Job Search Skills Alex Case Scenario Work Readiness Mini Unit Paper

User Generated

ErqqFbawn

Writing

Description

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:

  1. Job search skills
  2. Job applications
  3. Interviewing
  4. 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.

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
Purchase answer to see full attachment
User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

Explanation & Answer

Attached.

1

Running head: WORK READINESS MINI UNIT

Work Readiness Mini Unit
Name:
The institution of Affiliation:

WORK READINESS MINI UNIT

2

Name of candidate:

Alex

Course title:

Job Searching Skills

Title of lesson: (Lesson One)

Culturally Responsive Collaborators
Goals

To help the student to gain an effective collaboration with his family members and other sources
of support.
Specific Behavioral Objectives
1. By the end of this lesson, the student will be able to associate freely with the people in his
immediate working environment.
2. He is expected to involve his family on matters about job searching.

List of Materials, Resources, and Technology


Laptops or Desktop Computers



Whiteboard and whiteboard markers



Writing pads and pens



Internet access

Differentiated instruction

Differentiated Instruction

for ELLs

for ESE Students

The content of the subject may be the same

If the student has special needs, it is import...


Anonymous
Great! 10/10 would recommend using Studypool to help you study.

Studypool
4.7
Trustpilot
4.5
Sitejabber
4.4

Similar Content

Related Tags