Early Learning Center Portfolio
SPED 293C Assignment Outline
*For this assignment you will be creating an Early Learning Center. You must include young children with exceptional needs within your program. You may work in teams or individuals for this assignment.*
The following outline is required for the Early Learning Center:
Name of Center
· Create a name for your center. (Ex. Bright Minds Early Learning Academy)
Philosophy
· What type of Early Learning philosophy will your center embrace? Please describe. (Ex. Waldorf, Montessori, Reggio, co-op, play-based, art infused, etc.)
Mission Statement
· What is the mission of your Early Learning Center? What are your goals? What is your target population?
· You can create an inclusive center that includes students with exceptional needs, or it can be a center exclusively for young children with exceptional needs.
· It can be a center for children 6 weeks to 5 years or just preschool age (4-5).
· What is your target population? (Ex. lower SES, local community or college parents) Are you going to partner with a university, YMCA, or school district?
Center Layout(Physical Layout)
· Create a layout of your entire center with a visual and written description.
· Please indicate the number of classrooms.
· Indicate other types of rooms- sensory room, indoor gym/motor room, therapy room, cafeteria, offices, support staff rooms, etc.
Staffing/Personnel
· Indicate the number of staff required for your Early Learning Center. You do not have to include all indicated below, but those pertinent to your program.
· Teachers
· Teaching Assistants
· Directors/Lead Staff
· Support Staff: OT, PT, Speech Therapist, Counselor, or Nursing
· Additional Staff: parent volunteers, fieldwork students
Classroom Layout
· Create a layout of one of your classrooms.
· Indicate a carpet area, quiet area, various stations (i.e. blocks, dress up), table areas, etc.
Classroom Management
· Outline procedures for the learning center/classrooms:
· Indicate 3-5 learning center/classroom rules
· Acknowledgment system
· Corrective consequence system
Thematic Lesson Plan Outline
· Using the thematic lesson plan outline provided to you, create a theme based lesson plan outline. Design at least 2activities in each of the eight designated topic areas.
Please be prepared to formally share out your Early Learning Center with a PowerPoint.
DUE: May 4th
Sensory Activities for Early Childhood
SPED 293C
All preschool teachers, especially those working with children with exceptional needs, are using important techniques utilized by skilled Occupational Therapists. When a child stimulates their senses they are sending signals to their brain that helps to create and strengthen neural pathways important for: Motor Skills, Cognitive Development, Communication, Social and Emotional Skills, Functional Tasks, and the development of Sense of Self.
Activity: You have just viewed a clip of an Occupational Therapist demonstrating some sensory
activitie ...
Having a toddler in your home is a great thing as they make every occasion special and bring joy. However, looking after a toddler is a great challenge because toddlers are always inquisitive and try out new things which means they are bound to make mistakes. But this is considered positive because these activities provide them with new opportunities and help them grow and develop as a great person. Go through the slide to know the 5 important things about your developing toddler.
Having a toddler in your home is a great thing as they make every occasion special and bring joy. However, looking after a toddler is a great challenge because toddlers are always inquisitive and try out new things which means they are bound to make mistakes. But this is considered positive because these activities provide them with new opportunities and help them grow and develop as a great person. Go through the slide to know the 5 important things about your developing toddler.
Case Study of a Child with Autism John an only child was b.pdfagmbro1
Case Study of a Child with Autism
John, an only child, was born after normal pregnancy and delivery. As an infant, he was easy to
breast-feed, the transition to solid foods posed no difficulties, and he slept well. At first, his mother
and father were delighted at how easy he was: he seemed happy and content to lie in his cot for
hours. He sat unsupported at six months (this is within the normal range), and soon after he
crawled energetically. His parents considered him independent and willful. However, his
grandmother was puzzled by his independence. To her mind, he showed an undue preference for
his own company: it was as if he lacked interest in people. John walked on his first birthday, much
to the delight of his parents; yet during his second year, he did not progress as well as expected.
At 3 years old. Although he made sounds, he did not use words indeed; his ability to communicate
was so limited that even when he was three years old his mother still found herself trying to guess
what he wanted. Often, she tried giving him a drink or some food in the hope that she had
guessed his needs correctly. Occasionally he would grab hold of her wrist and drag her to the sink,
yet he never said anything like drink, or he would just point to the tap. This was obviously a source
of concern in itself: but at about this time his parents became concerned about the extreme of his
independence. For example, even if he fell down, he would not come to his parents to show them
he had hurt himself. At times, they even felt he was uninterested in them, because he never
became upset when his mother had to go out and leave him with a friend or relative. In fact, he
seemed to be more interested in playing with his bricks than spending time with people. He made
long straight lines of bricks repeatedly. He spends an extraordinary number of hours lining them
up in exactly the same way and in precisely the same sequence of colors. From time to time, his
parents also worried about his hearing and wondered if he were deaf, particularly as he often
showed no response when they called his name. At other times, however, his hearing seemed to
be very acute, he would turn his head to the slightest sound of a plane or a fire engine in the
distance. In the weeks following his birthday, they became increasingly concerned, despite
reassurances from health professionals. He was not using any words to express himself, and he
showed no interest in playing with other children. For example, he did not wave bye bye or show
any real joy when they tried to play peek-a-boo. His mother agonized about her relationship with
john, because he always wriggled away from her cuddles, and only seemed to like rough and
tumble play with his father. She worried that she had done something wrong as a mother, and felt
depressed, rejected and guilty.
When he was three and a half years old, the family General Practitioner referred John to a
specialist. The specialist, a child psychiatrist, told the p.
STUDIESThe cases you are about to view all depict children aged .docxflorriezhamphrey3065
STUDIES
The cases you are about to view all depict children aged 6. This is a transitional time in which learners can explore early childhood development and how it impacts middle childhood development. View all the case studies and select one as the focus of your assignment in unit 6.
ROSA - DEVELOPMENT ACROSS CULTURES (IMMIGRANT)
Rosa at age 6 is at the transition stage between early and middle childhood. Her family came to work in the U.S. as migrant workers when Rosa was a toddler. Her father had worked in the U.S. for an extended time previous to marrying Rosa's mother. As a family they continue to struggle economically. She lives with her extended family including her mother, father, maternal grandmother and two siblings. She did not participate in formal early childhood preschool experiences but was in the care of her maternal grandmother while her parents worked. Rosa has completed a year of all-day kindergarten in a southwestern state. Her family had previously made many moves, but has been in the same local area for more than a year. The primary language spoken at home is Spanish. Several issues have emerged as Rosa is making the transition to first grade.
The kindergarten teacher completed a checklist/profile of Rosa's development in the areas of Cognitive, Language, Physical and Social Development.
The results indicated that compared to expected development at age 6:
· Rosa is not demonstrating cognitive development skills expected for her age. She struggles with early literacy concepts linked to reading and writing.
· Rosa has the ability to "code-switch" in speaking Spanish or English based on the context of those in her environment. She converses with her grandmother and mother and father primarily in Spanish and with her teacher and classmates in English, although her father does speak with Rosa and her siblings in English as well as Spanish.
· Rosa is small in stature. Her health history, including her prenatal records, does not indicate any significant issues. She is average in her gross and fine motor abilities. She is reluctant to engage in group physical activities.
· Rosa is often observed playing near other children, immersed in her own activities. She does not appear to reach out to other children to become involved in their play. Her teacher describes her as slow to warm up in social situations.
EMMA - DEVELOPMENT ACROSS FAMILY CONTEXTS (FOSTER CARE)
Emma at age 6 is at the transition stage between early and middle childhood. She is bi-racial child whose mother is Caucasian and father, whom she has never met, is Filipino. Emma lived with her single mother until she was a toddler, when her maternal grandparents became her primary caregivers. This was a voluntary placement. There were no official reports of abuse or neglect on file; however the grandparents raised concerns that Emma was being neglected while in their adult daughter's care. They expressed a concern that Emma may have been left strapped into her high ch.
Eating Disorders
TOPIC OVERVIEW
Anorexia Nervosa
The Clinical Picture
Medical Problems
Bulimia Nervosa
Binges
Compensatory Behaviors
Bulimia Nervosa Versus Anorexia Nervosa
Binge-Eating Disorder
What Causes Eating Disorders?
Psychodynamic Factors: Ego Deficiencies
Cognitive Factors
Depression
Biological Factors
Societal Pressures
Family Environment
Multicultural Factors: Racial and Ethnic Differences
Multicultural Factors: Gender Differences
How Are Eating Disorders Treated?
Treatments for Anorexia Nervosa
Treatments for Bulimia Nervosa
Treatments for Binge-eating Disorder
Putting It Together: A Standard for Integrating Perspectives
Shani, age 15: While I was learning to resist the temptation of hunger, I walked into the kitchen when no one was around, took a slice of bread out the packet, toasted it, spread butter on it, took a deep breath and bit. Guilty. I spat it in the trash and tossed the rest of it in and walked away. Seconds later I longed for the toast, walked back to the trash, popped open the lid and sifted around in the debris. I found it and contemplated, for minutes, whether to eat it. I brought it close to my nose and inhaled the smell of melted butter. Guilty. Guilty for trashing it. Guilty for craving it. Guilty for tasting it. I threw it back in the trash and walked away. No is no, I told myself. No is no.
… And no matter how hard I would try to always have The Perfect Day in terms of my food, I would feel the guilt every second of every day. It reeked of shame, seeped with disgust and festered in disgrace. It was my desire to escape the guilt that perpetuated my compulsion to starve.
In time I formulated a more precise list of “can” and “can’t” in my head that dictated what I was allowed or forbidden to consume…. It became my way of life. My manual. My blueprint. But more than that, it gave me false reassurance that my life was under control. I was managing everything because I had this list in front of me telling me what—and what not—to do….
In the beginning, starving was hard work. It was not innate. Day by day I was slowly lured into another world, a world that was as isolating as it was intriguing, and as rewarding as it was challenging….
That summer, despite the fact that I had lost a lot of weight, my mother agreed to let me go to summer camp with my fifteen-year-old peers, after I swore to her that I would eat. I broke that promise as soon as I got there…. At breakfast time when all the teens raced into the dining hall to grab cereal boxes and bread loaves and jelly tins and peanut butter jars, I sat alone cocooned in my fear. I fingered the plastic packet of a loaf of white sliced bread, took out a piece and tore off a corner, like I was marking a page in a book, onto which I dabbed a blob of peanut butter and jelly the size of a Q-tip. That was my breakfast. Every day. For three weeks.
I tried to get to the showers when everyone else was at the beach so nobody would see me. I heard girls behind me whispering, “Tha ...
Earning Your Place in the Investment WorldThe CFA Program.docxsagarlesley
Earning Your Place in the Investment World
The CFA Program
Wojciech Gudaszewski, CFA, (cover) took a major career leap in
2006, founding WDM Financial Group, the first firm in Poland
to offer a fully comprehensive array of financial services. Beam-
ing with enthusiasm as he strolls amidst the ornate buildings
of Wroclaw, Poland’s third-largest city, Wojciech explains.
“Becoming a CFA charterholder gave me more self-confi-
dence,” says Wojciech. “Now I have more courage to lead more
responsible and ambitious projects, like establishing and man-
aging the WDM Financial Group.”
Wojciech saw opportunity in Poland’s emerging market
and set about earning the professional credentials to partici-
pate fully in— and find solutions for— his homeland’s finan-
cial front. But after earning a master’s degree in economics
and three professional certifications, he says, “Soon I realized
that there is really only one global standard for investment
professionals—[the] CFA [designation].”
Wojciech likewise credits getting his first job after gradu-
ation, an equity analyst position at ING Investment Manage-
ment in Warsaw, to the CFA designation. “Thanks to the CFA
charter I got a great job after my studies,” he says. He glances
proudly at the colorful facades rising all around him and adds,
“The CFA charter gave me a chance to find interesting and
well-paid work.”
As the sun fades and a cool breeze whips across the town
square, Wojciech reveals a broad level of confidence and
urgency, leaving little doubt about the depth of his determina-
tion: With more than 50 clients on board already, he plans to
serve 200 by year’s end. “I want to push the Group to the next
level as soon as possible.”
MEMB ER SOC I ETY: C FA S O C I E T Y O F P O L A N D
The Courage to Lead
Wojciech Gudaszewski, CFA cover
W R O C L AW, P O L A N D
Liliane Lintz, CFA 2–3
S Ã O PAU L O, B R A Z I L
Ryan Fuhrmann, CFA 4–5
F O RT W O RT H , T E X A S , U S A
Zafeer Hussain, CFA 6–7
D U B A I , UA E
Kam Shing Kwang, CFA 8–9
H O N G KO N G
Gao Quan, CFA 10–11
S H A N G H A I , C H I N A
Rohit Rebello, CFA 12–13
M U M B A I , I N D I A
Olga Logvina, CFA 14–15
M O S C O W, R U S S I A
Vincent Fournier, CFA 16–17
M O N T R É A L , Q U É B E C , C A N A D A
Sarah Campbell, CFA 18–19
A I X E N P R O V E N C E , F R A N C E
Ten CFA® charterholders from around
the world talk about where they
came from,how the CFA Program
affected their journeys,and where
they are headed.
TA B L E O F C O N T E N T S
3 Defining the CFA Program
4 Benefits of the CFA Charter
12 Steps to Earning Your CFA Charter
15 About the Curriculum and Examinations
18 Preparing for the CFA Examinations
20 About CFA Institute
The CFA designation is a mark of distinction
that is globally recognized by employers,
investment professionals,and investors as
the definitive standard—the gold standard—
by which to measure serious investment
professionals.
The CFA Program
Earning ...
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Case Study of a Child with Autism John an only child was b.pdfagmbro1
Case Study of a Child with Autism
John, an only child, was born after normal pregnancy and delivery. As an infant, he was easy to
breast-feed, the transition to solid foods posed no difficulties, and he slept well. At first, his mother
and father were delighted at how easy he was: he seemed happy and content to lie in his cot for
hours. He sat unsupported at six months (this is within the normal range), and soon after he
crawled energetically. His parents considered him independent and willful. However, his
grandmother was puzzled by his independence. To her mind, he showed an undue preference for
his own company: it was as if he lacked interest in people. John walked on his first birthday, much
to the delight of his parents; yet during his second year, he did not progress as well as expected.
At 3 years old. Although he made sounds, he did not use words indeed; his ability to communicate
was so limited that even when he was three years old his mother still found herself trying to guess
what he wanted. Often, she tried giving him a drink or some food in the hope that she had
guessed his needs correctly. Occasionally he would grab hold of her wrist and drag her to the sink,
yet he never said anything like drink, or he would just point to the tap. This was obviously a source
of concern in itself: but at about this time his parents became concerned about the extreme of his
independence. For example, even if he fell down, he would not come to his parents to show them
he had hurt himself. At times, they even felt he was uninterested in them, because he never
became upset when his mother had to go out and leave him with a friend or relative. In fact, he
seemed to be more interested in playing with his bricks than spending time with people. He made
long straight lines of bricks repeatedly. He spends an extraordinary number of hours lining them
up in exactly the same way and in precisely the same sequence of colors. From time to time, his
parents also worried about his hearing and wondered if he were deaf, particularly as he often
showed no response when they called his name. At other times, however, his hearing seemed to
be very acute, he would turn his head to the slightest sound of a plane or a fire engine in the
distance. In the weeks following his birthday, they became increasingly concerned, despite
reassurances from health professionals. He was not using any words to express himself, and he
showed no interest in playing with other children. For example, he did not wave bye bye or show
any real joy when they tried to play peek-a-boo. His mother agonized about her relationship with
john, because he always wriggled away from her cuddles, and only seemed to like rough and
tumble play with his father. She worried that she had done something wrong as a mother, and felt
depressed, rejected and guilty.
When he was three and a half years old, the family General Practitioner referred John to a
specialist. The specialist, a child psychiatrist, told the p.
STUDIESThe cases you are about to view all depict children aged .docxflorriezhamphrey3065
STUDIES
The cases you are about to view all depict children aged 6. This is a transitional time in which learners can explore early childhood development and how it impacts middle childhood development. View all the case studies and select one as the focus of your assignment in unit 6.
ROSA - DEVELOPMENT ACROSS CULTURES (IMMIGRANT)
Rosa at age 6 is at the transition stage between early and middle childhood. Her family came to work in the U.S. as migrant workers when Rosa was a toddler. Her father had worked in the U.S. for an extended time previous to marrying Rosa's mother. As a family they continue to struggle economically. She lives with her extended family including her mother, father, maternal grandmother and two siblings. She did not participate in formal early childhood preschool experiences but was in the care of her maternal grandmother while her parents worked. Rosa has completed a year of all-day kindergarten in a southwestern state. Her family had previously made many moves, but has been in the same local area for more than a year. The primary language spoken at home is Spanish. Several issues have emerged as Rosa is making the transition to first grade.
The kindergarten teacher completed a checklist/profile of Rosa's development in the areas of Cognitive, Language, Physical and Social Development.
The results indicated that compared to expected development at age 6:
· Rosa is not demonstrating cognitive development skills expected for her age. She struggles with early literacy concepts linked to reading and writing.
· Rosa has the ability to "code-switch" in speaking Spanish or English based on the context of those in her environment. She converses with her grandmother and mother and father primarily in Spanish and with her teacher and classmates in English, although her father does speak with Rosa and her siblings in English as well as Spanish.
· Rosa is small in stature. Her health history, including her prenatal records, does not indicate any significant issues. She is average in her gross and fine motor abilities. She is reluctant to engage in group physical activities.
· Rosa is often observed playing near other children, immersed in her own activities. She does not appear to reach out to other children to become involved in their play. Her teacher describes her as slow to warm up in social situations.
EMMA - DEVELOPMENT ACROSS FAMILY CONTEXTS (FOSTER CARE)
Emma at age 6 is at the transition stage between early and middle childhood. She is bi-racial child whose mother is Caucasian and father, whom she has never met, is Filipino. Emma lived with her single mother until she was a toddler, when her maternal grandparents became her primary caregivers. This was a voluntary placement. There were no official reports of abuse or neglect on file; however the grandparents raised concerns that Emma was being neglected while in their adult daughter's care. They expressed a concern that Emma may have been left strapped into her high ch.
Eating Disorders
TOPIC OVERVIEW
Anorexia Nervosa
The Clinical Picture
Medical Problems
Bulimia Nervosa
Binges
Compensatory Behaviors
Bulimia Nervosa Versus Anorexia Nervosa
Binge-Eating Disorder
What Causes Eating Disorders?
Psychodynamic Factors: Ego Deficiencies
Cognitive Factors
Depression
Biological Factors
Societal Pressures
Family Environment
Multicultural Factors: Racial and Ethnic Differences
Multicultural Factors: Gender Differences
How Are Eating Disorders Treated?
Treatments for Anorexia Nervosa
Treatments for Bulimia Nervosa
Treatments for Binge-eating Disorder
Putting It Together: A Standard for Integrating Perspectives
Shani, age 15: While I was learning to resist the temptation of hunger, I walked into the kitchen when no one was around, took a slice of bread out the packet, toasted it, spread butter on it, took a deep breath and bit. Guilty. I spat it in the trash and tossed the rest of it in and walked away. Seconds later I longed for the toast, walked back to the trash, popped open the lid and sifted around in the debris. I found it and contemplated, for minutes, whether to eat it. I brought it close to my nose and inhaled the smell of melted butter. Guilty. Guilty for trashing it. Guilty for craving it. Guilty for tasting it. I threw it back in the trash and walked away. No is no, I told myself. No is no.
… And no matter how hard I would try to always have The Perfect Day in terms of my food, I would feel the guilt every second of every day. It reeked of shame, seeped with disgust and festered in disgrace. It was my desire to escape the guilt that perpetuated my compulsion to starve.
In time I formulated a more precise list of “can” and “can’t” in my head that dictated what I was allowed or forbidden to consume…. It became my way of life. My manual. My blueprint. But more than that, it gave me false reassurance that my life was under control. I was managing everything because I had this list in front of me telling me what—and what not—to do….
In the beginning, starving was hard work. It was not innate. Day by day I was slowly lured into another world, a world that was as isolating as it was intriguing, and as rewarding as it was challenging….
That summer, despite the fact that I had lost a lot of weight, my mother agreed to let me go to summer camp with my fifteen-year-old peers, after I swore to her that I would eat. I broke that promise as soon as I got there…. At breakfast time when all the teens raced into the dining hall to grab cereal boxes and bread loaves and jelly tins and peanut butter jars, I sat alone cocooned in my fear. I fingered the plastic packet of a loaf of white sliced bread, took out a piece and tore off a corner, like I was marking a page in a book, onto which I dabbed a blob of peanut butter and jelly the size of a Q-tip. That was my breakfast. Every day. For three weeks.
I tried to get to the showers when everyone else was at the beach so nobody would see me. I heard girls behind me whispering, “Tha ...
Earning Your Place in the Investment WorldThe CFA Program.docxsagarlesley
Earning Your Place in the Investment World
The CFA Program
Wojciech Gudaszewski, CFA, (cover) took a major career leap in
2006, founding WDM Financial Group, the first firm in Poland
to offer a fully comprehensive array of financial services. Beam-
ing with enthusiasm as he strolls amidst the ornate buildings
of Wroclaw, Poland’s third-largest city, Wojciech explains.
“Becoming a CFA charterholder gave me more self-confi-
dence,” says Wojciech. “Now I have more courage to lead more
responsible and ambitious projects, like establishing and man-
aging the WDM Financial Group.”
Wojciech saw opportunity in Poland’s emerging market
and set about earning the professional credentials to partici-
pate fully in— and find solutions for— his homeland’s finan-
cial front. But after earning a master’s degree in economics
and three professional certifications, he says, “Soon I realized
that there is really only one global standard for investment
professionals—[the] CFA [designation].”
Wojciech likewise credits getting his first job after gradu-
ation, an equity analyst position at ING Investment Manage-
ment in Warsaw, to the CFA designation. “Thanks to the CFA
charter I got a great job after my studies,” he says. He glances
proudly at the colorful facades rising all around him and adds,
“The CFA charter gave me a chance to find interesting and
well-paid work.”
As the sun fades and a cool breeze whips across the town
square, Wojciech reveals a broad level of confidence and
urgency, leaving little doubt about the depth of his determina-
tion: With more than 50 clients on board already, he plans to
serve 200 by year’s end. “I want to push the Group to the next
level as soon as possible.”
MEMB ER SOC I ETY: C FA S O C I E T Y O F P O L A N D
The Courage to Lead
Wojciech Gudaszewski, CFA cover
W R O C L AW, P O L A N D
Liliane Lintz, CFA 2–3
S Ã O PAU L O, B R A Z I L
Ryan Fuhrmann, CFA 4–5
F O RT W O RT H , T E X A S , U S A
Zafeer Hussain, CFA 6–7
D U B A I , UA E
Kam Shing Kwang, CFA 8–9
H O N G KO N G
Gao Quan, CFA 10–11
S H A N G H A I , C H I N A
Rohit Rebello, CFA 12–13
M U M B A I , I N D I A
Olga Logvina, CFA 14–15
M O S C O W, R U S S I A
Vincent Fournier, CFA 16–17
M O N T R É A L , Q U É B E C , C A N A D A
Sarah Campbell, CFA 18–19
A I X E N P R O V E N C E , F R A N C E
Ten CFA® charterholders from around
the world talk about where they
came from,how the CFA Program
affected their journeys,and where
they are headed.
TA B L E O F C O N T E N T S
3 Defining the CFA Program
4 Benefits of the CFA Charter
12 Steps to Earning Your CFA Charter
15 About the Curriculum and Examinations
18 Preparing for the CFA Examinations
20 About CFA Institute
The CFA designation is a mark of distinction
that is globally recognized by employers,
investment professionals,and investors as
the definitive standard—the gold standard—
by which to measure serious investment
professionals.
The CFA Program
Earning ...
Earned value management is only as good as the supporting systems .docxsagarlesley
Earned value management is only as good as the supporting systems used to measure progress. Identify at least three problems that could lead to inaccurate progress management. Also, provide an example of an alternative to Earned value that you might use should project progress reporting systems prove to be inadequate.
...
Early World Literature4 VIRTUE Page 4.2 The Buddha’s Birth.docxsagarlesley
Early World Literature
4 VIRTUE / Page 4.2 The Buddha’s Birth Stories
On this page: 0 of 2 attempted (0%) | 0 of 2 correct (0%)
The Buddha’s Birth Stories
By Lynn Cianfarani
The exterior of the Ajanta Caves where they were cut into the stone on the side of a cliff by
the Waghur River in India. These cave monuments, which date from the second century
BCE to about 480 or 650 CE, house depictions of Buddha and the Jātaka Tales.
Photo courtesy of Shriram Rajagopalan / Flickr Creative Commons
In one of his former lives, Buddha was born a pigeon. That is, at least, how it is
recounted in “The Pigeon and the Crow,” one of the 547 stories in the Jātaka Tales, a
classic work of Buddhist literature.
Each of the Jātaka Tales offers readers a moral. The pigeon story, for instance,
highlights the dangers of greed. But the stories are more than just fables. They are
sacred Buddhist lore, outlining the lives that Buddha passed through before his birth as
Prince Siddhartha. Jātaka literally means “story of birth,” and in the stories, Buddha
(referred to in the Tales as the Bodhisatta—“one seeking enlightenment”) is born and
http://www.webtexts.com/courses/18168-stallard/traditional_book
reborn in the form of animals, humans, and super-human beings, all the while striving
toward enlightenment.
For Buddhists, the concept of past lives is hallowed. According to Robert Thurman, a
professor of Indo-Tibetan Buddhist Studies at Columbia University, “Buddhists see the
continuum of lives of all beings as a commonsense fact, not a mystical belief.”1 Buddhist
faith teaches that ordinary humans do not remember past existences, but enlightened
beings have the gift of recalling their former lives in detail.2
Buddhists who hear the Jātaka Tales do not necessarily take them as a word-for-word
accounting of past events, however. Devdutt Pattanaik, a Mumbai-based speaker,
writer, and mythology specialist, says that the Jātaka Tales “are as real and historical to
Buddhists as the stories of Christ’s resurrection are to Christians.”3 For most Buddhists,
whether Buddha actually lived as a pigeon is not the issue; what matters is that Buddha
did indeed have past existences which lessons can be learned from.
Reliable historical details of Buddha’s life—his early years as Siddhartha Gutam, and
later, as the enlightened Buddha—are hard to come by. According to W.S. Merwin, a
Pulitzer Prize winning poet, we don’t know how much of the Buddha/Siddhartha story
“is pure fairy tale, and how much of it is historic fact.”4 As with most religions, it’s the
message that guides followers.
Most scholars do accept that Siddhartha Gutam was an actual man, born to a royal
family in India in 563 BCE. The factual events of his life, however, remain open to
debate. According to Buddhist texts, Siddhartha married and had a child, but became
disillusioned with palace life. He started to make trips outside the palace and grew
distraught when he saw sickness, old age, and death.
In hopes of ...
Early Warning Memo for the United States Governmen.docxsagarlesley
Early Warning Memo for the United States Government
How to Deal with the Potential Conflicts in Cross-Strait Relations
between the PRC and the ROC
Table of Contents
1.0 Executive Summary
2.0 Key Facts
2.1 The Cross-Strait Relations between the PRC and the ROC
2.2 An Important External Factor – the United States
3.0 What is at Stake?
4.0 The Important Characteristic of the Conflict Situation
4.1 The Constraints of History
4.2 The Boundedness of International Mediation
4.3 The “Mess” of Various Aspects of Cross-Strait Relations between the PRC and the ROC
5.0 The Reasons Why Prevention Action is Merited
6.0 Future Scenarios
6.1 Lower Feasibility - Standing with the ROC
6.2 Medium Feasibility - Exiting the “Game” or Keeping Silent
6.3 Higher Feasibility - Standing with the PRC
7.0 Conclusion
References
1.0 Executive Summary
In my 2017, the 23rd annual meeting of North American Taiwan Studies Association (NATSA) was held at Stanford University. The experts and scholars, who focused on researching the relevant issues about Asian-Pacific region, such as Kharis Templeman, Erin Baggott Carter, Thomas Fingar, and Lanhee J. Chen, analyzed the potential conflicts in Cross-Strait relations between People’s Republic of China (PRC-China) and Republic of China (ROC-Taiwan) on this meeting.[footnoteRef:1] During the process of discussing the potential conflict between PRC and ROC, the United States was highlighted as the most important mediator that could influence the trends of the conflict between PRC and ROC, and that was able to provide it with windows of opportunity. This early warning policy memo will examine the three scenarios with different degrees of feasibilities by regarding the United States government as the most suitable mediator. The key facts of Cross-Strait relations between the PRC and the ROC will be demonstrated, and the important characteristic of the conflict situation will also be analyzed. Based on them, this memo will discuss the points that are at stake, and the reasons why prevention action is merited for Cross-Strait relations between the PRC and the ROC. After analyzing the pros and cons of three future scenarios, the last one, which the United States government stands with the PRC and supports “One-China” policy, reveals the relatively higher feasibility. [1: Williams, Jack F. China Review International 10, (2017): 382-85. ]
2.0 Key Facts
2.1 The Cross-Strait Relations between the PRC and the ROC
Since the second Chinese Civil War happened in 1937, the issues about the relations between PRC and POC, which were also called as Cross-Strait relations (Haixia Liangan Guanxi), have become seriously sensitive topics in both of the two political entities that were geographically separated by the Taiwan Strait in the west Pacific Ocean. In 1949, the second Chinese Civil War led to the political status that the mainland of China being governed by the PRC, instead, Taiwan pertains to the ROC, wh ...
Early Intervention Research Paper CriteriaExemplary Proficie.docxsagarlesley
Early Intervention Research Paper
Criteria
Exemplary
Proficient
Emerging
Unacceptable
Points Obtained
Abstract
(5 points)
The candidate includes an abstract that provides an overview of the paper contents and conclusions drawn.
The candidate includes an abstract that provides an overview of the contents of the paper.
The candidate writes an abstract, but it is similar to the introduction.
The candidate does not include an abstract in the paper.
Introduction
(5 points)
The candidate provides an introduction to the topic; it covers key concepts and key sources to aid the reader in understanding the topic; and the introduction clearly aids the reader in understanding the connection of the topic to the foundations of Early Childhood Special Education (e.g. historical connections, principles and theories, relevant laws, policies, etc.); references are cited.
The candidate provides an introduction to the topic; it covers key concepts that aid the reader in understanding the topic; and the introduction aids the reader in understanding the connection of the topic to the foundations of Early Childhood Special Education (e.g. historical connections, principles and theories, relevant laws, policies, etc.); references are cited.
The candidate provides an introduction that is a brief statement on the purpose of the paper and little else; no references are cited.
The candidate provides no clear introduction.
Criteria
Exemplary
Proficient
Emerging
Unacceptable
Points Obtained
Literature Review
(35 points)
The candidate reviews key peer reviewed articles on the topic; the candidate provides a summary of important content from each piece; strong transitions provide connections between the pieces; the contents provide a clear and comprehensive view of the social issue in Early Childhood Special Education.
The candidate reviews literature that are peer reviewed articles on the topic; the candidate summarizes each piece and includes transitions to connect the works described; the contents provides a clear view of the current social issue in Early Childhood Special Education.
The candidate reviews literature that are peer reviewed articles, most of which are marginally related to the topic.
The candidate reviews the literature from a variety of sources, not solely from peer reviewed articles; some literature is not appropriate for the topic.
Discussion
(35 points)
The candidate discusses the topic in a comprehensive fashion and shares her or his thoughts on the subject; the candidate reflects on the literature in a cohesive fashion in the discussion, and proper references are included to the literature reviewed in the previous section.
The candidate discusses ideas related to the topic; information is linked to the literature, and references the literature cited in the previous section.
The candidate provides a short discussion with only one or two of his or her thoughts on the topic; no references are provided.
The candidate provides no di ...
EARLY IMMIGRANT IN MINNESOTA4Early immigrant in Mi.docxsagarlesley
EARLY IMMIGRANT IN MINNESOTA 4
Early immigrant in Minnesota
Running head: EARLY IMMIGRANT IN MINNESOTA 1
Minnesota is a land known for its heavy welcome of immigrants. Minnesota has been regarded as a state of immigrants. The first residents, the American Indians, all arrived from different locations and origins. The names of the localities, the waterways and the landmarks around the Minnesota state reflects the waves of immigration that occurred between the 19th and 20th century. Today, immigrants comprise approximately 13% of the Minnesota’s population. In this article, we seek to explore the experiences of the early immigrants in Minnesota. Although there are many immigrants in Minnesota from different locations, this study will focus primarily on the experiences of Hmong, Karen, Latino, Liberian and Somali immigrants.
Land and family were significant assets for the immigrants in the Minnesota state. Particularly, it is important to note that there are different groups of people who took refuge as immigrants in Minnesota (Oestergen, 1981). The Latino community makes up the largest proportion of the foreign-born population living in Minnesota. Approximately 7% of the people living in Hennepin and Ramsey counties are Latino. The Hennepin and Ramsey counties are homes to over 64000 people from the Hmong communities. Approximately 3000 Karen refugees came into Minnesota fleeing the violence and war experienced in Burmese civil war. Finally, the United States became home to Liberian and Somali refugees following the civil wars in their countries. Approximately 32 000 refugees from Somali live in Minnesota since the 1990s. Land was owned by families and the immigrants depended on the transition of the land through family lineages. The inheritance of land from one individual to another was done according to the customs and the cultural beliefs of the people involved. Land was particularly used for settlement and agricultural purposes. Other immigrants could also obtain land through purchasing from other land owners (Oestergen, 1981).
For the first immigrants, getting to Minnesota was the first major challenge they experienced. Even if they possessed the wherewithal to their passage, the journey across the ocean often lasted for numerous weeks in overcrowded and unhealthy conditions. According to Johnson (2014), the immigrants often faced attacks from the other ethnic groups that came into Minnesota. As a result of the difference in ethnicity, Johnson (2014) explains that language barrier became a major challenge especially because most of the immigrants chose to retain their native language. While many modern refugees arrive in the western countries through the use of planes, early refugees used ships with significant proportions of those onboard dying from the strong and cold winds on the ocean. They experienced anxiety and hardships especially in cases where they had to be separated from their relatives whom they had to wait for months ...
Earned Value AnalysisTracking Project ProgressWh.docxsagarlesley
Earned Value Analysis
Tracking Project Progress
What Is Earned Value?The dollar amount you planned to spend for the work actually completed
Earned Value is the budgeted cost of the work that has actually been performed/completed
Earned Value = Budgeted Cost of the Work Performed (BCWP)
What Is Earned Value Analysis (EVA)?
EVA enables the project progress to be tracked in terms of:
The work that has actually been completed
--- Compared To ---
The work that was scheduled to be completed
Why Is Earned Value Analysis Important?EVA enables the project team to know:If the project is ahead of, or behind schedule
How far the project is ahead of, or behind schedule
If the project is over or under budget
How much the project is over or under budget
Why Is Earned Value Analysis Important?EVA enables the team to address the project’s triple constraints earlier rather than later Scope – re-prioritize/reduce requirements
--- and/or ---
Schedule – adjust the timeline
--- and/or ---
Cost – request additional funding
The Components of Earned Value Analysis WBS – Work Breakdown StructureIdentifies products to be delivered by the project Products or sub-products should be broken down to what can be completed in 80 hours (“80-hour rule”), when applicable
Provides the basis for Distinct products or sub-products – which help to provideValid estimates – which enableTracking earned value / project progress
The Components of Earned Value Analysis Earned Value (EV) ---- or BCWPThe budgeted cost of the work actually performed How much work was actually completed
Planned Value (PV) ---- or BCWSThe budgeted cost of the work scheduled to be performed How much work should have been completed
Actual Cost (AC) ------- or ACWPThe actual cost of the work performedHow much money has been actually spent
The Components of Earned Value AnalysisBudget at Completion (BAC)Dollar amount originally budgeted to complete the project
Estimate at Completion (EAC)Estimate of dollar amount needed to complete the project
Variance at Completion (VAC)Estimate of the dollar amount projected above or below budget
Schedule at Completion (SAC)Projection of the time needed to complete the project
The Components of Earned Value Analysis
Schedule Variance (SV)The work completed vs. the work planned to be completed
SV = (Earned Value – Planned Value)
Tells us if the project is ahead of, or behind schedule
Negative value means the project is behind schedule
The Components of Earned ValueSchedule Performance Index (SPI)Utilized to forecast how long it will take to complete the project
SPI = (Earned Value / Planned Value)
Tells us if the project is ahead of, or behind schedule
Less than 1.00 means the project is behind schedule
The Components of Earned Value
Cost Variance (CV)What we planned to spend on the work completed vs. what was actually spent on the work completed
CV = (Earned Value – Actual Cost)
Tells us if the project is over or under budget ...
EARLY IMMIGRANT IN MINNESOTA2Early immigrant in Mi.docxsagarlesley
EARLY IMMIGRANT IN MINNESOTA 2
Early immigrant in Minnesota
Running head: EARLY IMMIGRANT IN MINNESOTA 1
Minnesota is a land known for its heavy welcome of immigrants. Minnesota has been regarded as a state of immigrants. The first residents, the American Indians, all arrived from different locations and origins. The names of the localities, the waterways and the landmarks around the Minnesota state reflects the waves of immigration that occurred between the 19th and 20th century. Today, immigrants comprise approximately 13% of the Minnesota’s population. In this article, we seek to explore the experiences of the early immigrants in Minnesota. Although there are many immigrants in Minnesota from different locations, this study will focus primarily on the experiences of Hmong, Karen, Latino, Liberian and Somali immigrants.
Land and family were significant assets for the immigrants in the Minnesota state. Particularly, it is important to note that there are different groups of people who took refuge as immigrants in Minnesota (Oestergen, 1981). The Latino community makes up the largest proportion of the foreign-born population living in Minnesota. Approximately 7% of the people living in Hennepin and Ramsey counties are Latino. The Hennepin and Ramsey counties are homes to over 64000 people from the Hmong communities. Approximately 3000 Karen refugees came into Minnesota fleeing the violence and war experienced in Burmese civil war. Finally, the United States became home to Liberian and Somali refugees following the civil wars in their countries. Approximately 32 000 refugees from Somali live in Minnesota since the 1990s. Land was owned by families and the immigrants depended on the transition of the land through family lineages. The inheritance of land from one individual to another was done according to the customs and the cultural beliefs of the people involved. Land was particularly used for settlement and agricultural purposes. Other immigrants could also obtain land through purchasing from other land owners (Oestergen, 1981).
For the first immigrants, getting to Minnesota was the first major challenge they experienced. Even if they possessed the wherewithal to their passage, the journey across the ocean often lasted for numerous weeks in overcrowded and unhealthy conditions. According to Johnson (2014), the immigrants often faced attacks from the other ethnic groups that came into Minnesota. As a result of the difference in ethnicity, Johnson (2014) explains that language barrier became a major challenge especially because most of the immigrants chose to retain their native language. While many modern refugees arrive in the western countries through the use of planes, early refugees used ships with significant proportions of those onboard dying from the strong and cold winds on the ocean. They experienced anxiety and hardships especially in cases where they had to be separated from their relatives whom they had to wait for months ...
Eastman Kodak Company
Haley Duell
5/12/2016
BUS/475
Eastman Kodak Company
The consumer electronic field is a great and also equally competitive business area. Different companies usually design different techniques to and outsmart their fellow business counterparts. They do this via developing various business promotional methods and marketing designs. Companies normally review their marketing strategies from time to time in order to ensure that they make maximum profits in their businesses, the do this due to changing internal and external factors of their business enterprises that they view as factors that slow their advancement. Most of the marketing departments have the likelihood of considering their consumers wants, they have a tendency to make or design products that are very much appealing and motivating to their customers. They do this to ensure customer satisfaction and ultimately they do this to ensure that their company makes maximum profit. Most of the marketing departments try to understand consumer feedback concerning their products therefore they have set up forums to ensure that they get the consumer feedback in order to think of even more interesting strategies that will ensure the companies maximum profit and sustainability in the market. To increase its competitiveness in the industry, the company should produce a new middle range smart phone in the market,
1.1 Brief Description of the company
Eastman Kodak is part of one of the growing largest multi-billion dollar corporations in the world. In 2007 it exceeded the $100bn mark in annual sales for the first time in its history. This makes it one of the world's top three companies in the electronics industry where only two other companies, Siemens and Hewlett-Packard, have posted larger revenues. The name Eastman Kodak literally means grow Group’s dominance in two further sectors: Eastman Kodak Heavy Industries and Eastman Kodak Engineering and Construction. If you are talking innovation in Eastman Kodak walks the walk and is now the established leader in consumer electronics, providing a range of leading-edge premium products and, in their own words, ‘leading the digital convergence revolution’. In so doing Eastman Kodak has made a remarkable transformation from copy-cat manufacturer to become Asia's most valuable technology company.
1.2 Organizational Structure
As of 2013, Eastman Kodak Electronics has established 15 regional headquarters, 54 global sales offices, 38 global production facilities and 34 global R&D centers.
Eastman Kodak consists of three main divisions: Consumer Electronics, IT & Mobile Communications and Device
Solution
s. Each division consists of several subsidiary divisions.
1.3The product being offered
To increase its competitiveness in the market, the company should introduce a new mid-range smart phone, Blast, targeting the middle class consumers and the teenage population in third countries who are the largest consumers of mobile ...
Earth Systems Engineering and ManagementCEE 400Week 5.docxsagarlesley
Earth Systems Engineering and Management
CEE 400
Week 5: Complex Systems
Earth Systems Engineering and Management
*
Complex Systems: TermsSystems are groups of interacting, interdependent parts linked together by exchanges of energy, matter and informationComplex systems are characterized by:Strong (usually non-linear) interactions between the partsComplex feedback loops that make it difficult to distinguish cause from effectSignificant time and space lags, discontinuities, thresholds, and limitsOperation far from equilibrium in a state of constant adaptation to changing conditions (at the edge of deterministic chaos)
Adapted from R. Costanza, L. Wainger, C folk, and K. Maler, “Modeling Complex Ecological Economic,” BioScience 43(8): 545-55
Four Types of ComplexityStatic complexity (or just complicated): many nodes and links (a 747 sitting on the ground)Dynamic complexity: system operating through time (747 in flight, controlled by air traffic control)Wicked complexity: integrates human systems (global air transport as a system)Earth systems complexity: integrated built/natural/human systems at regional and global scale (e.g., effect of 747 on disease patterns, and on eco-touorism)
Evolution of Complex Adaptive Systems All complex systems evolve in response to changing boundary conditions and internal dynamics – so known as “Complex Adaptive Systems”. Evolution occurs as the result of three mechanisms linked in complicated ways:
Information storage and transmission Mutation (generation of new alternatives for system agents Selection among alternative based on performance given internal states and external boundary conditions
Where Complex Adaptive Systems LiveIf too many strong linkages among parts of a system, it cannot adapt; any mutation is rapidly damped out.If not enough linkages, also cannot adapt; mutation can’t be preserved in new system state.Therefore, CASs live between stasis and randomness
Human Systems vs. Non-Human Systems
(The “Wicked” vs. The “Tame”)
Wicked Systems:
1. Policy problems cannot be definitively described
2. There is nothing like an indisputable public good
3. There are no objective definitions of equity
4. Policies for social problems cannot be meaningfully correct or false
5. There are no “solutions”in the sense of definitive, objective answers
6. There is no optimality
Source: H.W.J. Rittel and M. M.Webber, “Dilemmas in a General Theory Planning,” Policy Scenes 4 (1973), pp. 155-169
Policy Implications
of Simple (S) vs Complex (C) Systems
Function as Displayed by System
Information
Centralized command-and-control feasible
System management by adjusting forcing behavior; command-and-control contraindicated
Causality
Centralized command-and-control to endpoint (effect) feasible
Function
Type
Policy Implication
S
Centralized; system is “knowable”
C
Information diffused throughout the system; some embedded in system structure; system too complex to be “known”
S
Linea ...
EASY Note CardsStudents need an easy” way to keep their stu.docxsagarlesley
EASY Note Cards
Students need an “easy” way to keep their study of vocabulary organized, and it is a smart idea to have a tool to frequently review new terms so they can shift to long-term memory. Creating and studying EASY note cards is a simple way to learn and remember enough about a new word so you can begin using it and become comfortable with it. EASY stands for:
Example – create an original sentence using the word correctly
Antonym – the word’s opposite (if there is one) or what the word is not
Synonym – a word with a similar meaning or a simplified definition
Your Logic – using prior knowledge (logic), make a personal connection to the word
word: part of speech
tone: can be positive, negative, neutral, or a combination
E-
A -
S -
Y -
MLA citation:
Insert image here:
Husk (noun) ;
tone: can be neutral or negative
E – We cracked pecans for pie and threw away the husks.
A – fruit; living inside
S – shell; dead outer layer
Y – banana peel; tamales; an old physical body
MLA for a Book: search “purdue owl”
Lastname, Firstname. Title of Book. City of Publication: Publisher, Year of Publication. Medium of Publication.
Albom, Mitch. Tuesdays with Morrie. New York: Doubleday. 1997. Print.
Bombastic (adjective);
tone: usually negative
E- Politicians are often considered bombastic, with their inflated but empty speech.
A - sincere, common, or down to earth speech
S - pretentious speech (used to impress)
Y - "players"; bravado; the song Mr. Boombastic by Shaggy
MLA for an online article: search “purdue owl”
Author(s). "Title of Article." Title of Website. Publisher. Day Mon. Year. Medium of publication. day Mon. year. (Date accessed)
Smith, Heather. “A New Way to Learn.” Thisibelieve.com. This I Believe, Inc. 31 Aug. 2011. Web. 15 Jun. 2015.
Some EASY clarification
E - an original example sentence using the word, including a context clue which illustrates the meaning (you can't say: I am bombastic. This gives no clue as to the words meaning)
A - an antonym if possible; if not, then a logical contrasted idea (what the word is not)
S - a synonym or simplified definition (in your own words that you understand; do not use a word you don’t know to define a word you don’t know!)
Y - your personal connection to the word's meaning using prior knowledge and experience of your world
(this is not a sentence, just 1-3 nouns or phrases that help you connect to the new word's meaning)
Think of tone as one of three possible scales:
Positive (+): ranging from a little bit + to very +
Negative (-): ranging from a little bit - to very -
Neutral (objective; no emotion; factual)
Some tone words
Assignment Information
You are expected to complete 25 slides following the exemplified format
Your EASY words can come from your novel or any essay you read associated with this class
This project is worth 10% of your grade
P.S. You will be expected to use 3 EASY words within each essay for this class.
The State of Calif ...
Earthquake Activity San Francisco AreaComplete the activity o.docxsagarlesley
Earthquake Activity: San Francisco Area
Complete the activity on this website. Then enter your responses directly in this document and submit it for grading.
Determining the Earthquake Epicenter
Below is a map of the region for the simulated earthquake.
Measuring the S-P interval
Use the three seismograms to estimate the S-P time interval for each of the recording stations. Record your measurement for the S-P interval below:
Eureka, CA Seismic Station S-P Interval
seconds
Elko, NV Seismic Station S-P Interval
seconds
Las Vegas, NV Seismic Station S-P Interval
seconds
Determining Distance from S-P
Using the S-P graph and the estimates you made for the S-P time intervals for the three seismograms, complete the table below. The horizontal grid is in one second intervals.
Station
S-P Interval
Epicentral Distance
Eureka, CA
seconds
KM
Elko, NV
seconds
KM
Las Vegas, NV
seconds
KM
Compute Your % Error
For each of the stations, compute your % error for the S-P Interval and Epicentral Distance. The formula for % Error is:
Your Data
Actual Data
% Error
Recording Station
S-P Interval
Epicentral Distance
S-P Interval
Epicentral Distance
S-P Interval
Epicentral Distance
Eureka, CA
sec
km
sec
km
Elko, NV
sec
km
sec
km
Las Vegas, NV
sec
km
sec
km
Richter Magnitude
Measure the maximum amplitude of the S-wave for each seismogram and record your estimate in the box below the seismogram. Note that although only one amplitude measurement is necessary, you should measure the amplitude for each of the three stations. This will enable you to determine the magnitude value as an average of three values, thus increasing the likelihood that you are accurate in your estimate.
Eureka, CA Maximum S Wave Amplitude
Elko, NV Maximum S Wave Amplitude
Las Vegas, NV Maximum S Wave Amplitude
Estimated Magnitude
Actual Magnitude
Earthquake Activity:
San Francisco
Area
Complete the activity on
this website
. Then enter your responses directly in this document and submit
it
for grading.
Determining
t
he Earthquake Epicenter
Below is a map of the region for the simulated earthquake.
Measuring the S
-
P interval
Use the three seismograms to estimate the S
-
P time interval for each of the recording stations. Record
your measurement for
the S
-
P interval below:
Eureka, CA Seismic Station S
-
P Interval
seconds
Elko, NV Seismic Station S
-
P Interval
seconds
Las Vegas, NV Seismic Station S
-
P Interval
seconds
Earthquake Activity: San Francisco Area
Complete the activity on this website. Then enter your responses directly in this document and submit it
for grading.
Determining the Earthquake Epicenter
Below is a map of the region for the simulated earthquake.
Measuring the S-P interval
Use the three seismograms to estimate the S-P time interval for each of the recording stations. Record
your measurement for the S-P interval below:
Eureka, CA Seismic Station S-P Interval seconds
Elk ...
EARLY IMMIGRANT IN MINNESOTA10Early immigrant in M.docxsagarlesley
EARLY IMMIGRANT IN MINNESOTA 10
Early immigrant in Minnesota
Running head: EARLY IMMIGRANT IN MINNESOTA 1
An observation of Minnesota’s demographic statistical figures created by government officials is likely to show a white tapestry with joint a few scattered threads of color. However, there are those that would argue that this representation is inaccurate and that it is not a true account of the demographic history of Minnesota. It is worth pointing out that over the past 150 years, there have been immigrants from over 60 countries who have come to Minnesota and created a state which however on the face of it may seem homogenous, it enjoys a great legacy that has a rich cultural diversity. The new land of Minnesota presented a new life to these immigrants whereby they encountered new opportunities, made new relations and also encountered new opportunities. This paper therefore intends to look in to the immigration history of Minnesota ranging from the factors that attracted immigrants, impacts of immigration, challenges encountered by the immigrants to advantages of the immigration wave.
Minnesota is a land known for its heavy welcome of immigrants. Minnesota has been regarded as a state of immigrants. The first residents, the American Indians, all arrived from different locations and origins. The names of the localities, the waterways and the landmarks around the Minnesota state reflects the waves of immigration that occurred between the 19th and 20th century. Today, immigrants comprise approximately 13% of the Minnesota’s population. In this article, we seek to explore the experiences of the early immigrants in Minnesota. Although there are many immigrants in Minnesota from different locations, this study will focus primarily on the experiences of Hmong, Karen, Latino, Liberian and Somali immigrants.
Land and family were significant assets for the immigrants in the Minnesota state. Particularly, it is important to note that there are different groups of people who took refuge as immigrants in Minnesota (Oestergen, 1981). The Latino community makes up the largest proportion of the foreign-born population living in Minnesota. Approximately 7% of the people living in Hennepin and Ramsey counties are Latino. The Hennepin and Ramsey counties are homes to over 64000 people from the Hmong communities. Approximately 3000 Karen refugees came into Minnesota fleeing the violence and war experienced in Burmese civil war. Finally, the United States became home to Liberian and Somali refugees following the civil wars in their countries. Approximately 32 000 refugees from Somali live in Minnesota since the 1990s. Land was owned by families and the immigrants depended on the transition of the land through family lineages. The inheritance of land from one individual to another was done according to the customs and the cultural beliefs of the people involved. Land was particularly used for settlement and agricultural purposes. Other immigrants co ...
Earthquake PreparednessWork individually and in groups t.docxsagarlesley
Earthquake Preparedness
Work individually and in groups to understand the problem, propose solutions, and prioritize steps to be taken. Discuss what information you would like to have and why, and how that information would help you better prepare.
Develop a department specific plan making sure that as a group, all aspects of preparation are being covered.
Earthquake Preparedness
Part One – Your Department’s Plan
What you already know - capabilities
What you need to know – prioritized list
What you’d like to know – prioritized list
Steps to implement your plan
Resource allocation (percent of manpower, finances, etc)
Cooperation with other departments
Reasonable timeline
Identify limitations of your plan
Use a format that fits your department’s needs.
Earthquake Preparedness
Part Two - Your Personal Plan
- Identify hazards and potential mitigation measures
- “Build” an emergency kit
- Write out your emergency plan (online resources have templates)
Earthquake Preparedness
A portion of your grade is based on your participation during class time.
Work together, be respectful, and develop a well thought out plan for our city.
DeptNameDeptNameFIRE/HAZMATjuliePORTAbePOLICEmattAIRPORTSarahPARKS AND RECJennaCUSTOMSTabithaBUILDINGTracyNUCLEAR PLANTJamiePOWERmariDAMEricWATERJosephFOREST SVCKristianaCOMMUNICATIONSStoreyAIR QUALITYFranklinSEWERCandaceSEARCH AND RESCUEBLAKEPUBLIC HEALTHLindsaySHELTERAriel HOSPITALsonyaFOODCameronEDUCATIONoliverCOAST GUARDJeremiahTRANSPORTATIONseanANIMAL CONTROLcarlyCONSTRUCTIONDevin
...
Early Head Start Relationships Associationwith Program Outc.docxsagarlesley
Early Head Start Relationships: Association
with Program Outcomes
James Elicker
Human Development and Family Studies, Purdue University
Xiaoli Wen
Early Childhood Education, National College of Education, National Louis University
Kyong-Ah Kwon
Department of Early Childhood Education, Georgia State University
Jill B. Sprague
Human Development and Family Studies, Purdue University
Research Findings: Interpersonal relationships among staff caregivers, parents, and children have
been recommended as essential aspects of early childhood intervention. This study explored the
associations of these relationships with program outcomes for children and parents in 3 Early Head
Start programs. A total of 71 children (8–35 months, M ¼ 20), their parents, and 33 program
caregivers participated. The results showed that caregiver–child relationships were moderately
positive, secure, and interactive and improved in quality over 6 months, whereas caregiver–parent
relationships were generally positive and temporally stable. Caregiver–child relationships were more
positive for girls, younger children, and those in home-visiting programs. Caregiver–parent relation-
ships were more positive when parents had higher education levels and when staff had more years of
experience, had more positive work environments, or had attained a Child Development Associate
credential or associate’s level of education rather than a 4-year academic degree. Hierarchical linear
modeling analysis suggested that the quality of the caregiver–parent relationship was a stronger
predictor of both child and parent outcomes than was the quality of the caregiver–child relationship.
There were also moderation effects: Stronger associations of caregiver–parent relationships with
observed positive parenting were seen in parents with lower education levels and when program
caregivers had higher levels of education. Practice or Policy: The results support the importance
of caregiver–family relationships in early intervention programs and suggest that staff need to be
prepared to build relationships with children and families in individualized ways. Limitations of this
study and implications for program improvements and future research are discussed.
Early Head Start is a federally funded community-based program for low-income families with
infants and toddlers and pregnant women, with goals to enhance child development and promote
healthy family functioning (Early Head Start National Resource Center, 2008). A guiding
Correspondence regarding this article should be addressed to James Elicker, PhD, Department of Human Development
& Family Studies, Purdue University, Fowler Memorial House, 1200 West State Street, West Lafayette, IN 47906-2055.
Early Education and Development, 24: 491–516
Copyright # 2013 Taylor & Francis Group, LLC
ISSN: 1040-9289 print/1556-6935 online
DOI: 10.1080/10409289.2012.695519
principle of Early Head Start is the importance of building pos ...
Each [art is its own paper and should be written as such- its o.docxsagarlesley
***Each [art is its own paper and should be written as such- its own cover page and length requirements***
PART 1
Read through the list of research topics (Attached Separately). Select three (3) topics that interest you most and identify two (2) credible sources for each topic. Note: This is one (1) of several parts that will build toward a final draft of your persuasive writing research paper.
Write a one to two (1-2) page paper in which you:
1. Explain the reason for selecting topic one (1), identify the audience, and provide a preliminary thesis statement.
2. Explain the reason for selecting topic two (2), identify the audience, and provide a preliminary thesis statement.
3. Explain the reason for selecting topic three (3), identify the audience, and provide a preliminary thesis statement.
4. Identify and document six (6) credible sources (two (2) for each topic) that you would expect to use. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting guidelines:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length.
PART 2
The second part of the assignment is to choose one of the topics that you chose from above and write a one to two (1-2) page research proposal in which you:
1. Identify the topic you selected and explain two (2) reasons for using it.
2. Include a defensible, relevant thesis statement in the first paragraph.
3. Describe three (3) major characteristics of your audience (official position, decision-making power, current view on topic, other important characteristic).
4. Describe the paper’s scope and outline the major sections.
5. Identify and explain the questions to be answered.
6. Explain your research plan, including the methods of researching and organizing research.
7. Document at least three (3) primary sources and three (3) secondary sources. Use credible, academic sources available through Strayer University’s Resource Center. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting guidelines:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length.
PART 3
The Third part of the assignment is to use your thesis statement and research, present the ...
Early Adopters Who needs Those…As technology spreads faster and.docxsagarlesley
Early Adopters: Who needs Those…
As technology spreads faster and product cycles get shorter, late adopters are an increasingly numerous and influential consumer group
IPhones, Tablets and FitBits are examples of technology late adopters are slow to embrace. WSJ's Charlie Wells joins Lunch Break with Tanya Rivero and discusses reasons why they wait to buy new gadgets and how companies market to them. Photo: iStock/Cindy Singleton
By
Charlie Wells
Updated Jan. 26, 2016 4:49 p.m. ET
Dustin Schinn still isn’t sure if he wants an iPhone. He once gave a friend cash to order an Uber for him because he still hasn’t downloaded the car-service app. A friend recently tried to get him onto Tinder, the mobile dating service, but had to install an app called Dater, because Mr. Schinn is still using a Blackberry.
Mr. Schinn, a 27-year-old Washington, D.C., resident, is a late adopter. And he’s proud of it.
“People make fun of me,” Mr. Schinn says. “But I often don’t feel the need for these new technologies...They require you to sort of constantly adapt to something new, and I often feel this is just unnecessary.”
Many people are late adopters or know one. When it comes to technological adoption, as much as 16% of the population is considered to be in the “laggard” category, with another 34% encompassing a “late majority,” according to a landmark 1962 study about the spread of new ideas and technology by the late University of New Mexico professor Everett Rogers. His theories have since been widely applied to everything from laptop computers to mobile phones.
Technical definitions of the term “late adopter” vary. Loosely speaking, it is a person who buys a product or service after half of a population has done so. Late adopters tend to share certain characteristics: They are skeptical of marketing and tend to point out differences between advertised claims and the actual product. They often value a product’s core attributes, ignoring the bells and whistles intended to upsell the latest model. They may not try something new until weeks, months or even years after the crowd has moved on.
The Paths of Late Adopters (scroll down to continue reading)
From left: Dustin Schinn; Ryan Fissel; Tnder; Uber
A 19th century French sociologist, Gabriel Tarde, explored how technologies spread as a result of imitation of the elite. In his day, late adopters were pigeon-holed as less educated, from a lower social class and with less purchasing power than innovators and early adopters. Terry Clark, professor of sociology at the University of Chicago who has written on Tarde, says technological and societal changes mean that today’s late adopters exist in all income, educational and social groups.
Ryan Fissel, a 35-year-old Columbus, Ohio, resident, is a late adopter; he tried Uber for the first time last year. He says he doesn’t really have financial reasons for waiting for the latest Hollywood releases to come to the Redbox DVD-rental before seeing them. It’s just ...
Each topic should be summarized in your own words; why it was impo.docxsagarlesley
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Each text in this unit brings a unique perspective to the discussi.docxsagarlesley
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Girls on Film: The real problem with the Disney Princess brand
Monika Bartyzel
Disney built its massive Princess empire — which now stretches from 1937's Snow White to 2012's Merida — by sanitizing the stories of the past. From Snow White to The Frog Prince, Disney excised fairy tales of their inherent horror — the rampant cannibalism, torture, and bloody mayhem characteristic of most traditional stories — in favor of a blanket policy of "happily ever after." The literary darkness was cleansed, but despite the company's best efforts, a social darkness has remained.
Disney has a sad history of gross racial stereotypes (from Dumbo's crows to Aladdin's ear-cutting barbarians) and highly problematic female characterizations and storylines (from Snow White's servitude to the Little Mermaid giving up her voice for love). The company's latest in a long string of controversies came last week with the news that Merida, the heroine at the heart of last year's Brave, was becoming a certified Disney Princess.
Last weekend, the fiery Scottish lass from the film received an official coronation at the Magic Kingdom — not as the rebellious girl introduced in Brave, but as a sparkling, made-over princess. Disney's redesign of the character tamed her unruly hair, expanded her breasts, shrank her waist, enlarged her eyes, plastered on makeup, pulled her (now-glittering) dress off her shoulders, and morphed her defiant posture into a come-hither pose. The bow-wielding Merida of Brave — a character who explicitlyfought against the princess world her mother tried to push her into in the film — was becoming what she hated, and inadvertently revealing the enormously problematic nature of Disney's Prin ...
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Early Learning Center PortfolioSPED 293C Assignment Outline.docx
1. Early Learning Center Portfolio
SPED 293C Assignment Outline
*For this assignment you will be creating an Early Learning
Center. You must include young children with exceptional
needs within your program. You may work in teams or
individuals for this assignment.*
The following outline is required for the Early Learning Center:
Name of Center
· Create a name for your center. (Ex. Bright Minds Early
Learning Academy)
Philosophy
· What type of Early Learning philosophy will your center
embrace? Please describe. (Ex. Waldorf, Montessori, Reggio,
co-op, play-based, art infused, etc.)
Mission Statement
· What is the mission of your Early Learning Center? What are
your goals? What is your target population?
· You can create an inclusive center that includes students with
exceptional needs, or it can be a center exclusively for young
children with exceptional needs.
· It can be a center for children 6 weeks to 5 years or just
preschool age (4-5).
· What is your target population? (Ex. lower SES, local
community or college parents) Are you going to partner with a
university, YMCA, or school district?
Center Layout(Physical Layout)
· Create a layout of your entire center with a visual and written
description.
· Please indicate the number of classrooms.
· Indicate other types of rooms- sensory room, indoor
gym/motor room, therapy room, cafeteria, offices, support staff
rooms, etc.
Staffing/Personnel
2. · Indicate the number of staff required for your Early Learning
Center. You do not have to include all indicated below, but
those pertinent to your program.
· Teachers
· Teaching Assistants
· Directors/Lead Staff
· Support Staff: OT, PT, Speech Therapist, Counselor, or
Nursing
· Additional Staff: parent volunteers, fieldwork students
Classroom Layout
· Create a layout of one of your classrooms.
· Indicate a carpet area, quiet area, various stations (i.e. blocks,
dress up), table areas, etc.
Classroom Management
· Outline procedures for the learning center/classrooms:
· Indicate 3-5 learning center/classroom rules
· Acknowledgment system
· Corrective consequence system
Thematic Lesson Plan Outline
· Using the thematic lesson plan outline provided to you, create
a theme based lesson plan outline. Design at least 2activities in
each of the eight designated topic areas.
Please be prepared to formally share out your Early Learning
Center with a PowerPoint.
DUE: May 4th
Sensory Activities for Early Childhood
SPED 293C
All preschool teachers, especially those working with children
with exceptional needs, are using important techniques utilized
by skilled Occupational Therapists. When a child stimulates
their senses they are sending signals to their brain that helps to
create and strengthen neural pathways important for: Motor
Skills, Cognitive Development, Communication, Social and
3. Emotional Skills, Functional Tasks, and the development of
Sense of Self.
Activity: You have just viewed a clip of an Occupational
Therapist demonstrating some sensory
activities to use with a child with special needs. Break up into
small groups and discuss and
then create a sensory activity that you can use on a pre-school
child with special needs. Your
activity needs to address and stimulate at least three of the
above mentioned developmental
areas.
Be prepared to share out with the class.
Lesson Title:
_____________________________________________________
___________
Targeted Skill:
_____________________________________________________
___________
Age Level: ___________
Student Needs: Describe exceptional/student’s needs being
addressed in the class.
_____________________________________________________
_________________________
Objectives: (for the lesson)
1.
_____________________________________________________
___________________
2.
_____________________________________________________
___________________
Materials/Classroom Setup:
_____________________________________________________
4. _____________________________________________________
_____________________________________________________
_____________________________________________________
______________________
Vocabulary: Identify vocabulary used in lesson with students
(language development).
_____________________________________________________
_________________________
Curriculum Lesson: Describe the lesson from beginning to end
in detail.
Intro:________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
______________________Body:__________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
__________________________________________ClosingActiv
ity__________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
______
Technology Used: (Optional) Including adaptive technology
needed to assist in the activity.
_____________________________________________________
_________________________
_____________________________________________________
_________________________
Scenario # 1
Nora J, currently 17 months of age was referred for early
5. intervention services by her pediatrician due to failure to thrive
associated with encephalitis, cardiac anomalies, seizures, and
spasticity, most likely cerebral palsy. A cardiologist and
neurologist are also monitoring Nora. Nora is on an NG tube
and has not had a complete night's sleep due to night tube
feeding.
Nora is able to drink about one ounce of liquid from a
sprouted cup when it is held for her. She is able to accept a
variety of foods and is able to move them around in her mouth
with her tongue. She can swallow about 5 spoonfuls of familiar
baby foods without choking. She had choked on everything until
about 8 and a half months. Sometimes Nora will choke or gag
when new foods are introduced, does not scoop food or bring
spoon to mouth. She does not finger feed, and needs assistance
when drinking from a sippy cup.
Nora watches people and is interested in what is happening
around her, recognizes familiar people and children, likes toys
that make sounds, demonstrates recognition of toys and objects
by looking at them when named. Nora plays by reaching for and
batting toys, patting pictures, and is able to hold toys when they
are placed in her hand.
Nora is able to hold her head up when placed in her
adapted seat, held supported in a sitting or standing position.
She is also able to hold her head up when placed or her side.
She is able to roll from her back to her stomach and move short
distances. She is motivated to get to her toys but is unable if
they are more than 12 inches away.
Nora is able to make throaty guttural sounds to let her
family know when she wants held, when she doesn't like a
particular food, and if she wants some attention. She enjoys
books, sound play with familiar adults and is beginning to
attempt to imitate sounds. Nora enjoys being with familiar
6. adults, she watches her siblings play. She is able to laugh and
smile at others. She often cries and fusses when her needs are
not understood. Nora is also not able to assist with dressing or
bathing.
Scenario # 2
Sopheap is a 22 month month female of Cambodian
descent. The Family Resource Network referred her for early
intervention services. She has a visual impairment in her left
eye and the ophthalmologist at the County Hospital estimates
that she only has 20 percent vision in that eye. Since Sopheap is
completely non verbal he is unable to completely assess the
extent of her sight.
Sopheap is physically a very active child when "dancing"
and moving to music. She does little else. When there is no
music playing in the house, she gets highly agitated, flapping
her hands, spits on the walls, and runs through the house. As
soon as Mom or Grandmother puts on the music, she is able to
calm down within 3-5 minutes. Once calm she is able to play
with her favorite toys (Disney Princess figurines). She is able to
stay on this task for approximately 5 minutes. The only other
activity she enjoys is scribbling in her Disney Princess coloring
book.
Sopheap is non verbal, but is capable of expressing her
needs accurately by pointing, gesturing, and physically guiding
her parents to her desired object. Sopheap is entirely cared for
by mother and maternal grandmother. Father works long hours,
at
different shifts and sees his daughter for about an hour a day.
Sopheap rarely will respond to her father. She also does
not interact with her 7 year old brother and 5-year-old sister.
Both children are typically developing.
7. Sopheap is very uncooperative in dressing. It is a struggle to get
her dressed in the morning. She refuses to wear socks or shoes
at all times. Sopheap will only eat cold food with a smooth
consistency, such as applesauce, cold cream of wheat, and cold
mashed potatoes.
Scenario # 3
Juan is a 28-month-old first-born male to a Hispanic
family. The family lives with her parents and maternal
grandmother in Stockton. He was referred to early intervention
services by the Concillio, for suspected developmental delays.
Both parents are employed full-time and Grandmother is the
sole caregiver during the day. The parents speak English to Juan
at home, however Grandmother speaks only Spanish to Juan
during the weekdays. Both Mom and dad leave for work before
Juan wakes in the morning.
Juan has very little intelligible language in either English
or Spanish. He does babble and make sounds. He understands
simple commands in Spanish and understands "No", Hi, and can
wave “Bye Bye”. He never attempts to ask questions or make
demands. Grandmother seems to attend to his every need. Juan
is well behaved and quiet and poses no problem behaviors at
home or in the community.
Juan is able to feed himself finger food, but does not use a
spoon or spork. He has no interest in being toilet training and is
still in a diaper. He does drink from a sippy cup on weekends
with his parents, but Grandmother still bottle-feeds Juan during
the day.
Juan spends hours watching TV with his Grandmother. He
does play on his own, but cannot sort objects by colors and can
only identify 3 body parts when asked.
The family has no relatives or friends with children in the area
8. and Juan has never played or interacted directly with another
toddler. He rarely has any opportunity to interact with adults
other than his family.
EARLY START PROGRAM
San Joaquin County Five Points of Contact
Stockton Unified School District - - - - - - - - - - - - - - (209)
933-7315 x7745
Lodi Unified School District - - - - - - - - - - - - - - - - - (209)
331-7366
San Joaquin County Office of Education - - - - - - - - - (209)
931-4514
Valley Mountain Regional Center - - - - - - - - - - - - - (209)
473-0951
Family Resource Network - - - - - - - - - - - - - - - - - - - (209)
472-3674
Individual Family Service Plan(IFSP)
IFSP Date: *mdMeeting Location: *ml
Referral Date:*rd Intake interview Date: *itd Last
IFSP: *pid
6 month review by: *6mr Transition Plan by: *tp
IEP/IPP by: *iep
Child’s Name: *fn *ln VMRC#: *uci
DOB: *dob Age: *mAge months Adj. Age: months
Sex: *sex
Ethnicity: *eth Primary Language: *pl Interpreter:
*trans
Health Insurance:
Parent(s): *mfn *mln & *ffn *fln
Address: *address (Mail to *maddress)
Phone(s): *phone1*phone2
e-mail: *email
9. Resides with: , , , , ,
Guardian: Phone: (209) , Fax (209)
School District: *sd SELPA: *selpa
Early Start Eligibility
*fn’s Early Start eligibility determination was based on the
review of pertinent medical records and/or results of our initial
evaluation(s) completed by qualified personnel. Applicable
item(s) is/are checked below.
Developmental Delay –% or greater delay(s) in , , , , skills
Established Risk –medical diagnosis that is likely to result in
developmental delay:
High Risk –
Informed Clinical Opinion –
Solely Low Incidence (SLI) –
Suspected of SLI –Intake Coordinator to refer *fn to LEA
Qualifies for
Not eligible for Early Start Program
Tell us about your child and family (parent statement)
You (*mfn and *ffn) do not have to give any information on this
section in order to receive services. However, information
provided will help us develop meaningful outcomes for *fn and
you, based on your family routines and focus.
What does *fn do well? (Strengths)
·
What interests or motivates *fn? What are *herhis favorite
things? What does *shehe like to do? (cont’d Strengths)
·
What is difficult about your daily routine? What would you like
to change? (Concerns & Needs)
·
How/Where do *fn and you spend your day together? (Natural
Environment)
·
What people or community resources are helpful to your
10. family? Are there other resources you would like to learn more
about? (Resources)
·
What would you like the intervention team to focus on? Is there
anything you would like to have *fn or family do next?
(Priorities)
·
What is your family interested in learning more about? (cont’d
Priorities/Resources)
·
Child Health Information
Current Primary Physician:
Specialists:
Summary of *fn’s Health Status based on review of pertinent
records (including birth history, medical conditions and
diagnosis (if any), illnesses, hospitalizations, medications and
any relevant evaluations.
*fn has enjoyed excellent health since birth. *shehe has no
history of recurring ear infections and/or upper respiratory
infections
Current Medications:None
What else should your team know about *fn’s health so that we
can better plan and provide services for *herhim and your
family? (current medical concerns, immunizations, allergies,
sleeping concerns)
*fn has no unusual prenatal and neonatal medical history.
11. No No
Nutrition, Diet, Eating Preferences, Oral-Motor Concerns
*fn takes ounces every hours. *shehe also takes , , and .
*shehe .
*fn eats with , and drinks from and only at nap and bed time.
*shehe has no
Current weight: pounds ounces th percentile
Current height: inches th percentile
Head circumference: inches th percentile
Immunizations:
Additional Information
Autism screening (M-CHAT) was completed with parent’s input
by *ier on *itd. The results were non-critical and critical
failed responses.
Behavioral Observations
*itd
·
*md, during evaluation/assessment
·
Steps to Transition
· *ier, Intake Coordinator, informed *mfn and *ffn that the
12. Early Start Program serves children from birth to third birthday.
· IFSP team will be promoting developmental skills, that will
help *fn be ready for preschool, such as staying on task,
imitating actions/sounds, following instructions, taking turns,
etc.
Use of Private Health Insurance
Parent/Family was advised that *fn’s private insurance or health
care service plan is required to be accessed to pay for medical
(therapy, nursing, etc.) services specified in the IFSP, other
than for evaluation and assessment. (TBL Section 1:Gov. Code
Section 95004)
+ =Assessments Used/Professional’s Title/Date
On *fmd, *fn was evaluated at *ml by using the . The
evaluation included observation, parent interview and medical
record review as applicable.
In accordance with Educational Code 56320, the following was
considered regarding the procedures and materials used during
this evaluation to ensure compliance with state and federal
regulations:
This evaluation was conducted by qualified persons. Test and
assessment materials and procedures used for the purposes of
assessment and placement of individuals with exceptional needs
were selected and administered to as not to be racially,
culturally, or sexually discriminatory. The student’s dominant
language was considered in selecting assessment instruments.
Tests have been validated for the specific purpose for which
they were used. Tests and other assessment materials include
those tailored to assess specific areas of educational need and
not merely those that are designed to provide a single, general
intelligence quotient. The assessment results that have been
provided accurately reflect the student’s current skills in the
area of gross and fine motor, cognitive, communication,
13. social/emotional and adaptive behavior.
CHILD’S NAME will participate in Statewide Assessment
Program through DRDP access two times per year using no
adaptations (if yes, list adaptions)
Review of Prior Outcomes:
*fn’s Present Levels of Development+
Domains & Subdomains
What *fn does now and *herhis next step
Adaptive
Self-Care
Mo
Personal Responsibility
Mo
Next Step:
Personal-Social
Adult
Interaction
Mo
15. Perceptual Motor
Mo
Next Step:
Cognitive
Attention & Memory
Mo
Reasoning &
Academic Skills
Mo
Perception &
Concepts
Mo
Next Step:
Hearing *fn the Music 2 My Ears hearing screen by responding
to all sounds of the screening kit.
Vision *fn the Functional Vision Screening.
Child Outcomes
(What does *fn need to accomplish in order to participate in a
family routine and/or activity?)
Outcome # We want *fn to
16. We will know progress is made when (Criteria).
Review by *tod (Timeline)
The team plans on measuring *herhis progress by , (Procedures
for Measurement).
What are the ways in which your family and team will work
toward achieving this outcome?
Who will help and what will they do? (Strategies- the methods
and strategies used to support your child and family in order to
achieve your outcomes within your daily activities and
routines):
·
The informal supports may include family members, friends,
neighbors, church or other community organizations, special
health care programs, parent education program, etc.
Family Outcomes
(What will you need in order to help meet the developmental
needs for *fn?)
Outcome # will .
We will know we’ve succeeded when (Criteria for Progress).
Review by *tod (Timeline)
The team plans on measuring progress by (Procedures for
Measurement).
Corresponding Outcome #
Services
to achieve outcomes, & Method
Service Provider
contact information
Location
(If not natural settings, why)
17. Intensity
Frequency
Length
Duration
(& any plans
for service interruption)
Funding Source
Required
Non- required/
Other
Name: *fn *ln Date: *mdPage 3 of 6
Individual FamilyServicePlan
Service Summary
IFSP Date: *md Meeting Location: *mlService
Coordinator: *sc
Child’s Name: *fn *lnDOB: *dob VMRC#: *uci
Eligibility Findings Review of IFSP dated *pid
Developmental Delay –% or greater delay(s) in , , , , skills
Qualifies for
Not eligible for Early Start Program
Services Considered
on the IFSP
18. I to a referral and sharing of my contact information with
Family Resource Network (FRN)
I understand that my private insurance or health care service
plan is required to be accessed to pay for medical (therapy,
nursing, etc.) services specified in the IFSP, other than for
evaluation and assessment. (TBL Section 1:Gov. Code Section
95004)
I have received the summary of parent information, rights,
appeals procedures, protecting your child’s confidentiality,
VMRC Whistleblower policy and Family Resource Network
brochure, and have had them explained to me
I have been given AFPF information. I have been assessed the
AFPF fee and received forms 6009 and 6010
I have received a copy of my annual financial statement
I agree with the Individual Family Service Plan (IFSP)
developed today, and I authorize IFSP team members to
exchange information with service providers to promote team
work for my child
I understand that a final typed copy of this IFSP and the signed
cover sheet will be mailed to me within 30 days.
I have received a copy of the IFSP today.
It is my responsibility to notify my SC if I do not agree with the
final typed IFSP document. A new IFSP development meeting
19. will be scheduled within 15 days to discuss changes to the IFSP
I disagree with a portion of the IFSP. I authorize VMRC to
implement all services stated in the IFSP except .
. A new IFSP development meeting is scheduled for
IFSP Team Members:(letter code in box indicates: Attended,
Conference, Telephone input, Written input)
Name Signature Title / Agency Phone Date Copy to
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
20. Helping People with Developmental Disabilities Reach Their
Maximum PotentialStanislaus County
Branch Office
1820 Blue Gum Avenue
Modesto, CA 95358
Phone: (209) 529-2626
Fax: (209) 557-2174
Amador, Calaveras, and Tuolumne Counties
Branch Office
704 Mountain Ranch Road, Suite 203
P. O. Box 1420
San Andreas, CA 95249
Phone: (209) 754-1871
Fax: (209) 754-3211
San Joaquin County
Main Office
702 N. Aurora St.
P. O. Box 692290
Stockton, CA 95269-2290
Phone: (209) 473-0951
Fax:
· Administration: (209) 473-0256
· Case Mgmt: (209) 473-0719
· Clinical: (209) 956-6439
21. Meeting Confirmation Notice
Date:
Ms. *mfn *mln
Mr. *ffn *fln
*address
Mail to *maddress
*phone1*phone2
RE: *fn *ln
DOB: *dob
Dear Ms. *mln and Mr. *fln:
This letter is to confirm our meeting that we discussed.
Annual Review
6-Month Review
Transition Plan
Quarterly Review
Exit IFSP Review
Other:
Meeting Date: *fmd
Time:
Location: *ml
We know that you want to be involved in making plans for *fn.
This meeting will give us an opportunity to discuss services for
*herhim. Staff and administrators from the agencies that serve
*herhim have been invited to attend the meeting. You may
bring a friend or relative with you to the meeting if you wish.
Please phone me at *psc if you have any questions or concerns.
As a result of recent changes in legislation in government code
section 95020 and Sections 4646 and 4646.5, Valley Mountain
Regional Center (VMRC) is required to obtain copies of all
consumers’ medical insurance cards annually (including Medi-
22. Cal, Medicare, and private insurance). If you have not given us
a copy of your most current insurance card, please have a copy
available for the visit.
Sincerely,
*sc, Early Start Service Coordinator
cc:
Helping People with Developmental Disabilities Reach Their
Maximum PotentialSan Joaquin County
Main Office
702 N. Aurora St.
P. O. Box 692290
Stockton, CA 95269-2290
Phone: (209) 473-0951
Fax:
· Administration: (209) 473-0256
· Case Mgmt: (209) 473-0719
· Clinical: (209) 956-6439Stanislaus County
Branch Office
1820 Blue Gum Avenue
Modesto, CA 95358
Phone: (209) 529-2626
Fax: (209) 557-2174
Amador, Calaveras, and Tuolumne Counties
Branch Office
704 Mountain Ranch Road, Suite 203
P. O. Box 1420
San Andreas, CA 95249
Phone: (209) 754-1871
Fax: (209) 754-3211
23. Date: *fmd
Child’s Name:
*fn *ln
DOB:
*dob
Health Care Provider:
Dear Health Care Provider:
I am requesting the medical record of from to present
for the purpose of developing the Individual Family Service
plan (IFSP) based on her current needs. Enclosed is a copy of
the signed Release of Information.
Please send the record to:
Valley Mountain Regional Center
1820 Blue Gum Ave
Modesto, CA 95358
Attn: *sc
[Fax] (209) 557-2174
702 N Aurora St
PO Box 692290
Stockton, CA 95369-2290
[fax] (209) 473-0719
704 Mountain Ranch Road, Suite 203
P. O. Box 1420
San Andreas, CA 95249
[Fax] (209) 754-3211
24. Thank you very much for your time and prompt action.
Sincerely
*sc
Early Start Service Coordinator
Enclosure
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9
A feeling of anxiety washed over
Mrs. Thompson as she prepared her
first-grade class for reading. Many of
the students at her school love reading,
but most of the students in her new
inclusive class do not. The class was
composed mainly of students with
learning disabilities, English Language
Learners, and students at-risk. All of
her usual strategies had been
unsuccessful and she was frustrated.
Have you felt overwhelmed like
Mrs. Thompson? Do you wish you had
a guide for implementing evidence-
based practices? If so, read on …
Evidence-based practices (EBPs) are
shown by high-quality research to
meaningfully improve student
outcomes. An EBP is not a cure-all
(Gallagher, 2004), but when chosen
wisely and implemented appropriately it
can be used as a guide to the practices
most likely to work for students with
28. disabilities (Cook, Tankersley, Cook, &
Landrum, 2008). Using an EBP can help
eliminate many of the frustrations and
guesswork from teaching by providing
specific approaches for improving
student performance. The following is
intended to serve as a step-by-step
guide for special educators in
understanding, locating, selecting, and
successfully implementing an EBP.
Evidence-Based Practices
and the Importance of
Implementation
EBPs are instructional approaches that
have proven to be effective through
rigorous research. When implemented
with fidelity, or as designed, EBPs in
special education have been shown to
meaningfully improve the performance
of students with disabilities (Cook
et al., 2008). For this reason, it is
important that educators seek out EBPs
and incorporate them into their daily
instruction to help all students realize
their full potential. To be considered an
EBP, the program or practice must be
shown to be effective by multiple
research studies that meet strict criteria
related to research design, quality, and
effect on student outcomes (e.g., Gersten
et al., 2005; Horner et al., 2005; see box).
Although not guaranteed to work for
everyone, EBPs have been shown to be
29. effective for the majority of students.
Despite the considerable potential of
EBPs to improve student outcomes and
ease teachers’ burdens for finding the
most effective instructional practices,
educators must be aware of how to
locate and effectively apply them.
To help teachers effectively apply
EBPs, we provide a list of prominent
sources of EBPs for students with
disabilities (Table 1) and a 10-step
implementation framework for
planning successful integration of EBPs
(see Figures 1 and 2).
A 10-Step Implementation
Process for EBPs
Using an EBP does not lessen the
important role of an effective teacher.
However, some practices are consistently
more effective than others (Forness,
Kavale, Blum, & Lloyd, 1997), and EBPs
are such practices. EBPs grew out of the
medical field, which outlined a model for
practitioners to follow for choosing,
appraising, implementing, and analyzing
a treatment (Fineout-Overholt, Melnyk, &
553209TCXXXX10.1177/0040059914553209Council for
Exceptional ChildrenTeaching Exceptional Children
research-article2014
A Special Educator’s
Guide to Successfully
30. Implementing Evidence-
Based Practices
This article originally appeared in the September/October 2012
issue of TEC
Caroline Torres, Cynthia A. Farley, and Bryan G. Cook
University of Hawaii
BEST
OF
TEC
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86 council for ExcEptional childrEn
Table 1. Sources for Evidence-Based Practices
Source Population
Evidence-Based
Classifications Resources
Best Evidence Encyclopedia
(BEE)
www.bestevidence.org
Early childhood–high school
reading,
Elementary–high school
math,
English Language Learners,
Technology in reading &
31. math
Strong evidence
Moderate evidence
Limited evidence (modest
effects)
Limited evidence (weak
effects)
No qualifying studies
Program description
Contact information
Website
Research reports
National Autism Center (NAC)
www.nationalautismcenter.org
(download the National
Standards Report for EBPs)
Individuals with Autism age
3-21
Established
Emerging
Unestablished
Ineffective/harmful
Program description
Treatment strategies
when possible
Research study citations
National Professional
Development Center on Autism
Spectrum Disorders (NPDC on
32. ASD)
autismpdc.fpg.unc.edu
Individuals with Autism
ages 3–21
Evidence-based practice Program description
Contact information
Review websites
Research citations
Step-by-step instructions
Implementation fidelity
checklists
Data tools
National Secondary Transition
Technical Assistance Center
(NSTTAC)
www.nsttac.org
Secondary students
Life skills
Strong
Moderate
Potential (needs additional
research)
Program description
Contact information
Website
Research citations
What Works Clearinghouse
(WWC)
ies.ed.gov
33. Elementary–high school Positive effects (++)
Potentially positive effects (+)
Mixed effects (+-)
No discernible effects (0)
Potentially negative effects (-)
Negative effects (-)
Program description
Contact information
Website
Research citations
Cost
EBPs are supported by multiple high-quality research studies
designed to determine whether a practice causes positive
changes in student outcomes. Although a variety of approaches
for identifying EBP exist, the following guidelines are often
used in special education:
Group Experimental & Quasi-Experimental Studies
At least two high-quality or four acceptable-quality studies
must support the practice as effective, with a weighted effect
size
across studies significantly greater than zero. High-quality
studies must meet criteria in at least three of the following
areas:
description of participants, intervention and comparison
condition, outcome measures, data analysis, and at least four of
eight “desirable” indicators, such as attrition rate (Gersten et
al.,2005).
Single Subject Studies
Five or more high-quality studies with 20 or more participants
34. that meet criteria related to participants and setting;
independent and dependent variables; baseline; and internal,
external, and social validity must support the practice as
effective (Horner et al., 2005).
Qualitative Studies
Although qualitative studies are useful for many purposes, they
are not designed to determine whether a practice causes
improved student outcomes (McDuffie & Scruggs, 2008).
What Makes a Practice Evidence-Based?
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Schultz, 2005). The 10-step guide
described in the following and
summarized in Figures 1 and 2 is aligned
to the medical framework and tailored to
education, with the intention of assisting
special educators in effectively
integrating EBPs into instruction.
Step 1: Determine Student,
Environmental, and Instructor
Characteristics
Mrs. Thompson asked her colleague,
Mrs. Alexander, who was experiencing
success with a similar class, about her
35. “secrets of success.” Mrs. Alexander
said that she used a variety of EBPs.
She suggested that Mrs. Thompson’s
first step should be to think about the
students in her class and her own
personal teaching style because it is
important to match those variables to
an EBP in order to have success.
Figure 1. Flowchart for 10-Step Implementation Process
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88 council for ExcEptional childrEn
Figure 2. 10-Step EBP Implementation Process Checklist
Process Steps
1. Determine student, environmental, and
instructor characteristics
s, and school variables
o Teacher’s expertise/ability to implement new strategies
o Teacher’s philosophy/style and alignment to instructional
methods
o Schedule/available class time
o Additional personnel
36. o Additional resources/funding
2. Search sourc
-reference EBP to student need and
instructor ability
4. Identify essential components of the
selected EBP
If not available:
5. Implement the EBP within a cycle of
effective instruction
-by-step instructions or implementation fidelity
checklist to
ensure critical components are included in step-by-step lesson
plan
within effective instruction, which includes:
o Pace appropriately
o Preview instruction
o Review previous instruction
o Monitor student performance
o Circulate and scan instructional environment
37. o Recognize appropriate behavior
o Exhibit enthusiasm
o Display awareness of what is happening
o Use wait time after questioning
fidelity checklist to self-assess implementation
fidelity
fidelity
checklist
progress monitoring tool
o Consider commercially or freely available Curriculum Based
Measurements (CBM)
uate effectiveness
increased with the use of the EBP?
If yes, no adaptations are necessary.
If not:
observation
fidelity optimal?
If no, try implementing again with fidelity.
If yes:
components
38. 9. Make instructional decisions based on
progress monitoring data
If adaptations have been implemented:
interested in implementing EBPs
ion results and materials
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The first step is to successfully
determine relevant student,
environmental (e.g., classroom), and
teacher characteristics that an EBP
must match or address. The following
are some of the important
characteristics to identify and evaluate
before choosing an EBP:
•• Student characteristics: age/grade,
subject, language/culture,
disability/learning need
39. •• Environmental characteristics: class
grouping, available time, resources,
funding
•• Instructor characteristics:
knowledge, experience, teaching
philosophy, teaching style
Collecting these characteristics will
be valuable in deciding which practice
is the right fit.
Step 2: Search Sources of EBPs
Mrs. Alexander shared a list of sources
for EBPs, and although Mrs. Thompson
was apprehensive about getting
information from the Internet, she
started browsing the Best Evidence
Encyclopedia (BEE) website. Her fears
began to fade as she explored the
practices on the site and found new
ideas, some of which seemed to
potentially fit her needs.
Special educators often do not have
the time or expertise necessary to
independently analyze research studies
on effective practices (Cook et al.,
2008). For this reason, we located a
variety of sources that conducted
systematic evidence-based reviews and
catalogued EBPs for students with
disabilities. These websites, along with
the population(s) of students targeted,
40. how EBPs are categorized, and
additional resources provided are
summarized in Table 1. These excellent
resources eliminate much of the time
and work associated with searching for,
reading, and evaluating multiple
research studies on different
instructional practices to find out what
works. Educators should revisit the
sources periodically, as additional
practices may be added when new
reviews are conducted.
Step 3: Select an EBP
Mrs. Thompson was pleased to find
that the BEE provided short summaries
describing the practices reviewed and
the characteristics of the students for
which each EBP has been shown to
work, as well as full research reports.
The site also provided links and
references with more information.
Mrs. Thompson decided to try Peer
Assisted Learning Strategies (PALS) in
which students work in pairs to
improve reading fluency. PALS was
designed to supplement existing
reading programs for beginning and
struggling readers. The characteristics
described in the report matched her
students, and she decided PALS would
be a good fit for her and her students.
After reviewing EBPs of interest
from the sources in Step 2, the
41. characteristics in Step 1 should be
considered and the most relevant and
feasible practice should be selected.
Selecting an EBP can be tricky. Perfect
matches between EBP and student,
environmental, and teacher
characteristics are unlikely; but the
closer the match, the more likely it is
that the desired outcomes will be
achieved (Cook et al., 2008). All of the
EBP sources in Table 1 provide
references for the studies used. The
studies provide detailed information on
the specific student, environmental,
and teacher characteristics with which
the practice has been shown to work.
Some characteristics such as student
disability and content area may need to
be weighted more heavily than others
(e.g., teaching style). Teachers will
need to use their judgment in deciding
which relevant EBP is most likely to
work for them and their students.
Step Four: Identify the Essential
Components of the Selected EBP
For information on how to implement
PALS, the EBP that Mrs. Thompson
selected, she followed a link on the
BEE’s website to IRIS (http://iris
.peabody.vanderbilt.edu) training
modules that includes step-by-step
instructions, printable materials, and
even video demonstrations of the
practice in action. She reviewed the
42. directions and identified core elements
of the practice to make sure that she
wouldn’t miss any important steps.
After selecting an EBP to
implement, educators should identify
the essential components of the
practice. If critical elements of the EBP
are omitted or fundamentally altered,
the positive effects reported for the EBP
in the research studies are unlikely to
be duplicated (Cook & Smith, 2012).
Therefore, identification of these key
elements needs to occur prior to
implementation in order for educators
to understand how to deliver the
intervention correctly.
Several evidence-based practice
sources, such as the National
Professional Development Center on
Autism Spectrum Disorders, include
step-by-step instructions and
implementation fidelity checklists for
EBPs featured on their site (see Table
1). These are great resources for
quickly identifying the essential
components of an EBP. If step-by-step
instructions are not available,
educators can access original research
articles to identify the essential
components of EBPs.
Step 5: Implement the Practice
Within a Cycle of Effective
43. Instruction
When it came time to implement PALS,
Mrs. Thompson felt confident but knew
the practice wouldn’t work if her
general instruction and classroom
management weren’t effective. She
knew that sometimes she went through
material too quickly, so she focused on
presenting PALS with enthusiasm, but
with appropriate pacing. She also set a
buzzer in her pocket at 30-second
intervals to cue her to stop and
reinforce appropriate student behavior.
In addition, she used reading material
that the students were familiar with
and enjoyed, so that they weren’t
learning difficult content the first time
they tried PALS.
Effective teaching consists of more
than merely choosing the best program
or practice to implement. Even the most
effective practices can have little impact
on student outcomes if implemented
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90 council for ExcEptional childrEn
through ineffective teaching (Billingsley,
2004). Some components of effective
44. instruction that are a foundation for
successful EBP implementation include
maximizing academic engagement, using
appropriate pacing, preteaching key
vocabulary, previewing instruction,
reviewing previous instruction,
monitoring student performance,
circulating and scanning the instructional
environment, recognizing appropriate
behavior, exhibiting enthusiasm,
displaying awareness of what is
happening in the classroom, and using
wait time after questioning (Brigham,
Scruggs, & Mastropieri, 1992; Brophy &
Good, 1986; Cook, Tankersley, &
Harjusola-Webb, 2008). Effective
teaching techniques combined with the
use of an EBP provide the opportunity to
maximize student outcomes.
Step 6: Monitor Implementation
Fidelity
Mrs. Thompson was excited to try the
new practice. She took care to script
out how she would model, explain,
and implement PALS for the first time,
referring to the list of essential
components. It seemed to go well as
the students worked in their pairs and
remained engaged in the lesson. She
shared the implementation fidelity
checklist that she made with Mrs.
Alexander and asked her to observe
and give feedback on her
implementation of PALS.
45. During initial implementation of a
new instructional practice, educators
need to clearly teach all of the
components, procedures, and
expectations to the students. The
practice should then be implemented
regularly and monitored with an
implementation fidelity checklist to
ensure the integrity of the practice.
Ideally, an observer uses the fidelity
checklist regularly (e.g., weekly) to
collect data to help assess if the EBP is
being implemented correctly. If an
outside observer or coach is not
available, teachers can self-assess using
the checklist. Fidelity can be assessed
in many ways (Durlak & DuPre, 2008),
but it typically includes assessing the
number of critical elements or steps
accomplished and number and length
of lessons. Teachers can use
implementation fidelity data to identify
areas they need to emphasize or on
which they need to receive additional
training to ensure the practice is
implemented as designed.
Step 7: Progress Monitor Student
Outcomes
The students seemed to be engaged
and learning, but Mrs. Thompson
didn’t really know for sure whether
PALS was improving outcomes for all
46. of her students. So she decided to use
weekly curriculum-based
measurements for oral reading fluency,
which assessed the number of words
read correctly in a minute from grade-
level passages, to reliably monitor
students’ performance.
Before implementing an EBP, a
progress-monitoring plan needs to be
created to track the effects of its
implementation across time. Although
they are highly likely to work, an
EBP–like any practice–may be
ineffective for specific students for any
number of reasons. Moreover, the
effectiveness of an EBP can change
over time because of such factors as
changes in implementation and
students’ needs. It is important, then,
to monitor student progress through
regular, formative assessments to
evaluate the ongoing effectiveness of
the practice. By using an appropriate
progress monitoring tool, educators
generate reliable data and feedback on
the effects of the EBP, which they can
use as the basis for instructional
decisions (see Step 9).
One commonly used progress-
monitoring tool is curriculum-based
measurement (CBM), which is short
and simple to administer, provides
reliable (i.e., consistent) and valid (i.e.,
47. meaningful) measures of student
performance, and yields results that can
be graphed to show progress over time
(Hosp, Hosp, & Howell, 2007). These
formative assessments should be done
frequently—as often as twice weekly,
depending on student need—and can be
as short as 1 minute to administer. The
National Research Center on Learning
Disabilities (2007) suggested that CBM
is the optimal progress-monitoring
procedure for teachers. Some EBP
sources, such as the National
Professional Development Center on
Autism Spectrum Disorders, provide
progress monitoring and data collection
tools for identified EBPs. The National
Center on Response to Intervention
(www.rti4success.org) provides a useful
chart rating the effectiveness of a variety
of progress monitoring tools.
Step 8: Adapt the Practice If
Necessary
After 3 weeks, Mrs. Thompson was
very pleased that CBM results indicated
that the performance of most of her
students was improving. For the few
students who did not show meaningful
improvement in reading fluency, she
decided to adapt the practice slightly
by building background knowledge and
preteaching key vocabulary to help
make the material more accessible and
increase its effectiveness.
48. Mrs. Thompson was careful not to
change any of the essential
components of PALS when she added
these adaptations.
After implementing and becoming
familiar with an EBP, teachers may be
able to improve its effects on student
outcomes by adapting the practice to
optimize its fit with their teaching
style, learners’ needs, or both. Overly
rigid implementation can sometimes
reduce the positive effects of a practice
because special educators usually need
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to individualize and personalize
instruction to meet the unique needs of
their students (Harn, Parisi, &
Stollmiller, in press; Hogue et al.,
2008). Adapting EBPa in ways that
maximize their fit without altering the
essential components of the practice is
an important way for teachers to take
ownership of an EBP, increasing the
likelihood that it will be maintained
and increasing its effectiveness.
49. Teachers should use the expertise
accumulated over their careers
(Whitehurst, 2002) to guide the
adaptation of EBP to meet the unique
needs of their students without diluting
its effectiveness by altering essential
elements. Savvy educators will also
access the wisdom of other experts
when considering how to adapt EBP. It
is important to closely monitor the
progress of students (see Step 7) to
evaluate the effects of the adaptation.
Step 9: Make Instructional
Decisions Based on Progress
Monitoring Data
After continuing to monitor progress, it
was clear that the adaptations were
helping, and all but one of
Mrs. Thompson’s students were now
making meaningful gains on their
weekly CBM assessments.
Mrs. Thompson asked a mentor teacher
to observe her to ensure that she was
using effective teaching skills and
implementing the practice with
fidelity—which she was. Then, for her
one student not showing sufficient
gains, she recommended more PALS
sessions as a Tier 2 intervention.
If an EBP is achieving desired
outcomes for target students, teachers
should continue to monitor progress to
ensure continued gains, but no
50. adaptations are needed. If some
students are not performing adequately
in response to the EBP, teachers should
consider the following to help decide
the best course of action:
•• Make sure that the EBP has been
implemented and progress
monitoring has been conducted for
a sufficient amount of time—a few
weeks or more. Both the students
and teacher need time to get used to
new practices. Collecting and
evaluating progress monitoring data
over time will help to accurately
determine how the student is
responding to the EBP.
•• Examine the implementation fidelity
(see Step 6). If one or more critical
elements of the EBP are not being
implemented appropriately (e.g.,
student participation), then these
issues should be addressed before
deciding that the EBP is ineffective.
•• Check that the EBP is being
implemented in the context of
effective teaching (see Step 5).
Teachers may wish to have an
expert colleague, coach, or mentor
come and observe them
implementing the EBP in order to
provide feedback on improving
general teaching effectiveness (e.g.,
enthusiasm, wait time, classroom
51. management).
•• Assure that the EBP has been
adapted (see Step 8) to optimize its
fit with the students, instructional
environment, and educator
strengths.
If continued progress-monitoring
data (see Step 7) indicate that a
practice is not effective with a
particular student or group of students
even after addressing these issues, the
non-responding students may be
“treatment resistors,” one of the
relatively few individuals for whom the
EBP will not be effective (Torgeson,
2000). In this case, it is time to increase
the intensity of the EBP (if it is having
some positive effects) or select another
EBP (if it is having minimal, no, or
negative effects). If another EBP is not
found that is a match, teachers can
turn to practices that are not yet
identified as EBPs but have been
shown to be promising practices (see
box).
Step 10: Become a Leader and an
Advocate
After her initial success,
Mrs. Thompson thanked and shared
her first experiences with Mrs.
Alexander, who offered to meet
52. regularly during their common prep
period to discuss successes and
challenges in continuing to implement
the new practice. After sticking with
PALS for a couple of months, Mrs.
Thompson continued to see increases
in reading fluency with her students.
She shared her experience with the rest
of the department, and when Mr.
Yoshita, a new teacher, came to her for
advice, she coached him on how to
find and implement an EBP. Many
What if I Don’t Find an EBP That Fits?. Additional sources
listed here evaluate and summarize educational
research and provide information on the effectiveness of
practices and curricula. Although these sources do not
identify specific practices as evidence-based, educators can use
the information reported to make an informed decision
as to the effectiveness of practices reviewed. Many of the
sources in Table 1 also include information on promising
practices.
•• National Center on Response to Intervention
(www.rti4success.org)
•• Florida Center for Reading Research (http://www.fcrr.org)
•• Promising Practices Network (www.promisingpractices.net)
•• IRIS (http://iris.peabody.vanderbilt.edu; a resource for free
online training modules).
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53. 92 council for ExcEptional childrEn
other teachers became interested and
started meeting regularly to help each
other with EBPs.
Educators tend to look to colleagues
for guidance (Landrum, Cook,
Tankersley, & Fitzgerald, 2002; Nelson,
Leffler, & Hansen, 2009), particularly if
they share similar students, grade levels,
and subject areas. As teachers become
knowledgeable about implementing an
EBP, sharing their expertise with their
colleagues will help spread the use of the
most effective teaching practices.
Teachers will produce “practice-based
evidence” for an EBP through sharing
their positive experiences (Simons,
Kushner, Jones, & James, 2003). Teachers
put special trust in this practice-based
evidence, because, in contrast to many
research studies, it comes from trusted
colleagues who have used the practice in
real classrooms. Practice-based evidence
can compel other teachers to adopt the
EBP, influence school culture, and help
reach a “tipping point” in which use of
an EBP becomes the norm (Fixsen,
Blasé, Horner, & Sugai, 2009).
Instructional innovations (e.g.,
adoption of an EBP) without structured
and consistent support are less likely to
be sustained by teachers over time
(Odom, 2009); therefore, teachers need
54. support with the implementation of EBP.
Creating a supportive community
culture, which includes administrative
and peer support, is extremely valuable
(e.g., Buysse, Sparkman, & Wesley,
2003). One way to do this is to create
communities of practice. Communities of
practice are groups of people who have a
common goal, such as improving student
learning. They work together regularly to
develop and apply worthwhile practices
through collaborative inquiry, research,
and skill building (Lassonde & Israel,
2009; Wenger, McDermott, & Snyder,
2002). After ample time to implement,
monitor, and adapt the practice, these
communities could then share their
materials, suggestions, and testimonials
with other teachers or even an entire
faculty, and invite others to try
implementing their EBP with the newly
created expert cadre serving as coaches
and mentors. This would help to create a
“scaling-up” effect where small groups of
individuals become experts in a practice
and gradually spread the expertise and
interest to larger and larger groups
(Odom, 2009), creating widespread and
sustained implementation of an EBP.
Conclusion
When students are not responding to
“business as usual” and not making
desired gains, teachers need to ask
55. themselves if they have really tried the
most effective teaching approaches
available. Many teachers are not aware
that EBPs have already been identified
and may be the key to success.
Teachers can use this step-by-step
guide as they begin the process of
incorporating EBPs in their classrooms.
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Caroline Torres, doctoral student; Cynthia
A. Farley, doctoral student; Bryan G. Cook,
Professor, University of Hawaii at Ma- noa,
Honolulu.
Address correspondence concerning this
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