Inventories and Settings
Outcomes and Sequences
Data Analysis and Prioritization
Transition Planning
Curriculum Process
100
When conducting social validity for a student who is in the 4th grade, the teacher interviews a 5th grade teacher.
Social Validity is to determine competencies of an individual 3-5 years older that your targeted learner
100
You write this outcome for Timmy: Timmy will be able to use the money.
The outcome isn't clear
100
After completing your discrepancy analysis you take your master list of skills to write your objectives
Prioritization was not completed
100
You, Micki, and the rest of her team are working on the transition components of her IEP. For her employment postschool outcome, the team writes the following: Micki will work part-time during high school while exploring her career interests
Outcome is written for high school
100
You have been teaching the same group of students for 3years. You feel like you know them very well and what they should be working on, so you write their goals and objectives based on what their same age peers are working on.
Did not follow the curriculum process.
200
Charlie needs to learn how to cross the street safely so you teach a 30 minute lesson every day on crossing the street in the classroom during life skills class.
Crossing the street is only taught in the classroom
200
You write an outcome that says: Given any shirt and pants from her closet, Debbie will independently put on the shirt and pants with 100% accuracy
Outcomes do not have criteria
200
When it's time to conduct a discrepancy analysis you collect data from the vision and future plop.
Data from Inventory of setting and Social Validation aren't included
200
You are a high school special education teacher. At the IEP meeting for your 15 year old student John, the meeting proceeds smoothly with introductions, statements of present level of performance, proposed IEP goals and objectives, discussion of placement, discussion of general education curriculum accommodations, and assistive technology. After those standard IEP issues are discussed, you and John lead the team in a discussion of John’s post-school outcomes and the transition activities needed to achieve those goals.
Transition plan is discussed after standard IEP issues are discussed
200
Kelli is 14 and in Junior High. At her IEP meeting, her team went over her PLOP and goals the next school year.
Transition plan is discussed was not discussed
300
Lisa will be attending the 3rd grade. Her teacher goes to the class she will be attending and conducts an inventory of what the room set up is.
The teacher only collects data on physical space.
300
The teacher writes a sequence for her student who needs to tie her shoes
Tying her shoe cannot be written into a sequence
300
After completing the discrepancy analysis step of your curriculum development process, you identify the following possible priorities for Beni: No talk-outs in class No swearing Not missing any classes No disrespectful comments to teacher No disrespectful comments to peers Recording own negative behaviors using classroom behavior management procedures No chewing gum Reducing pencil tapping
Priorities are not skills
300
You, your freshman student Marie, and her team are developing her transition plan. You have developed her entire transition plan and are reviewing her course of study. Here you have listed all of the classes she will take her sophomore year in high school.
Course of study is only for sophomore year
300
You have two students with the same priorities: use microwave, read recipes, make lunches, make dinners. You decide to write the same outcome.
Even with the same priorities, educational outcomes can be defined quite differently for different students. They will have different levels of competency.
400
In 5 years, Jillian will be 3 years removed from high school. Since she earned her CNA license while in high school, Jillian will be in her 3rd year on the job as a CNA. She will live in an apartment near the hospital with friends. Jillian will be independent in all daily and adult living skills. Jillian will be an active member of her church. Jillian will spend time with friends, both at home and in the community. As Jillian’s teacher, you need to determine which skills to teach to Jillian and decide to interview someone. You contact your friend who teaches at a local community college to find out what skills a high school student needs to learn to be successful in college.
Social validity doesn't match vision
400
You have completed all of the preliminary work for personalizing a curriculum and are now ready to complete outcomes and sequences for Sara. You develop the following educational outcome statement: When given the opportunity, Sara will make purchases at grocery stores, eat in sit down restaurants, use the city bus, and go to the movies.
Outcome contains unrelated skills
400
You have 8 students and have developed short-term and long-term priorities for each of them, using the process for data collection and data analysis that we have discussed in class. You have also created outcomes and sequences using this information. You are now preparing for your students’ IEP meetings. You develop proposed IEP objectives by reviewing the students’ IEP records, observing their performance, reviewing classroom and large-scale test assessments, and interviewing the student and the parent.
IEP objectives are written by reviewing student records
400
You are writing goals and objectives related to transition services for Evan. One goal the IEP team decides on is “Evan will meet with his guidance counselor once a week for 5 consecutive weeks to discuss appropriate social interactions with authoritative figures.”
What is IEP Goal is to meet with counselor
400
After conducting a discrepancy analysis, the teacher is ready to write outcomes and sequences
There is another step before outcomes and sequences
500
John is a 3rd grade student with a physical disability. He is enrolled in a general education gym class where the students are learning how to play baseball. John can swing a baseball bat, but is unable to run the bases. Therefore, John stands off to the side, cheering on his classmates.
John stands off to the side
500
You develop the following educational outcome statement: When given dirty laundry, Trey will do his laundry, including sorting, washing, drying, folding, and hanging up clothes. You then develop the following sequences for this outcome: When given clean dry laundry, Trey will fold the clothes, 4/5 trials. When given clean wet laundry, Trey will dry clothes, 4/5 trials. When given dirty laundry, Trey will sort clothes, 4/5 trials. When given sorted dirty laundry, Trey will wash clothes, 4/5 trials. When given clean dry laundry, Trey will hang up clothes, 4/5 trials.
Sequence has criteria
500
This is the statement (PLOP) you develop: Roy is able to independently brush his hair/teeth, and put on clothing (although still needing help with zippers and fasteners). Roy will continue to work on showering independently and washing his hair. Roy is quick to help with clean-up including vacuuming, throwing away garbage, stack chairs, and wiping off the table. Roy is able to serve food, choose a snack, and use the microwave with adult prompting. In the future Roy will need to help around the house by being able to dust, sweep, organize and help prepare meals. He is also working towards being able to use the stove with adult help and preparing simple meals
PLOP only includes Domestic Domain
500
You, Noah, and the rest of his team are working on the transition components of his IEP. For one of his postsecondary outcomes, the team writes the following: Noah will explore community college and university application procedures, programs of study, costs, and entrance requirements.
Postsecondary outcomes are written for during school
500
During the curriculum development process, your student Alicia and her parents voiced a strong interest in Alicia learning sign language. Alicia wants to be able to communicate with the family across the street that is deaf. She hopes that after learning sign language, she will be able to babysit for the two children. Mr. Wright, the special education teacher, includes learning sign language as part of Alicia’s vision statement and as a short-term priority. However, Mr. Wright realizes he does not know anything about teaching sign language and a sign language class is not offered at the high school so he ignores this priority and teaches other skills.
The teacher ignores a priority
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