Resource Teacher Know How Assessment DescriptionA special education teacher in a resource setting has a very difficult job, meeting the needs of a variety

Resource Teacher Know How Assessment DescriptionA special education teacher in a resource setting has a very difficult job, meeting the needs of a variety of students and covering a multitude of subject matters in a single class period. Being able to properly structure your class and effectively manage class time will help you meet the needs of all students and not become overwhelmed. Adding a number of strategies and accommodations to your teaching repertoire will also increase your efficacy in the classroom.For this assignment, take on the role of a first-year special education teacher who has been assigned to the resource room to work with students who are working at the ninth grade level for both English and math. You have about 10 students during this class period and an aide to assist you. Students meet with you for 50 minutes each day to get help with homework, finish their classwork, study for tests, and get extra support in each subject area. You will need to structure the class so that student needs in both subject areas will have time to be addressed.Use the “Class Profile” to obtain specific information about the needs of your students.Part 1: Teacher InquiriesIn 250-500 words compose a response for the following:

Questions you would have about your teaching assignment before it begins, including any requests for additional information.
Questions you would have for fellow teachers and administration.
Information you would like to have before the end of the first week of school.

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Provide a rationale for each inquiry. Cite both the “Class Profile” and an additional minimum of two outside scholarly resources in your responses.Part 2: Classroom EnvironmentIn 500-750 words compose a response for the following:

Provide a minimum of three possible ways to structure the classroom setting.
Provide a minimum of two possible ways to structure a class period.
Provide a minimum of three instructional strategies, including accommodations and/or assistive technology, to meet the curricular content needs of your students in both the English language arts and math classes.
Provide two collaboration strategies to use when working with the classroom aide assisting you in meeting the needs of the students in the resource room setting.

Provide support for your responses, citing both the “Class Profile” and an additional minimum of two outside scholarly resources. Class Profile

Student Name

English Language Learner

Socioeconomic

Status

Ethnicity

Gender

IEP

Service Need of IEP

Year in School

Reading

Performance Level

Math Performance

Level

Andy

No

Low SES

White

Male

Academic

Reading Comprehension

10

Two years below grade level

One year below grade level

Beth

No

Mid SES

White

Female

Behavior/Emotional

Task Completion/ Executive Functioning Disorder

9

One year above grade level

Two years below grade level

Christy

No

Mid SES

White

Female

Emotional Disturbance

Social Anxiety

10

At grade level

Two years below grade level

Drew

No

Low SES

White

Male

Academic

Dyscalculia

10

At grade level

Three years below grade level

Ella

No

Mid SES

White

Female

Academic/Behavior

Calculations/ODD

10

Grade level

Two years below grade level

Emma

Yes

Low SES

White

Female

Emotional Disturbance

Depression

9

At grade level

Two years below grade level

Lebron

No

Mid SES

African American

Male

Academic

Dyslexia

10

Two years below grade level

One year below grade level

Manuel

Yes

Low SES

Hispanic

Male

Academic

Computation

10

One year below grade level

Two years below grade level

Sarah

No

Mid SES

White

Female

Academic/Behavior

Nonverbal learning disability

9

Two years below grade level

Two years below grade level

Thomas

ELL

Low SES

Hispanic

Male

Academic/Behavior

ASD/Communication

10

Two years below grade level

Two years below grade level

© 2019. Grand Canyon University. All Rights Reserved.

© 201

9

. Grand

Canyon University. All Rights Reserved.

Class Profile

Student Name

English Language

Learner

Socio

economic

St

atus

Ethnicity

Gender

IEP

Service Need of

IEP

Year in School

Reading

Performance

Level

Math

Performance

Level

Andy

No

Low

SES

White

Male

Academic

Reading

Comprehension

10

Two

year

s

below

grade level

One year below

grade level

B

eth

No

Mid

SES

White

Female

Behavior/Emotional

Task Completion

/

Executive Functioning

Disorder

9

One year above

grade level

Two

year

s

below

grade level

Christy

No

Mid

SES

White

Female

Emotional

Disturbance

Social

Anxiety

10

At grade level

Two

year

s

below

grade level

Drew

No

Low

SES

White

Male

Academic

Dyscalculia

10

At grade level

Three

year

s

below

grade level

Ella

No

Mid

SES

White

Female

Academic

/Behavior

Calculations/ODD

10

Grade level

Two

year

s

below

grade level

Emma

Yes

Low

SES

White

Female

Emotional

Disturbance

Depression

9

At grade level

Two

year

s

below

grade level

Lebron

No

Mid

SES

African

American

Male

Academic

Dyslexia

10

Two

year

s

below

grade level

One year below

grade level

Manuel

Yes

Low

SES

Hispanic

Male

Academic

Computation

10

One year below

grade level

Two

year

s

below

grade level

Sarah

No

Mid

SES

White

Female

Academic

/Behavior

Nonverbal learning

disability

9

Two

year

s

below

grade level

Two

year

s

below

grade level

Thomas

ELL

Low

SES

Hispanic

Male

Academic

/Behavior

ASD

/Communication

10

Two

year

s

below

grade level

Two

year

s

below

grade level

© 2019. Grand Canyon University. All Rights Reserved.

Class Profile

Student Name

English Language Learner

Socio
economic

St
atus

Ethnicity

Gender

IEP

Service Need of IEP

Year in School

Reading

Performance Level

Math Performance

Level

Andy No
Low
SES
White Male Academic
Reading
Comprehension
10
Two years below
grade level
One year below
grade level
Beth No
Mid
SES
White Female Behavior/Emotional
Task Completion/
Executive Functioning
Disorder
9
One year above
grade level
Two years below
grade level
Christy No
Mid
SES
White Female
Emotional
Disturbance
Social Anxiety 10 At grade level
Two years below
grade level
Drew No
Low
SES
White Male Academic Dyscalculia 10 At grade level
Three years below
grade level
Ella No
Mid
SES
White Female Academic/Behavior Calculations/ODD 10 Grade level
Two years below
grade level
Emma Yes
Low
SES
White Female
Emotional
Disturbance
Depression 9 At grade level
Two years below
grade level
Lebron No
Mid
SES
African
American
Male Academic Dyslexia 10
Two years below
grade level
One year below
grade level
Manuel Yes
Low
SES
Hispanic Male Academic Computation 10
One year below
grade level
Two years below
grade level
Sarah No
Mid
SES
White Female Academic/Behavior
Nonverbal learning
disability
9
Two years below
grade level
Two years below
grade level
Thomas ELL
Low
SES
Hispanic Male Academic/Behavior ASD/Communication 10
Two years below
grade level
Two years below
grade level

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