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Tag: Education

  • [Solved] Follow the instruction below

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    – ## ModuleSixStudyQuestionsFall2025.docx **## ModuleSixStudyQuestionsFall2025.docx** HCA 6923 Graduate Seminar – Graduate Medical Education Module Six Study Questions Note: In order to receive full credit for an answer, you must address every part of the question. ***Academic Integrity and AI-Assi…

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    – ## ModuleSixStudyQuestionsFall2025.docx

    **## ModuleSixStudyQuestionsFall2025.docx**

    HCA 6923 Graduate Seminar – Graduate Medical Education

    Module Six

    Study Questions

    Note: In order to receive full credit for an answer, you must address every part of the question.

    ***Academic Integrity and AI-Assisted Work**

    All assignments submitted for this course are subject to review by AI detection software. This process helps ensure the integrity of your work and that it adheres to the academic honesty policies of the university. Using AI tools to generate content for your assignments may be considered a form of academic dishonesty, similar to plagiarism, if not properly cited and approved by the instructor.

    Please review the university's academic integrity policy for more information. If you have any questions about using AI tools in your work, please talk to me before submitting your assignment.

    **Funding of Residency Programs**

    1) Please provide a comprehensive overview of the history of Medicare funding for Graduate Medical Education (GME) in the United States, detailing its inception, the evolution of its funding mechanisms (Direct GME and Indirect Medical Education payments), and the historical and current role of the federal government in GME as outlined in the sources. Include key legislative acts and their impact.

    2) Elaborate on the Medicare Graduate Medical Education (GME) funding cap, explaining when it was established, why, and how it limits Medicare's financial support for residency positions. Additionally, detail any known exceptions or mechanisms that allow for GME expansion despite this cap.

    3) Describe the uncertainty facing GME funding that was identified in 2011. What specific factors and discussions contributed to the 'uncertain future' of Medicare and Graduate Medical Education (GME) funding? Detail the key concerns, proposed cuts, and the broader policy landscape (e.g., physician shortages, Affordable Care Act implementation, deficit reduction efforts) that characterized the uncertainty at that time.

    4) Describe the provisions of the Graduate Medical Education Enhancement Act of 2021.
    Specifically, explain the changes introduced by Section 126 (1000 new Medicare-funded residency positions), Section 127 (Rural Training Track rule changes and expanded eligibility), and Section 131 (relief for hospitals with low FTE caps or per resident amounts), outlining their intended effects on GME funding, distribution, and program operations.

    5) Beyond the Consolidated Appropriations Act of 2021, what other significant federal bills, legislative proposals, or authoritative reports (such as those from the Institute of Medicine/National Academy of Medicine, Medicare Payment Advisory Commission, or Council on Graduate Medical Education) have aimed to modify or reform Graduate Medical Education (GME) funding mechanisms? Describe their key recommendations, the rationale behind
    them, and any notable outcomes or debates associated with these proposals.

    6) Detail the comprehensive statewide strategy implemented by Georgia to expand Graduate Medical Education (GME) and address its physician shortage. Describe the specific initiatives undertaken, including medical school enrollment increases, the innovative funding model involving state support for start-up costs, the role of 'new teaching hospitals,' the targeted specialties and geographic areas, and the preliminary outcomes and goals of this expansion effort.

    7) What are some of the challenges and solutions in the funding of graduate medical education? (American Journal of Surgery article in the reading).
    For each challenge, describe the proposed solutions or alternative funding models discussed in the article, including perspectives on geographic and specialty maldistribution, the need for alternative funding sources, and issues related to resident salary and debt.

    **## ModuleSixStudyQuestionsFall2025.docx**

    HCA 6923 Graduate Seminar – Graduate Medical Education

    Module Six

    Study Questions

    Note: In order to receive full credit for an answer, you must address every part of the question.

    ***Academic Integrity and AI-Assisted Work**

    All assignments submitted for this course are subject to review by AI detection software. This process helps ensure the integrity of your work and that it adheres to the academic honesty policies of the university. Using AI tools to generate content for your assignments may be considered a form of academic dishonesty, similar to plagiarism, if not properly cited and approved by the instructor.

    Please review the university's academic integrity policy for more information. If you have any questions about using AI tools in your work, please talk to me before submitting your assignment.

    **Funding of Residency Programs**

    1) Please provide a comprehensive overview of the history of Medicare funding for Graduate Medical Education (GME) in the United States, detailing its inception, the evolution of its funding mechanisms (Direct GME and Indirect Medical Education payments), and the historical and current role of the federal government in GME as outlined in the sources. Include key legislative acts and their impact.

    2) Elaborate on the Medicare Graduate Medical Education (GME) funding cap, explaining when it was established, why, and how it limits Medicare's financial support for residency positions. Additionally, detail any known exceptions or mechanisms that allow for GME expansion despite this cap.

    3) Describe the uncertainty facing GME funding that was identified in 2011. What specific factors and discussions contributed to the 'uncertain future' of Medicare and Graduate Medical Education (GME) funding? Detail the key concerns, proposed cuts, and the broader policy landscape (e.g., physician shortages, Affordable Care Act implementation, deficit reduction efforts) that characterized the uncertainty at that time.

    4) Describe the provisions of the Graduate Medical Education Enhancement Act of 2021.
    Specifically, explain the changes introduced by Section 126 (1000 new Medicare-funded residency positions), Section 127 (Rural Training Track rule changes and expanded eligibility), and Section 131 (relief for hospitals with low FTE caps or per resident amounts), outlining their intended effects on GME funding, distribution, and program operations.

    5) Beyond the Consolidated Appropriations Act of 2021, what other significant federal bills, legislative proposals, or authoritative reports (such as those from the Institute of Medicine/National Academy of Medicine, Medicare Payment Advisory Commission, or Council on Graduate Medical Education) have aimed to modify or reform Graduate Medical Education (GME) funding mechanisms? Describe their key recommendations, the rationale behind
    them, and any notable outcomes or debates associated with these proposals.

    6) Detail the comprehensive statewide strategy implemented by Georgia to expand Graduate Medical Education (GME) and address its physician shortage. Describe the specific initiatives undertaken, including medical school enrollment increases, the innovative funding model involving state support for start-up costs, the role of 'new teaching hospitals,' the targeted specialties and geographic areas, and the preliminary outcomes and goals of this expansion effort.

    7) What are some of the challenges and solutions in the funding of graduate medical education? (American Journal of Surgery article in the reading).
    For each challenge, describe the proposed solutions or alternative funding models discussed in the article, including perspectives on geographic and specialty maldistribution, the need for alternative funding sources, and issues related to resident salary and debt.

  • [Solved] Reading Response

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    For this module, you'll read Chapter 11, _Developing Strategies for Addition and Subtraction_, from our text _Elementary and Middle School Mathematics_ this week. Please read pages 238-260. After reading the article or chapter, make connections between the math concepts and procedures or ideas cover…

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    Assignment Prompt & Instructions

    For this module, you'll read Chapter 11, _Developing Strategies for Addition and Subtraction_, from our text _Elementary and Middle School Mathematics_ this week. Please read pages 238-260.
    After reading the article or chapter, make connections between the math concepts and
    procedures or ideas covered in the text and what you have observed in teaching. You may
    make connections to teaching methods you have observed that were similar or were
    contrasting to those covered in the text. Your response should be 1-2 pages, double-
    spaced, 12 point, Arial, Calibri, or Times New Roman font

  • [Solved] Discussion Counting

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    Who knew there were so many aspects to teaching counting?! By now, you've read and thought about early number concepts, and you've watched some videos of young scholars performing a counting task. For this discussion board, think about the differences between a limited counter, an emerging counter, …

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    Assignment Prompt & Instructions

    Who knew there were so many aspects to teaching counting?! By now, you've read and thought about early number concepts, and you've watched some videos of young scholars performing a counting task. For this discussion board, think about the differences between a limited counter, an emerging counter, a proficient counter, and an exemplary counter. These can be found on the rubric for the counting assessment profile. In your own words, **describe each level and what distinguishes that counter from the others.**

  • [Solved] Proactive Strategies Visual Guide

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    – ## ProactiveStrategiesGuide2.docx **## ProactiveStrategiesGuide2.docx** | | | | — | — | | | ECED 6260 | Proactive Strategies Visual Guide **Overview:** Proactive strategies are essential to creating safe, supportive, and equitable classrooms. In this assignment, you will design a classroom-rea…

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    – ## ProactiveStrategiesGuide2.docx

    **## ProactiveStrategiesGuide2.docx**

    | | |
    | — | — |
    | | ECED 6260 |

    Proactive Strategies Visual Guide

    **Overview:** Proactive strategies are essential to creating safe, supportive, and equitable classrooms. In this assignment, you will design a classroom-ready visual guide that outlines at least five proactive classroom management strategies. Your guide should reflect Positive Behavioral Interventions and Supports (PBIS) principles and equity-centered practices.

    This assignment emphasizes real-world application: the final product should be polished, practical, and ready for use in your future classroom or professional learning setting.

    **Instructions:**

    1.
    **Select at Least Five Proactive Strategies**
    Choose strategies that:

    · Prevent disruptive or off-task behaviors

    · Build positive classroom climate

    · Support student self-regulation and engagement
    Examples include: clearly taught routines, relationship-building, behavior-specific praise, collaborative rule-making, visual schedules, or restorative circles.

    2.
    **Describe Each Strategy Clearly**
    For each of the 5+ strategies, include the following components:

    ·
    **Strategy Name**

    ·
    **Brief Description** (What is it? How is it used?)

    ·
    **Intended Outcome** (What does this help prevent or promote?)

    ·
    **Example in Practice** (Describe how you’d implement this in an elementary setting)

    ·
    **Connection to Equity or PBIS** (How does it support diverse learners or equitable practices?)

    3.
    **Cite Supporting Research**

    · Reference at least
    **two course readings** or credible sources to support your choices.

    · You may include brief citations or footnotes within your guide (APA preferred).

    4.
    **Design a Visual Guide for Practical Use**
    Create a polished, easy-to-follow visual product in one of the following formats:

    · PDF one-pager

    · Digital brochure

    · Slide deck (Google Slides, PowerPoint)

    · Infographic (Canva, Piktochart, etc.)
    Your guide should be visually appealing, accessible, and appropriate for sharing with colleagues or administrators.

    | | | |
    | — | — | — |
    | | | |

    **## ProactiveStrategiesGuide2.docx**

    | | |
    | — | — |
    | | ECED 6260 |

    Proactive Strategies Visual Guide

    **Overview:** Proactive strategies are essential to creating safe, supportive, and equitable classrooms. In this assignment, you will design a classroom-ready visual guide that outlines at least five proactive classroom management strategies. Your guide should reflect Positive Behavioral Interventions and Supports (PBIS) principles and equity-centered practices.

    This assignment emphasizes real-world application: the final product should be polished, practical, and ready for use in your future classroom or professional learning setting.

    **Instructions:**

    1.
    **Select at Least Five Proactive Strategies**
    Choose strategies that:

    · Prevent disruptive or off-task behaviors

    · Build positive classroom climate

    · Support student self-regulation and engagement
    Examples include: clearly taught routines, relationship-building, behavior-specific praise, collaborative rule-making, visual schedules, or restorative circles.

    2.
    **Describe Each Strategy Clearly**
    For each of the 5+ strategies, include the following components:

    ·
    **Strategy Name**

    ·
    **Brief Description** (What is it? How is it used?)

    ·
    **Intended Outcome** (What does this help prevent or promote?)

    ·
    **Example in Practice** (Describe how you’d implement this in an elementary setting)

    ·
    **Connection to Equity or PBIS** (How does it support diverse learners or equitable practices?)

    3.
    **Cite Supporting Research**

    · Reference at least
    **two course readings** or credible sources to support your choices.

    · You may include brief citations or footnotes within your guide (APA preferred).

    4.
    **Design a Visual Guide for Practical Use**
    Create a polished, easy-to-follow visual product in one of the following formats:

    · PDF one-pager

    · Digital brochure

    · Slide deck (Google Slides, PowerPoint)

    · Infographic (Canva, Piktochart, etc.)
    Your guide should be visually appealing, accessible, and appropriate for sharing with colleagues or administrators.

    | | | |
    | — | — | — |
    | | | |

  • [Solved] Acting out Cycle

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    – ## Acting-OutCycleAnalysisattachedfilesSep262025924PM.zip **## Acting-OutCycleAnalysisattachedfilesSep262025924PM.zip** ## Acting-Out Cycle Anlysis Instructions.docx | | | | — | — | | | ECED 6260 | Acting-Out Cycle Analysis Overview: Using one of the provided student behavior scenarios, you wi…

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    Assignment Prompt & Instructions

    – ## Acting-OutCycleAnalysisattachedfilesSep262025924PM.zip

    **## Acting-OutCycleAnalysisattachedfilesSep262025924PM.zip**

    ## Acting-Out Cycle Anlysis Instructions.docx

    | | |
    | — | — |
    | | ECED 6260 |

    Acting-Out Cycle Analysis

    Overview: Using one of the provided student behavior scenarios, you will identify each phase of the acting-out cycle and describe appropriate teacher responses. This assignment helps build your fluency in recognizing and addressing escalating behaviors.

    Instructions:

    1. Select one scenario from the list provided.

    2. Identify each of the seven phases of the acting-out cycle within the scenario.

    3. For each phase, explain what the teacher did (or should do) and why, based on best practices.

    4. Use a chart or bulleted list to clearly present your analysis.

    5. Reference at least one course reading in your analysis.

    Prompting Questions:

    · What specific student behaviors signal the transition between phases?

    · What proactive or de-escalation strategies would be most effective at each stage?

    · How did the teacher's actions help or hinder the situation?

    · What might you do differently in a similar context?

    | | | |
    | — | — | — |
    | | | |

    **## Acting-OutCycleAnalysisattachedfilesSep262025924PM.zip**

    ## Acting-Out Cycle Anlysis Instructions.docx

    | | |
    | — | — |
    | | ECED 6260 |

    Acting-Out Cycle Analysis

    Overview: Using one of the provided student behavior scenarios, you will identify each phase of the acting-out cycle and describe appropriate teacher responses. This assignment helps build your fluency in recognizing and addressing escalating behaviors.

    Instructions:

    1. Select one scenario from the list provided.

    2. Identify each of the seven phases of the acting-out cycle within the scenario.

    3. For each phase, explain what the teacher did (or should do) and why, based on best practices.

    4. Use a chart or bulleted list to clearly present your analysis.

    5. Reference at least one course reading in your analysis.

    Prompting Questions:

    · What specific student behaviors signal the transition between phases?

    · What proactive or de-escalation strategies would be most effective at each stage?

    · How did the teacher's actions help or hinder the situation?

    · What might you do differently in a similar context?

    | | | |
    | — | — | — |
    | | | |

  • [Solved] States

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    – ## States.pdf **## States.pdf** Please read: https://open.umn.edu/opentextbooks/textbooks/1110 https://youtu.be/8Hg5FYZ5pFU Start by reviewing the 50-State Comparison (opens in a new tab) which outlines the various school funding formulas that the states utilize. You can also view the state profil…

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    Assignment Prompt & Instructions

    – ## States.pdf

    **## States.pdf**

    Please read:

    https://open.umn.edu/opentextbooks/textbooks/1110

    https://youtu.be/8Hg5FYZ5pFU

    Start by reviewing the 50-State Comparison (opens in a new tab)
    which outlines the various school funding formulas that the states utilize. You can also view the
    state profiles(opens in a new tab) on this page to get a comprehensive overview of just one state.

    Even within the same district some wealthy schools get millions more than poor ones.

    https://youtu.be/8Hg5FYZ5pFU
    Assignment:

    Funding Comparisons

    There are so many differences between states and districts when it comes to funding. The
    funding formulas, the way in which tax dollars are distributed, and how all of the funds are
    utilized bring about great disparities in equitable education.

    For this formative assessment, please provide a comparative analysis that focuses on the funding
    formula for your state vs. another state. You can utilize the 50-State Comparison website as a
    jumping off point to provide you with the basic information, but also reach further with some of
    your own research.

    This should be completed in APA format.

    [https://open.umn.edu/opentextbooks/textbooks/1110](https://open.umn.edu/opentextbooks/textbooks/1110)

    [https://youtu.be/8Hg5FYZ5pFU](https://youtu.be/8Hg5FYZ5pFU)

    [http://www.ecs.org/50-state-comparison-k-12-and-special-education-funding/](http://www.ecs.org/50-state-comparison-k-12-and-special-education-funding/)

    [http://www.ecs.org/k-12-and-special-education-funding-state-profiles/](http://www.ecs.org/k-12-and-special-education-funding-state-profiles/)

    [http://hechingerreport.org/new-data-even-within-the-same-district-some-wealthy-schools-get-millions-more-than-poor-ones/](http://hechingerreport.org/new-data-even-within-the-same-district-some-wealthy-schools-get-millions-more-than-poor-ones/)

    [https://youtu.be/8Hg5FYZ5pFU](https://youtu.be/8Hg5FYZ5pFU)

    – Funding Comparisons

    **## States.pdf**

    Please read:

    https://open.umn.edu/opentextbooks/textbooks/1110

    https://youtu.be/8Hg5FYZ5pFU

    Start by reviewing the 50-State Comparison (opens in a new tab)
    which outlines the various school funding formulas that the states utilize. You can also view the
    state profiles(opens in a new tab) on this page to get a comprehensive overview of just one state.

    Even within the same district some wealthy schools get millions more than poor ones.

    https://youtu.be/8Hg5FYZ5pFU
    Assignment:

    Funding Comparisons

    There are so many differences between states and districts when it comes to funding. The
    funding formulas, the way in which tax dollars are distributed, and how all of the funds are
    utilized bring about great disparities in equitable education.

    For this formative assessment, please provide a comparative analysis that focuses on the funding
    formula for your state vs. another state. You can utilize the 50-State Comparison website as a
    jumping off point to provide you with the basic information, but also reach further with some of
    your own research.

    This should be completed in APA format.

    [https://open.umn.edu/opentextbooks/textbooks/1110](https://open.umn.edu/opentextbooks/textbooks/1110)

    [https://youtu.be/8Hg5FYZ5pFU](https://youtu.be/8Hg5FYZ5pFU)

    [http://www.ecs.org/50-state-comparison-k-12-and-special-education-funding/](http://www.ecs.org/50-state-comparison-k-12-and-special-education-funding/)

    [http://www.ecs.org/k-12-and-special-education-funding-state-profiles/](http://www.ecs.org/k-12-and-special-education-funding-state-profiles/)

    [http://hechingerreport.org/new-data-even-within-the-same-district-some-wealthy-schools-get-millions-more-than-poor-ones/](http://hechingerreport.org/new-data-even-within-the-same-district-some-wealthy-schools-get-millions-more-than-poor-ones/)

    [https://youtu.be/8Hg5FYZ5pFU](https://youtu.be/8Hg5FYZ5pFU)

    – Funding Comparisons

  • [Solved] Design A Classroom

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    The classroom environment provides a powerful context for learning. Environments communicate messages to children about what kind of learning is valued and what their role is in the process. An intellectually engaging learning environment provides various contexts for teaching and learning to occur,…

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    Assignment Prompt & Instructions

    The classroom environment provides a powerful context for learning.  Environments communicate messages to children about what kind of learning is valued and what their role is in the process.  An intellectually engaging learning environment provides various contexts for teaching and learning to occur, such as small groups, individual interactions, whole-group meetings, center choice time, and opportunities for play.  Appropriate learning environments for children will vary based on the ages of the children, time of the year, and the topic of study.  You will design a classroom that implements different grouping strategies.
    Steps:
    1. What should your classroom have in it? What different items should be included in your classroom for leaning? Design a classroom for infants, toddlers, preschoolers, kindergarten, or first grade. The plan should include:
    – **How many children the room accommodates**
    – **Indoor areas**
    – **Access to outdoor areas**
    – **Learning centers/furniture**
    **Note:**  To meet quality standards, you should have a minimum of 50 sq. ft. of indoor space per child.
    1. Sketch and draw a detailed floor plan of your classroom. Be creative in your floor plan.
    2. Label each area within the room according to the grouping used, such as small group area, whole group meeting area, learning centers, music area, etc. Place all elements you will have in your classroom. You should use a key.
    3. Upload your complete floor plan.

  • [Solved] questions

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    Please answer each question in complete paragraph. Do not repeat the questions. All answers should be followed by a reference Any use of AI will result in automatic 0 \ Questions9-16.docx](https://www.sweetstudy.com/files/questions9-16-docx "Questions9-16.docx")

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    Assignment Prompt & Instructions

    Please answer each question in complete paragraph. Do not repeat the questions. All answers should be followed by a reference   Any use of AI will result in automatic 0
    \
    Questions9-16.docx](https://www.sweetstudy.com/files/questions9-16-docx "Questions9-16.docx")

  • [Solved] Issues in special education

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    – ## task1-3.docx **## task1-3.docx** ## Task 2- National and State Identification and Evaluation Critical Issues The following resources illustrate THREE critical issues and trends in Special Education for the 2023-2024 academic year national and state-wide. **Provide a two- page summary for each.*…

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    Assignment Prompt & Instructions

    – ## task1-3.docx

    **## task1-3.docx**

    ## Task 2- National and State Identification and Evaluation Critical Issues

    The following resources illustrate THREE critical issues and trends in Special Education for the 2023-2024 academic year national and state-wide.
    **Provide a two- page summary for each.**

    **Issue 1: National**

    [Raise the Bar Policy Brief: | U.S. Department of EducationLinks to an external site.](https://eed.communities.ed.gov/sites/default/files/2024-12/Eliminating%20Educator%20Shortages-Resources%20to%20Support%20and%20Retain%20High-Quality%20Educators-November%202024.pdf)

    **Issue 1: State**

    [https://www.fldoe.org/core/fileparse.php/20562/urlt/16-2.pdfLinks to an external site.](https://www.fldoe.org/core/fileparse.php/20562/urlt/16-2.pdf)

    **Issue 2: National**

    [https://www.ed.gov/teaching-and-administration/lead-and-manage-my-school/state-support-network/ssn-resources/predictors-of-postsecondary-successLinks to an external site.](https://www.ed.gov/teaching-and-administration/lead-and-manage-my-school/state-support-network/ssn-resources/predictors-of-postsecondary-success)

    **Issue 2: State**

    [Florida Students Demonstrate Success in Second Year of First-in-the-Nation Progress Monitoring AssessmentsFlorida Students Demonstrate Success in Second Year of First in the Nation (fldoe.org)Links to an external site.](https://www.fldoe.org/newsroom/latest-news/florida-students-demonstrate-success-in-second-year-of-first-in-the-nation-progress-monitoring-assessments.stml)

    **Issue 3: National**

    [https://www.ed.gov/about/doing-business-ed/working-ed/career-transition-resource-hubLinks to an external site.](https://www.ed.gov/about/doing-business-ed/working-ed/career-transition-resource-hub)

    **Issue 3: State**

    [https://www.fldoe.org/contact-us/search.stml?q=Transition+services+disabilityLinks to an external site.](https://www.fldoe.org/contact-us/search.stml?q=Transition+services+disability)

    **Rubric:**

    | | |
    | — | — |
    | **Competencies** | **Points** |
    | 1.      Provide a two-page summary for each issue addressed (i.e; Issue 1, Issue 2 and Issue 3) | 30 |
    | 2.      Include: Clear descriptions of key issue(s) | 20 |
    | 3.      Include: Specific Solutions to each issue (be sure to add reference materials or links)<br>**HINT: This is where you include prior knowledge of resources that you have worked with in previous courses, such as Interventions that Work, IRIS Center, The CEEDAR, etc.** | 20 |
    | 4.      Include: Data from the FDOE documenting addressing these issues | 25 |
    | **Total** | **95** |

    ## Task 3 – **Individual- HLP Critical Essay: High-Leverage Practices and Evidence-Based Practices: A Promising Pair**

    Guided by the 5-guiding questions below, read
    [https://ceedar.education.ufl.edu/wp-content/uploads/2017/12/HLPs-and-EBPs-A-Promising-Pair.pdfLinks to an external site.](https://ceedar.education.ufl.edu/wp-content/uploads/2017/12/HLPs-and-EBPs-A-Promising-Pair.pdf) and complete a critical analysis of the article by using the questions below as a foundation for the analysis. Do not answer the questions but use the question as the basis to complete the critical analysis.

    What do we mean by “read critically”?  Critical reading means more than just skimming the subheadings of a textbook chapter or highlighting the occasional phrase.  Critical reading means taking the time to think carefully about what is being said in a text.  It involves identifying key features in the reading, such as the author’s argument and the evidence being used to support it.  It means not taking for granted that whatever you are reading is objective or absolute fact but analyzing and evaluating the credibility of the text using a set of criteria.

    Within the context of a narrative, once you have read the article, make sure the analysis answers the following five questions:

    1. What is the main topic of the article?

    2. What is the issue being discussed?

    3. What position (argument) does the author make?

    4. What evidence does the author put forward?

    5. How convincing is this evidence (quality of evidence, inclusion/discussion of counter-arguments, glaring omissions)?

    ## Task 4- **Individual: Social/Emotional/Behavioral Reference Guide for Teachers**

    **Learning Outcomes Assessed:**

    1. Identify HLPs for social/emotional/behavioral interventions.

    2. Select appropriate references for 'real world'/classroom application of HLPs.

    3. Discriminate amongst empirically vetted resources.

    4. Provide well-informed recommendations based on personal understanding of HLPs and evidence-based strategies.

    **Directions:**

    After evaluating the following resource outlining the HLP for social/emotional/behavioral interventions, create a reference guide for teachers of websites/articles/ videos and other resources that they can consult/implement when applying the HLPs. Be sure to only recommend vetted resources or websites that provide evidence-based resources.

    | | |
    | — | — |
    | **Learning Outcomes** | **Points** |
    | Explicit identification and description of HLPs implemented | 15 |
    | At least <br>**3 references/resources** that teachers can access to find <br>**specific strategies** related to each intervention | 25 |
    | Provide a page of Helpful Hints or special recommendations that you deem helpful related to the resources provided | 10 |
    | | |
    | **Total** | **50** |
    | **BONUS: Evidence that you applied the unit plan with your students** | 5 |

    **## task1-3.docx**

    ## Task 2- National and State Identification and Evaluation Critical Issues

    The following resources illustrate THREE critical issues and trends in Special Education for the 2023-2024 academic year national and state-wide.
    **Provide a two- page summary for each.**

    **Issue 1: National**

    [Raise the Bar Policy Brief: | U.S. Department of EducationLinks to an external site.](https://eed.communities.ed.gov/sites/default/files/2024-12/Eliminating%20Educator%20Shortages-Resources%20to%20Support%20and%20Retain%20High-Quality%20Educators-November%202024.pdf)

    **Issue 1: State**

    [https://www.fldoe.org/core/fileparse.php/20562/urlt/16-2.pdfLinks to an external site.](https://www.fldoe.org/core/fileparse.php/20562/urlt/16-2.pdf)

    **Issue 2: National**

    [https://www.ed.gov/teaching-and-administration/lead-and-manage-my-school/state-support-network/ssn-resources/predictors-of-postsecondary-successLinks to an external site.](https://www.ed.gov/teaching-and-administration/lead-and-manage-my-school/state-support-network/ssn-resources/predictors-of-postsecondary-success)

    **Issue 2: State**

    [Florida Students Demonstrate Success in Second Year of First-in-the-Nation Progress Monitoring AssessmentsFlorida Students Demonstrate Success in Second Year of First in the Nation (fldoe.org)Links to an external site.](https://www.fldoe.org/newsroom/latest-news/florida-students-demonstrate-success-in-second-year-of-first-in-the-nation-progress-monitoring-assessments.stml)

    **Issue 3: National**

    [https://www.ed.gov/about/doing-business-ed/working-ed/career-transition-resource-hubLinks to an external site.](https://www.ed.gov/about/doing-business-ed/working-ed/career-transition-resource-hub)

    **Issue 3: State**

    [https://www.fldoe.org/contact-us/search.stml?q=Transition+services+disabilityLinks to an external site.](https://www.fldoe.org/contact-us/search.stml?q=Transition+services+disability)

    **Rubric:**

    | | |
    | — | — |
    | **Competencies** | **Points** |
    | 1.      Provide a two-page summary for each issue addressed (i.e; Issue 1, Issue 2 and Issue 3) | 30 |
    | 2.      Include: Clear descriptions of key issue(s) | 20 |
    | 3.      Include: Specific Solutions to each issue (be sure to add reference materials or links)<br>**HINT: This is where you include prior knowledge of resources that you have worked with in previous courses, such as Interventions that Work, IRIS Center, The CEEDAR, etc.** | 20 |
    | 4.      Include: Data from the FDOE documenting addressing these issues | 25 |
    | **Total** | **95** |

    ## Task 3 – **Individual- HLP Critical Essay: High-Leverage Practices and Evidence-Based Practices: A Promising Pair**

    Guided by the 5-guiding questions below, read
    [https://ceedar.education.ufl.edu/wp-content/uploads/2017/12/HLPs-and-EBPs-A-Promising-Pair.pdfLinks to an external site.](https://ceedar.education.ufl.edu/wp-content/uploads/2017/12/HLPs-and-EBPs-A-Promising-Pair.pdf) and complete a critical analysis of the article by using the questions below as a foundation for the analysis. Do not answer the questions but use the question as the basis to complete the critical analysis.

    What do we mean by “read critically”?  Critical reading means more than just skimming the subheadings of a textbook chapter or highlighting the occasional phrase.  Critical reading means taking the time to think carefully about what is being said in a text.  It involves identifying key features in the reading, such as the author’s argument and the evidence being used to support it.  It means not taking for granted that whatever you are reading is objective or absolute fact but analyzing and evaluating the credibility of the text using a set of criteria.

    Within the context of a narrative, once you have read the article, make sure the analysis answers the following five questions:

    1. What is the main topic of the article?

    2. What is the issue being discussed?

    3. What position (argument) does the author make?

    4. What evidence does the author put forward?

    5. How convincing is this evidence (quality of evidence, inclusion/discussion of counter-arguments, glaring omissions)?

    ## Task 4- **Individual: Social/Emotional/Behavioral Reference Guide for Teachers**

    **Learning Outcomes Assessed:**

    1. Identify HLPs for social/emotional/behavioral interventions.

    2. Select appropriate references for 'real world'/classroom application of HLPs.

    3. Discriminate amongst empirically vetted resources.

    4. Provide well-informed recommendations based on personal understanding of HLPs and evidence-based strategies.

    **Directions:**

    After evaluating the following resource outlining the HLP for social/emotional/behavioral interventions, create a reference guide for teachers of websites/articles/ videos and other resources that they can consult/implement when applying the HLPs. Be sure to only recommend vetted resources or websites that provide evidence-based resources.

    | | |
    | — | — |
    | **Learning Outcomes** | **Points** |
    | Explicit identification and description of HLPs implemented | 15 |
    | At least <br>**3 references/resources** that teachers can access to find <br>**specific strategies** related to each intervention | 25 |
    | Provide a page of Helpful Hints or special recommendations that you deem helpful related to the resources provided | 10 |
    | | |
    | **Total** | **50** |
    | **BONUS: Evidence that you applied the unit plan with your students** | 5 |

  • [Solved] Education Unit 5: Writing Assignment 2

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    ## Unit 5: Writing Assignment 2 – **Due** Saturday by 11:59pm – **Points** 30 – **Submitting** a file upload – **Available** after Sep 12 at 12am – **Assignment 2** _(30 points)_ – Prompt: Consider the statement in the _Human Resources for School Leaders: 11 Steps to Utilizing HR to Improve Student …

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    Assignment Prompt & Instructions

    ## Unit 5: Writing Assignment 2
    – **Due** Saturday by 11:59pm
    – **Points** 30
    – **Submitting** a file upload
    – **Available** after Sep 12 at 12am
    – **Assignment 2** _(30 points)_
    – Prompt: Consider the statement in the _Human Resources for School Leaders: 11 Steps to Utilizing HR to Improve Student Learning_ textbook that leadership is the most important variable for teacher assessment/evaluation being a positive force (culture builder that improves teaching and learning) in a school organization. Create a list of “do’s and don’ts” for a new principal to reference when trying to turn a school with a poor opinion of teacher evaluation into a positive circumstance for teachers. In your response, utilize information from the textbook and at least one outside credible educational source.
    – Requirements: 500 words; APA format
    \
    Screenshot2025-09-16173454.png](https://www.sweetstudy.com/files/screenshot2025-09-16173454-png "Screenshot2025-09-16173454.png")
    \
    Screenshot2025-09-16173520edu.png](https://www.sweetstudy.com/files/screenshot2025-09-16173520edu-png "Screenshot2025-09-16173520edu.png")