Case Study – Medicare Fraud and Abuse Report In this assignment we examine the legal and ethical implications of fraud and abuse with Medicare. Use the CSU-Global Library and the internet to identify a real-world case of Medicare fraud and/or abuse. Write a 4-5 page report using the readings, research, and your knowledge of health law and ethics to analyze this case. Your report should address the following substantive requirements: · Description of what occurred, who was affected, and why · Assess the case from the following perspectives: · Ethical – identify the ethical principles involved in this situation from the perspective of all those involved. · Legal – what are the legal implications and what laws or statutes were involved? · Provide two recommendations for how to manage this case from the perspective of the healthcare organization involved. What could have been done to prevent this situation? · Recommend next steps to manage this case. Your report should meet the following structural requirements: · Be 4-5 pages in length, not including the cover or reference pages. · Be formatted according to the CSU-Global Guide to Writing and APA Requirements. · Provide support for your statements with in-text citations from a minimum of four (4) scholarly articles. Two (2) of these sources may be from the class readings, textbook, or lectures, but two (2) must be external. The CSU-Global Library is a good place to find these references. · Utilize the following headings to organize the content in your work. · Introduction · Assessment · Recommendations · Conclusion Thanks, Barb. Classroom and Safety Management Plans Template Part 1: Classroom Management Classroom Rules and Expectations Category Rule/Expectation Activity Routines Relationships Field trips Consequences and Due Process Part 2: Safety Management Safety Concern Procedure 1. 2. 3. 4. 5. Resources © 2018. Grand Canyon University. All Rights Reserved. Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsECS-567ECS-567-O500Classroom and Safety Management Plans20.0CriteriaPercentageNo Submission (0.00%)Insufficient (69.00%)Approaching (74.00%)Acceptable (87.00%)Target (100.00%)CommentsPoints EarnedCRITERIA100.0%Part 1: Classroom Management - Classroom Rules and Expectations25.0%Not addressed. Classroom management plan does not include three classroom rules or expectations in the areas of routines, relationships, and field trips. Inadequate activities to teach each classroom rules and expectations to early childhood students are identified.Classroom management plan includes three underdeveloped or unclear classroom rules or expectations in the areas of routines, relationships, and field trips. Vague activities to teach each classroom rules and expectations to early childhood students are identified.Classroom management plan includes three appropriate classroom rules or expectations in the areas of routines, relationships, and ...

1. Case Study – Medicare Fraud and Abuse Report
In this assignment we examine the legal and ethical implications
of fraud and abuse with Medicare. Use the CSU-Global Library
and the internet to identify a real-world case of Medicare fraud
and/or abuse. Write a 4-5 page report using the readings,
research, and your knowledge of health law and ethics to
analyze this case.
Your report should address the following substantive
requirements:
· Description of what occurred, who was affected, and why
· Assess the case from the following perspectives:
· Ethical – identify the ethical principles involved in this
situation from the perspective of all those involved.
· Legal – what are the legal implications and what laws or
statutes were involved?
· Provide two recommendations for how to manage this case
from the perspective of the healthcare organization involved.
What could have been done to prevent this situation?
· Recommend next steps to manage this case.
Your report should meet the following structural requirements:
· Be 4-5 pages in length, not including the cover or reference
pages.
· Be formatted according to the CSU-Global Guide to Writing
and APA Requirements.
· Provide support for your statements with in-text citations from
a minimum of four (4) scholarly articles. Two (2) of these
sources may be from the class readings, textbook, or lectures,
but two (2) must be external. The CSU-Global Library is a good
place to find these references.
· Utilize the following headings to organize the content in your
work.
· Introduction
· Assessment
· Recommendations

2. · Conclusion
Thanks,
Barb.
Classroom and Safety Management Plans Template
Part 1: Classroom Management
Classroom Rules and Expectations
Category
Rule/Expectation
Activity
Routines
Relationships
Field trips
Consequences and Due Process

3. Part 2: Safety Management
Safety Concern
Procedure
1.
2.
3.
4.
5.
Resources
© 2018. Grand Canyon University. All Rights Reserved.
Rubic_Print_FormatCourse CodeClass CodeAssignment
TitleTotal PointsECS-567ECS-567-O500Classroom and Safety
Management Plans20.0CriteriaPercentageNo Submission
(0.00%)Insufficient (69.00%)Approaching (74.00%)Acceptable
(87.00%)Target (100.00%)CommentsPoints
EarnedCRITERIA100.0%Part 1: Classroom Management -
Classroom Rules and Expectations25.0%Not addressed.
Classroom management plan does not include three classroom
rules or expectations in the areas of routines, relationships, and
field trips. Inadequate activities to teach each classroom rules

4. and expectations to early childhood students are
identified.Classroom management plan includes three
underdeveloped or unclear classroom rules or expectations in
the areas of routines, relationships, and field trips. Vague
activities to teach each classroom rules and expectations to
early childhood students are identified.Classroom management
plan includes three appropriate classroom rules or expectations
in the areas of routines, relationships, and field trips. Relevant
activities to teach each classroom rules and expectations to
early childhood students are identified.Classroom management
plan includes three or more insightful classroom rules or
expectations in the areas of routines, relationships, and field
trips. Creative activities to teach each classroom rules and
expectations to early childhood students are identified.Part 1:
Classroom Management - Consequences and Due
Process30.0%Not addressed. Consequences are not specified or
are inappropriate. Irrelevant citations from the Ethical
Principles and Professional Practice Standards for Special
Educators are included. Due process procedures and
consequences for individuals with exceptionalities are not
identified or unfitting.Consequences are minimally explained.
Ambiguous citations from the Ethical Principles and
Professional Practice Standards for Special Educators are
included. Due process procedures and consequences for
individuals with exceptionalities are weak.Suitable
consequences are competently explained. Accurate citations
from the Ethical Principles and Professional Practice Standards
for Special Educators are included. Due process procedures and
consequences for individuals with exceptionalities are clearly
identified.Well-crafted consequences are thoroughly explained.
Extensive citations from the Ethical Principles and Professional
Practice Standards for Special Educators are included. Due
process procedures and consequences for individuals with
exceptionalities are proficiently explained.Part 2: Safety
Management30.0%Not addressed. Safety management plan does
not include five safety concerns. Procedures to manage the

5. identified concerns are implausible, and the roles of each
stakeholder involved are not identified.Safety management plan
minimally describes five safety concerns. Procedures to manage
the identified concerns and the roles of each stakeholder
involved are lacking detail.Safety management plan effectively
describes five safety concerns. Logical procedures to manage
the identified concerns and the roles of each stakeholder
involved are identified.Safety management plan minimally
describes five safety concerns. Comprehensive procedures to
manage the identified concerns and the roles of each
stakeholder involved are identified.Research Citations and
Format (citations, footnotes, references, bibliography, etc., as
appropriate to assignment and style) 10.0%Not addressed.
Many citations are missing where needed; or many of the
sources are inappropriate for the submission; or APA is
attempted where required, but many aspects are missing or
mistaken.Some citations may be missing where needed; or some
of the sources do not support the submission; or APA is
attempted where required, but some aspects are missing or
mistaken.All sources are credible, adequate, and support the
submission. All required aspects of APA format are correct
within the submission.All sources are credible, appropriate, and
strongly support the submission. All required aspects of APA
format are correct within the submission.Mechanics of Writing
(includes spelling, punctuation, grammar, language
use)5.0%Not addressed. Surface errors are pervasive enough
that they impede communication of meaning. Inappropriate
word choice or sentence construction is used.Frequent and
repetitive mechanical errors distract the reader. Inconsistencies
in language choice (register) or word choice are present.
Sentence structure is correct but not varied.Submission includes
some mechanical errors, but they do not hinder comprehension.
Variety of effective sentence structures are used, as well as
some practice and content-related language.Submission is
virtually free of mechanical errors. Word choice reflects well -
developed use of practice and content-related language.

6. Sentence structures are varied and engaging.Total
Weightage100%
Case Study for Final Paper
Adult Learners
You have been teaching in the University Intensive
English Program for several years, so when a newer teacher
comes to you in need of assistance, you are ready to help him!
Unique to your program, each instructor teaches all four
domains of language in the classroom. So, each teacher will
spend four hours each day with a group of about 15 adult
learners and will teach all four domains with the assistance of
some adult ESL textbooks. Because this instructor is newer and
is still learning, he has been placed with the intermediate adult
students. He is thriving at his job, but has a few questions about
how to help students with some key skills.
During the listening and speaking portion of class, your
colleague tells you that he is struggling to have his students
engage in conversation. He gives them the directions verbally,
breaks them into groups, and then gives them time to get
started. However, the students will often get into groups, but
then are not sure what to do and will not be able to get started.
Most frustrating is that he will often hear the students talking
with each other, in English, before class and in the hallways,
but they will not readily speak up in class. He is perplexed why
speaking in English in class is difficult for them. They will nod
as if they understand and will ask each other questions about
class information in their native languages. He asks you to help
him understand what he could be missing and what he can do to
help them with communicating in class.
Your colleague is also frustrated with his students’
writing. He feels that he is giving them the grammatical
knowledge to write, but his students are still struggling with
how to get the ideas on paper in an organized way. He is asking
for your help in how to help the students with their writing.

7. Case Study for Final Paper
Young Learners
Mrs. Serpe has been teaching for about 10 years; however
this is the first year she can remember having ELLs who are
coming in at lower proficiency levels. She is not always sure
how to help them. Two of her students, Maria and Abed, have
her particularly perplexed.
Maria has been in the classroom now for about six months.
Although she is silent in the classroom, Mrs. Serpe hears from
the playground teachers that Maria has started talking with her
friends on the playground. In class, Maria will respond with
nods and smiles only. She does not talk. Mrs. Serpe is confused
on how to help her, based on her proficiency level, and why
Maria is now talking while on the playground, but will not talk
in class. Mrs. Serpe does her best to hide her frustration and
help Maria feel part of the classroom. However, since Maria
came to the classroom with little English background, Mrs.
Serpe feels somewhat lost on how to help her.
Abed, on the other hand, has been at this school for over a
year now. He is doing very well. He speaks with friends on the
playground and is involved in class discussions. He came to
school with some English background. He is reading almost at
grade level and is very outgoing, communicative, and engages
well with peers both inside and out of the classroom. He can
understand and make himself understood with a mostly accurate
English grammatical system when speaking and listening.
However, his writing is struggling. Although he writes, he has
many grammatical mistakes, has trouble getting the words he
speaks from his brain to the paper, and becomes easily
frustrated.
Mrs. Serpe needs help with both students.

8. TESOL Pre-K–12 English Language Proficiency Standards
Framework
The Pre-K–12 English Language Proficiency Standards are
available in the TESOL Bookstore.
The standards address concerns introduced by the No Child Left
Behind legislation. It also
presents detailed tables that show indicators of success at
different levels of proficiency. The
framework of the standards is available here for your
convenience. For questions about using,
reprinting, or quoting the Pre-K–12 English Language
Proficiency Standards, see
TESOL’s Rights and Permissions page.
1. Proficiency Standards Framework
2. Grade Level Clusters
3. Language Domains
4. Language Proficiency Levels
5. Background
1. Presentation of a Clear Proficiency Standards Framework
The standards publication presents five language proficiency
standards. They include both social
and academic uses of the language students must acquire for
success in and beyond the
classroom. The English language proficiency standards are as
follows:
Standard 1:

9. English language learners communicate for social,
intercultural, and
instructional purposes within the school setting.
Standard 2:
English language learners communicate information, ideas, and
concepts
necessary for academic success in the area of language arts.
Standard 3:
English language learners communicate information, ideas, and
concepts
necessary for academic success in the area of mathematics.
Standard 4:
English language learners communicate information, ideas, and
concepts
necessary for academic success in the area of science.
Standard 5:
English language learners communicate information, ideas, and
concepts
necessary for academic success in the area of social studies.
2. Identification of Specific Grade-Level Clusters

10. The grade-level clusters for the English language proficiency
standards reflect current
educational configurations in the United States.
PreK-
K
Grade levels preK-K are grouped together because the
primary focus is on creating a learning environment that
nurtures the development of young English language
learners.
http://tesol.prod.vtcus.com/read-and-publish/rights-and-
permissions�
1-3
Grade levels 1-3 are grouped together because in most
elementary school programs, these grades are geared toward
“learning to read."
4-5 Grade levels 4-5 share the common goal of literacy skills
application, often referred to as “reading to learn."
6-8
At the 6-8 grade levels, English language learners face
increased academic and social pressure to perform. In
addition, at this level, there is a widening range of student
performance.
9-12
Grade levels 9-12 reflect the traditional high school
organization. The academic demands at the secondary level

11. make reaching parity with grade-level peers increasingly
difficult for English language learners.
3. Usage of Four Language Domains
Each of the five language proficiency standards is divided into
the language domains of
listening, speaking, reading, and writing. While interaction
naturally occurs between and among
language domains, in this document, they are maintained as
separate constructs as one way of
thinking about curriculum, instruction, and assessment.
Listening
Listening is an active skill. By highlighting an assortment of
listening tasks across
standards, the need to involve students in active listening and
purposeful listening skills
development becomes clear.
Speaking
English language learners engage in oral communication in a
variety of situations for a
variety of purposes and in a wide spectrum of settings. As par t
of oral communication,
students are constantly using language in meaningful interaction
with others.
Reading
English language learners process, interpret, and evaluate
written language, symbols, and
text with understanding and fluency. Learning to read in a
second language may be
enhanced or hindered by students’ level of literacy in their

12. native language. Students who
have a strong foundation in reading in their first language bring
with them skills that can
be readily transferred in the process of learning to read in
English.
Writing
English language learners use written communication for a
variety of purposes and
audiences. Writing can be used to express meaning through
drawing, symbols, or text.
English language learners may come with writing styles
influenced by their home
cultures.
4. Inclusion of Five Levels of Language Proficiency
The use of five levels reflects the complexity of language
development and allows the tracking
of student progress across grade levels within the same scale.
The five levels of language
proficiency reflect characteristics of language performance at
each developmental stage. The
language proficiency levels are intended to highlight and
provide a model of the process of
language acquisition that can be adapted by individual districts
and states.
Level 1-Starting
At L1, students initially have limited or no understanding of
English. They rarely use

13. English for communication. They respond nonverbally to simple
commands, statements,
and questions. As their oral comprehension increases, they
begin to imitate the
verbalizations of others by using single words or simple
phrases, and they begin to use
English spontaneously.
At the earliest stage, these learners construct meaning from text
primarily through
illustrations, graphs, maps, and tables.
Level 2-Emerging
At L2, students can understand phrases and short sentences.
They can communicate
limited information in simple everyday and routine situations by
using memorized
phrases, groups of words, and formulae. They can use selected
simple structures correctly
but still systematically produce basic errors. Students begin to
use general academic
vocabulary and familiar everyday expressions. Errors in writing
are present that often
hinder communication.
Level 3-Developing
At L3, students understand more complex speech but still may
require some repetition.
They use English spontaneously but may have difficulty
expressing all their thoughts due
to a restricted vocabulary and a limited command of language
structure. Students at this
level speak in simple sentences, which are comprehensible and
appropriate, but which are
frequently marked by grammatical errors. Proficiency in reading
may vary considerably.
Students are most successful constructing meaning from texts

14. for which they have
background knowledge upon which to build.
Level 4-Expanding
At L4, students’ language skills are adequate for most day-to-
day communication needs.
They communicate in English in new or unfamiliar settings but
have occasional difficulty
with complex structures and abstract academic concepts.
Students at this level may read with considerable fluency and
are able to locate and
identify the specific facts within the text. However, they may
not understand texts in
which the concepts are presented in a decontextualized manner,
the sentence structure is
complex, or the vocabulary is abstract or has multiple meanings.
They can read
independently but may have occasional comprehension
problems, especially when
processing grade-level information.
Level 5-Bridging
At L5, students can express themselves fluently and
spontaneously on a wide range of
personal, general, academic, or social topics in a variety of
contexts. They are poised to
function in an environment with native speaking peers with
minimal language support or
guidance.
Students have a good command of technical and academic
vocabulary as well of
idiomatic expressions and colloquialisms. They can produce
clear, smoothly flowing,

15. well-structured texts of differing lengths and degrees of
linguistic complexity. Errors are
minimal, difficult to spot, and generally corrected when they
occur.
5. Proficiency Standards Background
In the nearly ten years since the publication of TESOL’s ESL
Standards for Pre- K-12 Students,
the standards movement has continued to grow and impact
educational systems throughout the
United States at the state, district, and classroom levels.
The provisions of the No Child Left Behind Act of 2001
(NCLB) have also focused attention on
the language needs of English language learners by requiring
each state to develop English
language proficiency standards.
Using TESOL’s 1997 publication as a building block, the
revised 2006 PreK-12 English
Language Proficiency Standards
• Expand the scope and breadth of the ESL content standards by
bridging them to specific
core curriculum content areas, namely, English language arts,
mathematics, science, and
social studies
• Use students’ first languages and cultures as the foundation
for developing academic
language proficiency
• Provide an organizational structure that is synchronized with

16. federal legislation.
In addition, the revised PreK-12 English Language Proficiency
Standards build on and augment
the World-class Instructional Design and Assessments (WIDA)
Consortium’s English language
proficiency standards for English language learners in
Kindergarten through grade 12.*
Copyright © 2006 Teachers of English to Speakers of Other
Languages, Inc. All rights reserved. No part of this may
be reproduced or transmitted in any form or by any means,
electronic or mechanical, including photocopy, or any
informational retrieval or storage system, without permission
from the publisher.
Augmentation of the WIDA ELP Standards” is based on WIDA
ELP Standards Copyright © 2004 State of
Wisconsin. The WIDA ELP Standards are a product of the
collaborative effort of nine states known as the WIDA
consortium: Wisconsin, Delaware, Arkansas, District of
Columbia, Maine, New Hampshire, Rhode Island, Vermont,
and Illinois. Permission to use for anything other than personal,
non-commercial use must be obtained from the
Department of Instruction, State of Wisconsin.
Process Groundwork—Research
[CLOs: 1, 2, 3, 4]
When preparing for the Final Paper, remember that
· Your audience will be a group of colleagues who are
unfamiliar with these ideas or who need clarification and
strategies to help with the presented problem.
· Your role will be a well-informed teacher with knowledge of

17. teaching ELLs.
· The format is Essay Structure (Links to an external site.).
· The purpose is to develop a clear response to the questions
following the story.
· Choose one of the Thesis Statements (Links to an external
site.) from Week 1 to write about for the final assignment.
· Locate four sources to use in your final assignment.
Remember to include scholarly sources. Type their APA
Reference entries below.
· Use this space to summarize one of your sources.