WTS1and2page1of31

ManagingStudentBehaviorEBD
MichelleHouston
SaintMarysUniversityofMinnesota
SchoolsofGraduateandProfessionalPrograms
PortfolioEntryforWisconsinTeacherStandards1and2
EDUW691ProfessionalSkillsDevelopment
CarolineHickethier,Instructor
August1,2014

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NationalBoardCoreProposition1:TeachersareCommittedtoStudentsandTheir
Learning

NBCTsarededicatedtomakingknowledgeaccessibletoallstudents.Theybelieveall
studentscanlearn.

Theytreatstudentsequitably.Theyrecognizetheindividualdifferencesthatdistinguish
theirstudentsfromoneanotherandtheytakeaccountforthesedifferencesintheir
practice.

NBCTsunderstandhowstudentsdevelopandlearn.

Theyrespecttheculturalandfamilydifferencesstudentsbringtotheirclassroom.

Theyareconcernedwiththeirstudentsselfconcept,theirmotivationandtheeffectsof
learningonpeerrelationships.

NBCTsarealsoconcernedwiththedevelopmentofcharacterandcivicresponsibility.

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SelectedWisconsinTeacherStandardDescriptors
WisconsinTeacherStandard(WTS)1:Teachersknowhowtoteach.
Theteacherunderstandsthecentralconcepts,toolsofinquiry,andstructuresofthe
discipline(s)heorsheteachesandcancreatelearningexperiencesthatmaketheseaspectsof
subjectmattermeaningfulforstudents.
Knowledge.Theteacherunderstandsmajorconcepts,assumptions,debates,processesof
inquiry,andwaysofknowingthatarecentraltothediscipline(s)s/heteaches.
Dispositions.Theteacherhasenthusiasmforthediscipline(s)s/heteachesandsees
connectionstoeverydaylife.
Performances.Theteachercanevaluateteachingresourcesandcurriculummaterialsfor
theircomprehensiveness,accuracyandusefulnessinrepresentingparticularideasandconcepts.
WisconsinTeacherStandard(WTS)2:Teachersknowhowchildrengrow.

Theteacherunderstandshowchildrenwithbroadrangesofabilitylearnanddevelop,and
canprovideinstructionthatsupportstheirintellectual,socialandpersonaldevelopment.
Knowledge.Theteacherunderstandshowlearningoccurshowstudentsconstruct
knowledge,acquireskillsanddevelophabitsofmindandknowshowtouseinstructional
strategiesthatpromotestudentlearningforawiderangeofstudentabilities.
Dispositions.Theteacherappreciatesindividualvariationwithineachareaof
development,showsrespectforthediversetalentsofalllearnersandiscommittedtohelpthem
developselfconfidenceandcompetence.
Performances.Theteacherassessesindividualandgroupperformanceinorderto

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designinstructionthatmeetslearnerscurrentneedsineachdomain(cognitive,social,
emotional,moral,andphysical)andthatleadstothenextlevelofdevelopment.

DanielsonDomains

Domain1:PlanningandPreparation

Component1b:DemonstratingKnowledgeofStudents

Component1d:DemonstratingKnowledgeofResources

Domain3:Instruction

Component3a:CommunicatingClearlyandAccurately

Component3c:EngagingStudentsinLearning

Component3d:ProvidingFeedbacktoStudents

Component3e:DemonstratingFlexibilityandResponsiveness

Domain4:ProfessionalResponsibilities

Component4a:ReflectingonTeaching

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Preassessments
SelfassessmentofInstructionRelatedtoWTSandTargetedStudentLearningObjective(s)

IwillbeafirstyearteacherwithanemergencylicenseinaK12SpecialEducation

position.MycertificationwillbeCrossCategoricalSpecialEducationwithemphasisin
EmotionalBehavioralDisorders(EBD).Asafirstyearteacher,Iamoverwhelmedwith
expectationstoprovideaqualityclassroomenvironment,learninsightintoeachindividual
studentinmyclassroom,implementteachingandlearningstrategiesandunderstandcultureand
practicewithinmyclassroomandschooldistrict.Itisimportantformetoimprovemy
knowledgeinunderstandinghowlearningoccursanduseinstructionalstrategiesthatpromote
studentlearningforawiderangeofstudentabilitiesforWisconsinTeachingStrategies(WTS)2.
Iwillexamineandutilizemyskillsandknowledgeofthebroadrangeofstudentabilitytolearn
toprovidemeaningfulinstructiontosupporttheintellectual,socialandpersonaldevelopment
inWTS2.Furthermore,Iwillshowthroughthereflectionofthedispositionsdescriptorthatthe
teacheriscommittedandrespectfultotheindividualsdevelopmentandtalents.Alongwith
sensitivitiesforeachstudentslearningstyleandexceptionality,individualizedinstructionwill
supportstudentgainsinareasofcognitive,social,emotional,moralandphysicalgrowth
[which]leadstothenextlevelofdevelopmentasdeterminedintheWTS2performances
descriptor.
ForWTS1:Teachersknowhowtoteach,myfocusisonskillstoacademically
understandcentralconcepts,toolsofinquiry,andstructuresofthedisciplines[Iteach]that
createlearningexperiencesthatmaketheseaspectsofsubjectmattermeaningfulforstudents.
Becauseofmylackoffacetofaceclassroomexperiences,thereisapotentialforchallenges

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withintheclassroomenvironment.Challengesincludeestablishinginitialclassroomroutines,
behaviormanagementintherealworldclassroomenvironment,designingandpreparingthe
classroomforthefirstdayofschool,andassessmentandtestingshortfalls.Iwillpreparefor
thesechallengesbysynthesizingtheknowledgeandexperienceestablishedbyother
professionalsaspublishedintheirstudiesandresearchfindings,theperformancedescriptor.
Thiswillenablemetodevelopalistofstrategiestoaccessquicklyasneededinthefastpaced
environmentofthespecialeducationclassroom.Moreimportantly,Iwillgainvaluableinsights
tothepotentialchallengesthatIfaceasafirstyearteacherwhichwillpreparemetoexpectthe
unexpected.Iwilldemonstratemyknowledgethroughmyunderstandingofmajorconcepts,
assumptions,debates,processesofinquiry,andwaysofknowingthatarecorecompetenciesfor
thedisciplineofteachingspecialeducationandstudentswithEBDandotherexceptionalities.In
addition,Iwilldosowithapositiveattitudeandwithenthusiasmcorrelateinstructionto
everydaylifeexperiences,WTS1dispositiondescriptor.
AssessmentofStudentPerformanceRelatedtoTargetedStudentLearningObjective(s)
ManyresearchfindingssuggestpooroutcomesforstudentswithEBD.Sutherland,
Kenton,andGunter(2005)explainedstudentswithEBDgenerallyhavelowergradepoint
averagesincomparisonofallotherdisabilityareas,50%failedoneormorecoursesinthemost
recentschoolyear,66%failedcompetencyexamsfortheirgradelevel,andonlyonethirdofall
studentswithEBDgraduated.Infact,studentswithEBDhavethehighestdropoutrateas
comparedtootherdisabilityareas.Researchers,MagyarandPandolfi(2012)indicatedthat
evidencebasedpracticesandeffectivestrategiestosupporttheindividualneedsofstudentswith
autismspectrumdisordersandcomorbidEBDarelimited.Duetothelackofguidance,students

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withthisdiagnosisareatanincreasedriskoffailure.(Magyar&Pandolfi,2012)

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AssessmentofLearningEnvironmentWhileLearningTargetedObjective(s)

Although,Ihavehighlydevelopedcollaborationskills,Iwilldevelopstrategiesthrough
professionaldevelopmentopportunitiesthatsupportstudentsuccess.Onestrategywillinclude
theabilitytoutilizeallresourcesandindividualsthathavesupportedmyeffortstoteach.
Experiencedteachersandprofessorswillhaveknowledge,directionandskillstosupportmy
desiretodevelopstudentsintellectual,physical,socialandacademicgrowth.Iamnotalonein
myinsecuritiesorlackofexperience.Inordertobesuccessful,Iwillcontinuetoseek
informationandaskquestions.Itisimportantforteacherstoprovideaccurateassessmentofall
studentsintheclassroominordertodeviselessonplansanddeliverinstructionbasedonthe
individualstudent.Teacherscanutilizeprofessionaldevelopmentopportunitiestogain
necessaryskillstomeettheneedsofexceptionalchildren.Studentsacademicandbehavioral
successshouldresultfromthehigherlevelofevidencebasedservices.

AssessmentConclusionandEssentialQuestiontoGuideResearch

Theselfassessment,assessmentofstudentperformance,andlearningenvironment
assessmentshowtheimportanceofrealandmeaningfulclassroomexperiences.Studentswith
EBDhaveahigherpotentialtofailratherthantosucceed.Theoverallinquiryquestiontoguide
myEDUW691learningprocessis,Whatimpactdoesprofessionaldevelopmenton
evidencebasedpracticesforteachershaveonstudentswithEBDininclusiveenvironments?

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ResearchSummary
Intodayseducationalenvironment,itisimportanttoberesponsivetostudentneeds.
Onestudy,Sutherland,Kenton,andGunter(2005)examinedteacherreportedprofessional
developmentandcomparedviewpointsoffullylicensedteachersincontrasttoemergency
licensedteachers.Firstyearteachersaswellasgeneraleducationteachersfeltunpreparedto
meetthechallengesofeducationstudentswithEBDchallenges(Sutherlandetal.,2005).
Subsequently,Lane,Wehby,andBartonAtwood(2005)maintaineditwasimperativethat
[EBD]studentsreceiveempiricallyvalidatedinterventionstomeettheireducationalneeds.
Researchersaddressedconcernsthatevidencebasedpracticesarenotconsistentorappropriateto
meetcomplexstudentneeds(Laneetal.,2005).Itisimperativeeducatorsobtainprofessional
developmenttosupporttheacademic,socialandemotionalneedsofstudents,especiallyin
regardtothebroadrangeofchallengespresentedinstudentswithautisticspectrumdisordersand
comorbidEBD.
Focusonclassroommanagementmightnegativelyaffectateachersabilitytoplanand
implementeffectiveinstruction(Sutherlandetal.,2005).Teacherswhoparticipatedinthestudy
feltmorecompetentatcollaborationthandeliveringacademicinstructiontostudentswithEBD.
ResearchsuggestedthatteacherswhoeducatestudentswithEBDrequirebetterpreserviceand
inservicepreparationaswellasimprovedsupporttomeetstudentneed(Sutherlandetal.,2005).
TheseresultswereconsistentwithastudybyMastropieri,Nougaret,andScruggs(2005).The
researchersutilizedtheDanielsonFrameworkforTeachingandaddressedplanningand
preparation,classroomenvironmentandinstruction.Mastropierietal.(2005)determined
teacherswithtraditionalteachingexperiencesandteacherpreparationscoredconsistentlyhigher

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thanteacherswithanemergencylicense.Teachershortagesinhighdemandfieldsforceschool
districtstohireemergencylicensedteachers.Itisimportanttoprovideprofessionaldevelopment
toassistteachersindeliveringhighqualityinstructiontoindividualswithexceptionalities.
Generaleducationteachersandspecialeducationteachersbothfacechallengesinthe
classroom.Withtheshortagesofqualifiedteachers,thereisacontinuedincreaseofemergency
licensedteachers.AccordingtoSutherlandetal.(2005)Thepurposesofthisstudywereto
examine(a)teacherreportedprofessionaldevelopmentneedsand(b)differencesinreported
needsbetweenfullylicensedteachersandemergencylicensedteachersofstudentswithEBD.
Theimplicationsofthisstudyincludepreserviceteachingprogramsandtheneedforongoing
professionaldevelopmentandsupport.Asexplained,theresultsofthisstudyaretroublingwith
negativeimpactsforEBDstudents.
MagyarandPandolfi(2012)exploredonemethodinajournalarticlewasthemultitiered
problemsolvingmethod(MTPS).Studentswhopresentwithanautismspectrumdisorderand
EBDarechallengingtoassessandprovideinstructionalbehaviorsupportduetothewide
variabilityofsymptomsandtheoverlapoftheASDandEBDsymptoms(Magyar&Pandolfi,
2012).WithinthecomplexMTPSframework,theteamparticipatedinaProfessionalLearning
Communitymodel(PLC).PLC:Lunenburg(ascitedinMagyarandPandolfi,2012)discussed
theteamapproachbyincludingmembersacrossdisciplinesthatsupporttheindividual,
scheduledmeetingsguidedbytheproblemsolvingparadigm(Deno,2005ascitedbyMagyar
andPandolfi,2012),andadministrativesupportforreleasetime(Magyar&Pandolfi,2012).
ThePLCwasanimportantaspectoftheMTPSsothatallmembersoftheteamreceivedthe
sametraining,information,andgoalswhichallowedthemtoworktogethertosupportthe

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studentwithevidencebasedpractices.Authorsofthisarticledidnotdiscussstudentoutcomes
forindividualswithASDandEBDbyusingtheMTPSmodel.However,Vescioetal.(2007)
investigatedeightstudiesthatdeterminedteacherparticipationinPLCstoincreasedschool
achievement.Subsequently,LouisandMarks(1998)ascitedbyVescioetal.,(2007)affirmed,
studentachievementwassignificantlyhigherinschoolswiththestrongestPLCs.

Inconclusion,theinexperiencewithknowledge,pedagogyandexperiencesofteachers
affectsinstruction.Firstyearteachers,emergencylicensedteachersorbothrequireextensive
professionalsupporttoprovidequalityinstructiontostudents.Meaningfulprofessional
developmentalongwiththesupportofexperiencedstaffwillcounteracttheshortfallsofan
inexperiencedteacher.StudentswithEBDareatriskforfailure.Thelackofstudiesand
understandingofstudentswithASDandEBDareatahigherriskoffailureduetothe
complicatednatureofthediagnosis.Asystematicapproach,theMTPSmethodmayallow
teachersimplementstrategiesandinstructiontosupportstudentswithcomplexneeds.Without
regardtoateachersexperienceintheclassroom,itisimportanttocontinuouslygaindeeper
understandingofevidencebasedpractices.
ResearchImplications
Theselfassessment,assessmentofstudentperformance,andlearningenvironment
assessmentshowtheimportanceofrealandmeaningfulclassroomexperiences.Studentswith
EBDhaveahigherpotentialtofailratherthantosucceed.Theoverallinquiryquestiontoguide
myEDUW691learningprocesswas,Whatimpactdoesprofessionaldevelopmenton
evidencebasedpracticesforteachershaveonstudentswithEBDininclusiveenvironments?
Ilearnedthatteachersfeelcomfortableandconfidentwithcollaborationhowever,the

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teachersfeltthelowestlevelofcomfortinprovidingacademicinstructiontostudentswithEBD.
Furthermore,throughmyresearchIgainedanunderstandingofoneevidencebasedframework,
MTPSandoneprofessionaldevelopmentmodel,thePLC.Itisimperativeforstudentssuccess
forteacherstoobtainskillstobereflectivepractitionerswithinaPLC.Intheend,supportinga
studentacrossallenvironments,andincludingallindividualswithinthoseenvironments,
promotespositivesupportsandoutcomesforthestudent.Asabeginningandemergency
licensedteacher,IunderstandthatIamnotaloneinmysituation.Itisimportantformeto
continuetogrowmydepthofknowledgewithinWTSstandardsandcomponentsofknowledge,
dispositionsandperformance.Iwillaccomplishthisbyparticipatinginmeaningful
conversationsinacollaborativeatmosphere,bybeingareflectivepractitioner,andbyutilizing
evidencebasedpractices.Everyteacherhasafirstyear.Itisimportanttohavepriorknowledge
andexperienceofapreserviceprogram,howeveritisevenmoreimportanttohavesupportto
navigatethecomplexitiesanddiversitiesoftodaysclassroom.Iwillstrivetomakemyself
awareoftheindividualneedsandcharacteristicsofthestudentIteachanddeveloppositive
relationshipswithotherprofessions.Whenweareawareandunderstandpotentialchallenges,
solutionsfromtheperspectiveoftheteacherandthestudentcanimprovemyinstructional
strategies.

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ResearchbasedActionPlan
ActionPlanSummaryOutline
1.IwillfolloweachsteptheDanielsonDomain1:Instructionthenresearcheachcomponent
togainadeeperunderstandingandknowledge.
1a.DemonstratingKnowledgeofContentandPedagogy
1b.DemonstratingKnowledgeofStudents
1c.SettingInstructionalOutcomes
1d.DemonstratingKnowledgeofResources
1e.DesigningCoherentInstruction
1f.DesigningStudentAssessments
2.IwillobtaininformationaboutthestudentsIwillteachanddeterminewhatevidencebased
practicesIneedtogainknowledgeorinformationabout.Thisincludescollaboratingwithother
teachersinmyschool.Itisessentialformetodeterminewhenandwhatassessmentstodeliver
immediatelyandifthoseassessmentsaredeliveredinthegeneraleducationclassroomorspecial
educationclassroom.
3.Designanddelivereffectivemodifiedlessonplanstoexceptionalstudents.Ineedto
understandmygoalsforinstructionandcurrentcurriculum.SeeArtifactB:StepsandToolsfor
PlanningIndividualizedAdaptations.

TargetedStudentLearningObjective(s)
1.Standardizedgoal:CommonCoreEssentialElementforSL.8.1Engageeffectivelyina
rangeofcollaborativediscussions(oneonone,ingroups,andteacherled)withdiversepartners
ongrade8topics,texts,andissues,buildingonothersideasandexpressingtheirownclearly.
AnexampleofalessonplancanbefoundunderArtifactE.
a.Cometodiscussionspreparedhavingreadorresearchedmaterialunderstudyexplicitly

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drawonthatpreparationbyreferringtoevidenceonthetopic,text,orissuetoprobeand
reflectonideasunderdiscussion.
b.Followrulesforcollegialdiscussionsanddecisionmaking,trackprogresstoward
specificgoalsanddeadlines,anddefineindividualrolesasneeded.
c.Posequestionsthatconnecttheideasofseveralspeakersandrespondtoothers
questionsandcommentswithrelevantevidence,observations,andideas.
d.Acknowledgenewinformationexpressedbyothers,and,whenwarranted,qualifyor
justifytheirownviewsinlightoftheevidencepresented.

2.Targetedlearningobjective:same
Task(s)andEssentialProficiencyCriteriaforTargetedLearningObjective(s)
1.Task:Chooseacurrenteventtopic,preparecurrentknowledgestatementaboutthe
topic,participateindiscussions,debateonacurrenteventandprepareareflectionof
knowledgegained,participateinclassevaluations.SeeArtifactsCE.
2.CriteriathatProveProficiencyinMeetingTargetedLearningObjective(s)
a.Researchedtopicforpresentation,participatedinavarietyofconversations
throughoutateacherled,systematicapproachtocompleteassignment.
Studentsperformedataproficientlevelwhentheyremainedengagedandon
tasktocompletetheprojectasscheduledandparticipatedindiscussions.
Nonproficientisperformancewasdeterminedbyinsufficientuseoftimeto
collectinformation,unorganizedorlateworkandobservedstudentinofftask
behavior.
b.Systematicallycompleteprojectasassigned.Presentviewpointthrough

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debatedtopic.Finalassessmentsperformedbyclassmatesandteacherwith
proficientbaseonthequalityofinformation,presentationandvalueofthe
informationpresented.Aprojectthatisnotproficientassessmentlacked
valuableinformationthatwouldallowthestudenttocompletethedebate.
Studentsarenotproficientwhentheyweredisengagedduringdebates.
Method(s)toAssessProgressofProficiencyforTargetedLearningObjective(s)
1.

Assesspriorunderstandingofcurrenteventcomparedtoknowledgeafterthe
debate.Comparebeginningbrainstormactivitytopostdebatereflection.

2.

Directionsfollowedasdescribedinthesyllabus.

3.

Studentisengagedindiscussionswithpeers,engagedinresearchoftopic.
Offtaskbehaviorsincludepersonaldiscussionunrelatedtodebatediscussions,
disengagedinconversation,latework,andrefusaltocompletetask.Teacher
willassessanddocumentofftaskbehaviors.

4.

Peerreviewassessment.

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Postassessments
InstructionalInsightsRelatedtoWTSandTargetedStudentLearningObjective(s)
Teachersutilizeavarietyofclassroommanagementstrategiesthatovershadow
instructionalplanningandimplementation.Classroommanagementandstrategiespromotesa
positivelearningenvironmentforallstudents.Furthermore,itisimportantfortheteacherto
understandwhybehavioroccurstosupporttheneedsofstudentsbyincreasingstudentfocuson
expectationsbyreducinginappropriateanddisruptivebehavior.However,understanding
instructionalplanningandinstructioniscriticaltosupportstudentsacademicgrowth.
Iamconfidentwithmyabilitiestomanageclassroombehaviorhowever,asresearch
indicated,Iamatadisadvantageinplanninganddeliveringinstruction.Withthisprior
knowledge,Icanprepareforthesedeficits.Itisimperativeformetoaccesstheknowledgeand
experiencesofotherprofessionalsinthefield,participateinprofessionaldevelopmentandjump
intotherealityoftheclassroomtogainexperiencesthatIcanreflectandgrowon.
TheCenterfortheIntegrationofResearch,TeachingandLearningacronymCIRT(2013)
describeddisruptivestudentbehaviorswithappropriateresponsestrategies.Somebehaviorsby
thestudentincluderamblingoffsubject,shyness,refusaltoparticipate,beingtalkative,sharp
shooting,arguing,complaining,andsideconversations(Retrievedfrom
http://www.cirtl.net/node/5776).Itisimportantfortheteachertomaintainfocusofthe
classroomenvironmentaswellastheinstruction.Usingvariouslearningstrategiesthathelp
studentsfollowalongwiththesubjectwillalsobehelpful.Examplesincludeusingvisualaids
suchasawhiteboard,projector,andoutlines.Theteachercaneffectivelyusequestionssothat
thestudentcansummarizemainpointsorrefocustheirattentiontothetask.(Retrievedfrom

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http://www.cirtl.net/node/5776)ArtifactAwillallowmetoincorporatebehaviormanagement
skillsthatIamknowledgeableaboutbutlackedopportunitiestopracticeorimplement.
Likewise,IwillmaintainorganizedbyutilizingstrategiesandchecklistsasinArtifactAandB.
Thedebatelessonplanemploysmanyteachingandlearningstrategieswithmanyoptions
withvariabilitytoaccommodatefordifferencesinlearningstyles,multipleintelligencesand
interests.Thereareoptionstoofferchoices.Classroommanagementpreparesmefor
daytodayactivitiesthatoccurintheclassroom,however,theinstructionandknowledge
presentedtomystudentswillsupporttheirgrowthandsuccessforalifetime.
Themajorcomponentsofaninstructionalplanincludethelesson,itssequence,teaching
strategies,behavioralstrategies,evaluationandassessmentofstudentlearning,andlesson
reflections.Ateacherwithadetailedinstructionalplandevelopsstudentsconceptual
understandingofcontentgoals.Theconstructofthelessonplanincludesthelessonobjective
andthelengthoftimetocompletethelesson,essentiallythesubjectmatterandsupporting
documentationforthegoalsandstandards.Forexample,inalessononfirefliestothirdgraders
wedeterminewhatthestudentwilldoandthendeterminewhythisplanwillbuilduponthe
studentsconceptualunderstandingofcontent.Ourobjectivestates,Thestudentwill
understandthedefinitionofbioluminescence,Thestudentwillunderstandwhy
bioluminescenceisimportantinnature,andThestudentwillexperimentwithglowsticksto
understandhowtheyproducelight.Theteacherdeterminesthetimestudentsspendonthe
lesson.Thesequenceoftheinstructionalplandeterminesthedeliveryofcontent.Thereisa
fivestepapproach:input,modeling,checkingforunderstanding,guidedpractice,and
independentpractice.Theteacherdeterminesandexpandsonpriorknowledgeandinstructs

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studentsonlessonplaninstructions,thestudentswatchtheexpectationsasmodeledtothem,the
teacherchecksforunderstanding,studentsmanipulateandpracticenewknowledgeutilizinga
varietyoflearningstylemodesasdeterminedbytheteacher.Thestudentindependently
practicesnewknowledge.Duringguidedandindependentpractice,theteachercontinuesto
assessforstudentunderstandingofthematerialwhileutilizingbehaviorstrategiestoensure
studentsremainfocusedontheinformationcontainedinthelesson.Planningsuccessful
classroommanagementisimportanttokeepthelessonflowingsmoothly.Utilizingclose
proximity,pairshare,timing,andacknowledgingappropriatebehaviorsastheyoccur.
Usingcolorfulgraphs,auralinstructions,writteninstructions,groupwork,individualwork,and
objectmanipulationprovidesavarietyoflearningstylemodestopracticeandretainnew
knowledge.Itisimportanttodetermineaccommodationsandmodificationsfordiverselearners
sothatallstudentsareactivelyinvolved.Asthelessoniswellunderway,formativeand
summativeassessmentsaredeterminedandutilized.Examplesofformativeassessmentsinclude
questioningstudentsaboutpriorknowledge,checkingforunderstandingthroughoutthelesson
continuouslyengaginginconversationaboutthelesson,andlisteningtostudentsduringgroup
activityredirectingwhennecessary.Thereisavarietyofexamplesofsummativeassessments.
Summativeassessmentscanincludetestsorquizzes,afinalproject,orawrittenreport.
Itisimportanttobeareflectiveteacher.Attheendofthelesson,itisimportanttounderstand
whatpartsofthelessonweresuccessfulandchangesthatneedtobemade.Asaneducatorwe
needtoselfreflectourownefficiencies,successesandchallengesaskingifthelesson
effectivelymettheobjectives,commoncorestandardsandtheindividualneedsofthestudents.
Inamainstreamedclassroom,teacherdeterminestheneedsofthestudentasdescribedintheir

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IEPs.Aneducatorcanlearn,changeandgrowcontinuouslytomeettheneedsofstudentsina
positivelearningenvironment.Insummary,itisimportantforeducatorstoconstruct
instructionalplansthattofacilitatethelearningenvironmentoftheclassroom.Inonedocument,
thelessonanditsobjectivesaredefined,strategiesemployed,behavioralstrategiesplanning
implemented,andformativeandsummativeassessmentsdefined.Afterthelessoniscompleted,
itisimportanttoreflectonthesuccessesandchallengesofthelessonandquestionifthe
objectivesmetgoalsthenaddresschangestomeetthechallenges.Componentsofthe
instructionalstrategyoverlap.Theteacherisaccomplishingavarietyoftasks,many
simultaneously.Forthisfact,Istronglyfeeladevelopedanddetailedplanisnecessaryfor
success.However,thebestlaidplansoftenrequireadjustmentstherefore,theeducatormust
objectivelyreflectonthelesson.Incompletingtheassignment,Iunderstandthecomponentsof
theinstructionalplan.Beingprepared,alongwithcarefulplanning,allowssuccessandgrowth
forteachersandstudents.
ComparisonofStudentPerformanceandStudentLearningEnvironmentWhileLearning
TargetedObjective(s)
IgainedadeeperunderstandingthatIamnotaloneinmysituations.Additionally,Imust
engageinahighlevelofprofessionaldevelopmentandcollaborationformystudentsandmeto
besuccessful.Studentsperformancewillincreaseifteachingandlearningareoptimal.Inthe
examplelesson,thereareopportunitiesforchoiceandlearningexperiencesforthestudents.
Meanwhile,itallowsmetoengagewiththestudentsandlessoninavarietyofways.Thereare
opportunitiestoadaptanddifferentiatetheinstructionforstudentswithorwithout
exceptionalities.Itisimportanttoprovidebalancetoinstruction.Likeotherinexperienced

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teachers,Ihaveconfidenceinbehaviorandclassroommanagementwithfarlesstrainingin
instructionplanningandimplementation.

ReflectionofEntireLearningProcess

Theselfassessment,assessmentofstudentperformance,andlearningenvironmentassessment
showtheimportanceofrealandmeaningfulclassroomexperiences.StudentswithEBDhavea
higherpotentialtofailratherthantosucceed.TheoverallinquiryquestiontoguidemyEDUW
691learningprocessis,Whatimpactdoesprofessionaldevelopmentonevidencebased
practicesforteachershaveonstudentswithEBDininclusiveenvironments?Thetargeted
learningobjectiveswereformetogaininsighttoevidencebasedpracticestosupportstudents
withexceptionalitiesinordertosupportthesuccessofstudents.Ateacherwhounderstandsthe
childasanindividualwilllearnbestpracticestrategiesandresearchtodevelopintoaproficient
levelteacher.
Ilearnedthatinexperiencecouldhaveanegativeimpactonstudentperformance.The
teacherengaginginprofessionaldevelopmentcanmitigatethisthroughdevelopingpositive
relationshipswithotherprofessionals,andlearnandpracticecurrentevidencebasedbest
practices.AsIwrite,Icontinuetofindmoreandmoreinformationthatwillhelpmeinandout
oftheclassroom.Thisatteststothevolumeofinformationavailableforteacherstoreflecton.
WhatWorkedandWhy
1.PLCs.Overtimeofincreasedcollaboration,supportandreflectionofevidencebased
practicefortheteacherwillallowthestudentgainmoreknowledge.Thereasonthisworkedis

WTS1and2page22of31

becauseindividualscancometogetherfordiscussionthatpotentiallychangesteachers
instructiontoaccommodatetheneedsoftheclassroomandthestudent.
2.Implementingmultitieredproblemsolvinglevelsofsupporttothestudent.The
multitieredapproachimplementsthelowestsupportnecessarytoaccommodategoals.
Theoretically,eachstudentreceivestheexactsupportsnecessary.
WhatDidNotWorkandWhy
1.OneissueIanticipateistheoverwhelmingresponsibilitiesthattaketimeawayfrom
planningandinstruction.ThisisacomplaintthatIhaveheardfromaneducatorwholeftthe
field.Inthepast,otherteachersaskedmewhyIwantedtoteachinspecialeducation.Thisis
evidencetotheresultingstressorsandfrustrationsofthecareer.
2.Whensupportingtheacademic,socialandphysicalneedsofthestudent,therewillbe
complicationsduetotheindividualizednatureofspecialeducation.Aswithstudentswith
autismspectrumdisorderandEBD,thereisnotalwaysandeasyorfastanswertoaproblem.
MyNextSteps
1.Ifoundanarticlesupportingtheuseofselfmonitoringinterventionsforstudentswith
EBD.IintendonresearchingformoreinformationthatIcanengagein.
2.Contactanotherspecialeducationteacherinmyschoolthatwillhelpmemake
positivestepsforward.

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References
Cancio,E.andConderman,G.,(2008).Promotinglongevity:Strategiesforteachersofstudents
withemotionalandbehavioraldisorders.BeyondBehavior,3036.
CIRTLNetwork.(2013).AddressingStudents'Needs:CommonDisruptiveStudentBehaviors
andPossibleResponses.RetrievedfromCenterforIntegration,Research,Teachingand
Learning:http://www.cirtl.net/node/5776
EducationWorld,Inc.(19962014).DebateRubric.RetrievedfromEducationWorld:
http://www2.lhric.org/ertc/Wendy/Wzrubric.htm
EducationWorld,Inc.(2014).IntroductiontoClassroomDebates.RetrievedfromEducation
World:http://web.archive.org/web/20060502021955/http://www.occdsb.on.ca/~proj1615
/debate.htm
Janney,R&Snell,M.(2006).ModifyingSchoolwork(2nded).EastPioria:PaulH.Brookes
PublishingCo.
Lane,K.&Wehby,J.,(2005).StudentsWithandAtRiskforEmotionalandBehavioral
Disorders:MeetingTheirSocialandAcademicNeeds.PreventingSchoolFailure,49(2).
Magyar,C.,Pandolfi,V.(2012).Considerationsforestablishingamultitieredproblemsolving
modelforstudentswithautismspectrumdisordersandcomorbidemotionalbehavioral
disorders.PsychologyinSchools,49(10).doi:DOI:10.1002/pits.21645

WTS1and2page24of31

Newman,D.(201013).TheNoisyClassroom.RetrievedfromTheNoisyClassroom:http://
www.noisyclassroom.com/secondary/ideas/debatelessonplanswhoshouldhavethepo
wer.html
Nougaret,A.Scruggs,T.&Mastropieri,M(2005).Doesteachereducationproducebetter
specialeducationteachers?ExceptionalChildren,71(3),pp.217229.

Sutherland,K.,Denny,R.,&Gunter,P.(2005).Teachersofstudentswithemotionaland
behavioraldisordersreportedprofessionaldifferencesbetweenfullylicensedteachers
andemergencylicensedteachers.PreventingSchoolFailure,49(2),4145.

WTS1and2page25of31

Establishingclearandconsistentguidelinesalongwiththefollowinginformationwillallowme
toberesponsivetoindividualstudentneeds.Itisimportanttounderstandwhythebehavior
occurssothatstrategiesareimplementedtoreduceoreliminateunwantedbehaviors.TheCenter
fortheIntegrationofResearch,TeachingandLearning(CIRTL),describeddisruptivestudent
behaviorswithappropriateresponsestrategiesathttp://www.cirtl.net/node/5776(2013).
ArtifactA
RefusaltoparticipateShyness/Anxiety
Providechoicesincludegroupwork,writtenexercises,video,andindividualorgroup
handsonprojects.
Directlyinvolvethestudentbyaskingaquestionandmakingeyecontact.
Allowthestudenttopracticeskillsbygivingthestudentanopportunitytobeasmall
groupleader.
Talkative,manipulative,andknowitall,havechroniccomplaints.
Acknowledgethenminimizethetimethestudenthastoexpresshisorherfeelings.
Continuingtomakeeyecontact
Movingtowardsthestudentwhileexpressingtheneedtofindoutwhateveryoneelse
thinks.
Thesharpshooterwillattempttotripyouup.
Itisimportanttobetruthful.
Admititandasktheindividualorothersiftheycansharetheanswer.
Validateandreportlater.
Useasaclassjointlearningexperience.
Ignorethebehaviorifitisnotinlinewiththediscussionathand.
State,Itlookslikewedisagreeletsseewhateveryoneelsehastosay.
Hostile,resistantbehavior.
Reframehostilityasfeartodepersonalizeit.
Respondtothefearratherthanthehostility.
Itisimportantfortheteachertomodelacalmbehaviorandtone.
Attemptingtoseeifothersfeelsimilarbutalwaysallowingforanopeningforthe
studenttobackoutoftheconfrontation.
Distractingsideconversations.
Redirectthestudentsbyaskingtheiropiniononthetopicbeingdiscussed.
Remainincloseproximityalongwithstrongeyecontact.
Stopandwaitstrategycanbeusedhowever,asalastresort.

WTS1and2page26of31

ArtifactB

StepsandToolsforPlanningIndividualizedAdaptations(2006)asprintedinthesecondedition
ofModifyingSchoolworkbyJanneyandSnell(p58).ThiswillassistmewithorganizationasI
startmycareerintheclassroom.
StepsandToolsforPlanningIndividualizedAdaptations
Step1.GatherInformation
a. AbouttheStudent
StudentInformationForm
ProgramataGlance

b. AbouttheClassroom
GeneralAssessmentofClassroomActivities
EcologicalAssessmentofClassroomActivities*

Step2.DetermineWhenAdaptationsAreNeeded
GeneralAssessmentofClassroomActivities
ProgramPlanningMatrix*

Step3.DecideonPlanningStrategies
GuidetoAdaptationPlanningStrategies(Individual)

Step4.PlanandImplementAdaptations:FirstGeneral,ThenSpecific
IndividualizedAdaptationPlan
ClassroomParticipationPlanwithGeneralAdaptations*
WeeklyPlanforSpecificAdaptations

Step5.PlanandImplementAlternativeAdaptations

Step6.MonitorandEvaluate
TeamMeetingAgendaandMinutes
TeamEvaluationofStudentAdaptations

*Studentsinneedofextensivesupport

WTS1and2page27of31

ThefollowinginformationwasobtainedandadaptedfromEducationWorld(Error!Hyperlink
referencenotvalid.).Iwillusethisasachecklisttoguidethedebate.

ArtifactC
A.PreparingForADebate?
Studentsneedtobeclearintheirunderstandingofwhatadebateis!
Providestudentswithexamplesofprofessionaldebates(e.g.HouseofCommons,
Presidential)
Brainstormpossibledebatetopicswithyourstudents.
InviteaDebateTeamtoyourclass(e.g.highschoolstudents)

Details:
Thereisa"For"teamandan"Against"team.
TeamsmaketheirargumentsFORorAGAINSTaparticularstatement.

B.OrganizeTheTeams
Divideyourclassintotwoteams.
AssignoneteamtobeFORandoneteamtobeAGAINST.

C.DecideTeamworkExpectations:
Discusswithyourclass,whattheexpectationsshouldbeforapositiveteamworkexperience.
(e.g.grouprapport,takingturns,respectingtheviewsofothers,keepingnoisetoaminimum)
InstructteamstonominateateamCAPTAIN.
(Responsibilitiesinclude:maintainingteamdisciplineandfocus,leadership,beingfairand
unbiased,delegatinggroupmemberresponsibilities)
DecidewhoandhowteamswillNOMINATEateamCaptain(discussfairnessin
nominations,decidingtoletyournamestandforanomination,showofhands,tallies,drawing
namesfromahat,etc.)
GROUPMEMBERResponsibilities:tosupportthecaptain,planandresearcharguments,
participateactivelyinplanninganddiscussions,collateinformationandmaintainselfcontrol.

D.PlanningTheArgument:
ReviewTeamworkExpectationsandtaskswithyourstudents.
Theteacher'sroleisfacilitator...monitoreachgrouptoassistwithunderstandingtheirroles,
maintainingfocus,brainstormingresearchtopics,etc.
AfterteamshavenominatedaCaptainandbrainstormedresearchtopics,teammembers
shouldassumeresponsibilityforresearchingtheirsupportingtopics,usingallavailable
resources.
Onceresourceshavebeencollected,itisimportantthateachgroupmemberhavean
opportunitytopresenttheirresearchandmaterialstothegroupfordiscussion.
Atthatpoint,thegroupwillneedtodecideifandhowthatinformationshouldbeused,and
assistmembersinsupportingtheirarguments.(Wouldtheinformationcontributetothedefence
oftheargument?)
Encourageeachteamtotrytoconjecturewhattheotherteam'sargumentsandresponsesmay

WTS1and2page28of31

be,sothatteammembersareaspreparedastheycanbe!
Hereisanexampleofarubricthatcanbemodifiedtogradelevelorspecificstyleofdebate.
RetrievedfromEducationWorldathttp://www2.lhric.org/ertc/Wendy/Wzrubric.htm.

AbstractD

Rubric
DEBATERUBRIC
Category
Presidential
TheSenate
StudentCouncil NotYet
Score
Debates
Floor
Election

4
3
2
1

Addresses
Alwaysaddresses Usually
Rarelyaddresses Didnotaddress

Issues
topic
addressestopic topic
topic
Usesmanyfacts Usessomefacts UsesfewfactsthatDoesnotuse
Supportwith
thatsupporttopic thatsupporttopic supporttopic
factsthat

Facts
supporttopic
Argumentsclear Argumentsare Argumentsare
Argumentsare
Persuasiveness andconvincing sometimesclear rarelyclearand neverclearand
andconvincing convincing
convincing
Usedteam
Onemember
Onememberdoes Noonetalks
member
doesthetalking thetalking100%
Teamwork

effectively
75%ofthetime ofthetime
Equaltiming
Electrifies
Grabsattention Introducestopic Doesnot
audiencein
Bringsclosureto andbringssome introducetopic
opening
thedebate
closuretothe
noclosure
Organization statement
debate

Closure
convinces
audience
TOTAL__________

Retrievedfromhttp://www2.lhric.org/ertc/Wendy/Wzrubric.htm

WTS1and2page29of31

Twoexamplesofalessonplanthatcanbemodifiedtogradelevelandobjectives.Retrieved
fromTheNoisyClassroom,
http://www.noisyclassroom.com/secondary/ideas/debatelessonplanswhoshouldhavethepow
er.html.

ArtifactE
Twodebatelessons:
Whoshouldhavethepower?
TheselessonplansweredevelopedbyUnlockDemocracyfortheirAutonomyProject.
Ifyouareusingdebateintheclassroomforthefirsttimeorifyouwantmoreideasofhowtouse
debateyoucanaccessfreeresourcesathttp://www.ltscotland.org.uk/debatinginschools.
Lesson1:Planningforthedebate
Learningobjectives
Tounderstanddifferentlevelsofdecisionmaking,theiradvantagesandtheir
disadvantages
Tobeabletoformargumentsandstructurethemintoaspeech.
Starter
Whomakesthedecisionsinyourschool?Whodoyouthinkmakesthefollowingdecisions,the
government,theheadteacher,theteachersorthepupils:
Whoisinwhatclass
Whatyoudoatplaytime
Whatsubjectsyouhavetostudy(preandpost14)
Whatpunishmentsaregivenforwhatbehavior
Whotheprefectsare
Howtheschoolisdecorated
Whatisservedatlunch
Whatclubsareonoffer
MainActivity

GroupWork
Splittheclassintoupto4groups.
Giveeachgrouponeofthefollowingpositions(choosethetwotopicsyouwanttofocuson)
Forandagainstthemotion"Thishousewouldgivemorepowertolocalgovernments"
Forandagainstthemotion"ThishousebelievesthatEnglandshouldhaveitsown
parliament"
Forandagainst"ThishousebelievesthatdevolutiontoScotlandand/orWalesandorNI
hasbeenafailure"
Forandagainst"ThishousebelievesweshouldhaveafederalUnitedStatesofEurope"
Allowthegrouptimetobrainstormargumentsfortheirpositionandtoformtheirideasinto
between4and6bigpoints.Theyshouldthensplitthosepointsbetweenthetwoallottedspeakers
fortheirgroup(youmaywishtochoosethespeakersandrepeattheactivitywithdifferenttopics
toalloweveryonethechancetobeaspeaker).

Plenary
Ifyouwererunningacampaignforyourgroup'spositionwhatwoulditssloganbe?

WTS1and2page30of31

Homework
Themainspeakersneedtodoanyfurtherresearchtopreparethespeeches(35minutespeeches
dependingonlevel)andtheothersmustpreparequestionstoaskfromtheaudience.Everyone
shouldusewww.autonimiser.comtohelpthem.

LessonTwo:thedebates
Learningobjectives
Tomakeargumentsrelatingtolevelsoflocalautonomy
Toformjudgementsonlevelsoflocalautonomy
Tobeabletotakepartinadebate

Starter
Takeavote(regardlessofwhatgrouptheyarein)oftheirpositionsonthetwotopics.

MainActivity
Thetwodebates.
Appointtwostudentstoactaschairpersonandtimekeeper.Theorderofspeakersgoes:
Proposition(for)One
Opposition(against)One
Proposition(for)Two
Opposition(against)Two
Questionsfromtheaudience.
Dependingonageandexperiencelevelsspeechesshouldbebetween3and5minutes
long.
Oncethefirstdebateisfinishedswapover.

Plenary
Takethevotesagainhavethedebateschangedanybody'smindandwhy?

Homework
Writeanewspaperreportofthedebatesummarizingthekeypoints(NByoumightwanttolet
thespeakersoff!)

Retrievedfrom
http://www.noisyclassroom.com/secondary/ideas/debatelessonplanswhoshouldhavethepow
er.html

WTS1and2page31of31