>\n\n\n\nPart 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)<\/p>\n\n\n\n
Assignment 4A – Strategies and Support Identification \u2013 Signature Assignment<\/strong><\/h3>\n\n\n\nThis assignment aims to prepare you to consider the diversity of assets of all your students when planning lessons. You will use Week 3\u2019s 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)<\/p>\n\n\n\n
\n\n\n\nDiscussion Board Topics<\/strong><\/h2>\n\n\n\nWeek 1<\/h3>\n\n\n\n
Examine how the term \u201cfunds of knowledge\u201d can be applied to identify a learner\u2019s prior knowledge while acknowledging lived experiences. (TPE 1.2)<\/p>\n\n\n\n
Week 2<\/strong><\/h3>\n\n\n\nGain 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)<\/p>\n\n\n\n
Week 3<\/strong><\/h3>\n\n\n\nDevelop a plan to implement collaboration and communication with the family, including how to support student success. (TPE 6.3)<\/p>\n\n\n\n
Week 4<\/strong><\/h3>\n\n\n\nRespond 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)<\/p>\n\n\n\n
\n\n\n\nAssessment Summary<\/strong><\/h2>\n\n\n\n<\/figure>\n","protected":false},"excerpt":{"rendered":"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, […]<\/p>\n","protected":false},"author":1,"featured_media":303,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"site-container-style":"default","site-container-layout":"default","site-sidebar-layout":"default","disable-article-header":"default","disable-site-header":"default","disable-site-footer":"default","disable-content-area-spacing":"default","footnotes":""},"categories":[5,867,868,870,644,869],"tags":[485,880,837,876,113,877,32,875,874,126,186,873,187,883,879,872,460,693,692,878,871,729,881,882],"class_list":["post-302","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-course-descriptions","category-educational-psychology-and-development","category-inclusive-education-and-special-needs","category-itl604-learners-and-learning-i","category-national-university","category-teacher-training-and-professional-development","tag-academic-support","tag-asset-identification","tag-classroom-management","tag-community-family-school-relationships","tag-cultural-diversity","tag-diverse-learners","tag-educational-psychology","tag-english-language-learners","tag-idea-regulations","tag-inclusive-education","tag-instructional-strategies","tag-language-development","tag-learning-objectives","tag-legal-compliance-in-education","tag-multi-tiered-systems-of-support","tag-personal-identity-analysis","tag-professional-development","tag-reflective-practice","tag-social-emotional-learning-2","tag-special-needs","tag-student-assessment","tag-teacher-training","tag-tpe-rubrics","tag-universal-design-for-learning"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/comments?post=302"}],"version-history":[{"count":1,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302\/revisions"}],"predecessor-version":[{"id":304,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302\/revisions\/304"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/media\/303"}],"wp:attachment":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/media?parent=302"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/categories?post=302"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/tags?post=302"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Weekly Learning Objectives:<\/strong><\/h4>\n\n\n\n\n- Discuss the ways a teacher can increase a student\u2019s sense of confidence, self-advocate, and achieve academic success.<\/li>\n\n\n\n
- Examine the advantages of using a self-directed behavior strategy and identify examples of self-regulation.<\/li>\n\n\n\n
- Develops a plan to implement collaboration and communication with the family, including how to support student success.<\/li>\n\n\n\n
- Recall the CA ELD standard proficiency levels and the ELPAC performance level descriptors.<\/li>\n\n\n\n
- Compare and contrast the learning needs and assets of 3 focus students.<\/li>\n<\/ul>\n\n\n\n
Assignments<\/strong><\/h4>\n\n\n\n\n- Discussion \u2013 Develop a plan to implement collaboration and communication with the family, including how to support student success.<\/li>\n\n\n\n
- Assignment 3A: Asset Identification of 3 Focus Students<\/li>\n\n\n\n
- Assignment 3C Field Experience assignment<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nWeek 4<\/strong><\/h3>\n\n\n\nTheme:<\/strong><\/h4>\n\n\n\nIndividual Learning Needs<\/p>\n\n\n\n
Course Learning Objectives:<\/strong><\/p>\n\n\n\n\n- 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.<\/li>\n\n\n\n
- 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<\/li>\n<\/ul>\n\n\n\n
Weekly Learning Objectives:<\/h4>\n\n\n\n\n- Formulate instructional strategies to address inclusive practices.<\/li>\n\n\n\n
- Identify elements in planning for inclusive practices.<\/li>\n\n\n\n
- Determine appropriate supports and strategies to differentiate instruction for 3 focus students.<\/li>\n<\/ul>\n\n\n\n
Assignments<\/h4>\n\n\n\n\n- Discussion \u2013 Formulate instructional strategies to address inclusive practices. Assignment 4A: Strategies and Support Identification of Whole Class and 3 Focus Students<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nAssignment Descriptions<\/strong><\/h2>\n\n\n\nAssignment 1A – Personal Identity Analysis<\/strong><\/h3>\n\n\n\nConsider 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)<\/p>\n\n\n\n
Assignment 1B – Unpacking TPE Rubrics<\/strong><\/h3>\n\n\n\nAnalyze 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)<\/p>\n\n\n\n
Assignment 2A – Asset Identification<\/strong><\/h3>\n\n\n\nConsider 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\u2019t get measured at all? What assets can you identify and leverage for the benefit of your students? (TPE 5.1)<\/p>\n\n\n\n
Assignment 2B \u2013 SEL Playbook – Building Healthy Relationships<\/strong><\/h3>\n\n\n\nWe 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)<\/p>\n\n\n\n
Assignment 3A – Focus Student Assignment<\/strong><\/h3>\n\n\n\nThis 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)<\/p>\n\n\n\n
Assignment 3C – Field Experience (Reflection and Meeting Notes)<\/strong><\/h3>\n\n\n\nPart 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)<\/p>\n\n\n\n
Assignment 4A – Strategies and Support Identification \u2013 Signature Assignment<\/strong><\/h3>\n\n\n\nThis assignment aims to prepare you to consider the diversity of assets of all your students when planning lessons. You will use Week 3\u2019s 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)<\/p>\n\n\n\n
\n\n\n\nDiscussion Board Topics<\/strong><\/h2>\n\n\n\nWeek 1<\/h3>\n\n\n\n
Examine how the term \u201cfunds of knowledge\u201d can be applied to identify a learner\u2019s prior knowledge while acknowledging lived experiences. (TPE 1.2)<\/p>\n\n\n\n
Week 2<\/strong><\/h3>\n\n\n\nGain 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)<\/p>\n\n\n\n
Week 3<\/strong><\/h3>\n\n\n\nDevelop a plan to implement collaboration and communication with the family, including how to support student success. (TPE 6.3)<\/p>\n\n\n\n
Week 4<\/strong><\/h3>\n\n\n\nRespond 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)<\/p>\n\n\n\n
\n\n\n\nAssessment Summary<\/strong><\/h2>\n\n\n\n<\/figure>\n","protected":false},"excerpt":{"rendered":"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, […]<\/p>\n","protected":false},"author":1,"featured_media":303,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"site-container-style":"default","site-container-layout":"default","site-sidebar-layout":"default","disable-article-header":"default","disable-site-header":"default","disable-site-footer":"default","disable-content-area-spacing":"default","footnotes":""},"categories":[5,867,868,870,644,869],"tags":[485,880,837,876,113,877,32,875,874,126,186,873,187,883,879,872,460,693,692,878,871,729,881,882],"class_list":["post-302","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-course-descriptions","category-educational-psychology-and-development","category-inclusive-education-and-special-needs","category-itl604-learners-and-learning-i","category-national-university","category-teacher-training-and-professional-development","tag-academic-support","tag-asset-identification","tag-classroom-management","tag-community-family-school-relationships","tag-cultural-diversity","tag-diverse-learners","tag-educational-psychology","tag-english-language-learners","tag-idea-regulations","tag-inclusive-education","tag-instructional-strategies","tag-language-development","tag-learning-objectives","tag-legal-compliance-in-education","tag-multi-tiered-systems-of-support","tag-personal-identity-analysis","tag-professional-development","tag-reflective-practice","tag-social-emotional-learning-2","tag-special-needs","tag-student-assessment","tag-teacher-training","tag-tpe-rubrics","tag-universal-design-for-learning"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/comments?post=302"}],"version-history":[{"count":1,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302\/revisions"}],"predecessor-version":[{"id":304,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302\/revisions\/304"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/media\/303"}],"wp:attachment":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/media?parent=302"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/categories?post=302"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/tags?post=302"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Assignments<\/strong><\/h4>\n\n\n\n\n- Discussion \u2013 Develop a plan to implement collaboration and communication with the family, including how to support student success.<\/li>\n\n\n\n
- Assignment 3A: Asset Identification of 3 Focus Students<\/li>\n\n\n\n
- Assignment 3C Field Experience assignment<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nWeek 4<\/strong><\/h3>\n\n\n\nTheme:<\/strong><\/h4>\n\n\n\nIndividual Learning Needs<\/p>\n\n\n\n
Course Learning Objectives:<\/strong><\/p>\n\n\n\n\n- 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.<\/li>\n\n\n\n
- 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<\/li>\n<\/ul>\n\n\n\n
Weekly Learning Objectives:<\/h4>\n\n\n\n\n- Formulate instructional strategies to address inclusive practices.<\/li>\n\n\n\n
- Identify elements in planning for inclusive practices.<\/li>\n\n\n\n
- Determine appropriate supports and strategies to differentiate instruction for 3 focus students.<\/li>\n<\/ul>\n\n\n\n
Assignments<\/h4>\n\n\n\n\n- Discussion \u2013 Formulate instructional strategies to address inclusive practices. Assignment 4A: Strategies and Support Identification of Whole Class and 3 Focus Students<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nAssignment Descriptions<\/strong><\/h2>\n\n\n\nAssignment 1A – Personal Identity Analysis<\/strong><\/h3>\n\n\n\nConsider 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)<\/p>\n\n\n\n
Assignment 1B – Unpacking TPE Rubrics<\/strong><\/h3>\n\n\n\nAnalyze 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)<\/p>\n\n\n\n
Assignment 2A – Asset Identification<\/strong><\/h3>\n\n\n\nConsider 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\u2019t get measured at all? What assets can you identify and leverage for the benefit of your students? (TPE 5.1)<\/p>\n\n\n\n
Assignment 2B \u2013 SEL Playbook – Building Healthy Relationships<\/strong><\/h3>\n\n\n\nWe 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)<\/p>\n\n\n\n
Assignment 3A – Focus Student Assignment<\/strong><\/h3>\n\n\n\nThis 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)<\/p>\n\n\n\n
Assignment 3C – Field Experience (Reflection and Meeting Notes)<\/strong><\/h3>\n\n\n\nPart 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)<\/p>\n\n\n\n
Assignment 4A – Strategies and Support Identification \u2013 Signature Assignment<\/strong><\/h3>\n\n\n\nThis assignment aims to prepare you to consider the diversity of assets of all your students when planning lessons. You will use Week 3\u2019s 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)<\/p>\n\n\n\n
\n\n\n\nDiscussion Board Topics<\/strong><\/h2>\n\n\n\nWeek 1<\/h3>\n\n\n\n
Examine how the term \u201cfunds of knowledge\u201d can be applied to identify a learner\u2019s prior knowledge while acknowledging lived experiences. (TPE 1.2)<\/p>\n\n\n\n
Week 2<\/strong><\/h3>\n\n\n\nGain 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)<\/p>\n\n\n\n
Week 3<\/strong><\/h3>\n\n\n\nDevelop a plan to implement collaboration and communication with the family, including how to support student success. (TPE 6.3)<\/p>\n\n\n\n
Week 4<\/strong><\/h3>\n\n\n\nRespond 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)<\/p>\n\n\n\n
\n\n\n\nAssessment Summary<\/strong><\/h2>\n\n\n\n<\/figure>\n","protected":false},"excerpt":{"rendered":"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, […]<\/p>\n","protected":false},"author":1,"featured_media":303,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"site-container-style":"default","site-container-layout":"default","site-sidebar-layout":"default","disable-article-header":"default","disable-site-header":"default","disable-site-footer":"default","disable-content-area-spacing":"default","footnotes":""},"categories":[5,867,868,870,644,869],"tags":[485,880,837,876,113,877,32,875,874,126,186,873,187,883,879,872,460,693,692,878,871,729,881,882],"class_list":["post-302","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-course-descriptions","category-educational-psychology-and-development","category-inclusive-education-and-special-needs","category-itl604-learners-and-learning-i","category-national-university","category-teacher-training-and-professional-development","tag-academic-support","tag-asset-identification","tag-classroom-management","tag-community-family-school-relationships","tag-cultural-diversity","tag-diverse-learners","tag-educational-psychology","tag-english-language-learners","tag-idea-regulations","tag-inclusive-education","tag-instructional-strategies","tag-language-development","tag-learning-objectives","tag-legal-compliance-in-education","tag-multi-tiered-systems-of-support","tag-personal-identity-analysis","tag-professional-development","tag-reflective-practice","tag-social-emotional-learning-2","tag-special-needs","tag-student-assessment","tag-teacher-training","tag-tpe-rubrics","tag-universal-design-for-learning"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/comments?post=302"}],"version-history":[{"count":1,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302\/revisions"}],"predecessor-version":[{"id":304,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302\/revisions\/304"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/media\/303"}],"wp:attachment":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/media?parent=302"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/categories?post=302"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/tags?post=302"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\n\n\n\n
Week 4<\/strong><\/h3>\n\n\n\nTheme:<\/strong><\/h4>\n\n\n\nIndividual Learning Needs<\/p>\n\n\n\n
Course Learning Objectives:<\/strong><\/p>\n\n\n\n\n- 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.<\/li>\n\n\n\n
- 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<\/li>\n<\/ul>\n\n\n\n
Weekly Learning Objectives:<\/h4>\n\n\n\n\n- Formulate instructional strategies to address inclusive practices.<\/li>\n\n\n\n
- Identify elements in planning for inclusive practices.<\/li>\n\n\n\n
- Determine appropriate supports and strategies to differentiate instruction for 3 focus students.<\/li>\n<\/ul>\n\n\n\n
Assignments<\/h4>\n\n\n\n\n- Discussion \u2013 Formulate instructional strategies to address inclusive practices. Assignment 4A: Strategies and Support Identification of Whole Class and 3 Focus Students<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nAssignment Descriptions<\/strong><\/h2>\n\n\n\nAssignment 1A – Personal Identity Analysis<\/strong><\/h3>\n\n\n\nConsider 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)<\/p>\n\n\n\n
Assignment 1B – Unpacking TPE Rubrics<\/strong><\/h3>\n\n\n\nAnalyze 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)<\/p>\n\n\n\n
Assignment 2A – Asset Identification<\/strong><\/h3>\n\n\n\nConsider 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\u2019t get measured at all? What assets can you identify and leverage for the benefit of your students? (TPE 5.1)<\/p>\n\n\n\n
Assignment 2B \u2013 SEL Playbook – Building Healthy Relationships<\/strong><\/h3>\n\n\n\nWe 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)<\/p>\n\n\n\n
Assignment 3A – Focus Student Assignment<\/strong><\/h3>\n\n\n\nThis 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)<\/p>\n\n\n\n
Assignment 3C – Field Experience (Reflection and Meeting Notes)<\/strong><\/h3>\n\n\n\nPart 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)<\/p>\n\n\n\n
Assignment 4A – Strategies and Support Identification \u2013 Signature Assignment<\/strong><\/h3>\n\n\n\nThis assignment aims to prepare you to consider the diversity of assets of all your students when planning lessons. You will use Week 3\u2019s 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)<\/p>\n\n\n\n
\n\n\n\nDiscussion Board Topics<\/strong><\/h2>\n\n\n\nWeek 1<\/h3>\n\n\n\n
Examine how the term \u201cfunds of knowledge\u201d can be applied to identify a learner\u2019s prior knowledge while acknowledging lived experiences. (TPE 1.2)<\/p>\n\n\n\n
Week 2<\/strong><\/h3>\n\n\n\nGain 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)<\/p>\n\n\n\n
Week 3<\/strong><\/h3>\n\n\n\nDevelop a plan to implement collaboration and communication with the family, including how to support student success. (TPE 6.3)<\/p>\n\n\n\n
Week 4<\/strong><\/h3>\n\n\n\nRespond 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)<\/p>\n\n\n\n
\n\n\n\nAssessment Summary<\/strong><\/h2>\n\n\n\n<\/figure>\n","protected":false},"excerpt":{"rendered":"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, […]<\/p>\n","protected":false},"author":1,"featured_media":303,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"site-container-style":"default","site-container-layout":"default","site-sidebar-layout":"default","disable-article-header":"default","disable-site-header":"default","disable-site-footer":"default","disable-content-area-spacing":"default","footnotes":""},"categories":[5,867,868,870,644,869],"tags":[485,880,837,876,113,877,32,875,874,126,186,873,187,883,879,872,460,693,692,878,871,729,881,882],"class_list":["post-302","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-course-descriptions","category-educational-psychology-and-development","category-inclusive-education-and-special-needs","category-itl604-learners-and-learning-i","category-national-university","category-teacher-training-and-professional-development","tag-academic-support","tag-asset-identification","tag-classroom-management","tag-community-family-school-relationships","tag-cultural-diversity","tag-diverse-learners","tag-educational-psychology","tag-english-language-learners","tag-idea-regulations","tag-inclusive-education","tag-instructional-strategies","tag-language-development","tag-learning-objectives","tag-legal-compliance-in-education","tag-multi-tiered-systems-of-support","tag-personal-identity-analysis","tag-professional-development","tag-reflective-practice","tag-social-emotional-learning-2","tag-special-needs","tag-student-assessment","tag-teacher-training","tag-tpe-rubrics","tag-universal-design-for-learning"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/comments?post=302"}],"version-history":[{"count":1,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302\/revisions"}],"predecessor-version":[{"id":304,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302\/revisions\/304"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/media\/303"}],"wp:attachment":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/media?parent=302"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/categories?post=302"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/tags?post=302"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Individual Learning Needs<\/p>\n\n\n\n
Course Learning Objectives:<\/strong><\/p>\n\n\n\n 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)<\/p>\n\n\n\n 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)<\/p>\n\n\n\n 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\u2019t get measured at all? What assets can you identify and leverage for the benefit of your students? (TPE 5.1)<\/p>\n\n\n\n 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)<\/p>\n\n\n\n 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)<\/p>\n\n\n\n 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)<\/p>\n\n\n\n This assignment aims to prepare you to consider the diversity of assets of all your students when planning lessons. You will use Week 3\u2019s 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)<\/p>\n\n\n\n Examine how the term \u201cfunds of knowledge\u201d can be applied to identify a learner\u2019s prior knowledge while acknowledging lived experiences. (TPE 1.2)<\/p>\n\n\n\n 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)<\/p>\n\n\n\n Develop a plan to implement collaboration and communication with the family, including how to support student success. (TPE 6.3)<\/p>\n\n\n\n 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)<\/p>\n\n\n\n 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, […]<\/p>\n","protected":false},"author":1,"featured_media":303,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"site-container-style":"default","site-container-layout":"default","site-sidebar-layout":"default","disable-article-header":"default","disable-site-header":"default","disable-site-footer":"default","disable-content-area-spacing":"default","footnotes":""},"categories":[5,867,868,870,644,869],"tags":[485,880,837,876,113,877,32,875,874,126,186,873,187,883,879,872,460,693,692,878,871,729,881,882],"class_list":["post-302","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-course-descriptions","category-educational-psychology-and-development","category-inclusive-education-and-special-needs","category-itl604-learners-and-learning-i","category-national-university","category-teacher-training-and-professional-development","tag-academic-support","tag-asset-identification","tag-classroom-management","tag-community-family-school-relationships","tag-cultural-diversity","tag-diverse-learners","tag-educational-psychology","tag-english-language-learners","tag-idea-regulations","tag-inclusive-education","tag-instructional-strategies","tag-language-development","tag-learning-objectives","tag-legal-compliance-in-education","tag-multi-tiered-systems-of-support","tag-personal-identity-analysis","tag-professional-development","tag-reflective-practice","tag-social-emotional-learning-2","tag-special-needs","tag-student-assessment","tag-teacher-training","tag-tpe-rubrics","tag-universal-design-for-learning"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/comments?post=302"}],"version-history":[{"count":1,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302\/revisions"}],"predecessor-version":[{"id":304,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/posts\/302\/revisions\/304"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/media\/303"}],"wp:attachment":[{"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/media?parent=302"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/categories?post=302"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/passionateteachingjourney.com\/index.php\/wp-json\/wp\/v2\/tags?post=302"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}\n
Weekly Learning Objectives:<\/h4>\n\n\n\n
\n
Assignments<\/h4>\n\n\n\n
\n
\n\n\n\nAssignment Descriptions<\/strong><\/h2>\n\n\n\n
Assignment 1A – Personal Identity Analysis<\/strong><\/h3>\n\n\n\n
Assignment 1B – Unpacking TPE Rubrics<\/strong><\/h3>\n\n\n\n
Assignment 2A – Asset Identification<\/strong><\/h3>\n\n\n\n
Assignment 2B \u2013 SEL Playbook – Building Healthy Relationships<\/strong><\/h3>\n\n\n\n
Assignment 3A – Focus Student Assignment<\/strong><\/h3>\n\n\n\n
Assignment 3C – Field Experience (Reflection and Meeting Notes)<\/strong><\/h3>\n\n\n\n
Assignment 4A – Strategies and Support Identification \u2013 Signature Assignment<\/strong><\/h3>\n\n\n\n
\n\n\n\nDiscussion Board Topics<\/strong><\/h2>\n\n\n\n
Week 1<\/h3>\n\n\n\n
Week 2<\/strong><\/h3>\n\n\n\n
Week 3<\/strong><\/h3>\n\n\n\n
Week 4<\/strong><\/h3>\n\n\n\n
\n\n\n\nAssessment Summary<\/strong><\/h2>\n\n\n\n
<\/figure>\n","protected":false},"excerpt":{"rendered":"