ESE | Special Education Endorsement
Assessment for Exceptional Students, Grades 6-12 - No. ESE-ED-210
Research-based practical and authentic assessments will be examined for application to the needs of exceptional and special education students. The use of research-based assessment practices will be used to inform instructional planning and differentiated classroom practices. Formal and informal assessments will include intelligence testing, examining IEP goals, SLOs, formative assessments to include observational and anecdotal data, performance tasks, learning style inventories, behavioral assessment, criterion-referenced assessments, and standardized assessments. Data will be used to differentiate with while aligning best practices with students’ individual learning needs. Course Objectives- Evaluate the needs of their ELL students to align best instructional strategy to those needs.
- Through job-embedded participation, practice with several research-based assessments in order to determine student needs, learning readiness, and needed instructional support.
- Use research-based strategy to plan for instruction and instructional intervention, or modify existing instructional plans, for the special needs of the ELL learners in their classrooms.
Best Classroom Management Practices for Inclusive Classrooms, Grades K-5 - No. ESE-ED-211
Careful thought and planning can garner the best classroom management practices for inclusive classrooms. Participants in this course will learn how to create balanced classrooms, and evaluate their utility in various settings and scenarios to include co-teaching, collaboration. The use of appropriate supports for exceptional students and students with disabilities will be practiced with through various teaching approaches, to include co-teaching, interactive teaching, parallel teaching, and through lesson development. Participants will glean useful learning strategies as they align with teaching of core content for inclusive settings. Course Objectives- Participants will be introduced to research-based strategies for classroom management practices in inclusive classroom settings.
- Participants will learn what balanced classrooms look like, and plan similarly using various teaching methods and models.
- Participants will align management strategy with content goals based on industry best practices for inclusive K-5 settings.
Best Classroom Management Practices for Inclusive Classrooms, Grades 6-8 - No. ESE-ED-212
Research, careful thought and planning are some of the ingredients to effective classroom management practices proven to work in inclusive classrooms. Participants in this course will learn how to create balanced classrooms with sound learning environments for inclusive settings. Examples of various settings will include co-teaching, peer coaching and collaboration, and the use of appropriate behavioral supports for struggling learners and students with disabilities. Various teaching approaches will include co-teaching, interactive teaching, parallel teaching, and the structuring of lessons and classrooms that lead to useful learning in optimal learning environments. Course Objectives- Participants will be introduced to research-based strategies for classroom management practices in inclusive classroom settings.
- Participants will learn what differentiated classrooms look like, and plan similarly using various teaching methods and models.
- Participants will align management strategy with content goals based on industry best practices for inclusive 6-8 settings
Best Classroom Management Practices for Inclusive Classrooms, Grades 9-12 - No. ESE-ED-213
Research, careful thought and planning are some of the ingredients to effective classroom management practices proven to work in inclusive classrooms. Participants in this course will learn how to create balanced classrooms with sound learning environments for inclusive settings. Examples of various settings will include co-teaching, peer coaching and collaboration, and the use of appropriate high school and secondary behavioral supports for struggling learners, exceptional students and students with disabilities. Various structuring of lessons in secondary classroom environments that lead to useful learning in optimal learning environments will be learned, planned for and practiced with. Course Objectives- Participants will be introduced to research-based strategies for classroom management practices in inclusive classroom settings.
- Participants will learn what differentiated classrooms look like, and plan similarly using various teaching methods and models.
- Participants will align management strategy with content goals based on industry best practices for inclusive 9-12 settings.
Instructional Environments for Special Education Students, Grades K-12 - No. ESE-ED-219
Special and exception needs children and young adults need special environments rife with engagement, differentiation, novelty and cognitive-friendly approaches that reinforce learning daily. From seating, to structuring learning centers, participants will learn the research-based essentials for setting classroom environments up for success with a focus on the special needs student. Careful attention will be given to physical space, design, support systems and activities to accommodate the different and varied needs among exceptional learners. Course Objectives- Participants will develop working knowledge of the research-based instructional environments that work into success for special needs students and exceptional leaners.
- Participants will glean more knowledge about the classrooms and classroom environments that lead to successfully teaching to exceptional learners and special education students.
- Participants will develop a model of their own classroom and modify it as it aligns to new ideas, resources, and strategies gleaned from this course.
Classroom and Behavior Management for Special Needs Students, Grades K-5 - No. ESE-ED-222
Managing behavior balances with understanding our learners and their learning styles. Differentiating for, various student instructional needs is key to harnessing learning style and other data. While much of it is about student engagement, it is also about knowing them, and how they learn, enough to engage them in learning more. Whether they learn kinesthetically (using physical, hands-on), or inter-personally (social) for example, gives us the opportunity to craft activities and performance tasks geared to garnering better behavior that then allows us to help them academically. Participants in this course will learn how to use learning style information to develop effective behavior management strategies. Course Objectives- Apply several learning style theories to determine learning styles.
- Develop utility with various behavior management theories as they align with multiple learning styles.
- Align behavioral theory to identified learning styles in order to successfully manage behavior and instruct students.
- Apply, through planning and job-embedded action, specific and measurable behavioral management goals and strategies as they align with identified learning styles.
Classroom and Behavior Management for Special Needs Students, Grades 6-12 - No. ESE-ED-203
Managing behavior balances with understanding our learners and their learning styles. Differentiating for, various student instructional needs is key to harnessing learning style and other data. While much of it is about student engagement, it is also about knowing them, and how they learn, enough to engage them in learning more. Whether they learn kinesthetically (using physical, hands-on), or inter-personally (social) for example, gives us the opportunity to craft activities and performance tasks geared to garnering better behavior that then allows us to help them academically. Participants in this course will learn how to use learning style information to develop effective behavior management strategies. Course Objectives- Participants will learn and apply several learning style theories to determine learning styles.
- Participants will be introduced to various behavior management theories as they align with multiple learning styles.
- Participants will align behavioral theory to identified learning styles in order to successfully manage behavior and instruct students.
- Participants will learn and apply, through planning and job-embedded action, specific and measurable behavioral management goals and strategies as they align with identified learning styles.
Teaching to Autism, Grades K-12 - No. ESE-ED-239
Interventions for increasing the academic engagement and progress of students with autism spectrum disorder in inclusive classrooms will be the focus of this course. Use of empirically supported, field-tested strategies for inclusive classrooms will drive methods of successful implementation. Participants will develop familiarity and facility with strategy pertinent to their own classroom realities. From songs in transition times, to listening activities and visual engagement, participants will end this course with the creation of comprehensive lesson plans that incorporate course strategies as they align with standards, curriculum and instructional motivation for students with autism. Course Objectives- Participants will understand the diverse needs of students with autism, and how to align research and standards-based instructional strategy to them.
- Participants will strategies and tools implementation strategies focused on the needs of students with autism spectrum disorder.
- Participants will leverage information, tools and resources with student readiness and differentiated approaches to learning.
Teaching to Exceptional Children, Grades K-5 - No. ESE-ED-240
Teaching to exceptional children invokes careful planning, the use of data in the planning stages, and a teamed approach that involves parents and all educational stakeholders to work into a child’s success. Beginning with individualized student plans, participants will develop their ability to analyze and plan with data to differentiate for multiple learner types and instructional support. Strategies for co-teaching using Common Core, traditional and 21st century curriculum will result in a multiple-pronged approach to instructional success. Course Objectives- Participants will practice with and use data and resources for planning and implementation of a broad and scaffolded curriculum focused on the needs of exceptional learners.
- Participants will leverage information, tools and resources, student readiness and differentiated approaches to learning with evidence-based practices for a variety of learners, educational programs and classroom settings.
Teaching to Exceptional Adolescents and Young Adults, Grades 6-12 - No. ESE-ED-241
Teaching to exceptional adolescents and young adults invokes careful planning, the use of data in the planning stages, and a teamed approach that involves parents and all educational stakeholders to work into a child’s success. Beginning with individualized student plans, participants will develop their ability to analyze and plan with data to differentiate for multiple learner types and instructional support. Strategies for co-teaching using Common Core, traditional and 21st century curriculum will result in a multiple-pronged approach to instructional success. Course Objectives- Analyze and practice with data and other resources for planning and implementation of a broad and scaffolded curriculum focused on the needs of exceptional learners.
- Differentiate with the tools and resources needed to support student readiness and learning with evidence-based practices for a variety of learners, educational programs and classroom settings.
Differentiating Instruction for Inclusive Classrooms, Grades K-12 - No. ESE-ED-254
Teaching and differentiating in inclusive classrooms requires careful and flexible planning and creativity. Through design, re-design, and research-based, field tested strategy in inclusive classrooms, participants will invent and reinvent lessons using effective methods for differentiation. Learning profiles, interest surveys, cognitive-friendly learning environments, tiered questioning and student "hooks" for rigorous learning application are some of the takeaways of this e-course. Course Objectives:- Participants will learn how to create differentiated lessons for inclusive classrooms through design and strategy.
- Participants will learn and practice with the strategies that lead to effective and diverse learning environments.
- Participants will plan flexibly using tools, resources, and new strategy to address the needs of diverse learners.
Remediating Learning Difficulties Grades K-12, No. SP-235
Through a tiered instructional framework, participants will be introduced to tools and resources for effective diagnosis of learning and student progress monitoring. Through high quality, differentiated and scientifically based instructional strategy, participants will learn how to scaffold learning carefully and thoughtfully with increased intensity using the tools to meet students at their individual level of performance, level of ability and rate of progress as leveraged with SLOs, IEPs, and standards for learning. Course Objectives:- Use tiered instructional models to close achievement gaps among Tiers II and III students.
- Understand and develop utility with the assessment procedures needed to progress monitor effectively in order to deliver effective and timely interventions for RtI students.
- Practice with various differentiated, scientifically based instructional technique to address students needs with.
- Plan curriculum and content geared toward meeting the instructional needs of Tiers II and III students using tiered intervention strategies.
