Jennifer (Helfenbein) O'Neill

Address:	Elkhart, IN 46516
Email:	mrswesh@gmail.com
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Resume & CVUpdated: 12-10-25

Resume & CV: Jennifer (Helfenbein) O'Neill

Resume

Teaching PhilosophyUpdated: 12-10-25

Teaching Philosophy: Jennifer (Helfenbein) O'Neill

Biblical Worldview

Introduction:

The worldview a person holds has an effect on the way they view and interact with the world around them. A biblical worldview not only has an effect on every aspect of a Christian's life, but it also effects the people the Christian comes in contact with on a daily basis. This is especially true for Christians in the field of education. This paper will look at the meaning and origin of a Biblical worldview, the educational philosophy of the Christian, and the effects a biblical worldview has on the practice of education.

Biblical Worldview:

What is a worldview? Merriam-Webster.com gives the definition of worldview as “a comprehensive conception or apprehension of the world especially from a specific standpoint.” Worldview could be described as viewing the world through a pair of sunglasses. The color of the lenses affects the way a person sees everything in the world. For the Christian, the worldview lenses would be the Bible. As a person spends time in the Word of God, they begin to have clearer vision of their view of man, their view of God, the history of the past, the present day, and the future to come.

There are several types of worldviews, but there are three aspects found in each view: basic beliefs, a master story, and action. (Arianna, 2021)
The Basic Beliefs
There are several basic beliefs a Christian worldview is built upon. The first belief is God exists. Hebrews 11:6 says: “And without faith it is impossible to please him, for whoever would draw near to God must believe that he exists and that he rewards those who seek him.” (ESV, 2016)

The second belief is that God created everything. Genesis 1:1 says “In the beginning, God created the heavens and the earth.” (ESV, 2016)
The third belief is that not only did God create everything, but He also keeps everything running. Colossians 1:17 says “And he is before all things, and in him all things hold together.” (ESV, 2016)

The fourth basic belief is that the Bible is God’s inspired Word for the world. John 1:1 says In the beginning was the Word, and the Word was with God, and the Word was God. (ESV, 2016)

The Big Story

This “Big Story” in the Biblical worldview contains the origin of man. Genesis 1:27 “So God created man in his own image, in the image of God he created him; male and female he created them.” (ESV, 2016) The fall of man into sin. Genesis chapter 3 talks of how Adam and Eve fell to sin, and through them all generations would be born sinners. Their sin created the need for a Redeemer. The New Testament speaks of the virgin birth of Jesus. How He lived a sinless life on earth. Was killed on a cross. Was buried, and three days later would rise from the dead—having conquered death and paid the sin debt for man. Allowing those who trust in Him to have eternal life together with Him in heaven.

The Belief in Action

If a person has the basic beliefs and a knowledge of the Big Story, what are they to do with this information? They are supposed to let the “sunglasses” of their Biblical worldview change the way that they see the world around them! What actions would a biblical worldview cause a person to take? Loving others, showing compassion, being honest, patient, and kind, these are just a few of the ways a biblical worldview could be shown in action.

Christian Philosophy of Education

The metaphysics of a Christian philosophy of education are the basis of this truth is God and His Word. Knowing what the Bible tells us about the origins of man and all that God did in planning and implementing the plan to redeem His creation, should give the Christian educator a good base to start from when deciding what philosophies of education they should follow.

Educators should see the care God has for people (as seen in the sacrifice of Jesus) means that all people are important to Him. This knowledge should move educators to respond with care and love to all students and families of students—even if they are difficult to love. Romans 5:8 says: “but God shows his love for us in that while we were still sinners, Christ died for us.” (ESV, 2016) God loves us and gave His son for us even when we are completely against Him.

Implications for Educational Practice

“The purpose of Christian education is the directing of the process of human development toward God’s objective for man: godliness of character and action.” (Horton, 2017)

Christian education, unlike secular education, is free to teach students to live godly lives. This should (we all have free will) allow for students to become productive citizens in our world. Students are taught:

To care for others
To show respect to authority
To love God and His Word
To do one’s best in all subjects.

The area of special education can especially benefit from a Christian perspective. The students in these classes will need a patient teacher. One who is loving and kind, and cares for them no matter where they are or how they are acting that day.

Conclusion

The Biblical worldview changes how we view people and the world around us much like a pair of sunglasses change the way things look when we put them on. It is important for the Christian educator to have on the “sunglasses” of God’s word at all times. This will allow us to have the strength we will need to keep going, keep loving, keep teaching, and keep advocating for our students and their families.

References

Arianna. (2021, July 27). What is a biblical worldview and why is it important in education? https://blog.bjupress.com/blog/2021/07/27/biblical-worldview-in-education /#:~:text=This%20definition%20of%20worldview%20can,evaluate%20will%20contain%20these%20elements.

The Holy Bible, English Standard Version. ESV® Text Edition: 2016. Crossway Bibles. https://www.biblegateway.com

Gutek, G.L. (2014). Philosophical, ideological, and theoretical perspectives on education. (2nd ed.). Pearson.

Horton, R. Dr. (Ed.). (2017). Handbook of christian education. Journey Forth.

Merriam-Webster. (n.d.). Merriam-Webster.com dictionary. Retrieved September 24, 2022, from https://www.merriam-webster.com/

Licenses & CertificationsUpdated: No Content

Teaching ExperienceUpdated: 12-10-25

Teaching Experience: Jennifer (Helfenbein) O'Neill

Field Experience Summary

Field Experience Summary: SPECIAL EDUCATION

▪ List all field experiences on this Field Experience Summary (FES) that you completed in your endorsement area through practicums and student teaching. Refer to the Field Experience Rubric below to review target goals for placement expectations.

▪ Although not required, you may also list experiences related to service in actual elementary schools (i.e., after-school tutoring programs, substitute teaching, etc.) on this FES under the section labeled “Previous Experiences”.

▪ You may use your resume and portfolio to highlight all of your other experience with children (i.e., teaching Sunday school, summer camps, etc.), but those experiences should not be included on this FES.

Teacher Candidate: Jennifer Helfenbein

LU ID: L33209035

LU Email: jhelfenbein@liberty.edu

Hours

Indirect vs. Direct

Placement Description

Course

Indicate N/A if not course-based experience

Date(s)

Indirect Observe

Direct Teach/

Assist

School Name/Location

Age/Grade/

Subject Area

Christian, Private, or Public School

Cultural Diversity

Exceptionalities

Ethnicity

SES

Gender

Language

Urban

Rural

Other

Learning Disability

Autism

Emotional Disturbance

Intellectual Disability

Other Health Impairment

Developmental Delay

Multiple Disabilities

Traumatic Brain Injury

Other

EXAMPLE

EDUC 588

01/27/2021-05/14/2021

Linkhorne Elementary School (Lynchburg, VA)

1st Grade

All Subjects

Public

EDSP 688

8/2023-
12/2023

Concord Junior High School

7th and 8th grade all subjects

Public

EDLC 588

1/2024-
5/2024

Virtual: The Teaching Channel

All subjects

All grades

Public /Private

N/A

12/08/2025

Elkhart Christian Academy

5th grade

Christian School

Student Teaching Semester (Example: EDST 460)

EDST 562

Fall 2025

108

171.5

Concord Junior High School

7th and 8th grade

LA/Math/Resource class

Public

EDST 562

53.2

95.45

Concord South Side Elementary

k-4 reading interventions, math support

TOTAL HOURS

253.2

266.95

Minimum of 150 direct teaching hours must be included.

Previous Experiences

Date(s)

Position/Role Held during Previous Experience

(Substitute, IA/TA, paraprofessional, etc.)

School Name/Location

Age/Grade/

Subject Area

Christian, Private, or Public School

Cultural Diversity

Exceptionalities

Ethnicity

SES

Gender

Language

Urban

Rural

Other

Learning Disability

Autism

Emotional Disturbance

Intellectual Disability

Other Health Impairment

Developmental Delay

Multiple Disabilities

Traumatic Brain Injury

Other

11/2019-05/2025

Paraprofessional, Substitute teacher, In School Suspension Supervisor, Summer School Paraprofessional

Concord Junior High School

7th and 8th grade, All subjects, plus Spanish, Music, and Art

Public

Professional Organization Memberships

Name of Organization

See recommended organizations

Initial Membership

Renewal Date

Month

Year

Month

Year

Christian Educators Association International (CEAI)

2025

Field Experience Rubric: SPECIAL EDUCATION

Review the Field Experience Rubric specific to your program:

Adapted Curriculum (K-12)

Early Childhood (Birth – Age 5)

General Curriculum (K-12)

Field Experience Rubric: SPECIAL EDUCATION – Adapted Curriculum (K-12)

Use this Field Experience Rubric as a guide in seeking diverse field experiences throughout your program. Your University Supervisor will use this rubric to evaluate your FES during your student teaching semester. Membership and participation in professional organization(s) is also expected. Current membership (valid through the end of the student teaching semester) is required in an organization for your endorsement area (e.g., PDK, KDP, ILA, NAEYC, NMSA, CEC, ASU, CEAI, other state and local organizations, etc.)

Teacher Candidate:				LU ID:
CAEP	InTASC	Setting	Recommended	Required
R1.1, R1.3, R2.3	1, 3, 7	Christian School	One or more field experiences in a Christian school setting (must be an in-person visit).	One field experience in a Christian school setting (may be virtual if an in-person visit is not available.)
R1.1, R1.3, R2.3	3, 7, 8	Public School	Two or more field experiences in public school setting.	One field experience in public school setting.
R1.1, R2.3	1, 2, 3	Cultural diversity (ethnicity, SES, gender, language, urban, rural, etc.)	Combined field experiences include placements with students who represent three or more types of cultural diversity.	Combined field experiences include placements with students who represent two types of cultural diversity.
R1.1, R1.3, R2.3	1, 2, 8	Exceptionalities: (learning disability, autism, emotional disturbance, intellectual disability, other health impairment, developmental delay, multiple disabilities, traumatic brain injury, etc.)	Combined field experiences include placements with students who represent four or more types of exceptionalities.	Combined field experiences include placements with students who represent three types of exceptionalities.
R1.1, R1.3, R2.3	1, 2, 3	Grades K-6	Two or more field experiences in grades K-6.	One field experience in grades K-6.
R1.1, R1.3, R2.3	1, 2, 3	Grades 6-12	Two or more field experiences in grades 6-12. (experiences in both 6-8 and 9-12 strongly recommended)	One field experience in grades 6-12. (experiences in both 6-8 and 9-12 strongly recommended)
R1.4, R3.2	9, 10	Professional Organizations	Two or more current memberships (valid through the end of the student teaching semester) in an educational professional organization.	One current membership (valid through the end of the student teaching semester) in an educational professional organization.
R1.3, R2.3	7, 8	Student Teaching	Successfully completed all required weeks of student teaching with more than 150 direct teaching hours.	Successfully completed all required weeks of student teaching with 150 direct teaching hours.

Field Experience Rubric: SPECIAL EDUCATION – Early Childhood Special Education (Birth – Age 5)

Teacher Candidate:				LU ID:
CAEP	InTASC	Setting	Recommended	Required
R1.1, R1.3, R2.3	1, 3, 7	Christian Program or Service Provider	One or more field experiences in a Christian setting (must be an in-person visit).	One field experience in a Christian setting (may be virtual if an in-person visit is not available.)
R1.1, R1.3, R2.3	3, 7, 8	Public Program or Service Provider	Two or more field experiences in public setting.	One field experience in public setting.
R1.1, R2.3	1, 2, 3	Cultural diversity (ethnicity, SES, gender, language, urban, rural, etc.)	Combined field experiences include placements with students who represent three or more types of cultural diversity.	Combined field experiences include placements with students who represent two types of cultural diversity.
R1.1, R1.3, R2.3	1, 2, 8	Exceptionalities: (autism, emotional disturbance, intellectual disability, other health impairment, developmental delay, multiple disabilities, traumatic brain injury, etc.)	Combined field experiences include placements with students who represent four or more types of exceptionalities.	Combined field experiences include placements with students who represent three types of exceptionalities.
R1.1, R1.3, R2.3	1, 2, 8	Birth – Age 5	Three or more field experiences in the areas of Birth – Age 5.	Two field experience in the areas of Birth – Age 5.
R1.4, R3.2	9, 10	Professional Organizations	Two or more current memberships (valid through the end of the student teaching semester) in an educational professional organization.	One current membership (valid through the end of the student teaching semester) in an educational professional organization. (eg. CEAI membership)
R1.3, R2.3	7, 8	Student Teaching	Successfully completed all required weeks of student teaching with more than 150 direct teaching hours.	Successfully completed all required weeks of student teaching with 150 direct teaching hours.

Field Experience Rubric: SPECIAL EDUCATION – General Curriculum (K-12)

Teacher Candidate:				LU ID:
CAEP	InTASC	Setting	Recommended	Required
R1.1, R1.3, R2.3	1, 3, 7	Christian School	One or more field experiences in a Christian school setting (must be an in-person visit).	One field experience in a Christian school setting (may be virtual if an in-person visit is not available.)
R1.1, R1.3, R2.3	3, 7, 8	Public School	Two or more field experiences in public school setting.	One field experience in public school setting.
R1.1, R2.3	1, 2, 3	Cultural diversity (ethnicity, SES, gender, language, urban, rural, etc.)	Combined field experiences include placements with students who represent three or more types of cultural diversity.	Combined field experiences include placements with students who represent two types of cultural diversity.
R1.1, R1.3, R2.3	1, 2, 8	Exceptionalities: (learning disability, autism, emotional disturbance, intellectual disability, other health impairment, developmental delay, multiple disabilities, traumatic brain injury, etc.)	Combined field experiences include placements with students who represent four or more types of exceptionalities.	Combined field experiences include placements with students who represent three types of exceptionalities.
R1.1, R1.3, R2.3	1, 2, 3	Grades K-6	Two or more field experiences in grades K-6.	One field experience in grades K-6.
R1.1, R1.3, R2.3	1, 2, 3	Grades 6-12	Two or more field experiences in grades 6-12. (experiences in both 6-8 and 9-12 strongly recommended)	One field experience in grades 6-12. (experiences in both 6-8 and 9-12 strongly recommended)
R1.4, R3.2	9, 10	Professional Organizations	Two or more current memberships (valid through the end of the student teaching semester) in an educational professional organization.	One current membership (valid through the end of the student teaching semester) in an educational professional organization. (eg. CEAI membership)
R1.3, R2.3	7, 8	Student Teaching	Successfully completed all required weeks of student teaching with more than 150 direct teaching hours.	Successfully completed all required weeks of student teaching with 150 direct teaching hours.

Reviews & EvaluationsUpdated: 12-10-25

Reviews & Evaluations: Jennifer (Helfenbein) O'Neill

Evaluations: PreCPAST evaluation form, Mid-term CPAST evaluation, and Final CPAST evaluation

Included in this document are my PreCPAST evaluation from my practicum, my Mid-term CPAST evaluation, and my Final CPAST evaluation.
15 Dec 2023 Page 1 of 7Intern Name: Jennifer Helfenbein

Internship: EDSP 688-A01

Submitted: Dec 14, 2023 Supervisor(s): Charlotte Walker

Course/Term: EDSP 688 - Section A01 : Initial Lic Prac Special Ed II ( Fall 2023 ) Mentor(s): Tim Krecsmar

Assessor: Tim Krecsmar (Mentor) Site: Concord Junior High School

(Elkhart, IN),

59397 CR 11 S,

Elkhart IN 46517

Comments: Jennifer is very conscientious in planning and implementation of her lessons. Additionally, she uses a variety of assessments throughout the lesson to make sure all students are engaged and understanding the material and the expectations of completing the assignment. The students Jennifer is working with have had difficulty in the school settings and often have skill deficits as well as problems with interpersonal interactions. Jennifer does a wonderful job assessing what each student needs and provides that support while maintaining an entire group lesson.

Suggested Letter Grade Rubric

Subject(s): Special Education -

General Curriculum Grade(s): 7th, 8th

	A (4.000 pts)	B (3.000 pts)	C (2.000 pts)	D (1.000 pts)	F	N/A
Please provide a suggested letter grade to signify the candidate's overall performance and effort during the practicum. 1/1 (100%)
Comments:
	4.000 pts \| 100 %

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

Glossary of Terms

15 Dec 2023 Page 2 of 7

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.”¹

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.

Pre-CPAST Evaluation Rubric

	Meets Expectations (2.000 pts)	Emerging (1.000 pts)	Does Not Meet Expectations	N/A
A. Focus for Learning: Standards and Objectives/Targets 1/14 (7%) INTASC-2013.7.a, CAEP-Initial-2022.R1.3	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
Comments:
B. Assessment of P-12 Learning 1/14 (7%) INTASC-2013.6.b, CAEP-Initial-2022.R1.3	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
Comments:

15 Dec 2023 Page 3 of 7

C. Learning Target and Directions 1/14 (7%) INTASC-2013.7.c, CAEP-Initial-2022.R1.3	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
Comments:
D. Checking for Understanding and Adjusting Instruction through Formative Assessment 1/14 (7%) INTASC-2013.8.b, CAEP-Initial-2022.R1.3	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
Comments:
E. Digital Tools and Resources 1/14 (7%) INTASC.6.I, INTASC.5.L, CAEP-Initial-2022.R1.2	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
Comments:
F. Safe and Respectful Learning Environment 1/14 (7%) INTASC-2013.3.d, CAEP-Initial-2022.R1.1	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
Comments:
G. Data-Guided Instruction 1/14 (7%) INTASC.6.I, CAEP-Initial-2022.R1.3	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
Comments:
H. Feedback to Learners 1/14 (7%) INTASC-2013.6.d, CAEP-Initial-2022.R1.3	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
Comments:
I. Assessment Techniques 1/14 (7%) INTASC-2013.7.d, CAEP-Initial-2022.R1.3	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
Comments:
J. Connections to Research and Theory 1/14 (7%) 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
Comments:
K. Demonstrates Punctuality 1/14 (7%) INTASC-2013.9.o, CAEP-Initial-2022.R1.4	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)
Comments:

15 Dec 2023 Page 4 of 7

L. Meets

Deadlines and

Obligations

1/14 (7%)

INTASC-2013.9.o,

CAEP-Initial-2022.R1.4

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

Comments:

M. Collaboration 1/14 (7%)

INTASC-2013.10.b,

CAEP-Initial-2022.R1.4

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.)

Comments:

N. Responds

Positively to

Feedback and

Constructive

Criticism

1/14 (7%)

INTASC-2013.9.n,

CAEP-Initial-2022.R1.4

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

Comments:

28.000 pts | 100 %

Setting

	City (3.000 pts)	Suburban (2.000 pts)	Town (1.000 pts)	Rural	N/A
School Setting (This section's scoring will not affect the student's overall score. The point values are for reporting purposes only.) 1/1 (100%)
Comments:
	3.000 pts \| 100 %

Method of Instructional Delivery

	Virtual Only (3.000 pts)	Hybrid (2.000 pts)	In Person Only (1.000 pts)	N/A
Method of Instructional Delivery (This section's scoring will not affect the student's overall score. The point values are for reporting purposes only.) 1/1 (100%)
Comments:
	1.000 pts \| 33.33 %

Directions for Pre-SCRIP Dispositions Assessment Rubric

15 Dec 2023 Page 5 of 7

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_gvd5n0i1

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!

Pre-SCRIP Dispositions Assessment Rubric

	Level 2: Met- Proficient (2.000 pts)	Level 1: Not Met- Developing (1.000 pts)	Level 0: Not Met- No Evidence	N/A
Social Responsibility Cross-Cutting Theme: Diversity 1/5 (20%) INTASC-2013.10, INTASC-2013.6, INTASC-2013.7, INTASC-2013.2, INTASC-2013.3, NASDTEC-MCEE 2015.1, NASDTEC-MCEE 2015.3, NASDTEC-MCEE 2015.2, NASDTEC-MCEE 2015.5, NASDTEC-MCEE 2015.4, CAEP-2013 (rev).1.1, CAEP-2013 (rev).1.4, InTASC-2017.2.d, CAEP-2013 (rev).CCT-Diversity, CAEP-Initial 2022.R1.4	The candidate demonstrates the belief that all students can learn. AND The candidate demonstrates a sense of fairness, justice, and equity for all students. AND The candidate differentiates instruction to meet the needs of all diverse learners AND The candidate interacts effectively with students to provide a positive, structured, safe learning environment.	The candidate states that all students can learn BUT the candidate’s actions do not confirm the belief. OR The candidate demonstrates a sense of fairness, justice, and equity for certain groups of students. OR The candidate differentiates instruction BUT the instruction does not address the needs of all learners. OR The classroom environment is lacking in positive affirmation, structure, OR safety.	The candidate has not provided any evidence.
Comments:
Commitment 1/5 (20%) INTASC-2013.10, INTASC-2013.6, INTASC-2013.7, INTASC-2013.9, INTASC-2013.2, INTASC-2013.1, INTASC-2013.9.o, NASDTEC-MCEE 2015.1, NASDTEC-MCEE 2015.2, CAEP-2013 (rev).1.1, CAEP-Initial 2022.R1.4	The candidate follows through on commitments and takes responsibilities seriously. AND The candidate completes assigned tasks on time. AND The candidate attends class, field experiences, and meetings consistently and promptly. AND The candidate shows the self- discipline and work ethic essential to be planned, prepared and organized for successful instruction and learning to occur.	The candidate makes commitments that he/she is unable to keep. OR The candidate completes assigned tasks after the deadline. OR The candidate is late to class, field experiences, OR meetings. OR The candidate’s lack of planning, preparation, or organization hinders successful instruction.	The candidate has not provided any evidence.
Comments:

15 Dec 2023 Page 6 of 7

Reflective Practice 1/5 (20%) INTASC-2013.10, INTASC-2013.6, INTASC-2013.8, INTASC-2013.2, INTASC-2013.3, INTASC-2013.1, INTASC-2013.9.g, NASDTEC-MCEE 2015.3, NASDTEC-MCEE 2015.2, NASDTEC-MCEE 2015.5, NASDTEC-MCEE 2015.4, CAEP-2013 (rev).1.1, CAEP-2013 (rev).1.2, ISTE-2017.7, CAEP-2013 (rev).1.3, CAEP-Initial 2022.R1.4	The candidate thoughtfully considers educational matters and the practice of teaching. AND The candidate makes choices after pondering ideas and experiences. AND The candidate learns from journaling and discussions with colleagues.	The candidate spends little time reflecting on the practice of teaching. OR The candidate acts quickly before thinking about the results. OR The candidate does not use feedback to change.	The candidate has not provided any evidence.
Comments:
Integrity 1/5 (20%) INTASC-2013.10, INTASC-2013.7, INTASC-2013.9, INTASC-2013.5, INTASC-2013.1, NASDTEC-MCEE 2015.1, NASDTEC-MCEE 2015.3, NASDTEC-MCEE 2015.2, NASDTEC-MCEE 2015.4, CAEP-2013 (rev).1.1, ISTE-2017.3, InTASC-2017.9.m, CAEP-Initial 2022.R1.4	The candidate models exemplary citizenship. AND The candidate acts in an ethical and moral manner AND The candidate values honesty inside and outside of the classroom AND The candidate demonstrates trustworthiness. AND The candidate maintains confidentiality and discretion.	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. OR The candidate does not protect confidential information. OR The candidate lacks discretion.	The candidate has not provided any evidence.
Comments:
Professionalism_{1/5 (20%)} INTASC-2013.10, INTASC-2013.6, INTASC-2013.7, INTASC-2013.9, INTASC-2013.2, INTASC-2013.1, NASDTEC-MCEE 2015.1, NASDTEC-MCEE 2015.3, NASDTEC-MCEE 2015.4, CAEP-2013 (rev).1.1, CAEP-2013 (rev).1.2, InTASC-2017.10.r, CAEP-Initial 2022.R1.4	The candidate respects authority, colleagues, students, and others. AND The candidate accepts constructive feedback in a respectful, appropriate manner. AND The candidate demonstrates appropriate behavior; possesses patience, self control, and flexibility when obstacles or difficult situations occur. AND The candidate effectively manages personal emotions and feelings and reacts reasonably to situations. AND The candidate adheres to proper, formulated chains of command/expresses a grievance in a dignified, temperate manner. AND The candidate acts confidently and maturely. AND The candidate dresses in a dignified, modest manner that adheres to the dress code of the Host School. AND The candidate effectively uses the English language in speech and writing.	The candidate lacks respect for others. OR The candidate responds negatively to correction. OR The candidate is impatient or inflexible OR The candidate fails to follow the proper chain of command. OR The candidate fails to abide by the dress code of the Host School. OR The candidate has many errors in written communication.	The candidate has not provided any evidence.
Comments:
	10.000 pts \| 100 %

Suggested Letter Grade Rubric Directions

15 Dec 2023 Page 7 of 7

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

Standards Chart

Institution:	Liberty University
Student:	Jennifer Helfenbein
Supervisor:	Elizabeth McEachern
Site:	Concord Junior High School
Date:	Fall 2025 - Term A (08/18/25 - 12/12/25)
Type:	EDST 562 (OSS_PT1(Onsite Supervisor - Site Supervisor))
Final Completed:	10/27/25 10:23 AM

CPAST MID-TERM 11-22 - Mentor

General overview

Directions – The form will be used twice during the course of the term and will be provided by the Program Coordinator to the University Supervisor, Cooperating Teacher, and Student Teacher.

Each member of the team (Cooperating Teacher, University Supervisor, and Student Teacher)

1) Completes the evaluation in week 5 or 6 (Mid-term) of the student teaching experience AND in week 13 or 14 (Final) 2) Brings the completed form to the mid-term and final 3-way conference

At the Mid-term 3-way conference

1) Goals are set for the remainder of the student teaching experience

2) The University Supervisor records the consensus ratings and enters into the University data system by the end of week 7 At the Final 3-way conference

1) Suggestions and comments are made to assist in the transition to teaching role

2) The University Supervisor records the consensus ratings and enters into the University data system by the end of week 14

Additional information about and support for using the form can be found in the VARI-EPP Student Teaching Form Training Modules, the “Glossary” and the “Look Fors” document.

How to apply scoring

Advocacy: Any action within professional boundaries that speaks in favor of, recommends, argues for a cause, supports or defends, or pleads on behalf of others. This may be to advocate for the profession, an individual student, or other ideas.

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

Contemporary Tools: Electronic/digital record-keeping tools such as an online gradebook and progress monitoring systems, spreadsheet software, etc.

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.

Critical Thinking: Refers to the “kind of thinking involved in problem solving” and includes an ability to “examine assumptions, discern hidden values, evaluate evidence, and assesses conclusions.”

Culturally Relevant: Incorporating the tenets of culturally relevant/responsive teaching (i.e., “teachers create a bridge between students’ home and school lives, while still meeting the expectations of the district and state curricular requirements. Culturally relevant teaching utilizes the backgrounds, knowledge, and experiences of the students to inform the teacher’s lessons and methodology.”).

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.

Diagnostic Assessment: (Also known as “pre-assessment”) “Involves the gathering and careful evaluation of detailed data using students’ knowledge and skills in a given learning area.”

Differentiation of Instruction: “To respond to variance among learners” (e.g., learners with exceptional needs and second language learners) by modifying “content, and/or process, and/or products, and/or the learning environment” according to learners’ “readiness, interest, or learning profile.”

https://www.livetext.com/doc/11846176?print=1 1/9

6/11/24, 2:37 PM CPAST MID-TERM 11-22

Digital Tools: Technologies that enable learners to engage with the teacher and/or content on an individual level. Examples: SMART Boards, learner response systems (i.e., clickers), and computers, tablets, etc.

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 1

improve learner achievement.”

Fosters: To promote the growth or development of, encourage.

Funds of Knowledge: “Historically accumulated and culturally developed bodies of knowledge and skills essential for household or individual functioning and well-being.”

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.

“Look Fors” Document: A document accompanying this form containing a non-exhaustive list to describe examples of the qualities and behaviors a student teacher is expected to demonstrate for a given level of performance.

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."

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

Student Teaching: (Also known as "clinical practice") A full-time field experience in a P12 classroom that occurs in the final semester (culminating experience) of an educator preparation program and is required to obtain professional education licensure/certification.

Summative Assessment: "Assessment activities used at the culmination of a given period of time to evaluate the extent to which instructional objectives have been met."

Targets: See definition for 'Objectives/Targets.'

Technologies: See definition for 'Digital Tools.'

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%

Exceeds Expectations (3.000 pts)

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

A. Focus for Learning:

Standards and Objectives /Targets

(1.000, 4.8%)

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 and attend to appropriate developmental progressions relative to age and content-area

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

Emergent Growth (1.000 pt)

Exceeds Expectations (3.000 pts)

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

B. Materials and Resources
(1.000, 4.8%)
CAEP-Initial2022.R1.3 InTASC2017.7.b

Uses a variety of materials and resources that

1. Align with all objectives/targets

2. Make content relevant to learners

3. Encourage individualization of learning

Uses a variety of materials and resources that

1. Align with all objectives/targets

2. Make content relevant to learners

Uses materials and resources that align with some of the objectives/targets

Materials and resources do not align with objectives/targets

Emergent Growth (1.000 pt)

Exceeds Expectations (3.000 pts)

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

C. Assessment of P-12 Learning

(1.000, 4.8%)

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

Plans a variety of assessments that

1. Provide opportunities for learners of varying abilities to illustrate competence (whole class)

2. Align with the appropriate P-12 state learning standards

3. Are culturally relevant and draw from learners’ funds of knowledge

4. Promote learner growth

Plans a variety of assessments that

1. Provide opportunities for learners to illustrate competence (whole class)

2. Align with the appropriate P 12 state learning standards

3. Are culturally relevant and draw from learners’ funds of knowledge

Planned assessments

1. Provide opportunities for some learners to illustrate competence (whole class)

2. Align with the appropriate P-12 state learning standards

Planned assessments

1. Are not included

2. Do not align with the appropriate P-12 state learning standards

Emergent Growth (1.000 pt)

Exceeds Expectations (3.000 pts)

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

D. Differentiated Methods
(1.000, 4.8%)
CAEP-Initial2022.R1.1 InTASC2017.2.c

Lessons make meaningful and culturally relevant connections to

1.Learners’ prior knowledge

2. Previous lessons

3. Future learning

4. Other disciplines and real-world experiences

AND

Differentiation of instruction supports learner development

AND

Organizes instruction to ensure content is comprehensible, relevant, and challenging for learners

Lessons make clear and coherent connections to

1. Learners’ prior knowledge

2. Previous lessons

3. Future learning

AND

Differentiation of instruction supports learner
development

AND

Organizes instruction to ensure content is comprehensible and relevant for learners

Lessons make an attempt to build on, but are not completely successful at connecting to

1. Learners’ prior knowledge,

2. Previous lessons,

future learning

AND

Differentiation of instruction is minimal

AND

Organizes instruction to ensure content is comprehensible for learners

Lessons do not build on or connect to learners’ prior knowledge

AND/OR

Explanations given are illogical or inaccurate as to how the content connects to previous and future
learning

AND/OR

Differentiation of instruction is absent

Emergent Growth (1.000 pt)

Exceeds Expectations (3.000 pts)

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

E. Learning Target and Directions

(1.000, 4.8%)

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

Articulates accurate and coherent learning targets

AND

Articulates accurate directions/explanations throughout the lesson

AND

Sequences learning experiences appropriately

Articulates an accurate learning target

AND

Articulates accurate directions/ explanations

AND

Sequences learning experiences appropriately

Articulates an inaccurate learning target

AND/OR

Articulates inaccurate directions/explanations

Does not articulate the learning target

Does not articulate directions/ explanations

Emergent Growth (1.000 pt)

Exceeds Expectations (3.000 pts)

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

F. Critical Thinking

(1.000, 4.8%)

CAEP-Initial 2022.R1.2 InTASC 2017.5.d

Engages learners in critical thinking in local and/or global contexts that

1. Fosters problem solving

2. Encourages conceptual connections

3. Challenges assumptions

Engages learners in critical thinking that

1. Fosters problem solving

2. Encourages conceptual connections

Introduces AND/OR models critical thinking that

1. Fosters problem solving

2. Encourages conceptual connections

Does not introduce AND/OR model critical thinking that

1. Fosters problem solving

2. Encourages conceptual connections

Does Not Meet (0.000 pts)

Exceeds Expectations (3.000 pts)

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

G. Checking for Understanding and Adjusting Instruction through Formative Assessment

(1.000, 4.8%)

CAEP-Initial

2022.R1.3 InTASC 2017.8.b

Checks for understanding (whole class/group AND individual learners) during lessons using formative assessment

AND

Differentiates through planned and responsive adjustments (whole class/group and individual learners)

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

Does not make any adjustments based on learners’ responses

Emergent Growth (1.000 pt)

Exceeds Expectations (3.000 pts)

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

H. Digital Tools and Resources
(1.000, 4.8%)
CAEP-Initial2022.R1.3 InTASC2017.5.l

Discusses AND uses a variety of 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

3. Extend learners’ understanding of concepts

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

B. Use of technologies is not relevant to the learning objectives/ targets of the lesson

C. Does not discuss technologies AND Technology is not available in the setting

Emergent Growth (1.000 pt)

Exceeds Expectations (3.000 pts)

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

I. Safe and Respectful Learning Environment

(1.000, 4.8%)

CAEP-Initial

2022.R1.1 InTASC 2017.3.d

Actively involves learners to create and manage a safe and respectful learning environment through the use of routines and transitions

AND

Establishes and promotes constructive relationships to equitably engage learners

AND

Uses research-based strategies to maintain learners’ attention (individual and whole group)

Manages a safe and respectful learning environment through the use of routines and transitions

AND

Establishes and promotes constructive relationships to equitably engage learners

AND

Uses research-based strategies to maintain learners’ attention (individual and whole group)

Attempts to manage a safe learning environment through the use of routines and transitions

AND/OR

Attempts to establish constructive relationships to engage learners

AND/OR

Attempts to use constructive strategies to maintain learners’ attention (individual and whole group)

Does not manage a safe learning environment

Does not establish constructive relationships to engage learners

Does not use constructive strategies to maintain learners’ attention (individual and whole group)

Emergent Growth (1.000 pt)

Exceeds Expectations (3.000 pts)

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

J. Data- Guided Instruction

(1.000, 4.8%)

CAEP-Initial

2022.R1.3 InTASC 2017.6.l

Uses data-informed decisions (trends and patterns) to set short and long term goals for future instruction and assessment

AND

Uses contemporary tools for learner data record-keeping and analysis

Uses data-informed decisions to design instruction and assessment

AND

Uses contemporary tools for learner data record-keeping

Uses minimal data to design instruction and assessment

Does not use data to design instruction and assessment

Emergent Growth (1.000 pt)

Exceeds Expectations (3.000 pts)

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

K. Feedback to Learners

(1.000, 4.8%)

CAEP-Initial

2022.R1.3 InTASC 2017.6.d

Provides feedback that

1. Enables learners to recognize strengths AND areas for improvement

2. Is comprehensible

3. Is descriptive

4. Is individualized AND Provides timely feedback, guiding learners on how to use feedback to monitor their own progress

Provides feedback that

1. Enables learners to recognize strengths OR areas for improvement

2. Is comprehensible

3. Is descriptive AND Provides timely feedback

Provides minimal feedback that

1. Enables learners to recognize strengths OR areas for improvement

Feedback is provided in a somewhat timely fashion

Does not provide feedback

Feedback does not enable learners to recognize strengths OR areas for improvement

Feedback is not provided in a timely fashion

Emergent Growth (1.000 pt)

Exceeds Expectations (3.000 pts)

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

L. Assessment Techniques

(1.000, 4.8%)

CAEP-Initial

2022.R1.3 InTASC 2017.7.d

Evaluates and supports learning through assessment techniques that are

1. Developmentally appropriate

2. Formative AND summative

3. Diagnostic

4. Varied

Evaluates and supports learning through assessment techniques that are

1. Developmentally appropriate

2. Formative AND summative

Assessment techniques are

1. Developmentally appropriate

2. Formative OR summative

Assessment techniques are

1. Developmentally inappropriate

Not used

Emergent Growth (1.000 pt)

Exceeds Expectations (3.000 pts)

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

M. Connections to Research and Theory

(1.000, 4.8%)

CAEP-Initial

2022.R1.4 InTASC 2017.9.c

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

AND

Uses research and/or theory to explain their P-12 learners’ progress

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

Does Not Meet (0.000 pts)

Exceeds Expectations (3.000 pts)

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

N. Participates in Professional Development (PD)

(1.000, 4.8%)

CAEP-Initial

2022.R1.4 InTASC 2017.9.b

Participates in at least one professional development opportunity (e.g. workshops, seminars, attending a professional conference, joining a professional organization)

AND

Provides evidence of an increased understanding of the teaching profession as a result of the PD

AND

Reflects on own professional practice with evidence of application of the knowledge acquired from PD during student teaching

Participates in at least one professional development opportunity (e.g. workshop, seminar, attending a professional conference)

AND

Provides evidence of an increased understanding of the teaching profession as a result of the PD

Participates in at least one professional development opportunity (e.g. workshop, seminar, attending a professional conference)

Does not participate in any professional development opportunity (e.g. workshop, seminar, attending a professional conference)

Emergent Growth (1.000 pt)

Exceeds Expectations (3.000 pts)

Meets Expectations (2.000 pts)

Emerging (1.000 pt)

Does Not Meet Expectations (0.000 pt)

O. Demonstrates Effective Communication with Parents or Legal Guardians

(1.000, 4.8%)

CAEP-Initial

2022.R1.4 InTASC 2017.10.d

Provides evidence of communication with parents or legal guardians in accordance with district policies (e.g., letter of introduction, attends parent teacher conferences, communication via email or online)

AND

Provides information about P-12 learning to parents or legal guardians to promote understanding and academic progress

AND

Interacts with parents or legal guardians in ways that improve understanding and encourage progress (e.g. exchange of email, face-to-face discussion, etc.)

AND

Provides information about P-12 learning to parents or legal guardians to promote understanding and academic progress

Does not provide evidence of com AssignmentsUpdated: 12-11-25

Assignments: Jennifer (Helfenbein) O'Neill

Assignments

I have included my Interdisciplinary Instructional Planning project. The unit plan and lesson plans are intended for kindergarten. In these lessons, students learned about our five senses, animals, plants, weather, seasons, becoming a good citizen, and reading maps.

Interdisciplinary Instructional Planning Project

School of Education, Liberty University

Jennifer Helfenbein

EDLC 571

Dr. Richard Bragg

March 2, 2025

Author Note

Jennifer Helfenbein

I have no known conflict of interest to disclose.

Correspondence concerning this article should be addressed to

Email: jhelfenbein@liberty.edu

Table of Contents

Mission Statement, Character Principles, and Biblical Worldview 3

Block-Style Lessons 11 – 20 51

Community Engagement Flyer 57

Mission Statement, Character Principles, and Biblical Worldview

[Life School of Centerville ]
Location: [Life School of Centerville is located in Centerville, Indiana. Centerville is a small rural town located in central Indiana in Wayne County. The population of Centerville is approximately 2,356. Life School is starting with grades K-3. We hope to grow and add more grades as the need arises. ]
School Population: [ In Fall of 2024 the breakdown of the student population is as follows: Kindergarten has 10 students enrolled, First grade has 12 students enrolled, Second grade has 10 students enrolled, and Third grade has 14 students enrolled. The total enrollment is 46 students in grades K-3. ]
Mission Statement:	[As a staff, our mission at Life School of Centerville is to prepare our students for life by developing strong character, to create a love of learning, and to connect with families and the community. As students at Life School of Centerville, our mission is to be diligent in our work, to be kind and compassionate to those around us, and to be respectful to others. As parents at Life School of Centerville, our mission is to support our students in their learning at home and at school, and to support our school by participating in activities. ]
Character Principles
[Honesty]:		[ It is of utmost importance that children are taught to be honest individuals. Honesty, or being honest is defined as “free from fraud or deception.” (Merriam-Webster. N.D.). There are many ways to teach a child to be honest. One way is to praise the child when they are honest with you. Rewarding the desired behavior reinforces it in the child’s mind. Proverbs chapter 11 has much to say about the importance of being honest and just. Proverbs 11:1 says, “A false balance is an abomination to the LORD, but a just weight is his delight.” (ESV. 2016). To be dishonest is to be an abomination to the Lord, but being upright and honest is His delight. These verses may not be able to be used in a public school setting, however, the principles of honesty and justice prove to be just as important in the secular world. ]
[Integrity]:		[Integrity is doing what is right even when no one is watching. This can be taught through examples in stories. The story of Pinocchio is an excellent example of both integrity and honesty! Another way to encourage integrity is to have clearly defined expectations. If the students are aware of what is expected of them, they may be more likely to do right. Proverbs 10:9 says, “Whoever walks in integrity walks securely, but he who makes his ways crooked will be found out.” (ESV. 2016). To have security in this day and age is such a rare thing, but if we walk in integrity we can be secure. ]
[Compassion]:		[Compassion or the concern for others in their time of need is so important. Students can learn compassion by watching the example of the adults in their lives. If a student falls on the playground and the teacher cares for them gently instead of telling them to get over it…the students will see the example and hopefully treat others with compassion. As with most positive behaviors, praising a child when they show compassion is important. Psalm 103:13 says, “As a father shows compassion to his children, so the LORD shows compassion to those who fear him.”(ESV. 2016.). There are many other verses that talk about when Jesus had compassion or showed compassion to others. We are to show compassion because our Lord is compassionate. ]
[Respect]:		[Respect or showing respect is to hold or view others in high esteem. It is important to teach students to show respect and be respectful to not only teachers and other students, but also to people outside of school. Students can learn respect for others by practicing role-play scenarios. They can act out scenarios, and the teacher can help the students decide how to respond to the scenario in a respectful way. Teaching students to respect the boundaries of others also helps them have respect for themselves. We are instructed in 1 Peter 2:17 to “Show respect for all people. Love your brothers and sisters in God’s family. Respect God, and honor the king.” (ERV. 2006). This verse shows the importance of having respect for others, for God, and for authorities in government. ]
[Gratitude]:		[Gratitude, or being thankful for the things we have, can and should be taught to students. It is scientifically proven that practicing gratitude can release dopamine and serotonin in our brains—the chemicals that make us feel good. Students can practice gratitude in many ways. Two of those ways are keeping a gratitude journal and by expressing gratitude to others. The idea of thanksgiving or gratitude shows up in many verses in the Bible. Psalm 100:4 says, “Enter his gates with thanksgiving, and his courts with praise! Give thanks to him; bless his name!” (ESV. 2016).]
[Diligence]:		[Diligence is working hard, not being lazy, and not quitting. This can be taught to students in many ways. It should be mentioned that what helps one student may not help the next. It is important to get to know what works for each student. When a student shows frustration or verbalizes that they want to give up—the teacher should encourage students to keep going and not quit. The students can celebrate when they have met a goal or completed a task that was particularly difficult. The Bible says in Proverbs 10:4, “He who has a slack hand becomes poor, But the hand of the diligent makes rich.” (NKJV. 1982.) Laziness makes one poor, but being diligent in your work helps you to be successful. ]
[Responsibility]:		[Responsibility or taking charge of your choices and doing your part to help out. One great way to teach students about responsibility is through a class pet. Students can care for the needs of the pet throughout the week. Another way to teach responsibility is through classroom jobs. Galatians 6:5 says,”For each will have to bear his own load.” (ESV. 2016). We must learn to be responsible so we can do our part. ]
[Kindness]:		[Kindness is being nice to others and helping when we can. One way kindness can be taught is through service activities. Students can draw pictures or write letters to people in nursing homes. Students can send a note of encouragement to a staff member or another student. There are so many ways to show kindness! Galatians 5:22 talks about the fruit of the Spirit. “But the fruit of the Spirit is love, joy, peace, patience, kindness, goodness, faithfulness,”(ESV, 2016). Kindness is one way we can show others to Christ. Living out these characteristics can be a testimony in places where we can’t openly share the Gospel.]

Lesson Plan #1

Preliminary Information

Subject: Science

Grade Level: Kindergarten

Unit Topic:

Biology Explorers

introduction and 5 senses

Lesson Structure or Grouping:

Whole Class X Small Group ☐ 1:1 ☐

Other (specify): Click or tap here to enter text.

Content Standards

Virginia Standards of Learning:

VA SOL K.1: The student will demonstrate an understanding of scientific and engineering practices by:

d) constructing and critiquing conclusions and explanations make simple conclusions based on data or observations.

VA SOL K.5: The students will investigate and understand that senses allow humans to seek,

find, take in, and react or respond to different information. Key ideas include

a) the five basic senses correspond to specific human body structures; and

b) senses are used in our daily lives.

VA SOL K.2 The student will expand understanding and use of word meanings.

Common Core State Standards:

CCSS. ELA-Literacy.R.I.K.4 With prompting and support, ask and answer questions about unknown words in a text.

CCSS.ELA-Literacy.R.I.K.10 Actively engage in group reading activities with purpose and understanding.

Learning Objective(s)

By the end of this lesson, when given a list of 10 items, students will be able to analyze objects and identify which of the 5 senses can be used to explore each item, with 8 out of 10 being correct.

Resources, Materials, and Technology Integration

Resources and Materials:

Teacher iPad

Student iPad

Smart board

Pre Assessment cards:

What does Biology mean?

What are the 5 senses?

Doggyland song We Have Five Senses https://youtu.be/R0zengYt7So?si=MbDXGebyK5hniZt9

The Magic School Bus Comes to Its Senses book by Kristen Earhart

Sensory center supplies:

Sight

6 muffin pan, cotton ball, crayon, rock, leaf, paper clip, eraser

paper to cover the tray

paper to draw what they saw in the muffin cups

crayons or pencils

Sound:

rice, gravel, pennies, marbles, coffee beans, dice

6 paper lunch bags

stapler

6 plastic eggs

Smell:

vinegar, peppermint extract, garlic, cinnamon, coffee beans, orange peel

6 baby food jars with lids

cotton balls

Taste:

Jelly Belly jelly beans

strawberry, cherry, popcorn, cinnamon, lemon, licorice

trash can

sheet with pictures of flavors

pencils

Touch:

6 boxes with hand holes cut out

scissors, tape, sponge, slime, lego brick, rock, bubble wrap

papers to color what they think is inside the box

crayons or pencils

poster board for each student

glue stick for each student

5 senses matching worksheet for assessment of learning

pencils

Technology Integration (if applicable):

YouTube video: This video will help introduce students to the 5 senses. The song is short and has a nice beat to it—this will help the students connect to the material in a memorable way. https://youtu.be/R0zengYt7So?si=MbDXGebyK5hniZt9

The iPad and Smart board will be used to show the music video.

Academic Language Demands

Language Demands:

Analyze and identify

Students will analyze items and identify which item can be identified by which of the 5 senses. Students will also work through Sensory stations. Each pair of students will analyze the objects at each station and identify the sense that is used to analyze the items.

Language Supports:

To support the language demands and vocabulary for the students the teacher will point out essential vocabulary during reading time, song time, and during the student’s work on the sensory stations. The teacher will also be available to answer questions throughout the lesson.

Essential Vocabulary:

senses, taste, touch, smell, sight, sound, biology

Instruction

Direct Instruction/Modeling:

Students are called to the front of the room for carpet time. The teacher asks guided questions to check for prior knowledge.

What does the word “Biology” mean?
What are our senses?
How many senses do we have?

Teacher breaks down “Biology” into parts. “Bio” means life, and “ology” means the study of a topic. So “Biology” is the study of life.
Announce the unit we are starting today is called “Biology Explorers.” The teacher asks students if they know what tools we will use to be Biology Explorers. Call on three students with hands raised. Tell the students that we will use our 5 senses.
We watch the 5 Senses video: https://youtu.be/R0zengYt7So?si=MbDXGebyK5hniZt9
Read The Magic School Bus Comes to Its Senses by Kristen Earhart

Guided Practice:

Students break into buddy pairs to go through the sensory centers. Taste, touch, hearing, smell, and sight—each center will have two students at a time. The teacher gives the instructions for each center. Student assistants from higher grades assist students at each center. Every 5 minutes students rotate through one of the 5 sensory centers. When the timer goes off, it is time to switch to a different center.

Sensory Centers

Sight: Display a 6 muffin baking pan with one item in each spot. Include: cotton ball, eraser, paper clip, crayon, rock and leaf. Let students look at the tray then cover the tray and challenge each child to draw the items they saw on the tray.

Sound: Fill 6 paper lunch bags with small items such as paper clips, rice, pebbles, pennies, and marbles. Each box should have a plastic-egg "partner" with the exact same items in it. Children can shake the eggs and listen carefully to find each egg's partner.

Smell: Fill 6 baby food jars with different scents: peppermint, coffee beans, cinnamon, pickles, garlic, and banana. Encourage students to identify the smells. Give each student a worksheet with 10 different items pictured—including the scents in the jars. Have the students circle the items they think they smell in the jars.

Taste: Have 6 flavors of Jelly Belly Jelly Beans. Popcorn, Grape, Cinnamon, Cherry, Root beer, and licorice. Have the students describe the flavors. Give each student a worksheet and have them color the picture that goes with the flavor they think they taste.

Touch: Have six small boxes with a hole cut in the side. Have an item in each box (slime, toothbrush, lego, bubble wrap, tape ball, and sponge) and have the students describe what they feel. Have 10 items pictured on the worksheet and have the students circle the items they think they feel in the box.

Before returning to their seats, have students use glue sticks to put their sensory center worksheets on a poster board to be used at the community engagement presentation.

Independent Practice:

At the end of the sensory centers, have students return to their desks.
Hand out the 5 Senses assessment matching worksheet.
Have students match the picture on the left column to the sense used to explore it on the right.

Closure:

Call all of the explorers to prepare for their journey.
Have them listen and sing along to the We Have 5 Senses song. ttps://youtu.be/R0zengYt7So?si=MbDXGebyK5hniZt9
Show a quick slideshow of pictures of different animals and plants and their habitats. In the style of a sales presentation—fast and flashy—to pique their interest.

Differentiation

Supporting Students with Special Needs:

Students with visual impairment will be given worksheets on the iPad where the print and pictures can be enlarged. Students with hearing impairment will be given seating close to the teacher, and will be given access to an assistive listening headset. English language learners will be given access to worksheets in their first language in addition to the worksheet in English. They will also have access to the translation application on their iPad. The teacher will be available to answer questions as needed.

Strategies to Challenge Above-Average Learners:

The challenge assignment for this lesson:

Watch https://www.youtube.com/watch?v=C4rdqXXzPGU This video is called How Do We Taste Our Food? It discusses how our tongue works to allow us to taste food. It also discusses how part of our sense of taste takes place in our nose. This goes more in depth on the sense of taste, and challenges the student to realize that sometimes senses can take place in more than one area of the body.

Facilitating a Classroom Environment that Supports Student Learning:

Students who are kinesthetic learners will benefit from the movement between centers, the hands-on nature of the centers, and movement during the song time. Visual learners will benefit from the video and the pictures in the book. Auditory learners will benefit from the music in the video, reading the book aloud, and having the directions for the centers read aloud to them. Hands-on experience combined with books and videos help to solidify learning for students while keeping learning fun and exciting.

Extension:

The extension assignment for this lesson is to complete challenge one and challenge two on IXL Kindergarten Learning Biology G.7 . https://www.ixl.com/science/bio . These assignments will provide the student with extra practice in identifying the 5 senses and what each sense does.

Culturally Responsive Teaching:

This lesson supports diverse student populations through built-in supports to encourage and enable students of all abilities to be successful learners. The lesson is flexible for learners who need extra help and for those who need more of a challenge.

Assessment

Diagnostic/Pre-Assessment(s):

The pre-assessment questions were asked during the introduction to the Biology Explorers unit. They are:

What does the word “Biology” mean?

What are our senses?

How many senses do we have?

Formative Assessments/Feedback to Learners:

During the sensory centers, the teacher walked around to the different groups of students and asked and answered questions about the senses being used during the activities. Also, at the end of the sensory centers time, students glued their answer sheets onto a poster board to be used during the community engagement program. The teacher can gather information from those posters to see if there are any gaps in learning.

Summative Assessment:

The 5 Senses matching worksheet completed during independent practice time serves as the summative assessment for this lesson. Students will match the picture on the left column to the sense used to explore it on the right.

Connections to Research, Theory, and Best Practice

(5-6 professional journal references in current APA format)

Doggyland. (2023, October 31). We have five senses. YouTube. https://www.youtube.com/watch?v=R0zengYt7So

School of Education Indiana University Bloomington.Understanding academic language in edTPA: supporting learning and language development.https://education.indiana.edu/students/undergraduates/clinical-experiences/_docs/Academic%20Language.pdf

SciShow Kids. (2016, February 10). Your tongue: the taste maker! YouTube. https://www.youtube.com/watch?v=C4rdqXXzPGU

TeacherVision Staff. (2023, October 16). The five senses-kindergarten. TeacherVision. https://www.teachervision.com/human-body-anatomy/the-five-senses-kindergarten

Will, M. & Najarro, I. (2022, April 18). What is culturally responsive teaching? Education Week. https://www.edweek.org/teaching-learning/culturally-responsive-teaching-culturally-responsive-pedagogy/2022/04

Lesson Plan #2

Preliminary Information
Subject: Science	Grade Level: Kindergarten
Unit Topic: Biology Explorers: Living and nonliving things	Lesson Structure or Grouping: Whole Class X Small Group ☐ 1:1 ☐ Other (specify): Click or tap here to enter text.
Content Standards
Virginia Standards of Learning:	VA SOL K.6: The student will investigate and understand that there are differences between living organisms and nonliving objects. Key ideas include a) all things can be classified as living or nonliving; and b) living organisms have certain characteristics that distinguish them from non living objects.
Common Core State Standards:	CCSS. ELA-Literacy.R.I.K.4 With prompting and support, ask and answer questions about unknown words in a text. CCSS.ELA-Literacy.R.I.K.10 Actively engage in group reading activities with purpose and understanding. CCSS.MATH.CONTENT.K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.1
Learning Objective(s)
After studying the differences between living and nonliving things, when given a graphic organizer with 10 items students will be able to identify and classify each item as living or nonliving with 8 out of 10 being correct.
Resources, Materials, and Technology Integration
Resources and Materials:	https://www.ixl.com/science/kindergarten Living and Non-living Things – Can you tell the difference? student and teacher iPads Smart board Book: Living or Nonliving by Kelli Hicks Do You Know Which Ones Will Grow? Student access to iXL for challenges about living or nonliving things. Graphic organizer for summative assessment
Technology Integration (if applicable):	Students will use their iPad for iXL challenges. They will also use their iPads for taking pictures of living things for the scavenger hunt. The teacher’s iPad and Smart board will be used to show videos, and to complete a list of three main differences between living and nonliving things.
Academic Language Demands
Language Demands:	Identify and classify Students will identify the differences between living and nonliving things. Students will be able to classify items as living or nonliving. Each of the videos and books build vocabulary, and clarify the definition of living or nonliving things.
Language Supports:	All of the essential vocabulary will be covered several times in direct instruction. Students will have the vocabulary taught through reading, video, and during the scavenger hunt.
Essential Vocabulary:	classify, living, nonliving, growing
Instruction
Direct Instruction/Modeling:	Call all Biology Explorers to the front carpet. Instruct students to put on their explorer thinking caps. Today we are going to learn about living things and nonliving things. Pre-assessment: Is a cat living? How do you know? Is a car living? How do you know? Is a tree living? How do you know? Now read Living or Nonliving by Kelli Hicks
Guided Practice:	Living and Non-living Things – Can you tell the difference? List on the Smart board what are three main differences between living and nonliving things? Living/nonliving thing scavenger hunt. Have students bring you one nonliving thing from their desk Have students bring you a picture on their iPad of a living thing.
Independent Practice:	Have students return to their desks. Have students use iPad to go to: https://www.ixl.com/science/kindergarten and complete challenge 1.
Closure:	Hand out graphic organizer for final assessment. Have students complete graphic organizer by identifying and classifying the 10 objects on the page as living or nonliving. Draw student’s attention to the Smart board. Listen to Do You Know Which Ones Will Grow? By Susan Shea Do You Know Which Ones Will Grow? Have students put away their explorer thinking caps.
Differentiation
Supporting Students with Special Needs:	Students with visual impairment will be given worksheets on the iPad where the print and pictures can be enlarged. Students with hearing impairment will be given seating close to the teacher, and will be given access to an assistive listening headset. English language learners will be given access to worksheets in their first language. They will also have access to the translation application on their iPad. The teacher will be available to answer questions as needed for all students.
Strategies to Challenge Above-Average Learners:	For students who need an extra challenge, they can dig deeper into what living things need to survive. Students can watch: Lighthouse Lab – Characteristics of Living Things They can answer questions on a worksheet that are discussed in the video: What three things do living things need to survive? What special thing do fish have that lets them breathe underwater? Is fire a living thing?
Facilitating a Classroom Environment that Supports Student Learning:	Students who are visual learners will benefit from the videos shown, and the pictures in the books that are read. Auditory learners will benefit from listening to the books being read, and from the discussion about living and nonliving things during instruction time. Kinesthetic learners will benefit from the movement during transitions, and the scavenger hunt.
Extension:	Students who finish early, may choose to watch: WHAT'S ALIVE \| SCIENCE \| KIDS READ ALOUD \| They may also choose to color a worksheet about living and nonliving things.
Culturally Responsive Teaching:	This lesson supports diverse student populations through built-in supports to encourage and enable students of all abilities to be successful learners. The lesson offers flexibility for learners who need extra help and for those who need more of a challenge.
Assessment
Diagnostic/Pre-Assessment(s):	At the beginning of the lesson the teacher will ask the students to discuss the following questions: Pre-assessment: Is a cat living? How do you know? Is a car living? How do you know? Is a tree living? How do you know? This will give the teacher an idea of how much prior knowledge the students already know.
Formative Assessments/Feedback to Learners:	https://www.ixl.com/science/kindergarten This challenge lesson will give the teacher information on how the students are understanding the content of the lesson. Students will also have an opportunity to show what they know during the scavenger hunt for living and nonliving things.
Summative Assessment:	Students will be given a graphic organizer and a list of 10 items. Students must categorize each item as living or nonliving.
Connections to Research, Theory, and Best Practice (5-6 professional journal references in current APA format)
Davidson Institute. (2020, January 24). Tips for teachers: successful strategies for teaching gifted learners. https://www.davidsongifted.org/gifted-blog/tips-for-teachers-successful-strategies-for-teaching-gifted-learners/ Ferlazzo, L. (2020, September 2). 20 ways to support students with learning differences this year. https://www.edweek.org/teaching-learning/opinion-20-ways-to-support-students-with-learning-differences-this-year/2021/09 Kilman, J. (2020, September 17).Do you know which ones will grow? YouTube. https://www.youtube.com/watch?v=hdWGE7LqgVs Next Generation Science. (2023, April 27). Living and non-living things-can you tell the difference? YouTube. Do You Know Which Ones Will Grow? Next Generation Science. (2022, September 12). Lighthouse lab-characteristics of living things. YouTube. Lighthouse Lab – Characteristics of Living Things School of Education Indiana University Bloomington.Understanding academic language in edTPA: supporting learning and language development.https://education.indiana.edu/students/undergraduates/clinical-experiences/_docs/Academic%20Language.pdf

Lesson Plan #3

Preliminary Information

Subject: Science

Grade Level: Kindergarten

Unit Topic:

Biology Explorers: Animal needs

Lesson Structure or Grouping:

Whole Class X Small Group ☐ 1:1 ☐

Other (specify): Click or tap here to enter text.

Content Standards

Virginia Standards of Learning:

VA SOL K7 The student will investigate and understand that plants and animals have basic

needs and life processes. Key ideas include

a) living things need adequate food, water, shelter, air, and space to survive;

b) plants and animals have life cycles; and

c) offspring of plants and animals are similar but not identical to their parents or to one another.

VA SOL K.1 The student will demonstrate progress toward the developmentally appropriate form of selected locomotor, non-locomotor, and manipulative skills to understand the various ways the body can move.

Demonstrate and differentiate between walking, jogging, running, hopping, galloping, and jumping.

Common Core State Standards:

CCSS.ELA-LITERACY.SL.K.3

Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

CCSS.ELA-LITERACY.L.K.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

Learning Objective(s)

When given a worksheet with a word bank, students will be able to recognize and identify the five things animals need to survive with 5 out of 5 being correct.

Resources, Materials, and Technology Integration

Resources and Materials:

Teacher and student iPads

Smart boards

Pictures of : trees, rocks, people, flowers, cats, goats, shark on slide show.

YouTube videos:

MOVE Like the Animals Do and FREEZE! | Jack Hartmann

Creature Comforts: The Fascinating Needs of Animals Big and Small!

Access to iXL

Assessment worksheet

White board and marker

Technology Integration (if applicable):

Students will watch a video about the things that animals need to survive. They will also watch a video that encourages movement with a connection to the way that different animals move. The teacher will use the iPad and Smart board to show videos and slideshows. Students will also use their iPads to complete a summative quiz during independent work time.

Academic Language Demands

Language Demands:

Recognize and Identify

Students will be able to recognize that animals have basic needs in order to survive. Students will be able to identify those needs from a word bank, to complete the sentences on the worksheet.

Language Supports:

To support the language demands and essential vocabulary, the students will have multiple exposures to the vocabulary and definitions. The teacher will point out the vocabulary words on the worksheets, lap book printables, and videos. Students will have the opportunity to ask questions at any time.

Essential Vocabulary:

Water, Food, Air, Shelter, and Space

Instruction

Direct Instruction/Modeling:

Call students up to the front. Have them put on their explorer thinking caps.
Have pictures of the following items on the Smart board. To check for prior understanding, ask students to identify which things are animals and which things are not

trees
rocks
people
flowers
cats
goats
sharks

Ask students if they know what an animal needs to survive.
Discuss with the students that animals need certain things to survive.
Watch: Creature Comforts: The Fascinating Needs of Animals Big and Small!

Guided Practice:

The class will discuss what needs animals have to survive. The students will give suggestions as to what that might look like for farm animals, pets, zoo animals, and wild animals. The teacher will write the ideas on the white board.
Teacher will walk around to observe, assist, and answer questions that the students may have about the content covered.

Independent Practice:

Students will access iXL. https

Assignments: Jennifer (Helfenbein) O'Neill

Assignments Part 2

In this section, I am including a sample IEP. This is from the IEP planning project completed for EDUC 504.

Virginia Department of Education’s Sample IEP Form

For Use with Students up to Age Thirteen, as Appropriate

COMPLETE ALL COMPONENTS HIGHLIGHTED IN YELLOW

Jennifer Helfenbein

EDUC 504

September 25, 2002

INDIVIDUALIZED EDUCATION PROGRAM

PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE

Student Name_____Elli Smith _____________________________________________ Date____/____/____ Page ___of___

Student ID Number_____________________________________________________

The Present Level of Academic Achievement and Functional Performance summarize the results of assessments that identify the student’s interests, preferences, strengths and areas of need, including assistive technology and/or accessible materials. It also describes the effect of the student’s disability on his or her involvement and progress in the general education curriculum, and for preschool children, as appropriate, how the disability affects the student’s participation in appropriate activities. This includes the student’s performance and achievement in academic areas such as writing, reading, mathematics, science, and history/social sciences. It also includes the student’s performance in functional areas, such as self-determination, social competence, communication, behavior and personal management. Test scores, if included, should be self-explanatory or an explanation should be included, and the Present Level of Academic Achievement and Functional Performance should be written in objective measurable terms, to the extent possible. There should be a direct relationship among the desired goals, the Present Level of Academic Achievement and Functional Performance, and all other components of the IEP.

_______________________________________________________________________________________________

Student Introduction:

Elli Smith is a cheerful 8-year-old girl currently entering the 2nd grade. Elli was found eligible for services for Specific Learning Disability.

Present Level of Academic and Functional Performance:

Reading instructional level (1st); independent level (Readiness); Elli’s comprehension is good as

long as it is tested orally. She can recall story elements and information when the story is read to

her. Her word attack skills are extremely limited. She knows sounds when they are isolated but

has difficulty putting the sounds together. Her retention of words (sight words) is very weak. She

is currently receiving Title 1 and Pals Remediation, but she has made very little growth.

Language instructional level (below grade level); She has memorized certain sentence structures

and adapts it to the current topic. Elli is an excellent speller, but she cannot read the words she is

spelling. She memorizes the spelling features. Math: She is very good at adding and subtracting

and has caught on well to the strategies she has been taught. She does a great job deciding which

operation should be used and then working out a word problem. Social Studies and Science: Elli

does very well in both classes. Movement Ed.: She follows directions and does all activities;seems to
get along with everyone during class and seems to enjoy PE.. She appears

to love Art and Library and works well with other students.

Pertinent Health/Medical/Mental Health Information:

Elli has asthma and needs access to her inhaler, as well as regular check-ins with the school nurse.

Work Habits:

Elli works hard at her schoolwork, and always seems ready for a challenge.

Social/Emotional/Behavioral:

Elli loves school, her friends, and anything craft related. According to teacher interviews, rating scale assessments, and direct observation, her social functioning can be challenging at times, but not a major concern. According to the psychological evaluation, Elli demonstrates an overall ability in the average range.

Academic Performance:

Wechsler Individual Achievement Test – Third Edition (WIAT–III)
Subtests with age-based scores:

Listening Comprehension 90, Early Reading Skills 92, Reading Comprehension 79

Math Problem Solving 80, Alphabet Writing Fluency 96, Sentence Composition 90

Word Reading 72, Pseudoword Decoding 77, Numerical Operations 93

Oral Expression 95, Oral Reading Fluency 63, Spelling 80, Math Fluency – Addition 83, Math

Fluency – Subtraction 89, Oral Reading Accuracy 61

Oral Reading Rate 78,

Listening Comprehension

Receptive Vocabulary 81 Below Average

Oral Discourse Comprehension 103 Average

Sentence Composition

Sentence Combing 98 Average, Sentence Building 84 Below Average

Oral Expression

Expressive Vocabulary 85 Average, Oral Word Fluency 107 Average

Sentence Repetition 97 Average, Oral Language 91 Average

Total Reading 69 Low, Basic Reading 75 Below Average

Written Expression 85 Average

Mathematics 85 Average, Math Fluency 86 Average

Total Achievement 82 Below Average

Communication:

According to achievement assessment, Elli demonstrates average oral language skills. Elli does not qualify for speech services.

Functional/Adaptive Behavior:

Elli functions independently in the classroom and within the school environment.

Effects of Disability on Student:
Elli demonstrates substantially less developed long-term retrieval, associative memory, and

auditory processing, specifically phonemic awareness. These relative weaknesses coupled with

difficulties in aspects of auditory processing, such as phonemic awareness, which is the

understanding of the smallest units of sound (phonemes), makes the acquisition of reading

difficult as well as the spelling of unfamiliar words.

Student’s Areas of Need (Deficits Requiring Supports)

Elli’s areas of need resulting from her disability related deficits include:

Decoding

Reading

Spelling

Written language

Prolonged or moderate/heavy physical activity (Asthma)

Medical aspect, not related to the SLD category.

INDIVIDUALIZED EDUCATION PROGRAM (IEP)

PRESENT LEVEL OF ACADEMIC ACHEIVEMENT AND FUNCTIONAL PERFORMANCE, continued

Student Name__Elli Smith______________________________________________ Date ____/____/____ Page ___of___

Student ID Number__________________________________

PRESENT LEVEL OF ACADEMIC ACHEIVEMENT AND FUNCTIONAL PERFORMANCE, continued.

INDIVIDUALIZED EDUCATION PROGRAM (IEP)

MEASURABLE ANNUAL GOALS, PROGRESS REPORT

Student Name___Elli Smith_________________________________________ Date 9_/_25 /2022 Page ___of___

Student ID Number________________________________ Area of Need____________Reading_________________

# _1__ MEASURABLE ANNUAL GOAL:

GOAL: By the next annual review, when given a passage to read on a 2nd grade level, Elli will use her knowledge of consonants, consonant blends, and common vowel patterns to decode unfamiliar words with 90% accuracy in three out of four trials.

VA SOL 2.5

The IEP team considered the need for short-term objectives/benchmarks.

□ Short-term objectives/benchmarks are included for this goal. (Required for students participating in the VAAP)

□ Short-term objectives/benchmarks are not included for this goal.

SHORT TERM OBJECTIVES:

Objective/Benchmark #___

How will progress toward this annual goal be measured? (check all that apply)
____ Classroom Participation ____ Checklist _x__ Class work ____ Homework	__x_ Observation ____ Special Projects ____ Tests and Quizzes ____ Written Reports	__x_ Criterion-referenced test:_________________________ ____ Norm-referenced test: ___________________________ ____ Other: ________________________________________
Progress on this goal will be reported to the parent or adult student using the following codes. Attach comments using progress report comment form located in section two.
Anticipated Date of Progress Report*
Actual Date of Progress Report
Progress Code
SP -The student is making Sufficient Progress to achieve this annual goal within the duration of this IEP.			IP -The student has demonstrated Insufficient Progress to meet this annual goal and may not achieve this goal within the duration of this IEP.
ES - The student demonstrates Emerging Skill but may not achieve this goal within the duration of this IEP.			NI -The student has Not been provided Instruction on this goal.
M -The student has Mastered this annual goal.

* Progress reports will be provided at least as often as parents are informed of the progress of children without disabilities.

INDIVIDUALIZED EDUCATION PROGRAM (IEP)

MEASURABLE ANNUAL GOALS, PROGRESS REPORT

Student Name____Elli Smith __________________________________________ Date 9__/25_/2022 Page ___of___

Student ID Number___________________________ Area of Need: Spelling___________________________________

# _2___ MEASURABLE ANNUAL GOAL:

GOAL: By the next annual review, when given a list of 2nd grade level weekly spelling words, Elli will write the words correctly with 80% accuracy in 4 of 5 trials.

VA SOL 2.13

The IEP team considered the need for short-term objectives/benchmarks.

□ Short-term objectives/benchmarks are included for this goal. (Required for students participating in the VAAP)

□ Short-term objectives/benchmarks are not included for this goal.

SHORT TERM OBJECTIVES:

Objective/Benchmark #___

How will progress toward this annual goal be measured? (check all that apply)
____ Classroom Participation ____ Checklist _x__ Class work ____ Homework	____ Observation ____ Special Projects ___x Tests and Quizzes ____ Written Reports	_x__ Criterion-referenced test:_________________________ ____ Norm-referenced test: ___________________________ ____ Other: ________________________________________
Progress on this goal will be reported to the parent or adult student using the following codes. Attach comments using progress report comment form located in section two.
Anticipated Date of Progress Report*
Actual Date of Progress Report
Progress Code
SP -The student is making Sufficient Progress to achieve this annual goal within the duration of this IEP.			IP -The student has demonstrated Insufficient Progress to meet this annual goal and may not achieve this goal within the duration of this IEP.
ES - The student demonstrates Emerging Skill but may not achieve this goal within the duration of this IEP.			NI -The student has Not been provided Instruction on this goal.
M -The student has Mastered this annual goal.

* Progress reports will be provided at least as often as parents are informed of the progress of children without disabilities.

INDIVIDUALIZED EDUCATION PROGRAM (IEP)

MEASURABLE ANNUAL GOALS, PROGRESS REPORT

Student Name____Elli Smith__________________________________________ Date_9__/_25_/2022 Page ___of___

Student ID Number______________________________ Area of Need________Reading__________________________

# ___3_ MEASURABLE ANNUAL GOAL:

GOAL: By the next annual review, when presented with a passage to read at 2nd grade level, Elli will read to confirm initial predictions with 80% accuracy in 4 of 5 trials.

VA SOL 2.8

The IEP team considered the need for short-term objectives/benchmarks.

□ Short-term objectives/benchmarks are included for this goal. (Required for students participating in the VAAP)

□ Short-term objectives/benchmarks are not included for this goal.

SHORT TERM OBJECTIVES:

Objective/Benchmark #___

How will progress toward this annual goal be measured? (check all that apply)
____ Classroom Participation ____ Checklist _x__ Class work ____ Homework	__x_ Observation ____ Special Projects ____ Tests and Quizzes ____ Written Reports	__x_ Criterion-referenced test:_________________________ ____ Norm-referenced test: ___________________________ ____ Other: ________________________________________
Progress on this goal will be reported to the parent or adult student using the following codes. Attach comments using progress report comment form located in section two.
Anticipated Date of Progress Report*
Actual Date of Progress Report
Progress Code
SP -The student is making Sufficient Progress to achieve this annual goal within the duration of this IEP.			IP -The student has demonstrated Insufficient Progress to meet this annual goal and may not achieve this goal within the duration of this IEP.
ES - The student demonstrates Emerging Skill but may not achieve this goal within the duration of this IEP.			NI -The student has Not been provided Instruction on this goal.
M -The student has Mastered this annual goal.

* Progress reports will be provided at least as often as parents are informed of the progress of children without disabilities.

INDIVIDUALIZED EDUCATION PROGRAM (IEP)

SERVICES – LEAST RESTRICTIVE ENVIRONMENT – PLACEMENT

ACCOMMODATIONS/MODIFICATIONS

Student Name_____Elli Smith__________________________________________ Date_9__/25__/2022_ Page ___of___

Student ID Number___________________________________

This student will be provided access to general education classes, special education classes, other school services and activities including nonacademic activities and extracurricular activities, and education related settings:

___ with no accommodations/modifications

_x_ with the following accommodations/modifications

Accommodations/modifications provided as part of the instructional and testing/assessment process will allow the student equal opportunity to access the curriculum and demonstrate achievement. Accommodations/modifications also provide access to nonacademic and extracurricular activities and educationally related settings. Accommodations/modifications based solely on the potential to enhance performance beyond providing equal access are inappropriate.

Accommodations may be in, but not limited to, the areas of time, scheduling, setting, presentation and response including assistive technology and/or accessible materials. The impact of any modifications listed should be discussed.

ACCOMMODATIONS/MODIFICATIONS (list, as appropriate)

Accommodation(s)/Modification(s)	Frequency	Location (name of school *)	Instructional Setting	Duration m/d/y to m/d/y
Elli will visit the nurse to use inhaler	As needed	Pinewood Elementary	nurse’s office	9/25/22 to 5/30/23
Elli has tests and assignments read aloud (except items relating to reading comprehension) using Text-to-speech	Daily	Pinewood Elementary	Special and Gen education classroom	9/25/22 to 5/30/23
Elli will be provided extra time during quizzes and tests	As needed	Pinewood Elementary	Gen ed and special ed classroom	9/25/22 to 5/30/23
Elli will have testing in a small group setting	As needed	Pinewood Elementary	Special education classroom	9/25/22 to 5/30/23

* IEP teams are required to identify the specific school site (public or private) when the parent expresses concerns about the location of the services or refuses the proposed site. A listing of more than one anticipated location is permissible, if the parents do not indicate that they will object to any particular school or state that the team should identify a single school.

Supports for School Personnel: (Describe supports such as equipment, consultation, or training for school staff to meet the unique needs for the student) ___________________________Training for staff and employees in asthma education and awareness. . _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

INDIVIDUALIZED EDUCATION PROGRAM (IEP)

SERVICES – LEAST RESTRICTIVE ENVIRONMENT – PLACEMENT, Continued

PARTICIPATION IN THE STATE AND DIVISIONWIDE ACCOUNTABILITY/ASSESSMENT SYSTEM

Student Name________Elli Smith______________________________________ Date _9_/_25_/_22_ Page ___of___

Student ID Number__________________________________

This student’s participation in state and divisionwide assessments must be discussed annually. During the duration of this IEP:

Will the student be at a grade level or enrolled in a course for which the student must participate in a state and/or divisionwide assessment? If yes, continue to next question.		□Yes XNo
Based on the Present Level of Academic Achievement and Functional Performance, is this student being considered for participation in the Virginia Standards of Learning (SOL)Assessments (select appropriate content area) □ Reading □ Math □ Science □ History/Social Science □ Grade 8 Writing	□Yes □No
Based on the Present Level of Academic Achievement and Functional Performance, is this student being considered for participation in the Special Permission Request Virginia Substitute Evaluation Program (VSEP)? If yes, complete the “VSEP Participation Criteria” for each content area considered. (Grades 3-8 only) □ Reading □ Math □ Science □ History/Social Science □ Grade 8 Writing	□Yes □No
Does the student meet the VSEP participation criteria? If yes, determine for specific content area. □ Reading □ Math □ Science □ History/Social Science □ Grade 8 Writing Special permission for eligible students with disabilities in grades 3-8. refer to VDOE’s Students with Disabilities: Guidelines for Assessment Participation for guidance.	□Yes □No
Based on the Present Level of Academic Achievement and Functional Performance, is this student being considered for participation in the Virginia Alternate Assessment Program (VAAP), which is based on Aligned Standards of Learning? If yes, complete the “VAAP Participation Criteria”.	□Yes □No
Does the student meet VAAP participation criteria?	□Yes □No

If “yes” to any of the above, check the assessment(s) chosen and attach (or maintain in student’s educational record) the assessment page(s), which will document how the student will participate in Virginia’s accountability system and any needed accommodations and/or modifications.

State Assessments:*

___ SOL Assessments □ Reading □ Math □ Science □ History/Social Science □ Grade 8 Writing

___ Virginia Substitute Evaluation Program (VSEP) □ Reading □ Math □ Science □ History/Social Science □ Grade 8 Writing

___ Virginia Alternate Assessment Program (VAAP)

Divisionwide Assessment (list):

____________________________________________________________________________________________________________________________________________________________________________________________________________________

*Refer to Students with Disabilities: Guidelines for Assessment Participation for additional guidance on the assessment programs.

INDIVIDUALIZED EDUCATION PROGRAM (IEP)

PARTICIPATION IN THE STATE AND DIVISIONWIDE ACCOUNTABILITY/ASSESSMENT SYSTEM (continued)

Student Name________________Elli Smith___________________________________ Date __9_/_25_/_22_ Page ___of___

Student ID Number__________________________________

PARTICIPATION IN STATEWIDE ASSESSMENTS

Test	Assessment Type* (SOL, VSEP,VAAP)	Accommodations**	If yes, list accommodation(s)
Reading	□ _______________________________________ X Not Assessed at this Grade Level	□Yes □No
Math	□ _______________________________________ X Not Assessed at this Grade Level	□Yes □No
Science	□ _______________________________________ XNot Assessed at this Grade Level	□Yes □No
History/SS	□ _______________________________________ X Not Assessed at this Grade Level	□Yes □No
Writing	□ _______________________________________ X Not Assessed at this Grade Level	□Yes □No

* Students with disabilities are expected to participate in all content area assessments that are available to students without disabilities. The IEP Team determines how the student will participate in the accountability system.

** Accommodation(s) must be based upon those the student generally uses during classroom instruction and assessment, including assistive technology and/or accessible materials. For the accommodations that may be considered, refer to VDOE’s Students with Disabilities: Guidelines for Assessment Participation for guidance.

Divisionwide Assessment (list): ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

EXPLANATION FOR NON-PARTICIPATION IN REGULAR STATE OR DIVISION-WIDE ASSESSMENTS

If an IEP team determines that a student must take an alternate assessment instead of a regular state assessment, explain in the space below why the student cannot participate in this regular assessment; why the particular assessment selected is appropriate for the student, including that the student meets the criteria for the alternate assessment; and how the student’s nonparticipation in the regular assessment will impact the child’s promotion; or other matters. Refer to the VDOE’s Students with Disabilities: Guidelines for Assessment Participation for guidance.

□ Alternate/Alternative Assessments Participation Criteria is attached or maintained in the student’s educational record

INDIVIDUALIZED EDUCATION PROGRAM (IEP)

SERVICES – LEAST RESTRICTIVE ENVIRONMENT – PLACEMENT, Continued

Student Name______Elli Smith ______________________________________________ Date____/____/____ Page ___of___

Student ID Number ___________________________________

Least Restrictive Environment (LRE)

When discussing the least restrictive environment and placement options, the following must be considered:

To the maximum extent appropriate, the student is educated with children without disabilities.
Special classes, separate schooling or other removal of the student from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.
The student’s placement should be as close as possible to the child’s home and unless the IEP of the student with a disability requires some other arrangement, the student is educated in the school that he or she would attend if he or she did not have a disability.
In selecting the LRE, consideration is given to any potential harmful effect on the student or on the quality of services that he/she needs.
The student with a disability shall be served in a program with age-appropriate peers unless it can be shown that for a particular student with a disability, the alternative placement is appropriate as documented by the IEP.

Free Appropriate Public Education (FAPE)

When discussing FAPE for this student, it is important for the IEP team to remember that FAPE may include, as appropriate:

Educational Programs and Services
Proper Functioning of Hearing Aids
Assistive Technology and/or accessible materials
Transportation

Nonacademic and Extracurricular Services and Activities
Physical Education
Extended School Year Services (ESY)
Length of School Day

SERVICES:

Identify the service(s), including frequency, duration and location that will be provided to or on behalf of the student in order for the student to receive a free appropriate public education. These services are the special education services and as necessary, the related services, supplementary aids and services based on peer-reviewed research to the extent practicable, assistive technology and/or accessible materials, supports for personnel*, accommodations and/or modifications* and extended school year services* the student will receive that will address area(s) of need as identified by the IEP team. Address any needed transportation and physical education services including accommodations and/or modifications. * These services are listed on the “Accommodations/Modifications” page and “Extended School Year Services” page, as needed.

Service(s)	Frequency	School/location Instructional Setting (classroom)**	Duration m/d/y to m/d/y
Special Education Services	2x per week	Special Education Classroom	9/25/22-5/30/23

** IEP teams are required to identify the specific school site (public or private) when the parent expresses concerns about the location of the services or refuses the proposed site. A listing of more than one anticipated location is permissible, if the parents do not indicate that they will object to any particular school or state that the team should identify a single school.

SERVICES – LEAST RESTRICTIVE ENVIRONMENT – PLACEMENT, Continued

Student Name_______Elli Smith_______________________________________ Date____/____/____ Page ___of___

Student ID Number ___________________________________

Extended School Year Services (ESY): (see attached summary sheet as a means to document discussion)

The IEP team determined that the student needs ESY services.
The IEP team determined that the student does not need ESY services. Describe.
The IEP team will determine and/or address ESY services at a later date. Addressed by date:______________

Explain:

PLACEMENT

No single model for the delivery of services to any population or category of children with disabilities is acceptable for meeting the requirement for a continuum of alternative placements. All placement decisions shall be based on the individual needs of each student. The team may consider placement options in conjunction with discussing any needed supplementary aids and services, accommodations/modifications, assistive technology and/or accessible materials, and supports for school personnel. In considering the placement continuum options, check those the team discussed. Then, describe the placement selected in the PLACEMENT DECISION section below. Determination of the Least Restrictive Environment (LRE) and placement may be one or a combination of options along the continuum.

PLACEMENT CONTINUUM OPTIONS CONSIDERED: (check all that have been considered):

X general education class(es)

X special class(es)

special education day school

state special education program / school

Public residential facility

Private residential facility

Homebound

Hospital

Other ____________________________

Based upon identified services and the consideration of least restrictive environment (LRE) and placement continuum options, describe in the space below the placement. Additionally, summarize the discussions and decision around LRE and placement. This must include an explanation of why the student will not be participating with students without disabilities in the general education class(es), programs, and activities. Attach additional pages as needed.

Explanation of Placement Decision:

Placement determination in the general education classroom with same age peers, with pull out classes 2 times per week. Other options would be too restrictive and are rejected at this time.

INDIVIDUALIZED EDUCATION PROGRAM (IEP)

PRIOR NOTICE AND PARENT CONSENT

Student Name________Elli Smith ____________________________________________ Date__9_/25__/2022 Page ___of___

Student ID Number___________________________________

PRIOR NOTICE

The school division proposes to implement this IEP. This proposed IEP will allow the student to receive a free appropriate public education in the least restrictive environment. This decision is based upon a review of current records, current assessments and the student’s performance as documented in the Present Level of Academic Achievement and Functional Performance. Other options considered, if any, and the reason(s) for rejection are attached, or can be found in the Placement Decision section of this IEP. Additionally, other factors, if any that are relevant to this proposal are attached. Parent and adult student rights are explained in the Procedural Safeguards. If you, the parent(s) and adult student, need another copy of the Procedural Safeguards or need assistance in understanding this information please contact ________________________________ at (___) ____________ or e-mail ________________________________ or

________________________________ at (___) ____________ or e-mail ________________________________ .

____ Parent(s) initials here indicate that the parent(s) has read the above prior notice and attachments, if any, before giving permission to implement this IEP.

PARENT/ADULT STUDENT CONSENT: Indicate your response by checking the appropriate space and sign below.

___ I give permission to implement this IEP.

___ I do not give permission to implement this IEP.

____________________________________________________ ____/____/____

Parent Signature Date

TRANSITION INDIVIDUALIZED EDUCATION PROGRAM (IEP)

PRIOR WRITTEN NOTICE

Student Name__________________________________________________________ Date____/____/____ Page ___of___

Student ID Number___________________________________

Describe the action that the school division proposes or refuses to take: (Required upon graduation with a standard or advanced diploma)

Explanation of why the school division is proposing or refusing to take action:

Description of each evaluation procedure, assessment, record or report the school division used in deciding to propose or refuse the action:

Description of any other choices that the Individualized Education Program (IEP) team considered and the reasons why those choices were rejected:

Description of other reasons or other factors relevant as to why the school division proposed or refused the action:

Resources for the parent to contact for help in understanding the Individuals with Disabilities Education Act (IDEA) and the related federal and Virginia Regulations:

If this notice is not the initial referral for evaluation, document when the parent was provided a copy of the procedural safeguards and how a copy maybe obtained, if the parent requests an additional copy:

SECTION 2

Additional Forms

To Be Used

As Needed

ELEMENTARY INDIVIDUALIZED EDUCATION PROGRAM (IEP)

PROCESS CHECKLIST

Meeting notices sent to parent and agency representatives, as appropriate

Acquire written consent from parent for an agency representative to attend the IEP meeting

Welcome and introductions of team members

Review purpose of meeting

Review meeting agenda

Review rights and procedural safeguards pertaining to special education and the IEP meeting

Review of special f

Jennifer (Helfenbein) O'Neill

Mission Statement, Character Principles, and Biblical Worldview

Lesson Plan #1

Lesson Plan #2

Lesson Plan #3

Virginia Department of Education’s Sample IEP Form

PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE

PRESENT LEVEL OF ACADEMIC ACHEIVEMENT AND FUNCTIONAL PERFORMANCE, continued

PRESENT LEVEL OF ACADEMIC ACHEIVEMENT AND FUNCTIONAL PERFORMANCE, continued.

ACCOMMODATIONS/MODIFICATIONS

PLACEMENT

PRIOR NOTICE

PROCESS CHECKLIST

Course of Study

Employment

Community Experiences

Daily Living Skills and Needs

Mrs. Jennifer Helfenbein O'Neill (#1436827)

Membership Info

Appendix E: Cumulative Log