Task 2- National and State Identification and Evaluation Critical Issues
The following resources illustrate THREE critical issues and trends in Special Education for the 2023-2024 academic year national and state-wide.
Provide a two- page summary for each.
Issue 1: National
Raise the Bar Policy Brief: | U.S. Department of EducationLinks to an external site.
Issue 1: State
Issue 2: National
Issue 2: State
Issue 3: National
Issue 3: State
Rubric:
|
Competencies |
Points |
|
1. Provide a two-page summary for each issue addressed (i.e; Issue 1, Issue 2 and Issue 3) |
30 |
|
2. Include: Clear descriptions of key issue(s) |
20 |
|
3. Include: Specific Solutions to each issue (be sure to add reference materials or links) HINT: This is where you include prior knowledge of resources that you have worked with in previous courses, such as Interventions that Work, IRIS Center, The CEEDAR, etc. |
20 |
|
4. Include: Data from the FDOE documenting addressing these issues |
25 |
|
Total |
95 |
Task 3 –
Individual- HLP Critical Essay: High-Leverage Practices and Evidence-Based Practices: A Promising Pair
Guided by the 5-guiding questions below, read
to an external site.
and complete a critical analysis of the article by using the questions below as a foundation for the analysis. Do not answer the questions but use the question as the basis to complete the critical analysis.
What do we mean by “read critically”? Critical reading means more than just skimming the subheadings of a textbook chapter or highlighting the occasional phrase. Critical reading means taking the time to think carefully about what is being said in a text. It involves identifying key features in the reading, such as the author’s argument and the evidence being used to support it. It means not taking for granted that whatever you are reading is objective or absolute fact but analyzing and evaluating the credibility of the text using a set of criteria.
Within the context of a narrative, once you have read the article, make sure the analysis answers the following five questions:
1. What is the main topic of the article?
2. What is the issue being discussed?
3. What position (argument) does the author make?
4. What evidence does the author put forward?
5. How convincing is this evidence (quality of evidence, inclusion/discussion of counter-arguments, glaring omissions)?
Task 4-
Individual: Social/Emotional/Behavioral Reference Guide for Teachers
Learning Outcomes Assessed:
1. Identify HLPs for social/emotional/behavioral interventions.
2. Select appropriate references for ‘real world’/classroom application of HLPs.
3. Discriminate amongst empirically vetted resources.
4. Provide well-informed recommendations based on personal understanding of HLPs and evidence-based strategies.
Directions:
After evaluating the following resource outlining the HLP for social/emotional/behavioral interventions, create a reference guide for teachers of websites/articles/ videos and other resources that they can consult/implement when applying the HLPs. Be sure to only recommend vetted resources or websites that provide evidence-based resources.
|
Learning Outcomes |
Points |
|
Explicit identification and description of HLPs implemented |
15 |
|
At least |
25 |
|
Provide a page of Helpful Hints or special recommendations that you deem helpful related to the resources provided |
10 |
|
Total |
50 |
|
BONUS: Evidence that you applied the unit plan with your students |
5 |
