Enhancing one’s professional effectiveness by staying current with ethical principles and decisions from relevant sources including professional organizations;

Principle I:  Responsibility to the Profession

The  professional educator  is aware that trust in the profession depends upon a level of professional conduct and responsibility that may be higher than required by law.  This entails holding one and other educators to the same ethical standards.

A. The professional educator demonstrates responsibility to oneself as an ethical professional by: 

1. Acknowledging that lack of awareness, knowledge, or understanding of the Code is not, in itself, a defense to a charge of unethical conduct;

  1. Knowing and upholding the procedures, policies, laws and regulations relevant to professional practice regardless of personal views;

  1. Holding oneself responsible for ethical conduct;

  1. Monitoring and maintaining sound mental, physical, and emotional health necessary to perform duties and services of any professional assignment; and taking appropriate measures when personal or health-related issues may interfere with work-related duties;

5. Refraining from professional or personal activity that may lead to reducing one’s effectiveness within the school community;

6. Avoiding the use of one’s position for personal gain and avoiding the appearance of impropriety;and

7. Taking responsibility and credit only for work actually performed or produced, and acknowledging the work and contributions made by others.

B.  The professional educator fulfills the obligation to address and attempt to resolve ethical issues by:

1. Confronting and taking reasonable steps to resolve conflicts between the Code and the implicit or explicit demands of a person or organization;

  1. Maintaining fidelity to the Code by taking proactive steps when having reason to believe that another educator may be approaching or involved in an ethically compromising situation;

  2. Neither discriminating nor retaliating against a person on the basis of having made an ethical complaint;

  3. Neither filing nor encouraging frivolous ethical complaints solely to harm or retaliate; and

5. Cooperating fully during ethics investigations and proceedings

C. The professional educator promotes and advances the profession within and beyond the school community by:

1. Influencing and supporting decisions and actions that positively impact teaching and learning, educational leadership and student services;

  1. Engaging in respectful discourse regarding issues that impact the profession;

  2. Enhancing one’s professional effectiveness by staying current with ethical principles and decisions from relevant sources including professional organizations;

  3. Actively participating in educational and professional organizations and associations; and

  4. Advocating for adequate resources and facilities to ensure equitable opportunities for all students. (TOP)

Principle II:  Responsibility for Professional Competence

The professional educator is committed to the highest levels of professional and ethical practice, including demonstration of the knowledge, skills and dispositions required for professional competence.

A. The professional educator demonstrates commitment to high standards of practice through:

  1. Incorporating into one’s practice state and national standards, including those specific to one’s discipline;

  1. Using the Model Code of Educator Ethics and other ethics codes unique to one’s discipline to guide and frame educational decision-making;

  1. Advocating for equitable educational opportunities for all students;

  1. Accepting the responsibilities, performing duties and providing services corresponding to the area of certification, licensure, and training of one’s position;

  1. Reflecting upon and assessing one’s professional skills, content knowledge, and competency on an ongoing basis; and

6. Committing to ongoing professional learning.

B. The professional educator demonstrates responsible use of data, materials, research and assessment by:

  1. Appropriately recognizing others’ work by citing data or materials from published, unpublished, or electronic sources when disseminating information;

  1. Using developmentally appropriate assessments for the purposes for which they are intended and for which they have been validated to guide educational decisions;

  1. Conducting research in an ethical and responsible manner with appropriate permission and supervision;

  1. Seeking and using evidence, instructional data, research, and professional knowledge to inform practice;

5. Creating, maintaining, disseminating, storing, retaining and disposing of records and data relating to one’s research and practice, in accordance with district policy, state and federal laws; and

  1. Using data, data sources, or findings accurately and reliably.

Responsibility for Professional Competence

Principle I:  Responsibility to the Profession

The  professional educator  is aware that trust in the profession depends upon a level of professional conduct and responsibility that may be higher than required by law.  This entails holding one and other educators to the same ethical standards.

A. The professional educator demonstrates responsibility to oneself as an ethical professional by: 

1. Acknowledging that lack of awareness, knowledge, or understanding of the Code is not, in itself, a defense to a charge of unethical conduct;

  1. Knowing and upholding the procedures, policies, laws and regulations relevant to professional practice regardless of personal views;

  1. Holding oneself responsible for ethical conduct;

  1. Monitoring and maintaining sound mental, physical, and emotional health necessary to perform duties and services of any professional assignment; and taking appropriate measures when personal or health-related issues may interfere with work-related duties;

5. Refraining from professional or personal activity that may lead to reducing one’s effectiveness within the school community;

6. Avoiding the use of one’s position for personal gain and avoiding the appearance of impropriety;and

7. Taking responsibility and credit only for work actually performed or produced, and acknowledging the work and contributions made by others.

B.  The professional educator fulfills the obligation to address and attempt to resolve ethical issues by:

1. Confronting and taking reasonable steps to resolve conflicts between the Code and the implicit or explicit demands of a person or organization;

  1. Maintaining fidelity to the Code by taking proactive steps when having reason to believe that another educator may be approaching or involved in an ethically compromising situation;

  2. Neither discriminating nor retaliating against a person on the basis of having made an ethical complaint;

  3. Neither filing nor encouraging frivolous ethical complaints solely to harm or retaliate; and

5. Cooperating fully during ethics investigations and proceedings

C. The professional educator promotes and advances the profession within and beyond the school community by:

1. Influencing and supporting decisions and actions that positively impact teaching and learning, educational leadership and student services;

  1. Engaging in respectful discourse regarding issues that impact the profession;

  2. Enhancing one’s professional effectiveness by staying current with ethical principles and decisions from relevant sources including professional organizations;

  3. Actively participating in educational and professional organizations and associations; and

  4. Advocating for adequate resources and facilities to ensure equitable opportunities for all students. (TOP)

Principle II:  Responsibility for Professional Competence

The professional educator is committed to the highest levels of professional and ethical practice, including demonstration of the knowledge, skills and dispositions required for professional competence.

A. The professional educator demonstrates commitment to high standards of practice through:

  1. Incorporating into one’s practice state and national standards, including those specific to one’s discipline;

  1. Using the Model Code of Educator Ethics and other ethics codes unique to one’s discipline to guide and frame educational decision-making;

  1. Advocating for equitable educational opportunities for all students;

  1. Accepting the responsibilities, performing duties and providing services corresponding to the area of certification, licensure, and training of one’s position;

  1. Reflecting upon and assessing one’s professional skills, content knowledge, and competency on an ongoing basis; and

6. Committing to ongoing professional learning.

B. The professional educator demonstrates responsible use of data, materials, research and assessment by:

  1. Appropriately recognizing others’ work by citing data or materials from published, unpublished, or electronic sources when disseminating information;

  1. Using developmentally appropriate assessments for the purposes for which they are intended and for which they have been validated to guide educational decisions;

  1. Conducting research in an ethical and responsible manner with appropriate permission and supervision;

  1. Seeking and using evidence, instructional data, research, and professional knowledge to inform practice;

5. Creating, maintaining, disseminating, storing, retaining and disposing of records and data relating to one’s research and practice, in accordance with district policy, state and federal laws; and

  1. Using data, data sources, or findings accurately and reliably.

dvocating for adequate resources and facilities to ensure equitable opportunities

Principle I:  Responsibility to the Profession

The  professional educator  is aware that trust in the profession depends upon a level of professional conduct and responsibility that may be higher than required by law.  This entails holding one and other educators to the same ethical standards.

A. The professional educator demonstrates responsibility to oneself as an ethical professional by: 

1. Acknowledging that lack of awareness, knowledge, or understanding of the Code is not, in itself, a defense to a charge of unethical conduct;

  1. Knowing and upholding the procedures, policies, laws and regulations relevant to professional practice regardless of personal views;

  1. Holding oneself responsible for ethical conduct;

  1. Monitoring and maintaining sound mental, physical, and emotional health necessary to perform duties and services of any professional assignment; and taking appropriate measures when personal or health-related issues may interfere with work-related duties;

5. Refraining from professional or personal activity that may lead to reducing one’s effectiveness within the school community;

6. Avoiding the use of one’s position for personal gain and avoiding the appearance of impropriety;and

7. Taking responsibility and credit only for work actually performed or produced, and acknowledging the work and contributions made by others.

B.  The professional educator fulfills the obligation to address and attempt to resolve ethical issues by:

1. Confronting and taking reasonable steps to resolve conflicts between the Code and the implicit or explicit demands of a person or organization;

  1. Maintaining fidelity to the Code by taking proactive steps when having reason to believe that another educator may be approaching or involved in an ethically compromising situation;

  2. Neither discriminating nor retaliating against a person on the basis of having made an ethical complaint;

  3. Neither filing nor encouraging frivolous ethical complaints solely to harm or retaliate; and

5. Cooperating fully during ethics investigations and proceedings

C. The professional educator promotes and advances the profession within and beyond the school community by:

1. Influencing and supporting decisions and actions that positively impact teaching and learning, educational leadership and student services;

  1. Engaging in respectful discourse regarding issues that impact the profession;

  2. Enhancing one’s professional effectiveness by staying current with ethical principles and decisions from relevant sources including professional organizations;

  3. Actively participating in educational and professional organizations and associations; and

  4. Advocating for adequate resources and facilities to ensure equitable opportunities for all students. (TOP)

Principle II:  Responsibility for Professional Competence

The professional educator is committed to the highest levels of professional and ethical practice, including demonstration of the knowledge, skills and dispositions required for professional competence.

A. The professional educator demonstrates commitment to high standards of practice through:

  1. Incorporating into one’s practice state and national standards, including those specific to one’s discipline;

  1. Using the Model Code of Educator Ethics and other ethics codes unique to one’s discipline to guide and frame educational decision-making;

  1. Advocating for equitable educational opportunities for all students;

  1. Accepting the responsibilities, performing duties and providing services corresponding to the area of certification, licensure, and training of one’s position;

  1. Reflecting upon and assessing one’s professional skills, content knowledge, and competency on an ongoing basis; and

6. Committing to ongoing professional learning.

B. The professional educator demonstrates responsible use of data, materials, research and assessment by:

  1. Appropriately recognizing others’ work by citing data or materials from published, unpublished, or electronic sources when disseminating information;

  1. Using developmentally appropriate assessments for the purposes for which they are intended and for which they have been validated to guide educational decisions;

  1. Conducting research in an ethical and responsible manner with appropriate permission and supervision;

  1. Seeking and using evidence, instructional data, research, and professional knowledge to inform practice;

5. Creating, maintaining, disseminating, storing, retaining and disposing of records and data relating to one’s research and practice, in accordance with district policy, state and federal laws; and

  1. Using data, data sources, or findings accurately and reliably.

participating in educational and professional organizations and associations

Principle I:  Responsibility to the Profession

The  professional educator  is aware that trust in the profession depends upon a level of professional conduct and responsibility that may be higher than required by law.  This entails holding one and other educators to the same ethical standards.

A. The professional educator demonstrates responsibility to oneself as an ethical professional by: 

1. Acknowledging that lack of awareness, knowledge, or understanding of the Code is not, in itself, a defense to a charge of unethical conduct;

  1. Knowing and upholding the procedures, policies, laws and regulations relevant to professional practice regardless of personal views;

  1. Holding oneself responsible for ethical conduct;

  1. Monitoring and maintaining sound mental, physical, and emotional health necessary to perform duties and services of any professional assignment; and taking appropriate measures when personal or health-related issues may interfere with work-related duties;

5. Refraining from professional or personal activity that may lead to reducing one’s effectiveness within the school community;

6. Avoiding the use of one’s position for personal gain and avoiding the appearance of impropriety;and

7. Taking responsibility and credit only for work actually performed or produced, and acknowledging the work and contributions made by others.

B.  The professional educator fulfills the obligation to address and attempt to resolve ethical issues by:

1. Confronting and taking reasonable steps to resolve conflicts between the Code and the implicit or explicit demands of a person or organization;

  1. Maintaining fidelity to the Code by taking proactive steps when having reason to believe that another educator may be approaching or involved in an ethically compromising situation;

  2. Neither discriminating nor retaliating against a person on the basis of having made an ethical complaint;

  3. Neither filing nor encouraging frivolous ethical complaints solely to harm or retaliate; and

5. Cooperating fully during ethics investigations and proceedings

C. The professional educator promotes and advances the profession within and beyond the school community by:

1. Influencing and supporting decisions and actions that positively impact teaching and learning, educational leadership and student services;

  1. Engaging in respectful discourse regarding issues that impact the profession;

  2. Enhancing one’s professional effectiveness by staying current with ethical principles and decisions from relevant sources including professional organizations;

  3. Actively participating in educational and professional organizations and associations; and

  4. Advocating for adequate resources and facilities to ensure equitable opportunities for all students. (TOP)

Principle II:  Responsibility for Professional Competence

The professional educator is committed to the highest levels of professional and ethical practice, including demonstration of the knowledge, skills and dispositions required for professional competence.

A. The professional educator demonstrates commitment to high standards of practice through:

  1. Incorporating into one’s practice state and national standards, including those specific to one’s discipline;

  1. Using the Model Code of Educator Ethics and other ethics codes unique to one’s discipline to guide and frame educational decision-making;

  1. Advocating for equitable educational opportunities for all students;

  1. Accepting the responsibilities, performing duties and providing services corresponding to the area of certification, licensure, and training of one’s position;

  1. Reflecting upon and assessing one’s professional skills, content knowledge, and competency on an ongoing basis; and

6. Committing to ongoing professional learning.

B. The professional educator demonstrates responsible use of data, materials, research and assessment by:

  1. Appropriately recognizing others’ work by citing data or materials from published, unpublished, or electronic sources when disseminating information;

  1. Using developmentally appropriate assessments for the purposes for which they are intended and for which they have been validated to guide educational decisions;

  1. Conducting research in an ethical and responsible manner with appropriate permission and supervision;

  1. Seeking and using evidence, instructional data, research, and professional knowledge to inform practice;

5. Creating, maintaining, disseminating, storing, retaining and disposing of records and data relating to one’s research and practice, in accordance with district policy, state and federal laws; and

  1. Using data, data sources, or findings accurately and reliably.

Engaging in respectful discourse regarding issues that impact the profession;

Principle I:  Responsibility to the Profession

The  professional educator  is aware that trust in the profession depends upon a level of professional conduct and responsibility that may be higher than required by law.  This entails holding one and other educators to the same ethical standards.

A. The professional educator demonstrates responsibility to oneself as an ethical professional by: 

1. Acknowledging that lack of awareness, knowledge, or understanding of the Code is not, in itself, a defense to a charge of unethical conduct;

  1. Knowing and upholding the procedures, policies, laws and regulations relevant to professional practice regardless of personal views;

  1. Holding oneself responsible for ethical conduct;

  1. Monitoring and maintaining sound mental, physical, and emotional health necessary to perform duties and services of any professional assignment; and taking appropriate measures when personal or health-related issues may interfere with work-related duties;

5. Refraining from professional or personal activity that may lead to reducing one’s effectiveness within the school community;

6. Avoiding the use of one’s position for personal gain and avoiding the appearance of impropriety;and

7. Taking responsibility and credit only for work actually performed or produced, and acknowledging the work and contributions made by others.

B.  The professional educator fulfills the obligation to address and attempt to resolve ethical issues by:

1. Confronting and taking reasonable steps to resolve conflicts between the Code and the implicit or explicit demands of a person or organization;

  1. Maintaining fidelity to the Code by taking proactive steps when having reason to believe that another educator may be approaching or involved in an ethically compromising situation;

  2. Neither discriminating nor retaliating against a person on the basis of having made an ethical complaint;

  3. Neither filing nor encouraging frivolous ethical complaints solely to harm or retaliate; and

5. Cooperating fully during ethics investigations and proceedings

C. The professional educator promotes and advances the profession within and beyond the school community by:

1. Influencing and supporting decisions and actions that positively impact teaching and learning, educational leadership and student services;

  1. Engaging in respectful discourse regarding issues that impact the profession;

  2. Enhancing one’s professional effectiveness by staying current with ethical principles and decisions from relevant sources including professional organizations;

  3. Actively participating in educational and professional organizations and associations; and

  4. Advocating for adequate resources and facilities to ensure equitable opportunities for all students. (TOP)

Principle II:  Responsibility for Professional Competence

The professional educator is committed to the highest levels of professional and ethical practice, including demonstration of the knowledge, skills and dispositions required for professional competence.

A. The professional educator demonstrates commitment to high standards of practice through:

  1. Incorporating into one’s practice state and national standards, including those specific to one’s discipline;

  1. Using the Model Code of Educator Ethics and other ethics codes unique to one’s discipline to guide and frame educational decision-making;

  1. Advocating for equitable educational opportunities for all students;

  1. Accepting the responsibilities, performing duties and providing services corresponding to the area of certification, licensure, and training of one’s position;

  1. Reflecting upon and assessing one’s professional skills, content knowledge, and competency on an ongoing basis; and

6. Committing to ongoing professional learning.

B. The professional educator demonstrates responsible use of data, materials, research and assessment by:

  1. Appropriately recognizing others’ work by citing data or materials from published, unpublished, or electronic sources when disseminating information;

  1. Using developmentally appropriate assessments for the purposes for which they are intended and for which they have been validated to guide educational decisions;

  1. Conducting research in an ethical and responsible manner with appropriate permission and supervision;

  1. Seeking and using evidence, instructional data, research, and professional knowledge to inform practice;

5. Creating, maintaining, disseminating, storing, retaining and disposing of records and data relating to one’s research and practice, in accordance with district policy, state and federal laws; and

  1. Using data, data sources, or findings accurately and reliably.

Taking responsibility and credit only for work actually performed or produced, and acknowledging the work and contributions made by others.

The  professional educator  is aware that trust in the profession depends upon a level of professional conduct and responsibility that may be higher than required by law.  This entails holding one and other educators to the same ethical standards.

A. The professional educator demonstrates responsibility to oneself as an ethical professional by: 

1. Acknowledging that lack of awareness, knowledge, or understanding of the Code is not, in itself, a defense to a charge of unethical conduct;

  1. Knowing and upholding the procedures, policies, laws and regulations relevant to professional practice regardless of personal views;

  1. Holding oneself responsible for ethical conduct;

  1. Monitoring and maintaining sound mental, physical, and emotional health necessary to perform duties and services of any professional assignment; and taking appropriate measures when personal or health-related issues may interfere with work-related duties;

5. Refraining from professional or personal activity that may lead to reducing one’s effectiveness within the school community;

6. Avoiding the use of one’s position for personal gain and avoiding the appearance of impropriety;and

7. Taking responsibility and credit only for work actually performed or produced, and acknowledging the work and contributions made by others.

B.  The professional educator fulfills the obligation to address and attempt to resolve ethical issues by:

1. Confronting and taking reasonable steps to resolve conflicts between the Code and the implicit or explicit demands of a person or organization;

  1. Maintaining fidelity to the Code by taking proactive steps when having reason to believe that another educator may be approaching or involved in an ethically compromising situation;

  2. Neither discriminating nor retaliating against a person on the basis of having made an ethical complaint;

  3. Neither filing nor encouraging frivolous ethical complaints solely to harm or retaliate; and

5. Cooperating fully during ethics investigations and proceedings

C. The professional educator promotes and advances the profession within and beyond the school community by:

1. Influencing and supporting decisions and actions that positively impact teaching and learning, educational leadership and student services;

  1. Engaging in respectful discourse regarding issues that impact the profession;

  2. Enhancing one’s professional effectiveness by staying current with ethical principles and decisions from relevant sources including professional organizations;

  3. Actively participating in educational and professional organizations and associations; and

  4. Advocating for adequate resources and facilities to ensure equitable opportunities for all students. (TOP)

Avoiding the use of one’s position for personal gain and avoiding the appearance of impropriety;

The  professional educator  is aware that trust in the profession depends upon a level of professional conduct and responsibility that may be higher than required by law.  This entails holding one and other educators to the same ethical standards.

A. The professional educator demonstrates responsibility to oneself as an ethical professional by: 

1. Acknowledging that lack of awareness, knowledge, or understanding of the Code is not, in itself, a defense to a charge of unethical conduct;

  1. Knowing and upholding the procedures, policies, laws and regulations relevant to professional practice regardless of personal views;

  1. Holding oneself responsible for ethical conduct;

  1. Monitoring and maintaining sound mental, physical, and emotional health necessary to perform duties and services of any professional assignment; and taking appropriate measures when personal or health-related issues may interfere with work-related duties;

5. Refraining from professional or personal activity that may lead to reducing one’s effectiveness within the school community;

6. Avoiding the use of one’s position for personal gain and avoiding the appearance of impropriety;and

7. Taking responsibility and credit only for work actually performed or produced, and acknowledging the work and contributions made by others.

B.  The professional educator fulfills the obligation to address and attempt to resolve ethical issues by:

1. Confronting and taking reasonable steps to resolve conflicts between the Code and the implicit or explicit demands of a person or organization;

  1. Maintaining fidelity to the Code by taking proactive steps when having reason to believe that another educator may be approaching or involved in an ethically compromising situation;

  2. Neither discriminating nor retaliating against a person on the basis of having made an ethical complaint;

  3. Neither filing nor encouraging frivolous ethical complaints solely to harm or retaliate; and

5. Cooperating fully during ethics investigations and proceedings

C. The professional educator promotes and advances the profession within and beyond the school community by:

1. Influencing and supporting decisions and actions that positively impact teaching and learning, educational leadership and student services;

  1. Engaging in respectful discourse regarding issues that impact the profession;

  2. Enhancing one’s professional effectiveness by staying current with ethical principles and decisions from relevant sources including professional organizations;

  3. Actively participating in educational and professional organizations and associations; and

  4. Advocating for adequate resources and facilities to ensure equitable opportunities for all students. (TOP)

Refraining from professional or personal activity that may lead to reducing one’s effectiveness within the school community

The  professional educator  is aware that trust in the profession depends upon a level of professional conduct and responsibility that may be higher than required by law.  This entails holding one and other educators to the same ethical standards.

A. The professional educator demonstrates responsibility to oneself as an ethical professional by: 

1. Acknowledging that lack of awareness, knowledge, or understanding of the Code is not, in itself, a defense to a charge of unethical conduct;

  1. Knowing and upholding the procedures, policies, laws and regulations relevant to professional practice regardless of personal views;

  1. Holding oneself responsible for ethical conduct;

  1. Monitoring and maintaining sound mental, physical, and emotional health necessary to perform duties and services of any professional assignment; and taking appropriate measures when personal or health-related issues may interfere with work-related duties;

5. Refraining from professional or personal activity that may lead to reducing one’s effectiveness within the school community;

6. Avoiding the use of one’s position for personal gain and avoiding the appearance of impropriety;and

7. Taking responsibility and credit only for work actually performed or produced, and acknowledging the work and contributions made by others.

B.  The professional educator fulfills the obligation to address and attempt to resolve ethical issues by:

1. Confronting and taking reasonable steps to resolve conflicts between the Code and the implicit or explicit demands of a person or organization;

  1. Maintaining fidelity to the Code by taking proactive steps when having reason to believe that another educator may be approaching or involved in an ethically compromising situation;

  2. Neither discriminating nor retaliating against a person on the basis of having made an ethical complaint;

  3. Neither filing nor encouraging frivolous ethical complaints solely to harm or retaliate; and

5. Cooperating fully during ethics investigations and proceedings

C. The professional educator promotes and advances the profession within and beyond the school community by:

1. Influencing and supporting decisions and actions that positively impact teaching and learning, educational leadership and student services;

  1. Engaging in respectful discourse regarding issues that impact the profession;

  2. Enhancing one’s professional effectiveness by staying current with ethical principles and decisions from relevant sources including professional organizations;

  3. Actively participating in educational and professional organizations and associations; and

  4. Advocating for adequate resources and facilities to ensure equitable opportunities for all students. (TOP)

assistive technologies

Read the case study to inform the assignment that follows.

Case Study: Gabriella

Grade:  4th

Age:  9

Gabriella is a fourth grade student with a language disorder and mild intellectual delays.  She is nine years old and spends a large portion of her day in self-contained settings. She receives speech and language services from a speech pathologist for a minimum of 40 minutes three days a week. The rest of the time, her language needs are supported by the special education teacher. She does attend a general education fourth grade classroom daily for 90 minutes for language arts instruction. An instructional assistant accompanies Gabriella to class. Gabriella’s oral expression skills are in the low to average range. She struggles with figurative speech, sarcasm, and multiple meanings of words. Her speech is literal and she usually has poor decoding and reading comprehension skills. Her reading level is at a low first grade level, reading simple stories with a Lexile level of 300-450. Her favorite books are the Frog and Toad  books by Arnold Lobel. She is writing simple sentences with a subject and a predicate, but relies on picture cues and rewriting strategies to plan her sentences.

Gabriella attends the fourth grade Language Arts class for exposure to more appropriate grade level content. She requires frequent breaks and one-on-one support from an assistant when participating in the general education setting. The special education teacher and assistant work with the general education teacher to modify the assignments in class.

Gabriella is exempt from the district course assessment at this time, and her grade is based on participation, reduced and modified assignments, and an alternative individual project instead of a final exam.  When working in groups, Gabriella will participate by making choices, with visual cues prompted by the assistant. Gabriella has been integrated into language arts instruction since the second grade. Students enjoy having her in class and are helpful.  She also attends art, music, PE, recess, and lunch with the same fourth grade class.

Assignment:

Part 1: Goal Writing

Write a measureable IEP goal for Gabriella that includes the use of augmentative and alternative communication systems, and assistive technology in the classroom to facilitate communication with peers and aid in comprehension of content.

Part 2: Mini Unit

Utilizing the COE Lesson Plan Template, compose a mini-unit of three formal ELA lesson plans that build upon the following:

Current Instruction and Content in the Fourth Grade Classroom:

  • Currently, students are reading about the Underground Railroad.
  • Current instruction must be aligned to Common Core Standards:CCSS.ELA-Literacy.RI.4.1-RI.4.6
  • Completed lesson activity and learning target includes students working individually to complete a graphic organizer to identify the setting, main idea, and key details.
  • For each lesson plan, differentiate activities for Gabriella that address Gabriella’s measureable IEP goal and include assistive technologies. In addition, for each lesson plan, create a pre- and post-assessment, using a low or high tech based accommodation, to evaluate whether Gabriella’s measurable IEP goal are met.

Part 3: Rationale

Provide a 250-500-word rationale that supports your instructional choices for Gabriella’s IEP goal, the differentiated activities in the mini-unit, and the alignment between the two. Support your rationale with 2-3 scholarly resources on best practices regarding semantics disorders and the use of assistive technology.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

Common Core Standards

Read the case study to inform the assignment that follows.

Case Study: Gabriella

Grade:  4th

Age:  9

Gabriella is a fourth grade student with a language disorder and mild intellectual delays.  She is nine years old and spends a large portion of her day in self-contained settings. She receives speech and language services from a speech pathologist for a minimum of 40 minutes three days a week. The rest of the time, her language needs are supported by the special education teacher. She does attend a general education fourth grade classroom daily for 90 minutes for language arts instruction. An instructional assistant accompanies Gabriella to class. Gabriella’s oral expression skills are in the low to average range. She struggles with figurative speech, sarcasm, and multiple meanings of words. Her speech is literal and she usually has poor decoding and reading comprehension skills. Her reading level is at a low first grade level, reading simple stories with a Lexile level of 300-450. Her favorite books are the Frog and Toad  books by Arnold Lobel. She is writing simple sentences with a subject and a predicate, but relies on picture cues and rewriting strategies to plan her sentences.

Gabriella attends the fourth grade Language Arts class for exposure to more appropriate grade level content. She requires frequent breaks and one-on-one support from an assistant when participating in the general education setting. The special education teacher and assistant work with the general education teacher to modify the assignments in class.

Gabriella is exempt from the district course assessment at this time, and her grade is based on participation, reduced and modified assignments, and an alternative individual project instead of a final exam.  When working in groups, Gabriella will participate by making choices, with visual cues prompted by the assistant. Gabriella has been integrated into language arts instruction since the second grade. Students enjoy having her in class and are helpful.  She also attends art, music, PE, recess, and lunch with the same fourth grade class.

Assignment:

Part 1: Goal Writing

Write a measureable IEP goal for Gabriella that includes the use of augmentative and alternative communication systems, and assistive technology in the classroom to facilitate communication with peers and aid in comprehension of content.

Part 2: Mini Unit

Utilizing the COE Lesson Plan Template, compose a mini-unit of three formal ELA lesson plans that build upon the following:

Current Instruction and Content in the Fourth Grade Classroom:

  • Currently, students are reading about the Underground Railroad.
  • Current instruction must be aligned to Common Core Standards:CCSS.ELA-Literacy.RI.4.1-RI.4.6
  • Completed lesson activity and learning target includes students working individually to complete a graphic organizer to identify the setting, main idea, and key details.
  • For each lesson plan, differentiate activities for Gabriella that address Gabriella’s measureable IEP goal and include assistive technologies. In addition, for each lesson plan, create a pre- and post-assessment, using a low or high tech based accommodation, to evaluate whether Gabriella’s measurable IEP goal are met.

Part 3: Rationale

Provide a 250-500-word rationale that supports your instructional choices for Gabriella’s IEP goal, the differentiated activities in the mini-unit, and the alignment between the two. Support your rationale with 2-3 scholarly resources on best practices regarding semantics disorders and the use of assistive technology.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.