For this option, you are to develop a PowerPoint presentation with comments and references on this topic: What are the advantages and disadvantages of police officers of certain ethnic background only patrol communities of their same ethnic background? Final Presentation Instructions: 1. Include an introduction. This must provide a clear statement of your position on the topic. 2. For your slide presentation, include images and content with speaker notes for each slide. 3. You may use PowerPoint. Be sure to include the URL of your presentation when using Internet-based tools. Paste the URL into a Word document and upload with your presentation. 4. The presentation should synthesize current, relevant research on your topic from at least six scholarly sources. 5. Discuss the implications of possible solutions for the debate under investigation. 6. Finally, offer your conclusions regarding how best to manage the issue (i.e., your informed opinion on the issues raised). The presentation must demonstrate what you have learned about current issues related to policing and how the many variables we've discussed in class influence the inner workings of police and their agencies. Your presentation is expected to offer thoughtful analysis on the topic and should be based on references to scholarly materials (rather than on introductory textbooks, popular website writings, or musings, for example). Your discussion should be carefully considered, logical, and supported by evidence. The most common mistakes are (a) simply summarizing the topic and not analyzing it or discussing your views and (b) failing to relate the subject to the broader context of policing, as discussed in class and as found in the readings. Adequately including the broader contexts includes, for example, considering how your research might yield a different approach to policing or considering the implications of your findings for police training. · Your presentation must be at 15-20 slides in length, not including the title and reference slides, which are required. · Include images and content with detailed, thorough speaker notes for each slide. · You must support your analysis with at least six academic, scholarly sources in addition to the course text and course readings.  matthew case study and iep.docx Matthew: Matthew is a fourteen-year-old seventh grader at Smith Middle School. Based on the Iowa Test of Basic Skills taken at the end of 6th grade, Matthew is reading independently at the middle of second grade. He also participates in a Read Naturally program four times a week for 25 minutes to increase reading fluency and comprehension. Last year he was at a 3.0 level and this year he is at a 3.2 level. He appears to be able to get information through listening, but becomes easily overwhelmed by assignments that require him to work independently or to produce written output. He is in regular classes but there is a special education teacher or aide in every mainstream clas ...

1. For this option, you are to develop a PowerPoint presentation
with comments and references on this topic:
What are the advantages and disadvantages of police officers of
certain ethnic background only patrol communities of their same
ethnic background?
Final Presentation Instructions:
1. Include an introduction. This must provide a clear statement
of your position on the topic.
2. For your slide presentation, include images and content with
speaker notes for each slide.
3. You may use PowerPoint. Be sure to include the URL of
your presentation when using Internet-based tools. Paste the
URL into a Word document and upload with your presentation.
4. The presentation should synthesize current, relevant research
on your topic from at least six scholarly sources.
5. Discuss the implications of possible solutions for the debate
under investigation.
6. Finally, offer your conclusions regarding how best to manage
the issue (i.e., your informed opinion on the issues raised).
The presentation must demonstrate what you have learned about
current issues related to policing and how the many variables
we've discussed in class influence the inner workings of police
and their agencies.
Your presentation is expected to offer thoughtful analysis on the
topic and should be based on references to scholarly materials
(rather than on introductory textbooks, popular website
writings, or musings, for example). Your discussion should be
carefully considered, logical, and supported by evidence.
The most common mistakes are (a) simply summarizing the
topic and not analyzing it or discussing your views and (b)
failing to relate the subject to the broader context of policing,
as discussed in class and as found in the readings. Adequately
including the broader contexts includes, for example,
considering how your research might yield a different approach

2. to policing or considering the implications of your findings for
police training.
· Your presentation must be at 15-20 slides in length, not
including the title and reference slides, which are required.
· Include images and content with detailed, thorough speaker
notes for each slide.
· You must support your analysis with at least six academic,
scholarly sources in addition to the course text and course
readings.
matthew case study and iep.docx
Matthew:
Matthew is a fourteen-year-old seventh grader at Smith Middle
School. Based on the Iowa Test of Basic Skills taken at the end
of 6th grade, Matthew is reading independently at the middle of
second grade. He also participates in a Read Naturally program
four times a week for 25 minutes to increase reading fluency
and comprehension. Last year he was at a 3.0 level and this year
he is at a 3.2 level. He appears to be able to get information
through listening, but becomes easily overwhelmed by
assignments that require him to work independently or to
produce written output.
He is in regular classes but there is a special education teacher
or aide in every mainstream class to assist students with
disabilities. Although it is only September, the number of loud,
aggressive outbursts have increased since last year, especially
in the afternoon. Currently, Matthew is having outbursts and
leaving the classrooms approximately 3-4 times per week.
Teachers report that Matthew stands up, tells them “This is
stupid!” or “I’m not doin’ this junk” and will leave the room.
He walks away from teachers who confront him on his behavior.

3. At first, other students seemed appalled, but now may of them
appear to be entertained by Matthew’s outbursts. In-school
suspensions are ineffective in changing behavior and staff
avoids sending him home because of the violence and the abuse
from those who live in the home.
Matthew is social, has friends, is athletic, is popular with the
girls and attends school regularly.
Questions:
1. Based on what has been described about Matthew’s academic
and behavioral issues what would you add to the conversation
about how he should be classified in order to qualify for special
education? What questions might you ask to help determine
eligibility for Matthew and what data should you (the teacher)
collect to help?
Matthew has an IEP and his annual review is coming up. Please

4. complete the following sections of the IEP:
2. Present Levels of Academic and Functional Performance:
Student’s Strengths:
Parental Educational Concerns/Input
Student’s Present Levels of Academic Achievement (Include
strengths and areas needing improvement)
Student’s Present Levels of Functional Performance (Include
strengths and areas needing improvement)
Describe the effect of this individual’s disability on
involvement and progress in the general education curriculum
and the functional implications of the student’s skills.
· For a preschool child describe the effects of this indivi dual’s
disability on involvement in age appropriate activities.
· By age 14 ½ describe the effect of this individual’s disability
on the pursuit of post-secondary
expectations (living, learning, and working)
Do any of these pertain to Matthew?
3. Write one behavioral and one academic goal for Matthew:
ACADEMIC GOAL:
Indicate Goal Area: ____ Academic ______Functional
_____Transition

5. Annual Goal: Matthew will:
S
M
A
R
T
Write three short term objectives to help Matthew achieve this
goal:
1.
2.
3.
BEHAVIORAL GOAL:
Indicate Goal Area: ____ Academic ______Functional
_____Transition
Annual Goal: Matthew will:
S
M
A
R
T
Write three short term objectives to help Matthew achieve this
goal:
1.
2.
3.

6. 4. Educational Accommodations and Supports:
Supplementary Aids, Accommodations, and Modifications:
Specify what aids, accommodations, and modifications are
needed for this child to make progress toward annual goals, to
progress in the general education curriculum, participate in
extracurricular and other non-academic activities, and to be
educated and participate with other children with disabilities
and/or nondisabled children.
Support for School Personnel: Program trainings and/or
supports for school personnel are needed for the student to
advance appropriately toward attaining the annual goals,
participate in the general curriculum, and be educated and
participate with other students in educational activities. If yes,
specify what trainings and/or supports are needed, including
when appropriate, the information that clarifies when the
trainings and/or supports will be provided, by whom, in what
location, etc.
5. RECOMMENDATION FOR SPECIAL EDUCATION
PLACEMENT AND SERVICES:
Participation in General Education Classes:
General Education with NO supplementary aids:
General Education with Supplementary Aids (as specified in the
Supplementary Aids section)

7. Special Education Services and Related Services within the
General Classroom:
Participation in Special Education Classes:
Rationale for Placement outside of home school or district:
6. Participation in Assessment: Describe how Matthew will
participate in one of the following choices for each category:
A. Classroom-Based Assessments: Matthew will
· Accommodations required to participate in classroom-based
assessment:
· Alternate Assessment/methods required to participate in
classroom-based assessment:
B. District Wide Assessments: Matthew will
· Participate with no accommodations:
· Participate with accommodations:
· Participate in part(s) of the district wide assessment:
C. State Academic Assessments: Matthew will
· Participate with no accommodations:

8. · Participate with accommodations:
· Participate in the state alternate assessment: If this is your
recommendation for Matthew please describe how he meets
criteria for participation in alternate assessment:
Assessment Accommodations: (HINT:You can repeat what you
wrote in an earlier section)
CONGRATULATIONS, YOU HAVE JUST WRITTEN YOUR
FIRST IEP!
Matthew
:
Matthew
is a fourteen
-
year
-
old seventh grader at Smith Middle School. Based on
the Iowa Test of Basic Skills taken at the end of 6
th
grade,
Matthew
is reading
independently at the middle of second grade. He also

9. participates in a
Read
Naturally
program four times a week for 25 minutes to increase reading
fluency
and comprehension. Last year he was at a 3.0 level and this year
he is at a 3.2
level. He appears to be able to get information through
listening, but becomes
easily overwhelmed by assig
nments that require him to work independently or to
produce written output.
He is in regular classes but there is a special education teacher
or aide in every
mainstream class to assist students with disabilities. Al though it
is only
September, the numbe
r of loud, aggressive outbursts have increased since last
year, especially in the afternoon. Currently,
Matthew
is having outbursts and
leaving the classrooms approximately 3
-
4 times per week.
Teachers report that
Matthew
stands up, tells them “This is st
upid!” or “I’m not
doin’ this junk” and will leave the room. He walks away from

10. teachers who
confront him on his behavior. At first, other students seemed
appalled, but now
may of them appear to be entertained by
Matthew
’s outbursts. In
-
school
suspensions
are ineffective in changing behavior and staff avoids sending
him
home because of the violence and the abuse from those who live
in the home.
Matthew
is social, has friends, is athletic, is popular with the girls and
attends
school regularly.
Matthew:
Matthew is a fourteen-year-old seventh grader at Smith Middle
School. Based on

11. the Iowa Test of Basic Skills taken at the end of 6
th
grade, Matthew is reading
independently at the middle of second grade. He also
participates in a Read
Naturally program four times a week for 25 minutes to increase
reading fluency
and comprehension. Last year he was at a 3.0 level and this year
he is at a 3.2
level. He appears to be able to get information through
listening, but becomes
easily overwhelmed by assignments that require him to work
independently or to
produce written output.
He is in regular classes but there is a special education teacher
or aide in every
mainstream class to assist students with disabilities. Although it
is only
September, the number of loud, aggressive outbursts have
increased since last
year, especially in the afternoon. Currently, Matthew is having
outbursts and
leaving the classrooms approximately 3-4 times per week.
Teachers report that Matthew stands up, tells them “This is
stupid!” or “I’m not
doin’ this junk” and will leave the room. He walks away from
teachers who
confront him on his behavior. At first, other students seemed
appalled, but now
may of them appear to be entertained by Matthew’s outbursts.
In-school
suspensions are ineffective in changing behavior and staff
avoids sending him
home because of the violence and the abuse from those who live

12. in the home.
Matthew is social, has friends, is athletic, is popular with the
girls and attends
school regularly.