Liberty EDSP525 Assignments Latest 2021 September (Full)

EDSP525 Transition and Assessment for Exceptional Learners

Case Studies Analysis Assignment

OVERVIEW

Transition planning is to be based on the student’s needs, taking into account his/her preferences and interests. This is the foundation of the planning process.  From this information, post-secondary goals, or Age 25 Projections, can be developed.

You will review information for three special education students with the goal of identifying the strengths, preferences, interests, and needs of each.You will then formulate appropriate possible post-secondary goals - or Age 25 Projections - based on the analysis of the information.

The case studies for Michael, Morgan and Robert are provided below. Use the information from the case studies to complete the SPINS chart in the Case Study Analysis Assignment Template. Space is limited, so you may use a numbered or bulleted list in each area. Provide at least 4 strengths, 3 preferences, 4 interests, 4 needs, and 3 goals for each student. Use correct spelling and grammar.

Case Study: Morgan

Morgan is a 15-year-old ninth grader with mild intellectual disabilities.  She has received special education services since third grade. 

Currently she is able to write simple sentences and paragraphs on a given topic with moderate assistance.  She has mastered telling time within five-minute intervals and reading a calendar. She continues to have difficulty finding the total of money and computing elapsed time.

When tested last spring her scores were in the deficient range.  Her WIAT scores were as follows:  Reading Comprehension - 57; Math Composite - 58; Written Language 51.

Her IQ scores from her eligibility earlier this year are:  Verbal - 62; Performance - 66; and Full Scale - 64.

Morgan does not present with many behavior issues at school.  She is generally happy and cooperative, but at times imitates the behaviors of her peers.  In the community she often is seen following others; performing the same tasks, even when she has been directed to do a different activity.  However, when working independently, she is able to remain on task and complete her tasks with great accuracy.  Morgan is also very affectionate.  She gives hugs to her teachers and classmates throughout the day, but also attempts to hug less familiar persons.

Morgan is able to complete journaling activities that describe her day with few prompts.  However, when given novel writing topics, she requires assistance to understand the concept, verbalize her thoughts and write.  Morgan can occasionally become perseverative, and have a difficult time transitioning from one topic to another in conversation.

Morgan is fascinated with grocery stores and any activities using foods.  Teachers and family members note that Morgan “comes to life” in the kitchen and grocery store, often exhibiting skills far beyond her classmates.  When asked, Morgan states that she would like to work in a grocery store or restaurant one day.  She has volunteered with her class at a local food pantry and enjoys stocking shelves.  In this setting Morgan is able to display great independence requiring very little redirection or prompting once she has begun her task.

Morgan’s family is very supportive.  They include her in many family activities.  They would like to see Morgan learn new skills in the high school setting so that she can work part-time after graduation.  However, they have not always been receptive to increasing Morgan’s independence in the home.  Although she completes activities such as laundry and simple meal preparation at school, her parents to not allow her to complete similar activities at home.

Case Study: Robert

Robert is a 16-year-old ninth grader who was found eligible for special education services

at age 7, with Multiple Disabilities/Speech Language Impairment.  He is a hard worker and is motivated to do well in school.

Robert demonstrates good self-control in class and is reasonably independent in the school building.  He needs to improve social skills, especially voice control as he tends to talk loudly.

Academically Robert has difficulty in Math with abstract language and logic.  He is very literal in his interpretation.  He has mastered simple computation (addition and subtraction to two digits with regrouping) and has some success with multiplication (knows 0s, 1s, 2s, 5s tables).  He cannot regroup successfully in multiplication.  Robert has had no success with division.  He also struggles with fractions, money and measurement.

Robert has difficulty in writing paragraphs, though he can compose sentences that connect to a single theme.  He continues to work on paragraph structure, main ideas and supporting ideas.  Spelling is also a challenge; Robert currently spells words at 80% mastery from the 4th grade lists.  Reading is also at a 4th grade level, with less than 10 errors in decoding and a reasonable fluency.  Robert can sequence a story, identifying the beginning, middle and end.

Robert’s family is very supportive.  He is the oldest of three children.  His twin brothers are 10 years old and are very close to Robert.  The family enjoys outdoor activities and often go camping or hiking on the weekends. 

From an interview last spring, Robert’s stated interests are:  working with or around people; working with food and someday being a cook; learning to drive; and living in a house separate from his parents.  Robert would one day like to get married and have children.

Evaluation results, from tests administered last spring, indicate weaknesses in reading comprehension, math and written language.

WIAT                                                                                     WISC-III

Reading SS- 74                                                   Verbal IQ - 56

Math SS- 40                                                                        Performance IQ - 48

Written Language SS-56                                                Full Scale IQ - 48

Case Study: Michael

Michael is a 15-year-old boy who is currently in the ninth grade. He has been receiving special education services since he was determined eligible in second grade as Learning Disabled. Michael has received instruction in self-contained classes, resource classes, and through inclusion in the general education classroom. Michael moves from class to class, eats lunch with his peers, and participates in PE class independently.  He is currently working on increasing his attending skills and completing his work more independently.

Background Information

Michael's family is very close. His parents own a local restaurant and are supportive of all of their children.  Michael has two siblings. His older brother is 21 years old and will graduate from college next year. He attends a nearby university and lives at home. Michael looks up to him and enjoys spending time working on old cars with him. They also enjoy hiking, camping, and fishing together. Michael's sister is 12 and attends the middle school. She is frequently on the honor roll. She has a close relationship with Michael and will often assist him with his schoolwork.

Academic Information

Michael is doing well in Math this year. He has improved upon addition and subtraction with regrouping. However, he continues to need assistance with his subtraction problems. When reminded to regroup, he is better able to complete his work. Michael enjoys multiplication and tries very hard to complete these problems. He is able to recite some facts, but usually needs help in order to find the answers. Michael has also worked with recognizing money and making change. This is an area in which he continues to struggle. He is not able to correctly name coins or add various combinations of coins.

Michael is also doing well in language arts. He continues to work hard and make improvements with his reading. Although he is better able to recognize vocabulary and has improved in his attempts to phonetically sound out words, he should continue to practice these skills. Michael also needs to continue working on his writing. He tries very hard to write complete sentences, however, his poor spelling and inability to put his thoughts on paper makes this a hard task for him.  Michael has greatly improved in attempting to read his directions before starting his assignment. He continues to need help with this; however, he will sometimes tell staff that “he has it, and he can do the rest on his own.” In addition, Michael continues to improve upon maintaining a positive attitude towards his work. He may get irritated but is now more determined to complete the assignment instead of giving up.

Michael does well generally in the areas of social studies and science. He continues to need to work on his direction skills and map skills. He needs to continue to work on participating in classroom discussions and attending to the lessons. Michael continues to “daydream” in class. He is better able to answer oral questions but is still prompted to pay attention. Usually questions need to be repeated due to his lack of attention. He will attempt to answer the question; however, his answer is often incorrect. He has improved upon staying positive when the class reacts to his incorrect answer.

Michael enjoys P.E. and the competition with peers. He is physically active and does well with sports. Michael also enjoys working with technology and looks forward to his computer class.

Michael continues to make progress in personal hygiene skills such as washing hands and face, brushing teeth, and independent table manners. He also needs to continue to work on his communication skills with peers. He has difficulty with personal space and turn-taking when communicating with others.

Michael began the school year having difficulty handling his frustration. With redirection and immediate consequences, Michael has improved in this area. Michael now displays a more positive attitude towards both his assignments and during his interaction with his peers.

Michael is showing improvements in his academic work. I believe this is a result of the small classroom, individualized attention, and structure found at School.

Transition Information

In looking to the future, Michael states that he does not have a specific career in mind. He currently works at the restaurant during the afternoon on Saturdays and Sundays, clearing tables and assisting in the kitchen. He enjoys being with his family and has developed relationships with some of the other employees. He is not comfortable interacting with the customers. He states that his favorite work at the restaurant is helping in the kitchen. He would like to know more about cooking.

Michael says that he would like to live independently, but not too far from his family. He states that he would be interested in having a roommate to share expenses and to “do things together.” Michael and a school friend have discussed getting an apartment together when they finish school. They have known each other since elementary school and have developed a good relationship.

Summary

Michael is showing improvements in his academics and does well in small group settings and/or with individual assistance. Michael’s strengths are his improved attitude towards his work and his pride in his accomplishments. Michael's weakness is his difficulty handling his frustration. A future goal for Michael could include dealing with his frustration in positive ways. Some strategies that work with Michael are praise, one-on-one attention, and immediate consequences.

The following scores are for the Brigance basic skills assessment taken last year.

Test:      Fall Administration          Spring Administration

Word Recognition            Primer  Grade 1

Reading Vocabulary        could not do       could not do

Word Analysis   could not do       could not do

Spelling                Grade 1                Grade 1

Computational Skills       Grade 1                Grade 2

Problem Solving               could not do       Grade 1

Sentence Writing             Test not administered   could not do

 

EDSP525 Transition and Assessment for Exceptional Learners

edTPA SPE Practice Task Assignment

Purpose:

“edTPA is a performance-based, subject-specific assessment and support system used byteacher preparation programs throughout the United States to emphasize, measure, and support the skills and knowledge that all teachers need from Day 1 in theclassroom.”

As part of the teacher preparation program at Liberty University, the School of Education desires that our licensure students build a strong understanding of research-based practices for use in the classroom. Many states across the US require students to complete and submit an edTPA portfolio as part of their licensure program. EdTPA programs focus on three main tasks:

•             Task 1: PLANNING. Planning for Instruction andAssessment

•             Task 2: INSTRUCTION. Instructing and Engaging Students inLearning

•             Task 3: ASSESSMENT. Assessing StudentLearning

For the purposes of this assignment, we will take a closer look at Task 1.

Directions:

•             Select one focus learner from Module 2’sCase Studies Analysis Assignment (Robert, Michael, or Morgan).

•             Complete the SPE Context for Learning template found in LiveText.

•             Complete and respond to the prompts found in the SPE Planning Commentary template found in LiveText.

•             Develop a 3-lesson learning segment using the Lesson Plan template found inLiveText. Lesson plans should be written for the entire group you will be instructing, including any modifications or accommodations to meet individual focus learnerneeds.

 

EDSP525 Transition and Assessment for Exceptional Learners

Student Portfolio Assignment

OVERVIEW

The purpose of completing the Student Portfolio is to understand the principles of reviewing case study files on a given focus learner, choosing the most appropriate goals based on the learners PLOP and needs/supports, determining standards that correlate with those goals and providing the evidence as to how you would teach and monitor progress on those given goals. 

INSTRUCTIONS

•             Use one of the focus learners from the Case Analysis assignment from Module 2: Week 2.  That would be (Morgan, Robert, or Michael).

•             Use the Student Portfolio Assignment Template.

Here is how you will complete the template…

•             You will complete the cover page to include the student’s name, the case manager’s name (this is your name) and the date. 

•             Then write 1 goal in each of the 4academic sections based on the focus learner’s needs (for a total of 4 goals).

•             Next, you will choose a state standard that can be linked to thegoals that were written. 

•             Lastly, you will fill in the “evidence description” chart.  This chart will include:  how you will collect data to show progress on the goal, setting of where this data collection will be observed, any social interactions that take place between the focus learner and other peers/teachers, what materials are used to work on this goal SME task and what supports are needed to help the student become successful in this goal. 

•             Be sure to follow all APA guidelines.

 

 

 

EDSP525 Transition and Assessment for Exceptional Learners

Assessment Project Assignment

Teacher candidate will use a provided case study containing results from multiple methods of assessment and data sources in order to determine eligibility and programmatic recommendations for the case student.  Basic assessment data and historical data will be provided the candidate. 

The student will employ knowledge of measurement principles in order to interpret assessment results to determine special education services eligibility and programmatic prescription.

Steps in the assignment:

1.            Review case study.  Analyze assessment results and anecdotal and qualitative information to determine student levels, strengths, weaknesses.

2.            Develop two-page psychoeducational report providing a summary view of the student, of the administered assessment results, of the student’s skills and challenge areas, the special education eligibility and diagnosed disability category and of the recommendations for educational programming (special services and/ or related services).

3.            Use articulated psychoeducational report for the Individualized Educational Plan (IEP) assignment and subsequent instructional and transition planning.

 

EDSP525 Transition and Assessment for Exceptional Learners

IEP Assignment

Directions: Special education teachers are responsible for developing and implementing Individualized Education Programs (IEPs) for students with exceptionalities. This assignment allows you to demonstrate your ability to use multiple types of assessment information from a provided case study to develop an IEP for a student with an exceptionality. Individual abilities, interests, learning environments, and cultural and linguistic factors should be fully considered in the development of the IEP to ensure it meets the academic and functional needs of the student.  Use the provided case(s), the information below, and theIEP template to develop an IEP for the student.Be sure toreview the IEP evaluation rubric carefully to ensure each section of the IEP fully addresses the required criteria.

Complete the following in the IEP template:

1.            Present Levels of Academic Achievement and Functional Performance

a.            Use the assessment data provided in the selected case study to identify the student’s interests, preferences, strengths and areas of need, including assistive technology and/or accessible materials. 

b.            Fully describe the effect of the student’s disability on his or her involvement and progress in the general education curriculum, including the student’s performance in academic as well as functional areas.

2.            Measurable Annual Goals(at least 3)

a.            Develop measurable and observable annual goals for each area where the student’s disability affects his or her progress in the general curriculum. There must be a direct relationship between the goals and the PLAAFP. Be sure to include:

i.              The student’s name

ii.             The condition under which the behavior will be performed

iii.            The specific observable behavior to be performed

iv.           The criterion to which the level of performance at the goal will be achieved

v.            The target date/timeline for goal attainment.

3.            Short Term Objectives(at least 3)

a.            Develop measurable and observableshort-term objectives for each goal. Be sure to include:

i.              The student’s name

ii.             The condition under which the behavior will be performed

iii.            The specific observable behavior to be performed

iv.           The criterion to which the level of performance at the goal will be achieved

v.            The target date/timeline for goal attainment.

4.            Instructional Modifications/Accommodations

a.            Develop modifications/accommodations that will allow the student equal opportunity to access the curriculum and demonstrate achievement. Accommodations/ modifications also provide access to nonacademic and extracurricular activities and educationally related settings. Accommodations may be in, but not limited to, the areas of time, scheduling, setting, presentation and response including assistive technology and/or accessible materials. Identify frequency, location, setting, and duration.

b.            Identify supports for school personnel (e.g., equipment, consultation, or training for school staff to meet the unique needs for the student)

5.            Participation in State and District Assessments/Accountability Systems

a.            Based on the PLAAFP, determine if the student will participate in state and/or division wide assessments or if the student meets the criteria for participation in an alternative assessment program.

b.            If the student is participating in statewide assessment, determine if accommodations will be provided. For the accommodations that may be considered, you may refer to Virginia Department of Education’s (VDOE’s) Students with Disabilities: Guidelines for Assessment Participation for guidance.

c.             If the student WILL NOT participate in the state or division wide assessments, include a statement of justification.

6.            Placement (LRE), Services, and Supplementary Aids and Services

a.            Based on the principle of Least Restrictive Environment (LRE), identify all special education and related services the student will receive, including frequency, location, and duration.

b.            Include a statement of justification for each/all services provided and how your placement decisions reflect the principles of LRE with respect to the student’s PLAAFP.

7.            Reflection on the IEP and Professional Learning and Ethical Practice

a.            Reflect on the foundational knowledge in the field of special education that informed your development of this IEP and answer the following questions:

i.              Understanding the significance of life-long learning, ongoing professional growth, and the importance of ethical practice, identify professional knowledge or skill areas related to quality IEP development that you would like to develop further as you advance in the profession.

ii.             Review information on the Council for Exceptional Children’s (CEC) webpage on Special Interest Divisions and identify one division you would considering joining and fully articulate why. Example divisions include but are not limited to Council for Children with Behavioral Disorders; Council for Educational Diagnostic Services, Division on Career Development and Transition, Division for Culturally and Linguistically Diverse Exceptional Learners.

iii.            This reflection must be 400 – 500 words.

Alignment: This IEP assignment and each assignment component is aligned with CEC 2012 Initial Preparation standards:

•             CEC 3.3: Beginning special education professionals modify general and specialized curricula to make them accessible to individuals with exceptionalities.

•             CEC 4.2: Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities.

•             CEC 4.3: Beginning special education professionals, in collaboration with colleagues and families, use multiple types of assessment information in making decisions about individuals with exceptionalities.

•             CEC 5.1: Beginning special education professionals consider individual abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individuals with exceptionalities.

•             CEC 6.1: Beginning special education professionals use professional ethical principles and professional practice standards to guide their practice.

•             CEC 6.4: Beginning special education professionals understand the significance of lifelonglearning and participate in professional activities and learning communities.

•             CEC 7.3: Beginning special education professionals use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators.

 

EDSP525 Transition and Assessment for Exceptional Learners

ITP Assignment

OVERVIEW

The purpose of this assignment is to focus on creating identified outcomes, action plans and coordinating agencies to prepare the focus learner for the world of work and living.  After reviewing the focus learner’s present levels and needs, the candidate will prepare the focus learner’s daily living experiences, community living skills, vocational preparation and post-secondary learning goals.  The candidate will need to plan for the coordination of services considering family and friends of the target K12 case student, professional educators, community agencies and support systems and vocationally focused partners.

INSTRUCTIONS

The transition assignment is a more expanded version of the transition requirements contained within a normal IEP. 

•             Use one of the focus learners from the Case Analysis assignment from Module 2: Week 2.  That would be (Morgan, Robert, or Michael).

•             Use the ITP Assignment Template

Here is how you will complete the template…

•             Complete the Cover Page section, filling in the focus learner’s name, your name, and date.

•             Complete the Student Information section, filling in at least 4 student strengths, 4 student interests, and 4 transitional assessments that you could use with the learner.

•             Complete the Course of Study section:  provide at least 4 goals related to the academic needs of the focus learner.

•             Complete the Employment section:  provide at least 4 goals related to the focus learner’s employment needs.

•             Complete the Community Experience section:  provide at least 4 goals related to the focus learner’s community needs.

•             Complete the Daily Living Skills section:  provide at least 4 goals related to the focus learner’s daily living needs.

•             Be sure to follow all APA guidelines.