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Week 3 assignment
Placement in the LRE and the Assessment to Practice Cycle
[WLOs: 2, 3] [CLOs: 2, 3, 5]
This assignment aims to deepen your understanding of the relationship between placement decisions, assessment practices, goal alignment, support strategies, and evidence-based practices in special education.
Select each tab to Prepare, Reflect, Take Action, Format Options, Submit Assignment and Competencies Unlocked on the assignment requirements.
• Prepare
• Reflect
• Take Action
• Format Options
• Submit Assignment
• Competencies Unlocked

| Prepare
Prior to beginning work on this assignment,
• Review all posted course announcements.
• Review the Instructor Guidance.
• Review Chapters 7 and 8 in the course textbook, Teaching in Inclusive Classrooms.
• Review the chapter Reflections on the Concept of the Least Restrictive Environment in Special Education.
• Review the article Envisioning an Improved Continuum of Special Education Services for Students with Learning Disabilities: Considering Intervention Intensity.
• Review the article Guiding IEP Teams on Meeting the Least Restrictive Environment Mandate.
• Review the What Works Clearinghouse.
• Review the Assessment to Practice Cycleinfographic.
Long description
• Review the sample site: ESE601 Example: My Inclusive Resource Manual.
• Check the Week 6 final project (Resource Manual for Educating Students with Exceptionalities) description to understand where this artifact fits into your final project.
Select Reflect to continue. Be sure to review all tabs.

| Reflect
In this assignment, you will evaluate assessment results for a hypothetical student with disabilities, integrate evidence-based practices, and organize the findings along the Least Restrictive Environment (LRE) Continuum using a visual or graphic organizer.
Focused on Henry, a student with a specific learning disability impacting reading comprehension and written expression, you’ll address his needs within the context of his learning environment. Drawing on universal learning and behavior characteristics for students with similar disabilities, you’ll explore proactive classroom intervention techniques to support Henry’s academic and social/emotional development.
This task not only underscores the importance of utilizing assessment data for accurate placement but also highlights your role in collaborating with IEP teams to recommend effective interventions tailored to individual student needs.
As you navigate this assignment, consider:
• How characteristics of these behaviors impact student outcomes and educational performance.
• The importance and value of selecting effective research-based interventions that align with student needs.
• The importance of ethical communication and collaboration with IEP team members when selecting and implementing these evidence-based practices.
• Support and accommodations for students with exceptionalities.
• How this assignment will impact your current or future practices working with exceptional learners.
Select Take Action to continue. Be sure to review all tabs.

| Take Action
Scenario: Mr. Franklin approaches you for guidance. He is struggling to support Henry’s needs and next steps in his inclusive classroom.
Together, you brainstorm strategies for aligning placement decisions, assessment practices, and evidence-based interventions to meet Henry’s needs effectively based on the decisions of the assessment and IEP teams.
Recognizing the importance of visual aids, you decide to create a visual or graphic organizer to illustrate this process, helping Mr. Franklin visualize the interconnected steps to support Henry’s academic success.
Content Instructions:
Develop a visual handout or graphic organizer to visually represent the interconnection between placement decisions, assessment practices, goal alignment, support strategies, and evidence-based practices:
• Contrast the different placements along this Least Restrictive Environment continuum, ranging from more restrictive to less restrictive environments.
• Summarize the evaluation and eligibility determination process for students with disabilities, noting key factors considered during this process, such as assessments, observations, and Individualized Education Plan (IEP) meetings.
• Describe the assessment to practice cycle in special education.
• Explain how assessment data informs instructional practices and intervention strategies.
• Highlight the cyclical nature of assessment, planning, implementation, and progress monitoring.
• Explain the importance of aligning educational goals with assessment data.
• Explain how assessment results guide the development of measurable, achievable goals for students with disabilities.
• Provide examples to illustrate this alignment.
• Explain the significance of aligning support and instructional strategies with educational goals.
• Analyze the What Works Clearinghouse (WWC) as a resource for evidence-based practice strategies to support student needs across domains (e.g., academic, social/emotional, and behavioral supports).
• Explain how educators can access and utilize the WWC to find research-supported interventions and instructional methods.
Select Format Options to continue. Be sure to review all tabs.

| Format Options
Writing and Format Expectations: In the Placement in the LRE and the Assessment to Practice Cycle assignment, adhere to the following writing expectations:
• Academic Voice: Must use academic voice in all speaker’s notes and written portions of this assignment. Review the Academic Voice resource for additional guidance.
• Academic Integrity: Originality matters. Adhere to the principles of academic integrity, including a strong demonstration of your original thinking and academic voice. Students fully support ideas with research, following rules of proper citation to fully attribute words and information to the original source. Review the Writing Center’s Academic Integrity Guide for more information. The use of AI has become common in your daily lives and even in your academic work. It can be confusing to know if AI is acceptable in your coursework or if any uses would be considered plagiarism. Be sure you know the Do’s and Don’ts of using AI technologies in your academic work by reviewing this useful infographic from UAGC SupportU, Academic Use of AI: Writing & Research. In this discussion, you are asked to use AI as a brainstorming tool for academic use, showing your process.
• Syntax and Mechanics: Exhibit meticulous use of grammar, spelling, organization, and usage throughout your submission.
• Page, Slide, and Length Requirement: The assignment must be 2 to 3 pages in length and be formatted according to APA Style as outlined in the Writing Center’s APA Formatting for Microsoft Word and How to Make a PowerPoint Presentationresources.
• APA Format: All in-text citations, page formatting, and references must be written in current APA format according to APA Style.
• Organization: Your assignment should demonstrate organization and APA formatting considerations:
• Use the instruction guidelines in the Take Action section of the assignment to develop explicit level headings within your presentation.
• Visit the Writing Center’s Introduction to APA to format level headings.
• Review the Writing Center’s Outliningresource for additional guidance.
• Must include an introduction and conclusion paragraph or slide.
• Your introduction paragraph or slide needs to end with a clear thesis statement that indicates the purpose of your artifact.
• For assistance on writing Introductions & Conclusions and Writing a Thesis Statement, refer to the Writing Center resources.
• Source Requirement: Reference at least 3 scholarly sources to provide compelling evidence to support your ideas.
• The Scholarly, Peer-Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source.
• To assist you with completing the research required for this assignment, review Quick and Easy Library Research tutorial, which introduces the University of Arizona Global Campus Library and the research process and provides some library search tips.
• Citing Sources: Must document any information used from sources in APA Style as outlined in the Writing Center’s APA: Citing Within Your Paperguide.
• Scholarly Sources: Must include a references list formatted according to APA Style outlined in the Writing Center. Review the APA: Formatting Your References List resource in the Writing Center for specifications.
• Resource Website: Must include components of this assignment as a subpage in your website in preparation for your Week 6 final project.
Select Submit Assignment to continue. Be sure to review all tabs.

| Submit Assignment
Review and Submit Assignment: Review your assignment with the Grading Rubric to ensure you have achieved the distinguished levels of performance for each criterion. Next, submit your assignment no later than Day 7 using the following instructions.
Step 1: Submit Assignment to Waypoint
Submit the components of your assignment to Waypoint using the Assignment Submission button. Turn your completed timeline into a .pdf to submit to Waypoint. To learn more about turning your timeline into a PDF, review Canva’s How to Save your Design as a PDF.
Include the link to your Google Site in the submission comments of Waypoint. To learn more about sharing the link to your site, review Google’s Publish & Share Your Site. For more detailed instructions, refer to the Submitting Assignments Through Waypoint tutorial.
After your instructor has graded your work, to review your feedback for Waypoint assignments, follow the instructions in the linked video, Accessing Your Waypoint Feedback.
Step 2: Add Assignment to Folio
A required part of this assignment is adding your work to Folio. Folio is your free digital portfolio tool to visually showcase your academic and professional accomplishments and experiences. You can access Folio by selecting the “Account” link in the global navigation of this course, and selecting “Folio,” or, by selecting the button in your classroom. Select the project, “ESE601 Educating Students with Exceptionalities” and add your website link and reflective paper to the project.
To learn more about setting up your Folio account and adding future assignments, review Building an e-portfolio and Setting Up and Using Folio.
Recommendation
Your master’s program provides the opportunity for you to create an online portfolio that can be used in your career development and professional practice. Throughout the program, you will have various assessments that can be included in this e-portfolio, and these will be finalized in the final course of the program, your final capstone course EDU696.
You may select this assignment and other coursework to include as artifacts. Therefore, it is strongly encouraged that, in addition to your Folio project, you save your coursework on a flash drive (e.g., a USB removable drive, etc.) or store it in a cloud-based option such as Dropbox, Google Drive, or other similar applications.
Select Competencies Unlocked to continue. Be sure to review all tabs.

| Competencies Unlocked
These competencies represent skills practiced in this course activity. Your skills and competencies build throughout each course as you progress through the courses in your program.
Review the Building Professional Competencies and Skills infographic.

Long description
Consider using these listed competencies as you work with UAGC Career Services and build your Curriculum Vitae (CV), your e-portfolio, and your professional conversations.
Access UAGC Career Services resources in the UAGC Student Support Center.
MASE Program Outcome Themes:
• Collaboration and Networking
• Written, Oral, and Technology-Based Communication
• Research, Inquiry, Analysis, Assessment, and Critical Thinking
• Diversity, Equity, Inclusion, and Civic/Global Learning
• Leadership and Policy
• Professionalism and Ethics
• Career and Self-Development
• Technology
• Applied Learning and Experiences
• Broad, Integrative, and Specialized Knowledge
• Supportive, Research-Rich Environment
Building On Special Education Competencies:
• Foundational Knowledge in Special Education
• Individual Learning Differences
• Evidence-Based Instructional Strategies
• Safe Learning Environments and Social Interactions
• Professional Practice and Ethical Conduct
• Social-Emotional-Behavioral Practices
• Differentiated Instruction
• Assistive Technology
Building On Education Industry Competencies:
• Instructional Design
• Curriculum Development
• Classroom Management
• Student Assessment
• Pedagogical Knowledge
• Communication Skills in the Educational Setting
• Technology Integration in the Educational Setting
• Cultural Competence in the Educational Setting
Building On Career and Workplace Competencies:
• Teamwork
• Student Focus
• Planning and Organizing
• Creative Thinking
• Problem-Solving and Decision-Making
• Working with Tools and Technology
Building On Academic Competencies:
• Reading
• Writing
• Communication
• Critical and Analytical Thinking
• Basic Computer Skills
Building On Personal Effectiveness Competencies:
• Interpersonal Skills
• Integrity
• Professionalism
• Initiative
• Dependability and Reliability
• Adaptability and Flexibility
• Lifelong Learning
Reminder: The Take Action tab has all the steps required to complete this course activity. Be sure to review all tabs.

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