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Instructional Setting Inventory Danielle Chemello SPED 448: Spring 2012

Step 1: Identify Potential Settings for Instruction

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Domestic IEP Objectives 1. In any situation when TJ does not feel well or feels pain, she will be able to point to or say the location and tell the extent of the pain to the appropriate adult (her parents, teacher, staff, healthcare provider) given 6 out of 7 naturally occurring opportunities. • • • • • • • • • • • • • • • • • • school home economics class general education classroom school hallway doctor’s office school nurse’s office school cafeteria Champaign mall County Market Champaign Library The Urbana Free Library Panera Strawberry Fields Walmart Carmike Theaters Guido’s Cafe Kopi Seven Saints Radio Maria

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Buffalo Wild Wings Ko Fusion 2. When preparing a dinner that requires use of an oven, TJ will use the dial knob on the top oven to preheat the oven according to the recipe’s directions and use the timer for the time indicated on the recipe on 6 out of 6 naturally occurring opportunities.

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school home economics class Champaign Urbana Special Recreation kitchen (Hays Recreational Center) When confronted with a social interaction in which TJ is not comfortable, she will be able to verbally communicate this feeling and remove herself from the situation during 4 out of 5 naturally occurring opportunities.

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school home economics class MTD bus MTD bus stop general education classroom school hallway school cafeteria Champaign mall County Market Champaign Library The Urbana Free Library Panera Strawberry Fields

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Walmart Carmike Theaters Guido’s Cafe Kopi Seven Saints Radio Maria Buffalo Wild Wings Ko Fusion Recreation/Leisure IEP Objectives 1. When cooking using an oven, TJ will use the top oven to set the appropriate temperature and time according to the given recipe, as well as take the dish or tray out of the top oven independently during 6 out of 7 naturally occurring opportunities.

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school home economics class Champaign Urbana Special Recreation kitchen (Hays Recreational Center) 2. When shopping at any store, TJ will have her purse on her shoulder or wrist, knowing its location, for the entire shopping outing for 5 out of 5 opportunities.

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American Eagle Charlotte Russe Walmart Forever 21 County Market Strawberry Fields

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Community IEP Objectives 1. When at Strawberry Fields, Cafe Kopi, and Buffalo Wild Wings, TJ will always have her belongings (purse, ID, wallet, iPod) in her possession, count out the correct amount of money for both the cost and a tip during 10 out of 10 naturally occurring opportunities. • • • • • • • • Strawberry Fields Cafe Kopi Buffalo Wild Wings Guido’s Radio Maria Biaggi’s Ko Fusion Seven Saints 2. When at Cafe Kopi, TJ will bring each of her dishes or glasses to the dirty dish bin in the back of the cafe before leaving during 10 out of 10 naturally occurring opportunities. • • • • Cafe Kopi Strawberry Fields Panera Chipotle 3. When shopping at American Eagle, Walmart, and Forever 21, TJ will count out the correct amount of singles for the cost, have her belongings (purse, ID, wallet, iPod) in her possession at all times, and ask for assistance locating items, when necessary, across 5 out of 5 naturally occurring opportunities.

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• • • • • •

American Eagle Walmart Forever 21 Charlotte Russe County Market Strawberry Fields 4. When at the library, TJ will have her purse containing her library card with her at all times and ask for assistance locating books, when necessary, across 5 out of 5 naturally occurring opportunities.

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Champaign Public Library school library The Urbana Free Library 5. When arranging and taking public transportation, TJ will text MTD for the specified bus schedule and be able to say her location on the bus route for 90% of the time spent on the bus during 8 out of 10 opportunities.

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MTD bus MTD bus stop general education classroom school hallway school cafeteria Champaign mall County Market

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Champaign Library The Urbana Free Library Panera Strawberry Fields Walmart Carmike Theaters Guido’s Cafe Kopi Seven Saints Radio Maria Buffalo Wild Wings Ko Fusion Step 2: Determine Characteristics of Effective Learning Environments

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one on one setting for initial instruction likes to socialize so after initial instruction, use small group instruction likes to use technology (iPod, iPad, cell phone, etc.) break task into smaller parts so TJ will not get as frustrated with a large task remind TJ of what she has to do for desired result of task remind TJ of naturally reoccurring rewards of task (taking bus to get food at a restaurant) rewards for completion of steps (verbal, high fives, tangibles such as food, etc) consistent and specific feedback Step 3: Identify Procedures for Inventorying Settings

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I will collect the information about each setting during the time that instruction will occur. These will all take place during school hours. The general education classroom, the home economics classroom, and the school library will all be inventoried according to that specific class’s time period and on a school day. Walmart, Strawberry Fields, the Champaign Library, Cafe Kopi, and Forever 21 will be inventoried during a weekday and in the afternoon (noon until 3 P.M.) due to the community based instruction schedule. I will record information by taking hand written notes on the “Community Inventory” provided on Compass. I will observe each location during the time period and length of time it takes for the instruction of the objective. The home economics classroom and the general education classroom observation notes were conducted using the “School Inventory” form from Compass. Step 4: Conduct an Inventory of the Potential Settings Location: Walmart 1. Draw a picture of the physical layout of the setting.

2. What, if any, unusual characteristics are present in the setting? The environment is huge and it is really easy to get lost or overwhelmed throughout the store. However, the store has many items that the student could buy. 3. Is the physical environment accessible for the student? If not, what would it take to make the setting physically accessible? Are these changes rea-

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sonable in your opinion? Yes, the setting is accessible. 4. What are the sub-environments in this setting where IEP objectives could be addressed? For each potential sub-environment, identify the activities that occur that would allow the individual to address an IEP objective. Sub-Environment: Cashier tomer Care Desk Activities: Paying for a cost with singles Sub-Environment: Cus-

Activities: Asking for assistance

locating items 5. Were employees easily sighted and available for assistance? Yes, employees were greeting customers at the door. Other employees were easily sighted in the blue walmart shirts with name tags. 6. What is the climate of the setting (e.g., Are the staff friendly? How do employees treat customers?) The setting’s climate was busy but still friendly. Staff would ask if customers found everything okay when paying at the cashier. Employees were also greeting people at the door which created a friendly environment. 7. Are there safety concerns for participating in this setting? The only safety concern is that students can get lost so easily in the environment. 8. How does this setting match the learning characteristics and preferences of the student? By breaking the shopping task into smaller parts for TJ, she will be more likely to enjoy shopping and then be more motivated to pay for her items. She also likes to socialize, so shopping in a group of peers would help her stay motivated. 9. What IEP goals could be addresses in this setting? -TJ can practice her skills of telling an adult when she does not feel well -TJ can practice reacting appropriately to social situations in which she is not comfortable -TJ can practice texting MTD in order to arrange transportation at Walmart -TJ will learn to keep her purse with her when shopping at Walmart -TJ will learn to count out the correct amount of singles for a cost -TJ will practice asking for assistance in locating items 10. Would you recommend this setting for instruction? Why or why not? Yes, TJ comes here with her mother already so it would be the same grocery store she would shop in when she lives independently. She can also address many IEP goals here. The store may be really large, but it is definitely appropriate for independent living. Location: Strawberry Fields

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1.

Draw a picture of the physical layout of the setting.

2. What, if any, unusual characteristics are present in the setting? There was a both a cafe and a grocery shopping area. 3. Is the physical environment accessible for the student? If not, what would it take to make the setting physically accessible? Are these changes reasonable in your opinion? Yes, the physical environment is accessible for the student. 4. What are the sub-environments in this setting where IEP objectives could be addressed? For each potential sub-environment, identify the activities that occur that would allow the individual to address an IEP objective. Sub-Environment: Cafe Sub-Environment: Pharmacy Activities: Paying for a cost with singles Activities: Paying for a cost with singles Putting empty dishes in the dirty dish bin Ask for assistance in locating Keep purse with her while shopping items Keep purse with her while shopping Sub-Environment: Store Activities: Ask for assistance in locating items Pay for a cost with singles Keep purse with her while shopping 5. Were employees easily sighted and available for assistance? Yes, they greeted customers as they came in and asked if they needed help with anything.

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6.

What is the climate of the setting (e.g., Are the staff friendly? How do employees treat customers?) The staff was very friendly and offered assistance right away. It seemed that the employees truly enjoyed working there and being in their co-workers’ company. 7. Are there safety concerns for participating in this setting? None that I could see. 8. How does this setting match the learning characteristics and preferences of the student? By breaking the shopping task into smaller parts for TJ, she will be more likely to enjoy shopping and then be more motivated to pay for her items. She also likes to socialize, so shopping in a group of peers would help her stay motivated. She enjoys being at Strawberry Fields in her free time too. She loves the food from the cafe. 9. What IEP goals could be addresses in this setting? -TJ can practice her skills of telling an adult when she does not feel well -TJ can practice reacting appropriately to social situations in which she is not comfortable -TJ can practice texting MTD in order to arrange transportation -TJ will learn to keep her purse with her when shopping -TJ will learn to count out the correct amount of singles for a cost and for a tip -TJ will practice asking for assistance in locating items -TJ will bring her dirty dishes to the dish bin after eating or drinking at the cafe 10. Would you recommend this setting for instruction? Why or why not? Yes, TJ has ample opportunities to practice many IEP goals here. The dual cafe and shopping area allows for TJ to practice many skills in one setting. TJ also enjoys coming here so she will enjoy learning more.

Location: Champaign Public Library 1. Draw a picture of the physical layout of the setting.

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2. What, if any, unusual characteristics are present in the setting? The environment is big and it is really easy to get lost or overwhelmed throughout the library. Also, there were many people there during the time I observed. 3. Is the physical environment accessible for the student? If not, what would it take to make the setting physically accessible? Are these changes reasonable in your opinion? Yes, the setting is accessible. 4. What are the sub-environments in this setting where IEP objectives could be addressed? For each potential sub-environment, identify the activities that occur that would allow the individual to address an IEP objective. Sub-Environment: “Ask Here” desk Activities: Sub-Environment: Book Checkout desk

Ask for assistance in locating items

Activities: Asking for assistance in

locating items Sub-Environment: Library Tables and Book Shelves Activities: keeping purse with her at all times, tell someone when she does not feel well, act appropriately in social situations in which she is not comfortable, text MTD for the bus schedule

5. Were employees easily sighted and available for assistance? The employees were not easily sighted unless they were behind the Ask Here area or behind the checkout desk. The employees did have name tags though, so students would have to look for that in order to differentiate between customers and employees. However, the employees were readily available for assistance. 6. What is the climate of the setting (e.g., Are the staff friendly? How do employees treat customers?) The library was quiet for the most part. The staff was incredibly helpful and each area was so or-

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ganized that TJ would be able to locate things pretty easily. 7. Are there safety concerns for participating in this setting? The only safety concern is that students can get lost in the environment. 8. How does this setting match the learning characteristics and preferences of the student? TJ loves reading about animals so involving a book about animals to motivate her to continue practicing her IEP goals would be really helpful. Allowing TJ to go to the library with a group of students would also be helpful because she loves to socialize with her peers. Since TJ loves using technology, she could rent e-books and enjoy those to keep her motivated to practice her IEP goals as well. 9. What IEP goals could be addresses in this setting? -TJ can practice her skills of telling an adult when she does not feel well -TJ can practice reacting appropriately to social situations in which she is not comfortable -TJ can practice texting MTD in order to arrange transportation at the library -TJ will learn to keep her purse with her when at the library -TJ will practice asking for assistance in locating items 10. Would you recommend this setting for instruction? Why or why not? Yes, TJ loves to come to the library already and providing instruction here would be beneficial to her because she will stay motivated to learn. Also, since she can take the bus here, she can practice the MTD IEP goal. She can also address many IEP goals here.

Location: School Library 1. Draw a picture of the physical layout of the setting.

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2. What, if any, unusual characteristics are present in the setting? The environment is usually quiet. Instruction would be best with one or two students to ensure that the quiet remains within the library setting. 3. Is the physical environment accessible for the student? If not, what would it take to make the setting physically accessible? Are these changes reasonable in your opinion? Yes, the setting is accessible. 4. What are the sub-environments in this setting where IEP objectives could be addressed? For each potential sub-environment, identify the activities that occur that would allow the individual to address an IEP objective. Sub-Environment: Librarian’s Desk Activities: Ask for assistance locating items Tell librarian she does not feel well and needs to go to the nurse Sub-Environment: Computers and Library Tables Activities: Text MTD for bus schedule Remove herself from uncomfortable social situations Keep purse with library card in it at all times 5. Were employees easily sighted and available for assistance? Yes, the librarian most often remained behind her desk making her easily sighted. TJ is in her third year of school there and knows who the librarian is as well as many of the school staff. 6. What is the climate of the setting (e.g., Are the staff friendly? How do employees treat customers?) The librarian is very friendly and helpful as were the teachers who were in the library at the time. The librarian was ready to suggest books to students and help them locate books. The library itself was quiet. 7. Are there safety concerns for participating in this setting? There are no safety concerns in the school library. 8. How does this setting match the learning characteristics and preferences of the student? TJ loves reading about animals so involving a book about animals to motivate her to continue prac-

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ticing her IEP goals would be really helpful. Allowing TJ to go to the library with one friend would also be helpful because she loves to socialize with her peers. 9. What IEP goals could be addresses in this setting? -TJ can practice her skills of telling an adult when she does not feel well -TJ can practice reacting appropriately to social situations in which she is not comfortable -TJ can practice texting MTD in order to arrange transportation while in the school library -TJ will learn to keep her purse with her when at the school library -TJ will practice asking for assistance in locating items 10. Would you recommend this setting for instruction? Why or why not? Yes, TJ loves reading about animals so going to the library would be exciting for her so she will be more motivated to learn. The setting is also in the school so it is easily accessible for practicing IEP goals. 1. Location: home economics classroom Draw a picture of the classroom layout.

2.

Is the physical environment accessible for the student? If not, what would it take to make the room physically accessible? Are these changes reasonable in your opinion? The environment is accessible for the student. 3. List the general classroom routine (i.e., major activities and tasks) for the specific time period you observe. Teacher gives students recipes and an overview of what to do. She will walk around and make sure students are following safety rules and instructions indicated on recipe. 4. How could the student address his/her IEP objectives in this class (i.e., list specific activities in which IEP objectives could be addressed)? -TJ can practice her skills of telling the home ec teacher when she does not feel well -TJ can practice reacting appropriately to social situations in which she is not comfortable -TJ can practice texting MTD in order to arrange transportation during class -TJ can learn to use the oven in the home ec classroom, specifically she will use the knob to preheat the oven and set the timer according to the recipe’s directions

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-TJ can also practice her ability to preheat the oven according to the directions and take the dish out of the top oven 5. How were students grouped for instruction? The students were in kitchen groups of 4 and completed the recipes together. 6. Describe the teacher’s teaching style and method of classroom management. The teacher was very enthusiastic and allowed the students to explore cooking by themselves. She was available for help but was never too overbearing on the students’ learning. 7. Describe the classroom climate (e.g., Is it friendly? Will students with disabilities be easily accepted? What is the teacher’s attitude toward the students and other adults in the classroom?) The classroom is very friendly. The students have been in their kitchen groups for the entirety of the third quarter so they are comfortable working with each other. Students know that they have to work together as a part of their grade so they are willing to participate and help their kitchenmates out. 8. How does this setting match the learning characteristics and preferences of the student? This setting allows for socialization with her same aged peers which TJ enjoys. TJ loves to eat so by knowing that she will get food at the end, she is more likely to want to learn to use the oven. Her kitchenmates could also give her verbal rewards at the end of each task she completes so that she will not get too frustrated with a longer recipe. 9. Would you recommend this setting for instruction? Why or why not? Yes, TJ will be able to learn how to use an oven during school hours as well as practice the independent skill of cooking. She also will be provided the opportunity to practice removing herself from uncomfortable social situations as well as telling the teacher about not feeling well. 1. Location: Cafe Kopi Draw a picture of the physical layout of the setting.

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2. What, if any, unusual characteristics are present in the setting? There is nothing unusual. 3. Is the physical environment accessible for the student? If not, what would it take to make the setting physically accessible? Are these changes reasonable in your opinion? Yes, the setting is accessible. 4. What are the sub-environments in this setting where IEP objectives could be addressed? For each potential sub-environment, identify the activities that occur that would allow the individual to address an IEP objective. Sub-Environment: Tables Cashier Activities: Telling someone she does not feel well Reacting to uncomfortable social situations Texting MTD for bus schedule Sub-Environment: Dirty Dish Bin Activities: Putting dirty dishes in bin 5. Were employees easily sighted and available for assistance? Yes, the majority of the employees were behind the cashier’s desk. The staff also wore aprons which made them stand apart from the customers. 6. What is the climate of the setting (e.g., Are the staff friendly? How do employees treat customers?) The setting’s climate was busy but still friendly. Staff were willing to share information on drinks and the food as well as offer some conversation. Many customers are regular customers so the atmosphere is very “homey”. 7. Are there safety concerns for participating in this setting? There are no safety concerns. 8. How does this setting match the learning characteristics and preferences of the student? TJ loves coming to Cafe Kopi and loves to eat also. By practicing paying with singles in order to get food, she will be more motivated to learn to pay as well as tip the staff. She could also socialize at the cafe. By giving TJ specific feedback after completing the IEP objectives, she will also be more motivated to learn. Sub-Environment: Activities: Paying for a cost Paying a tip

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9. What IEP goals could be addresses in this setting? -TJ can practice her skills of telling an adult when she does not feel well -TJ can practice reacting appropriately to social situations in which she is not comfortable -TJ can practice texting MTD in order to arrange transportation at Cafe Kopi -TJ will learn to keep her purse with her when at Cafe Kopi -TJ will learn to count out the correct amount of singles for a cost and a tip -TJ will bring her dirty dishes to the dish bin after eating or drinking at Cafe Kopi 10. Would you recommend this setting for instruction? Why or why not? Yes, TJ loves to come here in her free time and would be highly motivated to practice the skills in order to get to Cafe Kopi and to act appropriately in Cafe Kopi. She can practice six of the ten IEP objectives here so that would allow TJ more practice in many areas. Location: Forever 21 Draw a picture of the physical layout of the setting.

1.

2. What, if any, unusual characteristics are present in the setting? The environment is big and busy, so it is really easy to get overwhelmed by the store. However, the store has many items that the student could buy and would like to buy. 3. Is the physical environment accessible for the student? If not, what would it take to make the setting physically accessible? Are these changes reasonable in your opinion? Yes, the setting is accessible. 4. What are the sub-environments in this setting where IEP objectives could be addressed? For each potential sub-environment, identify the activities that occur that would allow the individual to address an IEP objective. Throughout the store, TJ could text MTD for the bus schedule, tell whoever she is with that she does not feel well, and remove herself from social situations in which she is not comfortable. She can also keep her purse with her at all times. Sub-Environment: Cashier Activities: Paying for a cost with singles Ask for assistance locating items 5. Were employees easily sighted and available for assistance? The employees that were working throughout the store were hard to differentiate from the cus-

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tomers. However, the cashiers were easily sighted and available to help customers when not making a sale. 6. What is the climate of the setting (e.g., Are the staff friendly? How do employees treat customers?) The setting’s climate was busy but still friendly. Staff would ask if customers found everything okay when paying at the cashier. An employee would greet the majority of the customers when they walked in too. 7. Are there safety concerns for participating in this setting? There are no safety concerns. 8. How does this setting match the learning characteristics and preferences of the student? By breaking the shopping task into smaller parts for TJ, she will be more likely to enjoy shopping and then be more motivated to pay for her items. She also likes to socialize so shopping in a group of peers would help her stay motivated. TJ also already enjoys shopping at Forever 21 so she will be more motivated to keep her purse with her and be able to pay for her new clothes. 9. What IEP goals could be addresses in this setting? -TJ can practice her skills of telling an adult when she does not feel well -TJ can practice reacting appropriately to social situations in which she is not comfortable -TJ can practice texting MTD in order to arrange transportation at Forever 21 -TJ will learn to keep her purse with her when shopping at Forever 21 -TJ will learn to count out the correct amount of singles for a cost -TJ will practice asking for assistance in locating items 10. Would you recommend this setting for instruction? Why or why not? Yes, TJ loves to shop at Forever 21 already so she will be likely to enjoy practicing IEP objectives here. Since the setting is in the community, it allows for practice of texting MTD for the bus schedule. Many objectives are addressed throughout this setting. Location: general education math classroom Method of Data Collection: observation 1. Draw a picture of the classroom layout.

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2.

Is the physical environment accessible for the student? If not, what would it take to make the room physically accessible? Are these changes reasonable in your opinion? The environment is accessible for the student. List the general classroom routine (i.e., major activities and tasks) for the specific time period you observe. Math class: teacher reviews previous night’s homework with students before starting the next lesson. After the lesson is taught, students use their homework to practice the skills. How could the student address his/her IEP objectives in this class (i.e., list specific activities in which IEP objectives could be addressed)? -during homework time, TJ can text MTD in order to determine the bus schedule for her designated community based instruction for the next period -if necessary, TJ can communicate her pain to one of the two teachers in the room -there are a lot of students in the classroom so TJ can practice removing herself from an uncomfortable situation if necessary How were students grouped for instruction? The students completed their work individually most often. However, there are numerous opportunities for paired work with the students’ seatmates. Describe the teacher’s teaching style and method of classroom management. The teacher was very enthusiastic which engaged the majority of the students. For classroom management, the teacher ignored unnecessary comments from students and reminded them that knowing the information she was presenting was crucial for earning a good grade. Many students in the class are motivated by good grades. The teacher also awarded school store money to students who were participating and complying with classroom rules. Describe the classroom climate (e.g., Is it friendly? Will students with disabilities be easily accepted? What is the teacher’s attitude toward the students and other adults in the classroom?) The classroom is very friendly. The classroom is co-taught so there are currently students with disabilities in it who are already accepted. TJ’s presence in the classroom would cause no problems. The math teacher is very accepting of the special education teacher and respects her input and classroom management skills. The two teachers work really well together to create a positive at-

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mosphere. 8. How does this setting match the learning characteristics and preferences of the student? This setting allows for socialization with her same aged peers. The classroom also uses a Promethean board which is a great piece of technology that TJ will enjoy. Would you recommend this setting for instruction? Why or why not? Yes, TJ has ample time at the end of the period to text MTD for the bus schedule. There are also two adults who can instruct her on this. When reporting an illness, TJ has a better chance of getting a teacher’s attention with two teachers in the room too. TJ can also practice removing herself from an uncomfortable situation easily because there are a large number of students in the classroom.

9.

Location: Champaign Urbana Special Recreation Kitchen (Hays Recreation Center) 1. Draw a picture of the physical layout of the setting.

2. What, if any, unusual characteristics are present in the setting? There are none. 3. Is the physical environment accessible for the student? If not, what would it take to make the setting physically accessible? Are these changes reasonable in your opinion? Yes, the setting is accessible.

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4.

What are the sub-environments in this setting where IEP objectives could be addressed? For each potential sub-environment, identify the activities that occur that would allow the individual to address an IEP objective. During class, TJ could tell her teacher that she does not feel well and remove herself from social situations in which she is not comfortable. Sub-Environment: Oven Activities: Use dial knob to preheat oven, use timer to set timer specified by recipe, take dish or tray out of top oven 5. Were employees easily sighted and available for assistance? Yes, the employees are in the office located at the front entrance of the building. A teacher would be with the students as well.

6.

What is the climate of the setting (e.g., Are the staff friendly? How do employees treat customers?) The setting’s climate was very calm. No one was in the area during the time, so it was quiet other than what the students would be doing. The staff are available to help with the kitchen area if needed. 7. Are there safety concerns for participating in this setting? Students could burn themselves on the stove and oven or start fires in the kitchen area. Supervision would be required during instruction in case of emergency. 8. How does this setting match the learning characteristics and preferences of the student? TJ likes to eat so she will be motivated to make something in the oven that she can eat it later. TJ could also come here with her peers to practice cooking skills because she likes to socialize. The recipe allows for TJ to complete steps. After completing each step independently, she can receive verbal praise to keep her motivated to learn as well. 9. What IEP goals could be addresses in this setting? -TJ can practice her skills of telling an adult when she does not feel well -TJ can practice reacting appropriately to social situations in which she is not comfortable -TJ will learn to use an oven and its features (preheating and timer) -TJ can practice taking dishes or trays out of the top oven too which will allow her to have more independent living skills 10. Would you recommend this setting for instruction? Why or why not? Yes, TJ could practice oven use skills while socializing with friends. Also, the naturally occurring reward of food will give her motivation to follow recipes and use the oven. Step 5: Determine Appropriate Settings for Instruction

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IEP Objective #1 In any situation when TJ does not feel well or feels pain, she will be able to point to or say the location and tell the extent of the pain to the appropriate adult (her parents, teacher, staff, healthcare provider) given 6 out of 7 naturally occurring opportunities. #2 When preparing a dinner that requires use of an oven, TJ will use the dial knob on the top oven to preheat the oven according to the recipe’s directions and use the timer for the time indicated on the recipe on 6 out of 6 naturally occurring opportunities.

Settings Walmart, Strawberry Fields, Champaign Library, School Library, Home Ec Class, Cafe Kopi, Forever 21, Gen Ed Class, CUSR Kitchen at Hays

Activities When at these places with her mom or class, TJ will tell her mom, the teacher, or the paraprofessional when she does not feel well. She will also be able to point to or say where she is in pain or does not feel well.

Home Ec Class

In the home ec class and during each cooking period, TJ will be the member of the kitchen team responsible for using the knobs on the oven to preheat the oven according to the recipe. Once the item is in the oven, she will then set the timer according to the recipe. This will be her role in each class period until she reaches mastery. At the CUSR kitchen, TJ will also be responsible for both preheating the oven and setting the timer during each cooking session. In each of the settings, TJ will tell the person who is making her uncomfortable that she is not okay with the situation by saying something like, “I feel uncomfortable.” She will then move herself away from the person with whom the uncomfortable situation occurred.

CUSR Kitchen at Hays

#3 When confronted with a social interaction in which TJ is not comfortable, she will be able to verbally communicate this feeling and remove herself from the situation during 4 out of 5 naturally occurring opportunities.

Walmart, Strawberry Fields, Champaign Library, School Library, Home Ec Class, Cafe Kopi, Forever 21, Gen Ed Class, CUSR Kitchen at Hays

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IEP Objective

Settings

Activities In the home ec class and during each cooking period, TJ will be the member of the kitchen team responsible for using the knobs on the oven to preheat the oven according to the recipe. Once the item is in the oven, she will then set the timer according to the recipe. She will also always be responsible for removing the tray or dish from the top oven. At the CUSR kitchen, TJ will also be responsible for both preheating the oven and setting the timer during each cooking session. Again, she will be responsible for removing the dish or tray from the top oven during each cooking session.

#4 When cooking using an Home Ec Class oven, TJ will use the top oven to set the appropriate temperature and time according to the given recipe, as well as take the dish or tray out of the top oven independently during 6 out of 7 naturally occurring opportunities.

CUSR Kitchen at Hays

#5 When shopping at any store, TJ will have her purse on her shoulder or wrist, knowing its location, for the entire shopping outing for 5 out of 5 opportunities.

Walmart

Strawberry Fields

Forever 21

When TJ is shopping at Walmart, she will have her purse with her at all times. The teacher will check every 5 minutes to ensure that TJ has her purse on her shoulder or wrist. When TJ is shopping at Strawberry Fields, her purse will be on her shoulder and wrist. This will be noted by the teacher every 5 minutes. When TJ is shopping at Forever 21, she must have her purse on her shoulder or wrist. This will be noted every 5 minutes.

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IEP Objective

Settings

Activities TJ can keep her purse with her while ordering, paying, and eating her food at the Strawberry Fields cafe and Cafe Kopi. When paying, she will pay with the correct amount of singles and tip the appropriate amount each time. She can determine the appropriate amount for tip by using the tip calculator on her ipod or phone. After eating or drinking something at both cafes, TJ will bring her dish back to the dirty dish bin. She can also remind other students that she is with to bring their dishes back. TJ can pay a cost with singles at each of these locations. Reminders that this is how she pays at Cafe Kopi and Strawberry Fields’ cafe will be helpful. She can also have her purse with her at all times. Again, a reminder that this is how its done when shopping anywhere else will help her remember the skill. Whenever she cannot find and item she would like to purchase, she must locate staff and then ask them where an item is by verbally asking where the item is located.

#6 When at Strawberry Fields, Strawberry Fields and Cafe Cafe Kopi, and Buffalo Wild Kopi Wings, TJ will always have her belongings (purse, ID, wallet, iPod) in her possession, count out the correct amount of money for both the cost and a tip during 10 out of 10 naturally occurring opportunities.

#7 When at Cafe Kopi, TJ will Strawberry Fields and Cafe bring each of her dishes or Kopi glasses to the dirty dish bin in the back of the cafe before leaving during 10 out of 10 naturally occurring opportunities. #8 When shopping at AmeriWalmart, Strawberry Fields, can Eagle, Walmart, and For- and Forever 21 ever 21, TJ will count out the correct amount of singles for the cost, have her belongings (purse, ID, wallet, iPod) in her possession at all times, and ask for assistance locating items, when necessary, across 5 out of 5 naturally occurring opportunities.

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IEP Objective #9 When at the library, TJ will have her purse containing her library card with her at all times and ask for assistance locating books, when necessary, across 5 out of 5 naturally occurring opportunities.

Settings Champaign Library

Activities At the Champaign library, TJ will have her purse on her wrist or shoulder at all times. This will be checked by a teacher every 5 minutes at the library. After TJ has spent 3 minutes searching for an item without finding it, she will go to the Ask Here desk and verbally ask for assistance locating it. At the school library, TJ will have her purse or school bag with her at all times by having it on her shoulder or wrist. If she cannot find an item after 3 minutes, she will verbally ask the school librarian how to locate the item.

School Library

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IEP Objective #10 When arranging and taking public transportation, TJ will text MTD for the specified bus schedule and be able to say her location on the bus route for 90% of the time spent on the bus during 8 out of 10 opportunities.

Settings Walmart, Strawberry Fields, Champaign Library, School Library, Home Ec Class, Cafe Kopi, Forever 21, Gen Ed Class, CUSR Kitchen at Hays

Activities At Walmart, Strawberry Fields, the Champaign Library, Cafe Kopi, Forever 21, and the CUSR Kitchen at Hays, TJ will text for the MTD bus schedule 10 minutes before leaving the location. She can be anywhere in these settings, but she must text for the schedule. Once on the bus, she will be able to tell her teacher their location on the bus route for 90% of the time spent on the bus. At the School Library, Home Ec Class, and the Gen Ed Class, TJ will text for the bus schedule to get to her community instruction. This can be done 10 minutes before the bell rings signaling the end of the period so that she has the most recent schedule. Instruction will be given by the teacher and later, can be given by a peer.

Step 6: Provide a Rationale for Your Recommendations When first brainstorming ideas for settings to inventory for instruction, I thought of all possible places for instruction. After looking at this brainstormed list, I thought that choosing settings where many objectives could be addressed would be the most efficient and effective way of teaching TJ. For example, settings that were not on school grounds would allow TJ to practice taking the MTD bus to a location where she would practice another set of skills. This was noted especially for the library skills. TJ would gain more practice when taking the MTD bus to the Champaign

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library rather than the school library because she would be able to practice her bus taking skills. I also inventoried the school library because it was more consistently available. Since TJ is at school for five days of the week, she is more likely to have access to the school library rather than the Champaign library. This access allows TJ to have more opportunities to practice her library skills at almost any time during the school day. Another consideration when selecting settings for instruction was to focus on community settings TJ enjoys and where she would go when she is an independent adult. These included places in her home community. For example, I inventoried the Champaign library rather than the Urbana Free Library because it was the library in her home community. I also inventoried the Walmart near TJ’s home because that is the grocery store she goes to with her mother and is most likely to use when independently grocery shopping. Lastly, I considered environments that matched TJ’s learning characteristics. Each of the settings allowed for initial one on one instruction and then for small group instruction. TJ loves to socialize with her peers, so by allowing her to work with a small group, she will be more likely to focus on the task at hand and stay motivated to learn. TJ also loves to use technology, so providing instruction or reminders on her iPod would allow her to enjoy the instruction more, too. This technology could be incorporated into each of the inventoried settings. The activities that occur in each of the settings allow TJ to become an independent member of society. For example, she will be able to schedule MTD transportation by texting MTD for the bus schedule in a variety of settings. By offering instruction of this skill in a variety of settings, TJ will be more likely to generalize the skill. She will become more independent because she will be able to arrange for transportation and then take it to various locations. More independent living skills include going to the library and shopping with the appropriate skills, cooking using an oven,

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advocating for herself by saying when she does not feel well, and removing herself from uncomfortable situations. These skills are necessary for independent living. By selecting settings that address multiple IEP objectives, consider TJ’s learning characteristics and preferences, and provide instruction in independent living skills, TJ will be able to achieve her objectives and learn valuable skills for becoming a more independent citizen.

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