Jeannie Shaffer

Institution:	Liberty University
Student:	Jeannie Shaffer
Supervisor:	Miranda Aguinaga
Site:	Huron Primary School Ashtabula Area City Schools
Date:	Fall 2024 - Term A (08/19/24 - 12/13/24)
Type:	EDSP 588 (CT (Cooperating Teacher - Site Supervisor))
Final Completed:	11/21/24 01:14 PM

Pre-CPAST Assignment 11-22 - Mentor

General overview

Assessment

Pre-CPAST Directions

Directions – The form will be used once during the course of the term and will be provided by the Program Coordinator to the University Supervisor, Host Teacher, and Candidate.

Additional information about and support for using the form can be found in the “Glossary” and “Look Fors” for select rows (indicated by an *) at the end of this document. Click here for a video overview of the Pre-CPAST/CPAST Assessment.

Comments are not required for indicators that meet the standard. However, please leave a comment on any standard indicator that your candidate scored "emerging" or "does not meet expectations" to help him/her grow in their practice.

Glossary of Terms

Analysis: Careful and critical examination of data and/or processes to identify key components and potential outcomes.

Assessment: “Process of monitoring, measuring, evaluating, documenting, reflecting on, and adjusting teaching and relearning to ensure that learners reach high levels of Achievement

Candidate: (Also known as "intern") An individual participating in a full-time field experience in a P12 classroom in order to obtain professional education licensure/certification.

Cooperating Teachers: (Also known as “mentor teachers”) Teachers in schools who mentor and supervise student teachers in their classrooms for the duration of a student teaching and/or field experience.

Data-informed decisions: “Focuses on using student assessment data and relevant background information to inform decisions related to planning and implementing instructional strategies at the district, school, classroom, and individual student levels.”

Developmental Theory (General): Theories that describe the stages of development of children/adolescents (e.g., Erikson’s Theory of Psychosocial Development, Kohlberg’s Theory of Moral Development, Piaget’s Cognitive Development Theory, Behavioral Theories, and Sociocultural Theories).

Developmental Theory (Content-Specific): Content-specific teaching that organizes activities and learning tasks to help learners move from one level to the next.

Evidence: Artifacts that document and demonstrate how [the student teacher] planned and implemented instruction

Feedback: “Information communicated to the learner that is intended to modify the learner’s thinking or behavior for the purpose of improving learning.”

Formative Assessment: “Assessment used continuously throughout learning and teaching, allowing teachers to adjust instruction to improve learner achievement.”

Goals: See definition for “Measurable Goals.”

Learner: Any P12 student in the student teacher’s classroom.

Learning Environment: Any setting where learning occurs. The term may refer to the physical environment (e.g., the classroom), as well as the classroom management procedures and activities that enable teaching and learning to take place.

Measurable Goals: “Provides information for describing, assessing, and evaluating student achievement.”

Mentor Teachers: See definition for “Cooperating Teachers.”

Objectives/Targets: P12 student (learner) learning outcomes to be achieved by the end of the lesson or learning segment.

Problem Solving: A mental process that involves discovering, analyzing, and solving problems. The ultimate goal of problem-solving is to overcome obstacles and find a solution that best resolves the issue.

Program Coordinator: Faculty or staff member from a college or university who coordinates/manages the administrative components of a teacher educator licensure program.

Research: "The use of rigorous, systematic, and objective methodologies to obtain reliable and valid knowledge."

Targets: See definition for 'Objectives/Targets.'

University Supervisor (US): The university instructor assigned to the student teacher who regularly observes his/her performance to provide feedback on strengths and weaknesses. The US coordinates the student teacher’s evaluation, and is responsible for recording the consensus scores using this form.

Section Weight: 0%

Suggested Letter Grade Rubric

Please provide a suggested letter grade to signify the candidate's overall performance and effort in the placement.

		A

Please provide a suggested letter grade to signify the candidate's overall performance and effort during the practicum. (1.000, 100.0%)	Final Required	A

Section Weight: 0%

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

A. Focus for Learning:
Standards and Objectives/Target
(1.000, 7.1%)

CAEP-Initial-2022.R1.3 InTASC-2017.7.a

Plans align to appropriate P-12 state Learning
Standards AND Goals are measurable AND
Standards, objectives/ targets, and learning tasks
are consistently aligned with each other AND
Articulates objectives/targets that are appropriate
for learners

Plans align to appropriate P-12 state Learning
Standards AND/OR Some goals are measurable
AND/OR Standards, objectives/targets, and
learning tasks, are loosely or are not consistently
aligned with each other AND/OR Articulates some
objectives/targets that are appropriate for learners

Plans do not align to the appropriate P-12 state
Learning Standards AND/OR Goals are absent or
not measurable AND/OR Standards,
objectives/targets, and learning tasks are not
aligned with each other AND/OR Does not
articulate objectives/targets that are appropriate for
learners

Question Comments : *Comment Required

Jeannie planned a lesson using leaves that aligned with learning standards in the area of math. She talked with me before teaching it and explained to me that she was using the Ohio Early Learning Development Standards. She also discussed with me that she wanted the students to understand one-to-one correspondence. Jeannie also brought in items and discussed ideas to fill my classroom learning centers to enrich students understanding of our learning study. She printed pictures and added them to blocks, she planned vocabulary words for our study. She sat and played in centers with students using vocabulary.

Meets Expectations

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

B. Assessment of P-12 Learning
(1.000, 7.1%)

CAEP-Initial-2022.R1.3 InTASC-2017.6.b

Planned assessments 1. Provide opportunities for
learners to illustrate competence 2. Align with the
P-12 state Learning Standards

Planned assessments 1. Provide opportunities for
some learners to illustrate competence OR 2. Align
with the P-12 state Learning Standards

Planned assessments 1. Are not included OR 2. Do
not align with the P-12 state Learning Standards

Question Comments : *Comment Required

Jeannie demonstrated the skill during her lesson and then allowed them to show her with guided practice. She demonstrated putting a leaf under each written number to signify it was a quantity of one more. Then she repeated this but allowed the students to place the leaf on the board. Then during centers she put the felt board out to allow the students more independent practice while she montiored to observe and support if needed.

Meets Expectations

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

C. Learning Target and Directions
(1.000, 7.1%)

CAEP-Initial-2022.R1.3 InTASC-2017.7.c

Articulates an accurate and clear learning target
AND
Articulates accurate directions/explanations
AND
Sequences learning experiences appropriately

Articulates an inaccurate or unclear learning target
AND/OR
Articulates inaccurate directions/explanations

Does not articulate the learning target
OR
Does not articulate directions/explanations

Question Comments : *Comment Required

Jeannie expressed to the children that they were going to learn to count objects. She explained the directions with modeling, verbal and visual cues, and repeated directions as needed. She sequenced the learning in "I do, we do, you do" manner. Also, she knew through our discussions that we were really working on counting to 20 by rote and We have been beginning to learn to count objects to 10.

Meets Expectations

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

D. Checking for Understanding and Adjusting

Instruction through Formative Assessment
(1.000, 7.1%)

CAEP-Initial-2022.R1.3 InTASC-2017.8.b

Checks for understanding (whole class/group)
during lessons using formative assessment AND
Differentiates through adjustments to instruction
(whole class/group)

Inconsistently checks for understanding during
lessons using formative assessment AND Adjusts
instruction accordingly, but adjustments may cause
additional confusion

Does not check for understanding during lessons
using formative assessment OR Does not make
any adjustments based on learners’ responses

Question Comments : *Comment Required

During the lesson she was scanning the students, ensuring engagement. She could see that one child was not understanding where to put the next leaf so she repeated the counting up to where he needed to put the leaf. Then she modeled language by saying "I think the leaf would go here. Now where would the next one go?" She allowed wait time and ensured each child had a turn. She gave more physical prompting to the students that needed it and she accepted non-verbal answers.

Meets Expectations

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

E. Digital Tools and Resources
(1.000, 7.1%)

CAEP-Initial-2022.R1.2 InTASC-2017.5.l InTASC-2017.6.i

Discusses AND uses developmentally appropriate
technologies (digital tools and resources) that 1.
Are relevant to learning objectives/ targets of the
lesson 2. Engage learners in the demonstration of
knowledge or skills

Discusses developmentally appropriate
technologies (digital tools and resources) relevant
to learning objectives/ targets of the lesson AND
Technology is not available

One of the following: A. Does not use technologies
(digital tools and resources) to engage learners
AND Technology is available in the setting OR B.
Use of technologies is not relevant to the learning
objectives/ targets of the lesson OR C. Does not
discuss technologies AND Technology is not
available in the setting

Question Comments : *Comment Required

In the classroom we were studying "Fall" so leaves, pumpkin, and apples. She knew that we had been using a song so she used a song about leaves to engage the students initially. She used colorful felt board and felt leaves as tangible items that the students could engage with during the lesson and during center time later.

Meets Expectations

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

F. Safe and Respectful Learning Environment
(1.000, 7.1%)

CAEP-Initial-2022.R1.1 InTASC-2017.3.d

Manages a safe and respectful learning
environment through the use of routines and
transitions (i.e., classroom management) AND
Establishes and promotes constructive
relationships to equitably engage learners

Attempts to manage a safe learning environment
through the use of routines and transitions (i.e.,
classroom management) AND/OR Attempts to
establish constructive relationships to engage
learners

Does not manage a safe learning environment (i.e.,
insufficient classroom management) OR Does not
establish constructive relationships to engage
learners

Question Comments : *Comment Required

Throughout her whole time in the preschool for this, Jeannie demonstrated very good empathy, understanding and respect for a ll learners. She was very cognizant of the various needs of all the students. She was understanding of students that were demonstrating behaviors and she talked to me to try to figure out why this behavior was happening. Was the child hungry, have a rough morning, or was it to do with their overall development. Jeannie was always problem solving ways to support students. She would sit and play with the students that couldn't seem to decide what or how to play. She modeled language for them. The students attached to her and love playing with her.

Meets Expectations

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

G. Data- Guided Instruction
(1.000, 7.1%)

CAEP-Initial-2022.R1.3 InTASC-2017.6.l

Uses data-informed decisions to design instruction
and assessment

Uses minimal data to design instruction and
assessment

Does not use data to design instruction and
assessment

Question Comments : *Comment Required

With the limited time in the classroom overall and with preschool data being taken not as frequently as other grades, Jeannie did use what she knew we were working on and did discuss with me what skills the class needed to work on. She also used the standards to guide her instruction. This is just an area that will probably need more practice as she goes but she was aware of using data to drive instruction.

Emerging

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

H. Feedback to Learners
(1.000, 7.1%)

CAEP-Initial-2022.R1.3 InTASC-2017.6.d

Provides feedback that 1. Enables learners to
recognize strengths OR areas for improvement
AND Provides timely feedback

Provides minimal feedback that 1. Enables learners
to recognize strengths OR areas for improvement
OR Feedback is provided in a somewhat timely
fashion

Does not provide feedback OR Feedback does not
enable learners to recognize strengths OR areas
for improvement OR Feedback is not provided in a
timely fashion

Question Comments : *Comment Required

Jeannie provided immediate feedback during her lesson. She told the students when they were correct and gave them that immediate reassurance and she also supported the students when they were not demonstrating the counting and labeling skills. Overall, she provided immediate feedback and would have conversations with the students when practicing skills.

Meets Expectations

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

I. Assessment Techniques
(1.000, 7.1%)

CAEP-Initial-2022.R1.3 InTASC-2017.7.d

Evaluates and supports learning through

assessment techniques that are 1. Developmentally
appropriate 2. Formative

Assessment techniques are 1. Developmentally
appropriate 2. Formative

Assessment techniques are 1. Developmentally
inappropriate OR Not used

Question Comments : *Comment Required

With the limited time in the classroom this area of assessment is something that Jeannie will need more practice with as she goes on. She did ask me the correct questions and she gained information from discussions with students through play. She observed and discussed her observations of students with me of their social and their emotional behavior. She has a good observational skills and good understanding of early childhood development.

Emerging

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

J. Connections to Research and Theory
(1.000, 7.1%)

CAEP-Initial-2022.R1.1

Discusses and provides evidence of connections to
educational research and/or theory

Mentions connections to educational research
and/or theory

No connections OR inaccurate connections to
educational research and/or theory

Question Comments : *Comment Required

Jeannie spoke with me many times on the topics of "I do, we do, you do," the "Rule of 7", conditioning, and other research based theories.

Meets Expectations

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

K. Demonstrates Punctuality
(1.000, 7.1%)

CAEP-Initial-2022.R1.4 InTASC-2017.9.o

Reports on time for experience AND Additional
teacher engagements (e.g., IEPs, teacher
committees)

Inconsistently reports on time for experience
AND/OR Additional teacher engagements (e.g.,
IEPs, teacher committees)

Does not report on time for experience AND/OR
Additional teacher engagements (e.g., IEPs,
teacher committees)

Question Comments : *Comment Required

Jeannie was always on time, acted in a professional manner, and joined a few teacher planning meetings as well as TBT meetings.

Meets Expectations

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

L. Meets Deadlines and Obligations
(1.000, 7.1%)

CAEP-Initial-2022.R1.4 InTASC-2017.9.o

Meets deadlines and obligations established by the
cooperating teacher, instructor, and/or supervisor
AND Informs all stakeholders (cooperating teacher,
supervisor, instructor, and/or faculty members) of
absences prior to the absence

Most of the time meets deadlines and obligations
established by the cooperating teacher, instructor,
and/or supervisor AND Informs some stakeholders
(cooperating teacher, supervisor, instructor, and/or
faculty members) of absences prior to the absence

Frequently misses deadlines or obligations
established by the cooperating teacher, instructor,
and/or supervisor AND/OR Does not inform
stakeholders (cooperating teacher, supervisor,
instructor, and/or faculty members) of absences
prior to the absence

Question Comments : *Comment Required

Jeannie was always upfront with me on when things were due and if she needed any materials from me she gave me ample time to get it all together.

Meets Expectations

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

M. Collaboration
(1.000, 7.1%)

CAEP-Initial-2022.R1.4 InTASC-2017.10.b

Demonstrates collaborative relationships with
cooperating teacher AND/OR members of the
school community (other teachers, school
personnel, administrators, etc.) AND Attempts to
work with and learn from colleagues in planning
and implementing instruction

Demonstrates collaborative relationships with
cooperating teacher AND/OR members of the
school community (other teachers, school
personnel, administrators, etc.)

Does not demonstrate collaborative relationships
with cooperating teacher AND/OR members of the
school community (other teachers, school
personnel, administrators, etc.)

Question Comments : *Comment Required

Jeannie worked well with cooperating teacher, paraprofessionals and the therapist in the preschool.

Meets Expectations

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

N. Responds Positively to Feedback and Constructive Criticism
(1.000, 7.1%)

CAEP-Initial-2022.R1.4 InTASC-2017.9.n

Is receptive to feedback, constructive criticism,
supervision, and responds professionally AND
Incorporates feedback (e.g., from cooperating
teacher, university supervisor) to improve practice

Is receptive to feedback, constructive criticism, and
supervision AND/OR Incorporates feedback
inconsistently

Is not receptive to feedback, constructive criticism,
and supervision AND/OR Does not incorporate
feedback

Question Comments : *Comment Required

Jeannie was very receptive to all suggestions and criticism. She actually asked for me to be very honest and provide any tips, feedback that I have.

Meets Expectations

Section Weight: 0%

School Setting: Part A

School Setting (This section's scoring will not affect the student's overall score. The point values are for reporting purposes only.) (1.000, 100.0%)

Question Comments :

Ashtabula Area City Schools is the name of the district. It is part city but there are also some rural parts to it.

Town

Section Weight: 0%

Element 1Method of Instructional Delivery (This section's scoring will not affect the student's overall score. The point values are for reporting purposes only.) (1.000, 100.0%)

Question Comments :

In Person Only

Section Weight: 0%

Pre-SCRIP Dispositions Assessment Rubric

Dear Host Teacher, Cooperating Teacher, or On-site Mentor,

Before completing the SCRIP/Pre-SCRIP assessment, please review the SCRIP/Pre-SCRIP Scorer Training video. This video will explain the importance of this assessment and will provide direction on how to accurately score the candidate using the instrument. The video is less than 15 minutes in length. Here is the link: https://watch.liberty.edu/media/t/1_103thmlr

Comments are not required for indicators that meet the standard. However, please leave a comment on any standard indicator that your candidate scored "does not meet - developing" or "no evidence" to help him/her grow in their practice.

Also attached is a copy of the PowerPoint used in the video in case you would like to refer back to the slides after watching the training. Thank you so much for investing in the training and preparation of future educators!

Attachments: SCRIP__Pre_SCRIP_Scorer_Training_200602.pptx

Level 2: Met-Proficient (2.000 pts)

Level 1: Not Met-Developing (1.000 pt)

Level 0: No Evidence (0.000 pt)

A. Social Responsibility
(1.000, 10.0%)

CAEP-Initial-2022.R1.4 CAEP-
Revised-Advanced-2022.RA1.1f

InTASC-2017.9.m NASDTEC-MCEE-2015.3

The candidate demonstrates a sense of fairness,
justice, and equity for all students

The candidate states that all students can learn
BUT the candidate’s actions do not confirm the
belief.

No evidence provided.

Question Comments : *Comment Required

Level 2: Met - Proficient

Level 2: Met-Proficient (2.000 pts)

Level 1: Not Met-Developing (1.000 pt)

Level 0: No Evidence (0.000 pt)

B. Social Responsibility
(1.000, 10.0%)

CAEP-Initial-2022.R1.4 CAEP-Revised-
Advanced-2022.RA1.1f

InTASC-2017.10.c NASDTEC-MCEE-
2015.3

The candidate interacts effectively with students
and/or teachers to provide a positive, structured,
safe learning environment.

The classroom environment is lacking in positive
affirmation, structure, OR safety.

No evidence provided.

Question Comments : *Comment Required

Level 2: Met - Proficient

Level 2: Met-Proficient (2.000 pts)

Level 1: Not Met-Developing (1.000 pt)

Level 0: No Evidence (0.000 pt)

C. Commitment
(1.000, 10.0%)

CAEP-Initial-2022.R1.4 CAEP-Revised-
Advanced-2022.RA1.1f

InTASC-2017.10.p NASDTEC-MCEE-2015.1

The candidate follows through on commitments and
takes responsibilities seriously while meeting
deadlines

The candidate makes commitments that he/she is
unable to keep.

No evidence provided.

Question Comments : *Comment Required

Level 2: Met - Proficient

Level 2: Met-Proficient (2.000 pts)

Level 1: Not Met-Developing (1.000 pt)

Level 0: No Evidence (0.000 pt)

D. Commitment
(1.000, 10.0%)

CAEP-Initial-2022.R1.4 CAEP-Revised-
Advanced-2022.RA1.1f

InTASC-2017.9.k NASDTEC-MCEE-2015.1

The candidate shows the self-discipline and work
ethic essential to be planned, prepared and
organized for successful instruction and learning/ or
leadership and supervision to occur.
AND
The candidate completes assigned tasks on time.

The candidate’s lack of planning, preparation, or
organization hinders successful instruction or
leadership. OR
The candidate completes assigned tasks after the
deadline.

No evidence provided.

Question Comments : *Comment Required

Level 2: Met - Proficient

Level 2: Met-Proficient (2.000 pts)

Level 1: Not Met-Developing (1.000 pt)

Level 0: No Evidence (0.000 pt)

E. Reflective Practice
(1.000, 10.0%)

CAEP-Initial-2022.R1.4 CAEP-Revised-
Advanced-2022.RA1.1f

InTASC-2017.9.c NASDTEC-MCEE-2015.2

The candidate thoughtfully considers educational matters and the practice of teaching to make
informed decisions

The candidate spends little time reflecting on the
practice of teaching to make informed decisions.

No evidence provided.

Question Comments : *Comment Required

Level 2: Met - Proficient

Level 2: Met-Proficient (2.000 pts)

Level 1: Not Met-Developing (1.000 pt)

Level 0: No Evidence (0.000 pt)

F. Reflective Practice
(1.000, 10.0%)

CAEP-Initial-2022.R1.4 CAEP-Revised-Advanced-2022.RA1.1f

InTASC-2017.9.c NASDTEC-MCEE-2015.2

The candidate makes choices after pondering ideas
and experiences.

The candidate acts quickly before thinking about
the results.

No evidence provided.

Question Comments : *Comment Required

Level 2: Met - Proficient

Level 2: Met-Proficient (2.000 pts)

Level 1: Not Met-Developing (1.000 pt)

Level 0: No Evidence (0.000 pt)

G. Integrity
(1.000, 10.0%)

CAEP-Initial-2022.R1.4 CAEP-Revised-Advanced-2022.RA1.1f

InTASC-2017.9.o NASDTEC-MCEE-2015.2

The candidate models good citizenship
and acts in an ethical and moral manner.
AND
The candidate values honesty inside and outside of
the classroom and school.

The candidate does not follow the rules or the law. OR
The candidate acts in a way which causes others to
question his/her ethics or morals.

No evidence provided.

Question Comments : *Comment Required

Level 2: Met - Proficient

Level 2: Met-Proficient (2.000 pts)

Level 1: Not Met-Developing (1.000 pt)

Level 0: No Evidence (0.000 pt)

H. Integrity
(1.000, 10.0%)

CAEP-Initial-2022.R1.4 CAEP-Revised-Advanced-2022.RA1.1f

ISTE.2.3 ISTE.LDR.3 InTASC-2017.10.g

NASDTEC-MCEE-2015.5

The candidate demonstrates a positive commitment
to consuming, creating, distributing, and
communicating information through all
technologies.

The candidate lacks professional discretion when
consuming, creating, distributing, and/or
communicating through the use of all technologies.

No evidence provided.

Question Comments : *Comment Required

Level 2: Met - Proficient

Level 2: Met-Proficient (2.000 pts)

Level 1: Not Met-Developing (1.000 pt)

Level 0: No Evidence (0.000 pt)

I. Professionalism
(1.000, 10.0%)

CAEP-Initial-2022.R1.4 CAEP-Revised-Advanced-2022.RA1.1f

InTASC-2017.10.c NASDTEC-MCEE-2015.2

The candidate demonstrates appropriate behavior;
possesses patience, self-control, and flexibility
when obstacles or difficult situations occur.
AND
The candidate manages personal emotions and
feelings and reacts reasonably to situations.
AND
The candidate acts confidently and maturely.

The candidate is impatient or inflexible, lacks
personal management skills and confidence.

No evidence provided.

Question Comments : *Comment Required

Level 2: Met - Proficient

Level 2: Met-Proficient (2.000 pts)

Level 1: Not Met-Developing (1.000 pt)

Level 0: No Evidence (0.000 pt)

J. Professionalism
(1.000, 10.0%)

CAEP-Initial-2022.R1.4 CAEP-Revised-Advanced-2022.RA1.1f

InTASC-2017.9.c NASDTEC-MCEE-2015.2

The candidate effectively uses the English
language in speech and writing.

The candidate has many errors in written
communication.

No evidence provided.

Question Comments : *Comment Required

Level 2: Met - Proficient

Pre-SCRIP Dispositions Assessment Rubric Comments : *Comment Required

Overall Evaluation Comments

Comments: *Required

Jeannie was a great candidate. She was hard-working, responsible, and professional. She made great connections with the students. She was understanding of their needs and was very observant and intuitive with the students with special needs. She has a great understanding of child development and special needs. She communicated well with me and was clear on what the needed to do and work on. She was critical of herself and accepted criticism from me. She will be a great teacher.

nstitution:	Liberty University
Student:	Jeannie Shaffer
Supervisor:	Jennifer Boggs
Site:	Building Bridges & Happy Hearts Academy (Ashtabula, OH)
Date:	Spring 2025 - Term A (01/13/25 - 05/09/25)
Type:	EDSP 688 (CT (Cooperating Teacher - Site Supervisor))
Final Completed:	05/03/25 08:44 PM

Pre-CPAST Assignment 11-22 - Mentor

General overview

Assessment

Pre-CPAST Directions

Directions – The form will be used once during the course of the term and will be provided by the Program Coordinator to the University Supervisor, Host Teacher, and Candidate.

Glossary of Terms

Analysis: Careful and critical examination of data and/or processes to identify key components and potential outcomes.

Assessment: “Process of monitoring, measuring, evaluating, documenting, reflecting on, and adjusting teaching and relearning to ensure that learners reach high levels of Achievement

Candidate: (Also known as "intern") An individual participating in a full-time field experience in a P12 classroom in order to obtain professional education licensure/certification.

Developmental Theory (Content-Specific): Content-specific teaching that organizes activities and learning tasks to help learners move from one level to the next.

Evidence: Artifacts that document and demonstrate how [the student teacher] planned and implemented instruction

Feedback: “Information communicated to the learner that is intended to modify the learner’s thinking or behavior for the purpose of improving learning.”

Formative Assessment: “Assessment used continuously throughout learning and teaching, allowing teachers to adjust instruction to improve learner achievement.”

Goals: See definition for “Measurable Goals.”

Learner: Any P12 student in the student teacher’s classroom.

Measurable Goals: “Provides information for describing, assessing, and evaluating student achievement.”

Mentor Teachers: See definition for “Cooperating Teachers.”

Objectives/Targets: P12 student (learner) learning outcomes to be achieved by the end of the lesson or learning segment.

Program Coordinator: Faculty or staff member from a college or university who coordinates/manages the administrative components of a teacher educator licensure program.

Research: "The use of rigorous, systematic, and objective methodologies to obtain reliable and valid knowledge."

Targets: See definition for 'Objectives/Targets.'

Section Weight: 0%

Suggested Letter Grade Rubric

Please provide a suggested letter grade to signify the candidate's overall performance and effort in the placement.

<td class="blank_row AssignmentsUpdated: 12-08-25

Assignments: Jeannie Shaffer

Assignments

1. Individualized Curriculum and Programming Project

I developed a comprehensive curriculum plan for a preschool student using the project or study approach. This plan is meticulously designed to meet the special needs of a student with disabilities, reflecting my commitment to individualized programming.

2. Unit Plan: Project Approach (Clothing Study)

I created a full unit plan based on the project approach for teaching preschool, with a study focused on clothing. I have included my detailed rationale explaining the educational theory and choices behind the plan's structure.

3. Lesson Plan Segment: Sorting

I included a segment of five sequential lessons I wrote to teach preschoolers the essential skill of sorting.

4. Lesson Plan: Project Approach (Butterflies)

This is a lesson plan I designed using the project approach centered on butterflies. I integrated the use of the popular book, The Very Hungry Caterpillar, to guide the instruction.

5. Individualized Education Program (IEP)

I completed a sample IEP for a fictional student who presents with multiple disabilities, demonstrating my proficiency in drafting essential special education documentation.

6. Behavior Intervention Plan (BIP)

I've included the formal Behavior Intervention Plan (BIP) that I wrote and implemented for a current student, highlighting my practical skills in behavior management and support.

Title: Preschool SPED Age 4

Individualized Curriculum and Programming Project: – Curriculum Mapping

This assignment aligns with the Ohio Early Learning and Development Standards. To ensure consistent practice, many of the goals will be reinforced through routines and play-based learning centers. This repetitive approach is essential for skill development and mastery. Most of the activities will be repeated every day.

Legend

Early Learning and Development Standards

AL= Approaches to Learning

CO= Cognitive Development

CR = Creative Development

LL = Language and Literacy

MA= Mathematics

PW = Physical Development and Wellness

SC = Science

SE = Social and Emotional Development

SS = Social Studies

These routines will be part of each day. Specific goals will be worked on in the play environment within the context of these routines and structure

Arrival/Departure Arrival: Children take off their coats and shoes. Put their belongings away. Children say goodbye to their parents. Departure: Children gather belongings and greet their parents.

Standards: AL/1b: Responds to simple directives or requests. Follows a one-step direction independently. SE/2a: Manages actions and emotional expressions. SE/4a: Responds differently to familiar and unfamiliar adults. Initiates interactions with familiar adults and seeks close proximity to familiar adults. Separates from familiar adults in a familiar setting with minimal distress. SS/1c:: participates in simple routines. SS. Develops ability to take care of materials in the environment.

Lunch: Each child sits and manages feeding himself according to developmental level. We engage in talk about healthy eating and whatever is of interest to the children. Standards: PW/1c: Takes and chews small bites/pieces of finger food, Coordinates sipping, chewing and swallowing. LL/1b: Engages in back and forth interactions with caregiver, Demonstrates interest in new vocabulary and uses new words. PW/2c Consumes healthy food and develops healthy eating habits.

Fine Motor activity: Each child chooses between playdough, puzzles, building activity or any fine motor activity.

Standards: AL/1a: -Repeats a new activity many times to gain confidence and skill. PW/1b: Coordinates hands and eyes to use hand or hands in a specific way, to reach for and hold steady objects, and to move objects. Accomplishes a variety of tasks or actions with the coordinated use of arms, hands, and fingers. Performs tasks requiring precise movements by coordination the use of hands, fingers, and wrists to manipulate objects and tools.

Center activities/Free play: Children play together with various toys engaging in cooperative play, being creative and being imaginative. Younger children engage in cause and effect toys. All explore their environment.

Standards: AL/1b: Attends surroundings, Shows excitement when introduced to new and unfamiliar experiences, Gathers new information and explores new play and tasks with adult encouragement, AL 1c. Exhibits interest in people and things in the surrounding environment. CO/2a: Explores real objects, people and actions. Uses objects for their intended purposes. Uses objects and materials in new and unconventional ways to represent something else. Engages in increasingly complex and sequenced pretend play. CO/4a: Begins to modify actions or behaviors when shifting focus or adjusting to a new activity.

Large Motor Activities: Children throw and catch a ball, they throw a ball into a basket, they use stepping stones, crawl through a tunnel, swing, slide, climb, jump and engage in various large motor activities.

Standards: PW/1a Develops competency in a variety of locomotor and non-locomotor skills. PW/1d uses senses to guide movement and interactions with objects and other people.

Circle Time: Sing nursery rhymes and fun songs, Days of the week (Addams family tune) (ABCs, Who let the letters out (use the video so the children are seeing the letters also), Counting song (Video-Dr. Hartman count to 20 and work out) We name colors and shapes

Standards: CO/2a: Identifies a variety of symbols and their meanings, Uses symbols to represent thinking or ideas. CD?1b: Responds to a variety of sounds. Attempts to move the body or make music sounds to match varied tempos.Creates vocal and/or rhythmic patterns with increasing complexity. LL/2a:Imitates and uses single words, uses spoken words with meaning in phrases, Recognize individual words that make up a spoken sentence. Blends and segments syllables in spoken words. LL/3b: Develops knowledge of the alphabet.

Story Time: Read to the children and ask questions to engage the children. I encourage retelling of favorite parts and sharing any predictions and connections the children may have to the story.

Standards: LL/1e Develops comprehension of read aloud texts. LL/c. Develops an understanding of rhyme. print awareness. LL 3a Develops knowledge of print organization. LL/4 Emergent writing.

		A	B	C	D	F

Please provide a suggested letter grade to signify the candidate's overall performance and effort during the practicum. (1.000, 100.0%)	Final Required	A					Jeannie was very helpful in the classroom and always on time.

Week	Theme	Communication/Expressive	Communication/Receptive	Gross Motor	Adaptive	Social/emotional:	Fine and Visual Motor	Resources	Assessment	Integration Possibilities
1	Beginning of school Kissing hand theme	LL/1b: Engages in back and forth interactions with caregiver, Demonstrates interest in new vocabulary and uses new words. LL/2a:Imitates and uses single words, uses spoken words with meaning in phrases, Recognize individual words that make up a spoken sentence. Blends and segments syllables in spoken words. LL/3b: Develops knowledge of the alphabet. Introduce PECS by modeling	LL/1b: Engages in back and forth interactions with caregiver, Demonstrates interest in new vocabulary and uses new words. LL/2a:Imitates and uses single words, uses spoken words with meaning in phrases, Recognize individual words that make up a spoken sentence. Blends and segments syllables in spoken words. LL/3b: Develops knowledge of the alphabet. Give a tour of the classroom naming the objects and encouraging the student to also.	PW/1a Develops competency in a variety of locomotor and non-locomotor skills. PW/1d uses senses to guide movement and interactions with objects and other people. PE, S, Outdoor play using the playground equipment	AL/1b: Responds to simple directives or requests. Follows a one-step direction SS. Develops ability to take care of materials in the environment. Practice these routines and classroom procedures. Gradually increase the number of commands and fade prompts as progress monitoring shows he is gaining independence. Arrival: Help the student locate his nametag, hang up his coat and backpack, and wash his hands. Snack: Guide the student through the routine of washing hands, sitting, eating, pushing his chair in, throwing away trash, and waiting patiently. Use positive reinforcement and gentle reminders. Circle Time: Encourage the student to sit on the carpet, maintain focus on the teacher, and keep his body to himself. Use visual cues and gentle redirection if needed. Centers: Introduce new commands like "Give me the toy" during center time. Observe the student's ability to follow directions in different settings.	SE/2a: Manages actions and emotional expressions. SE/4a: Responds differently to familiar and unfamiliar adults. Initiates interactions with familiar adults and seeks close proximity to familiar adults. Separates from familiar adults in a familiar setting with minimal distress. Managing emotions through daily routines. Arrival: Assist the student in separating from his family at the beginning of the day. Use positive reinforcement and distraction techniques to minimize emotional outbursts. Free play/Centers: Encourage the student to interact positively with peers during free play and center time. Model appropriate social behaviors, such as sharing and taking turns. Use simple commands like "no" and "stop" to redirect inappropriate behavior, and help the student manage his emotions. Transitions: Use a visual timer and a first-then board to help the student understand and prepare for transitions. Emphasize the importance of cleaning up before snack time.	PW/1b: Coordinates hands and eyes to use hand or hands in a specific way, to reach for and hold steady objects, and to move objects. Accomplishes a variety of tasks or actions with the coordinated use of arms, hands, and fingers. Performs tasks requiring precise movements by coordination the use of hands, fingers, and wrists to manipulate objects Coloring page: The Kissing Hand Playdough	Book "The Kissing Hand" by Audrey Penn Morning song Play video Hello song by the Singing Walrus https://youtu.be/gghDRJVxFxU?si=Wc_VGIh_j7QhOk94	Use informal assessment/anecdotal notes. Use the checklists to monitor The student’s progress. Keep work samples for the student’s portfolio.	Speech Therapy assistance for PECS use.
2	All about me	Place milk and juice in front of the student. Ask, 'Do you want milk or juice?' Show him corresponding pictures. When he chooses, reinforce his selection with the phrase, 'You want (drink name).' Model the action of drinking from the chosen beverage. If he hesitates, gently guide his hand towards one option. If he protests, try the other option, saying, 'student wants (other drink name).	Play a game with the student where I'll name a body part, and he'll point to it.	Stepping stone walking activity	Model and practice these adaptive skills in all daily routines Once the student demonstrates mastery following one step directions go to two steps then three steps. Reinforce following directions consistently in all environments.	Understanding emotions Read a book about emotions with the student. After reading, ask him, "How do you feel today?" Provide him with a picture chart of different emotions and let him point to the one that best represents his current feelings.	Stringing large beads Tracing straight lines	Song on video Head, Shoulders, Knees, and Toes. Books on emotions	Use informal assessment/anecdotal notes. Use the checklists to monitor the student’s progress. Keep work samples for the student’s portfolio.	Speech Therapy assistance to aid with communication needs. OT to help with fine motor activities. PT assistance with gross motor activities.
3	My family	Continue with modeling using two choices PECS	Show pictures of the student's family encouraging him to name his family members.	Walking a balance beam with support.	Model and practice these adaptive skills in all daily routines Once the student demonstrates mastery following one step directions go to two steps then three steps. Reinforce following directions consistently in all environments.	Teach calm down strategies Introduce the concept of deep breathing to the student using the "blow out the candles" technique. Read a social story that illustrates appropriate play behaviors. Model appropriate play in the playhouse center, emphasizing sharing, taking turns, and kind interactions.	Build with legos. trace circles.	Books: My Family by Anne Gutman Love You Forever by Robert Munsch	Use informal assessment/anecdotal notes. Use the checklists to monitor the student's progress. Keep work samples for the student's portfolio.	Speech Therapy assistance to aid with communication needs. OT to help with fine motor activities. PT assistance with gross motor activities.
4	transportation	Throughout daily routines, model asking for wants and needs verbally. Encourage the student to imitate your behavior by waiting patiently for him to initiate a request, either verbally, using his PECS, or through gestures.	Show the student pictures of 2 different animals and a car prompt him to point to the car.	Walking an obstacle course.	Model and practice these adaptive skills in all daily routines Once the student demonstrates mastery following one step directions go to two steps then three steps. Reinforce following directions consistently in all environments.	Continue to practice managing emotions through daily routines. Take the collected data and compare to the student’s baseline data to determine if progress is as expected.	Introduce Scissors Trace squares	Books: The Little Engine That Could by Watty Piper Wheels on the Bus by Raffi Cars and Trucks and Things That Go by Richard Scarry Planes by Richard Scarry	Analyze the data collected to see if any instructional change is needed.
5	Apples	The student receives direct speech therapy. I will reinforce his communication skills by modeling verbal requests, PECS use, and gestures. I will patiently wait for the student to initiate communication, providing positive reinforcement for each attempt.	Pull objects from a bin modeling naming the objects then encourage the student to do the same.	Walking a balance beam with support.	Model and practice these adaptive skills in all daily routines Once the student demonstrates mastery following one step directions go to two steps then three steps. Reinforce following directions consistently in all environments.	Continue to practice playing appropriately, transitioning, and accepting “no”	Cut straight lines. Trace triangles.	Books: Ten Apples Up on Top! by Dr. Seuss The Apple Tree by Zoe Hall	Use informal assessment/anecdotal notes. Use the checklists to monitor the student’s progress. Keep work samples for the student’s portfolio.	Speech Therapy assistance to aid with communication needs. OT to help with fine motor activities. PT assistance with gross motor activities.
6	5 senses	The student receives direct speech therapy, I will reinforce his communication skills by modeling verbal requests, PECS use, and gestures. I will patiently wait for the student to initiate communication, providing positive reinforcement for each attempt.	Put pictures of common objects in the sensory bin. Have the student pull them out and model naming them.	Walk and jump from one sticker to the next.	Model and practice these adaptive skills in all daily routines Once the student demonstrates mastery following one step directions go to two steps then three steps. Reinforce following directions consistently in all environments.		Lacing cards. Trace Rectangles.	Book: My Five Senses by Aliki	Use informal assessment/anecdotal notes. Use the checklists to monitor the student’s progress. Keep work samples for the student’s portfolio.	Speech Therapy assistance to aid with communication needs. OT to help with fine motor activities. PT assistance with gross motor activities.
7	pumpkins	The student receives direct speech therapy, I will reinforce his communication skills by modeling verbal requests, PECS use, and gestures. I will patiently wait for the student to initiate communication, providing positive reinforcement for each attempt.	Demonstrate actions and ask the student to imitate: "Let's clap our hands.	Balance on the balance beam.	Model and practice these adaptive skills in all daily routines Once the student demonstrates mastery following one step directions go to two steps then three steps. Reinforce following directions consistently in all environments.	Practice understanding emotions.	Draw a face on the pumpkin. Cut straight lines.	Books: The Runaway Pumpkin by Kevin Henkes The Little Old Lady Who Was Not Afraid of Anything by Linda Williams The Pumpkin Patch by Gail Gibbons	Use informal assessment/anecdotal notes. Use the checklists to monitor the student’s progress. Keep work samples for the student’s portfolio.	Speech Therapy assistance to aid with communication needs. OT to help with fine motor activities. PT assistance with gross motor activities.
8	Clothes	The student receives direct speech therapy, I will reinforce his communication skills by modeling verbal requests, PECS use, and gestures. I will patiently wait for the the student to initiate communication, providing positive reinforcement for each attempt.	Play alongside the student naming objects.	Stepping stone walking activity	Model and practice these adaptive skills in all daily routines Once the student demonstrates mastery following one step directions go to two steps then three steps. Reinforce following directions consistently in all environments.	Read a social story that reinforces accepting “no”	Practice using glue. Glue clothes on a cut out of a bear.	Books: The Mitten by Jan Brett The Hat Shop by Seuss What Do You Wear? by Allan Ahlberg	Use informal assessment/anecdotal notes. Use the checklists to monitor the student’s progress. Keep work samples for the student’s portfolio.	Speech Therapy assistance to aid with communication needs. OT to help with fine motor activities. PT assistance with gross motor activities.
9	Snowman	The student receives direct speech therapy, I will reinforce his communication skills by modeling verbal requests, PECS use, and gestures. I will patiently wait for the student to initiate communication, providing positive reinforcement for each attempt.	Continue naming objects with the student encouraging him to do the same.	Balance on the balance beam taking two steps forward one foot in front of the other while holding on to a support.	Model and practice these adaptive skills in all daily routines Once the student demonstrates mastery following one step directions go to two steps then three steps. Reinforce following directions consistently in all environments.	Create a snowman with interchangeable faces representing various emotions. Ask the student to identify his current feeling and select the corresponding face to place on the snowman.	Cut circles for a snowman.	Books: The Snowy Day by Ezra Jack Keats The Biggest Snowman Ever by Steven Kroll	Analyze the data collected to see if any instructional change is needed.	Speech Therapy assistance to aid with communication needs. OT to help with fine motor activities. PT assistance with gross motor activities.
10	Farm animals	The student receives direct speech therapy, I will reinforce his communication skills by modeling verbal requests, PECS use, and gestures. I will patiently wait for the student to initiate communication, providing positive reinforcement for each attempt.	Demonstrate actions and ask the student to imitate: "Let's clap our hands.	Balance on the balance beam taking two steps forward one foot in front of the other while holding on to a support.	Model and practice these adaptive skills in all daily routines Once the student demonstrates mastery following one step directions go to two steps then three steps. Reinforce following directions consistently in all environments.	Designate a specific area in the classroom as a calm-down corner. Equip it with calming tools like fidget toys, books, or sensory items. Encourage the student to use this space whenever he feels overwhelmed or upset.	Practice using tweezers to pick up cotton balls.	Books: Old MacDonald Had a Farm Barnyard Dance! by Sandra Boynton The Countrysideby Jill Barklem	Use informal assessment/anecdotal notes. Use the checklists to monitor the student’s progress. Keep work samples for	Speech Therapy assistance to aid with communication needs. OT to help with fine motor activities. PT assistance with gross motor activities.
11	Pets	The student receives direct speech therapy, I will reinforce his communication skills by modeling verbal requests, PECS use, and gestures. I will patiently wait for the student to initiate communication, providing positive reinforcement for each attempt.	Pull objects from a bin modeling naming the objects then encourage the student to do the same.	Walk and jump from one sticker to the next.	Model and practice these adaptive skills in all daily routines Once the student demonstrates mastery following one step directions go to two steps then three steps. Reinforce following directions consistently in all environments.	Continue to practice managing emotions and accepting “no” and “stop” and any undesired command through daily routines.	Practice drawing vertical and horizontal lines independently.	Books: My Puppy by Anne Gutman Clifford the Big Red Dog by Norman Bridwell	Use informal assessment/anecdotal notes. Use the checklists to monitor the student’s progress. Keep work samples for	Speech Therapy assistance to aid with communication needs. OT to help with fine motor activities. PT assistance with gross motor activities.
12	Jungle animals	The student receives direct speech therapy, I will reinforce his communication skills by modeling verbal requests, PECS use, and gestures. I will patiently wait for the student to initiate communication, providing positive reinforcement for each attempt.	Demonstrate actions and ask the student to imitate: "Let's clap our hands.	Balance on the balance beam taking three steps forward one foot in front of the other while holding on to a support.	Model and practice these adaptive skills in all daily routines Once the student demonstrates mastery following one step directions go to two steps then three steps. Reinforce following directions consistently in all environments.	Continue to practice managing emotions and accepting “no” and “stop” and any undesired command through daily routines.	Practice buttoning and zipping clothes.	Books: Jungle Jamboree by Ruth Brown Curious George Goes to the Jungle by H.A. Rey	Use informal assessment/anecdotal notes. Use the checklists to monitor the student’s progress. Keep work samples for	Speech Therapy assistance to aid with communication needs. OT to help with fine motor activities. PT assistance with gross motor activities.
13	hibernating animals	The student receives direct speech therapy, I will reinforce his communication skills by modeling verbal requests, PECS use, and gestures. I will patiently wait for the student to initiate communication, providing positive reinforcement for each attempt.	Continue naming objects with the student encouraging him to do the same.	Balance on the balance beam.	Model and practice these adaptive skills in all daily routines Once the student demonstrates mastery following one step directions go to two steps then three steps. Reinforce following directions consistently in all environments.	Continue to practice managing emotions and accepting “no” and “stop” and any undesired command through daily routines.	Practice drawing a circle hand over hand.	Books: Little Bear's Winter Nap by Else Holmelund Minarik The Sleeping Bear by Jane Yolen Groundhog's Day by Gail Gibbons	Use informal assessment/anecdotal notes. Use the checklists to monitor the student’s progress. Keep work samples for	Speech Therapy assistance to aid with communication needs. OT to help with fine motor activities. PT assistance with gross motor activities.
14	Grocery store	The student receives direct speech therapy, I will reinforce his communication skills by modeling verbal requests, PECS use, and gestures. I will patiently wait for the student to initiate communication, providing positive reinforcement for each attempt.	Pull objects from a bin modeling naming the objects then encourage the student to do the same.	Balance on the balance beam taking two steps forward one foot in front of the other while holding on to a support.	Model and practice these adaptive skills in all daily routines Once the student demonstrates mastery following one step directions go to two steps then three steps. Reinforce following directions consistently in all environments.	Model appropriate social behaviors, such as sharing and taking turns. Use simple commands like "no" and "stop" to redirect inappropriate behavior, and help the student manage his emotions.	Practice drawing a Rectangle hand over hand.	Books: The Berenstain Bears Go Shopping by Stan and Jan Berenstain:	Use informal assessment/anecdotal notes. Use the checklists to monitor the student’s progress. Keep work samples for	Speech Therapy assistance to aid with communication needs. OT to help with fine motor activities. PT assistance with gross motor activities.
15	insects	The student receives direct speech therapy, I will reinforce his communication skills by modeling verbal requests, PECS use, and gestures. I will patiently wait for the student to initiate communication, providing positive reinforcement for each attempt.	Put pictures of common objects in the sensory bin. Have the student pull them out and model naming them.	Walk on stepping stones.	Model and practice these adaptive skills in all daily routines Once the student demonstrates mastery following one step directions go to two steps then three steps. Reinforce following directions consistently in all environments.	Model appropriate social behaviors, such as sharing and taking turns. Use simple commands like "no" and "stop" to redirect inappropriate behavior, and help the student manage his emotions.	Practice drawing an oval hand over hand.	Books: The Honeybee by Kirsten Hall The Grouchy Ladybug by Eric Carle	Analyze the data to see if instructional changes are needed.	Speech Therapy assistance to aid with communication needs. OT to help with fine motor activities. PT assistance with gross motor activities.
16	Trees	The student receives direct speech therapy, I will reinforce his communication skills by modeling verbal requests, PECS use, and gestures. I will patiently wait for the student to initiate communication, providing positive reinforcement for each attempt.	Continue naming objects with the student encouraging him to do the same.	Walk and jump from one sticker to the next.	Model and practice these adaptive skills in all daily routines Once the student demonstrates mastery following one step directions go to two steps then three steps. Reinforce following directions consistently in all environments.	Model appropriate social behaviors, such as sharing and taking turns. Use simple commands like "no" and "stop" to redirect inappropriate behavior, and help the student manage his emotions.	Practice drawing a triangle hand over hand.	Books: The Giving Tree by Shel Silverstein The Biggest Tree in the World by Steve Jenkins	Use informal assessment/anecdotal notes. Use the checklists to monitor the student’s progress. Keep work samples for	Speech Therapy assistance to aid with communication needs. OT to help with fine motor activities. PT assistance with gross motor activities.
17	Community helpers-police	The student receives direct speech therapy, I will reinforce his communication skills by modeling verbal requests, PECS use, and gestures. I will patiently wait for the student to initiate communication, providing positive reinforcement for each attempt.	Give the student3 objects, Ask the student to give me one object when I ask him to hand it to me.	Balance on the balance beam taking two steps forward one foot in front of the other while holding on to a support.	Model and practice these adaptive skills in all daily routines Once the student demonstrates mastery following one step directions go to two steps then three steps. Reinforce following directions consistently in all environments.		Practice drawing a square hand over hand.	Books: My Police Officer by Aliki The Berenstain Bears Visit the Police Station	Use informal assessment/anecdotal notes. Use the checklists to monitor the student’s progress. Keep work samples for	Speech Therapy assistance to aid with communication needs. OT to help with fine motor activities. PT assistance with gross motor activities.
18	Community helpers-fireman	the studentreceives direct speech therapy, I will reinforce his communication skills by modeling verbal requests, PECS use, and gestures. I will patiently wait for the student to initiate communication, providing positive reinforcement for each attempt.	Pull objects from a bin modeling naming the objects then encourage the student to do the same.	Stepping stone walking activity	Model and practice these adaptive skills in all daily routines Once the student demonstrates mastery following one step directions go to two steps then three steps. Reinforce following directions consistently in all environments.	Model appropriate social behaviors, such as sharing and taking turns. Use simple commands like "no" and "stop" to redirect inappropriate behavior, and help the student manage his emotions.	practice cutting shapes.	Books: Little Fire Truck by Loren Long The Biggest Fire Engine in the World by Richard Scarry The Fire Cat by Esther Averill	Use informal assessment/anecdotal notes. Use the checklists to monitor the student’s progress. Keep work samples for	Speech Therapy assistance to aid with communication needs. OT to help with fine motor activities. PT assistance with gross motor activities.
19	Community helpers-health care	the student receives direct speech therapy, I will reinforce his communication skills by modeling verbal requests, PECS use, and gestures. I will patiently wait for the student to initiate communication, providing positive reinforcement for each attempt.	Continue naming objects with the student encouraging him to do the same.	Balance on the balance beam taking two steps forward one foot in front of the other without support.	Model and practice these adaptive skills in all daily routines Once the student demonstrates mastery following one step directions go to two steps then three steps. Reinforce following directions consistently in all environments.	Model appropriate social behaviors, such as sharing and taking turns. Use simple commands like "no" and "stop" to redirect inappropriate behavior, and help the student manage his emotions.	Glue shapes to paper to create art.	The Doctor Bag by Aliki The Busy World of a Nurse by Rhonda Gowler Greene The Berenstain Bears Visit the Doctor The Doctor Will See You Now by Eric Carle	Use informal assessment/anecdotal notes. Use the checklists to monitor the student’s progress. Keep work samples for	Speech Therapy assistance to aid with communication needs. OT to help with fine motor activities. PT assistance with gross motor activities.
20	Butterflies	the student receives direct speech therapy, I will reinforce his communication skills by modeling verbal requests, PECS use, and gestures. I will patiently wait for the student to initiate communication, providing positive reinforcement for each attempt.	Put pictures of common objects in the sensory bin. Have the student pull them out and model naming them.	Balance on the balance beam taking two steps forward one foot in front of the other without support.	Model and practice these adaptive skills in all daily routines Once the student demonstrates mastery following one step directions go to two steps then three steps. Reinforce following directions consistently in all environments.	Model appropriate social behaviors, such as sharing and taking turns. Use simple commands like "no" and "stop" to redirect inappropriate behavior, and help the student manage his emotions.	Practice making a square using playdough.	Books: The Very Hungry Caterpillar by Eric Carle The Butterfly Alphabet Book by Jerry Pallotta The Life Cycle of a Butterfly by Gail Gibbons	Analyze the data to see if instructional changes are needed.	Speech Therapy assistance to aid with communication needs. OT to help with fine motor activities. PT assistance with gross motor activities.
21	Reduce, Reuse, Recycle	the student receives direct speech therapy, I will reinforce his communication skills by modeling verbal requests, PECS use, and gestures. I will patiently wait for Danny to initiate communication, providing positive reinforcement for each attempt.	Give the student 3 objects, Ask Danny to give me one object when I ask him to hand it to me.	Balance on the balance beam taking three steps forward one foot in front of the other without support.	Model and practice these adaptive skills in all daily routines Once the student demonstrates mastery following one step directions go to two steps then three steps. Reinforce following directions consistently in all environments.	Model appropriate social behaviors, such as sharing and taking turns. Use simple commands like "no" and "stop" to redirect inappropriate behavior, and help the student manage his emotions.	Practice drawing a square independently..	Books: Reduce, Reuse, Recycle by Mike Venezia:		Speech Therapy assistance to aid with communication needs. OT to help with fine motor activities. PT assistance with gross motor activities.
22	Kites	the student receives direct speech therapy, I will reinforce his communication skills by modeling verbal requests, PECS use, and gestures. I will patiently wait for the student to initiate communication, providing positive reinforcement for each attempt.		Balance on the balance beam taking three steps forward one foot in front of the other without support.	Model and practice these adaptive skills in all daily routines Once the student demonstrates mastery following one step directions go to two steps then three steps. Reinforce following directions consistently in all environments.	Model appropriate social behaviors, such as sharing and taking turns. Use simple commands like "no" and "stop" to redirect inappropriate behavior, and help the student manage his emotions.	Practice drawing a circle independently.	Books: Kite Day by Ruth Krauss: The Kite by Arnold Lobel	Use informal assessment/anecdotal notes. Use the checklists to monitor the student’s progress. Keep work samples for	Speech Therapy assistance to aid with communication needs. OT to help with fine motor activities. PT assistance with gross motor activities.
23	Insects	Danny receives direct speech therapy, I will reinforce his communication skills by modeling verbal requests, PECS use, and gestures. I will patiently wait for the student to initiate communication, providing positive reinforcement for each attempt.	Read books and ask Danny to point to details in the book.	Walk independently across stepping stones.	Model and practice these adaptive skills in all daily routines Once Danny demonstrates mastery following one step directions go to two steps then three steps. Reinforce following directions consistently in all environments.	Model appropriate social behaviors, such as sharing and taking turns. Use simple commands like "no" and "stop" to redirect inappropriate behavior, and help the student manage his emotions.	Practice drawing a square independently..	Books: The Honeybee by Kirsten Hall The Grouchy Ladybug by Eric Carle	Use informal assessment/anecdotal notes. Use the checklists to monitor the s Assignments (.docx_1_) 1.12mb Association & Society MembershipUpdated: 12-07-25 Association & Society Membership: Jeannie Shaffer Memberships I maintain memberships with Christian Educators and National Association for the Education of Young Children (NAEYC) to access resources and support my professional growth. Memberships (.pdf) 0.04mb SHARE Download QR Code I Jeannie Shaffer, attest that the content in my portfolio has been entered voluntarily, is current, and is accurate in all aspects to the best of my knowledge. Report Abuse CORE Higher Education Group, MyCred Sponsors and MyCred Partners do not verify the accuracy of MyCred portfolio content. CORE Higher Education Group, MyCred Sponsors and MyCred Partners are not responsible for errors, omissions, or misrepresentations of MyCred portfolio content. For complete details, please read the MyCred Terms of Service. Sitemap Copyright © 2025 CORE Higher Education Group. All rights reserved. Today: 12.30.2025 09:26:24 Home About Examples Find Create Login Contact