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COMPETENCIES
2042.6.1 : Collaborative Skills
The graduate collaborates with stakeholders in a school setting to build consensus, meet goals, and promote culturally responsive communication.
2042.6.3 : Collaborating and Developing the IEP
The graduate collaborates with team members to create mutually agreed upon individualized education programs (IEPs) for students with exceptionalities
INTRODUCTION
In this task, you will collaborate with other stakeholders in a simulated Individualized Education Program (IEP) meeting. In Task 1, which should be submitted prior to scheduling this simulation, you drafted an IEP that you will use to guide you through this experience. In this simulation, you are the special education teacher leading a modified annual IEP meeting. While the goals of the meeting will be to draft annual goals, postsecondary goals, and transition plans for a student currently receiving special education services, you will primarily be measured on your ability to effectively collaborate with stakeholders. The student, Angela Madina, is 15 years old and is in the 10th grade.
This experience is an opportunity for you to demonstrate your collaboration skills while working with stakeholders who make up the IEP team. Please note that, because of time constraints, this simulation will not encompass all the legal components of an IEP meeting.
The avatars with which you will be interacting are live. They will be asking you questions based on your comments and they may even question some data and ideas that you have shared, just as a parent or other IEP meeting members will do. Because each experience is different and the total experience is 20 minutes, you need to plan time for questions and comments from the avatars. If you plan 20 minutes of talking on your part, you are not going to complete the experience in the allotted time. Practicing with others and/or anticipating questions will help to ensure you meet the rubric requirements and are prepared for the simulation.
SCENARIO
The IEP meeting includes the following participants:
• Angela Madina: a 15-year-old who is in 10th grade, is a talented artist, and struggles in most other subjects
• Elena Kahale: Angela’s mother who responds well to data and detailed anecdotes
• Mr. Mehta: the school principal whose role is to move the IEP meeting forward
• Mr. Moore: Angela’s English teacher
In Task 1, you drafted the IEP, and in an authentic setting, you would take the draft IEP to the meeting, review the IEP with the team, make decisions as a group, and close the meeting. Again, this experience will be slightly different due to time constraints. You will use the completed “IEP Form” draft from Task 1 to complete this virtual experience.
The modified IEP meeting should last a minimum of 15 minutes but a maximum of 20 minutes. IEP meetings are often longer than that, but this simulation is focusing on your efforts to collaborate effectively with the team in the best interest of the student to develop annual goals and a transition plan. Since Angela is 15 years old, much of this meeting will focus on her transition planning.
For this experience, you will not review the entire IEP with participants. Assume that all participants have helped you draft the following four parts of the present levels of academic achievement and functional performance (PLAAFP) section of the IEP:
1. Baseline
• Part A: name, age, and current grade of the student
• Part B: overall academic achievement or functional performance for the specifically identified area
2. Strengths of the student in the specific area from the qualitative and quantitative data
3. Concerns about the student in the specific area from the qualitative and quantitative data
4. Data support for all statements, both quantitative and qualitative
You will not need to review these sections of the IEP during this simulation.
You will begin the simulation with a general introduction. Then you will move to a collaborative discussion (this should include parent concerns, teacher concerns, and data) of the PLAAFP section of the IEP: effect of concerns on the student’s involvement and progress in the general education environment.
Next, you will review and discuss measurable annual goals consistent with the postsecondary goals. Throughout the meeting, take time to solicit questions or concerns any of the participants may have. You will finish the meeting with a discussion of the transition plan.
Note: It is not necessary to discuss the “Independent Living Skills” portion of the transition plan for Angela since she is in 10th grade.
As the team reviews the transition plan, you will want to discuss Angela’s goals for her future education and career, using her interests, any assessment or survey data available, and her areas of strength and areas for growth to guide the development of this plan. Include all participants in the discussion and development of the transition plan, and work through any differences of opinion that may arise.
When you feel all participants are aligned and supportive of the transition plan and postsecondary goals, invite team members to ask any questions or share any concerns.
When all questions and concerns have been addressed, remind the participants that they can contact you at any time to discuss Angela’s progress. Tell them what to expect as far as receiving copies of relevant documentation. Ask if there are any questions, answer those questions, and thank the team for coming to the meeting.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
Using the information in the attached “Learner Case Study” about Angela and the IEP you drafted in Task 1, you will complete a simulated IEP meeting. During this simulation, you will be the special education teacher leading an annual IEP meeting that will focus on the transition plans and annual goals for a student currently receiving special education services. The student, Angela Madina, is 15 years old and is in the 10th grade. Participants in the meeting include Angela (the student), Elena Kahale (Angela’s mother), Mr. Mehta (the school principal), and Mr. Moore (Angela’s English teacher).
Note: In a real IEP meeting, there could be additional stakeholders present that are not included in this simulation experience. Please refer to the course of study for additional information on who should legally attend.
A. Submit the link to the video recording of your simulation experience. Your submission will be evaluated based on your collaboration with allstakeholders in the following areas:
Note: The recording you receive from Mursion is to be used for WGU assessment only and should not be shared publicly per academic security policy.
Note: If you need help retrieving the link, please consult the attached “Guide to Retrieving Recording Link”.
1. Encourage participants to share and contribute to a common purpose.
2. Encourage the student, the parent, and the general education teacher to each share ideas.
3. Solicit questions for clarification.
4. Demonstrate respect for the opinions and perspectives of the other stakeholders in the meeting.
5. Exhibit an understanding of special education by addressing the student’s strengths, weaknesses, and future goals.
B. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
TO VIEW THIS LINK—
acree17
Luna409!
blob:https://tasks.wgu.edu/7f568b7f-8fcf-43db-85ee-0c9baf653bf0
RUBRIC
SOE PROFESSIONAL DISPOSITIONS AND ETHICS:
NOT EVIDENT
The submission demonstrates both behavior and disposition that conflict with the professional and ethical standards outlined in the SOE Professional Dispositions and Ethics.
APPROACHING COMPETENCE
The submission demonstrates behavior or disposition that conflicts with the professional and ethical standards outlined in the SOE Professional Dispositions and Ethics.
COMPETENT
The submission demonstrates behavior and disposition that align with the professional and ethical standards outlined in the SOE Professional Dispositions and Ethics.
A1:COLLABORATING FOR A COMMON PURPOSE CEC 7.1, 7.2
NOT EVIDENT
The candidate ineffectively facilitates group collaboration because they discourage participants from sharing and contributing or because they fail to encourage participants to share and contribute opinions and ideas relevant to the development of the IEP.
APPROACHING COMPETENCE
The candidate facilitates group collaboration with stakeholders, but the candidate explicitly encourages participants to share and contribute opinions and ideas relevant to the development of the IEP between only 1 and 4 times, or encouragements to share or contribute are vague.
COMPETENT
The candidate effectively facilitates group collaboration with stakeholders because the candidate explicitly encourages participants to share and contribute opinions and ideas relevant to the development of the IEP on 5 separate occasions.
A2:INCLUDING ALL STAKEHOLDERS CEC 7.1, 7.2
NOT EVIDENT
The candidate utilizes ineffective communication because they actively discourage any stakeholder from sharing ideas.
APPROACHING COMPETENCE
The candidate inconsistently utilizes effective communication because they fail to directly encourage at least 1 of the given stakeholders to share ideas.
COMPETENT
The candidate consistently utilizes effective communication because they directly encourage each of the given stakeholders to share ideas.
A3:CLARIFYING QUESTIONS CEC 7.1, 7.2
NOT EVIDENT
The candidate utilizes ineffective group facilitation strategies because the candidate fails to solicit clarifying questions.
APPROACHING COMPETENCE
The candidate inconsistently utilizes effective group facilitation strategies because the candidate solicits clarifying questions on only 1 or 2 occasions.
COMPETENT
The candidate consistently utilizes effective group facilitation strategies because the candidate solicits questions for clarification on 3 separate occasions.
A4:RESPECTING THE OPINIONS OF OTHERS CEC 7.1, 7.2
NOT EVIDENT
The candidate demonstrates disrespect for the opinions and perspectives of stakeholders because the candidate responds to questions in an argumentative or dismissive manner.
APPROACHING COMPETENCE
The candidate inconsistently demonstrates respect for the opinions and perspectives of stakeholders because the candidate fails to listen to their concerns and opinions or does not directly respond to questions.
COMPETENT
The candidate consistently demonstrates respect for the opinions and perspectives of stakeholders because the candidate actively listens to their concerns and opinions and directly responds to questions.
A5:UNDERSTANDING SPECIAL EDUCATION CEC 2.1
NOT EVIDENT
The candidate does not demonstrate an understanding of special education because they fail to address the student’s strengths, weaknesses, or future goals.
APPROACHING COMPETENCE
The candidate demonstrates a partial understanding of special education because they address the student’s strengths, weaknesses, and future goals in a way that is misaligned with the scenario.
COMPETENT
The candidate demonstrates a comprehensive understanding of special education because they address the student’s strengths, weaknesses, and future goals in a way that aligns with the information in the scenario.
B:PROFESSIONAL COMMUNICATION
NOT EVIDENT
Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.
APPROACHING COMPETENCE
Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.
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