EDWN 608 Academic and Behavior Management for the Child with

Disability

Student Learning Objectives:

Upon completion of this course, the students are expected to be able to do the following:

1. Develop a 3-5 lesson segment based on a students present level of performance and
interests, supported with research based teaching strategies and aligned with IEP goals and
Common Core State Standards.

2. Evaluate, reflect upon and provide commentary regarding a teaching vignette to assess
effectiveness of the lesson and how the lesson impacts student learning and management of
student behaviors.

3. Describe how using evidence from instructional experiences will be utilized to examine
and change teaching practices to support student learning and behavior management in the
future.

4. Compare and contrast Educator Effectiveness, edTPA and National Board Certification
requirements.

Wisconsin Teaching Standards Addressed in 606:

WTS 4 The teacher understands and uses a variety of instructional strategies, including the
use of technology to encourage childrens development of critical thinking, problem solving
and performance skills.

WTS 7 The teacher organizes and plans systematic instruction based upon knowledge of
subject matter, pupils, the community and curriculum goals.

WTS 8 The teacher understands and uses formal and informal assessment strategies to
evaluate and ensure the continuous intellectual, social and physical development of the
pupil.

WTS 9 The teacher is a reflective practitioner who continually evaluates the effect of his or
her choices and actions on pupils, parents, professionals in the learning community and
other and who actively seeks out opportunities to grow professionally.
608 Portfolio Assignment #6: Course/Program Reflection
Complete a final reflection specific to your individual development/learning
through your course/program. Describe how you will apply what you learned to
future teaching and learning experiences including the edTPA, Educator
Effectiveness and/or National Board Certification. Use this opportunity to explain
the rationale behind your choices and analyze what you have learned about your
teaching practice and its impact on your focus learner(s).

Evaluating a course or a program can be a difficult enterprise for the simple reason that you
are being asked to not only look back into what you have learned (or lived) but also
anticipate the outcomes of that experience in your future activities. It would be quiet
impossible for me to keep any objectivity on this report if I do not take a step back into my
origins. I grew up in Senegal (French West Africa) and graduated in the summer of 1992 with
a Masters Degree in English (Victorian literature) and a minor in Spanish. I was offered a
multinational leadership training program scholarship on Environmental Education by the
Milwaukee Metropolitan YMCA in 1994. I reluctantly accepted that scholarship and embarked
on a three-year outdoor environmental education training and teaching program in Williams
Bay, Wisconsin. Upon completion of the program, I started teaching French and Spanish in a
Milwaukee Parental Choice school but ultimately took over the teaching of ELA when the
English teacher left. I have been teaching in Milwaukee for the last fifteen years.

I could not attend any schools or get any job I wanted given my very restricted immigration
status. Though I was known to be an excellent teacher, I knew I was lacking the main tools
that would give me the opportunities to bring real change in the lives of my urban students.
I had the passion and the will to perform but I did not have the required knowledge.

I always believe that I would be a more effective teacher with a good training in Special
Education. The majority of the students I worked with have undergone some types of trauma
that challenges their learning process. Attending 10Sped Norda has given me the guidelines
I needed to set forth the mechanisms towards achieving two core goals: A certification in
Special Education and a Masters Degree in Education.

The Waupaca cohort has first enable me to synthesize the impact of key state and federal
legislation on current special education processes and procedures; identify, define and apply
the academic language used in special education; select assessment tools used for
diagnosis of a disability and interpret data to determine learner strengths and needs;
determine where and how a Free and Appropriate Public Education (FAPE) and Least
Restrictive Environment (LRE) are applied in the development and implementation of an
Individualized Educational Plan (IEP); evaluate and select strategies to develop positive and
productive human relations and increase conflict resolution skills that will contribute to an
effective special education program.

I have also learned to assess the impact that family, poverty, culture and nutrition have on child development;
examine key issues concerning the effects and implications of prejudice on Native American students and
demonstrate the knowledge of community-based resources including resources for minority populations and
describe how those resources can be utilized to support and engage the school age child with disabilities; effectively
use and adapt instructional techniques based on knowledge of the subject matter as well as the individual to
appropriately address diverse learning and behavioral needs; employ strategies to incorporate phonics skills in the
reading development process; implement conservation of natural resources in the educational setting; establish
positive and productive partnerships with valued stakeholders in support of individual learning.

I have finally learned to write a 3-5 lesson segment based on a students present level of performance and interests,
supported with research based teaching strategies and aligned with IEP goals and Common Core State Standards;
evaluate, reflect upon and provide commentary regarding a teaching vignette to assess effectiveness of the lesson
and how the lesson impacts student learning and management of student behaviors; describe how using evidence
from instructional experiences will be utilized to examine and change teaching practices to support student learning
and behavior management in the future; compare and contrast Educator Effectiveness, edTPA and National Board
Certification requirements.

The course just completed reinforces my classroom practices and gave me the tools I was lacking in lesson planning,
instructional strategies, assessment, classroom management. The focus on special education will allow me to give
access to learning to all students regardless of any factor that might be hindering their ability to learn. In addition,
the program prepares me to take the edTPA by teaching me how to effectively write a planning, instructional, and
assessment commentary. It provided me information and practices to maximize my success level in any of the
requirements from teacher Effectiveness to the National Board of Certification. Each section of the program
addresses key areas and aspects of teaching and learning. I cannot think of any aspects of teaching that has not been
addressed throughout the course. I now possess important tools to empower my students with a knowledge that can
be relevant to their lives. I am also planning to use the strategies learned to assess their knowledge and make
modifications to improve my teaching and their learning.

The program has had a great effect on the way I plan lessons, instruct and assess my students including my focus
learner. I have gone through a lot of frustrating changes and modifications but I can say that I feel comfortable
performing my duties now that I have a working plan (though in progress). I have received positive feedbacks from
multiple district walkthroughs. The focus learner comes to me asking for accommodations. She has developed a
hunger for learning and discipline has gone way down. We have built an environment where we can collaboratively
engage in learning. I now can objectively and willingly critique myself and accept critique from professionals
offering their supports. I understand that teaching goes through dynamic cycles that requires constant attention.

I am thankful to 10Sped Norda for allowing me to explore my limits and extend my potentials. I command the
program for developing an instructional format conducive to learning and growth in an environment of mutual
respect and support. I will always be grateful to Al Lindau, Kurt Lindau and Molly Roeske for giving me the
opportunity to become a good teacher. I am grateful for their knowledge, their professionalism and their humanism.
I strongly believe that this course will be a catalyst for a lifelong adventure in educationand life.

EDWN 608:

Portfolio Assignment #1: Lesson Plan for Learning Segment

Lesson Plan (1)

Grade Levels: 9-10-11 Subjects: English Language Arts

Class: At-Risk classroom Teacher: Jean Paul Dieme

Central Focus for the Learning Segment: The Elements of Fiction (Plot, Setting, Theme)

Content Standards:

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
Determine a theme or central idea of a text and analyze in detail its development over the course
of the text, interact with other characters, and advance the plot or develop the theme.
Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.

Students Learning Targets

Primary Learning Targets (academic):

I can identify the plot, setting and theme of the story.

I can write a three-paragraph story analysis to demonstrate mastery.
I can use a plot diagram to explain the sequence of event in the story.

Secondary Learning Target(communication):

I can participate in group discussions to demonstrate understanding of topic.

I can express my opinions on the selection.

Prior Academic Knowledge:

Students have already practiced identifying theme, plot, setting in Response to Intervention (RTI) daily
activities and have also practiced writing coherent paragraphs in their daily journals.

Instructional Resources and Materials:

Reading Strategies and Literary Elements/ Glencoe Literature, Course 4

Literature (Prentice Hall)
Posters (Large paper for group work)
Smart Board

Instructional Strategies:

To begin, share with the whole classroom the Learning Intentions and the goals for the lesson,
ask the essential question and discuss the big ides with the class. Next, activate their prior
knowledge to capture their attention.
Teacher-guided small group instructional stations: Theme-Plot-Setting-Vocabulary
Teacher brings the whole class and have groups share what they learned, reflect, summarize and
preview.

Learning Tasks:

Group1 define and analyze the theme of the story

Group2 define and analyze the plot of the story
Group3 identify and explains the setting of the story.
Group4 Define the challenged words of the story

Structured practice and Application:

Daily RTI practice

Students will create their own short story by incorporating the elements of fiction for their ELA
writing competency.
Lesson Timeline:

3 minutes for whole class introductions and directions.

10 minutes for teacher guided group instructions.
10 minutes for group presentations.
10 minutes for individual assessment

Academic Language Demands/ Support Needed:

Explain the following words:

Theme, plot, Setting,

characters, Analyze

Content Specific Terms/Vocabulary Needed:

Ruthless, Military coup, Frescoes, murals, sooth, qualms, no merit.

Exquisite, immortal, teemed, corrupted, courtiers, lackluster, revered, tyrant.

Differentiation and Planned Universal Supports:

Refresh students with prior knowledge on skill.

Request at least one Special education teacher to help focus learner.
Graphic organizers will be provided to simplify the task.
Provide glossary of difficult words.

Type of Student Assessments:

Informal Assessment:

Group and classroom discussions.

Have student paraphrase or summarize the text.

Formal Assessment:

Response to the three questions on the text.

Fill out graphic organizer to demonstrate understanding.

Modifications to the Assessments:

Reduce amount of test time.

Teacher will provide the one-on-one support if necessary.
Student can also use the graphic organizer instead of the writing portion.
Evaluation Criteria:

For Primary Learning Target (Academic Literacy or Numeracy): Students are successful when:

They can define theme, plot and setting

They can create their own fiction by incorporating the above-mentioned elements of fiction.
They can use a graphic organizer to analyze theme, plot and setting

For Secondary Learning Target (Communication Skills): Students are successful when:

They can comfortably work in groups with their peers to achieve learning.
They can effectively participate in classroom discussion to demonstrate understanding of the skill.

Relevant Theories and/or Research Best Practices:

For Primary Learning Target (Academic Literacy or Numeracy):

Howard Gardners Multiple Intelligence theory fits this lesson as students are encouraged to use
their different intelligence to access the story.
Formal cooperative learning is structured, facilitated, and monitored by the educator over time
and is used to achieve group goals in task work
Story analysis starts in earlier grades. Research demonstrates that at this age level, students are
able to tackle complex ideas and expand over the topic to show maturity.

For Secondary Learning Target (Communication Skills):

Kurt Lewin proposed that:

The essence of a group is the interdependence among members. Group members are made
interdependent through common goals. As members perceive their common goals, a state of tension
arises that motivates movement toward the accomplishment of the goals.

He also believes that working in groups builds social skills and confidence.

Analyzing Instruction and Proposed Changes:

Allow more time.

Have smaller groups to allow all students to fully participate.
Alter challenged words by simpler vocabulary.
Lesson Plan (2)

Grade Levels: 9-10-11 Subjects: English Language Arts

Class: At-Risk High School Teacher: Jean Paul Dieme

Central Focus for the Learning Segment: Point of view

Content Standards:

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
Determine a theme or central idea of a text and analyze in detail its development over the course
of the text, interact with other characters, and advance the plot or develop the theme.
Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.

Students Learning Targets

Primary Learning Targets (academic):

I can define and identify first-person point of view.

I can define and Identify second-person point of view.
I can define and identify third-person point of view.

Secondary Learning Target(communication)

I can follow teachers instructions.

I can participate to group discussions and work.
I can express my ideas and opinions.

Prior Academic Knowledge:

 Student is reminded on the many readings containing different narrators perspectives.
Student is referred to how he/she narrates a story.

Instructional Resources and Materials:

Reading Strategies and Literary Elements / Glencoe Literature, Course 4

Literature (Prentice Hall)
Posters (Large paper for group work)
Chromebook
Smart Board

Instructional Strategies and Learning Tasks:

Instructional Strategies:

To begin, share with the whole classroom the Learning Intentions and the goals for the lesson,
What is Point of view and why is it important to know a writers story perspective? Next, activate
their prior knowledge to capture their attention.
Classroom reads the story.
Students work in their assigned groups on a specific task.
Groups share their work.
Lesson ends with a wrap up and a short formative evaluation.

Learning Tasks:

Students are assigned to three stations.

Each station will be equipped with a chrome book and will define their specific point of view and
identify it from the text by using their color coded highlighter.
Each group will explain how the narrators perspective affect the story.

Structured Practice and Application:

Students are challenged to a different task for each of the three stations.
Students are asked to rewrite the same story from a different point of view perspective.
Students can pick one journal prompt from the week a rewrite from a different point of view
perspective.

Lesson Timeline:

Whole: 3 minutes to introduce big idea and give directions to complete the task.
Small: 10 minutes for each group to discuss and complete assignments
Whole: 10 minutes for group presentation and lesson wrap-up.

Academic Language Demands/ Support Needed:

 Explain the words: Point of view, Perspective, First-person, Second-person, Third-person.
Appropriate use of standard English (Teacher might need to give redirections)

Content Specific Terms/Vocabulary Needed:

Provide glossary for the following words:

Ground to a halt, squat house, dingy gray walls,

slatted shades, patchy grass, scraggly dandelions, drowsy.

Differentiation and Planned Universal Supports:

Teacher will provide simple and clear directions for the task.
Assist groups and challenged students by asking questions.
Provide special education one-on-one within the inclusive classroom.
Provide graphic organizer
Reduce complexity of the reading material with the glossary of difficult words form the text.

Type of Student Assessments:

Informal Assessment:

Ask questions to measure students understanding as you progress.

Ask students to provide verbal examples on the skill.

Formal Assessment:

Students are provided with the assessment assignment to complete.

Students will use a point of view on a one-paragraph story.

Modifications to the Assessments:

Informally assessed struggling students.

Shortened or simplified assessment.
Provide more time to complete tasks.

Evaluation Criteria:

For Primary Learning Target (Academic Literacy or Numeracy):

Students are successful when:

They can define the types of point of view.

They can identify the perspective from which the narrator is telling the story.
They write one effective paragraph from each point of view.

For Secondary Learning Target (Communication Skills):

Students are successful when:

 They can follow teachers instructions.
They can effectively participate in group discussions and work.
They can express their own ideas and opinions.

Relevant Theories and/or Research Best Practices:

For Primary Learning Target (Academic Literacy or Numeracy):

Students can incorporate the use of computers in their station through blended learning. This technique
frees the teacher allowing him or her to support needy students. Linda Harasim has in fact developed
what is now called the Online Collaborative Learning Theory. It allows student to work collaboratively
with the help of computers while the teacher becomes a facilitator.

For Secondary Learning Target (Communication Skills):

Lev Vygotsky (1962), a Russian teacher and psychologist, first stated that we learn through our
interactions and communications with others. Consequently, teachers can create a learning environment
that maximizes the learner's ability to interact with each other through discussion, collaboration, and
feedback.

Analyzing Instruction and Proposed Changes:

Spend more instructional time in helping students develop methods of identifying types of point of
view.
Provide more writing practice targeting the skill taught.
Encourage reading since it gives ample opportunity to discover types of writers narrative
perspectives.

Lesson Plan (3)

Grade Levels: 9-10-11 Subjects: English Language Arts

Class: At-Risk classroom Teacher: Jean Paul Dieme

Central Focus for the Learning Segment: Characterization (Direct and Indirect characters)

Content Standards:

Analyze how complex characters develop over the course of a text, interact with other characters,
and advance the plot or develop the theme.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
 Determine a theme or central idea of a text and analyze in detail its development over the course
of the text, interact with other characters, and advance the plot or develop the theme.
Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.

Students Learning Targets

Primary Learning Targets (academic):

I can identify direct characterization.

I can identify indirect characterization.
I can successfully complete a character trait graphic organizer

Secondary Learning Target(communication):

I can express my ideas through analyzing character traits.

I can discuss my findings with peers and teacher.

Prior Academic Knowledge:

Students describe their own personality traits.

Students recall stories featuring strong characters and the impact of the characters in the plot.

Instructional Resources and Materials:

Chromebook
Reading Strategies and Literary Elements/ Glencoe Literature, Course 3
Literature (Prentice Hall)
Posters (Large paper for group work)
Smartboard

Instructional Strategies:

Ask students to define a character in a story and ask them what character traits are.
Explain, with examples, direct and indirect characterization.
Allow students the explore the selection by reading it and sharing the main idea.
In four groups, have student define, identify, and analyze direct and indirect characterization.
 Bring students together to present and discuss their work on a poster.
Assess students by having them complete a character trait graphic organizer and write a one-
paragraph character analysis.

Learning Tasks:

Group 1: Defines direct characterization, identify it from the selection and provides real life
connections to the concept.
Group 2: Defines direct characterization, identify it from the selection and provides real life
connections to the concept.
Group 3: Identifies challenged words and define them by using context clues.
Group 4: Identifies four major character traits and uses the graphic organizer to

highlight character traits from the text.

Structured practice and Application:

Students will use RTI session to daily practice characterization.

Students are provided with specialized vocabulary to help them analyze character traits in daily
writing.

Lesson Timeline: What is the length of the class period? How is the lesson divided? (Give specific
agenda/timelines for the components of this lesson.)

Launch: 3 minutes
Students exploration or group work:10 minutes.
Application or assessment: 10 minutes

Academic Language Demands/ Support Needed:

Clarify the following terminology to ease understanding of instruction:

Direct and indirect characterization

Analyze, character trait

Content Specific Terms/Vocabulary Needed:

Re-trimming her hat, Pressing her white collar

Handkerchief, Starched, calico, tacked about.

Differentiation and Planned Universal Supports: .

Selection will be read three times to allow focus learner /or struggling students to understand the
story.
Provide glossary to maximize understanding of the story.
 Ensure that special education teacher and assistant-teacher provide additional support during
group work.
More time will be given for completion of task.

Type of Student Assessments:

Informal Assessment:

Have students orally describe the characters in the story.

Ask students what they think about the characters in the story(discussion).

Formal Assessment:

Provide students with the comprehension questions.

Students will also need to use a graphic organizer to analyze character traits.

Modifications to the Assessments:

Challenged students will be provided with a guided assessment.

Simplified and shortened version of the test,
Provide additional time to complete the task.

Evaluation Criteria:

For Primary Learning Target (Academic Literacy or Numeracy):

Students are successful when:

They can identify direct and indirect characterization from the text.
They can complete a character trait graphic organizer.

For Secondary Learning Target (Communication Skills):

Students are successful when:

They can express my ideas through analyzing character traits.

They can discuss my findings with peers and teacher.

Relevant Theories and/or Research Best Practices:

For Primary Learning Target (Academic Literacy or Numeracy):

When students are given the opportunity to explore and think, they are likely to achieve higher learning.
Blooms taxonomy highlights six steps that allows students can gradually use to reach their learning
goals.

For Secondary Learning Target (Communication Skills):

Etienne Wenger believes that:(1) human beings are social creatures and social learning strategies should
be utilized when teaching, (2) knowledge is demonstrated through competence, (3) learning is a matter of
participating and active engagement with the world, and (4) learning produces meaning and makes
engagement with the world meaningful.

Analyzing Instruction and Proposed Changes:

Teach the use of adjective to empower students with descriptive vocabulary.

Provide students with transitional words to enable a better flow of sentences.
Allow more practice prior to assessment.