Benchmark Differentiated Small Group Instruction MMS 550

When designing instruction for expectational learners, teachers need to be able to align learning targets to common standards across grade levels and differentiate instruction for all learners to meet their specific learning needs.

You are a special education teacher preparing to put a small group of third-grade students to work on ELA concepts. Select an ELA standard from your states third grade ELA standards to focus on and use the information provided in the MMS-550 Third Grade ELA Class Profile to create a small group of 3-4 students to work with on the selected standard.

Complete the MMS-550 Small Group Differentiation template for the selected group of students with the following:

• Expected Typical and Atypical Growth: Based on each selected students disability category and individual needs, describe the typical and atypical growth you expect when addressing the standard.
• Justification: Justify your group selection based on the information in the class profile and typical and atypical growth expectations.
• Learning Targets: Specific skills that the students in the group need to successfully meet the selected standard.
• Specific Literacy Needs: Strategies for supporting each students specific areas of weakness.
• Cross-Disciplinary Skills: Explain how the targeted skills can be applied across educational settings and in a variety of contexts.
• Activities: Two multisensory instructional strategies/activities appropriate for teaching and practicing the targeted skill and developing higher-order skills while meeting the diverse needs of the students in the group. One strategy must include technology. Additionally, identify tools and resources to be used during the implementation of each strategy/activity.
• Formative Assessments: Two formative assessments to monitor progress and to engage students in the group in analyzing their own assessment results and setting goals to work toward meeting the standard.
• Summative Assessment: Summative assessment that provides students with multiple ways to demonstrate their knowledge and skills.
• Accommodations and/or Modifications: Any necessary accommodations/modifications to instruction and assessments, including various assistive technologies to support the communication and learning of the students in the group.

In 250-500 words, reflect on your small group planning and discuss the following:

• Explain how you analyzed the data in the class profile to inform planning instruction for the group and how you could use that data and data from the formative and summative assessments to make ongoing adjustments to instruction and provide feedback to the students in the group.
• Discuss how you differentiated the general education curriculum to address skills and strategies that students need to access the core curriculum, meet individualized learning needs, and function successfully within a variety of contexts.

Support this assignment with 3-5 scholarly resources.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies and professional standards:

MEd in Special Education (ITL/NITL)

3.3 Differentiate the general education curriculum to address skills and strategies that students need to access the core curriculum, meet individualized learning needs, and function successfully within a variety of contexts. [CEC 3.2; InTASC 2(b), 2(h), 4(r), 6(g), 7(b), 8(l); MC3, MC5]

4.6 Analyze data to inform planning, make ongoing adjustments to instruction, and provide student feedback. [AAQEP 1d; CEC 4.3; InTASC 1(a), 6(c), 7(l), 7(q), 8(s); ISTE-E 7c; MC2, MC4]