Persuasive Speech and Persuasive Speech outline

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Speech #4: Persuasive Speech

Length: 6-8 minutes.

Points Possible: 80 points.

 

Purpose: The purpose of this speech is to persuade your audience about a topic using Monroe’s Motivated sequence.

 

Requirements:

The purpose of this speech is to persuade your audience. Speeches must be organized using Monroe’s Motivated sequence. Topics should be interesting to you the speaker and related to the audience. Topics should be narrow and specific. A minimum of five different academic sources are required and must be cited during your speech (Wikipedia and forms of Wiki are not academic sources). These sources must be included on the works cited page of your outline. Topics for this speech must be approved by the instructor via the topic selection sheet. You will be evaluated on your introduction, subject matter, Monroe’s Motivated Sequence (Need, Satisfaction, and Visualization), organization, supporting materials, Ethos, Pathos, and Logos, delivery voice, delivery-body, visual aids, and conclusion.

 

Criteria for Evaluation:

1. Introduction (8 points): You will be evaluated on effectively using an attention-getter, revealing the central idea of your speech, stating your speaker credibility, and previewing your three main points.

2. Subject matter (4 points): You will be evaluated on how well the subject is related to the speaker, the audience, and the occasion. The speech must call for a policy change.

3. Monroe’s Motivated Sequence: You will be evaluated on proper use of Monroe’s Motivated sequence including:

a. Need (6 points): You must present a clear problem that needs to be fixed.

b. Satisfaction (6 points): You must provide a clear and achievable step-by-step plan/policy on how you are going to fix the problem/need.

c. Visualization (6 points): You must show how your plan/policy will look in place (how your plan/policy fixes the problem/need).

4. Organization (6 points): You will be evaluated on having clear organization between sub-points, clear connectives, meeting the time requirement (6-8 minutes, you will be clapped off at 9 minutes), and having equal time spacing among main points.

5. Supporting Materials (8 points): You will be evaluated on clearly citing five academic sources correctly as stated in class.

6. Ethos, Pathos, and Logos (8 points): You will be evaluated on having a clear and appropriate appeal to ethics, emotion and/or logic.

7. Delivery-Voice (8 points): You will be evaluated on your vocal rate, volume, vocal variety, your speech being free of verbal fillers/clutter, and use of appropriate language.

8. Delivery-Body (8 points): You will be evaluated on effective use of eye contact, extemporaneous speaking, appropriate facial expressions and gestures, and your posture and movement.

9. Conclusion (8 points): You will be evaluated on using a review statement, restating your central idea, and ending with an effective call to action.

10. Visual Aid (4 points): You will be assessed on effective use of visual aid. Your visual aid should be the appropriate size, should add clarity to your speech, and should be handled effectively.

Speech #4 Outline

Points Possible: 15 points.

Requirements:

For your persuasive speech, you are required to turn in a typed full-sentence outline. A hard copy of the outline is due at the beginning of class on the day you present your speech. Failure to turn in an outline on speech day will result in not being able to present your speech and receiving a zero for the outline and a zero for the speech. The specific format of the outline will be discussed in class and an example will be posted on BlackBoard.

Criteria for Evaluation:

1. General and Specific Purpose: You must include the general purpose and specific purpose at the top of the outline.

2. Labeling/Monroe’s: You must label and align each section correctly using the style guide provided in class. Each part of Monroe’s Motivated Sequence must be labeled correctly.

3. MLA: You must use correct MLA format throughout the outline and on the works cited page.

4. Complete Sentences: Your outline must have a complete sentence for every point. Each point should be limited to one or two sentences.

5. Connectives: You must clearly label your connectives between main points.

6. Spelling and grammar: You will be evaluated on proper use of grammar and correct spelling.

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SIOP Unit

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For this discussion board you will be discussing the following questions:

What are some lessons that you are planning to use for the SIOP Unit Project? What activities do you think will allow students to practice and apply the key concepts you will be teaching? How will you determine whether your students are engaged in the lesson? Briefly describe the lessons you are thinking of using for the semester project and use the course readings as guidance.

reading materials

Ch 6 and Ch 7

https://www.youtube.com/watch?v=ght1ew9Gq7A

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Collaboration and Communication Action Plan

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Complete a 750-1,000-word action plan and supporting rationale based on the following scenario:

Mark is a Hispanic 8th grade student who has been identified as having an emotional/behavioral disorder, specifically Mood Disorder (Not otherwise  specified). Currently, he participates in a general education inclusion classroom. During his annual IEP meeting, the team reviewed recent test scores and determined he qualifies
for the gifted program in the area of ELA only. He will continue to participate in the inclusion classroom for the remainder of his courses.  He is very successful in all of his inclusion classes. Mrs. Stone, the gifted teacher, was not able to be present during the IEP meeting. She has never worked with a student who has an IEP before. Mark is the only Hispanic student in the gifted class, which tends to make him uncomfortable. He says the teacher does not include him in the classroom conversations and speaks abruptly to him, but not to the other students.

After one month of Mark being in the gifted class, Mrs. Stone has requested that a paraeducator be present to support Mark. The IEP team determined that this was necessary because in order to meet Mark’s needs. After the paraeducator was assigned, the principal did a walk through observation of the gifted classroom and he noticed that Mark was isolated in a corner and the teacher did not interact with him. In addition, the principal received a phone call from Mark’s parents stating Mrs. Stone told Mark, “You do not belong in this class!” Mark no longer wants to be in the class because he does not
feel welcome.

The principal has come to you, the special education teacher, for assistance with supporting Mrs. Stone and Mark in being successful. To assist the principal, create an action plan that includes goals and steps for achieving those goals and reporting progress.

Specifically, the action plan should include one over-arching long-term goal and a minimum of four short-term goals related to the following considerations:

  1. Communication and collaboration between teachers of the student, specifying positives in working with the student in their classrooms, as well as challenges that may arise as a result of the complex human issues that interact with the delivery of special education services.
  2. Collaborative coaching for the gifted teacher to include research-based instructional strategies and recommendations that acknowledge that diversity is a part of families, cultures, and schools.
  3.  Collaborative coaching and guidance for the paraeductor with the intention of providing support to the gifted teacher and student.
  4. Evaluating the implementation of the action plan activities and reporting back to
    administration.
  5. Communication strategies to use with the student’s parents that demonstrate elements of effective collaboration.

Next, outline detailed action steps related to each identified goal utilizing the “Action Plan Template.”

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Discussion Post 2

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Read the following essays from CEL Ch. 8, Making Arguments, in preparation for this discussion:

  • “The Dog Delusion” (Pedersen), CEL Ch. 8, p. 225-229.
  • “Cruelty, Civility, and Other Weighty Matters” (Paulin), p. 230-239
  • “Hive Talkin’: The Buzz around Town about Bees” (Scollon), p. 240-244.

After you have read all three essays, read the following questions and think about how you want to respond:

  1. Of the three essays, which essay interested you the most? Why? For instance, was the topic closer to your own interests than the other essays? Did the writer manage to draw you in despite your lack of initial interest?
  2. In Ch. 6, the CEL suggests that all writers write with “broad” and “specific” purposes in mind (170). For the essay that you found the most interesting, how do you imagine the writer developed a connection to the “broad purpose” of their topic (also list what that broad purpose is)? Is it clear that the writer already had a passion for the topic through personal experiences or relationships?
  3. What do you think the writer’s “specific purpose” is in writing? What do they hope to achieve, and is this hope stated directly? How does the writer’s intensity and passion for the topic show in their writing?

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Collaboration Matrix and Communication Matrix

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Collaboration is a basic job requirement for special education teachers. It is essential to understand how to foster a collaborative environment to support students with disabilities within academic environments.

Use the “Collaboration Matrix” to complete the assignment.

Support your matrix with a minimum of three scholarly resources.

 

Multiple factors affect everyone’s personal communication style, such as personality, cultural upbringing, situational factors, just to name a few. Teachers require a deep understanding of communication styles and techniques to successfully deliver and interpret information.

Use the “Communication Matrix” to complete the assignment.

Support your matrix with a minimum of three scholarly resources.

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Theorist worksheet

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Theorists Worksheet

MTE/506 Version 5

 1

University of Phoenix Material

Theorists Worksheet

Research the following theorists.

Add three more prominent human-development theorists in the open rows.

Describe each theorist’s ideas regarding the topics below (if applicable) using complete sentences.

Theorist Physical development Cognitive development Language development Social and emotional development Moral development
Piaget  

 Studied children’s thinking through a clinical method by letting them talk freely and educated their thoughts from a detailed study. Also using schemas and assimilations in which a child points out an object and describes while the parent accommodates the assimilation and educates the child further about the object. Believed that language is controlled by the developmental way of thinking. For example, if children used words like “I am thirsty” they must have grasped the concept of being thirsty to needing a drink before they said it.  

 Described moral development in three stages: premoral, heteronomous morality, and autonomous morality.
Bandura  

 Believed that learning can be done by simply watching someone else do something and mirroring the same action.  

 In watching an action being done, children will also start doing the same action, for example like cleaning.  
Freud Believed that the basic human motivation is the sex drive. He outlined five stages in child and adolescent development, called psychosexual stages which he labeled these stages labeled these stages the oral, anal, phallic, latency, and genital stages.

  

  

  

 Believed that moral development proceeds when the individual’s selfish desires are repressed and replaced by the values of important socializing agents in a person’s life such as one’s parents.
Erikson Opposed to Freud’s theory about psychosexual stages. Erikson developed psychosocial stages which is based on based on a central conflict to be resolved involving the social world and the development of identity. Erikson’s theory went beyond Freud’s theory and added three stages of adulthood.  

  

  

  
Vygotsky  

 Believed that learning takes place in interaction between people. The child internalizes the learning and it becomes a part of their own independent thinking. Developed the concept of zone of proximal development which is what a child cannot do on their own but can do with skilled help. Believed that the language adults use to explain a task, the child then uses later to do the task independently.  

  
Brofenbrenner  

  

  

 Believed that a person cannot understand the life course of an individual without understanding how that person interacts with different aspects of his or her environment in which all aspects of the environment affect the individual and the individual affects all aspects of the environment.  
   

  

  

  

  
   

  

  

  

  
   

  

  

  

  

Note. Not every theorist contributed to each area of human development, so you will not be able to fill in every cell.

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2 assignments (fundamentals of speech)

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(1) What You See Isn’t Always What You Get!

Did you know that your clothing and personal grooming communicate a message about you? Today more than ever, people use clothing choices, body art, and other personal grooming to communicate who they are and what they stand for. Likewise, when you meet someone, you are likely to form an impression of them from how they are dressed and groomed.

Read Chapter 5 of your text. 

Write a paragraph of ten to 12 sentences in which you tell about a time that you judged someone or a time in which you were judged by what you were wearing. Type your paragraph in Microsoft Word and submit

(2)

 

Listening and Responding

 

When a situation calls for us to try to understand how someone else is feeling about what they have experienced or are talking about, we use emphatic listening. When our goal is to be a sounding board or help a friend sort through feelings, you will want to begin with empathetic listening.

Assignment: Write a paragraph describing a time when you effectively empathized with another person. What was the person’s emotional state? How did you recognize it? What were the nonverbal cues? Verbal cues? What type of relationship did you have with this person? How similar were the two of you? What type of empathizing did you use? 

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Extra credit- WRITING A RESEARCH PAPER

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EXTRA CREDIT Writing a Research Paper

COURSE NAME McAfee CGS 1000 Fall 2019 | Section 27479START DATE07/31/1912:00 AMUS/EasternDUE DATE11/30/1911:30 PMUS/EasternEND DATE11/30/1911:30 PMUS/Eastern

1. Download

Click the Start File link, then complete the project using the instructions below.

REQUIRED:
OPTIONAL:
  • Solution

…or, use the File Download Wizard

2. Upload

Save your in-progress and completed work by dragging your file onto the page or clicking below.

Upload my file

3. Submit

NOTE: You must upload a file before you can submit it for grading.

Grade my file

VIEW:

Windows   Mac

In this project, you will modify a research paper. You will add and format text and format the document using themes and paragraph formatting. You will use the Find and Replace command to correct errors in the document. You will add and format a table, as well as insert, resize, and move an image. A table of contents based on the headings in the document will be added to the beginning of the document. You will insert a footnote. Adding citations is an important part of writing a research paper. You will add a citation using an existing source, add a new source, and create bibliography for the paper. Finally, you will check the research paper for spelling and grammar errors and confirm the paper has the correct number of words for the assignment.

Skills needed to complete this project:

  • Accept and reject changes in a document
  • Turn off Track Changes
  • Enter text
  • Apply document themes
  • Apply style sets
  • Select text
  • Use quick styles
  • Use character formatting (underline and bold)
  • Change fonts
  • Change font sizes
  • Change paragraph alignment
  • Change line spacing
  • Find text
  • Replace text
  • Use AutoCorrect
  • Create a numbered list
  • Create a bulleted list
  • Use the Thesaurus
  • Creating a table
  • Enter text in a table
  • Apply a Quick Style to a table
  • Cut and paste a paragraph of text
  • Add an icon
  • Add Alt text to a picture
  • Resize a picture
  • Change the layout for a picture
  • Move a picture
  • Change the file properties
  • Add a header
  • Add an automatic date stamp
  • Display a different header on the first page of the document
  • Insert page numbers
  • Insert a table of contents
  • Reveal formatting marks
  • Insert a footnote
  • Add citations to a document
  • Select a reference style
  • Insert a page breaks
  • Creating a bibliography
  • Accept and reject changes in a document
  • Check for spelling errors
  • Check for grammar errors
  • Use word count to verify the number of words in a document
  1. Open the start file WD2019-Capstone-Level3 document. If the document opens in Protected View, click the Enable Editing button in the Message Bar at the top of the document so you can modify it.
  2. The file will be renamed automatically to include your name. Change the project file name if directed to do so by your instructor, and save it.
  3. Review the document from the beginning and make the following changes:
    1. Accept the deletion of Antisocial Personality Disorder and accept the insertion of ASPD.
    2. Accept the insertion of the S.
    3. Reject the deletion of the & and reject the insertion of the word AND.
    4. Turn off Track Changes.IMPORTANT: Be sure that you have turned off Track Changes. If the tracked changes remain in the document, your file WILL NOTgrade correctly.
  4. Place the cursor at the beginning of the document.
    1. Type Antisocial Personality Disorder (ASPD) and press Enter.
    2. Type Introduction and press Enter.
  5. Apply the Retrospect theme to the document.
  6. Apply the Basic (Simple) style set to the document.
  7. Select Antisocial Personality Disorder (ASPD) on the first line of the document and apply the Title style to the text.
  8. Select Introduction on the second line of the document and apply the Heading 1 style to the text.
  9. Apply the Heading 1 style to each of the main headings in the document:
    • Psychopathy & Sociopathy
    • Subtypes
    • Differences
    • Etiology
    • Gender Gap
    • Hypothetical Conceptualization
    • Conclusion
  10. Apply the Heading 2 style to following subheading:
    • Psychodynamic
    • Cognitive-Behavioral
    • Biological Theories
  11. In the fourth paragraph of the document, underline the text three other criteria.
  12. Navigate to the Subtypes section of the document. You will be applying bold formatting to each of the subtypes listed. Be sure not to bold the dash following each word. When you are done, you will have bolded five words.
    1. Select Coveteus at the beginning of the second paragraph under Subtypes and bold the word.
    2. Apply bold formatting to Nomadic at the beginning of the third paragraph.
    3. Apply bold formatting to Malevolent at the beginning of the fourth paragraph.
    4. Apply bold formatting to Risk-taking at the beginning of the fifth paragraph.
    5. Apply bold formatting to Reputation-defending at the beginning of the sixth paragraph.
  13. Navigate to the beginning of the document and select the title. Change the font to Calibri and the font size to 26 pt.
  14. Center-align the title of the document.
  15. Press Ctrl + A to select the entire document. Change the line spacing in the document to 1.15 spacing.
  16. Use the Find command to highlight all instances of APD in the document.
  17. Use the Replace command to replace all instances of APD with ASPD. You will have four replacements when you are done.
  18. Open the AutoCorrect dialog and create a new entry that will replace APD with ASPD when the incorrect acronym is typed.
  19. Navigate to the first paragraph in the document. After Antisocial Personality Disorder in the first sentence, type a space followed by (APD) to see Word correct the mistake. Be sure to type the text before the comma.
  20. In the Introduction section, select the three paragraphs below the text In order to qualify for the diagnosis three other criteria must be met:. Apply the 1), 2), 3) numbered list style to the text.
  21. Navigate to the Subtypes section of the document. Select the five paragraphs listing the subtypes. Apply open circle bullet style to the text.
  22. Find the word mostly in the first paragraph of the document. Use the Thesaurus to replace the word with frequently.
  23. Find the word difficult in the first paragraph under the Etiology section. Use the Thesaurus to replace the word with problematic.
  24. Place the cursor in the blank line above the Etiology heading. Insert a table with three rows and three columns.
  25. Enter the following text in the table:
    AntisocialNarcissisticHistrionicShortage of remorseShortage of empathyExhibits quickly shifting and narrow expression of emotion DishonestExploits others
  26. Filter the Table Styles gallery to show Quick Styles with Header Row only. Apply the Grid Table 1 Light – Accent 4 Quick Style to the table. It is the fifth style in the Grid section of the gallery.
  27. Navigate to the Cognitive-Behavioral section of the document. Select the second paragraph under Cognitive-Behavioral. Cut the paragraph. Place the cursor at the beginning of the first paragraph in the section. Press Enter and paste the cut paragraph. If necessary, delete any extra blank lines in the Cognitive-Behavioral section.
  28. Place the cursor at the beginning of the first paragraph under Biological Theories. Insert the icon of the brain in a head. It is the second option in the Medical category.
  29. Apply the Colored Fill – Accent 6, No Outline quick style to the icon.
  30. Add the alt text Illustration of brain in a head to the icon.
  31. Change the icon so the width and height are 1.5 inches.
  32. Change the layout options for the icon to use the Square wrapping option.
  33. Move the icon so it appears to the right of the first paragraph under Biological Theories. Use the alignment guides to ensure the top of the icon aligns with the top of the first paragraph and the right side of the icon aligns with the right side of the paragraph.
  34. Display the Info page in Backstage view and add Antisocial Personality Disorder (ASPD) as the title for the document.
  35. Insert a header using the Blank (Three columns) format. Click the first [Type here] placeholder on the left and insert the Document TitleDocument Property. Delete the middle [Type here] placeholder.
  36. In the header, delete the [Type here] placeholder at the right margin and add an automatic date stamp in its place using the MM/DD/YYYYformat. Be sure the date will update automatically.
  37. Add a page number to the bottom of the page using the Plain Number 3 format.
  38. Change the document so the header text and page number do not appear on the first page, but still appear on all other pages.
  39. Navigate to the beginning of the document. Place the cursor at the end of the title (after (ASPD)). Insert a table of contents using the Automatic Table 1 format.
  40. Turn on paragraph marks and delete the extra blank line with the Title format style. Turn off paragraph marks.
  41. Place the cursor at the end of the third sentence in the second paragraph under the Psychodynamic heading (after the words is in treatment voluntarily.). Insert a footnote that reads Persons getting therapy by the order of the court system have little incentive to change.
  42. Now you will be adding citations to the research paper. First you will insert a citation to a source that has already been entered. Navigate to the second paragraph in the Gender Gap section. Place the cursor before the period at the end of the last sentence in the paragraph and press the spacebar one time. Insert a citation for the Duggan, C., Howard, R., and Khalifa, N., et al. source.
  43. Now you will create and insert a source yourself. Navigate to the Psychodynamic section. Place the cursor before the period at the end of the first sentence in the second paragraph of the section (after largely ineffective). Press the spacebar one time. Open the Create Source dialog and add the following source:
    Type of Source: Journal Article
    Author: M. Gibson
    Title: New Therapies: Treatment of Psychopathy
    Journal Name: Sociological Journal
    Year: 2019
    Pages: 325-338
  44. Change the reference style for the document to use the APA style.
  45. Navigate to the end of the document and place the cursor at the end of the last paragraph. Insert a page break.
  46. Add a bibliography using the References style.
  47. Now you will check the document for spelling and grammar errors. Navigate to the beginning of the document and start the Spelling & Grammar checker. IMPORTANT: The following instruction are based on the default Word Option settings for Proofing. For grading in SIMnet, if the spelling or grammar errors are not flagged in your version of Microsoft Word and the instruction specifies “Change”, make the correction in the text of the document. If a spelling or grammar error is flagged in your version of Microsoft Word and it is not listed below, click Ignore Once to move to the next error.
    Do the following:

    1. Ignore the grammar error found on the word disregard.
    2. Change the misspelling of behavoral to behavioral.
    3. Ignore the clarity and conciseness suggestion on the phrase In order to.
    4. Change the misspelling diorder to disorder.
    5. Ignore the grammar error on the phrase This individual feels.
    6. Ignore the grammar error on the phrase this individual acts.
    7. Accept the grammar suggestion of changing risk taking to risk-taking.
    8. Change the misspelling anatamy to anatomy.
    9. Change the misspelling diparity to disparity.
    10. Change the phrase due to the fact that to because from the list of suggestions for clarity and conciseness.
  48. The research paper needs to be a minimum of 2500 words. Use theWord Count dialog to confirm the paper meets this requirement.
  49. Save and close the document.
  50. Upload and save your project file.
  51. Submit project for grading

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Week 4: Discussion One

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Sharrah Dimain

MondayJun 25 at 10:10pm

Manage Discussion Entry

· Explain at least five elements of critical thinking that you found in the reading material.

1. Not allowing your emotions to sway your opinion or views prior to completing your research.

2. Analyzing facts verses opinions within your source.

3. Do not having an objective perspective due to what you think you may already know what about said topic.

4. Identifying non-bias facts that are supported by evidence and not opinion which provides biased reasoning.

5. Being open minded to new facts that may change your way of thinking.

 

Reference:

Plencner, A., (2014). Critical thinking and the challenges of internet. Communication Today, 5 (2). Retrievedfrom https://www.communicationtoday.sk/download/2/2014/Plencner%20-%20CT%202-2014.pdf

 

· Search the Internet, media, or the Ashford University Library, and find an example in which good critical thinking skills are being demonstrated by the author or speaker. Summarize the content, andexplain why you think it demonstrates good critical thinking skills.

I found an article on the Ashford University Library, Author Gibbons (2017), shares issue of ethics while serving in the United States Navy. The purpose of the article is to discuss how moral obligations may change overtime, but they also stay the same in many ways. I found this article interesting as it demonstrated good critical thinking by challenging the thought process of what moral obligations may have changed from our parent’s era to ours? What ethics have been lost over time and which ones will never waver?

 

References

Gibbons, T. J. (2017). FOUNDATIONS OF MORAL OBLIGATION: After Forty Years. Naval War College Review, 70(3), 121-139.

 

· Search the Internet, media, or the Ashford University Library, and find an example in which the author or speaker lacks good critical thinking skills. Summarize the content, and explain why you think it demonstrates the absence of good, critical thinking skills.

I found an article on the internet discussing work permits being revoked for tech worker spouses in Silicon Valley. They claimed an executive order was passed by President Trump protecting American citizen employment. The article is claiming Silicon Valley has begun the limitation on visas for more than 100,000 spouses of immigrants not allowing them to work due to a “labor shortage”. This article is extremely bias in nature. There is not scholarly research to support the article. There are no references cited throughout the article nor credited at the end. The author seems to have an objective perspective on this topic, which limits critical thinking.

Reference:

Loiver-Craviotta, M. (2018). Decision to revoke work permits fro tech worker spouses could upend tech inductry in Silicon Valley. Local: In The Penninsula. Retrieved from https://blog.sfgate.com/inthepeninsula/2018/06/25/decision-to-revoke-work-permits-for-tech-worker-spouses-could-upend-tech-industry-in-silicon-valley/

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SPD 510 WK 4 Assignment

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The Individualized Education Program (IEP)

 

An important part of a  special education teacher’s job is to write effective IEPs for their  students. There are many different components involved in the IEP. The  special education teacher must be able to write all components of the  IEP to be individualized to each student’s unique needs.

Review  the “Individualized Education Program (IEP) Template.” Based on the  “Present Levels of Academic Achievement and Functional Performance,”  complete the highlighted sections for Lesley’s IEP to include:

  • Additional documentation or consideration of special factors
  • Three measurable IEP goals
  • Accommodations
  • Special education services to be provided
  • Least restrictive environment

In addition, beneath the IEP template write a 500-750 word rationale for your decisions in the highlighted sections of the IEP.

Support your findings with a minimum of three scholarly resources.

Present Levels of Academic Achievement and Functional Performance (PLAAFP) Example

Summarize Special Education Services the Student is Receiving:

Lesley was receiving special education services in math calculation,  math problem solving, and written expression under the specific learning  disability eligibility.

Section 2: Evaluation Information

This information loads from the Most Recent MET. Lesley’s strengths are in Reading. She also has good attendance.

This information loads from the Most Recent MET. Lesley has needs in  the areas of math computation, math problem solving, and written  expression.

This information loads from the Most Recent MET. Other conclusions here may include information related to language proficiency.

The general review of all data would be presented here by the psychologist. The general review

of all data would be presented here by the special education teacher.

This information loads from the Most Recent MET. The areas of math  and writing will affect Lesley’s progress in the general curriculum.

Areas of Eligibility:

Special Education Primary Category: Specific learning disability

For students with SLD only, the following area(s) of eligibility was previously determined:

Written expression, mathematics calculation, mathematics problem solving

Section 3: Present Level of Academic Achievement

READING

Lesley enjoys reading and is always reading a book for a leisure activity.

Specific scores from reading assessments or AIMS results can be entered here as well.

Lesley needs to improve her reading out loud in a group setting.

Lesley does not need any accommodations in reading.

WRITING

Lesley’s handwriting is very legible, but she does not enjoy writing.  She does very well with organizing how an assignment should be set up  with graphic organizers and outlines.

Specific scores from writing assessments or AIMS results can be entered here as well.

Lesley needs to improve her writing in the areas of answering  questions in complete sentences and completing the required amount  (words or pages) for written assignments.

Specific scores from writing assessments or AIMS results can be entered here as well.

Lesley’s only accommodation is that she receives some extra time for completing written assignments/assessments.

MATH

Lesley does very well with basic math skills and algebra.

Specific scores from math assessments or AIMS results can be entered here as well.

Lesley has a hard time comprehending geometry and the postulates required.

Specific scores from math assessments or AIMS results can be entered here as well.

Lesley has completed her math class in geometry, so this year in  algebra, she should do well and not require any accommodations or  modifications.

Parent’s Input on Student’s Current Academic Achievement:

Lesley’s parents are very satisfied with her current academic  achievement. They are happy that she is getting good grades in all her  subjects with little support.

Current Classroom-Based Data:

All of Lesley’s teachers enjoy having her in class, she does complete  assignments in a timely manner and never overextends her allowed extra  time.

Math teacher reports, “Lesley should do just fine in algebra this year, after reviewing her pre-test.”

English teacher reports, “Lesley completes all assignments in a timely manner and is currently receiving a B+.”

Science teacher reports, “If Lesley needs any assistance in class  this year, I will be available and notify her service coordinator of any  issues, so far this year, she is doing well and receiving a B.”

World history teacher reports, “Lesley currently has an A- in my class.”

Child development teacher reports, “Lesley loves this class and is  always wanting to do extra things for the class, she currently has an  A.”

Study skills teacher reports, “Lesley shows up on time and is ready  to complete her homework for her other classes. Other students in the  classroom sometimes distract Lesley, but she has been able to keep her  behavior in check so far this year.”

State and District Assessments:

Lesley is approaching the standard in reading. In math and writing,  she is falling far below the standard on the AIMS Assessment.

Section 4: Functional Performance

Social Emotional and Behavior:

Lesley follows direction well from teachers and adults.

Lesley exhibits inappropriate behavior with friends and classmates at  times. She can be easily distracted and then she becomes upset when she  misses information, resulting in a conflict with either the teacher or a  classmate.

Lesley is able to recognize when she gets anxious and upset, so per  her Behavior Intervention Plan (BIP), Lesley is able to leave the  classroom to “cool down.” She may either go to the hall, after telling  the teacher and getting a pass (pre-made), or go to her service  coordinator, counselor, or principal.

Since the BIP has been set up, her attendance to classes where  conflict existed has increased. She does not have any tardies at this  time. Her time outs are self-monitored.

Behavior does significantly and adversely affect the progress in the general curriculum.

Counselor Notes:

Lesley has come to see me on two occasions this past year to “cool  down.” Each time she was able to explain the situation that upset her  and together we talked through solutions that she then carried out.

Physical Development:

Lesley’s only health concern is her asthma, which can, at times,  limit her ability to participate in physical activity. She takes  medication for both asthma and depression. The depression medication can  sometimes make her feel drowsy. Lesley should have no needs in this  area.

Communications:

Lesley can communicate well verbally, she struggles with oral presentations in front of a group.

Parent’s Input on Student’s Current Functional Achievement:

Lesley’s parents are impressed with Lesley’s functional achievement  as it relates to behavior. Since the BIP has been established,  understood by Lesley and her teachers, her days at school have been a  lot better.

Transition:

Student expressed an interest in the following career areas:

Lesley is interested in either teaching or counseling as a profession.

Student’s job preference at this time is:

Lesley currently works in the district based preschool program as an assistant to the teacher.

Independent Living Skills:

Lesley is able to take care of herself and others. She has her  driver’s license and has her own car for transportation. She has a bank  account where she deposits her checks. She currently monitors her own  medications for depression/anxiety.

Environmental Access/Mobility:

Lesley has adequate access to her community. She is involved in her  church and helping out in the Sunday school classes with preschool aged  children.

Self-Determination/Self-Advocacy Skills:

Lesley is fairly assertive, she seems to say “yes” to every request,  and then overwhelms herself at times. She needs to work on communication  with adults and employers.

Sources of information regarding transition:

Student Interview; Work Experience

Summary of Work Habits:

Lesley attends a study skills class daily that allows her the  opportunity to complete homework, organize her agenda and ask the  teacher questions related to homework and her goals. She also can work  on the computer in this class and research careers and interests.

Lesley learns best in a classroom environment with activities that she can see and work on independently or in a group setting.

She can use a computer well and uses her agenda daily to help her organize school and work.

Test taking can require a little extra time for Lesley.

Section 5: Summary of Educational Needs

Based on the information from the current multidisciplinary  evaluation, academic achievement, functional performance, and transition  based data (if applicable), the IEP team has determined that the  student has educational needs in the following areas:

Math calculation, math problem solving, written expression, counseling

Clarification: Math calculation and math reasoning services will not  be provided for Lesley this year, as the team has agreed that she has  completed the math class and that she struggles with geometry. If any  needs arise, an IEP addendum can be prepared to accommodate her with  these areas.

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