Assignment 5C Final Project-NEW (2)
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School
Sam Houston State University *
*We aren’t endorsed by this school
Course
CAMX-230
Subject
Communications
Date
Jan 9, 2024
Type
docx
Pages
3
Uploaded by LieutenantWorldGazelle8
Submitted by: Hannah Campbell
Content and Grade Level: Career Orientation
12
th
grade Student Name: Rebekah Smith
(for privacy reasons do not use student’s real name)
Student Bio Information (5 points)
Rebekah is a graduating senior and will begin and learn how to go out and about her community
to understand what it is like to have a real job. Begin with the End in Mind What will the kid need to succeed after graduating from high school?
When the student graduates from high school, what skills will he need to be successful?
Answer the following:
Post school expectations? (3 Points) Having a job and learning how to be independent.
How much time is left in school? (3 Points) 3 months until graduation unless she comes back then until she is 21.
Skills and Competencies needed in adult life? (3 Points
) Skills needed are communicating, following a work schedule, and following orders being given to her.
Student and Family Expectations? (3 Points) Student wants to save money first then find a place on her own after a year of working full time. Where is the student now? (Present Levels of Performance)
Answer the following: What can we infer about the areas of educational need from the formative and summative data (including earlier goals and
objectives)?
Status of Progress on Current Goals? (5 Points) Rebekah has made progress with getting a job at the local grocery store and has good communication barrier with her co-workers and boss.
What types of Formative Assessments have been done? (5 Points) Community-based excursions, functional behavior assessments, and home and school observations.
What types of Summative Assessments have been done? (5 Points) Behavioral Assessments
What types of Modifications and Accommodations have been done? (5 Points) While Rebekah was in school, she gave many examples of life lessons. With that she has many notes and pictures of situations the real world can give you. Where Do You Want the Student in 12 months?
(Annual Goal) (10 Points) What is/are reasonable long-
range goal(s) that the student should accomplish within one year? Consider the following: Rebekah will use the communication skills taught to her for her job and be able to work independent and then live on her own.
Review last year’s goals to determine progress.
Check progress and documentation of the progress.
Time Frame
Condition
Behavior
Criteria
Annual Goal
The annual IEP goal should be written using TEA standards. Please review your assignment 1E from a few weeks ago. What is the TEKS Concept and Expectation that the student is working on in the classroom that links to the IEP? List the TEKS that correspond to the annual goal written above (5 Points) (4) The student applies and enhances academic knowledge and skills in the workplace. The student is expected to: (A) apply critical- and creative-thinking skills to solve complex problems.
(B) integrate mathematical concepts into business transactions. (C) analyze and apply data from tables, charts, and graphs to find solutions to problems. (D) apply effective listening skills used in the workplace. (E) read and write technical reports and summaries; and (F) apply effective verbal, nonverbal, written, and electronic communication skills
Critical Benchmarks – (Each Annual Goal must have Short Term Objectives)
Answer the following:
What is the sequence of essential short-term objectives necessary to ensure mastery of the annual goal? Rebekah
will be able to hold a conversation with what she has learned from being in class and learning the techniques with an adult beside her. (1 Nine Weeks)
Rebekah
will be able to have someone beside her to monitor the conversation she is having. (2
nd
Nine Weeks) Rebekah will be able to go and have conversations with the faculty at the school and will meet up with the adult to go over the conversation. (3
rd
Nine
Weeks) Rebekah will be able to go around the school having intelligent conversations with everyone. (4
th
Nine Weeks)
Write out the short-term objectives needed for each annual goal. Be sure to include a time frame, condition, behavior, and criteria. Rebekah
will be able to hold a conversation with what she has learned from being in class and learning the techniques with an adult beside her. (1 Nine Weeks)
Rebekah
will be able to have someone beside her to monitor the conversation she is having. (2
nd
Nine Weeks) Rebekah will be able to go and have conversations with the faculty at the school and will meet up with the adult to go over the
conversation. (3
rd
Nine Weeks) Rebekah will be able to go around the school having intelligent conversations with everyone. (4
th
Nine Weeks)
(5 Points)
What Modifications and Accommodations are needed to implement the IEP? Having pictures and stories of how to start a conversation and learning how to communicate.
(5 Points)
How is mastery determined? IEP Objectives, Benchmark Evaluations, and Having Check-
Ins with teachers she has had conversations with and see how the response and start the conversation. Her tone, delivery, attitude etc.
(5 Points)
Short-Term Objectives Translated into Instructional Practices Answer the following:
What instructional models and strategies will be used to implement the IEP goals and objectives? Over the course of the school year, the VAC gradually increased her independence while first scaffolding the task and closely collaborating with her.
(5 Points)
How will recommended instructional modification and accommodations be implemented in the school setting? These will be listed in the grade book for the instructor. Rebekah and the instructor will meet every day to discuss progress, and they will send home daily comments about it.
(5 Points)
How is mastery determined? Benchmark evaluations, IEP goals, and a framework for data collection that transitions from being highly regimented to being independent.
(5 Points)
How will IEP progress be communicated?
Answer the following:
What is the mechanism for communication? Parental meetings every six weeks, report card. updating the framework of lessons and IEPS on a grading period basis.
(5 Points)
What is the collaborative process for communicating progress and identifying need for changes in the IEP? Encounters on a regular basis with the student, the firm owner, the teacher, and the job coach.
(5 Points)
Where is the student now?
Answer the following:
Review original “end in mind”. Is this where we want to be with this student? (4 Points)
What are the current unique areas of educational need? Being able to do this activity. I liked the layout of it made me realize how everything is planned out.
(4 Points)
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