New FEAP 4 Key Assessment
Today’s classroom teachers are expected to possess the knowledge and skills to meet the needs of all students. In our diverse and inclusive classrooms, meeting the needs of all children, including those who are culturally/linguistically diverse, and/or who have special needs including children at-risk, is a challenge facing teachers in all learning environments. To address these challenges, classroom teachers are required to complete functional assessments of behavior, and develop behavior intervention plans, and provide evidence that these interventions are being actively implemented in their classrooms. Each classroom teacher is expected to know that functional assessment is the practice of understanding that behaviors serve a purpose and providing high quality, individualized interventions that are matched to students’ individual needs. Furthermore, it means monitoring the students’ progress frequently to make informed decisions about changes in behavioral interventions, instructional methods and/or goals and objectives. The expertise to collect data and then to analyze and apply this data to inform behavioral decision-making is a routine expectation of a classroom teacher.
This assignment has six steps.
In cooperation with the classroom teacher [they could be working with another teacher at their own school, so “assigned” isn’t applicable to everyone], analyze the data from multiple behavioral assessments for one student in the class. Utilize the data derived from that data to diagnose the individualized behavioral needs of one student. (FEAP a.4.a/FPEC 4.1, 8.6/InTASC 1a.p, 8e.p)
Identify two skills that need to be taught to the student. These can be either replacement behaviors that match the function of the targeted behavior or other skills that need to be taught. Develop learning objectives for these two skills for the student. Determine how the progress of the student should be monitored, and describe the methods you would use, including at least two types of data for each objective. (FEAP a.4.c/FPEC 4.3/InTASC 6b)
Include recommendations for preventative strategies that may include instructional accommodations, changes to the teaching environment, pro-active interventions like the use of visual schedules or first/then boards, based on the student’s learning style and unique needs. Develop at least two sample activities per objective that could be implemented that support the behavioral functioning of each student. Determine what possible additional interventions and/or resources you would recommend to meet the needs of the students identified as needing further assistance, if what you have proposed does not provide adequate assistance for the unique behavioral needs of the student. Include consideration of the classroom teachers, parent(s)/caregiver(s)’and/or student’s perspective when proposing your recommendations. (FEAP a.4.d/FPEC 4.4, 7.5/InTASC 6h.p, 6p.k, 6u.d)
Write a plan to share your interpretation of the functional assessment results, individualized plan, and recommendations with the parent(s)/caregiver(s) and/or parent(s)/caregiver(s) and the student (depending on grade level). If you are able to conduct this meeting, with written permission of the parent(s)/caregiver(s), tape record the conference and submit a written transcription of the conversation. If a parent-teacher conference is not possible, write a dialog, in collaboration with the classroom teacher, for a mock conference. (FEAP a.4.e/FPEC 4.5, 7.3/InTASC 6f.p, 6v.d)
Use technology to prepare a concise written report summarizing each step of this assignment. Remember to include: a discussion regarding how your data analysis was the driving force behind each step of the proposed individualized intervention plan; graphs, charts, and/or rubrics developed to analyze the behavior, document progress; a transcript of the parent/teacher conference or mock conference; and your reflective insights in the conclusion. Include a reference list for all cited sources. (FEAP a.4.f/FPEC 4.6/InTASC 6i.p, 6o.k)
2.Employ effective research skills to identify key sources of information to determine what behavioral methods have been successful for students whose learning needs are similar to those in your data analysis and how progress was monitored. Identify the approach/method(s)/model(s) that you would use with the student, based on your research. For example, review materials about functional assessment and behavior intervention from www.pbis.org Links to an external site.; www.pbs.fsu.edu/return.html Links to an external site.; and www.behaviordoctor.org Links to an external site.(FEAP a.4.b/FPEC 4.2/InTASC 6b.p, 6o.k, 6t.d)
Looking for a similar assignment?
Let Us write for you! We offer custom paper writing services
I’m working on a writing case study and need an explanation and answer to help me learn.New FEAP 4 Key AssessmentCase StudyToday’s classroom teachers are expected to possess the knowledge and skills to meet the needs of all students. In our diverse and inclusive classrooms, meeting the needs of all children, including those who are culturally/linguistically diverse
- What impact will this decision have on the state of the Saudi economy in general?
- Employ effective research skills to identify key sources of information to determine what behavioral methods have been successful for students whose learning needs are similar to those in your data analysis and how progress was monitored.
- What are some of the limitations of this evidence?
- Will use of the individual’s initials or name at the end of the message satisfy the signature requirement, under Article 2B of the Uniform Commercial Code (the UCC)?
- If you were manufacturing toothpaste and decided to substitute diethylene glycol for glycerin, would you consider it
your ethical obligation to tell the consumer?