Assignment Prompt & Instructions
– 2 years ago
**files (2)**
– ## 640Module2Reflection.docx
– EDSN640SyllabusOnsite-PASSpring20251-15-25.docx
**## 640Module2Reflection.docx**
**640 Module 2 Reflection**
State standards provide a common framework for educators to align their instructional goals, while High-Leverage Practices (HLPs) emphasize collaboration as a critical component for effective special education
[Links to an external site.](https://iris.peabody.vanderbilt.edu/resources/high-leverage-practices/) [Links to an external site.](https://highleveragepractices.org/collaboration). By working together to unpack and interpret state standards, teachers can leverage their collective expertise to design aligned assessments, create effective lessons, and implement instructional strategies that meet the diverse needs of all students, including those with disabilities.
**First,**
· Watch the video about how to "unpack the standard:
[unpacking the standardLinks to an external site.](https://www.youtube.com/watch?v=_U7K33_oUN8)
· Access and read the
[High Leverage Practices section on collaboration,Links to an external site.](https://ceedar.education.ufl.edu/high-leverage-practices/)
· Post your completed State Standards/Clear Targets assignment.
**Then, address the the following:**
1. Define the key vocabulary identified within your selected standard and the HLP (LT1).
2. Using the
[What, Why and How of the standardLinks to an external site.](https://cteresources.bc.edu/documentation/learning-objectives/), identify three areas collaborative activities which can be extrapolated from the standard and represented in the 3-part learning objective. (LT2))
3. Given a special needs situation (academic/social-emotional) determine which HLP/collaboration might be appropriate to apply. (LT3)
4. Explain why creating a measurable learning target aligns with intent of Danielson Domain 1 and why this is this important in assessment? (LT2)
Respond to a minimum of three of your classmates. You may use the
[verbs](https://touro.instructure.com/courses/137899/files/11190601?wrap=1) from
[Blooms TaxonomyLinks to an external site.](https://www.astate.edu/dotAsset/11ca93f7-da45-4fe3-821b-b82a20cbc017.pdf) provided.
**Textbooks & Course Materials** **This text is mandatory and can be purchased or rented through the textbook links in Canvas.**
**● Chappuis, J., & Stiggins, R. (2020). Classroom assessment for student learning: Doing it**
**right – doing it well (3rd ed.). Pearson Education. ISBN-9780134899114**
Optional-to-purchase texts used throughout the course. Chapters will be provided in the modules.
● Popham, W. J. (2017). Classroom assessment: What teachers need to know (8th ed.).
Pearson. ISBN 978-0134027296
● Cohen, L. G and Spenciner, L. J. (2015) – Assessment of children and youth with special
needs (4th ed.). Saddle River, NJ: Pearson. ISBN: 978-0133574753
● Salvia, J., Ysseldyke, J. E., & Witmer, S. (2017). Assessment in special and inclusive
education (13th ed.). Boston, MA: Cengage Learning. ISBN: 978-1305887329
**Reflective Rubric**
| | | |
| — | — | — |
| Reflective Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeReflection Entry Quality | | | | |
| — | — | — |
| **8 pts**<br>**Advanced**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 3 specific points from the reading(s). 3. Candidate responses are 300-500 words long. | **6 pts**<br>**Proficient**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 2 specific points from the reading(s). 3. Candidate responses are 250-300 words long. | **5.25 pts**<br>**Novice**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 1 specific points from the reading(s). 3. Candidate responses are 150-250 words long. | | 8 pts |
| This criterion is linked to a Learning OutcomeConnections | | | | |
| — | — | — |
| **8 pts**<br>**Advanced**<br>Candidate makes substantive connections to self as teacher/candidate/learner. | **6 pts**<br>**Proficient**<br>Candidate makes some connections to self as teacher/candidate/learner. | **5.25 pts**<br>**Novice**<br>Candidate makes little or no connections to self as teacher/candidate/learner. | | 8 pts |
| This criterion is linked to a Learning OutcomeWriting Style and Composition | | | | |
| — | — | — |
| **8 pts**<br>**Advanced**<br>Assignment contains 2 or fewer errors. | **6 pts**<br>**Proficient**<br>Assignment contains 3 – 5 errors. | **5.25 pts**<br>**Novice**<br>Assignment contains 6 or more errors. | | 8 pts |
| This criterion is linked to a Learning OutcomeTimeliness | | | |
| — | — |
| **4 pts**<br>**Advanced**<br>Journals are submit on time each Module. | **2 pts**<br>**Novice** | | 4 pts |
| Total Points: 28 |
## image1.png
**EDSN640SyllabusOnsite-PASSpring20251-15-25.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn640syllabusonsite-passpring20251-15-25-docx)
**EDSN640SyllabusOnsite-PASSpring20251-15-25.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn640syllabusonsite-passpring20251-15-25-docx)
**## 640Module2Reflection.docx**
**640 Module 2 Reflection**
State standards provide a common framework for educators to align their instructional goals, while High-Leverage Practices (HLPs) emphasize collaboration as a critical component for effective special education
[Links to an external site.](https://iris.peabody.vanderbilt.edu/resources/high-leverage-practices/) [Links to an external site.](https://highleveragepractices.org/collaboration). By working together to unpack and interpret state standards, teachers can leverage their collective expertise to design aligned assessments, create effective lessons, and implement instructional strategies that meet the diverse needs of all students, including those with disabilities.
**First,**
· Watch the video about how to "unpack the standard:
[unpacking the standardLinks to an external site.](https://www.youtube.com/watch?v=_U7K33_oUN8)
· Access and read the
[High Leverage Practices section on collaboration,Links to an external site.](https://ceedar.education.ufl.edu/high-leverage-practices/)
· Post your completed State Standards/Clear Targets assignment.
**Then, address the the following:**
1. Define the key vocabulary identified within your selected standard and the HLP (LT1).
2. Using the
[What, Why and How of the standardLinks to an external site.](https://cteresources.bc.edu/documentation/learning-objectives/), identify three areas collaborative activities which can be extrapolated from the standard and represented in the 3-part learning objective. (LT2))
3. Given a special needs situation (academic/social-emotional) determine which HLP/collaboration might be appropriate to apply. (LT3)
4. Explain why creating a measurable learning target aligns with intent of Danielson Domain 1 and why this is this important in assessment? (LT2)
Respond to a minimum of three of your classmates. You may use the
[verbs](https://touro.instructure.com/courses/137899/files/11190601?wrap=1) from
[Blooms TaxonomyLinks to an external site.](https://www.astate.edu/dotAsset/11ca93f7-da45-4fe3-821b-b82a20cbc017.pdf) provided.
**Textbooks & Course Materials** **This text is mandatory and can be purchased or rented through the textbook links in Canvas.**
**● Chappuis, J., & Stiggins, R. (2020). Classroom assessment for student learning: Doing it**
**right – doing it well (3rd ed.). Pearson Education. ISBN-9780134899114**
Optional-to-purchase texts used throughout the course. Chapters will be provided in the modules.
● Popham, W. J. (2017). Classroom assessment: What teachers need to know (8th ed.).
Pearson. ISBN 978-0134027296
● Cohen, L. G and Spenciner, L. J. (2015) – Assessment of children and youth with special
needs (4th ed.). Saddle River, NJ: Pearson. ISBN: 978-0133574753
● Salvia, J., Ysseldyke, J. E., & Witmer, S. (2017). Assessment in special and inclusive
education (13th ed.). Boston, MA: Cengage Learning. ISBN: 978-1305887329
**Reflective Rubric**
| | | |
| — | — | — |
| Reflective Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeReflection Entry Quality | | | | |
| — | — | — |
| **8 pts**<br>**Advanced**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 3 specific points from the reading(s). 3. Candidate responses are 300-500 words long. | **6 pts**<br>**Proficient**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 2 specific points from the reading(s). 3. Candidate responses are 250-300 words long. | **5.25 pts**<br>**Novice**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 1 specific points from the reading(s). 3. Candidate responses are 150-250 words long. | | 8 pts |
| This criterion is linked to a Learning OutcomeConnections | | | | |
| — | — | — |
| **8 pts**<br>**Advanced**<br>Candidate makes substantive connections to self as teacher/candidate/learner. | **6 pts**<br>**Proficient**<br>Candidate makes some connections to self as teacher/candidate/learner. | **5.25 pts**<br>**Novice**<br>Candidate makes little or no connections to self as teacher/candidate/learner. | | 8 pts |
| This criterion is linked to a Learning OutcomeWriting Style and Composition | | | | |
| — | — | — |
| **8 pts**<br>**Advanced**<br>Assignment contains 2 or fewer errors. | **6 pts**<br>**Proficient**<br>Assignment contains 3 – 5 errors. | **5.25 pts**<br>**Novice**<br>Assignment contains 6 or more errors. | | 8 pts |
| This criterion is linked to a Learning OutcomeTimeliness | | | |
| — | — |
| **4 pts**<br>**Advanced**<br>Journals are submit on time each Module. | **2 pts**<br>**Novice** | | 4 pts |
| Total Points: 28 |
## image1.png
**EDSN640SyllabusOnsite-PASSpring20251-15-25.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn640syllabusonsite-passpring20251-15-25-docx)
**## 640Module2Reflection.docx**
**640 Module 2 Reflection**
State standards provide a common framework for educators to align their instructional goals, while High-Leverage Practices (HLPs) emphasize collaboration as a critical component for effective special education
[Links to an external site.](https://iris.peabody.vanderbilt.edu/resources/high-leverage-practices/) [Links to an external site.](https://highleveragepractices.org/collaboration). By working together to unpack and interpret state standards, teachers can leverage their collective expertise to design aligned assessments, create effective lessons, and implement instructional strategies that meet the diverse needs of all students, including those with disabilities.
**First,**
· Watch the video about how to "unpack the standard:
[unpacking the standardLinks to an external site.](https://www.youtube.com/watch?v=_U7K33_oUN8)
· Access and read the
[High Leverage Practices section on collaboration,Links to an external site.](https://ceedar.education.ufl.edu/high-leverage-practices/)
· Post your completed State Standards/Clear Targets assignment.
**Then, address the the following:**
1. Define the key vocabulary identified within your selected standard and the HLP (LT1).
2. Using the
[What, Why and How of the standardLinks to an external site.](https://cteresources.bc.edu/documentation/learning-objectives/), identify three areas collaborative activities which can be extrapolated from the standard and represented in the 3-part learning objective. (LT2))
3. Given a special needs situation (academic/social-emotional) determine which HLP/collaboration might be appropriate to apply. (LT3)
4. Explain why creating a measurable learning target aligns with intent of Danielson Domain 1 and why this is this important in assessment? (LT2)
Respond to a minimum of three of your classmates. You may use the
[verbs](https://touro.instructure.com/courses/137899/files/11190601?wrap=1) from
[Blooms TaxonomyLinks to an external site.](https://www.astate.edu/dotAsset/11ca93f7-da45-4fe3-821b-b82a20cbc017.pdf) provided.
**Textbooks & Course Materials** **This text is mandatory and can be purchased or rented through the textbook links in Canvas.**
**● Chappuis, J., & Stiggins, R. (2020). Classroom assessment for student learning: Doing it**
**right – doing it well (3rd ed.). Pearson Education. ISBN-9780134899114**
Optional-to-purchase texts used throughout the course. Chapters will be provided in the modules.
● Popham, W. J. (2017). Classroom assessment: What teachers need to know (8th ed.).
Pearson. ISBN 978-0134027296
● Cohen, L. G and Spenciner, L. J. (2015) – Assessment of children and youth with special
needs (4th ed.). Saddle River, NJ: Pearson. ISBN: 978-0133574753
● Salvia, J., Ysseldyke, J. E., & Witmer, S. (2017). Assessment in special and inclusive
education (13th ed.). Boston, MA: Cengage Learning. ISBN: 978-1305887329
**Reflective Rubric**
| | | |
| — | — | — |
| Reflective Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeReflection Entry Quality | | | | |
| — | — | — |
| **8 pts**<br>**Advanced**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 3 specific points from the reading(s). 3. Candidate responses are 300-500 words long. | **6 pts**<br>**Proficient**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 2 specific points from the reading(s). 3. Candidate responses are 250-300 words long. | **5.25 pts**<br>**Novice**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 1 specific points from the reading(s). 3. Candidate responses are 150-250 words long. | | 8 pts |
| This criterion is linked to a Learning OutcomeConnections | | | | |
| — | — | — |
| **8 pts**<br>**Advanced**<br>Candidate makes substantive connections to self as teacher/candidate/learner. | **6 pts**<br>**Proficient**<br>Candidate makes some connections to self as teacher/candidate/learner. | **5.25 pts**<br>**Novice**<br>Candidate makes little or no connections to self as teacher/candidate/learner. | | 8 pts |
| This criterion is linked to a Learning OutcomeWriting Style and Composition | | | | |
| — | — | — |
| **8 pts**<br>**Advanced**<br>Assignment contains 2 or fewer errors. | **6 pts**<br>**Proficient**<br>Assignment contains 3 – 5 errors. | **5.25 pts**<br>**Novice**<br>Assignment contains 6 or more errors. | | 8 pts |
| This criterion is linked to a Learning OutcomeTimeliness | | | |
| — | — |
| **4 pts**<br>**Advanced**<br>Journals are submit on time each Module. | **2 pts**<br>**Novice** | | 4 pts |
| Total Points: 28 |
## image1.png
**EDSN640SyllabusOnsite-PASSpring20251-15-25.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn640syllabusonsite-passpring20251-15-25-docx)