Module 5 Ancillaries
For detailed information about each type of ancillary resource below, read the Ancillaries Guide. The full resource is available as a downloadable Word document at the bottom of each item description.
Alignments
The following InTASC specific standards are covered in Module 5: 1c, 7e, 7m, 8m, 10d, 10n, 10q
Module 5 Ancillary Alignments
| Item Type | Item Name | Alignments |
|---|---|---|
| Activity | M5: Collaborative Problem Solving | 7e, 10q |
| Activity | M5: IEP Communication Bingo | 1c, 7e, 7m, 10d |
| Activity | M5: Just One Thing | 1c, 10q |
| Activity | M5: Respond to an Angry Email | 10n |
| Activity | M5: What is Collaboration? | 7m, 10d |
| Assessment | M5: Propose an IEP Change | 1c, 8m, 10d |
| Interactive | 5.1 Communication and Culture Basics | 1c, 8m, 10n, 10q |
| Interactive | 5.1 Self-Discrepancy Theory | 10n |
| Interactive | 5.1 Cultural Dimension Theory | 8m, 10n, 10q |
| Interactive | 5.1 Ecological Systems Theory | 8m, 10n, 10q |
| Interactive | 5.2 High-Leverage Practices for Students with Disabilities: Collaboration | 1c, 7e, 10d |
| Interactive | M5: IEP Communication Bingo | 1c, 7e, 7m, 10d |
| Video | How Culture Drives Behaviours | 10n, 10q |
| Video | A Tale of Two Conversations: Take One | 10n |
| Video | A Tale of Two Conversations: Take Two | 10n |
| Video | Ensuring Equity: Engaging Families Using Culturally Responsive Practices | 1c, 7m, 8m |
| Video | IEP Meetings - Core Components and Key Considerations | 1c, 7e, 8m |
| Video | IEP - Profile Page - Student Preferences and Interests | 1c, 7e |
Use the search function in the upper right corner of this table to filter for a specific InTASC standard.
So that it is easy to import the textbook materials over into your own Pressbook for students to use, without having to remove non-textbook materials manually, each module’s ancillaries are in their own module. We anticipate that instructors will pick and choose from this buffet of aligned resources rather than use them all. We also assume that instructors will import these materials into a variety of platforms (your institution’s LMS, at the end of your version of this Pressbook, etc.).
Guidance on how to import items into your own Pressbook are available in the Instructor Guide, along with examples of ways to use the materials in an LMS.
Performance. The teacher collaborates with families, communities, colleagues, and other professionals to promote learner growth and development.
Performance. The teacher plans collaboratively with professionals who have specialized expertise (e.g., special educators, related service providers, language learning specialists, librarians, media specialists) to design and jointly deliver as appropriate learning experiences to meet unique learning needs.
Knowledge. The teacher knows when and how to access resources and collaborate with others to support student learning (e.g., special educators, related service providers, language learner specialists, librarians, media specialists, community organizations).
Knowledge. The teacher understands how multiple forms of communication (oral, written, nonverbal, digital, visual) convey ideas, foster self expression, and build relationships.
Performance. The teacher works collaboratively with learners and their families to establish mutual expectations and ongoing communication to support learner development and achievement.
Knowledge. The teacher knows how to work with other adults and has developed skills in collaborative interaction appropriate for both face-to-face and virtual contexts.
Disposition. The teacher respects families’ beliefs, norms, and expectations and seeks to work collaboratively with learners and families in setting and meeting challenging goals.
