The purpose of this collection of work is to create a toolbox that can be used by teaching professionals that includes achievement of course objectives in the following areas:

(1) Overview of MR

(2) Life Goal Planning for Individuals with MR

(3) Diagnostic/Prescriptive/Evaluative Teaching of Students with MR

(4) Scope, Sequence, and Content of Curriculum for Students with MR

The work demonstrates knowledge of the characteristics of students with mental retardation and knowledge of curriculum mapping resources that help to promote lifelong learning according to what the needs of the student are. This assignment shows mastery of the Arizona’s Professional Teaching Standard 1:7, 2:4, and 3:7 which requires the teacher to demonstrate knowledge of how to design and plan instruction that develops students' abilities to meet Arizona's academic standards and the district's assessment plan through addressing any physical, mental, social, cultural, and community differences among learners. The teacher is also required to create and maintain a learning climate that supports the development of students' abilities to meet Arizona's academic standards. This is done by respecting the individual differences among learners.

This toolbox also includes teaching strategies that are appropriate to students’ developmental needs and levels to meet Arizona's academic standards and transition from school to work or post-secondary education. This was completed by accessing community resources and services to foster student learning, initiating and partaking in collaboration with other professionals, as well as using the design, implementation, and assessment of individualized education programs.

Mastery of the USA- ISLLC - Standards for School Leaders (With Competencies) Standard 1, which requires a school administrator to be an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. The area of Knowledge has also been demonstrated by understanding and knowledge of the principles of developing and implementing strategic plans. This understanding is demonstrated through documented research of procedures as well as community resources available to schools as well as parents and students.

The purpose of this paper is to demonstrate knowledge of the characteristics of students with mental retardation and knowledge of curriculum mapping resources that help to promote lifelong learning according to what the needs of the student are. This paper reflects an understanding of curriculum designed for Social, Living, Transition, and Vocational Skills for Students with Mental Retardation.

This assignment shows mastery of the Arizona’s Professional Teaching Standard 1:4, 2:4, and 5:3 which requires the teacher to demonstrate knowledge of how to design and plan instruction that develops students' abilities to meet Arizona's academic standards and the district's assessment plan through addressing any physical, mental, social, cultural, and community differences among learners. The teacher is also required to create and maintain a learning climate that supports the development of students' abilities to meet Arizona's academic standards. This is done by respecting the individual differences among learners.

This paper also demonstrates collaboration with colleagues, parents, the community and other agencies to design, implement, and support learning programs that develop students' abilities to meet Arizona's academic standards and transition from school to work or post-secondary education. This was completed by accessing community resources and services to foster student learning. By initiating and partaking in collaboration with other professionals, the special education teacher participates in the design, implementation, and assessment of individualized education programs.

Knowledge of state and federal special needs process to develop a curriculum map plan of action for the successful transition of a student from home to school and then to the work environment if that is appropriate for the student is also needed at a mastery level of understanding. The special education teacher participates in the design, implementation, and assessment of individualized education programs in order to develop a student’s abilities, which is imperative in the high school setting. In order to achieve this, the special education teacher needs to be knowledgeable of state and federal special education laws, rules, and regulations. This must be achieved to meet the Arizona standards and the transition from school to work or post-secondary education.

Mastery of the USA- ISLLC - Standards for School Leaders (With Competencies) Standard 4, Area of Performance has also been demonstrated by knowledge of creating and maintaining partnerships are established with area businesses, institutions of higher education, and community groups to strengthen programs and support school goals. This understanding is demonstrated through documented opportunities for staff to develop collaborative skills as well as community collaboration of procedures and methods that are modeled.