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Secondary Curriculum and Strategies 1

George Mason University Graduate School of Education

Program: Special EducationSummer 2008

Instructor: Dr. John B. W. SimpsonPhone: 571-423-4024Email: [email protected]: 571-423-4027

EDSE 629: Secondary Curriculum and Strategies for Mild Disabilities: Emotional Disabilities, Learning Disabilities, Mild Mental Retardation

Thursday evenings: 06/04/08 through 07/30/08; No class on 07/09/08Time: 4:30 PM to 9:00 PM. Location: Fairfax High School; A-133

In addition, four and half hours will be completed via Blackboard.

Course Description

This course applies research on teacher effectiveness, teacher accountability, instructional approaches, and technological advances at the secondary level for individuals with mild disabilities. Course content includes curriculum and instructional strategies in reading, language arts, math, science, social studies, and social skills; cognitive strategies in self-regulation, study skills, attention, memory, and motivation; peer-mediated instruction including cooperative learning and peer tutoring; and self-advocacy and strategies for facilitating transition to community, workplace, and post-secondary environments. Prerequisites: Enrollment in teaching licensure or in a graduate degree program in education.

Student Outcomes

Upon completion of this course, students will be able to:

Demonstrate knowledge of the federal and state laws that require and provide for transition, vocational, and rehabilitation services for students with disabilities.

Demonstrate the ability to develop lesson plans and a nine-week unit that includes instructional strategies and adaptations for students with disabilities at the secondary level.

mailto:[email protected]


Identify and develop adaptive strategies for successfully including and planning for students with disabilities at the secondary level in both regular (math, science, social studies, English, etc.) and special education classroom environments.

Demonstrate the ability to integrate/infuse career development and vocational skills into the general education curricula, as well as justify the importance of such integration.

Demonstrate an awareness of the importance and ability to implement instruction necessary in life skills, employment skills, self-advocacy, independent living, and functional skills, as well as be able to discuss how these might be infused into the curricula at the secondary level.

Identify the role and responsibilities of the Individual Education Program (IEP) teams as they strive to incorporate transition requirements into the IEP and/or develop a Transition Plan (TP).

Develop TPs for the implementation or modification of transition to work programs for students with disabilities.

Identify and describe vocational, employment, supported employment, other opportunities and models, as well as the other types of vocational and postsecondary programs available that could be available to benefit students with disabilities.

Identify organizations, services, networks, and the variety of state and local agencies that maximize the interagency effort involved in the transition process for students with disabilities. Brochures & Quiz.

Develop and implement strategies in curriculum and strategies to correspond with the Virginia Standards of Learning.

Relationship of Courses to Program Goals and Professional Organizations

This course is part of the George Mason University, Graduate School of Education, Special Education Program for teacher licensure in the Commonwealth of Virginia in the special education areas of Emotional Disturbance and Learning Disabilities, and Mental Retardation. This program complies with the standards for teacher licensure established by the Council for Exceptional Children, the major special education professional organization. As such, the learning objectives for this course cover many of the competencies for secondary curriculum and strategies for teaching individuals with emotional disturbances, learning disabilities, and mild mental retardation.

The CEC Standards are listed on the following web site: http://www.cec.sped.org/ps/perf_based_stds/common_core_4-21-01.html

http://www.cec.sped.org/ps/perf_based_stds/common_core_4-21-01.html


CEC standards that will be addressed in this class include some of the following: Standard 4 - Instructional StrategiesSkills:

Use strategies to facilitate integration into various settings. Teach individuals to use self-assessment, problem solving, and other cognitive

strategies to meet their needs. Select, adapt, and use instructional strategies and materials according to

characteristics of the individual with exceptional learning needs. Use strategies to facilitate maintenance and generalization of skills across

learning environments. Use procedures to increase the individual’s self-awareness, self-management,

self-control, self-reliance, and self-esteem. Use strategies that promote successful transitions for individuals with exceptional

learning needs.

Standard 5 - Learning Environments and Social InteractionsKnowledge:

Demands of learning environments. Basic classroom management theories and strategies for

individuals with exceptional learning needs. Effective management of teaching and learning. Teacher attitudes and behaviors that influence behavior of individuals with

exceptional learning needs. Social skills needed for educational and other environments. Strategies for crisis prevention and intervention. Strategies for preparing individuals to live harmoniously and productively in a

culturally diverse world. Ways to create learning environments that allow individuals to retain and

appreciate their own and each others’ respective language and cultural heritage. Ways specific cultures are negatively stereotyped. Strategies used by diverse populations to cope with a legacy of former and

continuing racism.

Skills: Create a safe, equitable, positive, and supportive learning environment in which

diversities are valued. Identify realistic expectations for personal and social behavior in various settings. Identify supports needed for integration into various program placements. Design learning environments that encourage active participation in individual

and group activities. Modify the learning environment to manage behaviors. Use performance data and information from all stakeholders to make or suggest

modifications in learning environments.


Establish and maintain rapport with individuals with and without exceptional learning needs.

Teach self-advocacy. Create an environment that encourages self-advocacy and increased

independence. Use effective and varied behavior management strategies. Use the least intensive behavior management strategy consistent with the needs

of the individual with exceptional learning needs. Design and manage daily routines. Organize, develop, and sustain learning environments that support positive

intracultural and intercultural experiences. Mediate controversial intercultural issues among students within the learning

environment in ways that enhance any culture, group, or person. Structure, direct, and support the activities of paraeducators, volunteers, and

tutors. Use universal precautions.

Standard 7 - Instructional PlanningKnowledge:

Theories and research that form the basis of curriculum development and instructional practice.

Scope and sequences of general and special curricula. National, state or provincial, and local curricula standards. Technology for planning and managing the teaching and learning environment. Roles and responsibilities of the paraeducator related to instruction, intervention,

and direct service

Student Responsibilities:

Students are expected to exhibit professional behavior and dispositions. See gse.gmu.edu for a listing of these dispositions.

Students must follow the guidelines of the University Honor Code. See http://www.gmu.edu/catalog/apolicies/#TOC_H12 for the full honor code.

Students must agree to abide by the university policy for Responsible Use of Computing. See Http://mail.gmu.edu and click on Responsible Use of Computing at the bottom of the screen.

Students with disabilities who seek accommodations in a course must be registered with the GMU Disability Resource Center (DRC) and inform the instructor, in writing at the beginning of the course. See www.gmu.edu/student/drc or call 703-993-2474 to access the DRC.

Students are expected to attend all classes during the session, arriving on time and staying for the duration of the class time. If a student has an emergency or needs to make special arrangements for a class session, please call and/or make an appointment with the instructor as soon as possible.

Products from this course can become part of an individual professional portfolio used to document satisfactory progress through the GSE program and the CEC

http://www.gmu.edu/student/drc

http://mail.gmu.edu/

http://www.gmu.edu/catalog/apolicies/#TOC_H12


performance based standards. Students should retain copies of all course products.

Additional Information:

Use APA guidelines for all course assignments. This website links to sample APA format guidelines: http://www.psywww.com/resource/apacrib.htm Please obtain the current APA Manual for a complete description of the requirements.

In addition, if you need assistance with the writing process, The University Writing Center of George Mason University is available to you. You may make an appointment for assistance at: http://writingcenter.gmu.edu/

Nature of Course Delivery

Learning activities include the following: 1. Class lecture, discussion, and participation. 2. Videotapes and other relevant media presentations.3. Study and independent library research.4. Applications with relevant hardware and software.5. Application activities, including in class evaluation of intervention research and

materials.6. Class presentations of strategy and application papers.

Relevant readings will be assigned

Required Texts

Sabornie, E.J., & deBettercourt, L.U. (1997). Teaching students with mild disabilities at the secondary level. Columbus, OH: Prentice Hall/Merrill.

Evaluation Points

1. Class attendance and participation 702. Small group Integrated Career Education Unit: 100 (48+52)

Which includes an individually prepared lesson plan:a. Measurable Goals & Objectives b. Assessment Examples c. Adaptation Examples

3. Professional-Technical Center Paper 804. Two brochures: One regarding Post-secondary Options 100

& another on In-School Employment Preparation Options (50 points each)

5. TPs (One each on the following areas: ED, LD, and MR) 90(30 points each)

6. Quizzes (Three @ 10 points each) 307. Article Critique 30

Total Possible Points 500

http://writingcenter.gmu.edu/

http://www.psywww.com/resource/apacrib.htm#http://www.psywww.com/resource/apacrib.htm%20


Note: All assignments should be typed using APA format and are due on the dates indicated. In fairness to students who make the effort to submit papers on time, prior permission from Professor is necessary prior to due date in order to submit “late” assignments. (Points will be deducted for work submitted after the due date.)

It is recommended that students retain copies of all course products to document their progress through the GSE ED/LD program. Products from this class can become part of your individual professional portfolio used in your portfolio classes that documents your satisfactory progress through the GSE program and the CEC performance based standards.

In addition, each student must submit an electronic copy of his/her Integrated Career Education Unit to TaskStream. Please see course Blackboard site and/or GMU Cohort Blackboard site for additional information.

Grading criteria

475-500 = A446-474 = A- 396-445 = B347-395 = C<347 = F


ASSIGNMENTS

1. Small Group Integrated Career Education UnitEach individual is responsible for creating his/her own lesson plan as part of this group project. See sample lesson plan template at end of syllabus.

This is a culminating activity that requires development of a 9-week unit based on the standards of learning (SOL) for a specific grade and subject at the secondary level. During the course, each small group will present their career education integration unit to the whole class. Please see handout regarding the specifics of the unit. In addition, each unit must contain the following items:

Measurable Goals & Objectives:Select an SOL from any secondary-level curriculum upon which you can base a regular education objective.Use that to base your ability to write a measurable goal/objective that contains the 4 components reviewed during class lecture (student, desired behavior, conditions, and criteria) and that integrates career education concepts. Write three different measurable statements focusing on a different phase of career ed (awareness, orientation, exploration) for each one. Use the same SOL as the basis for each statement. Assessment Examples:Develop at least a five-item test or quiz that assesses your stated objective for your lesson plan (for the class and/or for specific students). This serves as your “formal” assessment. Then, develop an “informal” method of assessment for the same content or for some other aspect of your lesson plan. Develop scoring procedures to use with both your formal and informal assessments, such as a rubric that you might also development with and/or share with your students. Finally, indicate the instructional decisions that can be based on the results of your assessments. In other words, what action(s) in future planning will you take as a result of each of the types of assessment?Adaptation Examples:Given descriptions of students with ED, LD, and MR, identify adaptations/modifications suggested in the text (lectures and elsewhere) that you would need to implement for each student in reading, math, science, social studies, and social skills (etc.). Develop a table or outline that summarizes this material. Use information from the text and from lectures on adaptations and lectures.

The Integrated Career Unit is the required portfolio assignment for this course. Please post an electronic copy to TaskStream.

2. Professional-Technical Center Paper

Research possible career training opportunities in the “high schools of today” and write a paper summarizing items found. You may look within Fairfax County Public Schools (FCPS), the USA, or world wide. Link items found to class discussions and items from assigned readings.


3. Brochures on Post-secondary Options & Another on In-School Employment Preparation Options

Prepare a brochure describing postsecondary educational opportunities and another brochure describing in-school employment preparation options. 4. Transition Plans (TPs)

You will be required to write three TPs during the course. One for students in each of the following categories: learning disabilities, emotional disabilities, and mental retardation.

5. Quizzes

There will be three in-class quizzes given. Two will be announced in advance and the other will be given at the discretion of the instructor. The quizzes will cover items from the readings and in-class discussions.

7. Article Critique

You will be required to read and critique one article relating to current trends in special education. In addition, you will be asked to present this article to the class (maximum of five minutes). Please provide a single handout for the class that synthesizes the article, your thoughts, and classroom implications. Schedule TBD.

Class SessionsCLASS DATE TOPIC ACTIVITY WHAT’S DUE ASSIGNMENT

1 06/04/08 IntroductionsCourse Overview

Introduction to Secondary

Curriculum and Strategies;

Introduction to LegislationOverview of

Transition; Transition Legislation

Large Group Discussion

LectureLarge and Small Group Activities

Pick Article Topic

Text: Chapters 1 &2

Article Critique

Professional Technical Brochures

2 06/11/08 Career EducationVocational Education

Study SkillsCharacteristics of

Mental RetardationWrite TP for MR

StudentSelect Group

Members



ReadingsChapters 1, 2,

&3

Chapters 4 & 5

Quiz

Text: Assigned Chapters

Work on Individual Brochures

Meet with Group on Integration Unit

3 06/18/08 Career Education; Post-secondary

Education



First Professional

Technical BrochureReadings


Work on Individual Brochure


Article Presentations

Chapters 11 Meet with Group on Integration Unit


CLASS DATE TOPIC ACTIVITY WHAT’S DUE ASSIGNMENT

4 06/25/08

Secondary ReadingStudy Skills;

Organizational Skills; Test-taking Skills




ReadingsChapter 6 & 8




5 07/02/08 Characteristics of Emotional Disabilities

Write TP for EDMathematics




ReadingChapter 12

Quiz

Article Critique Paper




6 07/09/08

(No Class Meeting)

Online Discussion re. Assigned Article

Online Discussion via Blackboard;

Respond to the Prompt by Deadlines



7 07/16/08 Guest Speaker: Dr. Nicki Conners

Secondary Reading and LiteracyMathematics



ReadingChapter 7

Second Professional

Technical Brochure



8 07/23/08 Characteristics of Learning Disabilities

Write TP for LD Science and Social

Studies



ReadingsChapter 10

Technical Center Paper


9 07/30/08 Final Projects Group Presentations

Course Evaluations

Integration UnitEnjoy the rest of your summer.

SCHEDULE SUBJECT TO CHANGE WITHOUT PRIOR NOTICE DUE TO WEATHER OR OTHER UNFORESEEN FACTORS.

Copy and paste respective scoring criteria sheet into your assignment:


629 Integrated Career Unit Assignment and Scoring Rubrics

Major Learning Activity 1. Career Integration Unit. This is a culminating activity that requires you to develop a 9-week unit based on the SOLs for a specific grade and subject at the

secondary level.

Description of Assignment:The career integration unit should cover a 9-week period that uses the appropriate SECONDARY grade level Standards of Learning (SOLs) to teach a content area (math, science, social studies or other secondary academic area of your choice) at an identified secondary level. Make this something you or another secondary teacher could actually use. This unit is to include a calendar, a variety of activities, teaching strategies, and assessment tools to match the needs of the learners, the topic being taught, and the resources available. In your lesson plans, you should have the students engaged in hands-on activities at least half of the time. In addition to career education, the unit should integrate government, math, art, or another subject area in a series of lessons. You are to find and/or create each activity to be completed by the students. If you select a published activity you must cite the reference.

Step 1. Standards of Learning. Obtain a curriculum (often referred to as a program of study) from general education at the

secondary level. Locate and clearly identify the related standards of learning (SOLs). Check the

professional library in your school system and/or the one in the on-campus GMU library for copies of curricula, programs of study for a variety of school systems in this area, and for copies of the SOLs.

Step 2. Integration of Career Development within an Academic Unit. Using the secondary general education curriculum (or program of study) and the standards

of learning (SOLs), develop a 9-week unit so that it integrates career development activities. Specific examples of how to do this will be provided in a class lecture.

Step 3. Nine-week Unit Calendar. Develop a 9-week unit calendar that identifies each day’s topic(s) and activities. (One

calendar per group). In addition, the unit should also include a sample lesson plan from each participant in the

small group. These “model” lesson plans are based on directions from the lectures and text. The planning and structuring of this calendar is one of the most important components of the

unit. Each person or small group (depending on the class size) will demonstrate one of their best lesson plans as part of their small group presentation.

Groups will also distribute copies of their calendar of events and each person’s lesson plan to the total class.

Step 4. Adaptations & Accommodations. For this unit, demonstrate (in general) how you would adapt the content and/or methods of

presentation to meet the needs of students with disabilities, especially those with learning disabilities, mental retardation (as a special educator you may be responsible for some aspects of MR), and emotional disturbance.


Each group member may choose a specific category, i.e. ED/LD/or MR. However, there must be at least one of each category represented in the group’s project.

Each lesson plan should include a table or bulleted outline (at the end) illustrating how these 3 different types of disabilities will be addressed and accommodated.

Step 5. Format Format for the unit. Each group should decide how it would like to present the materials, i.e.

in a binder, portfolio, or other manner, etc.

Step 6. Unit Objectives and the Career Development Objectives. Identify the Standards of Learning (SOLs) upon which the unit is based. List 3 - 7 general

education objectives for the unit. These are to be based on the Standards of Learning (SOLs) that you identified. Please indicate which ones and for which grade level and subject that you select.

Then, rewrite them to infuse the career concepts. Examples will be presented in class.

Step 7: Assessment Plan for the Unit. Summarize the multiple forms of assessment (formal and informal) that will be embedded in

the unit. You will develop at least two forms of assessment:1. Formal assessment, including one test for the overall unit. This goes beyond just the

lesson-by-lesson assessments, forcing you to look at the total unit. 2. Informal assessment.

Describe and provide actual examples of how the students' learning will be assessed both formally and informally and where to find the assessment activities.

Include a discussion of how the results of each assessment will be used in instructional decision-making.

Step 8: Daily Lesson Plans. Be sure to indicate WHERE each person’s lesson (day, etc.) fits into your unit’s calendar of

events and indicate this clearly on each lesson plan. Include one “model” lesson plan per participant in your small group to include that person's

name that includes all of the components in the lesson plan checklist/rubric. Please review each other’s lesson plans before including them in the unit.

Major Activity 1: Career Integration Unit Checklist

Checklist Items 4Fully

Identified & Clearly

Described

3

Identified or

Described

2Minimally Identified

or Describe

d

1

Unsatisfactory, Inappropriate

or Missing

1 Grade level for the unit

2 Content of unit is indicated (math, English, science, etc)

3 SOLs addressed in this unit are clearly identified & related to the academic content


4 Unit objectives are based on the SOLs (above) and are measurable (include all 4 components of a measurable objective)

5 Career development objective is written based on the objective, above, and is measurable.

6 Theme or topic of the unit is identified

7 Integration overview describes how & when career education will be integrated (weekly, bi-weekly, etc.)

8 Nine-week Unit Calendar Identifies key topics or activities,

relationship to SOLs and indicates when career education and technology will be integrated.

The lesson plan for each member of the small group is clearly indicated on the unit calendar.

9 General adaptations & modifications are included for the unit and are clearly identified and described

10 Formal and informal assessments for the unit are described; one example of each is included along with a discussion of the results of each will be used in making instructional decisions that should be sensitive to diverse populations.

11 A unit test (formal assessment) is included.

12 A model lesson plan (based on the lesson plan checklist) is included from each of the small group participants

Points Received(Total Points Available = 48)

Major Activity #1: Integrated Career Education Unit Scoring Rubric

Rating 4: Fully Identified & Clearly Described (Professionally Competent) Follows and describes all twelve (12) items required in the unit checklist. Develops a unit calendar that is sequential, complete, and reflects a comprehensive unit. Career

education and technology are integrated.


Includes one model lesson plan from each student and includes all items in the lesson plan checklist.

Describes appropriate adaptations for each of the disabilities (ED/LD/MR). Analyzes how the results of each of the formal and informal (one of each) methods of assessment (based on the stated objectives for the SOLs) will be used in instructional decision-making.

Presents a well-organized instructional unit that reflects knowledge of text, readings, lectures, and class discussions, with few errors in writing or printing.

Rating 3: Identified or Described (Competent) Follows and describes all twelve (12) items required in the unit checklist. Develops a unit calendar that is sequential but lacks one or two details or does not reflect a

comprehensive unit. Career education and technology are integrated. Includes one model lesson plan from each student one or more of the items in the lesson plan

checklist may be missing. Describes only several appropriate adaptations for each of the disabilities (ED/LD/MR) or they are

incomplete. Analyzes how the results of each of the formal and informal (one of each) methods of assessment

will be used in instructional decision-making, but the assessments do not measure the stated objectives for the SOL(s).

Presents a well-organized instructional unit that reflects knowledge of text, readings, lectures, and class discussions, with few errors in writing or printing.

Rating 2: Minimally Identified or Described (Minimally Competent) Follows and describes all twelve (12) items required in the unit checklist. Develops a unit calendar that lacks three or more details or does not reflect a comprehensive unit.

Career education and technology are not clearly or significantly integrated. Includes one model lesson plan from each student that is identified in the unit calendar but is missing

one or more of the items in the lesson plan checklist. Describes only several appropriate adaptations for each of the disabilities (ED/LD/MR) or they are

incomplete. Analyzes how the results of each of the formal and informal (one of each) methods of assessment

will be used in instructional decision-making, but the assessments do not measure the stated objectives for the SOL(s).

Presents an instructional unit that is organized, but reflects some knowledge of text, readings, lectures, and class discussions and/or contains many errors in writing or printing.

Rating 1: Unsatisfactory Follows and describes few of the twelve (12) items required in the unit checklist. Develops a unit calendar that lacks details or does not reflect a comprehensive unit. Career

education and technology are minimally or not integrated. Includes one model lesson plan from each student but its place in the calendar is not clearly

identified and/or it is missing four or more of the items in the lesson plan checklist. Describes only one or no appropriate adaptations for each of the disabilities (ED/LD/MR). Analyzes nothing about how the results of each of the formal and informal (one of each) methods of

assessment will be used in instructional decision-making, and/or the assessments do not measure the stated objectives for the SOL(s).

Presents an instructional unit that is ineffectively organized; and/or reflects little or no knowledge of text, readings, lectures, and class discussions; and/or contains many errors in writing or printing.


Scoring Criteria SheetIndividual Lesson Plan

Date: Student Name:

Lesson Plan Points Available

Points Received

Course, Grade Level, and SOL Listed 5Essential Learning/Learning Objective Detailed

5

Task Analysis Supports Lesson Plan’s Objective

5

Formative Assessment Included 5Differentiation of Instruction Detailed 5Adjustment to Instructional Delivery Based upon Student Performance Detailed (Adaptation of Instruction)

10

Assessment Examples Included 12 Outside of Class Independent Practice Included

5

Total Points 52

Scoring Criteria SheetProfessional Center Assignment

Date: Student Name:

Technical Professional Center Assignment

Points Available

Points Received

Turned in on time 5Disability Areas Serviced 10Center Organizational Structure 10Activities Listed 10Instructional Materials and Technology 15Evidence of Individualization 15Reactions/Opinions 15Total Points 80


Scoring Criteria SheetBrochure Assignment

Date: Student Name:

Brochure Assignment Points Available

Points Received

Turned in on time 4Disability Areas Serviced 3Scholarship Funding Available? 3Educational Activities Listed 10Instructional Materials and Technology 10Evidence of Individualization 10Presentation of Brochure 10Total Points 50

Assignment: Transition Plan (TP)

Objective: Increase awareness of the TP.

Activity: Write a TP for the assigned disability area. Please complete all sections of the TP.

Scoring Criteria SheetTP Assignment

Date: Assignment Number:

ITP Assignment Points Available Points ReceivedTurned in on time 5Exceptionality Area 4Student Demographics 4Anticipated Post Secondary Plan 4Career Information 4Transition Activities 4Page 3 5Total Points 30


Assignment: Article Critique

Objective: Increase awareness of a current issue/trend in special education.

Activity: Find an article in a scholarly journal regarding special education. Read the article and summarize in a one page critique detailing the following: Author, title,

topic, article citation, article summary, your thoughts/opinions, and classroom implications.

Presentation: You will present the above critique to the class, schedule TBD.

Scoring Criteria SheetArticle Critique Assignment

Date: Assignment Number:

Article Critique Assignment Points Available Points ReceivedTurned in on time 5Author 4Title 4Article Citation 4Article Summary 4Thoughts/opinions 4Presentation 5Total Points 30

Scoring Criteria SheetClass Participation and Attendance

Date: Student Name:

Attendance/Participation Points Available

Points Received

Arrived on-time to all classes 15Attended all classes 15Completed Blackboard Assignment (On time) 15Participated regularly in class activities 10Followed GMU’s student responsibilities 15Total Points 70


Sample Lesson Plan FormatCourse: Date:POS Indicators: Promotion

Benchmark?The indicators are really the learning outcomes - what students will know and be able to do statements from a POS. (The standards and benchmarks.)

Essential Learning:This is “teacher language”… what do you want the students to do? Don’t take the POS language – use the language of your class. For example, POS Language may state, “Use context, structure (word parts) and connotations to determine meaning of words and phrases.” Teacher language may be, “Students are going to study the following root words and determine how additional words share the same root. They’ll be able to figure out how different affixes affect meanings. Task Analysis:How do you know they’re ready for this instruction? What happened in the days or weeks before that let you know they’re ready? How will you build on what they know? AssessmentFormative:What will the “checks for understanding be”? These assessments for learning determine student understanding to inform both teacher and student. NOTE: At times, each grade-level department is expected to have one common formative assessment for each summative assessment given. Formative Analysis:What about the students who don’t get it? If a mastery of at least 50% wasn’t achieved on the formative assessment, what will you do?What about the students who already have it? How will you differentiate instruction? How will you adjust your teaching?

Instructional StrategiesDirect Instruction Guided Practice Independent PracticeWhere is the direct instruction? What options will you use for presentation? Modeling?

What will the guided practice look like? Scaffolding?

In-Class:What about independent practice? How will you check for understanding?

Outside-of-Class:

Summative: Once readiness has been determined, what assessment will go in the gradebook?NOTE: At times, summative assessments are common by grade-level department.

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