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Discussion: Case Study- Transition and Homecare 3.1. 3.2, 3.3, 3.4 AMS Assignment: Lesson Plan # 24.1, 4.2 AMS Assignment: Progress Assessment #2 5.1, 5.2 
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Review the following Case Studies and respond to the prompts by Wednesday: Create a Lesson Plan with the implementation of you different LRE's (including homebound care) and assistive technology based on your current teaching placement.  This assignment will be submitted and evaluated using the University’s AMS.  
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Case Study #1: Johnny is currently in an Early Intervention Preschool with the eligibility of Developmental Delay. He has been in this preschool for 3 years due to his age and birthday. Today is Johnny’s Preschool to Kindergarten transition IEP meeting. Prior to this meeting, Johnny’s parents consented to a reevaluation in order to best support the new IEP developed. The parents provided the school paperwork of a diagnosis of Autism. The evaluation showed that Johnny meets the eligibility of a student with a disability under the eligibility of Autism. Johnny has a fascination with building things. Johnny knows his colors and some shapes. He can count to 10 but only identify numbers 1-4. Johnny can identify the letters of his name but no other letters. He cannot identify the sounds of any letter except J. Johnny is unable to tie his shoes and struggles to write anything legible. Lastly, Johnny struggles with social skills and making friends. Johnny doesn’t understand that not everything likes to talk about building all the time.  Review the CSOE Lesson Plan Template Instructions within the section of the CP Resource Page for your Pathway Specific Resources. In preparation for this assignment complete the following: 
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Post a response to the following questions in the Case Study Forum by Wednesday: Utilize the CSOE Assistive Technology Lesson Plan Template to complete your assignment.  Select a 10-minute segment of your lesson plan from Week 4 that provides evidence of ESN TPE 3&42/CEC Standard 3&5 
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In order to incorporate both academic and social/living skills, write 4 annual Individualized Education goals that will support Ben in his kindergarten year.  Write a detailed lesson plan (using the Lesson Plan Template associated with your enrolled program. Ensure you have permission to record your students by having them complete the permissions slips and save the signed permission slips in your IDP Folder in One Drive: 
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Justify your response.  CSOE Lesson Plan Template (ESN TPEs) English Permission Slip 
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What grade-level standard aligns with each goal. SOE Lesson Plan Template (CEC Standards) Spanish Permission Slip 
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Is the goal modified from the standard? When writing your lesson plan, keep in mind that you need to be able to teach a 10-minute segment for your Week 5 Progress Assessment.  Permission Slips can be located in the CP Resource Page within your Pathway Specific Resources   
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Using the information you know about Johnny, what would Johnny’s placement (LRE) look like in his IEP?  Ensure you integrate effective classroom and behavior management strategies, and the activities support academic growth toward the Academic Standard, learning goal and measurable objective(s). Record yourself teaching the selected 10-minute segment of your Week 4 lesson plan. The segment must include you teaching a minimum of 4 students and include evidence of yourself and your students. Editing is not permitted. 
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Justify your response with expert citation and application.  Include all artifacts, materials, and assessments needed for the lesson. Use VEED to add time stamps of Standards and Sub-standards to your 10-minute video segment in which you: 
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What accommodations are put in place? In addition to your Lesson Plan, be sure to complete the following: Identify specific examples in the video that demonstrate the ESN TPE 3&42/CEC Standard 3&5. 
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What modifications are put in place? In the Lesson Reflection section of the template: Why do you think the classroom and behavior management strategies you identified will create a healthy and safe climate for learning?  Provide detailed justification for why the examples align with ESN TPE 3&4/CEC Standard 3&5. 
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Case Study #2: Jackie is a 5th student who has an IEP under the eligibility of multiple disabilities. Jackie has been homebound her entire education due to medical issues she has. Jackie utilizes a motorized chair to get around, however, Jackie struggles with the use of her hands when it comes to movement, button pressing, and grabbing. Jackie has a G tube and is suctioned every 4-6 hours due to a medication condition. Jackie’s academic level is about a -month old. Jacky loves to have books read to her, bright colors, and funny noises. The IEP team plans to discuss quality of life goals. Jackie has completed her Tri-annual evaluation and the IEP team has come together to complete her annual IEP.  In the Standards Reflection at the bottom of your lesson plan, in addition to rating your proficiency in the standard, include a justification and examples to support your reflection.  Review the Progress Assessment AMS Submission Guidelines located on the CP Resource Page. 
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Post a response to the following questions in the Case Study Forum by Wednesday: Support your response with citations and references consistent with APA style guidelines. Complete and submit the following to the AMS by Sunday: 
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In order to support Jackie at home, write 4 annual Individualized Education goals that the IEP team may come up with. Submit your Lesson Plan to the AMS by Sunday. 1. Lesson Plan 
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Justify your response.  Notes. Duplicate lesson plans will not be accepted and could receive a grade of zero. In Week 5 you will record yourself teaching a 10-minute segment of your lesson plan that provides evidence of ESN TPE 3&4/CEC Standard 3&5 2. Remote Site Visit Preparation (RSVP) Pre-Survey  
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What grade-level standard aligns with the goal. 3. Video (including Time Stamped Standards & Sub-standards) 
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Is the goal modified from the standard? *Note: The AMS cannot accept videos longer than 10 minutes; be sure your video does not exceed 10 minutes. 
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Using the information you know about Jackie, what would her placement (LRE) look like in her IEP?  4. Candidate Self-Assessment with time stamp annotations and self-scoring 
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Justify your response with expert citation and application.  5. Exit ticket 
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What accommodations are put in place? Failure to submit ALL required components by the due date will receive a grade of zero.  
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What modifications are put in place? Once you receive your grade, go to “my results” in your AMS Dashboard and download the following items that represent your Remote Site Visit Assessment (RSVA) Tool. 
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Support your post with citations and references consistent with APA style guidelines. Part I-the completed Candidate Self-Assessment (completed by candidate) 
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Note: You must submit your “initial” discussion question prior to viewing the post of your classmates.  Be sure to submit your initial post prior to/by the initial Discussion Questions due date.  Part II- the graded Video Progress Assessment rubric (completed by your course instructor) 
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Reply to two classmate’s posts, applying the RISE Model for Meaningful Feedback, by Sunday. If possible, respond to posts that have not yet received feedback from a classmate. Save both to your Individual Development Plan (IDP) folder. 
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Refer to the ESNTPE CEC Alignment Chart to see an alignment of the standards & all Forms supporting this assessment located on the CP Resource Page.  
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Note. Candidates MUST have 3 eligible progress assessment videos to pass this course. Two consecutive non-passing grades will result in a Student Evaluation and Review Committee (SERC) referral and a non-passing grade. 
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