Assessment Description In order to prepare to teach students with different developmental needs, teachers must be able to recognize typical and a
Assessment Description
In order to prepare to teach students with different developmental needs, teachers must be able to recognize typical and atypical development. Teachers must then use that knowledge to develop instructional and assessment plans that support the unique needs of students.
Using the “Development and Classroom Learning Plan and Class Profile," select one student from the class profile. Based on the information in the profile, create a 500-750 word plan for the selected student that other teachers, aides, staff, and administrators could use when working with the student.
Include the following in the student’s plan:
- An overview of the behaviors, patterns, and learning needs of the student based on his or her class profile, including any associated disability or disabilities.
- A list of three or more standards-based instructional unit topics that can be used to support the student’s learning and growth (e.g., for first grade, a unit topic might be reading comprehension of fairy tales or counting odd or even numbers).
- A description of one instructional strategy and one assessment used to appropriately teach students and track student learning with each instructional unit, which may include accommodations or assistive technologies.
- Description of at least three strategies to support the selected student’s learning and growth. Consider any physical, psychiatric, and neurological disabilities.
- Select one developmentally appropriate book, including authors’ name, to read with the student for each instructional unit listed above.
Support your findings with a minimum of three scholarly resources.
Please put on template ( Thank you)
Development and Classroom Learning Plan Class Profile
|
Student Name |
English Language Learner |
Socioeconomic Status |
Ethnicity |
Gender |
Disability |
Parental Involvement |
|
Lolita (1st grade) |
No |
Mid SES |
Native American/Pacific Islander |
Female |
Dyslexia |
Med |
|
Sammy (kindergarten) |
No |
High SES |
African American |
Male |
Elimination Disorder |
Low |
|
Ines (kindergarten) |
Yes |
Low SES |
Hispanic |
Female |
Behavior Conduct Disorder |
High |
|
Eddie (preschool) |
No |
Mid SES |
Caucasian |
Male |
Pervasive Development Disorder |
Low |
1. Overview of the behaviors, patterns, and learning needs of the student, including any associated disability or disabilities (feel free to expand or expound by inventing deeper examples or scenarios on the selected student):
2. A list of three standards-based instructional unit topics selected to support the student’s learning and growth. Include text from at least one standard for each unit topic to demonstrate that the unit topic is standards-aligned.
a. Unit plan topic 1:
b. Unit plan topic 2:
c. Unit plan topic 3:
3. A description of one instructional strategy and at least one assessment for each unit to support the student’s learning and growth:
a. Unit plan 1:
i. Strategy:
ii. Assessment:
b. Unit plan 2:
i. Strategy:
ii. Assessment:
c. Unit plan 3:
i. Strategy:
ii. Assessment:
4. A summary of at least three strategies to support the selected student’s learning and growth:
5. One developmentally appropriate books to read with the student, including authors’ names for each instructional unit:
a. Unit 1 Book:
b. Unit 2 Book:
c. Unit 3 Book:
References:
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