Paulo Case Scenario: Independent Living Mini Unit
Based on the Case Scenario: Paulo, develop a mini unit exploring independent living skills directly aligned to Paulos established independent living goals from Topic 3.
Your mini unit should include three (3) lessons plans that address any one or more of the following topics:
Home maintenance
Leisure skills
Food preparation and cooking
Laundry skills
Self-management skills
Safety skills
Communication skills
Within your mini unit, include potential collaborations with family and other supports that promote communication skills, resolve conflicts, and build consensus in planning independent living transitions for Paulo.
Use the COE Lesson Plan template to complete each lesson.
SPD-555 Case Scenario: Paulo
Paulo is an 18-year-old student with a mild cognitive disability and autism. According to his IEP, he is identified as a student with autism. His verbal skills have dramatically increased in the past six years, although he still primarily communicates through adapted sign language, gestures, words, and vocalizations that his family and teachers understand. Paulo’s family is actively involved in Paulo’s education and transition planning process. Paulo lives at home with his mother and father, his older brother and younger sister. His mother and father immigrated to the United States from Brazil 22 years ago. All of the children were born in the United States and they speak both English and Portuguese fluently. His parents expect Paulo to live with them for at least the next 10 years. When they are no longer able to care for him, Paulo will live with one of his siblings, most likely his sister. Paulo’s independent living skills are important to his family. In fact, at times his teachers were concerned that Paulo did too much housework in comparison to his siblings because sometimes he would arrive at school smelling of bleach and appear tired. When asked about this, his parents explained that work was good for him and that he enjoyed it.
Paulo was provided with the services of an interpreter in elementary and middle school and as well as training in sign language. His IEP team, including his parents, discontinued the services because they agreed that he was not benefitting from the services and that he could effectively communicate with others using adapted sign language, some words, gestures, and vocalization. Paulo can independently take directions and answer questions that require a yes or no response in both English and Portuguese. He also uses adapted signs and gestures for names of activities he likes and to express basic wants and needs.
Paulo loves watching movies at home with his sister. He also enjoys outdoor activities such as raking leaves in the yard and sweeping the patio. His older brother played soccer in high school and now plays in college. Paulo can run fast, and has picked up some soccer skills from his brother’s lessons like shooting the ball and passing to a teammate. He has few opportunities for fun outside the family home, and his parents are open to him having leisure activities as long as he gets his chores done at home.
At school, Paulo loved going to the grocery store to job shadow a man who collected the carts and bagged groceries. Even though Paulo was only supposed to watch the job, the employee he was shadowing was willing to share his work, and Paulo did a good job with collecting the carts. He will need more training to bag groceries. Paulo was unresponsive to the man’s corrective feedback. Paulo kept saying to himself “Good job, Paulo” after he packed each bag, even though the employee tried to show him a better way to pack the bags. He apparently enjoyed the experience, because Paulo would request that his teacher take him to the store even on days it was not scheduled by signing “Me, work, store, please” repeatedly. Paulo is quiet and well mannered. The store manager was impressed with his work ethic and was interested in having Paulo work part-time after he graduates.
Scenario used with permission from the National Secondary Transition Technical Assistance Center.
2014. Grand Canyon University. All Rights Reserved. GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lessons learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
Who is the audience
What action verb will be measured during instruction/assessment
What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, understand is not measureable, but describe and identify are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson.
In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson.
For example:
I will use a visual of the planet Earth and ask students to describe what Earth looks like.
I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.
Time Needed
Multiple Means of Representation
Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.
In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.
For example:
I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story.
I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner.
Explain how you will differentiate materials for each of the following groups:
English language learners (ELL):
Students with special needs:
Students with gifted abilities:
Early finishers (those students who finish early and may need additional resources/support):
Time Needed
Multiple Means of Engagement
Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc.
In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.
For example:
I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence.
I will model one example of solving a number sentence on the white board before having students search for the matching card.
I will then have the partner who has the number sentence explain to their partner how they got the answer.
Explain how you will differentiate activities for each of the following groups:
English language learners (ELL):
Students with special needs:
Students with gifted abilities:
Early finishers (those students who finish early and may need additional resources/support):
Time Needed
Multiple Means of Expression
Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment.
In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments.
Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising.
Underline the names of any formative assessments.
For example:
Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning.
Explain how you will differentiate assessments for each of the following groups:
English language learners (ELL):
Students with special needs:
Students with gifted abilities:
Early finishers (those students who finish early and may need additional resources/support):
Time Needed
Extension Activity and/or Homework
Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.
Time Needed
2019. Grand Canyon University. All Rights Reserved. 5
CASE DISORDER SCENARIOS
Alex
Goal Comment by Nicole: Please see this weeks discussion forum for some information on specifically defining/describing behaviors for goals.
Strategy Comment by Nicole: Good selection of EBPs for these students.
Education/ Training
Alex will enhance his comprehension skills and communication skills by using high interest reading material such as storybooks, E-books, blogs, newspaper articles and websites; by moving up Lexile grade level to increase his success after his high school graduation.
Guided practice: the teacher instructs Alex and assists him in learning how to comprehend the text and answer appropriately. The teacher will encourage Alex to envision what he is reading while he reads the text to have a clearer understanding, by using this strategy it will lead to strengthen his comprehension skills.
Instructed the high school computer science and Coding class Alex will use MS Excel and create data spreadsheets with 70% accuracy throughout the Fall semester of his IEP.
Guided Practice: The teacher offers one to one instruction and practices the skill of inputting data every day with teacher assistance when needed. The teacher provides visuals for the data entry assignment.
Employment
Given directions on communicating with his supervisor such as Upon arrival, Alex will greet his supervisor appropriately 4 out of 5 opportunities for four consecutive weeks as measured by teacher guidelines by the end of the Spring semester. Comment by Nicole: In order to take data on this goal, we might need to be a bit more specificwhat exactly does this look like? This might also need to be defined a little more in order to take data on it. The phrase greet his supervisor appropriately might mean different things to different people, so if different people were observing the student to see if the goal was met, they might come up with two different answers. We need to specify exactly what you want to the student to do. Please see the posts in the week 3 discussion forum for tips on formatting goals and objectives. This comment applies to all goals.
The Job mentor will provide interventions by providing cues, prompts, and instruction in the natural environment to obtain and reinforce communication skills.
The teacher will use video modeling to demonstrate the proper way of communication when he is seeking assistance.
When given direct job instruction to fill the schedule of work done daily, he will follow the procedure needed to complete a timesheet of the hours worked at his job site 4 out 5 days.
The on-site job mentor will use a visual task analysis to model the steps to complete Alex’s time sheet of his working hours in the site.
The job mentor will use the gradual release model to decrease the level of assistance needed to complete a task or assignment.
Independent Living
When given direct instruction on self-advocacy, Alex will verbally request for assistance for his want and needs, such as needing directions or help setting up his gaming system on 4 out of 5 days per week for four consecutive weeks as measured by teacher rubrics upon completion of the academic year.
The teacher uses role-play to request assistance; Alex will verbally ask for the help that he needs and while displaying a calm voice.
The teacher will strengthen the behavior for positive consequences and reinforce it by providing positive reinforcement, point systems, etc.
After completing high school, with the assistance of a job coach in the local office supply office, Alex will be able to communicate well with his boss and other work colleagues.
Naturalistic strategies with the combination of behavior principles will be applied by the job mentor. These strategies will be provided in natural environments using practical, appropriate social interactions.
Video modeling is suitable in teaching to enhance his communication skills to support independent living.
Transition Goals for Paulo
Paulo
Goal
Strategy
Education/Training
Paulo will be able to demonstrate appropriate social skills through proper coaching on how take turn in conversation, say hello and thank you, listen, and welcome others
Watching a video with proper behavior modeling and teacher teaching the social behavior by role playing will help Paulo to acquire the correct social behavior.
The training helps him in the acquisition of suitable workplace behaviors (employability skills) such as communication and social skills.
Use of peer role models with exemplary social skills will impact more Paulos behavior and communication. Also, select assistant for Paulo with acceptable work behaviors for Paulo.
Employment
Paulo will be able to select a job that is suitable for him among three jobs based on his interest. He will be able to know the most relevant job he is interested with.
Career study will help him to understand different career alternatives that lie within his interests and dreams.
Through the given instructions of bagging groceries, Paulo will be able to accomplish the job with 90% precision with little help.
Task analysis and repetition will help to break into small steps to practice will help Paulo to master the skill.
Independent Living
Paulo, will actively participate in recreation activities in the community based on movies, religious group and shopping in the local shops at least 4 times a month with 80% participation opportunities.
Paulo requires age-appropriate recreation skills.
Teaching safety skills, awareness of community norms and carry an ID card with him at all times.
At the end of the school year, when preparing for laundry and given the appropriate materials such as washing powder, fabric softener or bleach, Paulo will follow steps to sort and load his laundry with 90% accuracy.
Consider using task analysis. This can be done by chucking material into smaller pieces.
Modeling the steps or provide prompts for Paulo. Providing Job Chart is a great tool to help Paulo to learn to accomplish on time
Rationale for My Choices
In consideration of Alex’s scenario history, he is capable of reading the grade-level text but has difficulty in reading comprehension. Alex has met state requirements for graduation for math, he was successful in this particular subject area. He has obtained a position in his communitys electronic store. Alex has demonstrated an strong interest in operating on computers and other electronics. At this time Alexs communication skills are below average compare to his age like peers and has struggles in communicating with his supervisor. The academics, employment, and independent living goals are written based on the students age, interest, and skill level. The goals are concentrating on comprehension skills, to enhance in technology skills in the MS Office, and successful in business math. According to a survey done by Campbell, Osmond, Shattuck, & Anderson, 2013 on staff with disorders and their bosses established that literacy skills were essential in the employment in majority of groups. The survey also found that reading, writing and development of c social skills has an impact in occupation (Campbell, Schwartz, Hudson, & Sealander, Cooper, Orsmond, Sterzing, Shattuck, & Anderson, 2013). Alex employment goals are concentrated on communication and work task, theses two things play an important role in the success of future employment. His independent goals are self-advocacy and communication skills. The communication skills emphasize both employment and independent living skills, which are necessary in the workforce. The goals noted are relevant to Alex’s post-secondary goals for appropriate and independent living. Comment by Nicole: Check wording here and writing mechanics throughout. Comment by Nicole: Thank you for considering the students interests. Comment by Nicole: Good application of a scholarly source!
18-year-old Paulo is a student who has Autism Spectrum Disorder with some cognitive delays. For teachers, writing Individual Education Plans for pupils diagnosed with Autism who are graduating from high school can be challenging. The explicit needs of every student with Autism Spectrum Disorder require to be taken into thought (Szidon, & Smith, 2015). Paulo is independent and possesses the ability to verbally respond to yes or no questions in both Portuguese and English. Paulo is a young man who enjoys age appropriate recreational activities with is family and friends. According to the Paulos case, the focal point of his transition services should be on functional interests and academics instruction associated to employment and independent living. Paulos goals are age-appropriate, according to his work ethics, interest, and independent living skills that can assist him to have a prosperous future. Paulos Individual Education Plans (IEP) with consist of customized strategies and goals that will assist him to grow and succeed. The strategies given are evidence-based practices that initiate, promote, and demonstrate achievement in employability and independent living. The No Child Left behind Act (No Child Left behind Act of 2001, 2002) (NCLB) makes several references to evidence-based practices” (Groomes, Clifton, & Pavonetti, 2017).In summary, a community-based instruction program needs the philosophical commitment of teams to be applied efficaciously. The commitment includes identifying exact, age-appropriate programs that students can contribute in it. Comment by Nicole: Thank you for considering student interests here as well. This is an important component of transition planning.
References Comment by Nicole: Great selection of scholarly sources!
Please see the Questions to Instructor forum for information how to format citations and the reference list.
Clifton, Y. H., Groomes, D. A. G., & Pavonetti, L. M. (2017). Perceptions of literacy instruction and implications for transition and employment outcomes for students with autism spectrum disorders: A qualitative study.The Journal of Rehabilitation, (1), 41. Retrieved from https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx?direct=true&db=edsbro&AN=edsbro.A491582914&site=eds-live&scope=site
Szidon, K., Ruppar, A., & Smith, L. (2015). Five Steps for Developing Effective Transition Plans for High School Students with Autism Spectrum Disorder.TEACHING Exceptional Children,47(3), 147152. Retrieved from https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx?direct=true&db=eric&AN=EJ1058956&site=eds-live&scope=site
Wehman, P., Smith, M.D., & Schall, C. (2009). Autism and the Transition to Adulthood. Success Beyond the Classroom. Paul H. Brookes Publishing Co., Inc. Chelsea, Michigan. ISBN-13:978-1-55766-958-2
