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Objective – Learners will observe children within an EC/ECSE classroom who are suspected of having an IEP/IFSP, or are getting referred, or evaluated for special education services. Learners will capture and document their observations using the low inference observation form and will then use the information to guide them in completing this assignment.
Part I: Descriiption of the Physical Environment *Needs to be written in narrative form*
Step 1: This step calls for you to provide an overview of the physical classroom environment where you conducted your observations. As you consider the physical environment, be sure to consider the diverse needs of your learners (e.g., learners with physical limitations and/or learners who are bilingual). Consider the layout, visuals displayed and materials within centers.
Part II: Learner Profile *Needs to be written in narrative form*
This section calls for you to provide a descriiption of three (3) children who are suspected of having an IEP/IFSP, or are getting referred, or evaluated for special education services. However, for this assignment you will be expected to complete the Learner Profile for one of your learners. First, state what the domain includes, then using the CDC milestone, indicate what skills typically developing children should be displaying based on the age of your learner and for the different domains. For example, according to the CDC, a child who is 36 months of age is expected to do _________________________.
Then, objectively describe what you have observed. In your Learner Profile, you are expected to include information from your observations as it relates to all developmental domains using objective language. For example, one September 24, 2024, I observed Jon at whole group circle. During circle time, the teacher showed the class pictures from the book. The teacher asked Jon what he liked about the story. Jon said to the teacher, “I like when boy put book on table, like I do.” This observation can be included within the Cognition Domain.
Special note: Review all observations for your learner. As you review all the observations for your learner, you can identify areas of strengths, interests/preferences, and weakness in relation to all developmental domains. In the area that is earmarked Strengths/Interests/Preferences/Weaknesses, you will provide a bulleted list of your learners’ Strengths/Interests/Preferences/Weaknesses. Be sure to provide specific examples. For example, Jon shows interest in ___________. This is supported by observations conducted on September 30, 2024, and October 3, 2024, where Jon selected to play at the dramatic play. Next, include what those observations are. This will support you in identifying areas of interest and weaknesses.
Part III: IEP/IFSP Goals (1 page)
Step 1: Using the NYS Learning Standards, PKFCC, or Early Learning Guidelines, identify one (1) domain and a performance standard based on each child’s needs or area of weaknesses.
Special note: Based on the child’s weakness(es), you are to identify a goal that the child should work on to obtain skill. See below example.
NYS Standards P-3: http://www.nysed.gov/early-learning/resource-guides-school-success-early-learning
NYS Early Learning Guidelines: https://www.ccf.ny.gov/files/7315/9112/1561/ELG-2020.pdf
See below example
Domain: Approaches to Learning
Performance Standard/Sub-area: Play and Engagement
Step 2: Based on the needs of the child, you are to create one annual/long-term goal. Be sure that the annual/long-term goal is written in SMART goal form (Specific, Measurable, Attainable, Relevant, and Timely) and aligns to the standard.
See below example
Annual/Long-term Goal: During the 2024-25 school year, Jon will use at least 5-10 words to express wants and needs during daily classroom activities and with 8/10 opportunities.
Step 3: Create three (3) short-term objectives for the annual/long-term goal. The short-term goals should be directly related to the annual/long-term goal and be observable as well as measurable.
Short-term Goals:
See the example below
Jon will use at least 3 words to express wants and needs during daily classroom activities and with 5/6 opportunities.
Jon will use at least 5 words to express wants and needs during daily classroom activities and with 6/8 opportunities.
Jon will use at least 10 words to express wants and needs during daily classroom activities and with 8/10 opportunities.
Part IV: Adaptation Grid (1 page)
Use the Adaptation Grid to appropriately identify the adaptations/modifications that best meet each learner’s needs. The adaptations/modifications you select must be appropriate to address the long-term goal you have selected.
Part V: Summary * Needs to be written in narrative form*
Reference
Be sure to provide a reference page for cited information.
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