Describe the instructional strategy you would use to explicitly teach the terms.

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Proficiency in academic language in all content areas is key to learning and achievement. Science involves a variety of academic terms essential to understanding science concepts.

Part 1

Review the Disciplinary Core Ideas from NGSS (physical sciences, life science, earth and space sciences, engineering, technology and applications of science) and choose a grade level and one Disciplinary Core Idea to identify key language and vocabulary.

Using the “Vocabulary Strategies Chart”:

  1. Identify five key academic vocabulary terms.
  2. Describe the instructional strategy you would use to explicitly teach the terms.
  3. Describe two vocabulary development activities you would implement to allow students opportunities to practice and apply their knowledge of the terms.

Part 2:

Write a 500-750 word reflection about how you could revise your 5E Lesson Plan from Topic 3 to include academic vocabulary instruction and development, including possible ways to differentiate to meet the needs of ELL and students with exceptionalities.

Use at least two scholarly sources to support your reflection.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

imagine that your supervisor at the Multigenerational Center has requested a proposal for a workshop to be presented

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Prior to beginning work on this assignment, review the Multigenerational Center Activity and the Real-Life Challenges in Education interactive.

Workshop Proposal
In your Final Project, imagine that your supervisor at the Multigenerational Center has requested a proposal for a workshop to be presented, by you, at the Center. Your Workshop Plan will be a topic of your choice based on your field of study and the needs of your audience. You will use the Ashford University Multigenerational Center Activity from Week 1 to understand your audience and to choose a topic for your workshop. Your supervisor has requested that you use a specific Summative Template to ensure that all components are comprehensively addressed. Since this is a substantial project for a new employee, your supervisor (instructor) will review major components of your proposal before your final submission.

Assignment Directions
There are multiple parts to this assignment. You will work on components of this assignment in Weeks 3, 4 and 5 using the provided Summative Template. Please be sure to review the template completely, as well the due dates, to ensure that you are addressing your supervisors request in a timely manner. Parts of the assignment described below correspond to sections in the template. See a completed Summative Template with Flyer example.

Part 1A: Workshop Details
Use the Summative Template, and fill out this section due in Week 3. Determine the name and the objective of your workshop. Be sure to create a title that will be enticing as well as meet the needs of your specific audience. Your title should reflect the workshop content, so you are sure to address your targeted audience. Using your field of study (BACD, BACS, BAECE, BAECEA, BAES, BAELLS, BAID, BALS), determine the objective of the workshop. Your supervisor requests that you support your workshop topic with a relevant theory based on your field of study. You will research major theories in your field of study and include how your chosen theory supports your content choice. You will post the workshop details in the Week 4 discussion next week. Your supervisor (instructor) will include instructive feedback for you to make changes before the final submission. You will incorporate these suggestions into your final draft due in Week 5.

Template sections:

  • Workshop Title
  • Explanation of Workshop
  • Workshop Objective/Purpose
  • Description of your target audience (program specific)
  • An explanation of theory that supports your workshop content

Part 1B: Workshop Flyer
Use the Summative Template,  and fill out this section due in Week 3. Your supervisor would like you to create a flyer to begin generating interest for your upcoming workshop. However, since this document will be displayed throughout the center, your supervisor requested you share it with your peers at the center for feedback before public display. The one-page flyer can be completed in Word, Publisher, PowerPoint, or Canva.com (free tool). Canva has a Tutorials page to help you get started. Save the file as a PDF, and submit to the Week 3 discussion forum for peer feedback. You must also submit the revised version in your Week Three Workshop Plan Part One Written Assignment. Here is the Summative Flyer example.

Your Flyer will include

  • The title of the workshop that will be presented at the Ashford Multigenerational Center.
  • The objective/purpose of the workshop.
  • The target audience (who should attend).
  • Your name (as the presenter).
  • Time, date, and place.
  • An image to represent the content.
  • Colorful and engaging content.

escribe in-depth how you can encourage support of these stages in your future role in the early childcare classroom,

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Chapter 4 describes children in Erikson’s initiative versus guilt stage as interested in learning about the world, mastering new skills, and making new friends (Wardle, 2013, p. 80).  Reflecting on this, describe in-depth how you can encourage support of these stages in your future role in the early childcare classroom, outdoor environment, and home environment.

For this discussion, your post can be a written narrative addressing the required components, or you can use the template below to organize your ideas.

SEE ATTACHED FILE FOR TEMPLATE AND CHAPTER 4

Describe the specific curriculum area and grade level(s) for the pilot curriculum

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Scenario for Assignments 1-3
Assume that you are the curriculum designer for a school district. The school board has requested that several teams develop proposals for new curricula to meet newly established state standards. You and your team must develop the first proposal to provide as a pilot or model for the other teams. You have to first identify a specific curriculum area not currently used in the school district that would greatly benefit the students in the district. Use the Internet or the Strayer Library as well as your textbook to develop a pilot curriculum for a specific discipline area (reading, math, science, etc.) or grade level (K-12) at a local school district.

Assignment 2: Curriculum Foundations
Due Week 6 and worth 300 points

Refer to the Scenario for Assignments 1-3. Build on the same pilot curriculum you identified in Assignment 1 for this assignment.

Write a six to seven (6-7) page paper in which you:

  1. Summarize the following aspects of Assignment 1:
    1. Describe the specific curriculum area and grade level(s) for the pilot curriculum
    2. Provide four (4) core instructional goals for the curriculum.
  2. Describe the approach to curriculum development (i.e., behavior, systems, humanistic) you will use to shape curriculum design, providing a rationale for your selected approach that is consistent with the core instructional goals of the planned curriculum.
  3. Describe the philosophical / theoretical approach to curriculum development (idealism, realism, etc.) you will use to shape the curriculum design, providing a rationale for your selected philosophy that is consistent with the core instructional goals of the planned curriculum.
  4. Describe the psychological motivational approach to curriculum development you will use to shape the curriculum design, providing a rationale for your selected approach that is consistent with the core instructional goals of the planned curriculum.
  5. Discuss one (1) cultural influence that has the greatest impact on the school district and provide a rationale for the impact it has on the district.
  6. Recommend at least one (1) effective way to integrate the cultural influence into the planned curriculum that is consistent with the core instructional goals of the planned curriculum.
  7. Develop a strategy for incorporating critical thinking skills (appropriate to grade level) into the planned curriculum using Bloom’s Taxonomy of Cognitive Objectives.
  8. Provide a rationale for your strategy that is consistent with the core instructional goals of the planned curriculum. (Note: A brief description of Bloom’s Taxonomy may be found at Center for Teaching and Learning located at http://teaching.uncc.edu/articles-books/best-practice-articles/goals-objectives/blooms-taxonomy-educational-objectives.)
  9. Use at least six (6) relevant, scholarly references published in the last seven (7) years (three [3] new in addition to the three [3] identified in Assignment 1). (Note:Wikipedia and other non-government Websites do not qualify as scholarly resources. Review the supplementary readings list on the first page of the course guide for possible references.)

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

  • Identify the key elements of curriculum design and development.
  • Compare the philosophical foundations of curriculum.
  • Consider how psychological foundations play a role in the development of curriculum.
  • Analyze the relationship of social foundations to K-12 curriculum.
  • Develop the strategies and techniques to support curriculum planning.
  • Design curriculum plan for a current or future school setting.
  • Use technology and information resources to research issues in curriculum planning.
  • Write clearly and concisely about curriculum design and development using proper writing mechanics.

THE PAPER THAT I HAVE UPLOADED IS A CONTINUATION FROM MY FIRST ASSIGNMENT….PLEASE SEE ASSIGNMENT 1. THANKS

Download and complete the attached final, on the same, or a separate document and submit.

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Download and complete the attached final, on the same, or a separate document and submit. This is the critical assignment for the course and must be passed at an acceptable rate in order to pass the class. *No Plagiarism* You will be submitting this through turnitin.com.

**Use the attached files including the rubric for what is expected.

For question #3, use one of the suggested topics attached in the files below. Examples include: Lev Vygotsky, The Reading Wars, Noam Chomsky and B. F. Skinner, behaviorism and innateness, etc.

Project For Health Insurance And Reimbursement Class

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Introduction

As a future CCA, CCS or RHIT professional you must be able to provide education to providers and other professionals. This type of presentation may occur in the form of a face to face presentation or a presentation that is recorded and deployed to others.

Instructions

For this course, you will assume the role of the Revenue Cycle expert who is charged with preparing and presenting a 60 minute session on the Revenue Cycle to new employees. Your goal is to ensure that these new employees understand the revenue cycle process and the role that they may play within your organization.

Presentation Outline/Contents

Your presentation is a 60 minute session and must be presented in the following order:

  • Title Slide
  • Introduction (Presenter)
  • Graphical Representation of the Revenue Cycle
  • Insurance Terminology (10 terms)
  • Patient Access/Registration Process
  • Insurance Verification Process
  • Coordination of Benefits
  • Pre-approval Process
  • Payers-Managed Care (HMO, PPO, POS, EPO)
  • Payers-Government (Medicare, Medicaid, Tricare)
  • Prospective Payment Systems (Focus on MS-DRG, APC and RBRVS)
  • Coding Process
  • Chargemaster
  • Coding Compliance
  • Claims Edits (NCCI, MCE, OCE)
  • Claims Submission Process (CMS-1500 vs UB-04)
  • Notification of Payment (EOB vs RA/ERA)
  • Denial Management
  • Discharged Not Final Billed Reports
  • Medicare Appeals Process
  • Conclusion
  • References

Attached is a Power Point Template to help you get started.

Submission

You will need to submit two items for grading.

  • Your recorded video (embedded in the text editor)
  • Your power point presentation (.ppt or .pptx) (submitted as an attachment)

complete a functional behavioral assessment,

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Details:
IDEA includes very specific guidelines regarding the discipline of   students with disabilities in public school settings. Special   education teachers must be knowledgeable of, and adhere to, these   guidelines when dealing with any discipline issues regarding students   who receive special education services. It is important that the   student’s disability be taken into consideration when making   discipline decisions.

Review the case scenario below to inform the assignment that follows.

Carrie is a 15-year-old student with a language impairment. In   particular, she struggles with understanding expressive language   (i.e., sharing thoughts, ideas, and feelings completely). Recently,   Carrie and the bus driver exchanged words about Carrie’s seat on the   bus. Carrie proceeded to call the bus driver several inappropriate   names. Prior to this incident, Carrie had not exhibited any of these   behaviors in her classroom or in any other school environment, and she   had not received any disciplinary action in the school year.

Following the incident, Carrie’s parents received a letter from the   principal stating that Carrie would be suspended for 11 school days,   has been expelled from riding the school bus for the remainder of the   semester, and that, for the remainder of the year, special   transportation would be provided to Carrie at the end of the 11-day suspension.

Carrie’s parents have requested that Carrie’s IEP team gather in   order to complete a functional behavioral assessment, develop a   behavioral intervention plan, and conduct a manifestation   determination review. Further, they object to Carrie having special   transportation. Carrie’s IEP indicates that she is to ride the   “general education” bus.

Part 1: Flowchart

Create a flowchart that clearly depicts the two possible discipline   paths following a manifestation determination that the misconduct was:

  • The result of Carrie’s disability
  • Not the result of     Carrie’s disability

In addition, discuss how to proceed given the current details of   Carrie’s behavior. What next steps need to be addressed, if any,   in regards to her behavior and the parent’s requests for an   assessment and transportation?

Part 2: Analysis

Include a 250-500 word analysis regarding any legal issues raised by   the principal’s decision to change in Carrie’s   transportation. Reference relevant statutes, regulations, and case   decisions as appropriate.

Support your findings with a minimum of three scholarly resources.

How you will address and re-teach with differentiation, so students meet the learning objective?

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 Guided Response:  Respond to at least two classmates’ posts and provide specific feedback regarding their analysis and ideas for differentiation, student reflection, and reassessment.

 

Chameka Dalton

 

How you will identify particular areas of need/misunderstanding (what will you look for? See Chapter 6 from Ward, Fischer, Frey, & Lapp).

To identify particular areas of need/understanding, I will look for lack of responses, common mistakes, and inaccurate answers. Analyzing students formative assessments throughout the lesson will demonstrate areas of misunderstanding as well. “Criterion-referenced approach which is an assessment that determines if students have achieved this level of capability” (James-Ward, Douglas, Frey, & Lapp, 2013). This is one way to analyze students data.

How you will address and re-teach with differentiation, so students meet the learning objective?

For a re-teach with differentiation, I will narrow down the area of skills that students struggled in the most. “The item analysis is critical as it allows teachers to look across the student body for trends— lessons that need to be retaught, assessment items that need changing, or pacing guides that need revision” (James-Ward, Douglas, Frey, & Lapp, 2013). I will analyze and change the instructional strategy and materials used for the new lesson. I will use a new approach that should benefits students who didn’t catch on the first time. My lesson would include more technology and try address all of the different modalities.

How you will employ students in the process of self-reflection and identifying areas of misunderstanding?

After completing an assignment, I will allow students to check their own work instead of taking it up for grade. We will go through it together and they will be able to correct their mistakes. By this doing this, they can see exactly where and how they made the mistake.

How you will reassess for the learning objective?

To reassess for the learning objective, I will take up an exit slip. The exit slip will determine if students actually retained knowledge from the new revised lesson. The exit slip will be aligned with the learning objective and pretty sum up the lesson.

How will these instructional adjustments better prepare them for the impending summative assessment?

The instructional adjustments are made to ensure students master the needed skills. When students understand the skills and perform higher on the formative assessment, it will most like result in a good score for the summative assessment.

Reference

James-Ward, C., Douglas, F., Frey, N., & Lapp, D. (2013). Using data to focus instructional improvement. Alexandria, VA: Association for Supervision & Curriculum Development. Retrieved from http://www.ebrary.com

 

 

Laura Powell

 

 

  • How you will identify particular areas of need/misunderstanding (what will you look for? See Chapter 6 from Ward, Fischer, Frey, & Lapp).

I will identify by observing and monitoring, performance a thorough analysis seeing if there are patterns of where the student is struggling the most. Looking for areas where tests are scored the same so where they are missing the most I will be able to target the student weakness and guide the situation differently or come up with a better approach so they are able to understand efficiently. Using common formative assessments allow for the administration and scoring of assessments and then discussions about the results. The process we have outlined elsewhere includes the following steps (Fisher, Grant, Frey, & Johnson, 2007).

  • How you will address and re-teach with differentiation, so students meet the learning objective?

I will address the class as a whole do a thorough analysis individually, advise more group participation. I would implement bench mark assessments to trigger the things they are struggling wit instruction wise. Most commonly, these instructional changes are evidenced in the identification of students who are lagging behind. The data analysis results may also alert teachers about curriculum gaps. In addition, there is speculation that exposure to benchmark assessments has a practice effect for students because it cognitively prepares them for the summative test (Carlson et al., 2011). This than will assimilate the students and prepare them moving forward to the next lesson. Than the data that is obtained can be utilized for future references and assessed if the students struggle with future lessons.

  • How you will employ students in the process of self-reflection and identifying areas of misunderstanding?

First I will have my students write down their goals they want to accomplish during the lesson. Next they will write down what they feel they are struggling the most with in their journals. Class discussions are incorporated to get a whole class understanding on why we are reflecting more on the lesson than moving on. After that mini assessments will be implemented before the lesson to see where they are at with the comprehension level of the material being presented. I will grade the assessments where ever they struggle the most at that is where the student will begin. Certain techniques will be applied within the lesson and strategies will be used targeting specifically what they are having hard time with. For example, if it Math in multiplication then students will just work on techniques that pin point their weaknesses. Using strategies such as, flash cards, Math match up games, and technology tools that will gauge students access to certain techniques that meet the requirements to understand better in the areas that they need it the most. So, they can level up and move forward with their classmates this way they gain the learning objective and are able to move further into the lesson

  • How you will reassess for the learning objective?

Recall, Recognize, and identify the objective. Objective tests, items such as fill-in-the-blank, matching, labeling, or multiple-choice questions that require students to answer to the best of their knowledge. Recall or recognize terms, facts, and concepts This than will verify to me if they are progressing or not. More so, I will be able to see if I need to take a different approach or advise different strategies to tackle their weaknesses

  • How will these instructional adjustments better prepare them for the impending summative assessment?

These will help the students prepare better and reflect as well. They will be more self aware as far as what type of learner they are to themselves and what works best for them in time of need. These guidelines will show them the importance of evaluating their own learning process and self-regulation. Therefore, when the summative assessment comes up they will remember the approach and be able to thoroughly understand what the learning objective is and why they need to learn it. This way their mind is illuminated with confidence and they are comfortable with what they have gained and are able to apply what they learned.

References:

Carnegie Mellon University, (2016) Teaching Excellence & Educational Innovation https://www.cmu.edu/teaching/assessment/basics/alignment.html (Links to an external site.)Links to an external site.

James-Ward, C., Douglas, F., Frey, N., & Lapp, D. (2013). Using data to focus instructional improvement. Alexandria, VA: Association for Supervision & Curriculum Development. Retrieved from http://www.ebrary.com

Summarize the management action plan and the ultimate goal of conducting such an assessment.

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Critical Thinking Assignment – Information Security

The healthcare organization’s security program (Wager et al., 2017, pp. 306-311), is a critical component to compliance with regulations as well as HIPAA. Describe the steps involved in a security program. Evaluate the risk analysis requirements  for HIPAA using the websites furnished in the text. Discuss the security components, vulnerabilities, and security mitigation strategies. Summarize the management action plan and the ultimate goal of conducting such an assessment.

Outline:

  • Introduction
  • Team Selection
  • Documentation
  • Security Risk Analysis
  • Action Plan
  • Manage and Mitigate Risks
  • Conclusion

Your paper should include the following:

  • 3-5 pages in length, not including the title and reference pages.
  • 4-6 references cited in the assignment above the text. Remember, you must support your thinking/statements and  prior knowledge with references; all facts must be supported; in-text references used throughout the assignment must be included in an APA-formatted reference list.
  • Review the grading rubric, which can be accessed from the module folder.
  • Formatted according to the SEU  Guide to Writing and APA.
  • Reach out to your instructor if you have questions about the assignment.

Analyzing and Interpreting Data

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Assignment 2: Analyzing and Interpreting Data

This module taught you about analyzing and interpreting data. In addition, this module taught you how to plan the data collection process and how analyzing data for qualitative research, analyzing data for quantitative research, and analyzing data for mixed methods applied research studies differ. Using your textbook, the University online library resources, and other scholarly sources, create a data collection and analysis plan. Specifically, discuss the type of applied research study you plan to conduct (qualitative, quantitative, or mixed methods) and why you selected the data analysis technique.

In the last module, you listed your plan for data collection. After restating the purpose of the study, your data collection methods should have been organized and described by research question. In this module, you will add the analysis portion to your plan following your data collection plan for each research question.

Tasks:

  • Assuming that you have collected the data identified in your plan, how will you analyze and interpret the findings?
    • Describe the analysis process that will be used for each research question. In some cases, analysis may include more than one method (e.g., descriptive and inferential statistics). Describe the full analysis process anticipated for each research question.
    • If any statistical tests are needed to analyze the data of any of your research questions, identify the appropriate test and your rationale for its selection.
    • If the data collected produces qualitative findings, describe the analysis process and how you will narrow and interpret the findings so as to answer your research questions.
  • Identify the resources and/or software that will be required to analyze your data.
  • Use at least two scholarly citations and cite the sources in the body of your work as per APA standards.
  • Prepare a reference list.

Support your rationale and analysis by using at least two resources from professional literature in your response. Professional literature may include the Argosy University online library resources; relevant textbooks; peer-reviewed journal articles; and websites created by professional organizations, agencies, or institutions (websites ending in .edu or .gov).