Discussion 1: Evidence-Based Practices: How Do You Know They Are Working?. For this Discussion you will develop a working definition of “evidence-based practice” after reading different perspectives on what it means for practices to have a strong evidence base. This definition will assist with future modules as you explore what evidence-based practice looks like in academic and social-emotional instruction within special education.

To prepare:

• Review this module’s Learning Resources and analyze the perspectives for what makes a strategy evidence-based.
• Develop a definition of “evidence-based practice” based on the information gathered from the readings.
• Select two peer-reviewed articles written within the past 3 years that report on a study using evidence-based practices to support your definition.
• Review the Appendix B Checklist from the U.S. Department of Education’s Identifying and Implementing Educational Practices Supported by Rigorous Evidence article in the module’s Learning Resources.
• Review the CEC Standards for Evidence-Based Practices in Special Education.
• Review the CEC evidence-based practice news release.

By Day 3 of Week 1 (June 3, 2020)

Post your “evidence-based practice” definition and an evaluation of your selected articles addressing the following:

• *A citation for each article and an explanation as to why it was selected
• *How would you evaluate the findings based on the checklist? How do the articles measure up to the standards addressed in the checklist? (THIS CHECK LIST IS APPENDIX B in the US Dept of Education resource 2003).
• *How might someone evaluate an observed teaching practice to determine the extent to which it is research-based?
• *In what ways might there be differences in the interpretation of what evidence-based specialized instruction is, depending on the particular disability area?

Text Book is:

Coyne, M. D., Kame’enui, E. J., & Carnine, D. W. (2011). Effective teaching strategies that accommodate diverse learners (4th ed.). Boston, MA: Pearson.

• Chapter 1, “Introduction”
• Chapter 2, “Characteristics of Students with Diverse Learning and Curricular Needs”

Discussion 1: Evidence-Based Practices: How Do You Know They Are Working?

 

Individuals with Disabilities Education Act (IDEA). Before the Individuals with Disabilities Education Act (IDEA) was reauthorized as IDEA 2004 (PL 108-446), the main criteria for a special education designation as a student with a specific learning disability was a major discrepancy between IQ score and achievement. Because this discrepancy was not always apparent in a student until late elementary school, schools adopted a “wait to fail” attitude that often did not identify a student’s learning and other disabilities until it was too late for successful intervention.

In response, IDEA 2004 incorporated language to assist states in identifying students with exceptionalities earlier to allow education professionals to be proactive in interventions and supports for students who are struggling academically and behaviorally. In addition, Section 504 is credited with being aligned to an MTSS, as both share the same goal of using problem-solving efforts to support students as well as granting students access to learning (Brown-Chidsey & Bickford, 2016). Within an MTSS, interventions provided through each tier benefit all students, those with and without exceptionalities. Both legislative procedures encourage school-wide intervention models that use research-based strategies to improve school performance for all students. This evolution has resulted in many state and district leaders becoming motivated to learn more about multi-tiered systems of support and appropriate special education referrals.

As a special education leader, it is critical to understand how the role of special education has evolved as MTSS has been incorporated into educational environments. For this Discussion, you will assume the role of the special education leader in which you lead the problem-solving team in creating a school-wide multi-tiered system of support.

To prepare

· Review the module Learning Resources and view all module media. Consider the historical and national changes with regards to RtI, PBIS, MTSS and school-wide intervention models. Reflect on the evolution of special education and its alignment to MTSS in Chapters 24 and 25 of the Brown-Chidsey and Bickford text.

· Conduct research on the integration of special education within an MTSS. Reflect on historical and national changes in integrating special education in an MTSS. Identify any gaps you find in research.

A response addressing the following:

· Explain how research has evolved regarding the integration of special education within a multi-tiered system of support (MTSS). Be sure to explain the gaps in practice of special education within a multi-tiered system of support (MTSS) that have occurred during this evolution. Be sure to explain the gaps in practice that have occurred during this evolution.

· Explain the role of special education in a multi-tiered system of support (MTSS). Identify the importance and benefits of having a special education teacher/leader on this school-based problem-solving team.

Learning Resources

Note: To access this module’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Brown-Chidsey, R. & Bickford, R. (2016). Practical handbook of multi-tiered systems of support: Building academic and behavioral success in schools. New York, NY: Guildford Press.

· Chapter 1, “Introduction” (pp. 1–6)

· Chapter 24, “Education for All” (pp. 266–278)

· Chapter 25, “Recognition and Support for Disabilities” (pp. 279–296)

Leko, M. M., Brownell, M. T., Sindelar, P. T., & Kiely, M. T. (2015). Envisioning the Future of Special Education Personnel Preparation in a Standards-Based Era. Exceptional Children, 82(1), 25-43.

Debnam, K. J., Pas, E. T., & Bradshaw, C. P. (2012). Secondary and tertiary support systems in schools implementing school-wide positive behavioral interventions and supports: A preliminary descriptive analysis. Journal of Positive Behavior Interventions, 14(3), 142–152.

Individuals with Disabilities Education Act (IDEA)

 

Diversity in the United States. INTRODUCTION

The United States has become increasingly diverse. The unique perspectives, backgrounds, and experiences of students can enrich the learning environment if those differences do not become barriers. As an educator, it is imperative that you become knowledgeable about aspects of culture and diversity, and develop competence in creating an equitable learning environment for all students.

In this task you will write an essay(suggested length of 2–5 pages) in which you explain the importance of diversity consciousness for educators.

REQUIREMENTS

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.

A. Describe two distinct diverse groups within the U.S. student population.

1. To help an educator gain knowledge of each diversity group, cite source information to support your description in part A.

2. Describe a challenge related to the diversity background that each identified group may experience in a school setting (i.e., one challenge for each group in part A).

3. Describe an instructional strategy by which educators can support the educational achievement of students from each of the identified groups (i.e., one strategy for each group in part A).

a. Cite source information that supports the instructional strategies described in part A3.

B. Explain why it is important for educators to develop approaches that are responsive to the diversity background of all students.

C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

ABSOLUTELY NO PLAGIARISM MUST SITE WORK AND HAVE REFERENCE PAGE

Diversity in the United States

 

Evaluation strategy for a police or crime problem. This assignment requires you to develop a 5-7 page evaluation strategy for a police or crime problem chosen using Vito & Higgins planning evaluation strategy in Chapter 2.

Using the evaluation strategy in Vito & Higgins to frame the paper, you will establish goals, objectives, and performance indicators using a theory that provides the basis for your specified program. Citations must be used for the underlying theories. For example, you choose violent crime as the problem you are going to address, then you will examine the theories surrounding violent crime reduction. Using one of these theories, such as focused deterrence, you will model a program after a Ceasefire or Pulling Levers example. You will use the theory to inform program operations to drive the selection of treatments, clarify the services provided, and determine the variables to be measured.

You will also include a Logic Model for the chosen problem following the Vito & Higgins model in Chapter 2. The Logic Model should be in the form of a chart (an excel spreadsheet will be fine). The Logic Model will cover inputs, activities, outputs, short-term outcomes, long-term outcomes, and external factors.

Assignment specifics:

· The paper will be 5-7 double-spaced pages of content (not counting title page, abstract, or references) and use Times New Roman 12-point font.

· There must be a separate title page for the evaluation paper.

· Citations will be in current APA format.

The Logic Model will be the same format as Vito & Higgins

Evaluation strategy for a police or crime problem