Category: Special education

Important policies, guidelines, and procedures are mandated concerning the discipline of students who receive special education services. The staff, parents, district and campus administration, and related service providers may all be involved in the decision making process regarding consequences for actions that may be related to the disability. There are procedural processes involved in determining the following: manifestation hearings, the need to conduct a functional behavioral assessment (FBA), and the development and implementation of behavior intervention plans (BIP). IEP team members must also document decisions regarding suspension, expulsion, or a need for a change of placement. Administrators, lead teachers, and other key special education staff are responsible for implementing the policies and disciplinary regulations. Failure to comply with these important regulations can place these individuals and the district in a liable situation.
Allocate at least 2 hours in the field to support this field experience.
Interview two of the following: a principal; assistant principal; administrator; lead special education teacher; school psychologist, or behavior interventionist/coach. 
Discuss the role in which the interviewee plays regarding the following: 
In your role, what types of discipline issues have you found to be the most common with students with disabilities?
In regards to IDEA, what is your responsibility regarding the discipline components for students identified as receiving special education services?
How do you play a role with in-school suspension versus out-of-school suspension for students who receive special education services?
How are you involved in the decision making process regarding the discipline of students with disabilities?
What types of data do you collect regarding behavior/discipline issues of students with disabilities? If you do not collect the data, do you review the data to assist with any discipline issues?
How are special education services provided to students with disabilities who are suspended, if needed? Does your role have responsibilities in determining or providing these services or ensuring these services are met?
What other additional insight can you offer in the areas of due process, discipline, and student/family rights related to your role and responsibilities? 
In 250-500 words, summarize your interviews and reflect upon professional practices related to legal and ethical discipline for students with disabilities. Discuss the similarities and differences of roles and responsibilities based on your feedback from the interviews. In addition, provide any additional insight the interviewees provided you might not have realized until now. Explain how you will use your findings in your future professional practice.
APA format is not required, but solid academic writing is expected.
Note: the interviewer’s Names Jossenny Batista and Johana Andujar, School Leep Dual Language Academy

Instructions
For your teacher toolbox resource, visit the following website for an overview/example of Community-Based Instruction or CBI and areas to focus on for PreK students, Students in grades K-2, 3-5, Middle School, and High School (Note: This link can be found in the Activities & Assignments section of this module):
Filozof, C., Eberhardt, K., & Freehold Township Public School District, (2021, January 01). The World is Our Classroom: Using Community-Based Instruction to Advance Socially Significant Behavior in Students with Disabilities. Autism Spectrum News. 
Step 1 Research and Identity 2 additional CBI programs that help students with special needs learn to navigate and be a part of their community 
Step 2  Evaluate the effectiveness of each CBI program from the information in Community-Based Instruction: A Guidebook for Teachers. Council for Exceptional Children. Ch 6 pages 97-108. (Note: This link can be found in the Activities & Assignments section of this module): 
Step 3 Compare/Contrast the CBI programs. Which one is better? Why? Which one would you use in your classroom?
Step 4: Reflect on the plausibility of using parts of CBI in your future classroom 1/2 page
Step 5: Make sure you are using the required module resources including INTEXT citations.
Submit:
1) Cover page
2) Identify 2 CBI programs, give the URLs, and describe each briefly (1/2 page)
3) Evaluate the effectiveness of each based on the given resource (1 page)
4) Compare and contrast the 2 programs (1 page)
5) Reflection with intext citations
6) APA references
Answer the following prompts in your Toolbox Reflection: a) Did you make changes? If so, what changes did you make? b) Why did you/did you not make the changes? Ground your responses based on feedback and/or the literature/resources you have explored.
Required for Module 6 Assignment:
Read in your textbook, “Exceptional Lives” pages 76 to 91.
Read: Wrights Law. (n.d.). Procedural Safeguards in IDEA Protect the Rights of Children with Disabilities and Their Parents. https://www.wrightslaw.com/info/safgd.index.htm 
Read: Illinois State Board of Education (ISBE). (n.d.). Notice of Procedural Safeguards for Parents/Guardians of Students with Disabilities.  https://www.isbe.net/SPEDReqNotConForms/nc_proc_sfgrds_34-57j.pdf
Optional/Outside for Module 6 Assignment:
Read: Chicago Public Schools. (n.d.). Know Your Rights. https://www.cps.edu/services-and-supports/special-education/understanding-special-education/know-your-rights/ 
Read: Illinois State Board of Education (ISBE). (n.d.). Parents/Guardians Information. https://www.isbe.net/Pages/Special-Education-Parents-of-Students-with-Disabilities.aspx  

Tiered instruction and support programs are often implemented on a school or district-wide level. Response to Intervention (RTI) and Multi-tiered Systems of Support (MTSS) are common programs that provide a framework for assessment, delivery of instruction, provision of supports, and guidelines for referrals for eligibility in special education. The law requires that teams document efforts to support students in general education settings before they can be referred for special education evaluation. Not all students who struggle have a documented disability or meet eligibility requirements. Teachers and staff must address screening and assessment to identify the needs of students and make data-driven decisions regarding delivery of instruction, needed supports, and referrals when necessary for additional supports and services. RTI is a framework that includes general supports for all students, supports that are more specific for at-risk students, and identification of students who need interventions that are more intensive.
Select a grade level “Class Profile” relevant to your field of study and imagine you are the classroom teacher for these students. Review the profile and formulate a small group of students with whom you will implement RTI strategies. Using this group as an example, create a 15-20 slide digital presentation providing an introduction to the RTI for new educators.
Within your presentation, provide:
An overview of RTI and MTSS, including an explanation of the tiers and how these systems can be used to enhance and adapt instruction.
An explanation of the role of the child study team.
A discussion and examples of the types of data collected throughout the RTI process.
An explanation of what factors determine appropriate student placement within the RTI tiers. Refer to your example student group to illustrate specific ideas.
An explanation of how the RTI model can help meet the needs of students without disabilities and as a means of adapting instruction prior to evaluating students for a disability.
Five examples of research-based intervention strategies that you will use with students in your example student group who are struggling in English language, arts, or mathematics. Include justification for each intervention strategy.
Description of the data that would be collected as part of implementing the research-based intervention strategies. Explain how this data could be used to evaluate the effectiveness of the RTI strategies and how this information could be used as justification for testing for possible special education eligibility.
A title slide, reference slide, and presenter’s notes.
Support your presentation with a minimum of three scholarly resources.

The purpose of this assignment is to conduct an in-depth research analysis on a specific teaching methodology for participant(s) with a low incidence disability and I have the approved arrticle attached. For this project, first, you will summarize the study including population, skill, and intervention. Then, the you will utilize CEC quality indicator standards and instructor-provided guidelines to critique the study and make a determination of quality.  Last, you will submit the typed analysis with all relevant sections.

I have included the lessons plus the students work. Please make a Daily Assessment Records and Baseline Data for EDTPA. Thank you.

Format-Rubric and Instructions for each case.
Submit the cases assigned in a W document following the format below, based on the APA 6th Edition Manual. The only source of reference for these assignments is the course’s textbook.
The length of this assignment should be 5 paragraphs as follows:
1-Paragraph 1 :Introduction: Provide personal information about the subject, exceptionality, background, family, teachers , therapists and other personnel involved, and the problem present at the time.
1 point
2-Paragraphs  2, 3,4 Content-Recommendations. Describe and analyze in your words the case information . Provide any theory and or theorists mentioned, and the possibility to apply those in future instructional practices.
2 points
3-Paragraph 5: Reference page: Textbook information , 1 point
1 Kevin , Chapter 1,page 1 

Describe personal frames of references regarding cultural, linguistic, and gender differences Reflect upon how your personal background and frames of references can, how unintentionally, create bias in your relationships with students and families, how you design instruction, and the classroom environment you promote. Describe specific ways to decrease potential bias in your classroom, including ways to incorporate your students’ abilities, imterests, and cultural and linguistic backgrounds into learning environment.

The document titled “Description.doc” contains all the details of the assignment, including the seven associated assignments and the case study.

Step 1. Review
Review the qualitative research designs addressed in this module:
Case Study
Grounded Theory
Ethnography
Narrative
Phenomenology
Historical
Step 2. Research
Find a published dissertation or research study from a professional journal that used each of the qualitative designs listed in Step 1. You will use one dissertation or article for each of the designs for a total of 6.
Step 3. Analyze
Analyze each published work by addressing each of the following:
State the problem, purpose, and research questions.
Discuss the alignment between problem, purpose, and research questions
Identify the qualitative research design used in the study
Describe in detail the specific qualitative methods used in the study
Discuss the rationale for the qualitative design and methods used in the study
Discuss ethical considerations related to the study
Suggest any changes or modifications that could or should be made for related studies 
Your analysis should be an original analysis in your own words, with citations used as appropriate (e.g., to quote the research questions).
Step 4. Create
Using APA format, create a table or figure that graphically illustrates the six types of qualitative design.

An introductory page, either in narrative form or outline form, must be included. This page will
explain the rationale for your lesson choices, give an overview of the lesson topic, strand, or theme, and indicate the Standards to be addressed.
*** Attached are the two documents in which you can find the information required for the introduction page.