Resource Teacher Know How

Anonymous
timer Asked: Jan 22nd, 2019
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Question Description

You are a first year special education teacher and have been assigned a teaching position for ninth grade special education students taking both English and Math.

Students meet with you for 50 minutes each day to get help with homework, to finish classwork, and to get extra support in each subject area.

You will need to structure the class so that student needs in both subject areas will have time to be addressed. Use the provided information about your students, found in the attached “Class Profile.”

With the information provided, compose a two-part 750-1,000-word essay addressing the following:

Part 1:

  • Questions about your teaching assignment before it begins, including any requests for additional information;
  • Questions of fellow teachers and administration; and
  • Information needed before the end of the first week of school.

Provide a rationale for each item citing both the text and “Class Profile” as appropriate.

Part 2:

  • Provide a minimum of three possible ways to structure the classroom setting.
  • Provide a minimum of two possible ways to structure a class period.
  • Provide a minimum of three instructional strategies, to include accommodations and/or assistive technology, to meet the curricular content needs of your students in both the English and Math classes.

Use the text and a minimum of two scholarly resources to support your essay.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

Unformatted Attachment Preview

Instructional and Transitional Planning for Students with Mild to Moderate Disabiliites Arturo Yes Bertie No Low SES Asian Female No None Grade level Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level Male No Grade level One year below grade level One year above grade level Two years above grade level Low SES Hispanic Tier 2 RTI for Reading Internet Available at Home Parental Involvement Math Performance Level Reading Performance Level Age Other IEP/504 Gender Ethnicity Socio-economic Status English Language Learner Student Name Class Profile At grade level Med No At grade level Low Yes At grade level Med Yes Low No Med Yes At grade level Low No At grade level Med Yes One year below grade level One year below grade level No Tier 2 RTI for Reading Emma No Mid SES White Female No None Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading Fatma Yes Low SES White Female No Tier 2 RTI for Reading Frances No White Female No Diabetic Francesca No White Female No None Fredrick No Low SES White Male Traumatic Brain Injury Tier 3 RTI for Reading and Math Grade level Grade level One year above grade level Ines No Low SES Hispanic Female ASD Tier 2 RTI for Math Grade level Jade No Mid SES African American Female No None Grade level At grade level Kent No High SES White Male Emotionally Disabled None Grade level At grade level No Mid SES Native American/ Pacific Islander Female No None Grade level At grade level No Mid SES No NOTE: School does not have gifted program Grade level At grade level Lolita Maria Mid SES Low SES Hispanic Female Grade level Grade level One year above grade level Grade level Internet Available at Home Male Parental Involvement Hispanic Math Performance Level Reading Performance Level Low SES Age IEP/504 Yes Other Gender Ethnicity Socio-economic Status English Language Learner Student Name Eduardo One year below grade level At grade level Low No At grade level At grade level Low Yes At grade level Low No One year above grade level Low Yes At grade level At grade level Med Yes At grade level At grade level High No Two years below grade level One year below grade level Two years below grade level One year below grade level One year above grade level One year above grade level Very High No Low No High Yes Med Yes At grade level Med Yes Two years above grade level Low Yes One year below grade level One year below grade level Nick No Low SES White Male Noah No Low SES White Male Sharlene No Mid SES White Female Sophia No Mid SES White Stuart No Mid SES Terrence No Wade Internet Available at Home Parental Involvement Math Performance Level Other None Reading Performance Level IEP/504 No Low SES Age Gender Ethnicity Socio-economic Status English Language Learner Student Name Male No Grade level At grade level At grade level Med Yes No None Grade level One year above grade level At grade level Med No No None Grade level At grade level At grade level Med Yes No None Grade level One year above grade level At grade level Med Med Female No None Grade level At grade level At grade level Med Yes White Male No Allergic to peanuts Grade level One year above grade level At grade level Med Yes Mid SES White Male No None Grade level At grade level At grade level Med Yes No Mid SES White Male No None Grade level At grade level Med Yes Wayne No High SES White Male Intellectu ally Disabled Tier 3 RTI for Math Grade level High Yes Wendell No Mid SES African American Male Learning Disabled Tier 3 RTI for Math Grade level Med Yes No Mid SES No NOTE: School does not have gifted program One year below grade level Low Yes Mason Yung White Asian Male One year below grade level One year below grade level Two years above grade level © 2015. Grand Canyon University. All Rights Reserved. One year above grade level Two years below grade level Two years below grade level Two years above grade level ...
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Tutor Answer

TutorLarra
School: Boston College

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Anonymous
Excellent job

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