Collaborative transition teams | Education homework help


In this discussion, you will be creating a database of resources that will be useful for collaborative teams that provide transition services. Imagine that you are part of the transition team for Kara, who is depicted in Chapter 16 of your textbook, “Snapshot: Transition Planning for Kara:”

Kara, a student at Washington High School, will be turning 16 next month. She lives at home and loves to be with her friends. Her IEP indicates that she has difficulty with reading and written communication. Kara and her mother recently participated in a team meeting that included Kara’s special education teacher, a vocational educator, the school principal, and a job coach. A job coach is generally an individual who accompanies an employee to a job, learns the essential functions of the job, and provides strategies and supports for the employee to do the job. The team reviewed the plans for making a transition to the community after Kara finishes high school. The priorities that the team identified were developing self-advocacy skills, considering postsecondary educational opportunities in the community, and completing applications for summer employment.
Based upon (Cohen & Spenciner, 2009, p. 469)

You will assume the role of one of the following characters: general education teacher, special education teacher, vocational educator, administrator, or job coach. Once this is determined, you will identify one of the following categories from the Life Centered Career Education (LCCE) transition categories: daily living skills, personal-social skills, or occupational guidance and preparation (Brolin, 1993).

Initial Post: In your initial post, you will:

  • Describe, in non-education lingo, what your chosen LCCE category means.
  • Identify three to five resources that your character could utilize to carry out the chosen transition category. Cite and annotate each one.
  • Explain to Kara, her mother, and the rest of the transition team why you chose the resources.
  • Based on your role as a member of the transition team, summarize how you plan to contribute to the shared decision-making and planning responsibilities for the transition team.

For further information about the LCCE transition services, please see the Career Education Curriculum section in Chapter 16 of your textbook (p. 486). Additionally, read the Instructor Guidance on Career Education Curriculum.


Cohen, L. G., & Spenciner, L. J. (2009). Teaching students with mild and moderate disabilities: Research-based practices. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

This text is a Constellation™ course digital materials (CDM) title.

Experience a: creating a collaborative environment

Part 1: Observation and Interview

For this field experience, you will observe a K-8 class. Coordinate   with your mentor teacher to determine the best time to observe before   and during a group learning activity. As you observe, consider the   following questions:

  • How would you describe the environment of the classroom,     including organization, materials, seating arrangement, visual aids,   etc.?
  • How does the teacher create an environment conducive to     group learning activities?
  • How did the teacher prepare     students for group learning activities? How were expectations   communicated?
  • What student behavioral situations did you     observe during group learning activities?
  • How did the     teacher deal with behavioral situations during group learning   activities?
  • If no behavioral situations were observed, what     strategies did the teacher employ to prevent them?

Following your observation, outside of classroom hours, discuss with   your mentor teacher the classroom management and group learning   techniques implemented in his or her classroom. Below is a list of   questions to address:

  • How did you develop your classroom management plan? Is it   written?
  • Were you able to choose your own classroom     management model and behavior management system?
  • Were you     able to accommodate your personal philosophies with the     school’s initiatives?
  • What are you doing visually and     systematically in the classroom to support classroom   management?
  • How do you create an environment conducive to     group learning activities?
  • How do you deal with behavioral     situations during group learning activities?
  • How do you set     the expectations for group learning activities?
  • What     strategies are the most beneficial when managing group learning   activities?

Part 2: Summary and Reflection

In 500-750 words, summarize your observations of the group   activities and your interview with your mentor teacher. Explain how   you will use your findings in your future professional practice.

This assignment uses a rubric. Review the rubric prior to beginning   the assignment to become familiar with the expectations for successful completion.

collaborative systems assignment | Computer Science homework help


  1. Complete the following assignment in one MS word document:

    Chapter 11- discussion question #1-4 & exercise 4

    When submitting work, be sure to include an APA cover page and include at least two APA formatted references (and APA in-text citations) to support the work this week.
    All work must be original (not copied from any source).

Discussion questions.

1. Explain why it is useful to describe group work in terms of the time/place framework. 

2. Describe the kinds of support that groupware can provide to decision-makers. 

3. Explain why most groupware is deployed today over the  Web. 

4. Explain in what ways physical meetings can be inefficient. Explain how technology can make meetings more  effective 

exercise 4:

 Compare Simon’s four-phase decision-making model to the steps in using GDSS.