How does the classroom teacher differentiate for the individual needs of the students. What do you notice about how instruction is modified or adapted for individuals who need additional support or enrichment? Are there other staff in the classroom who help students?
Are students grouped for part of the instruction? Are assignments modified? How does the teacher assess students to know who needs support or enrichment?
What do you believe about education?
Consider the following questions: What you believe about teaching and learning? …Curriculum development? …Assessment? …Child development? …Social and emotional development? …and other aspects of education?
Describe how you communicate with families to successfully engage them in the instructional program? Phone logs and email folders should be presented to the observer during the observation or within three (3) days of the observation.
Discuss contact methods with each parent during open house night at the beginning of the school year so that we have an acceptable way for them to communicate with me throughout the year.
Describe how you participate in the school community – include productive collegial relationships, district events, committees, or projects in which you participate.
What types of formal data are you provided regarding your students?
What types of formal and informal data did you plan to collect during the lessons?
How do you collect data? How do you store it?
What do you use this data for?
When do you revisit the data?
When and how do you share data with students? Teachers? Parents? Other service providers?
How often do you assess students in a typical lesson?
Which types of data do you find most useful? Why?
Use any remaining field experience hours to assist the mentor in providing instruction and support to the class.
Reflect upon your observations, interview, and collaboration in a 250-500 word summary, address the following:
Explain how the teacher’s use of formal and informal data correlates with your recent research on data collection and use.
Explain how you will use your findings in your future professional practice.
Support your findings with feedback from your mentor and at least one scholarly resource.
If A = -5 1 and B = 3 -6
3 2 2 -3
Find:- a) A2 b) determinant A c) AT d) B-1 (5 marks)
Using matrix method solve the following simultaneous equations
5x + y = 9
2x – 2y = 6 (8 marks)
Find the determinant of the following matrix
4 -2 3 (4 marks)
0 3 2 5 -2 7
c) If told that |A| = 48 what are the possible value(s) for x
3x 4x
A = 3 2x ( 4 marks)
Given that f(x) = 2x + 5 g(x) = 2x – 6 and h(x) = x2 – 5 x
Find:- i) f(-4) = ii) h[f(-6)] = iii) f[g(-2)] = iv) hᴏf(x) v) g-1(x) = (2, 3, 3,4, 4 marks)
Given the functions g(x) = 5x + 1 find g-1(x)
2x – 6 (5 marks)
Two numbers when multiplied equals 63.
one number is x and the other number is 2 less than x
a) Represent the information given in equation form
b) Express as a quadratic equation
c) Solve the quadratic equation to find possible values for x
d) The two number are positive numbers, what are their possible values.
(10 marks)
Solve the following quadratic equations ( hint use the quadratic formula)
a) 2×2 – x – 6 = 0 b) 6×2 + 7x – 5 = 0 (5 Marks)
Find the equation of the line joining the points (4, 9) and (-1, 0)
(5 marks)
Find the equation of the line passing through the point (-2, 7) and
perpendicular to the line 3y = 8 – 4x (5 marks)
This benchmark assignment assesses the following programmatic competencies and professional standards:
MED in Elementary Education and Special Education (ITL/NITL)
MED in Special Education (ITL/NITL)
MED in Special Education Mild to Moderate Disabilities (Nevada)
Explain how language, culture, and family background influence learning and incorporate that into planning and delivering instruction to individuals with exceptionalities. [CEC 1.1, ICSI.1.K4, ICSI.1.K5, ICSI.1.K6, ICSI.1.K7, ICSI.1.K12, ICSI.1.K13, ICSI.2.K8, ICSI.4.S6, ICSI.5.S6, ICSI.6.S6; InTASC 1(e), 2(d), 2(j), 2(k), 2(m); GCU Mission Critical 3, 5]
Use understanding of development and individual differences to respond to the needs of individuals with exceptionalities. [CEC 1.2, ICSI.1.K3, ICSI.1.K4, ICSI.1.K7, ICSI.1.K12, ICSI.1.K13, IGC.1.K4, IGC.1.S1; InTASC 1(a), 1(b), 1(d), 1(e), 1(f), 1(h), 1(j), 2(a), 2(b), 2(g), 2(h), 2(l); GCU Mission Critical 1, 2, 3, 5]
Use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities. [CEC 4.2, ICSI.4.K1, ICSI.4.K2, ICSI.4.K3, ICSI.4.K4, ICSI.4.S1, ICSI.4.S5, ICSI.4.S6, ICSI.4.S8, IGC.4.K1; InTASC 6(c), 6(k), 7(l), 7(q); GCU Mission Critical 2, 5]
Determine how well it provides information about student learning. Does the candidate include information on the type of assessment, and is the assessment adapted for diverse needs?
How do you create and maintain a mutually respectful and collaborative class of actively engaged learners? Include how you respond to student needs and incorporate student strengths and personal experiences.
What strategies will you use to build relationships with your students?
How will you physically organize the classroom to ensure flexibility and accommodate the learning needs of all students including those with disabilities? Consider things such as the three zones of proximity and furniture.
Explain how your behavior management plan (see below) supports this vision.
Why do you want to study TESOL?Discuss
Analyze the case study, initial data, and FBA data found in the “Angel Case Study.” In 250-500 words, summarize and analyze the findings of the FBA addressing the following:
Frequency of incidents
Interaction with peers
Consequences of the behavior
Hypothesis for the function of the behavior: Why do you think the student is acting out?
Support your analysis with a minimum of two scholarly resources.
Propose a BIP based on the FBA data provided in the “Angel Case Study.”
In 500-750 words, using the “Behavior Intervention (BIP) Template,” create a behavior intervention plan for Angel that includes the following:
How and at what intervals the team will evaluate the student’s success on his goals.
How you will maintain student confidentiality during the implementation of the plan.
Program competencies and national standards assessed in the benchmark assignment:
MED in Elementary Education and Special Education ITL/NITL
MED in Special Education ITL/NITL
MED in Special Education Mild to Moderate Disabilities (Nevada)
Through collaboration with general educators and other colleagues, teacher candidates create safe, inclusive, culturally responsive learning environments to engage individuals with disabilities in meaningful learning activities and social interactions. [CEC 2.1, ICSI.2.K1, ICSI.2.K2, ICSI.2.K3, ICSI.2.K4, ICSI.2.K5, ICSI.2.S1, ICSI.2.S4, ICSI.2.S15, ICSI.7.S6, IGC.7.K1, IGC.7.K4, IGC.7.S1, IGC.7.S2, IGC.7.S4; InTASC 3(a), 3(c), 3(f), 3(k); GCU Mission Critical 1, 3, 4, 5]
Use motivational and instructional interventions to teach individuals with disabilities how to adapt to different environments. [CEC 2.2, ICSI.2.K5, ICSI.2.S2, ICSI.2.S3, IGC.2.S3, IGC.5.S23, IGC.5.S24; InTASC 3(d), 3(e), 3(l); GCU Mission Critical 1, 2]
Explain how to intervene safely and appropriately with individuals with disabilities in crises. [CEC 2.3, ICSI.2.K6, ICSI.2.S10, IGC.2.S4, IGC.2.S5, IGC.2.S6, IGC.6.S2; InTASC 2(h); GCU Mission Critical 2, 4, 5]
Engage individuals with disabilities to work toward quality learning and performance and provide feedback to guide them. [CEC 4.4, ICSI.4.K1, ICSI.5.S14, ICSI.5.S17, IGC.5.S23, IGC.5.S24; InTASC 6(d), 6(f), 6(l), 6(m), 6(q), 6(s), 8(b); GCU Mission Critical 1, 4, 5]
Demonstrate legal, ethical, and quality requirements related to the management of confidential student information. [CEC 6.1, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, ICSI.7.S1, IGC.6.K1, IGC.6.K6; InTASC 5(k); GCU Mission Critical 1, 2, 4, 5]
