thinking back discussion

There are of course many ways to make these modifications, but some of the ones we tried out were:

  • Reversal
  • “Solve it Two Ways”
  • Roadblock
  • Remove an Element

Throughout the semester, you have created modified problems and also tried out several modified problem sets from your peers. Based on these experiences, share your thoughts on at least one of the following two questions:

  1. If you were teaching algebra in the future, which modification technique would you be most likely to use regularly and why?
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final modified problems

This is our last set of good problems or modified problem sets from your peers. You can just choose one total (of course you’re welcome to do more, but it’s not expected) and post your mathematical work and your feedback on the / modified problem set.

file attached below.  

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self advocacy questions

Unlimited Attempts Allowed

Available: Nov 28, 2021 9:00amAvailable: Nov 28, 2021 9:00amuntil Dec 20, 2021 11:59pm until Dec 20, 2021 11:59pm


First, read this story: How Self-advocacy Helped Me Fight For My Rights in CollegeLinks to an external site.

For the assignment (10 pts), answer the following questions using full sentences:

  1. What is self-advocacy?
  2. What did Savannah’s high-school teacher do, specifically, that helped her transition to college?
  3. What are some actions that Savannah did to be more proactive after her experience with the trig professor that you (as a special educator, friend, or parent) could help a high school student create and take with them to college/what advice could you share with the student based on Savannah’s story?

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  1. How may a high school Special Education teacher use a system like Check & Connect to help conduct person-centered planning and transition planning for their students?

Answer the above question in a discussion post, three paragraphs.

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Early intervention table

Early Intervention (EI)

 As you read in the ECSE assignment, EI and ESCE are different programs (see pages 470-471 in your textbook that summarizes EI and who it is for). Here is a link to a brief providing some great overview information about EI (Links to an external site.).

Some of the critical differences include:

  • It is discretionary (available for use at the discretion of the user)
  • Serves children from birth until their third birthday
  • VERY different program from what happens when children turn 3 years of age
  • Covered under Part C of IDEA rather than PART B and is implemented in a different way as a result (see chart if you need a reminder: se-fs-keyfeaturesofpartbandpartc.pdf ) 

    Download se-fs-keyfeaturesofpartbandpartc.pdf )

  • States can charge money for services (Missouri does)
  • All families have a service coordinator
  • Outcomes are determined before services
  • Once child is eligible, services can be provided in areas the child didn’t qualify as long as they are deemed necessary to meet goals

The rationale for EI is that the earlier we can intervene the better. The main goals of EI include the following:

  1. Enhance the development of infants, toddlers, and preschoolers
  2. Reduce the long-term costs by intervening earlier
  3. Maximize the potential of the learner
  4. Enhance family capacity
  5. Enhance state and local capacity

What EI Involves

For this assignment, we are going to examine a few key ideas related to EI and how it differs from ECSE.

  1. Family centered: EI is family centered rather than child-centered. Read page 491 in your textbook about families to learn more.
  2. Natural Environment: EI takes part in the natural environment (NE) rather than the least restrictive environment (LRE). The NE is a setting typical for same-age peers without disabilities such as the child’s home, playgroup and child care facilities. Watch one of the two videos below (or both!) about the natural environment and using a routines-based approach: (Links to an external site.)

    Early Intervention: A Routines-Based Approach – Part 1:Traditional vs Routines (Links to an external site.)

     (Links to an external site.)

  3. Individualized Family Service Plan: Within EI, an individualized family service plan (IFSP) is developed NOT an IEP. Families participate in the planning, implementation and review of their IFSP. The IFSP process should result in a document that reflects a family’s concerns, priorities, and resources with regard to the development of their infant or toddler. It is a fluid document that must be periodically reviewed every 6 months or at the request of a team member to reflect a child’s developmental needs of changes in family priorities and resources. Read pages 471-472 in your textbook for additional information about the IFSP. Take a look at this sample IFSP form to see what is included in an IFSP: sample IFSP form.pdf 

    Download sample IFSP form.pdf

  4. Eligibility: Those eligible to receive early intervention include:
    • Infants or toddlers with demonstrated delays
    • Infants or toddlers who have conditions that USUALLY result in a delay, even if the delay isn’t currently present
    • Children at risk because of environment (most states don’t service this population)

Assignment:Using the information from both the ECSE and EI assignment pages, fill in this table that demonstrates the similarities and differences between ECSE and EI: ECSE compared to EI.docx 


Download ECSE compared to EI.docxThe middle column should represent similarities between ECSE and EI; the other columns represent differences for each (like a venn diagram). In the table, you may address topics such as instructional techniques/adaptations and modifications, and purposes of, eligibility, etc.Requirements of the assignment for full credit:

  • Use complete sentences (may use bullet points but must use complete sentences)
  • Include a minimum of 3 bullet points in each column
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Week 7 discussion

Reading and Discussion: Justifying Algebra

5757 unread replies.5858 replies.

Read this essay about the advantages of teaching justification and proof in algebra rather than geometry. (It is written by myself and a doctoral student here, Mitchelle Wambua, and we have submitted it for publication but it is not yet accepted.)


Then make a post that addresses at least one of the following prompts:

  1. What questions, clarifications, or reactions do you have to the essay?
  2. Do you agree that algebra would be a better site than geometry for learning proof, do you think they are both equally good sites, or do you think geometry is a better site than algebra?
  3. What are some additional challenges for students learning justification and proof that were not addressed in the essay?
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unit 7 good problem

Good Problem UNIT 7

2121 unread replies.2121 replies.

Below are good problems from your peers. Make a post that includes the following:

  1. Clear indication of which problem you chose.
  2. Your thought process and work on the problem. You can type your thoughts, attach a document, or embed an image/video to represent your work. You may have a complete solution or you may just share details about your attempt(s). As long as it is clear you have given substantial effort, you are fine for this portion of the assignment. (Once you post, you should be able to see the work of others who have posted already.)
  3. Your evaluation of the problem in terms of the “good problem” criteria (Links to an external site.). This should be in the body of your posts (not in an attachment). It can be a brief evaluation (bullet points are okay), but please consider
    1. the clarity and conciseness of the central question,
    2. the obviousness (or lack thereof) of the solution pathway,
    3. the presence (or not) of multiple fruitful pathways,
    4. the relevance or importance of the mathematical substance, and
    5. your subjective experience working on it (was it fun?).
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