Description
Details:
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.
Document with a list of students names and electronic resources that may help are provided below.
Electronic Resource
1. Deeper Learning: Why Cross-Curricular Teaching is Essential
Read “Deeper Learning: Why Cross-Curricular Teaching is Essential,” by Johnson, from the Edutopia website.
http://www.edutopia.org/blog/cross-curricular-teaching-deeper-learning-ben-johnson
2. Ways to Make Cross-Curricular Connections in Instruction
Read “Ways to Make Cross-Curricular Connections in Instruction,” by Kelly, from the About Education website.
Prepare this assignment according to the APA guidelines
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
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One year
above grade
level
Two years
below grade
level
Two years
below grade
level
Two years
above grade
level
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