ECS 560 Topic 1 DQ 2 There are many Bible verses calling Christians to show respect to others. For example, Philippians 2:3-4 says, “Do nothing out of selfish ambition or vain conceit. Rather, in humility value others above yourselves, not looking to your own interests but each of you to the interests of the others.” […]

ECS 560 Topic 1 Difficult Decisions Case Study While teachers are always expected to be professional and uphold professional standards of practice, they also have to make decisions that sometimes do not have a clear response. In these situations, teachers must turn to the ethical standards and relevant laws and policies to guide their decisions. […]

ECS 590 -Topic 6 DQ 1 IEPs are reviewed annually and a new statement of present levels of performance is created with each IEP review to reflect the student’s most current performance levels. Teachers have the responsibility of ensuring that families have input into the new present levels of performance. What are some ways of […]

ECS 590 -Topic 6 – Statement of Present Level of Performance and Goal According to IDEA, the Present Level of Academic Achievement and Functional Performance (PLAAFP) statement within an IEP must be specific to the individual being described, and must be based on objective, measurable data. For this assignment, you will write a PLAAFP based […]

The clinical field experience in this course must take place in a K-3 setting. Allocate at least 5 hours in the field to support this clinical field experience. Use this field experience to inform Part 2 of the benchmark assignment. In this field experience, continue to observe the class, in particular the small group you […]

ECS 590 -Topic 5 – Benchmark – Small Group Assessment Plan Part 1: Pre-Assessment Using Non-Standardized Assessments Begin this assignment by pre-assessing a small group of students as a continuation of your clinical field experience in Topic 4. In this field experience, you were asked to select a developmentally appropriate and engaging technology-based assessment that […]

Standardized assessment tools frequently require a substantial amount of sustained attention from the child being assessed. Without obtaining an appropriate amount of child attention to the assessment tasks, the assessment results could be invalid. What are some ways to increase student engagement in the assessment tasks to obtain results that are more indicative of the […]

ECS 590 -Topic 4 – Standardized Assessment Lesson Plan Select one of the standardized tools you researched in your “Clinical Field Experience B” assignment. Based on the developmental or academic area the tool is assessing, select one of the students from the observed classroom who would benefit from a differentiated lesson plan. Create a lesson […]

e e Sometimes parents and special education teams differ on how they interpret special education law and the requirements of IDEA. A couple of common examples would be when parents and school districts disagree on what constitutes a free and appropriate education or when they disagree on the least restrictive environment. What are your thoughts […]

ECS 590 -Topic 4 – Clinical Field Experience C: Pre-Assessment Using Non-Standardized Assessments The clinical field experience in this course must take place in a K-3 setting. Allocate at least 5 hours in the field to support this assignment. Review the benchmark assignment, “Small Group Assessment Plan” in Topic 5, as you will use this […]