provides an opportunity for pre-service and in-service educators to develop and hone their instruction and management skills using the safe environment of a virtual middle-school classroom, complete with props, whiteboards, and students.
Students will demonstrate knowledge of their assigned region by creating a rough draft of a poster or brochure that will describe life in the colonial age. Students will select a region or colony to feature in a letter to a family member urging them to join the student in the new land OR create a poster/brochure that advertises the features of the region. Students will provide details on how people interacted with their environment to produce goods and services. In order to exceed the Standard, student will need to include an example of interdependence among the regional economies. The student creation will be graded on a four-point formative rubric scale.
In developing an IEP for a student with limited English proficiency (LEP), the Committee must consider how the student’s level of English language proficiency affects the special education services that the student needs, including:
In the case of a student whose behavior impedes his or her learning or that of others, the Committee must consider strategies, including positive behavioral interventions and supports and other strategies to address that behavior. The behavioral interventions and/or supports should be indicated under the applicable section of the IEP. For example, a Committee may determine that the positive behavioral supports a student needs require a special education service (e.g., consultant teacher), a related service (e.g., counseling), a program modification (e.g., special seating arrangements), assistive technology (e.g., communication board) and/or supports for school personnel (e.g., consultation with the school psychologist).
The IEP must include a statement (under the applicable sections of the IEP) if the student needs a particular device or service (including an intervention, accommodation or other program modification) to address one or more of the following needs in order for the student to receive a free appropriate public education.
An appropriate program for a student with a disability begins with an IEP that reflects the results of the student’s individual evaluation and describes the needs of the student to be addressed through the provision of special education services, including a student’s strengths, interests and preferences and concerns of the parents. This section of a student’s IEP identifies the areas of unique needs related to the student’s disability and the current level of functioning, including the strengths of the student, related to those areas. This is the foundation on which the Committee builds to identify goals and services to address the student’s individual needs.
Behavioral Assessment - 10-11-09 - Student demonstrated difficulty in the areas of self-regulation and attention and showed aggression in the form of destruction of materials. Observations and reports from teachers indicate these behaviors are avoidance/escape motivated behaviors in response to stress and skill deficits.
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Benedictine University is an inclusive academic community dedicated to teaching and learning, scholarship and service, truth and justice, as inspired by the Catholic intellectual tradition, the social teaching of the Church, and the principles of wisdom in the Rule of St. Benedict.
Knowledge of how students learn best assists teachers in developing lessons that appeal to all learners. However, determining a student's learning "style" cannot be done strictly by observation. Various models and inventories have been designed to determine a learning style. Labeling a "style" poses an additional problem in that a style does not remain fixed over time. Therein lies the main concern of relying on inventories, as their validity and reliability might be in question (Dembo & Howard, 2007), and they differ. The following are among those inventories:
David Kolb's Learning Styles Inventory categorizes in four dimensions (converger, diverger, assimilator, or accommodator) based on the degrees to which one possesses "concrete experience abilities, reflective observation abilities, abstract conceptualization abilities and active experimentation abilities" (Smith, 2001, David Kolb on Learning Styles section). Note: David Kolb's website: includes his inventory and more information on learning styles.
Rotate strategies to appeal to students' dominant learning style and challenge them to work in their less preferred styles. Consider strategies such as using manipulatives, observing demonstrations, sketching out a math situation, reading, having students compare their work with a partner, or solving complex problems in a team.