EDPY 470 Reflection 3
docx
keyboard_arrow_up
School
Athabasca University, Calgary *
*We aren’t endorsed by this school
Course
470
Subject
Communications
Date
Feb 20, 2024
Type
docx
Pages
13
Uploaded by DeaconGuineaPigPerson1034
Reflection 3
Athabasca University
Reflective Journal 3
Course Code: EDPY 470
Course Name: Consultation and Collaboration
Tutor Name: Ms. Colleen McClure
Unit: 7: Consulting Students with Academic Skills Problems
Part 1: Reflection:
2
This chapter describes academic problems, including how to address academic difficulties within an MTSS model. However, academic and behavioral problems often coexist. Ideally, consultants can supply direct and indirect services within a RtI/PBS service delivery model. While reviewing the learning objectives for this unit, I am familiar with some of the topics such as English Language Learners(ELL), and the role of the school consultant in understanding learning problems and developing appropriate interventions as I am working as a teacher. A teacher comes into my class, and she has a group list of students to collaborate with them on reading, writing, and math for their English Language Learners (ELL) class. I know that these are related to academic skills problems. The term academic skills problem is based on the mismatch between student and teacher. This problem can be defined in three ways increasing the student skills, decreasing the teacher’s expectations, and providing instructional support. To solve this problem, there are three strategies grade retention, early literacy skills, and a multi-tiered system of support. MTSS is a good method to solve these problems. There are three interventions for the student’s need for Universal instruction (Tier 1), cultural and linguistically diverse students and targeted (Tier 2), and Intensive (Tier 3). In a problem-solving model, there is an assessment process and teachers, consultants, and parents are part of this process.
However, there are some topics that I want to go through such as the steps in the review, interview, observe, test (RIOT) process, and targeted Interventions for Academic Problems (Tier 2).
Part 2: Set Goal:
3
Throughout this unit, I would like to learn more about Universal Effective Instruction (Tier 1), the qualities of effective instruction, the steps in the review, interview, observe, test (RIOT) process, Targeted Interventions for Academic Problems (tier 2), Intensive Interventions for Academic Problems (Tier 3), Supporting Students with Health and Sensory Impairments. I also want to learn how I can use these interventions in my classroom and how these interventions help to solve the academic problems of the students.
Part 3: Summarize the topics provided in the learning outcomes:
The learning objectives I have chosen to summarize are Qualities of Effective Instruction.
There are several models of effective instruction. Universal conditions encourage learning through effective instruction. There are two kinds of Effective instruction models, The first is the Functional Assessment of Academic Behavior (FAAB) which includes the interviews and observations, and these are used by consultants to collect the information. The second is Effective Instruction for English Language Learners. Functional Assessment Academic behavior has 11 characteristics:
Instructional match-
It is based on proximal development, meaning the material is delivered according to student skills. Too difficult tasks can lead to incorrect strategies and students get frustrated.
Instructional expectations -
It is based on clear expectations for each assignment, activity, and lesson to facilitate students’ academic responses. High expectations and rubrics help students understand expectations.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
4
Classroom environment -
A positive class climate encourages students to take risks, increasing ALT. Classrooms with smooth transitions and fewer disruptions have more instructional time and ALT. Instructional presentation -
It is for teachers that they should deliver the material, give feedback, and monitor the regular progress. Cognitive emphasis –
It is based on Instruction that promotes students' higher-order thinking and good study strategies. Relevant practice -
Practice is essential for mastering a skill by students. Motivational strategies can make repeated practice more engaging for students with learning disabilities.
Check for student understanding -
It is like observation by teachers that students understand the assignments and how they complete them. Informed feedback-
A good teacher always gives feedback about the students’ work and sometimes they can give the rewards without even checking the quality of their work.
Adaptive instruction - There is a need to modify the teaching strategies, grouping, and material and increase the practice opportunities for the students who need these opportunities.
Progress evaluation: A perfect teacher always checks the progress of the students and makes a curriculum according to the progress report.
Motivational Strategies: All the above characteristics are motivational strategies for the students.
Effective Instruction for English Language Learners
5
The second model for effective instruction is to improve instruction for English language learners (ELLs). The sheltered instruction observation protocol (SIOP) is the best method to teach English language learners. It enhances the student’s knowledge and vocabulary by giving them a chance to speak about the subject. The SIOP identifies the following essential characteristics for English language learning: Preparation –
it is related to clear objectives, appropriate content concepts, supplemental materials, and meaningful activities.
Building background -
It is related to subjective experiences and increases vocabulary.
Comprehensible input –
It is related to the use of various kinds of techniques to communicate components of concepts like modeling, visuals, and activities.
Strategies -
In this model, there are varieties of strategies to teach, for example, scaffolding, and questions. There are lots of opportunities for students to use strategies.
Interaction -
It gives a chance to students to discuss the concepts with the teacher and fellow students through groups.
Practice/application –
It is related to various activities that integrate reading, writing, listening, and speaking.
Lesson delivery - Students are engaged when content and language objectives are communicated.
Review/assessment –
it is related to regular review of vocabulary and content, assessment, language objectives, and feedback to students.
Part 4:
Demonstrate Learning
:
6
Throughout this unit, I learned about the definition of academic skill problems. I also learned about Universal Instruction (Tier 1), culturally and linguistically diverse students and targeted (Tier 2), and Intensive (Tier 3). The most important thing I learned from this unit is about FAAB and Ells's two models of effective instruction. I also learned how I solve the academic skills problems of students struggling with minority backgrounds and poverty and how motivation can play a key role in solving these problems. After this, I know what the process is if most of the students fail the screening test and what is the role of school-based consultants, teachers, and parents. Throughout this unit, I learned some free online programs for screening.
Unit 8: Transition Planning:
Part 1: Reflection: This chapter describes the transition planning process and postsecondary outcomes for students with disabilities and highlights key factors influencing transition outcomes (e.g., parental expectations, involvement, gender) and the disparities in outcomes across different groups. This chapter also refers to the changes to the transition requirements in IDEA 2004. The
chapter concludes with a discussion of how collaborative consultation is essential for successful transition planning. Consultants should create a collaborative transition process that focuses on
outcomes desired by youth and family. When reviewing the learning objectives of this unit, I am
familiar with contents such as the Individualized Education Program (IEP). I am familiar with the
IEP meetings because I have experience related to these meetings as I am working as a teacher. It is related to individual education progress.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
7
I am unfamiliar with some topics such as the transition planning process, the legislative reforms
that have an impact on transition planning, and the evidence base for transition planning. The main purpose of transition planning is to provide support to young people who need to move into a successful adult life. The school personnel and community members can play a key role in
successful Transition planning.
Part 2: Set Goal:
Throughout this unit, I would like to learn more about the Transition planning process and how
I can use it in my teaching profession because it is important for postsecondary outcomes. I would also like to expand my knowledge about key factors influencing transition outcomes across different groups and the legislative reforms that have an impact on transition planning. There is a legal mandate for Transition planning for students with disabilities over the age of 14 ( in some provinces in Canada, the age is 16). The school personnel and community members can play a key role in successful Transition planning. I want to learn how I can use this information to help the students.
Part 3: Summarize the topics provided in the learning outcomes: The learning objective I have chosen to summarize is The Transition Planning Process. Transition planning can be divided into five components (1) appropriate transition assessments;
(2) development of present levels of academic achievement and functional performance; (3) development of measurable postsecondary and annual goals; (4) determination of transition services, including courses of study, activities, and linkages; and (5) achievement of desired outcomes.
8
Appropriate Transition Assessments -
The main purpose of transition planning is to identify the student’s postsecondary goals by assessing and identifying the student’s strengths, needs, and desires and making an appropriate curriculum. This curriculum has academic, functional, and community-based instructions. It allows school practitioners, families, and agents of agencies to identify the student’s and family’s strengths, needs, and preferences for the post-secondary. Through this assessment, young adults and their families learn new things that they do not have experienced before.
Development of Present Levels of Academic Achievement and Functional Performance
- Students' present level of academic and functional performance is the main part of the Transition planning process. It is the legal requirement for this process, academic achievements like what the performance of a child in reading, writing, and math and functional performance means daily activities for example behavior.
Measurable Postsecondary and Annual Goals - The next step is writing measurable transition goals after completing the data of present level and functional performance. Students, family, and agency peers engage in the collaborating process and make a postsecondary goal. These goals are updated annually. These goals have a significant effect on the desires of the students after high school. These goals are achieved after they graduate from high school. Annual goals are short-term goals and achievable during the school year.
Transition Services - After the appropriate postsecondary goals and objectives, the multidisciplinary team must consider both in-school and out-of-school experiences for transition goals. Experiences and services ( occupational therapy, physical therapy, audiology services, and orientation mobility)
should help students reach postsecondary goals.
9
Transition Outcomes - The
Disabilities Education Act has requirements for the accountability of services and accountability of postsecondary outcomes related to education and employment. It is necessary to data on youth who are no longer in secondary schools, who left the schools, and how many enrolled in higher education and training programs in one year. There also needs to be data on how many leave school after high school because all the families
and students have their point of view regarding post-secondary.
Part 4:
Demonstrate Learning
: Throughout this unit, the first thing that I learned is the meaning of Transition Planning and how it is related to individuals’ education programs. I learned about the transition planning process’s steps. Now I know that this program helps in future planning, further schooling, and jobs. After reading this unit I learned why disabled women and monitory backgrounds have fewer postsecondary outcomes compared to others because they have so many problems related to this. The school-based consultant needs to be aware of these situations so they can make perfect transition planning for the students.
I also learned about the law for this program and that we need to keep data related to this program like how many youths enrolled in postsecondary and other training programs and how many leave school after high school. This information is extremely helpful in my teaching career because in the class, there are all kinds of students like disabled, socioeconomic status people, and females with disabilities and I can use this information to help the students.
Unit 9: System-Level Consultation: The Organizations as the target of change:
Part 1: Reflection:
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
10
This chapter describes the scientifically based considerations for systems change in schools. Participation of constituents is essential to ensure ownership of solutions. Real systems change takes time, commitment to a long-term goal, and a continuous program improvement cycle. Beginning practitioners should focus on the initial phases (creating readiness, implementation, and evaluation) and the limited scope of a project targeting one grade level or group of students, rather than fundamentally changing how a school operates). When reviewing the learning objectives of this unit, I am familiar with some contents such as microsystemic influences on school innovation, and some districtwide and school-level reasons for change.
But I want to go through some topics such as macrosystemic influences on school innovation,
and the steps in the implementation of systems change. The consultation process is for the student who needs assistance with academic and other behavior problems. The consultants, teachers, and other staff members of the school want the system to change. The system change
is a long-term process, and it needs a long time for implementation. There is also a need to focus on data-based decision-making, collaboration, and evidence-based intervention.
Schools play a key role in the positive outcomes of students. Consultants of the schools provide technical assistance to their schools and the features of Technical Assistance are clarity, frequency, intensity, duration, integrity, and accountability. Some other people want
to system change the system, principals, union members, teachers, and parents. After the system changes, the teachers need to upgrade their professional skills. For the successful implementation of a system, there is a need to know how we can implement the system change
and teachers need coaching for the implementation. After the implementation, there is a need to consider the feedback and results of students from system changes.
11
Part 2: Set Goal: Throughout this unit, I would like to learn more about the macro systemic influences on
school innovation, the reasons for the change on the school level, and the steps, and stages for the implementation of system change. There are a variety of models of system changes. For the
system change, first need to identify the need for system change, and collect data. For the implementation of a system change plan, there is a need to know what, whom, when, how, and
where system change is implemented. For the implements needs for goal setting, defining, the essential features of the changes, resource allocation timeliness, cost benefits analysis, and continuous improvement cycle. The next step is installation and initial implementations for the system change. The assessment of system change is based on formal and informal ways. After that, the school and organization reassess the student’s outcomes after the implementation of the system change. After the implementation of system change, we need to assess the outcomes of changes and we need to upgrade the professional skills of teachers.
Part 3: Summarize the topics provided in the learning outcomes: The learning objectives that I have chosen to summarize about the system change stages:
Determining a Need and Creating Readiness - The first phase is for an individual or group to identify a need to change due to new problems. A problem that needs to be solved is the first step in system change. When the authority decides that it is hindering goals, the situation becomes problematic. To find a solution to problems, you need someone who can direct people, resources, and energy.
Data collection is used to compare innovations.
12
Determining a Long-Term Vision and Desired Alternative Practices - The next stage is developing the long-term vision for the school. This vision needs to be meaningful and motivating. The safe environment of school is a good example of good vision. The team doing work for changes needs to trust that they can develop their skills and practice after the system changes. For the success system to change, there need to be some changes in teacher’s practice and student’s functioning. For developing and implementing system changes the goals should be meaningful, objectives attainable, and full ambitions. The need for system change should be cleared. For this process, there are six kinds of resources such as human, informational, technological, physical, financial, and time. Next, we need to know how long the process takes and what are the benefits of system changes. Installation and Initial Implementation - The next step is to install adequate resources for the change. The assessment should be formal and informal. In addition, there is a need for resource mapping. Resources mapping includes the skills and material which is used in school for targeted change should be completed. The implementation of practices is based on the need for assessments, resource mapping, and team-identified methods. The evaluation of implementations should be based on how new practices are effective, efficient, relevant, sustained, and scalable. Institutionalization -
There is a need to check what formative evaluation and delivery of the intervention is, and how the performance of consultees and other team members. What is the reaction of that person whose behavior is targeted? The change system should be closed, open, and data-based and the other most important thing is that interventions are being implemented properly and desirable outcomes.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
13
Ongoing Evolution The schools and organizations need to reassess students’ outcomes from time to time. It is an ongoing process.
Part 4:
Demonstrate Learning:
Throughout this unit, I learned why we need change. When the consultee, parents, and other people are not satisfied with the outcomes of the student then we need to change. I learned about the macro systemic influences on school innovation, the reasons for the change on the school level, and the steps for the implementation of system change. This unit is quite informative. I can use this knowledge in my teaching profession because teachers are also part of the consultation team and if I know the changes then I can give my suggestions for the desirable outcomes. I know that we need to find the problem first then we can find the solutions according to the problem. If we make some changes then we need to compare the outcomes of recent changes and earlier methods, and then we make our next plans for desirable outcomes.