Masters of Science in Curriculum & Instruction Core Alignment of Summative Assessments to Standards

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1 Masters of Science in Curriculum & Instruction Core Alignment of Summative Assessments to Standards Standards ED 601 Summative Assignment 1 NBPTS Proposition 1: Teachers are Committed to Students and Learning They treat students equitably. They recognize the individual differences that distinguish their students from one another and they take account for these differences in their practice. They are able to use diverse instructional strategies to teach for They respect the cultural and family differences students bring to their classroom. NBPTS Proposition 2: Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students. They are able to use diverse instructional strategies to teach for ED 601 Summative Assignment 2 NBPTS Proposition 4: Teachers Think Systematically about Their Practice and Learn from Experience. 4A NBCTs model what it means to be an educated person they read, they question, they create and they are willing to try new things. 4B They are familiar with learning theories and instructional strategies and stay abreast of current issues in American education. Proposition 5: Teachers are Members of Learning Communities. 5A NBCTs collaborate with others to improve student learning. 5C They work with other professionals on instructional policy, curriculum development and staff development. 5E They know how to work collaboratively with parents to engage them productively in the work of the school. Description of Summative Assignment Theory of Education Reflective Essay: Students will complete a reflective essay on a Theory of Educational Psychology. This essay will describe a theory of development, learning, or contextual theory in relationship to a developmental or learning situation you feel is important in your teaching career. Students must explain how national standards and good teaching influence contemporary educational practices in a diverse culture. Students must recognize key theories of development and learning that influence educational practice. Service Learning Activity After reading Chapter 10 of the Woolfolk text, implement a simple Service Learning activity in your classroom. Describe what you did and what the results were. Include the five components of Service Learning in your paper: a. Be organized and designed to meet real needs in the community; b. Should be integrated in the curriculum; c. Should provide opportunities to reflect and analyze the outcomes of the experience; d. Should apply the service learning experience to academic skills; and e. Should enhance academic learning and caring for others. ED 601 Summative Assignment 3 Philosophy of Education: Meeting the Diverse Needs of Students.

2 Proposition 1: Teachers are Committed to Students and Learning 1A National Board Certified Teachers (NBCT) s are dedicated to making knowledge accessible to all students. They believe all students can learn. 1B They treat students equitably. They recognize the individual differences that distinguish their students from one another and they take account for these differences in their practice. 1C NBCTs understand how students develop and learn. 1D They respect the cultural and family differences students bring to their classroom. NBPTS Proposition 3: Teachers are Responsible for Managing and Monitoring Student Learning. 3A NBCTs deliver effective instruction. They move fluently through a range of instructional techniques, keeping students motivated, engaged and focused. 3B They know how to engage students to ensure a disciplined learning environment, and how to organize instruction to meet instructional goals. 3C NBCTs know how to assess the progress of individual students as well as the class as a whole. 3D They use multiple methods for measuring student growth and understanding, and they can clearly explain student performance to parents. ED 613 Summative Assignment 1 NPBTS Proposition 1: Teachers are Committed to Students and Their Learning NBCTs are dedicated to making knowledge accessible to all students. They believe all students can learn. They treat students equitably. They recognize the individual differences that distinguish their students from one another and they take account for these differences in their practice. They respect the cultural and family differences students bring to their classroom. They are concerned with their students self- concept, their motivation and the effects of learning on peer relationships. NPBTS Proposition 2: Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students. They have skill and experience in teaching it, and they are very familiar with the skills gaps and preconceptions students may bring to the subject. They are able to use diverse instructional strategies to teach for The Final Paper will consist of a page research paper on the book, written following APA format. In addition, a minimum of 3 outside references beyond your book will be needed to support your data. Questions to answer in the paper: How has this course influenced your philosophy of education in regards to meeting the needs of diverse students? What have you learned or what new ideas have come to you? What theory or theorist do you see as most aligned with your philosophy, and what diversity experiences of your own have influenced your philosophy of how we could better meet the educational needs of our diverse population? Be sure to cite various parts of the book when connecting your thoughts to the readings. Unit I Paper/Audio File Write a short (4-5 page) paper or create an audio file ( maximum length of 5 minutes) that answers/addresses the following items. Summarize the major premise(s) of Ruby Payne in regard to poverty and student achievement. Summarize the major points put forth by Bradbury in regard to minority status and student achievement. Compare and contrast the underlying causes of student underachievement put forth by Payne and Bradbury. Are there differences and/or similarities? Provide your opinion with rationale as to whether you agree with Payne, Bradbury, both, or neither regarding causes of underachievement and the impact of social issues on educational achievement. Use APA6 (see helpful documents under Content on D2L) for both in text parenthetical citations and the reference list.

3 C. Diversity Leadership (MN Administrative Competencies) Demonstrate an understanding and recognition of the significance of diversity, and respond to the needs of diverse learners; Create and monitor a positive learning environment for all students; Create and monitor a positive working environment for all staff; Promote sensitivity of diversity throughout the school community; Demonstrate the ability to adapt educational programming to the needs of diverse constituencies. ED 613 Summative Assignment 2 ELCC Standard 4.0: Graduates of the program are building- level educational leaders who have the knowledge that promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources on behalf of the school by collecting and analyzing information pertinent to improvement of the school s educational environment; promoting an understanding, appreciation and use of the diverse cultural, social and intellectual resources within the school community; building and sustaining positive school relationships with families and caregivers; and cultivating productive school relationships with community partners. ELCC 4.1 Understands and can collaborate with faculty and community members by collecting and analyzing information pertinent to the improvement of the school s educational environment. ELCC 4.2 Understands and can mobilize community resources by promoting an understanding, appreciation and use of diverse cultural, social and intellectual resources within the school community. ELCC 4.3 Understands and can respond to community interests and needs by building and sustaining positive school relationships with families and caregivers. ELCC 4.4 Understands and can respond to community interests and needs by building and sustaining productive school relationships with community partners. E. Political Influence and Governance (MN Administrative Competencies) Upload the paper or audio file to the D2L dropbox. Locate a school board meeting and put it on your schedule. This assignment is due in the D2L dropbox by May 13th, and it is a topic under Units III and IV of this course. However, given the short duration of this course and the fact that many school districts have monthly meetings, you should plan accordingly. Attend the meeting and summarize it as follows: Note the location, time, and duration of the school board meeting. Who was in attendance (board members, community members, administration, teachers)? What were the major topics that were discussed? Provide your thoughts regarding school boards and public meetings in regard to community dimensions of education. Write a 3-4 page essay (no citations needed) using a- d of this assignment. Use APA6, only if citations are used. The essay should be uploaded to the D2L dropbox by 11:59 pm on May 13th. Exhibit an understanding of school districts as a political system, including

4 governance models; Demonstrate the ability to involve stakeholders in the development of educational policy; F. Communication (MN Administrative Competencies) Communicate appropriately (speaking, listening and writing) for different audiences students, teachers, parents, community and other stakeholders; G. Community Relations (MN Administrative Competencies) 2. Request and respond to community feedback; 3 Identify and interact with internal and external publics; 5. Promote a positive image of schools and the school district. 6. Monitor and address perceptions about school- community issues. 7. Demonstrate the ability to identify and articulate critical community issues which may impact local education. ED 613 Summative Assignment 3 E. Political Influence and Governance (MN Administrative Competencies) Exhibit an understanding of school districts as a political system, including governance models; Demonstrate the ability to involve stakeholders in the development of educational policy; ED 632 Summative Assignment 1 NPBTS - Proposition 1: Teachers are Committed to Students and Learning 1A National Board Certified Teachers (NBCT) s are dedicated to making knowledge accessible to all students. They believe all students can learn. 1B They treat students equitably. They recognize the individual differences that distinguish their students from one another and they take account for these differences in their practice. 1C NBCTs understand how students develop and learn. Do one of the following projects and upload the assignment of your choice to the drop box: Go to and search House or Senate bills by topic. Use education as your topic. Find one bill that passed the Legislature this last session and summarize its history. Also, note whether you support this bill as an educator and why. This assignment should be 2-3 pages. Interview a school administrator regarding educational topics and bills that were important in the last Minnesota legislative session or the current one. Summarize your interview. This assignment should be 2-3 pages. Differentiated Five- Day Learning Segment In this assignment you will develop a five- day learning segment that you will teach in your classroom. Successful completion of this assignment will demonstrate that you have the abilities to: develop knowledge of subject matter, content standards, and subject- specific pedagogy develop and apply knowledge of varied student needs consider research and theory about how students learn

5 1D They respect the cultural and family differences students bring to their classroom. 1E They are concerned with their students' self- concept, their motivation and the effects of learning on peer relationships. 1F NBCTs are also concerned with the development of character and civic responsibility. Proposition 2: Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students. 2B They have skill and experience in teaching it, and they are very familiar with the skills gaps and preconceptions students may bring to the subject. 2C They are able to use diverse instructional strategies to teach for Proposition 3: Teachers are Responsible for Managing and Monitoring Student Learning. 3A NBCTs deliver effective instruction. They move fluently through a range of instructional techniques, keeping students motivated, engaged and focused. 3B They know how to engage students to ensure a disciplined learning environment, and how to organize instruction to meet instructional goals. 3D They use multiple methods for measuring student growth and understanding, and they can clearly explain student performance to parents. Proposition 4: Teachers Think Systematically about Their Practice and Learn from Experience. 4A NBCTs model what it means to be an educated person they read, they question, they create and they are willing to try new things. 4B They are familiar with learning theories and instructional strategies and stay abreast of current issues in American education. 4C They critically examine their practice on a regular basis to deepen knowledge, expand their repertoire of skills, and incorporate new findings into their practice. Proposition 5: Teachers are Members of Learning Communities. 5E They know how to work collaboratively with parents to engage them productively in the work of the school. reflect on and analyze evidence of the effects of instruction on learning Steps to developing the learning segment and reflection: Provide a context for teaching your learning segment (i.e., information about the school where you are teaching; special features of the school you are teaching; any district, school, or cooperating teacher requirements or expectations that might affect your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests; time devoted each day for the lessons, textbook or instructional program primarily used; other resources (e.g., electronic whiteboard, classroom library or other text sets, on- line professional resources) you use; grade level; number of students in the class; variety of students in the class (English Language Learners, gifted students, students with IEPs, underperforming students) Write a plan for each lesson in your learning segment your lesson plans should be detailed enough that a substitute teacher could teach the lesson Lesson plan should include: State- adopted student academic content standards and/or Common Core State Standards that are the target of student learning (List the number and text of each standard that is being addressed in each lesson. If only a portion of a standard is being addressed, then only list the part or parts that are relevant.) Learning objectives associated with the content standards Informal and formal assessments used to monitor student learning, including type(s) of assessment and what is being assessed Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs (reference to evidence- based strategies) Instructional resources and materials used to engage students in learning Table identifying Learning Style(s) and multiple intelligences attended to each day Table identifying level(s) of Bloom s Taxonomy reached each day

6 Submit copies of all written assessments. (Submit only the blank assessments given to students) ED 632 Summative Assignment 2 NPBTS 1A National Board Certified Teachers (NBCT) s are dedicated to making knowledge accessible to all students. They believe all students can learn. 1B They treat students equitably. They recognize the individual differences that distinguish their students from one another and they take account for these differences in their practice. 1D They respect the cultural and family differences students bring to their classroom. 1E They are concerned with their students' self- concept, their motivation and the effects of learning on peer relationships. 1F NBCTs are also concerned with the development of character and civic responsibility. 2B They have skill and experience in teaching it, and they are very familiar with the skills gaps and preconceptions students may bring to the subject. 2C They are able to use diverse instructional strategies to teach for 3C NBCTs know how to assess the progress of individual students as well as the class as a whole. 3D They use multiple methods for measuring student growth and understanding, and they can clearly explain student performance to parents. 4A NBCTs model what it means to be an educated person they read, they question, they create and they are willing to try new things. 4B They are familiar with learning theories and instructional strategies and stay abreast of current issues in American education. 4C They critically examine their practice on a regular basis to deepen knowledge, expand their repertoire of skills, and incorporate new findings into their practice. 5A NBCTs collaborate with others to improve student learning. 5C They work with other professionals on instructional policy, curriculum development and staff development. 5D They can evaluate school progress and the allocation of resources in Three Phase RTI Assignment Response to Intervention (RTI) Phase 1 assignment. Explain what knowledge or new understanding of previous knowledge have you acquired from the RTI videos that you perceive will influence your practice. Give specific examples from the videos. 2 pages minimum. RTI Assignment: How do our Current Practices Align with the Essential Elements of RTI Phase 2. Students are to examine their school s current reality, desired outcomes, and short- term goals. A few of the elements evaluated are: instructional standards that are research based, universally screening of all students, progress monitoring, and communication efforts with parents. (Use PDF provided on D2L for your answers). RTI Self- Report Needs Assessment Phase 3. For this assignment students are asked to rate their general understanding of RTI in content areas, knowledge of universal screening and progress monitoring, interventions to facilitate student progress. Students are also to identify instructional modifications that would assist struggling students, modify their own instruction, and which RTI areas should be planned for present/future professional development. (Use PDF provided on D2L for your answers).

7 order to meet state and local education objectives. 5E They know how to work collaboratively with parents to engage them productively in the work of the school. ED 632 Summative Assignment 3 NPBTS 1A National Board Certified Teachers (NBCT) s are dedicated to making knowledge accessible to all students. They believe all students can learn. 1B They treat students equitably. They recognize the individual differences that distinguish their students from one another and they take account for these differences in their practice. 1C NBCTs understand how students develop and learn. 1F NBCTs are also concerned with the development of character and civic responsibility. 2A NBCTs have mastery over the subject(s) they teach. They have a deep understanding of the history, structure and real- world applications of the subject. 2C They are able to use diverse instructional strategies to teach for 3B They know how to engage students to ensure a disciplined learning environment, and how to organize instruction to meet instructional goals. 4A NBCTs model what it means to be an educated person they read, they question, they create and they are willing to try new things. 4B They are familiar with learning theories and instructional strategies and stay abreast of current issues in American education. 4C They critically examine their practice on a regular basis to deepen knowledge, expand their repertoire of skills, and incorporate new findings into their practice. 5A NBCTs collaborate with others to improve student learning. ED 633 Summative Assignment 1 NPBTS 1A National Board Certified Teachers (NBCT) s are dedicated to making knowledge accessible to all students. They believe all students can learn. Heacox Tomlinson Reflection Paper. Write a Reflection Paper (or create a no less than 5 minute Present.me) to the following question Please summarize, in your estimation, the most important points related to differentiated instruction in the Heacox book. In addition, compare and contrast similarities and/or differences between major points of the Heacox book and the Tomlinson presentations (2 page minimum, 3 pages maximum). Use APA6 (see helpful documents under Content on D2L) for both in text parenthetical citations and the reference list. Begin your paper or presentation with a discussion about differentiated instruction. Draw upon the numerous examples from the Heacox text. Discuss the similarities between Heacox and Tomlinson. Make sure to mention the following: Rigor, Relevance, Relationships Content, Process and Product Use at least one example from your current teaching assignment where you intentionally differentiated your instruction and report on the results. Make mention of at least two of the following: Grading Tiered Assignments Flexible Grouping Summarize your reflection by mentioning (in your estimation) the most significant aspects of differentiating your teaching. Flipped Classroom Segment In this assignment you will develop a flipped classroom learning segment that you will teach in your classroom. You will compare the outcomes of a regular class to your flipped classroom segment. In essence, you will create two learning segments. The student outcomes

8 2A NBCTs have mastery over the subject(s) they teach. They have a deep understanding of the history, structure and real- world applications of the subject. 2C They are able to use diverse instructional strategies to teach for 3A NBCTs deliver effective instruction. They move fluently through a range of instructional techniques, keeping students motivated, engaged and focused. 3B They know how to engage students to ensure a disciplined learning environment, and how to organize instruction to meet instructional goals. 4A NBCTs model what it means to be an educated person they read, they question, they create and they are willing to try new things. 4B They are familiar with learning theories and instructional strategies and stay abreast of current issues in American education. 4C They critically examine their practice on a regular basis to deepen knowledge, expand their repertoire of skills, and incorporate new findings into their practice. ED 633 Summative Assignment 2 NPBTS for both segments should be very similar. The flipped classroom segment should lead directly to a hands- on computer based lesson where students will produce a product through the use of technology. Successful completion of this assignment will demonstrate that you have the abilities to: develop knowledge for using technology in your practice and facilitate student learning through the integration of technology reflect on and analyze evidence of the effects of instruction on learning Steps to developing the learning segment and reflection: Provide a context for teaching your learning segment (i.e., information about the school where you are teaching; special features of the school you are teaching; any district, school, requirements or expectations that might affect your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests; time devoted each day for the lessons, textbook or instructional program primarily used; grade level; number of students in the class; variety of students in the class (English Language Learners, gifted students, students with IEPs, underperforming students) Lesson plans should include: State- adopted student academic content standards and/or Common Core State Standards that are the target of student learning. Learning objectives associated with the content standards Informal and formal assessments used to monitor student learning, including type(s) of assessment and what is being assessed Rationale(s) for integrating technology into your lesson (i.e., change in student and teacher roles ; increased motivation and self- esteem; increase technical skills; accomplishment of more complex tasks; more collaboration with peers; increased use of outside resources; improved design skills/attention to audience Twitter, Blog, and Wiki Activity 2 students assigned to one group (Twitter, Blog, or Wiki), research

9 1A National Board Certified Teachers (NBCT) s are dedicated to making knowledge accessible to all students. They believe all students can learn. 1F NBCTs are also concerned with the development of character and civic responsibility. 2C They are able to use diverse instructional strategies to teach for 3A NBCTs deliver effective instruction. They move fluently through a range of instructional techniques, keeping students motivated, engaged and focused. 3B They know how to engage students to ensure a disciplined learning environment, and how to organize instruction to meet instructional goals. 4A NBCTs model what it means to be an educated person they read, they question, they create and they are willing to try new things. 4B They are familiar with learning theories and instructional strategies and stay abreast of current issues in American education. and be prepared to answer the following questions in your presentation: 1. What is a twitter/blog/wikis? 2. How is a twitter/blog/wiki created? 3. How can twitter/blog/wiki be used in the classroom? 4. Explain how this Technology can be used to Promote Student Learning. Mention at least 3 of the following in your presentation: Change in Student and Teacher Roles Increased Motivation and Self Esteem Technical Skills Accomplishment of More Complex Tasks More Collaboration with Peers Increased Use of Outside Resources Improved Design Skills/Attention to Audience 5. What are some challenges in integrating twitter/blog/wikis in the classroom? See below for some resources to begin your research: Twitter resources: Article #1, Article #2, Article #3, and Blog resources: Article #1, Article #2, Article #3 Wiki resources: Article #1, Article #2, Article #3 Article #4 Meet online via Google Hangout (or) WebEx (or)?? Decide how you will present your information to the class (PPT., Prezi, Haiku Deck, other) Presentations will be due the last week of (date) via WebEx, or other synchronous method. SpEd 664 Standards addressed: NBPTS Proposition 5; ELCC 1.3b, 6.2a; SpEd ECSE Core C5, SpEd Core D6,7,8; ECSE D4; NBT: Exceptional Needs Standard XIV; NBT Exceptional Needs II) Collaboration Plan: This is the summative assignment for the course. Students develop a collaboration/consultation plan that can be used to implement a school- wide project or practice. Specific Directions for Students: This can be a project or other

10 ELCC 1.3b: Candidates develop plans and processes for implementing the vision (e.g., articulating the and related goals, encouraging challenging standards, facilitating collegiality and teamwork, structuring significant work, ensuring appropriate use of student assessments, providing autonomy, supporting innovation, delegating responsibility, developing leadership in others, and securing needed resources). ELCC 1.6.2a: Candidates demonstrate the ability to communicate with members of a school community concerning trends, issues, and potential changes in the environment in which the school operates, including maintenance of an ongoing dialogue with representatives of diverse community groups. SpEd ECSE Core C5: Candidates collaborate with other professionals and parents on the design and delivery of prevention efforts, early intervening services, pre- referral interventions, English language learning, gifted education, and intervention strategies to promote the academic, behavioral, linguistic, communication, functional, social, and emotional competency of students. SpEd ECSE D4: Candidates understand the educational roles and responsibilities of other teachers and support personnel in providing educational services to young children with disabilities. SpEd Core D6: Candidates understand small group processes and their application to facilitating child study teams, individual educational program planning teams, and transition planning teams. SpEd Core D7: Candidates understand structures supporting interagency collaboration, including interagency agreements, referral, and consultation. SpEd Core D8: Candidates understand how to provide consultation and training in content areas specific to services for students and families and program organization and development. NBT Exceptional Needs Standard XIV: Contributing to the Profession and to Education. NBT Exceptional Needs II: Teachers Collaborate to Develop Effective Plans for Students. endeavor that your school is currently trying to implement or it could be something that you would like to see in your school. You should try to make this as realistic and helpful as possible for your particular situation. Your end product could be something that you could present to administration as a proposal to implement a change in your school. Say that you have been asked by administration to collaborate with other faculty and create a task force in order to assist faculty and others in implementing a school- wide practice/project (e.g., Response To Intervention (RTI), inclusive classrooms, co- teaching, PLCs). The administrator expects there could be resistance and/or confusion about adopting this practice/project. After reading the texts and other material for this course, develop a Collaboration Plan that could be used by this task force as a framework to ensure a successful implementation of the practice/project. You can "make up" something, choose a "real- life" example, or address something you see could be done in a future job. If you are in the same school or have connections with other classmates, this assignment can be done as a group project, however there should only be 3-4 people in a group. but each student should submit the assignment in the D2L dropbox.this Plan should be a "framework" for how your collaborative group will work together and proceed through the process. It does not need to include all the specific details that relate to the project such as which model of RTI to adopt - this is about the process. This framework for your plan may even be able to be used for a number of different situations since it is about the "how", not so much the "what". You must include citations from the course materials. Your Collaboration Plan should include (use this format when submitting your plan):1. A description of the practice/project to be implemented. 2. A description of the model you will use. 3. A brief description of the setting and background issues - type of school, students served, faculty, etc. and information about the diversity of the school and school culture unique characteristics that could be used in this process, morale issues, etc. Also address questions such as: What is the impetus for change (e.g,. why does the school need to implement RTI?) Who is the client system and/or are key stakeholders? 4. A description of the collaborative team members

11 (include external collaborators if needed) and a description of their functions and roles (address leadership) as well as a description of skills needed. Include discussion of how shared responsibility and decision making will be done, how resources and accountability for outcomes can be shared.5. A framework to use for each stage of consultation/collaboration It may not be appropriate in your situation to address all the questions posed for these stages, but you should ensure that your plan covers whatever would be necessary to have a successful collaboration experience and outcome for each of these stages) :a. Entry Stage - What might physical and psychological entry look like? What kinds of social/interpersonal influences what bases of power could be used for social influence. (Cite course material)b. Diagnosis - What information will you need to gather? How will you conceptualize the problem? What data sources will you use? What methods will you use for gathering information? How will you define the problem? How will you set effective and realistic goals? Give an example of a clearly stated goal related to the project. How will you generate possible interventions? What kinds or problem- solving strategies will you use? (Give examples related to the project implementation and cite course materials.) What are possible multicultural aspects related to diagnosis? c. Implementation - How will you choose an intervention? What types of intervention will you use? Would you use specific interventions for groups and teams, interventions for use between groups, or interventions for the entire organization? How will you formulate a plan? How will the plan be implemented? How will the plan be monitored and refined and who will monitor? Will you use functional outcomes analysis, social validity, and treatment acceptability methods? Discuss how you would provide staff development training and/or training for stakeholders and gatekeepers. What would be the goal of your inservice? (Give examples and cite course materials) d. Evaluation/Disengagement - How will the plan be evaluated? Address the 3 steps of evaluation process (p.113)? How will formative and summative evaluation? What quantitative and qualitative methods will be used? What kind of follow- up is planned? At what point will this process be terminated and how? (Cite course material)5. A description of the problem-

12 solving and conflict management strategies you will use as well as communication styles and strategies. (Cite references from course materials) Citations from the text and/or other course materials need to be included in each section. You also may use what you have written in other assignments. SpEd 664 ELCC 3.1b: Candidates develop plans of action for focusing on effective organization and management of fiscal, human, and material resources, giving priority to student learning, safety, curriculum, and instruction. ELCC 4.1c:. Candidates demonstrate the ability to use public information and research- based knowledge of issues and trends to collaborate with families and community members. ELCC4.1g: Candidates demonstrate the ability to collaborate with community agencies to integrate health, social, and other services. ELCC 6.a: Candidates demonstrate the ability to communicate with members of a school community concerning trends, issues, and potential changes in the environment in which the school operates, including maintenance of an ongoing dialogue with representatives of diverse community groups. SpEd Core C4: Candidates use crisis prevention and intervention strategies. Unit 8 Assignment: Crisis Planning. Students will review crisis planning materials and examples from websites. They will pick a topic, client population, or issue(s) relevant to their profession that could develop into a crisis situation and evaluate plans, addressing strengths and weaknesses based on the readings. Discussion will include evaluation of key policies and procedures, collaboration and interagency coordination. SpEd Core D7: Candidates understand structures supporting interagency collaboration, including interagency agreements, referral, and consultation. SpEd ECSE C4: the educational roles and responsibilities of other teachers and support personnel in providing educational services to young children with disab SpEd ECSE D7: how to access information relevant to the field of early childhood special education from consumer and professional organizations, publications, and journals NBTS Proposition 5: NBCTs collaborate with others to improve student learning. They are leaders and actively know how to seek and build partnerships with community groups and businesses. They work with other professionals on instructional policy, curriculum development and staff development. They can evaluate school progress and the allocation of resources in order to meet state and local education objectives. They know how to work collaboratively with parents to engage them productively in the

13 work of the school.

Signature Assign 3. Course Grade. Course Grade. Research. Course Grade. Research. Project, ED 613. Political Concepts. Course Grade.

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