 Interview people in your life and solicit stories they have never .docx

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 Interview people in your life and solicit stories they have never told you (or anybody)  Use influence skills we discussed in class during the interviews  The paper should be at least 4 pages (2 pages for the story and 2 pages for your reflection on the influence skills), double-spaced and in APA format FYI: You are supposed to interview people in your life and solicit stories they have never told you (or anybody). Remember to use the influence skills we discussed in class during the interviews. As for the paper, it should be at least 4 pages (2 pages for the story and 2 pages for your reflection on the influence skills), double-spaced and in APA format. .

Formation

never told you (or anybody)
interviews
and 2 pages for your reflection on the influence skills), double-
spaced and in APA format
FYI:
You are supposed to interview people in your life and solicit
stories they have never told you (or anybody). Remember to use
the influence skills we discussed in class during the interviews.
As for the paper, it should be at least 4 pages (2 pages for the
story and 2 pages for your reflection on the influence skills),
double-spaced and in APA format.

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100.0 %Criteria 10.0 %Part 1: PLAAFP The PLAAFP thoroughly and adeptly incorporates student's academic strengths, evaluations, performance in classes, and any other relevant issues. 10.0 %Part 2: Present Levels for Transition COE 3.8 [CEC 5.1, ICSI.5.S8, ICSI.5.S15, IGC.5.K1, IGC.5.S7, IGC.5.S23, IGC.5.S24; InTASC 1(b), 2(d), 5(f), 6(v), 8(s), 9(h); MC2, MC3, MC4, MC5] Preferential learning environment, strengths and interests relating to the transition, and areas in need of improvement for transition are substantially described. 15.0 %Part 2: Transition Plan COE: 3.10 [CEC 5.5, ICSI.5.S8, ICSI.5.S8, ICSI.5.S15, ICSI.5.S17, ICSI.5.S19, IGC.5.K1, IGC.5.K3, IGC.5.K8, IGC.5.S1, IGC.5.S2, IGC.5.S11 IGC.5.S23, IGC.5.S24; InTASC 7(b), 7(e); MC1, MC2, MC4, MC5] The transition plan demonstrates best practices in identifying proficient, measureable transition plan goals that are aligned with student's interests and present levels. Also includes quality aligned activities/services, persons/agency involved and realistic expected dates of achievement. 10.0 %Part 3: Rationale - Justification COE: 5.1 [ACEI 5.0; CEC 6.1, ICSI.6.K2, ICSI.6.K4 ICSI.6.S1, ICSI.6.S2, ICSI.6.S3, ICSI.6.S4, ICSI.6.S5, ICSI.6.S7, IGC.6.K4, IGC.6.K6, IGC.6.S2; InTASC 9(l), 9(o); MC2, MC3, MC4] Rationale skillfully justifies content and decisions displayed in PLAAFP, annual goals, and transition plan, convincingly demonstrating how they meet the needs of the student. Claims are fully grounded in CEC Code of Ethics. 15.0 %Part 4: Rationale - Confidentiality COE: 5.8 [CEC 6.1, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, ICSI.7.S1, IGC.6.K1, IGC.6.K6; InTASC 5(k); MC1, MC2, MC4, MC5] The rationale thoroughly defends the legal, ethical, and quality requirements related to the management of confidential student information. 10.0 %Reflection COE: 5.4 [CEC 6.2, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, IGC.6.K1, IGC.6.K2, IGC.6.K3; InTASC 10(h); MC1, MC2, MC4; COE 5.4] Reflection convincingly relates how foundational knowledge developed relating to providing professional, ethical and legal educational services will be used in future professional practice. 5.0 %Research Research strongly supports the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment. 10.0 %Organization The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea. 10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. 5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) Sources are documented completely and correctly, as appropria.

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 Interview people in your life and solicit stories they have never .docx

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 Interview people in your life and solicit stories they have never .docx