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Based on the “Case Scenario:  Alex,” develop a mini unit for Alex exploring integrated employment and post-secondary options directly aligned to his established employment goals.
Your mini unit should include three lessons plans that address any one of the following work readiness topics:

Job search skills
Job applications
Interviewing
Job shadowing

Within your mini unit, include potential collaborations with family and other supports in planning employment transitions for Alex that are culturally responsive to his needs.
Use the COE Lesson Plan template to complete each lesson.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Please be very detail.
spd_555_case_scenario_alex.docx

rubric_print_format_05222019.xlsx

Unformatted Attachment Preview

SPD-555 Case Scenario: Alex
Alex is a 17-year-old student with autism. He receives special education services in a selfcontained classroom in an urban high school. At school, Alex receives instruction both in the
classroom and in the community to improve his vocational, academic, and social skills. He is
currently participating in community-based training in an office setting completing tasks such as
data entry and spreadsheet development. He is diligent and methodical in completing the varied
tasks assigned to him. Alex reads grade level texts independently; however, he demonstrates
deficits in reading comprehension and oral expression. In elementary and middle school, he
participated in a general education math course and maintained a B average. In high school, he
received two years of Teach Math, opting out of standard courses of Algebra I, II, and Geometry.
After school, Alex works part-time at a local office supply store entering numerical data to keep
track of stock and services rendered by store staff. His behavior is appropriate at work and he has
expressed that he likes working. He is punctual each day, and he is willing to stay late when
needed. He really enjoys getting a paycheck and he usually spends his money on fast food and
movies from the local video rental shop. Alex is detail-oriented and reviews each column of
numbers several times before moving on to type another column. This results in slower
production rates in comparison to other workers who complete similar tasks.
Alex is intimidated by his boss because he knows that the boss has the ability to fire him, a fact
that his teachers at school presented during a unit about behavior in the workplace. Alex has
perseverated on this fact, making him afraid to talk to his boss. Also, Alex knows that at times
his speech is not understood by people he does not know, so sometimes he avoids talking to
people he does not know well. As a result, instead of speaking to his boss, Alex usually tells
problems or concerns to his school job coach who visits Alex at the job site each week. The job
coach is concerned that Alex will not ask for help if an emergency occurs, and that a certain level
of communication between Alex and his boss is necessary to develop a good working
relationship. The boss views Alex as a valuable employee and is willing to provide opportunities
for Alex to develop appropriate communication skills. The boss has also expressed an interest in
employing Alex for more hours per week after graduation, if he continues to develop his
business skills.
Alex’s mother has expressed that she will support her son in his job at the office supply store by
helping him work on skills that are needed for the job, but she believes that he will need support
to be successful in this employment setting, especially when new tasks are assigned. She knows
that after Alex graduates, his school job coach will stop visiting him at work so she cannot
depend on his continued help. Currently, Alex has no services from the local vocational
rehabilitation agency, although his mother voiced an interest in this at his last IEP meeting.
Scenario used with permission from the National Secondary Transition Technical Assistance Center.
© 2014. Grand Canyon University. All Rights Reserved.
Course Code
SPD-555
Class Code
SPD-555-O500
Criteria
Criteria
Percentage
100.0%
Work Readiness Content
20.0%
Culturally Responsive Collaborations
15.0%
PLANNING: Instructional Script and Materials
15.0%
PLANNING: Meeting the Varied Learning Needs
of Students
15.0%
PLANNING: Meeting the Language Needs of
Students
15.0%
PLANNING: Assessments to Monitor Student
Learning
15.0%
Mechanics
5.0%
Total Weightage
100%
Alex Case Scenario: Work Readiness Mini Unit
No Evidence (0.00%)
No submission.
No submission.
No submission.
No submission.
No submission.
No submission.
No submission.
100.0
Nominal Evidence (69.00%)
Mini unit does not include learning objectives and
instructional activities that are meaningful and are not
aligned to set goals, addressing any one of the following work
readiness topics: Job search skills, job applications,
interviewing, and job shadowing.
Mini unit fails to include culturally responsive collaborations
with family and other supports in planning employment
transitions for the student.
Mini unit does not use effective, verbal, nonverbal, and
electronic media communication tools and techniques in a
way that would create opportunities for learning and
collaboration.
Mini unit instruction and instructional supports ignores the
learning needs of the students.
Planned assessments do not clearly measure the stated
learning targets, and/or do not include modifications for the
individual needs of the student.
Planned assessments do not clearly measure the stated
learning targets, and/or do not include modifications for the
individual needs of the student.
The lesson plan contains inappropriate, incoherent language
and/or sentence structures.
Unacceptable Evidence (74.00%)
Mini unit learning objectives and instructional activities are
not developed enough to be meaningful and are not aligned
to set goals, addressing any one of the following work
readiness topics: Job search skills, job applications,
interviewing, and job shadowing.
Mini unit inadequately includes culturally responsive
collaborations with family and other supports in planning
employment transitions for the student.
Mini unit does not adequately address student or class needs,
and/or include thinly designed use of verbal, nonverbal, and
electronic media communication tools and techniques to
create opportunities for learning and collaboration.
Mini unit does not fully differentiate instructional activities
and supports. It inadequately addresses the needs of the
students.
Mini unit only cursorily describes content-based vocabulary
and includes underdeveloped instructional support for the
use of vocabulary and additional language demands
associated with the language function.
Planned assessments are inadequate for monitoring the
understanding and skill development of students in the
content area. The assessments are not well aligned to the
stated learning targets and do not include adequate
modifications for the individual student.
The lesson plan contains mechanical and conventional errors
or non-relevant language that affects meaning and clarity.
Acceptable Evidence (87.00%)
Mini unit includes appropriate instructional activities aligned
to set goals, addressing any one of the following work
readiness topics: Job search skills, job applications,
interviewing, and job shadowing.
Mini unit effectively includes culturally responsive
collaborations with family and other supports in planning
employment transitions for the student.
Mini unit includes basic, appropriate use of student-centered
verbal, nonverbal, and electronic media communication tools
and techniques to create opportunities for learning and
collaboration.
Mini unit includes basic differentiated instructional activities
and supports that are designed to generally meet the needs
of students.
Mini unit identifies content-based vocabulary and includes
general instructional support for the use of vocabulary and
additional language demands associated with the language
function.
Planned assessments provide clear, basic methods to monitor
the deep understanding and skill development of students in
the content area throughout and at the end of the lesson.
They are generally aligned to the stated learning targets and
include simple modifications for the individual student.
The lesson plan has a few mechanical and conventional errors
present that do not significantly affect meaning or clarity.
Word choice reflects basic, consistent, appropriate use of
practice and topic-related language.
Target Evidence (100.00%)
Mini unit includes engaging instructional activities aligned to
set goals, addressing any one of the following work readiness
topics: Job search skills, job applications, interviewing, and
job shadowing.
Mini unit meaningfully and thoroughly includes culturally
responsive collaborations with family and other supports in
planning employment transitions for the student.
Mini unit demonstrates well-developed and skillful use of
effective, student-centered verbal, nonverbal, and electronic
media communication tools and techniques to create
opportunities for active inquiry, collaboration and supportive
interaction.
Mini unit has creative, well-developed, differentiated
instructional activities and supports clearly designed to meet
the needs of specific individuals or groups with similar needs.
Mini unit clearly and comprehensively incorporates contentbased vocabulary, targeted instructional support for the use
of vocabulary, and additional language demands associated
with the language function.
Planned assessments creatively allow for multiple forms of
evidence in order to monitor the understanding and skill
development of students in the content area throughout and
at the end of the lesson. They are well aligned with the stated
learning targets and standards and include well-crafted
modifications for the individual needs of students, based on
Comments
The lesson plan is free of mechanical and conventional errors.
Word choice reflects well-developed use of practice and topicrelated language.
Points Earned

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