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Tag: Pedagogical Methods & Classroom Assessment

  • [Solved] edwards

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    Please see attachments **files (2)** – ## CrosstabulationCorrelationAssignment.docx – sleep1.sav **## CrosstabulationCorrelationAssignment.docx** ## Crosstabulation And Correlation Analysis Instructions You will take part in several data analysis assignments in which you will develop a report using …

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    Please see attachments

    **files (2)**

    – ## CrosstabulationCorrelationAssignment.docx

    – sleep1.sav

    **## CrosstabulationCorrelationAssignment.docx**

    ## Crosstabulation And Correlation Analysis Instructions

    You will take part in several data analysis assignments in which you will develop a report using tables and figures from the IBM SPSS® output file of your results. Using the resources and readings provided, you will interpret these results, test the hypotheses, and write up these interpretations.

    This second assignment from Pallant’s SPSS Survival Guide uses the
    _sleep.sav_ file you used in a previous Module. Complete the Additional Exercises on pages 147 AND 152. For convenience, here are the questions:

    Page 147 (Chapter 11)

    ## Health

    Data file: sleep.sav. See Classroom for file. See Appendix for details of the data file.

    1. Check the strength of the correlation between scores on the Sleepiness and Associated Sensations Scale (totSAS) and the Epworth Sleepiness Scale (ess).

    2. Use Syntax to assess the correlations between the Epworth Sleepiness Scale (ess) and each of the individual items that make up the Sleepiness and Associated Sensations Scale (fatigue, lethargy, tired, sleepy, energy).

    Page 152 (Chapter 12)

    ## Health

    Data file: sleep.sav. See Classroom for file. See Appendix for details of the data file.

    1. Check the strength of the correlation between scores on the Sleepiness and Associated Sensations Scale (totSAS) and the impact of sleep problems on overall well-being (impact6) while controlling for age. Compare the zero-order correlation (Pearson correlation) and the partial correlation coefficient. Does controlling for age make a difference?

    ## General Instructions

    As doctoral students, your assignments are expected to follow the principles of high-quality scientific standards and promote knowledge and understanding in the field of criminal justice. You should apply a rigorous and critical assessment of a body of theory and empirical research, articulating what is known about the phenomenon and ways to advance research about the topic under review. Research syntheses should identify significant variables, a systematic and reproducible search strategy, and a clear framework for studies included in the larger analysis.

    Assignments may be written in first person (“I”).

    All assignments should be clearly and concisely written, with technical material set off. Please do not use jargon, slang, idioms, colloquialisms, or bureaucratese. Use acronyms sparingly and

    CJUS 745

    Page 2 of 2

    spell them out the first time you use them. Please do not construct acronyms from phrases you repeat frequently in the text.

    ## Structure of Assignment Paper

    For purposes of this assignment, there is no layout structure required as far as the setup of this paper, with one exception. I would appreciate it if you used separate headers for question 1 and question 2. Sub-headers are also allowed but not required. Questions should strive to be no less than 100 words each with no maximum limit.

    I expect all papers to be in the latest APA edition, properly cited, and tables attached from your SPSS Output.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **sleep1.sav**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sleep1-sav)

    **sleep1.sav**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sleep1-sav)

    **## CrosstabulationCorrelationAssignment.docx**

    ## Crosstabulation And Correlation Analysis Instructions

    You will take part in several data analysis assignments in which you will develop a report using tables and figures from the IBM SPSS® output file of your results. Using the resources and readings provided, you will interpret these results, test the hypotheses, and write up these interpretations.

    This second assignment from Pallant’s SPSS Survival Guide uses the
    _sleep.sav_ file you used in a previous Module. Complete the Additional Exercises on pages 147 AND 152. For convenience, here are the questions:

    Page 147 (Chapter 11)

    ## Health

    Data file: sleep.sav. See Classroom for file. See Appendix for details of the data file.

    1. Check the strength of the correlation between scores on the Sleepiness and Associated Sensations Scale (totSAS) and the Epworth Sleepiness Scale (ess).

    2. Use Syntax to assess the correlations between the Epworth Sleepiness Scale (ess) and each of the individual items that make up the Sleepiness and Associated Sensations Scale (fatigue, lethargy, tired, sleepy, energy).

    Page 152 (Chapter 12)

    ## Health

    Data file: sleep.sav. See Classroom for file. See Appendix for details of the data file.

    1. Check the strength of the correlation between scores on the Sleepiness and Associated Sensations Scale (totSAS) and the impact of sleep problems on overall well-being (impact6) while controlling for age. Compare the zero-order correlation (Pearson correlation) and the partial correlation coefficient. Does controlling for age make a difference?

    ## General Instructions

    As doctoral students, your assignments are expected to follow the principles of high-quality scientific standards and promote knowledge and understanding in the field of criminal justice. You should apply a rigorous and critical assessment of a body of theory and empirical research, articulating what is known about the phenomenon and ways to advance research about the topic under review. Research syntheses should identify significant variables, a systematic and reproducible search strategy, and a clear framework for studies included in the larger analysis.

    Assignments may be written in first person (“I”).

    All assignments should be clearly and concisely written, with technical material set off. Please do not use jargon, slang, idioms, colloquialisms, or bureaucratese. Use acronyms sparingly and

    CJUS 745

    Page 2 of 2

    spell them out the first time you use them. Please do not construct acronyms from phrases you repeat frequently in the text.

    ## Structure of Assignment Paper

    For purposes of this assignment, there is no layout structure required as far as the setup of this paper, with one exception. I would appreciate it if you used separate headers for question 1 and question 2. Sub-headers are also allowed but not required. Questions should strive to be no less than 100 words each with no maximum limit.

    I expect all papers to be in the latest APA edition, properly cited, and tables attached from your SPSS Output.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **sleep1.sav**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sleep1-sav)

    **## CrosstabulationCorrelationAssignment.docx**

    ## Crosstabulation And Correlation Analysis Instructions

    You will take part in several data analysis assignments in which you will develop a report using tables and figures from the IBM SPSS® output file of your results. Using the resources and readings provided, you will interpret these results, test the hypotheses, and write up these interpretations.

    This second assignment from Pallant’s SPSS Survival Guide uses the
    _sleep.sav_ file you used in a previous Module. Complete the Additional Exercises on pages 147 AND 152. For convenience, here are the questions:

    Page 147 (Chapter 11)

    ## Health

    Data file: sleep.sav. See Classroom for file. See Appendix for details of the data file.

    1. Check the strength of the correlation between scores on the Sleepiness and Associated Sensations Scale (totSAS) and the Epworth Sleepiness Scale (ess).

    2. Use Syntax to assess the correlations between the Epworth Sleepiness Scale (ess) and each of the individual items that make up the Sleepiness and Associated Sensations Scale (fatigue, lethargy, tired, sleepy, energy).

    Page 152 (Chapter 12)

    ## Health

    Data file: sleep.sav. See Classroom for file. See Appendix for details of the data file.

    1. Check the strength of the correlation between scores on the Sleepiness and Associated Sensations Scale (totSAS) and the impact of sleep problems on overall well-being (impact6) while controlling for age. Compare the zero-order correlation (Pearson correlation) and the partial correlation coefficient. Does controlling for age make a difference?

    ## General Instructions

    As doctoral students, your assignments are expected to follow the principles of high-quality scientific standards and promote knowledge and understanding in the field of criminal justice. You should apply a rigorous and critical assessment of a body of theory and empirical research, articulating what is known about the phenomenon and ways to advance research about the topic under review. Research syntheses should identify significant variables, a systematic and reproducible search strategy, and a clear framework for studies included in the larger analysis.

    Assignments may be written in first person (“I”).

    All assignments should be clearly and concisely written, with technical material set off. Please do not use jargon, slang, idioms, colloquialisms, or bureaucratese. Use acronyms sparingly and

    CJUS 745

    Page 2 of 2

    spell them out the first time you use them. Please do not construct acronyms from phrases you repeat frequently in the text.

    ## Structure of Assignment Paper

    For purposes of this assignment, there is no layout structure required as far as the setup of this paper, with one exception. I would appreciate it if you used separate headers for question 1 and question 2. Sub-headers are also allowed but not required. Questions should strive to be no less than 100 words each with no maximum limit.

    I expect all papers to be in the latest APA edition, properly cited, and tables attached from your SPSS Output.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **sleep1.sav**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sleep1-sav)

  • [Solved] edwards

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    pleased see attachment **files (1)** – ## TheBinomialProbabilityDistributionNormalCurves.docx **## TheBinomialProbabilityDistributionNormalCurves.docx** ## Module 4: The Binomial Probability Distribution, Normal Curves, and ## Sampling Distributions Assignment Questions are taken directly from Brase…

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Have this question answered from scratch according to your specific instructions and deadline.

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    Assignment Prompt & Instructions

    pleased see attachment

    **files (1)**

    – ## TheBinomialProbabilityDistributionNormalCurves.docx

    **## TheBinomialProbabilityDistributionNormalCurves.docx**

    ## Module 4: The Binomial Probability Distribution, Normal Curves, and

    ## Sampling Distributions Assignment

    Questions are taken directly from Brase, Brase, Dolor, and Seibert Chapters 5 and 6, pages 225 and 301, respectively. In case an eBook page number differs, the questions are listed below:

    Chapter 5:

    1. Discuss what we mean by a binomial experiment. As you can see, a binomial process or binomial experiment involves a lot of assumptions! For example, all the trials are supposed to be independent and repeated under identical conditions. Is this always true? Can we always be completely certain that the probability of success does not change from one trial to the next? In the real world, there is almost nothing we can be absolutely sure about, so the theoretical assumptions of the binomial probability distribution often will not be completely satisfied. Does that mean we cannot use the binomial distribution to solve practical problems? Looking at this chapter, the answer seems to be that we can indeed use the binomial distribution even if not all the assumptions are exactly met. We find in practice that the conclusions are sufficiently accurate for our intended application. List three applications of the binomial distribution for which you think, although some of the assumptions are not exactly met, there is still adequate reason to apply the binomial distribution.

    2. Why do we need to learn the formula for the binomial probability distribution? Using the formula repeatedly can be very tedious. To cut down on tedious calculations, most people will use a binomial table such as the one found in Appendix II of this book.

    a. However, there are many applications for which a table in the back of any book is not adequate. For instance, compute P(r = 3) where n = 5 and p = 0.735. Can you find the result in the table? Do the calculation by using the formula. List some other situations in which a table might not be adequate to solve a particular binomial distribution problem.

    b. The formula itself also has limitations. For instance, consider the difficulty of computing P(r≥285) where n = 500 and p. 0.6. What are some of the difficulties you run into? Consider the calculation of P(r = 285). You will be raising

    c. 0.6 and 0.4 to very high powers; this will give you very, very small numbers. Then, you need to compute C500,285, which is a very, very large number. When combining extremely large and extremely small numbers in the same calculation, most accuracy is lost unless you carry a huge number of significant digits. If this isn’t tedious enough, consider the steps you need to compute P(r≥285) = P(r = 285) + P(r = 286) + … + P(r≥285)? Does it seem clear that we need a better way to estimate P(r≥285)? In Chapter 6, you will learn a much better way to estimate binomial probabilities when the number of trials is large.

    3. In Chapter 3, we learned about means and standard deviations. In Section 5.1, we learned that probability distributions also can have a mean and standard deviation. Discuss what

    CJUS 745

    Page 2 of 2

    is meant by the expected value and standard deviation of a binomial distribution. How does this relate back to the material we learned in Chapter 3 and Section 5.1?

    4. In Chapter 2, we looked at the shapes of distributions. Review the concepts of skewness and symmetry, then categorize the following distributions as to skewness or symmetry:

    a. A binomial distribution with n = 11 trials and p = 0.50.

    b. A binomial distribution with n = 11 trials and p = 0.10.

    c. A binomial distribution with n = 11 trials and p = 0.90.

    In general, does it seem true that binomial probability distributions in which the probability of success is close to 0 are skewed right, whereas those with probability of success close to 1 are skewed left?

    Chapter 6:

    1. If you look up the word empirical in a dictionary, you will find that it means “relying on experiment and observation rather than on theory.” Discuss the empirical rule in this context. The empirical rule certainly applies to the normal distribution, but does it also apply to a wide variety of other distributions that are not exactly (theoretically) normal? Discuss the terms mound-shaped and symmetric. Draw several sketches of distributions that are mound-shaped and symmetric. Draw sketches of distributions that are not mound-shaped or symmetric. To which distributions will the empirical rule apply?

    2. Why are standard z values so important? Is it true that z values have no units of measurement? Why would this be desirable for comparing data sets with different units of measurement? How can we assess differences in quality or performance by simply comparing z values under a standard normal curve? Examine the formula for computing standard z values. Notice that it involves both the mean and the standard deviation. Recall that in Chapter 3, we commented that the mean of a data collection is not entirely adequate to describe the data; you need the standard deviation as well. Discuss this topic again in light of what you now know about normal distributions and standard z values.

    3. Most companies that manufacture a product have a division responsible for quality control or quality assurance. The purpose of the quality-control division is to make reasonably certain that the products manufactured are up to company standards. Write a brief essay in which you describe how the statistics you have learned so far could be applied to an industrial application (such as control charts and the Antlers Lodge example).

    4. Most people would agree that increased information should give better predictions. Discuss how sampling distributions actually enable better predictions by providing more information. Examine Theorem 6.1 again. Suppose that x is a random variable with a

    normal distribution. Then x the sample mean based on random samples of size n, also will have a normal distribution for any value of n = 1, 2, 3… What happens to the standard deviation of the x distribution as n (the sample size) increases? Consider the following table for different values of n. Due to space, see the book to complete this question.

    5. In a way, the central limit theorem can be thought of as a kind of “grand central station.” It is a connecting hub or center for a great deal of statistical work. We will use it extensively in Chapters 7, 8, and 9. Put in a very elementary way, the central limit theorem states that as the sample size n increases, the distribution of the sample mean x will always approach a normal distribution, no matter where the original x variable came from. For most people, it is the complete generality of the central limit theorem that is so awe-inspiring: It applies to practically everything. List and discuss at least three variables from everyday life for which you expect the variable x itself not to follow a normal or bell-shaped distribution. Then, discuss what would happen to the sampling distribution x if the sample size were increased. Sketch diagrams of the x distributions as the sample size n increases.

    ## General Instructions

    As doctoral students, your assignments are expected to follow the principles of high-quality scientific standards and promote knowledge and understanding in the field of criminal justice. You should apply a rigorous and critical assessment of a body of theory and empirical research, articulating what is known about the phenomenon and ways to advance research about the topic under review. Research syntheses should identify significant variables, a systematic and reproducible search strategy, and a clear framework for studies included in the larger analysis.

    Assignments may be written in first person (“I”).

    All assignments should be clearly and concisely written, with technical material set off. Please do not use jargon, slang, idioms, colloquialisms, or bureaucratese. Use acronyms sparingly and spell them out the first time you use them. Please do not construct acronyms from phrases you repeat frequently in the text.

    ## Structure of Assignment Paper

    For purposes of this assignment, there is no layout structure required as far as the setup of this paper, with one exception. I would appreciate it if you used separate headers for question 1 and question 2. Sub-headers are also allowed but not required. Questions should strive to be no less than 250 words each with no maximum limit.

    I expect all papers to be in the latest APA edition, properly cited, and all tables attached.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## TheBinomialProbabilityDistributionNormalCurves.docx**

    ## Module 4: The Binomial Probability Distribution, Normal Curves, and

    ## Sampling Distributions Assignment

    Questions are taken directly from Brase, Brase, Dolor, and Seibert Chapters 5 and 6, pages 225 and 301, respectively. In case an eBook page number differs, the questions are listed below:

    Chapter 5:

    1. Discuss what we mean by a binomial experiment. As you can see, a binomial process or binomial experiment involves a lot of assumptions! For example, all the trials are supposed to be independent and repeated under identical conditions. Is this always true? Can we always be completely certain that the probability of success does not change from one trial to the next? In the real world, there is almost nothing we can be absolutely sure about, so the theoretical assumptions of the binomial probability distribution often will not be completely satisfied. Does that mean we cannot use the binomial distribution to solve practical problems? Looking at this chapter, the answer seems to be that we can indeed use the binomial distribution even if not all the assumptions are exactly met. We find in practice that the conclusions are sufficiently accurate for our intended application. List three applications of the binomial distribution for which you think, although some of the assumptions are not exactly met, there is still adequate reason to apply the binomial distribution.

    2. Why do we need to learn the formula for the binomial probability distribution? Using the formula repeatedly can be very tedious. To cut down on tedious calculations, most people will use a binomial table such as the one found in Appendix II of this book.

    a. However, there are many applications for which a table in the back of any book is not adequate. For instance, compute P(r = 3) where n = 5 and p = 0.735. Can you find the result in the table? Do the calculation by using the formula. List some other situations in which a table might not be adequate to solve a particular binomial distribution problem.

    b. The formula itself also has limitations. For instance, consider the difficulty of computing P(r≥285) where n = 500 and p. 0.6. What are some of the difficulties you run into? Consider the calculation of P(r = 285). You will be raising

    c. 0.6 and 0.4 to very high powers; this will give you very, very small numbers. Then, you need to compute C500,285, which is a very, very large number. When combining extremely large and extremely small numbers in the same calculation, most accuracy is lost unless you carry a huge number of significant digits. If this isn’t tedious enough, consider the steps you need to compute P(r≥285) = P(r = 285) + P(r = 286) + … + P(r≥285)? Does it seem clear that we need a better way to estimate P(r≥285)? In Chapter 6, you will learn a much better way to estimate binomial probabilities when the number of trials is large.

    3. In Chapter 3, we learned about means and standard deviations. In Section 5.1, we learned that probability distributions also can have a mean and standard deviation. Discuss what

    CJUS 745

    Page 2 of 2

    is meant by the expected value and standard deviation of a binomial distribution. How does this relate back to the material we learned in Chapter 3 and Section 5.1?

    4. In Chapter 2, we looked at the shapes of distributions. Review the concepts of skewness and symmetry, then categorize the following distributions as to skewness or symmetry:

    a. A binomial distribution with n = 11 trials and p = 0.50.

    b. A binomial distribution with n = 11 trials and p = 0.10.

    c. A binomial distribution with n = 11 trials and p = 0.90.

    In general, does it seem true that binomial probability distributions in which the probability of success is close to 0 are skewed right, whereas those with probability of success close to 1 are skewed left?

    Chapter 6:

    1. If you look up the word empirical in a dictionary, you will find that it means “relying on experiment and observation rather than on theory.” Discuss the empirical rule in this context. The empirical rule certainly applies to the normal distribution, but does it also apply to a wide variety of other distributions that are not exactly (theoretically) normal? Discuss the terms mound-shaped and symmetric. Draw several sketches of distributions that are mound-shaped and symmetric. Draw sketches of distributions that are not mound-shaped or symmetric. To which distributions will the empirical rule apply?

    2. Why are standard z values so important? Is it true that z values have no units of measurement? Why would this be desirable for comparing data sets with different units of measurement? How can we assess differences in quality or performance by simply comparing z values under a standard normal curve? Examine the formula for computing standard z values. Notice that it involves both the mean and the standard deviation. Recall that in Chapter 3, we commented that the mean of a data collection is not entirely adequate to describe the data; you need the standard deviation as well. Discuss this topic again in light of what you now know about normal distributions and standard z values.

    3. Most companies that manufacture a product have a division responsible for quality control or quality assurance. The purpose of the quality-control division is to make reasonably certain that the products manufactured are up to company standards. Write a brief essay in which you describe how the statistics you have learned so far could be applied to an industrial application (such as control charts and the Antlers Lodge example).

    4. Most people would agree that increased information should give better predictions. Discuss how sampling distributions actually enable better predictions by providing more information. Examine Theorem 6.1 again. Suppose that x is a random variable with a

    normal distribution. Then x the sample mean based on random samples of size n, also will have a normal distribution for any value of n = 1, 2, 3… What happens to the standard deviation of the x distribution as n (the sample size) increases? Consider the following table for different values of n. Due to space, see the book to complete this question.

    5. In a way, the central limit theorem can be thought of as a kind of “grand central station.” It is a connecting hub or center for a great deal of statistical work. We will use it extensively in Chapters 7, 8, and 9. Put in a very elementary way, the central limit theorem states that as the sample size n increases, the distribution of the sample mean x will always approach a normal distribution, no matter where the original x variable came from. For most people, it is the complete generality of the central limit theorem that is so awe-inspiring: It applies to practically everything. List and discuss at least three variables from everyday life for which you expect the variable x itself not to follow a normal or bell-shaped distribution. Then, discuss what would happen to the sampling distribution x if the sample size were increased. Sketch diagrams of the x distributions as the sample size n increases.

    ## General Instructions

    As doctoral students, your assignments are expected to follow the principles of high-quality scientific standards and promote knowledge and understanding in the field of criminal justice. You should apply a rigorous and critical assessment of a body of theory and empirical research, articulating what is known about the phenomenon and ways to advance research about the topic under review. Research syntheses should identify significant variables, a systematic and reproducible search strategy, and a clear framework for studies included in the larger analysis.

    Assignments may be written in first person (“I”).

    All assignments should be clearly and concisely written, with technical material set off. Please do not use jargon, slang, idioms, colloquialisms, or bureaucratese. Use acronyms sparingly and spell them out the first time you use them. Please do not construct acronyms from phrases you repeat frequently in the text.

    ## Structure of Assignment Paper

    For purposes of this assignment, there is no layout structure required as far as the setup of this paper, with one exception. I would appreciate it if you used separate headers for question 1 and question 2. Sub-headers are also allowed but not required. Questions should strive to be no less than 250 words each with no maximum limit.

    I expect all papers to be in the latest APA edition, properly cited, and all tables attached.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

  • [Solved] Instructional Design Models

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    Please look at the attached document for instructions. This needs to be back by this Sunday, and there can be no plagiarism. – [\ \ InstructionalDesignModels.docx](https://www.sweetstudy.com/files/instructionaldesignmodels-docx "InstructionalDesignModels.docx")

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Assignment Prompt & Instructions

    Please look at the attached document for instructions. This needs to be back by this Sunday, and there can be no plagiarism.

    – [\
    \
    InstructionalDesignModels.docx](https://www.sweetstudy.com/files/instructionaldesignmodels-docx "InstructionalDesignModels.docx")

  • [Solved] Education I need help with an assignment

    ✓ Verified Academic Solution Available

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    Help with assignments – [\ \ IMG_1659.png](https://www.sweetstudy.com/files/img-1659-png-10561541 "IMG_1659.png") – [\ \ IMG_1658.png](https://www.sweetstudy.com/files/img-1658-png-10561543 "IMG_1658.png")

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    Assignment Prompt & Instructions

    Help with assignments

    – [\
    \
    IMG_1659.png](https://www.sweetstudy.com/files/img-1659-png-10561541 "IMG_1659.png")
    – [\
    \
    IMG_1658.png](https://www.sweetstudy.com/files/img-1658-png-10561543 "IMG_1658.png")

  • [Solved] 526-research based

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    Students need to receive progress monitoring when they are on a literacy intervention plan. Using the appropriate tools to progress monitor helps justify whether an intervention is working or the need for an intense intervention to be added. Teachers can then provide students with feedback that will…

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    Assignment Prompt & Instructions

    Students need to receive progress monitoring when they are on a literacy intervention plan. Using the appropriate tools to progress monitor helps justify whether an intervention is working or the need for an intense intervention to be added. Teachers can then provide students with feedback that will help them reflect and self-assess their progress. It is also essential to communicate with families about the progress their child is making during the literacy intervention.

    Read the “ELM-526 Intervention Case Study.”  Write a 1,000 word intervention plan that would support Claire’s literacy needs. The intervention plan will be presented to your administrator and needs to be written in a formal voice with a clear and cohesive purpose. Include the following in your intervention plan:

    – Summary of the analysis of the student’s data and justification, based on the data, why more intense literacy intervention is needed.
    – Claire’s strengths and needs based on the data and how these will be used to create short- and long-term literacy goals.
    – Create two literacy goals based on the analyzed data and determine a progress monitoring tool for each goal. Provide one way that technology can assist in collecting and organizing the progress monitoring data.
    – Describe Claire’s intervention schedule, including intervention length and frequency, and reassessment timeframe. Provide one tool to monitor intervention implementation and explain how this tool ensures implementation fidelity.
    – For each goal, provide one research-based intervention strategy that will engage Claire in learning experiences to meet her needs, literacy goals, and content area standards.
    – Describe one strategy that will be implemented to help Claire set her own smaller learning goals that lead up to her larger literacy goals and to support her self-reflection on progress towards those goals. Additionally, discuss how you will support Claire in identifying quality work when self-assessing.
    – Provide at least one research-based strategy that will increase Claire’s motivation throughout the intervention cycle and encourage ownership of her learning and reflective thinking.
    – Explain how you will communicate with Claire’s family about her progress and changes to the intervention plan.

    Support the plan with 3-5 scholarly resources.

    – [\
    \
    ELM-526-RS-T5-InterventionCaseStudy1.docx](https://www.sweetstudy.com/files/elm-526-rs-t5-interventioncasestudy1-docx "ELM-526-RS-T5-InterventionCaseStudy1.docx")

  • [Solved] question

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    **files (1)** – ## 635DBModule3.docx **## 635DBModule3.docx** Response classmate Antony; For this discussion, I selected the article _“Dear Parent”_ (Volta Voices, 2011). In this article, the author talks about her child’s hearing loss, learning sign language, and how she felt when doctors first sha…

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    **files (1)**

    – ## 635DBModule3.docx

    **## 635DBModule3.docx**

    Response classmate Antony;

    For this discussion, I selected the article
    _“Dear Parent”_ (Volta Voices, 2011).

    In this article, the author talks about her child’s hearing loss, learning sign language, and how she felt when doctors first shared the diagnosis. She explains that she felt devastated and still becomes emotional even years later. She also states that a child’s hearing loss can be overwhelming and emotionally draining for families. Consequently, she advises parents to remember who they are and who their children were before the diagnosis. She encourages parents to accept their child’s diagnosis and to seek support groups where they can connect with other families going through similar experiences through the AG Bell organization (Alexander Graham Bell Association for the Deaf and Hard of Hearing, 2011). In addition, she provides the website
    [www.agbell.orgLinks to an external site.](http://www.agbell.org/) as a resource for support and information. She also emphasizes the importance of seeking professional assistance to help parents navigate their child’s hearing loss.

    What I found most important in this article is how the author explains the emotional impact on parents. I believe it shows that this type of news affects families deeply, not only medically but emotionally as well. I also find that even years later, those emotions can still be present. Consequently, I believe acceptance does not mean the feelings disappear, but it means learning how to move forward while still living with the diagnosis (Alexander Graham Bell Association for the Deaf and Hard of Hearing, 2011).

    In addition, I believe families need both professional and personal support when raising a child with hearing loss. One important support is early intervention services because research shows that early support improves communication outcomes for children with hearing loss (Joint Committee on Infant Hearing [JCIH], 2019). I also believe professional support such as audiologists, speech-language pathologists, and educators is important because they guide families through the process and help them understand how to support their child. At the same time, personal support from other families is also important because it allows parents to connect with people who truly understand their experience.

    From my personal connection, although indirectly, I understand how overwhelming it can feel when families have to deal with their child being diagnosed with hearing loss. I am sure the news of the diagnosis is emotionally draining, and families should be encouraged to seek relatable support to help them through the process.

    I also found that the messages in
    _“Welcome to Holland”_ and
    _“An Open Letter to Parents”_ share similar ideas with
    _“Dear Parent”_. These readings are family- and child-centered and emphasize that adjustment and acceptance take time. I like how all of the readings supported families and encouraged them to gradually embrace their reality, advised them on how to transition through change, and learn how to move forward while remembering that they and their children are still the same. The only change is the child’s diagnosis, not who they were created to be, while still supporting their child.

    Questions:

    1. Based on the article
    _Dear Parent_, what advice would you give families when it comes to looking for support after hearing that their child’s hearing is impaired?

    2. How would you balance a family seeking professional help as well as personal help? Do you think both are important, or can one replace the other?

    3. How would you encourage families who are non-English speakers to seek professional help that would support their children?

    4. What advice would you give to parents and families who may be in denial after hearing the diagnosis of their child’s hearing loss?

    References
    Alexander Graham Bell Association for the Deaf and Hard of Hearing. (2011).
    _Dear parent_. Volta Voices, 18(3), 12–13.

    **## 635DBModule3.docx**

    Response classmate Antony;

    For this discussion, I selected the article
    _“Dear Parent”_ (Volta Voices, 2011).

    In this article, the author talks about her child’s hearing loss, learning sign language, and how she felt when doctors first shared the diagnosis. She explains that she felt devastated and still becomes emotional even years later. She also states that a child’s hearing loss can be overwhelming and emotionally draining for families. Consequently, she advises parents to remember who they are and who their children were before the diagnosis. She encourages parents to accept their child’s diagnosis and to seek support groups where they can connect with other families going through similar experiences through the AG Bell organization (Alexander Graham Bell Association for the Deaf and Hard of Hearing, 2011). In addition, she provides the website
    [www.agbell.orgLinks to an external site.](http://www.agbell.org/) as a resource for support and information. She also emphasizes the importance of seeking professional assistance to help parents navigate their child’s hearing loss.

    What I found most important in this article is how the author explains the emotional impact on parents. I believe it shows that this type of news affects families deeply, not only medically but emotionally as well. I also find that even years later, those emotions can still be present. Consequently, I believe acceptance does not mean the feelings disappear, but it means learning how to move forward while still living with the diagnosis (Alexander Graham Bell Association for the Deaf and Hard of Hearing, 2011).

    In addition, I believe families need both professional and personal support when raising a child with hearing loss. One important support is early intervention services because research shows that early support improves communication outcomes for children with hearing loss (Joint Committee on Infant Hearing [JCIH], 2019). I also believe professional support such as audiologists, speech-language pathologists, and educators is important because they guide families through the process and help them understand how to support their child. At the same time, personal support from other families is also important because it allows parents to connect with people who truly understand their experience.

    From my personal connection, although indirectly, I understand how overwhelming it can feel when families have to deal with their child being diagnosed with hearing loss. I am sure the news of the diagnosis is emotionally draining, and families should be encouraged to seek relatable support to help them through the process.

    I also found that the messages in
    _“Welcome to Holland”_ and
    _“An Open Letter to Parents”_ share similar ideas with
    _“Dear Parent”_. These readings are family- and child-centered and emphasize that adjustment and acceptance take time. I like how all of the readings supported families and encouraged them to gradually embrace their reality, advised them on how to transition through change, and learn how to move forward while remembering that they and their children are still the same. The only change is the child’s diagnosis, not who they were created to be, while still supporting their child.

    Questions:

    1. Based on the article
    _Dear Parent_, what advice would you give families when it comes to looking for support after hearing that their child’s hearing is impaired?

    2. How would you balance a family seeking professional help as well as personal help? Do you think both are important, or can one replace the other?

    3. How would you encourage families who are non-English speakers to seek professional help that would support their children?

    4. What advice would you give to parents and families who may be in denial after hearing the diagnosis of their child’s hearing loss?

    References
    Alexander Graham Bell Association for the Deaf and Hard of Hearing. (2011).
    _Dear parent_. Volta Voices, 18(3), 12–13.

  • [Solved] Wk 3 – Developing an MTSS Problem-Solving Meeting Agenda

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    Read ["RTI and Reading: Response to Intervention in a Nutshell"](https://www.readingrockets.org/topics/rti-and-mtss/articles/rti-and-reading-response-intervention-nutshell) from Reading Rockets. Although the article uses the term RTI, many schools now use the broader framework of [Multi-Tiered Syste…

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    Assignment Prompt & Instructions

    Read ["RTI and Reading: Response to Intervention in a Nutshell"](https://www.readingrockets.org/topics/rti-and-mtss/articles/rti-and-reading-response-intervention-nutshell) from Reading Rockets. Although the article uses the term RTI, many schools now use the broader framework of [Multi-Tiered Systems of Support (MTSS)](https://www.understood.org/en/articles/mtss-what-you-need-to-know), which includes academic, behavioral, and social-emotional supports.  [Review How to Build & Maintain an RTI Team | 36 min from the Reading this week.](https://www.educationalimpact.com/programs/programs/activity/rti_03a_01/)(Educational Impact)

    **Create** a professional agenda for an MTSS problem-solving meeting focused on an elementary student who is struggling academically, behaviorally, or both. [Student Scenario (Emma).](https://docs.google.com/document/d/1Bl4n4poi7wXyHH_ZYEiQpAyCBKBk0jdrfhv06AAqUSo/edit?usp=sharing) from [We Rise Elementary.](https://multimedia.phoenix.edu/virtualorgs/unified-school-district/) Your agenda should reflect how a collaborative school team reviews data, discusses interventions, monitors progress, and makes instructional decisions.

    You may create your agenda using Microsoft Word, Google Docs, Canva, PowerPoint, or another professional format.

    Include in your agenda for [Emma](https://docs.google.com/document/d/1Bl4n4poi7wXyHH_ZYEiQpAyCBKBk0jdrfhv06AAqUSo/edit?usp=sharing) must include the following components:

    – Purpose of the MTSS meeting
    – Student background information
    – Team members who should attend the meeting and their roles
    – Review of screening and progress-monitoring data
    – Discussion of Tier 1 supports currently in place
    – Possible Tier 2 or Tier 3 interventions being considered
    – Frequency of progress monitoring
    – Questions the team should discuss when determining whether movement between tiers is appropriate
    – Plan for documenting decisions and next steps
    – Ethical and appropriate ways to communicate data and concerns with families and school staff
    – Opportunities for parent input and collaboration

    **Write** a 175-word response in a separate document to the following questions:

    – What are the benefits of using an MTSS framework in schools?
    – What challenges might schools face when implementing MTSS effectively?
    – Why is collaboration important during MTSS meetings?

    **Include** a reference page and appropriate in-text citations.

    **Format** your assignment according to APA guidelines.

    https://www.readingrockets.org/topics/rti-and-mtss/articles/rti-and-reading-response-intervention-nutshell

    – [\
    \
    MTSSStudentScenario.pdf](https://www.sweetstudy.com/files/mtssstudentscenario-pdf "MTSSStudentScenario.pdf")

  • [Solved] MTE/512: Teaching The Exceptional Learner

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    **Discuss** the following with the teacher: – The mini lesson you will be adapting and teaching (this can be a lesson developed by the cooperating teacher, or another lesson approved by the teacher) – Who you will be teaching the adapted mini lesson to (either to a small group or one-on-one to an in…

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    **Discuss** the following with the teacher:

    – The mini lesson you will be adapting and teaching (this can be a lesson developed by the cooperating teacher, or another lesson approved by the teacher)
    – Who you will be teaching the adapted mini lesson to (either to a small group or one-on-one to an individual with exceptionality)
    – The demographics of the small group or the characteristics of the individual’s exceptionality
    – Specific communication skill(s) to be addressed and supports needed for the small group or individual
    – Applicable state standards or learning objectives to be addressed

    **Write** a 175-word summary on what you’ve learned while preparing for this mini lesson and the suggestions from your cooperating teacher.

    **Format** your paper according to APA guidelines.

  • [Solved] Education Homework

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    In-depth study guidance and analytical solution covering Education Homework.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] question

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    **files (1)** – ## 635Module5HM.docx **## 635Module5HM.docx** **Discussion Topic: Module 5: Developing Individualized Education Plans (IEPs) DiscussionModule 5: Developing Individualized Education Plans (IEPs) Discussion** **Discussion Board Participation:** · Answer both discussion board questions …

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    **files (1)**

    – ## 635Module5HM.docx

    **## 635Module5HM.docx**

    **Discussion Topic: Module 5: Developing Individualized Education Plans (IEPs) DiscussionModule 5: Developing Individualized Education Plans (IEPs) Discussion**

    **Discussion Board Participation:**

    · Answer both discussion board questions
    **(Review the rubric for specific requirements)**.

    **Discussion Board Questions:**

    1. How do the procedures for developing IFSPs differ from those for IEPs, and what are the key considerations in implementing each?

    2. Discuss the process of amending IFSPs (Individualized Family Service Plans) and IEPs (Individualized Education Programs). What factors should educators consider when suggesting changes to these documents?

    **## 635Module5HM.docx**

    **Discussion Topic: Module 5: Developing Individualized Education Plans (IEPs) DiscussionModule 5: Developing Individualized Education Plans (IEPs) Discussion**

    **Discussion Board Participation:**

    · Answer both discussion board questions
    **(Review the rubric for specific requirements)**.

    **Discussion Board Questions:**

    1. How do the procedures for developing IFSPs differ from those for IEPs, and what are the key considerations in implementing each?

    2. Discuss the process of amending IFSPs (Individualized Family Service Plans) and IEPs (Individualized Education Programs). What factors should educators consider when suggesting changes to these documents?