2045.3.1 : Supporting Students with Diverse Learning Needs
The graduate describes how instructional strategies and a multitiered systems of supports (MTSS) framework help ensure that instruction and interventions align to the individual learning needs of students in a variety of placements.
2045.3.5 : Additional School Services
The graduate implements appropriate curriculum and instruction that enables students with exceptionalities to achieve success academically and achieve their potential.
School principals are responsible for setting expectations for providing all students with an inclusive and supportive school environment. This includes gifted and talented students and students with unique challenges. In this task, you will assume the role of a middle school principal and prepare a presentation for faculty that discusses how differentiated instruction (DI), universal design learning (UDL) and multiple tiered systems of support (MTSS) can be incorporated into daily classroom lesson planning in order to support specific groups of students.
As the principal of George Madison Middle School, you are preparing to present to faculty a new school-wide initiative to adopt and incorporate differentiated instruction (DI), universal design learning (UDL) and multiple tiered systems of support (MTSS) into daily classroom lesson plans to better support the following three groups of students:
• students in a gifted and talented program
• students who are homeless
• students from a migrant family
Your submission must be your original work. No more than a combined total of 30% of a 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.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Based on the scenario, create a presentation with speaker notes, by doing the following:
1. Describe the following instructional practices:
• differentiated instruction (DI)
• universal design learning (UDL)
• multitiered systems of support (MTSS)
a. Explain the application of each instructional practice in a classroom.
2. Describe three challenges typically encountered by each of the three groups of students from the scenario.
a. Describe how each instructional practice from part A1 can be used to support each group of students.
b. Explain your expectations for your faculty for incorporating the instructional practices from part A1 into daily classroom lesson plans, including one expectation for each instructional practice.
B. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
C. Demonstrate professional communication in the content and presentation of your submission.
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
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NOT EVIDENT The submission demonstrates consistently unprofessional or unethical behavior or disposition as outlined in the WGU Teachers College Code of Ethics. |
APPROACHING COMPETENCE The submission demonstrates behavior or disposition that conflicts with the professional and ethical standards outlined in the WGU Teachers College Code of Ethics. |
COMPETENT The submission demonstrates behavior and disposition that align with the professional and ethical standards outlined in the WGU Teachers College Code of Ethics. |
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NOT EVIDENT A description of the given instructional practices is not provided. |
APPROACHING COMPETENCE The description contains 1 or more inaccuracies, or does not define or summarize key principles for each given instructional practice. |
COMPETENT The description accurately defines and summarizes key principles for each given instructional practice. |
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NOT EVIDENT An explanation of the application of the given instructional practices is not provided. |
APPROACHING COMPETENCE The explanation contains 1 or more inaccuracies, or the explanation of the application of each given instructional practice is not complete. |
COMPETENT The explanation of the application of each given instructional practice is accurate and complete. |
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NOT EVIDENT A description of the challenges typically encountered by the given groups of students is not provided. |
APPROACHING COMPETENCE The description contains 1 or more inaccuracies or does not include 3 challenges typically encountered by each group of students from the scenario. |
COMPETENT The description is accurate and includes 3 challenges typically encountered by each group of students from the scenario. |
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NOT EVIDENT A description of how the given instructional practices can be used to support students is not provided. |
APPROACHING COMPETENCE The description does not accurately address how each given instructional practice can be used to support each group of students from the scenario. |
COMPETENT The description accurately addresses how each given instructional practice can be used to support each group of students from the scenario. |
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NOT EVIDENT An explanation of the expectations for the given instructional practices is not provided. |
APPROACHING COMPETENCE The explanation contains 1 or more inaccuracies or does not include 1 expectation for each given instructional practice. Or the explanation does not logically connect each expectation to daily classroom lesson plans. |
COMPETENT The explanation is accurate and includes 1 expectation for each given instructional practice and the explanation logically connects each expectation to daily classroom lesson plans. |
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NOT EVIDENT The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized. |
APPROACHING COMPETENCE The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate. |
COMPETENT The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available. |
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NOT EVIDENT Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic. |
APPROACHING COMPETENCE Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective. |
COMPETENT Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding. |