Category: Special education

This is a 2 Part assignment 
For Part 1: ( picture is attached )
Use short bullet points, not full sentences
Cite your sources within the chart like this (Harris, 2023) and then include a corresponding APA formatted reference at the end
Each row of the chart should have an in-text citation
Read each requirement carefully and be sure you are including the necessary information for each column
At least two sources for this section must be scholarly, which means peer reviewed journal articles.
Define the six co-teaching models with a visual representation for each model (an appropriate link to the visual is acceptable).
For Part 2:
Use the following headings:
Teaching Philosophy and Vision
Rules and Expectations
Collaboration Model Outline
Roles and Responsibilities
Collaboration Time
Carefully address exactly what each bullet point in the directions is asking for
Be sure your action plan relates to the given scenario
This section can include references but they may not be needed
Read the  scenario below, and complete Part 2 of the “Co-Teaching Models and Paraeducator Action Plan” template.
Scenario:
Ms. Jeter is a general education teacher in an inclusive seventh-grade classroom that will have 30 students including four students with learning disabilities (LD) and two students with emotional disabilities (ED). She was just informed that a paraeducator would assist her in the classroom for the new school year. She has spoken to the paraeducator and it appears that the two will work very well together in terms of compatible personalities and philosophies regarding students with disabilities. However, Ms. Jeter has never worked with a paraeducator before. Further, the paraeducator has never had this job before, but has worked as a Sunday school teacher and loves children.
Based on the scenario,  use the “Co-Teaching Models and Paraeducator Action Plan” to create a 500 word action plan for a successful co-teaching environment.
The action plan should address the following:
Teaching Philosophy and Vision of the Classroom Setting: Describe a philosophy and vision that incorporates the teacher/paraeducator relationship.
Rules and Expectations: Describe 3-5 rules and expectations for the teacher and the paraeducator specific to student learning and behavior in the classroom.
Collaboration Model Outline: Selected from Part 1 of this assignment, outline a collaboration model for the paraeducator that promotes the well-being of individuals with disabilities. Include possible challenges and advantages to utilizing the selected collaboration model.
Roles and Responsibilities: Identify roles and responsibilities of the teacher and the paraeducator, including the discussion of confidentiality.
Collaboration Time: Detail a plan for the teacher and paraeducator to meet regularly to prepare for units/lessons, reflect on teaching, review student achievement/goals, and provide feedback and mentoring to the paraeducator.

I chose to pursue a degree in special education after my first job out of college working with at risk youth that presented with major behavior issues while attending school. I also have 
an interest in disability rights because of my niece who has a learning disability.

Write a discussion board response for the following posts. Use the attached chapter from Stroupe 2023 as a citation. 
POST 1:
MG’s post
Systems & Systems Model: Systems can be classified into scale, proportion, quantity, energy, matter, stability, and change. According to the National Research Council, “scientists and engineers utilize systems and system models to analyze both natural and artificial systems.” As a result, system models guide students toward an understanding of relationships that exist outside of our control.
Activity: Systems and Systems Models: Megadroughts in our future?
My chosen CCC System Model. I chose the System model because it is relevant to our nation’s mega drought and provides a unique manner of explaining facts through phases. The system model incorporates system requirements, design, verification, and validation, as well as content analysis.
Activity: Review the video System models: Megadrought and answer the questions provided.
Link: https://mynasadata.larc.nasa.gov/mini-lessonactivity/systems-and-system-models-megadroughts-our-futureLinks to an external site.
The activity utilizes the CCC Systems Module to show a 3D world with years ranging from 1950 to 2095. It also analyzes and illustrates design phases and lead to significant, providing a full overview.
After reading chapter 7 of Stroupe (2023), in what ways could you incorporate community engagement into this lesson? Incorporating community engagement into this class will be accomplished by having students duplicate the schematics they saw. As an outcome, students must work together to collect and organize data. As a student community, they can connect with one another, engage in various activities, and finalize research questions.
What is one way technology is/can be infused in this activity? One method to include technology into this activity is to provide the students with appropriate resources, such as computers, so that they too can duplicate the diagram they saw on their own using a diagram application builder.
Describe one explicit way that this activity could be modified for a student with a speech or language impairment? Implementing a key in the diagram that uses specific terms to describe the video’s actions will make it more explicit for kids with speech and language impairments.
POST 2: 
MH’s post
Question:1
CCC: System and System Models
The crosscutting concepts of systems and system models are foundational to understanding and investigating complex phenomena in science and engineering (NGSS Lead States, 2013). These concepts allow isolating individual systems by constructing simplified models and defining boundaries to focus on internal processes and interactions with external factors (NGSS Lead States, 2013). System models are utilized to predict behaviors, diagnose issues, and understand interactions within and across systems, acknowledging that these models involve assumptions and approximations that impact their precision and reliability (NGSS Lead States, 2013). These concepts underscore the recognition that the properties and behaviors of a system as a whole can differ significantly from its parts, often exhibiting emergent properties not evident from the components alone.
Question 2:
Name of the activity: Competition in Ecosystem Activity for Kids. Plant Resource Competition DIY. https://www.generationgenius.com/activities/plant-resource-competition-activity-for-kids/Links to an external site.  
Crosscutting concept used: System and System Models.
Link of the Source: https://www.generationgenius.com/videolessons/competition-in-ecosystems-video-for-kids/Links to an external site.
Question 3:
The “Plant Resource Competition DIY” activity employs the crosscutting concept of systems and system models by creating a simplified, observable ecosystem within pots, where seeds represent living components competing for resources. This mini-ecosystem illustrates how various parts (seeds, soil, water) interact within a system, with the seeds’ growth dependent on the availability of resources. Students can model and observe how competition affects resource allocation and plant growth by varying the number of seeds in each pot, mirroring real-world ecosystems. This activity enables students to conceptualize the dynamics of ecosystems, demonstrating how changes in one part of the system (seed quantity) can impact the overall system’s behavior (plant growth), a fundamental aspect of understanding ecological systems and their models.
Question 4:
Reflecting on Chapter 7 of Stroupe (2023) and considering the collaborative practices already established at my school, where we share scaffolds and support each other, I see a valuable opportunity to weave community engagement into our lessons. I could enrich students’ learning by inviting local experts or community members to provide insights, connecting classroom concepts with real-world applications. I’m also keen on guiding students to undertake projects that address local community issues, linking their academic learning with tangible outcomes that benefit our neighborhood. Furthermore, organizing events where students can present their projects to the community would enhance their learning experience and build a stronger bond between the school and the community. Such initiatives would make learning more meaningful for students, fostering a sense of pride and responsibility towards their community.
Question 5:
Technology can be infused into the “Plant Resource Competition DIY” activity by incorporating digital documentation and analysis. Students can use tablets or smartphones to take regular photos of the plants in each pot over the four weeks. They could then upload these photos to a class blog or digital platform, creating a visual timeline of the plants’ growth. Additionally, students can use spreadsheet software to track and analyze data such as plant height, number of leaves, or other observable variables, allowing them to visually interpret the impact of resource competition through graphs or charts. This integration of technology not only enhances students’ engagement with the activity and introduces them to basic data analysis and digital communication skills, providing a more prosperous, multi-dimensional learning experience.
Question 6:
To modify the “Competition in Ecosystems” activity for a speech or language impairment student, an explicit approach would be to integrate visual communication aids. For instance, give the student picture cards or a tablet with an app that allows them to select or type in their observations and responses about the plant growth. This visual method offers an alternative means of communication, enabling the student to participate fully in the activity without relying solely on verbal expression. Additionally, ensure written instructions are clear and straightforward, and consider using symbols or icons alongside text to enhance understanding. This adjustment accommodates the student’s needs and ensures they can engage with the activity and contribute their observations and conclusions alongside their peers. 
References:
NGSS Lead States. (2013). Next Generation Science Standards: For States, By States. The National Academies Press. https://www.nextgenscience.org/Links to an external site.
Stroupe, D. (2023). Chapter 7: Shared Goals for Schools and Communities. Growing and Sustaining Student-Centered Science Classrooms. Harvard Education Press.