Beneath the template, in 250-500 words, write a rationale explaining the goals and activities you planned for Gabriel and how they demonstrate compassion, justice, and care.

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Gabriel’s Transition Goals

IDEA requires that every student receiving special education services in a public school will receive a post-secondary transition plan no later than the age of 16. This transition plan outlines the student’s interests and plans for life after high school whether that be community college, university, employment, an adult day program, independent living, or other options they would like to pursue. Action steps for the student to achieve those goals are also outlined in the transition plan.

Based on the “Gabriel Case Scenario,” use the “Transition Goals” template to draft one measurable transition goal for Gabriel in each of the following areas:

Education/Training (i.e., vocational, post-secondary education, on-the-job training, apprenticeship)
Employment (i.e., sheltered, volunteer, competitive)
Independent Living (i.e., daily living skills, leisure, transportation, access to adult services)
For each transition goal, identify one applicable transition-related service and one activity appropriate for Gabriel to reach his goals.

Beneath the template, in 250-500 words, write a rationale explaining the goals and activities you planned for Gabriel and how they demonstrate compassion, justice, and care.

In 250-500 words, summarize and reflect upon your observations and collaboration. Explain how you will use your findings in your future professional practice .

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Clinical Field Experience B: Transition

As students transition into high school, they will also begin considering and planning what they want to do after high school . This process is specifically outlined by IDEA for students receiving special education services in public schools. Students need to be involved in the development of their own transition plan, planning for support in post-secondary life.

Allocate at least 2.5 hours in the field to support this field experience.

Observe, interview, and collaborate with a Grades 9-12 certified special education teacher about transition assessments, plans, goals, and post-secondary transition to help you synthesize the following:

Who is involved in the development of the transition plan?
How can the student advocate for himself or herself through the development of the transition plan?
What types of assessments are used to develop the transition plan?
What types of supports can be provided to help the student meet their transition goals?
What types of organizations can be included in the transition plan to support the student’s goals?
Ask at least two additional questions of your own.
Use any remaining time to assist the teacher in providing instruction and support to the class.

In 250-500 words, summarize and reflect upon your observations and collaboration. Explain how you will use your findings in your future professional practice .

What is the teacher’s pre-planning process? How do they ensure their lesson plan activities are aligned to state standards? What were some strategies the teacher used to establish curricular goals? How did students know what their curricular goals were?

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Clinical Field Experience: Connection Across the Curriculum, Curricular Goals, and Community

Following your observation, outside of classroom hours, review your notes on the lesson plan and discuss the following with the teacher you observed. Add any pertinent information to your notes, such as:

What is the teacher’s pre-planning process? How do they ensure their lesson plan activities are aligned to state standards?
What were some strategies the teacher used to establish curricular goals? How did students know what their curricular goals were?
How were cross-curricular connections considered? If none were observed, discuss this with the mentor teacher.
How did the teacher assess student understanding before, during, and after the lesson? How are formative and summative assessments used for instructional planning and within the classroom?
How is instruction differentiated to meet students’ learning needs? What factors are taken into consideration when differentiating learning activities?
What opportunities allow each student to demonstrate acquired knowledge and skills through a variety of products and performances ?
How were home extension activities determined?
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.

Write a 500-750 word reflection summarizing your observations and discussion with your mentor teacher. Explain how you will use your findings in your future professional practice.

When analyzing diction, one looks at specific words or short phrases that seem stronger than the others. Analyze the diction from three literary texts that you have.

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Discussion Essay

Diction is the words the writer chooses when writing to convey a particular meaning. When analyzing diction, one looks at specific words or short phrases that seem stronger than the others. Analyze the diction from three literary texts that you have.

Review the “Present Level of Academic Achievement and Functional Performance (PLAAFP) Example” topic Resource. Based on the provided PLAAFP, outline the following for Dan on the “IEP Goals and Measuring Progress” template.

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IEP Goals and Measuring Progress

The IEP is a federally mandated document. Although the format or template can vary, all IEPs must adhere to the requirements outlined by IDEA. Every public school student who qualifies to receive specialized instruction and related special education services will receive an IEP. The IEP outlines a number of things, including the student’s category of eligibility under IDEA; present levels of performance; performance goals; accommodations and modifications; parent’s input; assessment accommodations; least restrictive environment; and the services to be provided. The Present Levels section of the IEP should provide a rationale that supports the IEP team’s choices regarding student goals.

Review the “Present Level of Academic Achievement and Functional Performance (PLAAFP) Example” topic Resource. Based on the provided PLAAFP, outline the following for Dan on the “IEP Goals and Measuring Progress” template:

Three annual, measurable IEP goals based on an analysis of the assessment data provided in the PLAAFP
At least three action steps for achieving each identified goal .
A brief explanation of how Dan and his family would be involved in approving each goal, and suggestions for how they can monitor his progress at home .Beneath the template, in 250-500 words, write a rationale explaining your PLAAFP choices.

Describe the defining characteristics of each instructional model or strategy. Include an example of how you would use the instructional model or strategy in your teaching to meet the needs of diverse students.

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Instructional Models/Strategies worksheet needs to be done.

Instructional models apply learning theories to the selection of instructional strategies in a manner that will improve planning and differentiation to aid in student success. Understanding how various teaching models and strategies were designed to better reach students allows teachers to adjust their teaching styles to adapt their classrooms.

For this assignment, complete the “Instructional Models/Strategies” template .

Part 1: Analysis

Describe the defining characteristics of each instructional model or strategy.
Include an example of how you would use the instructional model or strategy in your teaching to meet the needs of diverse students.
Explain how the instructional model or strategy supports the diverse needs of students.

Part 2: Application

Review the academic standard and learning objective you created in Topic 2. Using the “Class Profile,” select three of the six instructional models from Part 1 that would be appropriate to teach the standard and objective.

For each model, include the following:

Explanation of how you would implement the model or strategy to teach the standard and objective from Topic 2
Rationale explaining why the instructional model or strategy is effective in supporting student learning of the standard and objective

Explain the functions of internal quality assurance in learning and development. Explain the key concepts and principles of the internal quality assurance of assessment.

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Understanding the principles and practices of internally assuring the quality of assessment.

1.Explain the functions of internal quality assurance in learning and development.
2.Explain the key concepts and principles of the internal quality assurance of assessment.
3.Explain the roles of practitioners involved in the internal quality assurance
4.Explain the regulations and requirements for internal quality assurance in own area of practice
5.Evaluate the importance of planning and preparing internal quality assurance activities
6.Explain what an internal quality assurance plan should contain
7. Summarize the preparation that needs to be made for internal quality assurance, including:
8. Evaluate different techniques for sampling evidence of assessment including the use of technology
9. Explain the appropriate criteria to use for judging the quality of the assessment process

10. Explain relevant procedures regarding disputes about the quality of assessment

Identify the characteristics and purpose of each kind of assessment assists in the ability to choose the proper assessment type at the most appropriate time.

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Aligned Assessments

Formative and summative assessments are used to check for student understanding, skill development, and mastery of material. Being able to identify the characteristics and purpose of each kind of assessment assists in the ability to choose the proper assessment type at the most appropriate time.

Create a 12-15 slide digital presentation on assessments for a presentation to your colleagues. The presentation should include:

Description of the purpose and characteristics of each assessment type.
Two examples of each assessment type.
One advantage and one disadvantage for using technology with each type of assessment.
How teachers align assessments to objectives.
How data gathered from these assessments would be utilized in the lesson planning process.

Using your Topic 2 assignment, describe one formative and one summative assessment that aligns to the assignment’s standard and learning objective.
A title slide, reference slide, and presenter’s notes.
The digital presentation should include graphics that are relevant to the content, visually appealing, and use space appropriately.

What individuals are asked to attend an IEP meeting? Have you ever had an educational advocate attend an IEP meeting? Describe the role of the advocate and experiences during the IEP meeting.

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Clinical Field Experience A: The IEP Process

ALL THE QUESTIONS AND THE SUMMARIZE

Observe, interview, and collaborate with a Grades 9-12 certified special education teacher about the IEP processes to help you synthesize the following:

What individuals are asked to attend an IEP meeting?
Have you ever had an educational advocate attend an IEP meeting? Describe the role of the advocate and experiences during the IEP meeting.
What is the difference between an annual IEP and an IEP review? How does your team document the review of the IEP if the annual IEP and review occur in the same meeting?
How do you determine the specific educational needs of an individual with disabilities?
How are students’ needs addressed in the present level of performance, goals, and services sections of the IEP?
How do you specifically build on the strengths of students with disabilities?
Are students typically involved in their IEP meeting and/or in the development of their IEP? Why or why not?
Ask at least two additional questions of your own.
Use any remaining time to assist the teacher in providing instruction and support to the class.

In 250-500 words, summarize and reflect upon your observations, interview, and collaboration with your mentor teacher. Explain how you will use your findings in your future professional practice .

In 750-1,000 word essay, summarize what FAPE and LRE are and how they are related . Within your essay, describe and evaluate the ramifications on public policy, on students/families, or on LEAs/schools/teachers of one FAPE court case and one LRE court case.

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Free Appropriate Public Education (FAPE) and Least Restrictive Environment (LRE)

FAPE CASE: Board of Education v. Rowley
LRE CASE: Daniel R.R. v. State Board of Education

The Individuals with Disabilities Education Act (IDEA) mandates that all students with disabilities receive a FAPE in the LRE. The decisions regarding these two components of the law are to be made based solely on the unique needs of each individual student. Teachers will be a part of this decision making process and must adhere to the requirements of IDEA.

In 750-1,000 word essay, summarize what FAPE and LRE are and how they are related . Within your essay, describe and evaluate the ramifications on public policy, on students/families, or on LEAs/schools/teachers of one FAPE court case and one LRE court case.

Choose cases from the lists below:

FAPE Cases

Board of Education v. Rowley
Alamo Heights Independent School District v. State Board of Education
Kevin T. v. Elmhurst Community School District No. 205

LRE Cases

Daniel R.R. v. State Board of Education
Roncker v. Walter
Hendricks v. Gilhool