Required Components Of Transition

/in /by

Part 1: Creating a Transition Plan

Read “Case Scenario: Alex.” Create an IDEA-compliant transition plan for Alex using a template of your choice. The plan should address the following.

  • Identify Alex’s strengths, preferences, and interests.
  • Measurable postsecondary goals for education/vocational training, jobs and employment, and independent living.
  • Support for IEP goals and services including transition activities and people/agencies who can provide support.

Part 2: Sharing a Transition Plan

Create a 3-5 minute video that explains the transition plan you have created to Alex, his parents/guardians, and others who support Alex in meeting his goals. The video should address the following.

  • Explain all parts of the transition plan.
  • Identify 2-3 strategies that will be employed to promote a successful transition for Alex.
  • Describe 2-3 collaboration strategies that you can use when working with Alex and his parents/guardians as the transition plan is executed and progress towards his goals is monitored.

Remember that video and audio quality are important and should be taken into consideration. Ensure your video is filmed with sufficient lighting and that the volume is adequate for viewers to hear. Intonation, expression, proper speech, and professional attire are expected.

Case Scenario: Alex

 

Alex is a 17-year-old student with autism. He receives special education services in a self-contained classroom in an urban high school. Alex receives instruction both in the classroom and in the community to improve his vocational, academic, and social skills. He is currently participating in community-based training in an office setting completing tasks such as data entry and spreadsheet development. He is diligent and methodical in completing the varied tasks assigned to him. Alex reads grade level texts independently; however, he demonstrates deficits in reading comprehension and oral expression. In elementary and middle school, he participated in a general education math course and maintained a B average. In high school, he received two years of Teach Math, opting out of standard courses of Algebra I, II, and Geometry.

After school, Alex works part-time at a local office supply store entering numerical data to keep track of stock and services rendered by store staff. His behavior is appropriate at work and he has expressed that he likes working. He is punctual each day, and he is willing to stay late when needed. He really enjoys getting a paycheck and he usually spends his money on fast food and movies from the local video rental shop. Alex is detail-oriented and reviews each column of numbers several times before moving on to type another column. This results in slower production rates in comparison to other workers who complete similar tasks.

Alex is intimidated by his boss because he knows that the boss has the ability to fire him, a fact that his teachers at school presented during a unit about behavior in the workplace. Alex has perseverated on this fact, making him afraid to talk to his boss. Also, Alex knows that at times his speech is not understood by people he does not know, so sometimes he avoids talking to people he does not know well. As a result, instead of speaking to his boss, Alex usually tells problems or concerns to his school job coach who visits Alex at the job site each week. The job coach is concerned that Alex will not ask for help if an emergency occurs, and that a certain level of communication between Alex and his boss is necessary to develop a good working relationship. The boss views Alex as a valuable employee and is willing to provide opportunities for Alex to develop appropriate communication skills. The boss has also expressed an interest in employing Alex for more hours per week after graduation, if he continues to develop his business skills.

Alex’s mother has expressed that she will support her son in his job at the office supply store by helping him work on skills that are needed for the job, but she believes that he will need support to be successful in this employment setting, especially when new tasks are assigned. She knows that after Alex graduates, his school job coach will stop visiting him at work so she cannot depend on his continued help. Currently, Alex has no services from the local vocational rehabilitation agency, although his mother voiced an interest in this at his last IEP meeting.

 

Scenario used with permission from the National Secondary Transition Technical Assistance Center.

 

 

© 2015. Grand Canyon University. All Rights Reserved.

 

image1.jpeg

Describe yourself using ser plus appropriate adjectives

/in /by

A. Assignment Guidelines

DIRECTIONS: Write a composition (at least 100 words) in Spanish that incorporates each of the following:

  • Use a form of salutation (start with “hello” in your favorite form in Spanish).
  • Introduce yourself (give your name).
  • State how you feel using the verb estar plus an adjective or two.
  • State where you’re from (include your city and country of origin and/or the corresponding adjective).
    • For example, Soy de España or Soy española.
  • State your birthday. Be sure to spell it out in Spanish (instead of using digits). You will state the month and date only.
  • Describe yourself using ser plus appropriate adjectives. Describe both your physical appearance and your personality.
    • For example, Soy morena, delgada y baja. Soy simpática y tímida.
  • Say which activities you do in a typical week. Include as many as possible using the present tense of -ar, -er, and -ir verbs that you know.
    • For example, Normalmente, yo paseo a mi perro todos los días por la mañana y por la noche.
  • Describe a friend of yours covering all of the topics above. This time, you will use the third person singular form. See below for how to introduce your friend. Then, state where your friend is from, state their birthday, describe them (physical appearance and personality), and state which activities your friend does in a typical week. You will use the third person singular form of each verb in this part of your composition.
    • How to begin: Mi amigo David es de Caracas, Venezuela or Mi amiga Julia es de San José, Costa Rica.
  • End with your favorite form of “goodbye.”

How do activities guide and engage students in their own thinking and learning?

/in /by

Developing a unit plan provides structure and outlines the standards, objectives, lessons, materials, and assessments. It is especially helpful when planning cross-curricular units. Creating effective unit plans requires consideration of standards alignment, assessment strategies, instructional methods, and student needs. Thoughtful planning of resources, materials, and technology is important to supplement the learning and promote engagement, as well as helping students to make real-world connections.

Choose a grade level and at least one science and one health state or national standard from that grade to develop a unit plan for an inclusive classroom. Using the “3 Day Unit Plan Template” located in the Student Success Center, create a cross-curricular 3-day unit that conveys the nature of science for the practice of skills that contribute to good health. The unit plan should use multiple representations and explanations that capture key ideas in the discipline, guide student through learning progressions, and promote each student’s achievement of content standards. Include ample resources, materials, and supplementary technology to support accessibility, learning, and engagement for all students. Prepare opportunities throughout the unit that gather performance data and appropriately guide students in their own thinking and learning.

Below the unit plan, write a 250-500 word rationale justifying how the unit provides opportunities to examine performance data throughout the unit in the inclusive classroom.

Include the following:

  • How do activities guide and engage students in their own thinking and learning?
  • How do activities inform instructional planning based on learning gaps and patterns in the inclusive classroom?
  • How will the teaching strategies and technologies used encourage students’ development of critical thinking and problem solving skills?

Support your assignment with a minimum of two scholarly resources.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines

GCU College of

Education

 

 

 

LESSON

UNIT

PLAN TEMPLATE

 

 

Section 1: Lesson Preparation

Teacher Candidate Name:

Grade Level:

Unit/Subject:

Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching.

Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs,

504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.

 

  Day 1 Day 2 Day 3
National/State

Learning Standards

List specific grade-level standards that are the focus of the lesson being presented.

      
Specific Learning

Target(s)/Objectives

Based on state standards, identify what is intended to be measured in learning.

      
Academic Language General academic vocabulary and content-specific vocabulary included in the unit.  

 

 

 

    

© 2021-2022. Grand Canyon University. All Rights Reserved.

 

Unit Resources, Materials, Equipment, and Technology

List all resources, materials, equipment, and technology to be used in the unit.

      
Depth of Knowledge

Lesson Questions

What questions can be posed throughout the lesson

to assess all levels of student understanding?

· Level 1: Recall

· Level 2: Skill/Concepts

· Level 3: Strategic Thinking

· Level 4: Extended Thinking

      

 

Section 2: Instructional Planning

  Day 1 Day 2 Day 3
Anticipatory Set

How will students’ prior knowledge be activated as well as gain student interest in the upcoming content?

      
Presentation of Content
Multiple Means of

Representation

Describe how content will be presented in various ways to meet the needs of different learners.

      

 

Multiple Means of

Representation

Differentiation

Explain how materials will be differentiated for each of the following groups:

· English Language Learners (ELL)

· Students with special needs

· Students with gifted abilities

· Early finishers (those who finish early and may need additional sources/support)

  

 

    
Application of Content
Multiple Means of

Engagement

How will students explore, practice, and apply the content?

      
Multiple Means of

Engagement

Differentiation

Explain how materials will be differentiated for each of the following groups:

· English Language Learners (ELL)

· Students with special needs

· Students with gifted abilities

· Early finishers (those who finish early and may need additional sources/support)

  

 

    

 

 

Assessment of Content
Multiple Means of

Expression

Formative and summative assessments used to monitor student progress and modify instruction.

      
Multiple Means of

Expression

Differentiation

Explain how materials will be differentiated for each of the following groups:

· English Language Learners (ELL)

· Students with special needs

· Students with gifted abilities

· Early finishers (those who finish early and may need additional sources/support)

  

 

    
Extension Activity and/or Homework
Identify and describe any extension activities or homework tasks as appropriate. Explain how

the extension activity or homework assignment supports the learning targets/objectives.

      

 

 

 

© 2021-2022. Grand Canyon University. All Rights Reserved

 

© 2021-2022. Grand Canyon University. All Rights Reserved

 

image1.png

image2.png

The Individualized Education Program (IEP)

/in /by

An important part of a special education teacher’s job is to write effective IEPs for their students. There are many different components involved in the IEP. The special education teacher must be able to write all components of the IEP to be individualized to each student’s unique needs.

Review the “Mock IEP.” Based on the “Present Levels of Academic Achievement and Functional Performance (PLAAFP) Example,” complete the highlighted sections for Lesley’s IEP to include:

  • Additional documentation or consideration of special factors
  • Three measurable IEP goals
  • Accommodations
  • Special education services to be provided
  • Least restrictive environment

In addition, beneath the IEP template write a 500-750 word rationale for your decisions in the highlighted sections of the IEP.

10

 

Special Education Department

Individualized Education Program (IEP)

Student Name: Student Data/Cover Sheet (Form A-1) IEP Meeting Date:

Student ID: DOB:

 

Demographic Information

 
Student Number:

 

 Student Name: Birthdate: Gender: Grade:  
Student Address:

 

 Home Phone:
City, State, Zip:

 
Parent 1 Name:

 

 Parent 1 Relationship:
Parent 1 Address:

 

 Home Phone:
City, State, Zip:

 

 Work Phone:
Parent 1 Email:

 
Parent 2 Name:

 

 Parent 2 Relationship:
Parent 2 Address:

 

 Home Phone:
City, State, Zip:

 

 Work Phone:
Parent 2 Email:

 
Primary Language of Home:

 

 Primary Language Survey Date:

Primary Language Survey Results:

 Language of Instruction:
Home District:

Attendance District:

 Service Coordinator:
Home School: Attending School:
Vision Screened On: Results: Hearing Screened On: Results:
Meeting Date: Anticipated Duration of IEP:

To

 Re-evaluation Due:

Current Evaluation:
Special Education Primary Category #1:
Special Education Eligibility Category #2:
Special Education Eligibility Category #3:
For Students with SLD only, the following area(s) of eligibility was/were previously determined:

 
Level of Services: (A)
Type: of Meeting:

 
Date Meeting Notice Sent to the Parent(s): Date Procedural Safeguards given to the Parent(s):  

Special Education Department

Individualized Education Program (IEP)

 

The following persons participated in the conference and/or the development of the IEP. Additionally, parents have been given a copy of their rights regarding the student’s placement in special education and understand that they have the right to request a review of their child’s IEP at any time.

 

Position/Relation to Student Participant Date (MM/DD/YY)
 
 
 
 
 
 
 
 
 

 

*If during the IEP year the student turns 16, if the student is not present at the IEP meeting, the service coordinator must review the IEP with the student and obtain the student’s signature and the date of this review.

 

Special Education Department

Individualized Education Program (IEP)

PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE

 

Section 1: Current IEP Information

 

Goal Number Written:

 

Summarize special education services the student is receiving:

 

Section 2: Evaluation Information

 

 

Areas of Eligibility

 

Special Education Primary Category:

Special Education Eligibility Category #2:

Special Education Eligibility Category #3:

For students with SLD only, the following area(s) of eligibility was previously determined:

 

Section 3: Present Level of Academic Achievement

READING

 

 

WRITING

 

 

MATH

 

 

 

Parent’s Input on Student’s Current Academic Achievement:

 

Current Classroom-Based Data:

 

State and District Assessments:

 

Section 4: Functional Performance

Social Emotional and Behavior:

 

 

 

 

 

 

 

 

 

Parent’s Input and Student’s Current Functional Achievement:

 

Summary of Work Habits:

 

 

Section 5: Summary of Educational Needs

 

Special Education Department

Individualized Education Program (IEP)

 

ADDITIONAL DOCUMENTATION/CONSIDERATION OF SPECIAL FACTORS

 

Considered Not Included

Needed

 

Individual Transition Plan

[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]

[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]

 

 

Statement of Transfer of Parental Rights at Age of Majority

[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]

[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]

 

 

For a student whose behavior impedes his/her learning, or that of

[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]

[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]

 

others, positive behavior interventions, strategies, and supports have

been considered.

 

Statement of Language Needs in the Case of a Child with Limited English

[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]

[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]

 

Proficiency

 

Statement of Provisions of Instruction in Braille & User of Braille for a

[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]

[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]

 

Visually Impaired Child

 

Statement of the Language of Needs, Opportunities for Direct Communication

[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]

[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]

 

with Peers in the Child’s Language and Communication Mode

 

Statement of Required Assistive Technology Devices and Services

[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]

[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]

 

 

Statement of Communication Needs for a Child with a Disability

[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]

[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]

 

 

Statement of Health Concerns

[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]

[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]

 

 

Special Education Department

Individualized Education Program (IEP)

 

 

Skill Area:

Standard:

 

Annual Goal:

 

 

Baseline Level of Mastery:

Service Provider(s) for this goal:

 

 

Standard:

 

Annual Goal:

 

 

Baseline Level of Mastery:

Service Provider(s) for this goal:

 

 

Skill Area:

Standard:

 

Annual Goal:

 

 

Baseline Level of Mastery:

Service Provider(s) for this goal:

 

 

Skill Area:

Standard:

 

Annual Goal:

 

 

Baseline Level of Mastery:

Service Provider(s) for this goal:

 

 

 

 

 

 

 

 

 

Special Education Department

Individualized Education Program (IEP)

ACCOMODATIONS

Date given to Genera Ed. Teacher: Service Coordinator:

 

Accommodations do not change now much of the curriculum the student is expected to learn. It only changes how students access and express knowledge on a daily basis. Accommodations are changes in how a student accesses information and demonstrates learning. Accommodations do not substantially change the instructional level, content, or performance criteria. The changes are made in order to provide a student with equal access to learning and equal opportunity to show what he or she knows and can do. Students with disabilities who qualify in one academic area are eligible for accommodations in other areas to the extent that their disability would affect performance in those areas.

 

Accommodations Type Location
     
     
     
     
     
     
     
     
     
Legend for Type and Location Fields
Type:

1 = Class work / assignments 2 = Assessments / tests 3 = Both class work / assignments / assessments.
Location:

A = All Subjects B = Language Arts / English C = Reading D = Spelling E = Math

F = Science G = Social Studies H = Health I = Electives J = Physical Ed.

K = Lunch L = Transition / Vocation M = Library N = Title 1 Special / Exploratory

 

 

 

Parental Communication

 

How will the parent be informed of their child’s academic progress and the extent to which that profess is sufficient to enable the child to achieve annual goals by the end of the year?

 

IEP Team Consideration for Extended School Year

Consideration for eligibility: IEP team considered ESY eligibility in the areas of regression and recoupment factors and essential skills at a critical stage of development.

 

Eligible for ESY:

 

Written explanation as to why ESY is or is not needed:

 

Special Education Department

Individualized Education Program (IEP)

 

ASSESSMENT

 

Rationale: Students with disabilities will participate in usual district assessments unless indicated by this form. Only those accommodations that are provided for instruction and are required by the IEP should be provided for assessment. All students will be assessed at grade level, other than the few who must be provided alternative assessments.

 

 

 

State Assessments

 

Standard Accommodation(s):

 

 

 

District Assessments

 

Standard Accommodation(s):

 

 

 

CURRENT STATE STANDARDIZED TEST (i.e., AIMS, PSSA) RESULTS

 

Testing Area Test Results Grade Semester Year
Reading        
Writing        
Math        
Science        

 

Special Education Department

Individualized Education Program (IEP)

 

SPECIAL EDUCATION SERVICES TO BE PROVIDED

Special Education Program(s) Necessary to Meet Special Education Goals and Objectives during the school calendar year.
**The child is in need of specially designed instruction in the following areas:
Special Education Services Instructional Setting / Location Start Date Frequency Provider Duration / End Date
           
 
           
 
           
 
RELATED SERVICES

Educationally Relevant Related Services Are Listed Below
Special Education Services Instructional Setting / Location Start Date Frequency Provider Duration / End Date
           
 
           
 
Clarification:
SUPPLEMENTARY AIDS / ASSISTIVE TECHNOLOGY AND SERVICE FOR STUDENTS

Educationally Relevant Supplementary Aides / Assistive Technology and Services Are Listed Below.
           
SUPPORTS FOR SCHOOL PERSONNEL

Supports For School Personnel Are Listed Below
           
Clarification:

 

 

LEAST RESTRICTIVE ENVIRONMENT

 

Provide an explanation of the extent, if any, to which the student will NOT participate with non-disabled students in the general curricular, extracurricular and nonacademic activities, and program options. §300.347(a)(4):

 

Consider any potential harmful effects of this placement for the child or on the quality of services that he or she needs §300.552 (a-b):

 

Reason for Different Services School:

 

Rationale