Candidate Work Sample- Section III

CWS Section III: Unit Plan

Unit Objectives	Correlated Standards/Objectives
1.      The students will be able to identify the basic functions of government, including making and enforcing laws and protecting citizens.	Social Studies Standard 1-3: The student will demonstrate an understanding of how government functions and how government affects families.
2.      The students will be able to summarize of the concept of authority and give examples of people in authority, including school officials, public safety officers, and government officials (community helpers, such as firefighters, police, doctors, teachers).	Social Studies Standard 1-3: The student will demonstrate an understanding of how government functions and how government affects families.
3.      The students will be able to identify ways that government affects the daily lives of individuals and families in the United States, including providing public education, building roads and highways, and promoting personal freedom and opportunity for all.	Social Studies Standard 1-3: The student will demonstrate an understanding of how government functions and how government affects families.
4.      The students will summarize possible consequences of an absence of laws and rules, including the potential for disorderliness and violence.	Social Studies Standard 1-3: The student will demonstrate an understanding of how government functions and how government affects families.

Case Study Student Description

            Josiah is a 1^st grade student who has muscular dystrophy.  He has to have a walker support him while walking and has to have assistance when he walks long distances.  He is in the regular classroom with the regular classroom teacher for the whole day during which he has a full time aide.  Josiah is on-track academically and has no trouble participating in class discussions and group work.

·        Step 2 (N) – Note Case Study Student Strengths and Needs:

o   Student loves to participate and is enthusiastic when he is in class (+).

o   Student gets along well with other classmates (+).

o   Student misses a lot of school, sometimes weeks at a time, therefore misses valuable instruction (-). 

o   Student has teacher aide that is helps him with in-class activities throughout the whole day (+).

o   Student has positive attitude when in class (+).

·         Step 3 (C) – Check for Potential Case Study Student Successes:

o   Student will participate well in class discussions and activities.

o   Student will work well with partners or small groups because he gets along well with others.

o   Student will have one-on-one support because of the teacher aide that is assisting him throughout the day.

·        Step 4 (L) – Look for Potential Problems (Mismatches):

o   Student may already be behind in schoolwork because of his extended absences. 

o   Student may be limited in what he can do with activities that involve movement because of his physical disabilities.

o   Student may not know routine of the classroom as well and be as comfortable in class because of his multiple absences.

Community Helpers Lesson Plan

·         Big Idea- Community Helpers help us stay safe and healthy.

·         SC  Standard- Standard 1-3: The student will demonstrate an understanding of how government functions and how government affects families. Indicator: 1-3.2: Summarize the concept of authority and give examples of people in authority, including school officials, public safety officers and government officials.

·         Objectives that support the Big Idea-

o   Students will- be able to recognize authority figures.

o   Students will- identify each authority figure’s role within our community.

o   Integration- Students will- be able to recall different responsibilities of authority figures by comprehending information from the video.

Integration Standard and Indicators from ELA, SCI or MATH-

ELA: 1-1: The student reads and comprehends print and non-print literary text from a variety of cultures and eras.

Materials/ Preparation:

1. Teacher: Today we will be talking about community helpers. 

2. Teacher: Can anyone tell me what they know about community helpers or authority figures? What kind of jobs do you think are related to community helpers or authority figures?

3. TTW write these comments/predictions on the Smart Board.  Possible answers will include; Doctors, Firefighters, Police, Teachers.

4. TSW watch a short video on brainpopjr.com about authority figures and their role within the community. 

5. After the video is finished, pick children randomly using name-labeled popsicle sticks to give examples of authority figures and what they do.  After the video is finished, pick children randomly using name-labeled popsicle sticks to come up and play a matching game on the smart board presentation.  Students are to match descriptions of community helpers with the name of the community helper.  Teacher: What kind of authority figures/community helpers did you see in the video? What did they do? What are some authority figures that weren’t in the video?

6. TTW write these examples on the board.

7. Teacher: Why are authority figures important to the community?

a. Keep us safe

i. Crossing guards (keep us safe while crossing roads)

ii. Police (make sure people follow rules, protect us from crime)

iii. Firefighter (Put out fires, teach us about fire safety)

b. Enforce rules

i. Police (Make sure people follow the rules)

c. Keep us healthy

i. Paramedic (Helps take care of people when they are sick or hurt during an accident, sometimes bring people to the hospital)

ii. Doctors (Help people stay healthy and help them when they are sick)

iii. Nurses (Help doctors take care of people)

iv. Dentist (Make sure our teeth are healthy and clean)

v. Pharmacists (Measures medicine and teaches us how to take it when we are sick)

vi. Veterinarian (Keeps our pets healthy)

8. Teacher: What would happen if we didn’t have authority figures in our community?

9. Teacher: Who can help me name the 9 community helpers we discussed today or saw in the video? What was their job? Choose one student to name one and another student to name another by calling on them when they have their hands raised.

10. Teacher: Now that we know about these community helpers we’re going to do an activity!

Follow-up Lesson Plan

Big Idea- Community helpers help us stay safe and healthy

SC Standard- Standard 1-3: The student will demonstrate an understanding of how government functions and how government affects families.  Indicator: 1-3.2: Summarize the concept of authority and give examples of people in authority, including school officials, public safety officers and government officials.

Objectives that support the Big Idea-

-          Students will be able to act out the role of a community helper

-          Students will be able to write down and describe the roles of community helpers

-          Integration-Students will act out a role of a community helper and then describe their role.

Integration Standard and Indicators from ELA, SCI or MATH-

Standard:

1-1: The student reads and comprehends print and non-print literary text from a variety of cultures and eras.

Indicators:

1-1.6 Create responses to text through a variety of methods such as writing, creative dramatics, and visual and performing arts.

Materials/Preparation:

1.         Index cards with the name of a community helper on it

2.         A bag to hold the index cards

3.         Worksheet if the class finishes early

4.         Crayons/Markers

A step by step detailed order of events and activities for the lesson-

4. TTW instruct the children to sit on the carpet with their legs and hands crossed.

5.         Teacher: Today we are going to be role playing. I am going to put you in groups of two which I will pick randomly. Each group is going to pick a community helper out of this brown bag (Holds bag up). With your partner(s) you will discuss how you are going to act out that role. Think of what you guys discussed about community helpers with Miss Miller! Be as creative and informative as you can.

6.         Teacher: Miss Coppola and I will demonstrate how you will do this activity. TTW pull the term Pharmacist out of the bag. TTW whisper with Miss. Coppola and they will then get in their positions to act out their role. TTW be standing pretending to put pills into a bottle, Miss Coppola will walk in coughing and putting her hand on her forehead. She will go up to the “Pharmacist” and receive her medication. The Pharmacist will pretend to read the directions for the medication. Miss Coppola walks out of the “pharmacy”.

7.         Teacher: When I put you into groups you will be acting out your role similar to how Miss Miller and I did it. Remember to keep your role a secret so we can all guess after you’ve acted it out.

8.         Teacher: I’m now going to divide you into groups of two or three. Remember to be quiet when discussing your role. TTW divide the students into groups of two. The groups will be determined randomly with popsicle sticks.

9.         Once the groups are determined TTW instruct the students to different parts of the room where they will pick their community helper and then what they will do to act it out.

10.       Teacher: You guys have five minutes to come up with what you guys are going to do and then will come back as a group to the carpet.

11.       Once the 5 minutes is up TTW instruct the students back to the rug where they will act out their role with their partner one by one. The order will be chosen randomly with popsicle sticks.

12.       While each group acts out their role the class must guess what community helper they are. The students will be instructed to raise their hand if they know what they are.

13.       Once a student gets the role correct the teacher will ask “Why have you come to that answer? What particular action were they doing that helped you decide?”

14.       Once each group has acted out their role and has been correctly identified they will be instructed to go back to their seats by group.

15.       If there is time left from the lesson each student will be given a worksheet with a picture of a community helper on it and below that picture write a sentence or two about their role and what they do for the community.

16.       Teacher: On each worksheet you have a different community helper. Identify that community helper or authority figure and write a sentence or two about them and what their role is. Think about what we’ve discussed today as a class about each figure.

17.       TTW collect the worksheets and assess them based on their knowledge of the lesson portrayed on the worksheet.

Adaptations:

·         Slow-Learners: Seat them in the front during the class video and discussion and make sure to include them by asking them questions directly.

·         If the lesson runs too long- eliminate the skit activity and simply have students tell and write about a certain community helper.

·         If the lesson runs too short- have students draw a picture and write a sentence about a favorite community helper.

Criteria	3	2	1
Student acts out their community helper/authority figure using many key pieces of information learned in the lesson.	Student acts out their community helper/authority figure using many key pieces of information learned in the lesson.	Student acts out their community helper/authority figure using some key pieces of information learned in the lesson.	Student acts out their community helper/authority figure using little to none of the key pieces of information learned in the lesson.
Students are able to identify all of the authority figures presented by the other students in the class	Students are able to identify all of the authority figures presented by the other students in the class	Students are able to identify 4 of the authority figures presented by the other students in the class	Students are able to identify 2 or less of the authority figures presented by the other students in the class
Students are able to describe many key pieces of information that portrays their authority figure/community helper.	Students are able to describe many key pieces of information that portrays their authority figure/community helper.	Students are able to describe some key pieces of information that portrays their authority figure/community helper.	Students are able to describe little to no key pieces of information that portrays their authority figure/community helper.

Step 5 (U) – Use information to Brainstorm Adaptations

Student- Josiah

Exceptionality- Muscular Dystrophy

Accommodation(s)-

-          “The student may have the inability to rise from a seated position on the floor or in a chair to a standing position”, so the student will have an aide who will assist him with all of these transitions (Muscular Dystrophy Association Publications, 1999). 

-          The student may have trouble finishing assignments as fast and efficiently as the other students, so “be considerate of the extra time it might take a disabled student to speak or act” (Instructional Strategies for Students with Mobility Impairments).

-          Special seating arrangements may be necessary to meet student needs. “Students may require special chairs, lowered tables on which to write, or spaces for wheelchairs”(UC Berkeley, 1999).

-           The student is still part of the class, so allow for full participation, even if it requires moving from his spot on the carpet or his desk.  Although, it is important to always “ask the student to tell you when he/she anticipates a need for assistance” so they are not afraid to ask so they can participate in every activity (Keller, 2005). 

-          To meet student’s changing physical needs, “the teacher needs to be informed about the disease and should be alert to any changes in motor function or physical stamina which inhibit the student from performing optimally”(Heller, Dangel, Sweatman, 1995).  The teacher needs to be in constant communication with the parents and resource teacher, so she can accommodate for each individual lesson.

            Modifications

-          Because student has recently missed a lot of school recently due to hospitalization, the student will sit next to an advanced student in the class and be allowed to ask questions or check for understanding with the student next to him.  During the small group activities, he will be placed in a group with the same advanced student.  This is an accommodation because during the carpet time, the students are not usually allowed to talk to each other and during small group time, the students are chosen to be in groups randomly by my system of popsicle sticks. 

Step 6 (D) – Decide upon Adaptions

-          Student will have an aide in the classroom and the aide will be allowed to help him with all areas of mobility that he is not able to do himself, including moving him to the carpet from his desk, and helping him manage a role that he is capable of doing during charades.

-          The student will have extra time to complete the assignments or answer questions.  If the student is called upon to answer a question up on the smart board, the student will have ample time to make his way up to the smart board from his spot on the carpet.

-          Before preparing the lesson, the teacher will review the student’s IEP and current needs he may need in order to participate fully in the activity of charades and smart board activities.

-          The student has a special desk in which it is lower so that it accommodates his walker and a wheelchair if he needs it. 

Step 7 (E) – Evaluate (case study) student progress

            I will assess strategy effectiveness by observing the student, especially during these lessons, and how he interacts with his peers.  By having the aide in the classroom, the student should feel comfortable enough to ask for help when he needs it, and that should accommodate the individual attention that he needs.  The extra time that he gets to spend on assignments or questions allows the teacher to assess what he knows without him having the pressure to finish his work quickly, especially since he has missed numerous days of school because of hospitalization.  Meeting the specified accommodations on the student’s IEP will allow the student to learn in an environment that is comfortable and accessible to his physical limitations.  The teacher will be able to assess the student during the video because she will notice whether he is paying full attention or not, during the question and answer portion by observing whether he is able to answer questions that are directly asked to him, or comments that he offers to the discussion, and during the charades activity because she will allow him to work with a group who will be sensitive to his physical limitations and think of a skit where he can still participate.  

CWS Section III, Part B

Unit Assessment

Assessments	Accommodations	Evaluation Criteria
Unit Objective 1: The students will be able to identify the basic functions of government, including making and enforcing laws and protecting citizens. Pre-Assessment: ·         Students should know that there is different community jobs. Post-Assessment: ·         Students must give examples of authority figures and what they do. ·         Students are to match descriptions of community helpers with the name of the community helper.  Unit Objective 2: The students will be able to summarize of the concept of authority and give examples of people in authority, including school officials, public safety officers, and government officials (community helpers, such as firefighters, police, doctors, teachers). Pre-Assessment: ·         Students should know about how the community functions by telling what they have done in the community. Post-Assessment: ·         Students must give examples of authority figures and what they do. ·         Students are to match descriptions of community helpers with the name of the community helper. Unit Objective 3: The students will be able to identify ways that government affects the daily lives of individuals and families in the United States, including providing public education, building roads and highways, and promoting personal freedom and opportunity for all. Pre-Assessment: ·         Students will be able to give examples of community helpers. Post-Assessment: ·         Students must act out the roles of certain community helpers and explain what their function is within the community. Unit Objective 5: The students will summarize possible consequences of an absence of laws and rules, including the potential for disorderliness and violence. Pre-Assessment: ·         Students should know examples of community helpers and what they do in the community. Post-Assessment: ·         Students should be able to give examples of and answer questions on how the community would be different if the community helpers didn’t exist.	Student will receive extra time to answer questions and to play the matching game on the smart board. Student will receive extra time to answer questions and to play the matching game on the smart board. Student will be paired with a group who will work around the skit according to what he is able to do physically. More time will be allowed for student to answer the question or come up with ideas.  Student will be able to tell aide or communicate in another way if he wants to answer the question.	Students must identify 9 of the community helpers that are mentioned in the video being shown. Students must identify 9 of the community helpers that are mentioned in the video being shown. See attached checklist. Students should be able to name a result for each of the 9 community helpers on what the community would be like if they didn’t exist.

 CWS Section III, Part D

Activities/Strategies/Materials/Resources	Unit Objective Number (s)
Whole class discussion beginning (activating prior knowledge about workers in the community)	1
Students paying attention and watching the short video on brainpopjr.com	1, 2
Students will use the smart board to complete a matching activity on community helpers and what they do.	2, 3
Students will display their knowledge through acting out skits about assigned community helpers	4
Lesson will be concluded with questions on how the community would be if community helpers didn’t exist.	5

Candidate Work Sample- Annotated Bibliography

Annotated Bibliography

1.)    This teacher’s guide to Duchenne Muscular Dystrophy is important for teachers to use whether they have a student with Muscular Dystrophy or not.  It is organized into questions and answers with information about important questions that should be addressed in a regular classroom, such as how can a child’s muscle weakness affect school participation and how much does the child know about the disease.  It includes information about children from early childhood to students in high school.

2.)    The disabled students’ Program offers suggestions on how to teach students with a variety of disabilities.  It includes information about many disabilities, but teaching students with mobility impairments is a big topic.  The website offers advice on what to do for a child with mobility impairment in your classroom without making them stand out.  These simple accommodations can help students in any type of setting.

3.)    This journal for adaptations for students with muscular dystrophy provides information on how to adapt the school environment for students with muscular dystrophy in order to promote a successful school experience.  It discusses specific categories of adaptations across the physical and behavioral domains. 

4.)    The document for instructional strategies for students with mobility impairments gives detailed information on the types of mobility impairments and how to accommodate for each individual one.  The document offers considerations and instructional strategies on how to make a student with a mobility impairment feel comfortable in a classroom setting. 

5.)      This website on strategies for teaching students with Learning Disabilities is a very informative site on many different disabilities.  It offers general information on diseases that causes students to become wheelchair-bound and how teachers should handle certain situations.  It also offers bulleted comments on how to approach a student with a wheelchair in your classroom.

EDEE 409 Midterm

1.  (Chapter 1) (Special Education Foundations) Discuss the role the Civil Rights Movement had on contributing to new approaches in special education. Be sure to include reference to pertinent court cases and legislation to support your discussion.

The Civil Rights movement initially began as a movement to create equality for African Americans but ended up influencing people with disabilities.  For example in 1954, the Brown v. Board of Education case occurred in the U.S. Supreme Court which ruled that “it was unlawful under the Fourteenth Amendment to discriminate arbitrarily against any group of people” (Friend/Bursuck, 2009).  The court decision introduced the idea of integration into public schools and ensured that diverse student groups learned together, which the students with disabilities were soon recognized as a group of children whose rights had been violated because they were not integrated into regular schools.  Another act that came about as a result of the Civil Rights Act is Section 504 of the Vocational Rehabilitation Act of 1973.  This act prevents discrimination against all individuals with disabilities in programs that receive federal funds, which includes all public schools.  Also, through this act, students with any type of disability are entitled to receive specific types of assistance to help them succeed in school.  The most significant disability ever passed, the Americans with Disabilities Act, was also based on the Civil Rights Act.  This act “protects all individuals with disabilities from discrimination and it requires most employers to make accommodations for them” (Friend/Bursack, 2009).  It also ensures that transportation, buildings, and many places open to the public are accessible to people with disabilities.  These three cases are just a few examples of how the Civil Rights act opened many opportunities for equality, not just for African Americans, but people with disabilities as well.

2.  (Chapter 2)  (Special Education Laws and Services) Identify and explain the tiers of Response to Intervention (RtI).  When is this process implemented and what is its significance for educators and students?   (Suggested resources – the Friend text and the IRIS Center -- http://iris.peabody.vanderbilt.edu/rti01_overview/chalcycle.htm.)

Response to Intervention is a procedure for analyzing studnets’ learning problems.  It believes that approximately 75-80 percent of students will be able to learn if they receive high-quality instruction, that approximately 15-20 percent will benefit from moderately intensive instruction, and approximately 5-10 percent will need highly intensive instruction and possibly special education services.  RtI is usually implemented at the elementary level and can occur whenever professionals determine a student is experiencing learning problems that are significant and that are interfering with achievement.  There are three tiers to this process and an example of Tier 1 intervention is a district-adopted reading program that has shown to be effective with students that is used in the regular classroom with a group of students.  An example of a Tier 2 Intervention would be if a student was struggling with this reading program, he would participate in a supplemental reading program in a small group that is led by the school’s reading specialist.  This would most likely occur 4 times a week for a certain amount of time each day.  An example of a Tier 3 intervention would be if that particular student was still having difficulty, then he would be enrolled in an even more intense skills based reading program that is carried out for a longer period of time each day.  If the third tier intervention does help the student, then they are referred for special education services.  It is very significant for general education teachers, because they are the ones that must carry it out by meeting with a small group of students in the classroom and assisting in gathering data concerning student skill acquisition.  The goal of Response to Intervention is to prevent some students from ever needing special education and to ensure that students who do need specialized instruction will receive it as soon as possible.

3. (Chapter 3) (Collaboration) You are having a parent conference with Jerome’s father tomorrow about Jerome’s progress in controlling his disruptive behavior. This is the first meeting since initiating a behavior management plan that you and Jerome’s father worked out at your last conference. Using the shared problem-solving model described in chapter 3, describe what you should do to prepare for tomorrow’s conference.  What steps should be taken after the conference?

After identifying the problem and brainstorming to propose a solution, I must evaluate the ideas by considering whether they seem likely to resolve the problem and are feasible.  I can do this by selecting criteria by which to judge the ideas and creating a decision sheet.  Then I would need to plan the specifics by listing the major tasks that need to be completed to implement the solution, and decide who will take responsibility for each task.  Also, it will be important to decide how long to implement the solution before meeting to evaluate its effectiveness.  While implementing the decided solution, it will be important to keep some type of record documenting my efforts and how the intervention affects the student.  After the plan is implemented, I, along with the rest of my team would need to evaluate the outcomes and the effectiveness.  If we decide that it has been effective, it would be judged a success and will be continued to maintain the results.  If the solution has a somewhat positive effect, but is not perfect, then it can be modified to make the plan be more feasible.  If a solution does not seem to be working at all, it can be deemed ineffective and then we would either find a different solution, or reconsider whether the original problem has been accurately identified or not.  All in all, the teacher should be extremely prepared before meeting with a parent and should be flexible in reaching ideas, especially when working with a collaborative effort.

4. (Chapter 5) (Planning Instruction – INCLUDE Strategy) You have just learned that the new student who is to join your class has a speech impairment. The student’s file does not thoroughly describe the areas of strength or need, but rather indicates generally that the student has trouble with articulation. Based on this limited information, outline how you would use the INCLUDE strategy to help meet the educational needs of your new student. 

• Identify the classroom demands:
• Make sure the classroom management is appropriate for this new.  Make sure that the classroom climate is appropriate by teaching the rest of the students the right attitudes to have towards children with differences.  Use flexible grouping in the classroom when students work in groups, make sure that there are small group work so the child can feel comfortable enough to speak out loud, despite his speech impairment.  Have a variety of instructional materials available and use different instructional methods in order to accommodate to his learning needs.  I would use any type of aid in order to assist him to work to his fullest potential on all of his assignments. 
• Note Student Learning Strengths and Needs:
• Make sure to point out student’s strengths and be positive so they can see themselves, others, and learning in a positive light.  I would make sure the student is using his academic skills by especially using his survival skills, where he must attend school regularly, being organized, completing tasks in and out of school,  taking an interest in school and displaying positive interpersonal skills.  Since the child has a speech impairment, he might have trouble with some of these survival skills, so it would be important to make sure he stays on track with these.  He might especially have trouble with interpersonal skills, so it is important to enhance his social-emotional development by pairing him with a student who is sensitive to others who have disabilities. 
• Step 3- Check for Potential Areas of Student Success: 
• I would analyze this student strengths and paying attention to the activities or tasks that he can do successfully and acknowledge these strengths, because that will help to improve his self-esteem.
• Step 4: Look for Potential Problem Areas-  
• In this step I would review his learning needs within a particular instructional context and identify potential mismatches. 
• Step 5: Use Information to Brainstorm Ways to Differentiate Instruction
• Make accommodations for the student such as bypass or compensatory strategies, where I would allow him to demonstrate mastery in a particular subject in alternative ways.  Another way for accommodating him would be to provide accommodations in instructional methods, materials, grouping and classroom management. 
• Step 6: Differentiate Instruction
• I would select age-appropriate strategies, give the student choices, and selecting strategies that demonstrate effectiveness
• Step 7: Evaluate Student Progress
• I would evaluate the strategy effectiveness by tracking his grades, observing him, analyzing his student work, using portfolios, performance assessment, and teacher, parent, and student ratings.  This will help me determine whether to continue, change, or discontinue a particular intervention.

EDEE 409 Take Home Final

EDEE 409 Take Home Final