[removed]
THIS IEP INCLUDES:
FORMCHECKBOX
Transitions
FORMCHECKBOX
Interim Service Plan
NEW YORK CITY
BOARD OF EDUCATION
INDIVIDUALIZED EDUCATION PROGRAM
CONFERENCE INFORMATION
CSE Case#
-
Home District:
Service District:
Date:
/
/
Type:
STUDENT INFORMATION
*Age as of the date of the conference
Name:
NYC ID#
- -
Date of Birth
/ /
Gender
FORMDROPDOWN
Address:
Age:
Phone:
( ) -
English LAB
Year
Spanish LAB
Year
Grade
FORMDROPDOWN
Language(s) Spoken/Mode of Communication
FORMDROPDOWN
Primary Agency with whom student is involved
Name of Contact
FORMTEXT
Phone:
( ) -
Agency Case#
PARENT/GUARDIAN INFORMATION
Relationship to Student
Name:
FORMDROPDOWN
Address:
Phone (Home):
( ) -
Phone (Work):
( ) -
Interpreter Required
FORMCHECKBOX
Yes
FORMCHECKBOX
No
Preferred Language/ Mode of Communication
FORMDROPDOWN
SPECIAL MEDICAL/PHYSICAL ALERTS
(Refer to Health & Physical Development Page for additional details.)
The student has
FORMCHECKBOX
medical conditions and/or FORMCHECKBOX
physical limitations which affect his/her FORMCHECKBOX
learning FORMCHECKBOX
behavior and/or FORMCHECKBOX
participation in school activities.
The student requires FORMCHECKBOX
medication and/or FORMCHECKBOX
health care treatment(s) or procedure(s) during the school day.
Other alerts:
SUMMARY OF RECOMMENDATIONS
Eligibility
FORMCHECKBOX
Yes FORMCHECKBOX
No
Recommended Services
Classification of Disability
FORMDROPDOWN
FORMDROPDOWN
Staffing Ratio
FORMDROPDOWN
Twelve Month School Year
FORMCHECKBOX
Yes FORMCHECKBOX
No
Recommended Services for the Twelve Month School Year
FORMDROPDOWN
Staffing Ratio
FORMDROPDOWN
Other Recommendations (Check all that apply) .
THIS IEP INCLUDES:
FORMCHECKBOX
Transitions
FORMCHECKBOX
Interim Service Plan
NEW YORK CITY
BOARD OF EDUCATION
INDIVIDUALIZED EDUCATION PROGRAM
CONFERENCE INFORMATION
CSE Case# -
Home District:
Service District:
Date: //
Type:
STUDENT INFORMATION
*Age as of the date of the conference
Name:
NYC ID# - -
Date of Birth / /
Gender FORMDROPDOWN
Address:
Age:
Phone: ( ) -
English LAB
Year
Spanish LAB
Year
Grade FORMDROPDOWN
Language(s) Spoken/Mode of Communication
FORMDROPDOWN
Primary Agency with whom student is involved
Name of Contact
FORMTEXT
Phone: ( ) -
Agency Case#
PARENT/GUARDIAN INFORMATION
Relationship to Student
Name:
FORMDROPDOWN
Address:
Phone (Home): ( ) -
Phone (Work): ( ) -
Interpreter Required
FORMCHECKBOX
Yes
FORMCHECKBOX
No
Preferred Language/ Mode of Communication
FORMDROPDOWN
SPECIAL MEDICAL/PHYSICAL ALERTS
(Refer to Health & Physical Development Page for additional details.)
The student has
FORMCHECKBOX
medical conditions and/or FORMCHECKBOX
physical limitations which affect his/her FORMCHECKBOX
learning FORMCHECKBOX
behavior and/or FORMCHECKBOX
participation in school activities.
The student requires FORMCHECKBOX
medication and/or FORMCHECKBOX
health care treatment(s) or procedure(s) during the school day.
Other alerts:
SUMMARY OF RECOMMENDATIONS
Eligibility
FORMCHECKBOX
Yes FORMCHECKBOX
No
Recommended Services
Classification of Disability FORMDROPDOWN
FORMDROPDOWN
Staffing Ratio
FORMDROPDOWN
Twelve Month School Year
FORMCHECKBOX
Yes FORMCHECKBOX
No
Recommended Services for the Twelve Month School Year
FORMDROPDOWN
Staffing Ratio
FORMDROPDOWN
Other Recommendations (Check all that apply) *Details are provided in relevant sections of IEP
FORMCHECKBOX
Program Accessibility
FORMCHECKBOX
Adaptive Phys. Ed.*
FORMCHECKBOX
Bilingual Instruction
FORMCHECKBOX
Related Services
FORMCHECKBOX
Assistive Technology
FORMCHECKBOX
Monolingual Services with ESL
FORMCHECKBOX
Monolingual Services without ESL
FORMCHECKBOX
Special Education Transportation – Comment
Students who are blind or visually impaired:
Students who are deaf or hard of hearing
Braille instruction needed
FORMCHECKBOX
Yes FORMCHECKBOX
No
Language of Instruction
Mode of Communication
Copy for
FORMCHECKBOX
CSE
FORMCHECKBOX
Parent
FORMCHECKBOX
School
FORMCHECKBOX
Student
FORMCHECKBOX
Other
Page 1
Student:
NYC ID# - -
CSE Case# -
Date of Conference: //
CONFERENCE INFORMATION
Referral Type:
FORMCHECKBOX
Initial
FORMCHECKBOX
Annual Review
Conference Type:
FORMCHECKBOX
EPC
FORMCH ...
New York City Department of Education Individualized Education Program (IEP) sample for Kevin brown, a 16 year old student with autism (Staffing ratio: 6:1:1)
New York City Department of Education Individualized Education Program (IEP) sample for Joseph Thompkins, an 18 year old student with Multiple Disabilities (Mental Retardation, Orthopedic Impairment) (Staffing ratio: 12:1:1)
THIS IEP INCLUDES:
FORMCHECKBOX
Transitions
FORMCHECKBOX
Interim Service Plan
NEW YORK CITY
BOARD OF EDUCATION
INDIVIDUALIZED EDUCATION PROGRAM
CONFERENCE INFORMATION
CSE Case# -
Home District:
Service District:
Date: //
Type:
STUDENT INFORMATION
*Age as of the date of the conference
Name:
NYC ID# - -
Date of Birth / /
Gender FORMDROPDOWN
Address:
Age:
Phone: ( ) -
English LAB
Year
Spanish LAB
Year
Grade FORMDROPDOWN
Language(s) Spoken/Mode of Communication
FORMDROPDOWN
Primary Agency with whom student is involved
Name of Contact
FORMTEXT
Phone: ( ) -
Agency Case#
PARENT/GUARDIAN INFORMATION
Relationship to Student
Name:
FORMDROPDOWN
Address:
Phone (Home): ( ) -
Phone (Work): ( ) -
Interpreter Required
FORMCHECKBOX
Yes
FORMCHECKBOX
No
Preferred Language/ Mode of Communication
FORMDROPDOWN
SPECIAL MEDICAL/PHYSICAL ALERTS
(Refer to Health & Physical Development Page for additional details.)
The student has
FORMCHECKBOX
medical conditions and/or FORMCHECKBOX
physical limitations which affect his/her FORMCHECKBOX
learning FORMCHECKBOX
behavior and/or FORMCHECKBOX
participation in school activities.
The student requires FORMCHECKBOX
medication and/or FORMCHECKBOX
health care treatment(s) or procedure(s) during the school day.
Other alerts:
SUMMARY OF RECOMMENDATIONS
Eligibility
FORMCHECKBOX
Yes FORMCHECKBOX
No
Recommended Services
Classification of Disability FORMDROPDOWN
FORMDROPDOWN
Staffing Ratio
FORMDROPDOWN
Twelve Month School Year
FORMCHECKBOX
Yes FORMCHECKBOX
No
Recommended Services for the Twelve Month School Year
FORMDROPDOWN
Staffing Ratio
FORMDROPDOWN
Other Recommendations (Check all that apply) *Details are provided in relevant sections of IEP
FORMCHECKBOX
Program Accessibility
FORMCHECKBOX
Adaptive Phys. Ed.*
FORMCHECKBOX
Bilingual Instruction
FORMCHECKBOX
Related Services
FORMCHECKBOX
Assistive Technology
FORMCHECKBOX
Monolingual Services with ESL
FORMCHECKBOX
Monolingual Services without ESL
FORMCHECKBOX
Special Education Transportation – Comment
Students who are blind or visually impaired:
Students who are deaf or hard of hearing
Braille instruction needed
FORMCHECKBOX
Yes FORMCHECKBOX
No
Language of Instruction
Mode of Communication
Copy for
FORMCHECKBOX
CSE
FORMCHECKBOX
Parent
FORMCHECKBOX
School
FORMCHECKBOX
Student
FORMCHECKBOX
Other
Page 1
Student:
NYC ID# - -
CSE Case# -
Date of Conference: //
CONFERENCE INFORMATION
Referral Type:
FORMCHECKBOX
Initial
FORMCHECKBOX
Annual Review
Conference Type:
FORMCHECKBOX
EPC
FORMCH ...
New York City Department of Education Individualized Education Program (IEP) sample for Kevin brown, a 16 year old student with autism (Staffing ratio: 6:1:1)
New York City Department of Education Individualized Education Program (IEP) sample for Joseph Thompkins, an 18 year old student with Multiple Disabilities (Mental Retardation, Orthopedic Impairment) (Staffing ratio: 12:1:1)
INDIVIDUALIZED EDUCATION PROGRAM (IEP)Student’s Name INDIVI.docxjaggernaoma
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
Student’s Name:
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
School Age
Student’s Name:
IEP Team Meeting Date (mm/dd/yy):
IEP Implementation Date (Projected Date when Services and Programs Will Begin):
Anticipated Duration of Services and Programs:
Date of Birth:
Age:
Grade:
Anticipated Year of Graduation:
Local Education Agency (LEA):
County of Residence:
Name and Address of Parent/Guardian/Surrogate:
Phone (Home):
Phone (Work):
Other Information:
The LEA and parent have agreed to make the following changes to the IEP without convening an IEP meeting, as documented by:
Date of Revision(s)
Participants/Roles
IEP Section(s) Amended
IEP TEAM/SIGNATURES
The Individualized Education Program team makes the decisions about the student’s program and placement. The student’s parent(s), the student’s special education teacher, and a representative from the Local Education Agency are required members of this team. Signature on this IEP documents attendance, not agreement.
Role
Printed Name
Signature
Parent/Guardian/Surrogate
Parent/Guardian/Surrogate
Student*
Regular Education Teacher**
Special Education Teacher
Local Ed Agency Rep
Career/Tech Ed Rep***
Community Agency Rep
Teacher of the Gifted****
*
The IEP team must invite the student if transition services are being planned or if the parents choose to have the student participate.
**
If the student is, or may be, participating in the regular education environment
***
As determined by the LEA as needed for transition services and other community services
****
A teacher of the gifted is required when writing an IEP for a student with a disability who also is gifted.
One individual listed above must be able to interpret the instructional implications of any evaluation results.
Written input received from the following members:
Transfer of Rights at Age of Majority
For purposes of education, the age of majority is reached in Pennsylvania when the individual reaches 21 years of age. Likewise, for purposes of the Individuals with Disabilities Education Act, the age of majority is reached for students with disabilities when they reach 21 years of age.
PROCEDURAL SAFEGUARDS NOTICE
I have received a copy of the Procedural Safeguards Notice during this school year. The Procedural Safeguards Notice provides information about my rights, including the process for disagreeing with the IEP. The school has informed me whom I may contact if I need more information.
Signature of Parent/Guardian/Surrogate:
MEDICAL ASSISTANCE PROGRAM BILLING NOTICE
(Applicable only to parents who have consented to the release of billing information to Medical Assistance programs)
I understand that the school may charge the School-Based Access Program (“SBAP”)—or any program that replaces or supplements the SBAP—the cost of certain special education and related services described in my child’s IEP. To make these charges to the SBAP.
New York City Department of Education Individualized Education Program (IEP) sample for Thomas Green, an 8 year old student with autism (Staffing ratio: 6:1:1)
Individualized Education Program (Aug 2014 revision) Page 1 .docxjaggernaoma
Individualized Education Program (Aug 2014 revision) Page 1
School District
Special Education Dept
City, State Zip
Student Name: Zach Brehm Grade: 5 Gender: DOB: 4/22/05 Age: 10
Meeting Date IEP Implementation date
Projected Date when services will begin Anticipated Duration of this IEP
School Year
02/03/16 02/12/16 02/02/17 2015-2016
Student Address:
City/State/Zip:
Parent/Guardian Name (include address in section I if different that above):
Contact numbers Home Work(1) Work(2) Cell/Other
Phone
E-Mail
County of Residence: Anticipated Year of Graduation: 2023
If consortium class or Placement: Sending District: School Building:
Current Vo-Tech Student
Future Vo-Tech Student CIP Code:
Primary Disability: Secondary Disability (If applies)
Other Information: Autism, Other Health Impairment, Speech/Language Impairment
*Medical Assistance #:
IEP TEAM/SIGNATURES* Signature on this IEP documents attendance, and not agreement.
The Individualized Education Program (IEP) Team makes the decisions about the student’s program and placement. The student’s parent(s), the
student’s special education teacher, and a representative from the local education agency are required members of this team. Signature on this
IEP documents attendance, not agreement.
NAME (typed or printed) POSITION (typed or printed) SIGNATURE*
Parent/Guardian/Surrogate
Parent/Guardian/Surrogate
Student*
Regular Education Teacher**
Special Education Teacher
Local Educational Agency Rep(Chair)
IEP for
Individualized Education Program (Aug 2014 revision) Page 2
Community Agency Representative
* The IEP team must invite the student if transition services are being planned or if the parents choose to have the student participate. ■ ** If the
student is, or may be, participating in the regular education environment ■ *** As determined by the LEA as needed for transition services and
other community services ■ **** A teacher of the gifted is required when writing an IEP for a student with a disability who also is gifted. ■
One individual listed above must be able to interpret the instructional implications of any evaluation results.
Written input received from the following members: Teachers Name Here
PROCEDURAL SAFEGUARDS NOTICE
I have received a copy of the Procedural Safeguards Notice during this school year. The Local Education Agency has informed me whom I may
contact if I need more information. (Note a copy of the notice may be available on the District Web Page)
Signature of Parent/Guardian/Surrogate:
IEP for
Individualized Education Program (Aug 2014 revision) Page 3
TRANSFER OF RIGHTS AT AGE OF MAJORITY
For purposes of education, the age of majority is reached in Pennsylvania when the individual reaches 21 year.
New York City Department of Education Individualized Education Program (IEP) sample for Samantha Jackson, an 18 year old student with Mental Retardation, Other Health Impaired (Staffing ratio: 12:1:4)
New York City Department of Education Individualized Education Program (IEP) sample for James Adams, an 8 year old student with an Emotional Disturbance (Staffing ratio: 8:1:1)
Your new clientsThe Wagner’s – Scott and Ella are a young marri.docxDustiBuckner14
Your new clients:
The Wagner’s – Scott and Ella are a young married couple who just purchased a
townhome in the Heights area of Houston. He works in finance, and she is a Dr. They
prefer clean lines, not a lot of “fluff” but want their home to be comfortable and inviting.
The bedroom and bathroom need to have a relaxing “get away” feel as they both work
long hours. They have no children.
Develop and Prepare (3) Written Design Concepts for a Master Bedroom Suite - You
must use the “What, Why & How” Method presented in class
project will have its own unique Design Concept
You will use your Design Concepts to make selections and provide an overall design
scheme for each client
You will find images of all of your selections and include in your presentation
You will create (3) Schemes and present in a digital format.
Design/Presentation requirements are below:
Bedroom Materials/Finishes: Ceiling/Walls/Floors/Window Treatments
Bedroom Furniture Selections: Bed, Nightstands, Dresser, Art/Accessories, TV
Bedroom Light Fixtures
Bathroom Materials/Finishes: Ceiling/Walls/Floors/Millwork (counter & cabinets)
Bathroom FF&E Selections: Tub, Sinks, Shower & Sink Fittings, Lighting
Remember, you need to think about how you would like the bedroom to function,
and what your “concept” would be. Think about seating areas, sleeping area,
storage, dressing area, etc. This is your opportunity to be creative!
What is your concept statement? What is the programming? (Here are some questions
to ask)
What size bed?
What types of furniture needed? (Headboard, dresser, lounge chair, rug, etc.)
Comfort level and design style (contemporary, traditional, transitional)
Lighting and TV requirements?
Accessories?
You will:
Take the plan that was given to you and research and decide what furnishings
you would like to propose for each client.
Create a Programming slide identifying needs and requirements and your
solutions.
Create a brief Concept Statement slide summarizing your design intent. This
statement should also communicate the mood or feel you are attempting to
evoke.
Create a “working” presentation of your suggestions to review. This will consist of
several slides with your suggestions.
.
Writing Conclusions for Research PapersWhat is the purpose.docxDustiBuckner14
Writing Conclusions for Research Papers
What is the purpose of a conclusion?
A conclusion is supposed to provide the “final verdict,” or the “moral of the story” for the essay.
It is the writer’s last attempt at providing a memorable ending to the paper.
It explains why the topic is important and what the reader should learn from it.
A conclusion is not…
A repetition of the thesis statement and its points
Only a summary of the paper’s main points
A paragraph so detailed is resembles a body paragraph
A paragraph that goes into a new or unrelated topic
Two or three sentences long (i.e. “two sentences plus a catchy quote.”
Example of good conclusions
Making a recommendation or offering a solution to the problem
In conclusion, social media is not only responsible in many cases for ruining a marriage, sometimes it is responsible for ruining the entire family balance. These social platforms affect the stability of the couple creating a detachment in the everyday life; once the stability is broken and the distance starts to increase, most likely a sense of jealousy will generate and possibly lead to infidelity. It is easy for many users to blame social media for the end of their marriage, and because of this, it is important to use social media for a limited time with non-malicious intentions. The responsible use of the platforms may protect marriages from being permanently damaged and give a couple the possibility to live a much happier life together.
Painting a picture of the future if the problem is solved or handled correctly
Modern technology continues to prove its merit within the medical field furthering our understanding of ADHD as well as providing invaluable resources available to the public and educational institutions in which to simplify the management of this troublesome condition. It’s used to aid children throughout their academic endeavors, which, will dictate how they enter society and cope with symptoms that will be with them until future technology can find a cure. Data collection will only grow as technology is further implemented in ADHD treatment and is the key to developing the individual treatment plans that will help future generations thrive. The benefits of modern technology towards adolescents suffering from ADHD are plentiful and may one day eliminate the condition. This future is welcomed and one with great promise.
Painting a picture of the future if the problem is NOT solved or handled correctly
All in all, technology is growing at an extraordinarily exponential pace allowing us to be more connected and in tune than ever before. However, while we grow more connected online, we grow more apart in real life which in turn hurts our social skills, disconnects us from each other, degrades our interpersonal skills, makes it easier to commit crimes, and pulls friends and family apart. With almost everything in life there is undoubtedly an equal number of cons.
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INDIVIDUALIZED EDUCATION PROGRAM (IEP)Student’s Name INDIVI.docxjaggernaoma
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
Student’s Name:
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
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Student’s Name:
IEP Team Meeting Date (mm/dd/yy):
IEP Implementation Date (Projected Date when Services and Programs Will Begin):
Anticipated Duration of Services and Programs:
Date of Birth:
Age:
Grade:
Anticipated Year of Graduation:
Local Education Agency (LEA):
County of Residence:
Name and Address of Parent/Guardian/Surrogate:
Phone (Home):
Phone (Work):
Other Information:
The LEA and parent have agreed to make the following changes to the IEP without convening an IEP meeting, as documented by:
Date of Revision(s)
Participants/Roles
IEP Section(s) Amended
IEP TEAM/SIGNATURES
The Individualized Education Program team makes the decisions about the student’s program and placement. The student’s parent(s), the student’s special education teacher, and a representative from the Local Education Agency are required members of this team. Signature on this IEP documents attendance, not agreement.
Role
Printed Name
Signature
Parent/Guardian/Surrogate
Parent/Guardian/Surrogate
Student*
Regular Education Teacher**
Special Education Teacher
Local Ed Agency Rep
Career/Tech Ed Rep***
Community Agency Rep
Teacher of the Gifted****
*
The IEP team must invite the student if transition services are being planned or if the parents choose to have the student participate.
**
If the student is, or may be, participating in the regular education environment
***
As determined by the LEA as needed for transition services and other community services
****
A teacher of the gifted is required when writing an IEP for a student with a disability who also is gifted.
One individual listed above must be able to interpret the instructional implications of any evaluation results.
Written input received from the following members:
Transfer of Rights at Age of Majority
For purposes of education, the age of majority is reached in Pennsylvania when the individual reaches 21 years of age. Likewise, for purposes of the Individuals with Disabilities Education Act, the age of majority is reached for students with disabilities when they reach 21 years of age.
PROCEDURAL SAFEGUARDS NOTICE
I have received a copy of the Procedural Safeguards Notice during this school year. The Procedural Safeguards Notice provides information about my rights, including the process for disagreeing with the IEP. The school has informed me whom I may contact if I need more information.
Signature of Parent/Guardian/Surrogate:
MEDICAL ASSISTANCE PROGRAM BILLING NOTICE
(Applicable only to parents who have consented to the release of billing information to Medical Assistance programs)
I understand that the school may charge the School-Based Access Program (“SBAP”)—or any program that replaces or supplements the SBAP—the cost of certain special education and related services described in my child’s IEP. To make these charges to the SBAP.
New York City Department of Education Individualized Education Program (IEP) sample for Thomas Green, an 8 year old student with autism (Staffing ratio: 6:1:1)
Individualized Education Program (Aug 2014 revision) Page 1 .docxjaggernaoma
Individualized Education Program (Aug 2014 revision) Page 1
School District
Special Education Dept
City, State Zip
Student Name: Zach Brehm Grade: 5 Gender: DOB: 4/22/05 Age: 10
Meeting Date IEP Implementation date
Projected Date when services will begin Anticipated Duration of this IEP
School Year
02/03/16 02/12/16 02/02/17 2015-2016
Student Address:
City/State/Zip:
Parent/Guardian Name (include address in section I if different that above):
Contact numbers Home Work(1) Work(2) Cell/Other
Phone
E-Mail
County of Residence: Anticipated Year of Graduation: 2023
If consortium class or Placement: Sending District: School Building:
Current Vo-Tech Student
Future Vo-Tech Student CIP Code:
Primary Disability: Secondary Disability (If applies)
Other Information: Autism, Other Health Impairment, Speech/Language Impairment
*Medical Assistance #:
IEP TEAM/SIGNATURES* Signature on this IEP documents attendance, and not agreement.
The Individualized Education Program (IEP) Team makes the decisions about the student’s program and placement. The student’s parent(s), the
student’s special education teacher, and a representative from the local education agency are required members of this team. Signature on this
IEP documents attendance, not agreement.
NAME (typed or printed) POSITION (typed or printed) SIGNATURE*
Parent/Guardian/Surrogate
Parent/Guardian/Surrogate
Student*
Regular Education Teacher**
Special Education Teacher
Local Educational Agency Rep(Chair)
IEP for
Individualized Education Program (Aug 2014 revision) Page 2
Community Agency Representative
* The IEP team must invite the student if transition services are being planned or if the parents choose to have the student participate. ■ ** If the
student is, or may be, participating in the regular education environment ■ *** As determined by the LEA as needed for transition services and
other community services ■ **** A teacher of the gifted is required when writing an IEP for a student with a disability who also is gifted. ■
One individual listed above must be able to interpret the instructional implications of any evaluation results.
Written input received from the following members: Teachers Name Here
PROCEDURAL SAFEGUARDS NOTICE
I have received a copy of the Procedural Safeguards Notice during this school year. The Local Education Agency has informed me whom I may
contact if I need more information. (Note a copy of the notice may be available on the District Web Page)
Signature of Parent/Guardian/Surrogate:
IEP for
Individualized Education Program (Aug 2014 revision) Page 3
TRANSFER OF RIGHTS AT AGE OF MAJORITY
For purposes of education, the age of majority is reached in Pennsylvania when the individual reaches 21 year.
New York City Department of Education Individualized Education Program (IEP) sample for Samantha Jackson, an 18 year old student with Mental Retardation, Other Health Impaired (Staffing ratio: 12:1:4)
New York City Department of Education Individualized Education Program (IEP) sample for James Adams, an 8 year old student with an Emotional Disturbance (Staffing ratio: 8:1:1)
Your new clientsThe Wagner’s – Scott and Ella are a young marri.docxDustiBuckner14
Your new clients:
The Wagner’s – Scott and Ella are a young married couple who just purchased a
townhome in the Heights area of Houston. He works in finance, and she is a Dr. They
prefer clean lines, not a lot of “fluff” but want their home to be comfortable and inviting.
The bedroom and bathroom need to have a relaxing “get away” feel as they both work
long hours. They have no children.
Develop and Prepare (3) Written Design Concepts for a Master Bedroom Suite - You
must use the “What, Why & How” Method presented in class
project will have its own unique Design Concept
You will use your Design Concepts to make selections and provide an overall design
scheme for each client
You will find images of all of your selections and include in your presentation
You will create (3) Schemes and present in a digital format.
Design/Presentation requirements are below:
Bedroom Materials/Finishes: Ceiling/Walls/Floors/Window Treatments
Bedroom Furniture Selections: Bed, Nightstands, Dresser, Art/Accessories, TV
Bedroom Light Fixtures
Bathroom Materials/Finishes: Ceiling/Walls/Floors/Millwork (counter & cabinets)
Bathroom FF&E Selections: Tub, Sinks, Shower & Sink Fittings, Lighting
Remember, you need to think about how you would like the bedroom to function,
and what your “concept” would be. Think about seating areas, sleeping area,
storage, dressing area, etc. This is your opportunity to be creative!
What is your concept statement? What is the programming? (Here are some questions
to ask)
What size bed?
What types of furniture needed? (Headboard, dresser, lounge chair, rug, etc.)
Comfort level and design style (contemporary, traditional, transitional)
Lighting and TV requirements?
Accessories?
You will:
Take the plan that was given to you and research and decide what furnishings
you would like to propose for each client.
Create a Programming slide identifying needs and requirements and your
solutions.
Create a brief Concept Statement slide summarizing your design intent. This
statement should also communicate the mood or feel you are attempting to
evoke.
Create a “working” presentation of your suggestions to review. This will consist of
several slides with your suggestions.
.
Writing Conclusions for Research PapersWhat is the purpose.docxDustiBuckner14
Writing Conclusions for Research Papers
What is the purpose of a conclusion?
A conclusion is supposed to provide the “final verdict,” or the “moral of the story” for the essay.
It is the writer’s last attempt at providing a memorable ending to the paper.
It explains why the topic is important and what the reader should learn from it.
A conclusion is not…
A repetition of the thesis statement and its points
Only a summary of the paper’s main points
A paragraph so detailed is resembles a body paragraph
A paragraph that goes into a new or unrelated topic
Two or three sentences long (i.e. “two sentences plus a catchy quote.”
Example of good conclusions
Making a recommendation or offering a solution to the problem
In conclusion, social media is not only responsible in many cases for ruining a marriage, sometimes it is responsible for ruining the entire family balance. These social platforms affect the stability of the couple creating a detachment in the everyday life; once the stability is broken and the distance starts to increase, most likely a sense of jealousy will generate and possibly lead to infidelity. It is easy for many users to blame social media for the end of their marriage, and because of this, it is important to use social media for a limited time with non-malicious intentions. The responsible use of the platforms may protect marriages from being permanently damaged and give a couple the possibility to live a much happier life together.
Painting a picture of the future if the problem is solved or handled correctly
Modern technology continues to prove its merit within the medical field furthering our understanding of ADHD as well as providing invaluable resources available to the public and educational institutions in which to simplify the management of this troublesome condition. It’s used to aid children throughout their academic endeavors, which, will dictate how they enter society and cope with symptoms that will be with them until future technology can find a cure. Data collection will only grow as technology is further implemented in ADHD treatment and is the key to developing the individual treatment plans that will help future generations thrive. The benefits of modern technology towards adolescents suffering from ADHD are plentiful and may one day eliminate the condition. This future is welcomed and one with great promise.
Painting a picture of the future if the problem is NOT solved or handled correctly
All in all, technology is growing at an extraordinarily exponential pace allowing us to be more connected and in tune than ever before. However, while we grow more connected online, we grow more apart in real life which in turn hurts our social skills, disconnects us from each other, degrades our interpersonal skills, makes it easier to commit crimes, and pulls friends and family apart. With almost everything in life there is undoubtedly an equal number of cons.
What Is Septic TankSeptic or septic typically is used t.docxDustiBuckner14
What Is Septic Tank?
"Septic" or "septic" typically is used to describe the anaerobic bacteria environment that was created in Tank and decomposes to mineralizes domestic wastewater in the tank.
What exactly is septic tank Septic tank? It is a constructed in a scientifically sound underground chamber typically made of rcc, fiberglass, plain concrete, steel, or plastic. the domestic water, wastewater and fecal materials, excretory and toilet products flow into it to treat the primary source of waste material , which decomposes and transform into semi-solid or solid settleable liquid sludge.
In the United States, there are several types of ready-made Septic tanks that are available in the market. They include concrete septic tank plastic septic tank, as well as fibreglass septic tanks. Most well-known and widely used are concrete septic tanks for homes, based on the state and local rules and regulations.
When it comes to "what is a concrete septic tanks?", concrete septic tank is a basic design, water-tight container constructed from RCC or plain concrete typically rectangular or circular in shape and available in one chamber, two chambers, or three chambers that are that are used to treat primary liquid waste.
The typical capacity ranges from 500 to 1250 gallons 500 gallon or 750 gallon tanks are adequate for a two-bedroom home or a 1000 gallon concrete tank is sufficient for a three bedrooms, and a 1250 gallon septic tank is sufficient for a four bedroom house or a family of four.
In this regard, "what is the septic tank?", the septic tank is a single chamber or multi-chamber underground compartment that is composed out of RCC concrete fiberglass, plastic or steel used for the first-class treatment for domestic wastewater and fecal material as well as excretory products and toilets that
Also Read:
Rooftop Design Ideas
What Are Septic Tank?
What is the septic tanks? Septic tank is an submerged sedimentation tanks for the primary treatment of household waste and fecal materials via the process of bioanaerobic digestion, or decomposition, which results in semi-solid or solid sludge that can be settled.
The majority of septic tanks for homes can hold between 4000 and 7500 millilitres or 1,000 - 2000 gals of effluent, or semi-solid sludge.
What Size of Septic Tank Do I Need
?
In this article, we'll be talking about underground septic tanks and the size is a reference to the tank's total capacity for handling. Read our article about above ground septic tanks to get additional information about these tanks and the systems.
The minimum requirements for capacity of a septic tank are based on various variables. The state, county or city guidelines may require approved sizes , as can the material used for tank construction and its installation.
The local geography and soil conditions play a significant role in the effectiveness of the system, which could affect the size of drain fields and the size of the septic tank.
The type of septic .
· You should respond to at least two of your peers by extending, r.docxDustiBuckner14
· You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points (1 point per response.)
· All replies must be constructive and use literature where possible.
# 1
Hearing & Eye Age-Related Diseases
Presbycusis, also known as age-related hearing loss, is a debilitating disease with a complicated etiology that affects tens of millions of people worldwide and roughly half of those over 65 in the United States (Say et al., 2021). The loss is usually bilateral, causing difficulty hearing high-pitched tones and conversational speech (Meiner & Yeager, 2019). The causes of age-related hearing loss are thought to be genetic and environmental. Men are more affected by this condition than women. This condition's origin is yet unknown.
Some signs and symptoms that could be seen in patients with this condition are not answering when spoken to, talking loudly, paying attention to the speaker's lips, turning up the radio or TV volume, putting one palm over one ear, and tilting the head to one side when someone is speaking (Meiner & Yeager, 2019). The causes of presbycusis are multifaceted. In addition to physiologic and anatomical alterations brought on by aging-related deterioration, genetic factors are among the additional contributing elements (Cheslock & De Jesus, 2022). It is believed that glutamate signaling, glucocorticoids, and sex hormones all contribute to it. Hearing loss occurs more frequently in postmenopausal women who use progestin and a combination of hormone replacement therapy. Presbycusis has also been linked to exposure to loud noises and ototoxic substances such as salicylates, loop diuretics, aminoglycosides, and some chemotherapeutic drugs. Ototoxicity has also been linked to certain occupational and environmental exposures to toxins such as toluene, styrene, lead, carbon monoxide, mercury, and other toxins (Cheslock & De Jesus, 2022). This problem has also been associated to a history of ear infections and the presence of several systemic disorders.
Studies aimed at establishing a clear association for the cause have not been successful. As a result, the diagnosis entails eliminating other potential causes of hearing loss, such as infections, head trauma, metabolic disorders, vascular diseases, and heart disease (Meiner & Yeager, 2019). It is important for nurses when caring for patients with this condition to speak clearly and use a normal tone of voice. Patients and their families need to be instructed on how to use and where to obtain assistive listening devices (Meiner & Yeager, 2019). Nurses must educate patients and family members that when using hearing aids, they need to perform daily listening and battery checks. These devices must be stored in a hearing aid drying container with batteries removed.
Vision is an important sense that is needed to complete ADLs. Age-related changes and macular or.
You are a medical student working your way throughcollege and ar.docxDustiBuckner14
You are a medical student working your way through
college and are assigned to a hospital given background information on a patient.
You were provided the chief complaint and long-term history of the patient
outlined below. You are asked by the nurse in charge to read the following case,
investigate the topic (Diabetes mellitus and chronic renal failure) and complete a
written report in MLA format including references addressing each of the
questions identified below.
.
Using the Integrated Model of Work Motivation Figure 12.1 (Latham, 2.docxDustiBuckner14
Using the Integrated Model of Work Motivation Figure 12.1 (Latham, 2011), describe specific practices that may or may not have a positive effect on workplace attitudes, motivation, and job satisfaction. Evaluate the possible future directions and potential of leadership practices for positive workplace attitudes, motivation, and job satisfaction within the current workplace.
.
What We Can Afford” Poem By Shavar X. Seabrooks L.docxDustiBuckner14
“What We Can Afford”
Poem By: Shavar X. Seabrooks
Like the rice fields of Charleston, the wind blows limitlessly.
The slaves give peace to the land that hands they have touch.
In the mist of blood, sweat and tears, still the heartbeat sticks in the sweetgrass of mercy.
Gathered near the Stono River, they earned for freedom press against time which is not a
companion.
Fort Mose just in their reach, still time is not their companion.
Looking back to the Ancient Civilization, were Dark Skin People were King and Queens.
Wear Kenta cloths adorning the skin like silk.
And were the land being harvest for love and not for gain.
The children to grow and not wanting to be enslaved and the lips of the masters impales
the dreams.
Yet, the circle that remains the same, but the horizon is just to come.
The wind shall tell the truth and the African Experiences will be a drum of remembrance.
References
Higginbotham, R. D., Wickwire, F., & Wickwire, M. (1970). Cornwallis: The American
adventure. The Journal of Southern History, 36(4), 591. doi:10.2307/2206317
Morgan, E. S. (1972). Slavery and freedom: The American paradox. The Journal of American
History, 59(1), 5. doi:10.2307/1888384
Video clips on Ancient African Civilizations, Kente Cloth
Miranda Isabella Hurt
20 October 2020
Haiku about Emmett Till
Just a young black boy
Stripped of all his life and dreams
Where is the justice
Cinquain about the Civil Rights Movement
A movement ignited by Parks
A peaceful dream promoted by Dr. King
An education organized by Clark
A call to let freedom ring
The first poem is about the murder of Emmett Till. Till’s tragic tale is described in the Eyes on the Prize:
Awakenings and in the study guide. On August 28, 1955, “Emmett Till, a black boy from Chicago visiting
his uncle Moses Wright in Mississippi, is murdered for inappropriately addressing a white woman (page
14).” Even though Till’s murderers eventually confessed to the crime, they were never charged for his
murder (because of the no double jeopardy clause in the fifth amendment of the Constitution). This is
one of many instances of injustice against African Americans in the south during the Civil Rights
Movement. However, even now in the 21st century, African Americans are still facing prejudices and
being killed by cops, the people who are supposed to protect them.
The second poet highlights three big names of the Civil Rights Movement, Rosa Parks, Dr. Martin Luther
King Jr, and Septima Clark. The Eyes on the Prize videos mention King a lot, because he was quite a
significant man, and The Awakenings and Ready from Within discusses Rosa Parks. Rosa Parks sparked
the Montgomery bus boycott by refusing to give up her seat to a white person. Septima Clark’s impact
on the Civil Rights Movement with her citizenship schools was the main topic of Ready from Within.
Clark played a crucial role in educating many African American.
What are the techniques in handling categorical attributesHow.docxDustiBuckner14
What are the techniques in handling categorical attributes?
How do continuous attributes differ from categorical attributes?
What is a concept hierarchy?
Note the major patterns of data and how they work.
What is K-means from a basic standpoint?
What are the various types of clusters and why is the distinction important?
What are the strengths and weaknesses of K-means?
What is a cluster evaluation?
.
University of the CumberlandsSchool of Computer & Information .docxDustiBuckner14
University of the Cumberlands
School of Computer & Information Sciences
ISOL-536 - Security Architecture & Design
Chapter 8: Business Analytics
Chapter 8: Business Analytics
8.1 Architecture
8.2 Threats
8.3 Attack Surfaces
8.3.1 Attack Surface Enumeration
8.4 Mitigations
8.5 Administrative Controls
8.5.1 Enterprise Identity Systems (Authentication and Authorization)
8.6 Requirements
8.1 Architecture
Data science is a set of fundamental principles that guide the extraction of knowledge from data. Data mining is the extraction of knowledge from data via technologies that incorporate these principles.
Like many enterprises, Digital Diskus has many applications for the various processes that must be executed to run its business, from finance and accounting to sales, marketing, procurement, inventory, supply chain, and so forth. A great deal of data is generated across these systems. But, unfortunately, as a business grows into an enterprise, most of its business systems will be discreet. Getting a holistic view of the health of the business can be stymied by the organic growth of applications and data stores.
8.1 Architecture – Cont.
Figure 8.1 Business analytics logical data flow diagram (DFD).
8.1 Architecture – Cont.
Figure 8.2 Business analytics data interactions.
Figure 8.2 is a drill down view of the data gathering interactions of the business analytics system within the enterprise architecture. Is the visualization in Figure 8.2 perhaps a bit easier to understand? To reiterate, we are looking at the business analysis and intelligence system, which must touch almost every data gathering and transaction-processing system that exists in the internal network. And, as was noted, business analytics listens to the message bus, which includes messages that are sent from less trusted zones.
5
8.2 Treats
Figure 8.3 Business analytics system architecture.
As we move to system specificity, if we have predefined the relevant threats, we can apply the threats’ goals to the system under analysis. This application of goals leads directly on to the “AS” of ATASM: attack surfaces. Understanding your adversaries’ targets and objectives provides insight into possible attack surfaces and perhaps which attack surfaces are most important and should be prioritized.
It’s useful to understand a highly connected system like business analytics in situ, that is, as the system fits into its larger enterprise architectural context. However, we don’t yet have the architecture of the system itself. Figure 8.3 presents the logical components of this business analytics system.
There are five major components of the system:
1. Data Analysis processing
2. Reporting module
3. Data gathering module
4. Agents which are co-located with target data repositories
5. A management console
6
8.3 Attack Surfaces
In this context, where several components share the same host, how would you treat the communications between them? Should.
Theresa and Mike fully support creating a code of conduct for th.docxDustiBuckner14
Theresa and Mike fully support creating a code of conduct for the newly merged JEANSTYLE organization. They have asked you to recommend how they should approach the development of the code of conduct, especially given the need to merge the companies into one team with a shared mission, vision, and values. They are interested in knowing how the code of conduct will help establish the new organizational culture of JEANSTYLE.
Review the
scenario
( https://class.coloradotech.edu/CbFileShareCommon/ctu/INTD670/Assignment_Assets/ProblemB.pdf ) for this course, and address the following questions:
What set of steps should be used to create the
code of conduct
?
What topics should be included in the code of conduct?
What impact does a code of conduct have on an organization's culture?
Access the
assignment template
.
4-6 PAGES NEEDED
.
Unit VII 1. Suppose a firm uses sugar in a product tha.docxDustiBuckner14
Unit VII
1. Suppose a firm uses sugar in a product that you purchase. The firm vertically integrates by purchasing sugar farms that produce the sugar organically and in a way that makes it also sustainable for the environment. How would that influence your demand for that product? What other purpose than profitability might cause the firm to make this decision to vertically integrate in this way? 200 words min
2.
Identify a skill that you learned in this course, and explain how you can apply it to increase success in your career in a real-world scenario. 200 words3.
Instructions
Your assignment is to provide a final report for Ruby Red Movie Theater in which you address the concerns that have been outlined in the previous six units of this class, indicating any outsourcing or vertical integration options Ruby Red Movie Theater may be able to implement.
Be specific regarding the analysis you performed in each area of study. Your recommendations for improvements for the theater should be based on economic theory and your analysis. Your complete analysis of the theater, the industry, and opportunities that may exist are crucial for the future profitability of the theater.
Revise the information from previous assignments as needed and pull everything together to create a cohesive, comprehensive report. What this means is that this final report should be original updated work, though it is based on your previous assignments. Do not just copy and paste your previous assignments into one paper. Also, be sure to incorporate any suggestions your instructor made in your previous assignments.
New information will be added for Unit VII, which will focus on the information provided in this unit. The topics for this section will include why firms exist, the factors that create a situation where vertical integration is desirable, and why firms would use outsourcing, as well as how this information can be applied to the Ruby Red Movie Theatre.
The following is a list of items and sections you should include in your final report. Replace the unit numbers with appropriate titles for the information in each section.
· Title page
· Table of contents
· Introduction
· Unit I
· Results write-up from Unit I, including recommendations
· Unit II
· Results write-up from Unit II, including recommendations
· Unit II Tables
· Unit II Graphs
· Unit III
· Results write-up from Unit III, including recommendations
· Unit IV
· Results write-up from Unit IV, including recommendations
· Unit IV Tables
· Unit V
· Results write-up from Unit V, including recommendations
· Unit V Tables
· Unit VI
· Results write-up from Unit VI, including recommendations
· Unit VII
· Results write-up from Unit VII, including recommendations
· Conclusions and final recommendations
· Reference page
· Insert labeled tables after the reference page
Adhere to APA Style (APA 7th edition) when constructing this assignment, including in-text citations and references for all sources t.
Title If a compensation system works well for one business, that .docxDustiBuckner14
Title:
If a compensation system works well for one business, that same compensation system should not work well for other businesses.”
Company we choose : FEDEX & STARBUCKS
Introduction:
Contextual variables (Firm A and Firm B)
Based on the Title above and the companies provided just provide the overall introduction in the report and the contextual variables where we tell about the companies ( FEDEX & STARBUCKS)
.
Review the Article Below Keller, J. G., Miller, C., LasDulce, C.docxDustiBuckner14
Review the Article Below:
Keller, J. G., Miller, C., LasDulce, C., & Wohrle, R. G. (2021). Using a community-based participatory research model to encourage parental involvement in their children’s schools.
Children & Schools
,
43
(3), 149–158.
https://doi.org/10.1093/cs/cdab015
The article takes a participatory action approach. The text lists 7 criteria for participatory action research. How does the project described in the article you selected meet these 7 criteria?
Social phenomena are influenced by macro-level social influences.
Social structures and dynamics are contextualized by history
Theory and practice are simultaneously engaged.
Dialogue between the subject and the object is transformed into a single subject–subject
Research and action become a single process
Community and researcher produce knowledge together for social transformation
Research results should be immediately applied to a concrete state of affairs.
.
Teachers reach diverse learners by scaffolding instruction in ways t.docxDustiBuckner14
Teachers reach diverse learners by scaffolding instruction in ways that support content literacy and learning.
Think back when you were a student or during your own field experiences in which culturally or linguistically diverse learners were part of a classroom.
1. How did these students participate in the class? How did the teacher respond? Were modifications made for them? If so, describe the nature of those modifications.
2.
Language and culture are inextricably connected
. What are the implications of this statement for classroom practice?
Search entries or author
.
ScenarioThe HIT Innovation Steering Committee of a large.docxDustiBuckner14
Scenario
The
HIT Innovation Steering Committee
of a large, integrated healthcare system is in the process of examining the potential impact for new emerging technologies. The Committee is aware that HIT is rapidly changing and that they need to proactively plan for upcoming changes. As a member of this committee, select an emerging technology discussed in the module readings and lectures. Research how this new technology could affect patients, healthcare delivery and data analytics. Based on your learnings, write a White Paper for the Committee describing your findings and recommendations.
Instructions
Create a WHITE PAPEr that includes:
Discussion on why emerging technology poses a challenge for healthcare organizations
Discussion of the chosen emerging technology including reason(s) for selection
Discussion on the potential impact on patients, healthcare delivery, and healthcare organizations
Provide insight into how extracting and analyzing the potential data (administrative, financial, and clinical) benefits or poses challenges for healthcare organizations
Provide recommendations on how the organization can strategically plan for emerging technology
Reference page of resources utilized
A - 4 - Mastery
Clear and thorough discussion on why emerging technology poses a challenge for healthcare organizations, including multiple examples and supporting details.
A - 4 - Mastery
Clear and thorough discussion of the chosen emerging technology including reason(s) for selection, including multiple examples and supporting details.
A - 4 - Mastery
Clear and thorough discussion on potential impact to patients, healthcare delivery, and healthcare organizations, including multiple examples and supporting details
A - 4 - Mastery
Clear and thorough explanation of how extracting and analyzing the potential data (administrative, financial, and clinical) benefits or poses challenges for healthcare organizations.
A - 4 - Mastery
Clear and thorough recommendations on how the organization can strategically plan for emerging technology, including multiple examples and supporting details.
.
Space ... the final frontier. So, as I am sure everyone knows, .docxDustiBuckner14
Space ... the final frontier. So, as I am sure everyone knows, the National Aeronautical Space Administration (NASA) is located right here in H-town. OK, well, technically in Clear Lake. One rarely thinks of space exploration as an extension of government, but remember, one of President John F. Kennedy's challenges promises to the nation was sending an American to the moon.
Well recently, with the call to put an astronaut on Mars by President George W. Bush, and with the founding of SpaceX by Elon Musk, the discussion about space exploration has re-emerged. I would like you to address the following debate. What extent should the government use tax-payer dollars to fund space exploration? Should we leave space travel up to the private sector, or should the government invest more NASA mission. Perhaps there is a healthy balance between the two? What are your thoughts.
Below are some recent (and old) articles about this subject. In addition, I have also linked a report that NASA contributed to about the benefits of space exploration, and a finding by the Congressional Budget Office suggesting how money could be spent elsewhere.
you must reference at least one article correctly in the body of the post (not simply cutting and pasting the URL after your post), respond respectfully to one-classmate, use college level grammar and sentence structure, and be at least 250 words long.
Selected Articles:
https://www.pewresearch.org/science/2018/06/06/majority-of-americans-believe-it-is-essential-that-the-u-s-remain-a-global-leader-in-space/
https://www.cbo.gov/budget-options/2018/54771
https://www.nytimes.com/2020/07/28/science/mars-nasa-science.html
https://abcnews.go.com/Business/spacex-ula-score-multi-million-dollar-military-launch/story?id=72280019
https://www.planetary.org/articles/cost-of-perseverance-in-context
https://www.nasa.gov/sites/default/files/files/Benefits-Stemming-from-Space-Exploration-2013-TAGGED.pdf
https://www.texastribune.org/2017/03/21/trump-signs-nasa-bill-aimed-landing-mars/
https://newrepublic.com/article/60759/case-cutting-nasas-budget
.
The Internal EnvironmentInstitutionStudent’s name.docxDustiBuckner14
The Internal Environment
Institution:
Student’s name:
Date:
Part 1.
In business, "corporate culture" refers to the rules, customs, and beliefs that all employees follow and are taught (Wheelen, Thomas., & Hunger, J. David, 2014). However, in today's world, the CEO, CFO, and other top executives' actions and attitudes have a direct impact on the company's culture. FedEx has a culture that demonstrates to its employees and customers how much they are valued. FedEx prioritizes service, people, honesty, innovation, responsibility, safety, and loyalty (FedEx, 2019). FedEx understands the importance of a positive work environment and a strong corporate culture in order to achieve operational success and provide excellent customer service. As a result, FedEx has implemented a "People-Service-Profit strategy" (P-S-P) and continues to promote a high-performance culture. (FedEx, 2019). Frederick Smith, the company's current CEO and founder, came up with this idea because he believed that investing in employees would result in better work and, as a result, financial success. This philosophy emphasizes the importance of treating employees with respect and dignity, as well as rewarding team members based on how well they perform their duties.
FedEx believes that its employees are the best way to make big decisions, and it attributes its success to its innovative culture. Because service providers' employees are the ones who directly interact with customers, this philosophy is especially important in the service industry. Training, giving employees power, and providing incentives are all critical in a company whose culture is based on this philosophy (Peoplematters, 2019). FedEx Corporation's plan to make more money, in my opinion, is consistent with its core value of putting people first. People who are enthusiastic about their jobs are always more creative and productive. On the review site Glassdoor, current FedEx employees gave CEO Frederick Smith an 84% approval rating, and 73% said they would recommend working there to a friend (Glassdoor, 2019). FedEx is the company most likely to hire these individuals as a result of this. In addition, some FedEx freight drivers chose not to join a union in 2017, indicating a favorable work environment (Dcvelocity, 2017). FedEx Corporation employs approximately 300,000 people in over 250 countries and territories. As a result, there are numerous programs in place to thank employees for their efforts. This demonstrates how much FedEx cares about and values its employees.
There is a list of awards and recognition programs on the main website, including "The Humanitarian Award," "The Five Star," "Bravo Zulu," and "Purple Promise" (FedEx, 2019). A five-star rating is the highest you can achieve at FedEx. The manager gives the staff theater tickets and quick cash bonuses in the form of Bravo Zulu. Pilots, couriers, customer service representatives, and meteorologists are among those who benefit from the "purple promise.
THE RESEARCH PROPOSAL BUS8100 8Chapter 2 - Literature ReviewTh.docxDustiBuckner14
THE RESEARCH PROPOSAL BUS8100 8
Chapter 2 - Literature Review
The purpose of this quantitative correlational study was to examine whether relationships
exist among job performance, transformational leadership style, and employee turnover intention
in the United States. Interest grew in the past 30 years, combining transformational leadership
and employee turnover intention, based on the assumptions that employees are likely to be
influenced by their leader’s behavior (Gyensare et al., 2016). Gyensare et al. (2016) noted
transformational leadership style was a key variable in lowered employee turnover intention and
enhanced employee well-being. Buil et al. (2019) stated job performance was an organizational
benefit deriving from transformational leadership style.
This literature review was structured to provide key concepts and related factors to the
research variables. In the first section, the researcher defined job performance and measurements
related to this performance. This included the 360-feedback and performance appraisal. The next
section discussed and measured transformational leadership style followed by employee turnover
intention. The fourth section covered contrasting and supporting theories relative to my
theoretical framework. The final section entailed profitability and a discussion of the auto
manufacturing industry.
The existing research in the literature review focused on the relationships between the
variables of employee turnover intention, transformational leadership style, and job performance.
The top journals used include the International Journal of Academic Research in Business and
Social Sciences, International Journal of Productivity and performance management, Journal of
Managerial Psychology, International Journal of Business and Management, Journal of Human
Resources in Hospitality & Tourism, International Journal of Business Administration,
International Journal of Selection & Assessment, SAM advanced management journal, and
Journal of Applied Biobehavioral Research.
To locate research for this study, EbscoHosts and Education Resources Information
Center (ERIC) were used. The keywords used in the searches include employee turnover
intention, transformational leadership style, factors of employee turnover intention, job
performance impact, employee turnover and job performance, transformational and
transactional leadership style, the cost of employee turnover intention, LMX theory, measuring
job performance, employee turnover and profit, transformational leadership theory, and
measuring employee turnover intention.
The Automotive Industry
In the early days, the majority of U.S. manufacturing was centered in a small part of the
Northwest and eastern side of the Midwest (Krugman, 1991). The early automotive
manufacturers primarily put together the completed product by components and parts brought
from outside suppliers (Peterson, 1987). Henry Ford established a vision of the automobile by
introducing the Model T .
Take a moment to look over the prompts below and formulate a conce.docxDustiBuckner14
Take a moment to look over the prompts below and formulate a concept of the managerial excellence you will seek to practice as you grow in life and your career.
This will be your Ethical Leadership Pledge.
Do look to examples in your textbook such as Volkswagen, IKEA, Deloitte or any others (in or out of the class) for inspiration.
Please write your pledge opening with
"As a leader I pledge:" [then continue based on the items below]
1.
Core Values:
a) List 3 (or more) values that define your leadership style
b)
Describe in detail what each value means (don't just put up a word, offer context and depth in 2-3 sentences each)
2.
Team building:
a) Describe your process for finding talent, building and incentivizing team strength (2-3 sentences)
b)
Some additional inspiration:
c)
Servant-leadership is the idea that a leader's job is to facilitate and not to dictate. Here are some core values to consider:
i.
Encourage diversity of thought.
ii.
Create a culture of trust.
iii.
Have an unselfish mindset.
iv.
Foster leadership in others.
3.
Earning trust/buy-in (3-4 sentences)
a) Detail how you will build trust
b) Describe how you will earn your team's "buy-in" (meaning how you will persuade them to see value)
c)
Some ideas to consider: Evidence-based management (using testing and research to reduce workplace politics), instilling best practices (hopefully this class has given you many), communication & collaboration, sharing ownership, de-centralizing/centralizing decision-making, providing good governance
d)
Please use at least 2 concepts from Chapter 12 (though some are in the list I've given you above)
4.
Elaborate on how you will practice and instill ethics best practices
a) Reference at least 3 concepts from Chapter 9
b) You are free to expand after you reference 3 concepts.
· These prompts are the minimum expected. You may venture beyond should you so choose.
· YES, you may write in FIRST PERSON! This is about you and there are NO wrong answers.
· Please copy this to a document and keep it so you can reflect on it after class has finished and iterate upon it as you grow as a leader.
Comment on TWO other classmates posts offering feedback on at least TWO concepts they have shared that you are willing (or inspired) to consider adding to your own leadership pledge.
Student1:
As a Leader I Pledge: My core values are trust, hard work, and work life balance. Trust is very important in my book because of the fact that nothing can be accomplished successfully without a trustful team. I can not lead an unloyalw team, that does not have a foundation of trustworthiness. I believe everyone has the ability to work hard if they are passionate about something and I think one should only work with what they are love. Hard work a.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2. STUDENT INFORMATION
*Age as of the date of the conference
Name:
NYC ID#
- -
Date of Birth
/ /
Gender
FORMDROPDOWN
Address:
Age:
Phone:
( ) -
English LAB
Year
Spanish LAB
3. Year
Grade
FORMDROPDOWN
Language(s) Spoken/Mode of Communication
FORMDROPDOWN
Primary Agency with whom student is involved
Name of Contact
FORMTEXT
Phone:
( ) -
Agency Case#
PARENT/GUARDIAN INFORMATION
4. Relationship to Student
Name:
FORMDROPDOWN
Address:
Phone (Home):
( ) -
Phone (Work):
( ) -
Interpreter Required
FORMCHECKBOX
Yes
FORMCHECKBOX
No
Preferred Language/ Mode of Communication
FORMDROPDOWN
SPECIAL MEDICAL/PHYSICAL ALERTS
(Refer to Health & Physical Development Page for
additional details.)
The student has
FORMCHECKBOX
medical conditions and/or FORMCHECKBOX
physical limitations which affect his/her
FORMCHECKBOX
5. learning FORMCHECKBOX
behavior and/or FORMCHECKBOX
participation in school activities.
The student requires FORMCHECKBOX
medication and/or FORMCHECKBOX
health care treatment(s) or procedure(s) during the school day.
Other alerts:
SUMMARY OF RECOMMENDATIONS
Eligibility
FORMCHECKBOX
Yes FORMCHECKBOX
No
Recommended Services
Classification of Disability
FORMDROPDOWN
FORMDROPDOWN
Staffing Ratio
6. FORMDROPDOWN
Twelve Month School Year
FORMCHECKBOX
Yes FORMCHECKBOX
No
Recommended Services for the Twelve Month School Year
FORMDROPDOWN
Staffing Ratio
FORMDROPDOWN
Other Recommendations (Check all that apply)
*Details are provided in relevant sections of IEP
FORMCHECKBOX
Program Accessibility
7. FORMCHECKBOX
Adaptive Phys. Ed.*
FORMCHECKBOX
Bilingual Instruction
FORMCHECKBOX
Related Services
FORMCHECKBOX
Assistive Technology
FORMCHECKBOX
Monolingual Services with ESL
FORMCHECKBOX
Monolingual Services without ESL
FORMCHECKBOX
Special Education Transportation – Comment
Students who are blind or visually impaired:
Students who are deaf or hard of hearing
Braille instruction needed
FORMCHECKBOX
Yes FORMCHECKBOX
No
Language of Instruction
Mode of Communication
9. Annual Review
Conference Type:
FORMCHECKBOX
EPC
FORMCHECKBOX
Annual Review
FORMCHECKBOX
Triennial
FORMCHECKBOX
Requested Review
FORMCHECKBOX
CSE Review
FORMCHECKBOX
CPSE Review
Attendance at Conference
Please note that your signature reflects your participation at the
conference and does not necessarily indicate agreement with the
Individualized Education Program.
Signature/Title
Role
(Indicate if Bilingual)
Signature/Title
Role
(Indicate if Bilingual)
FORMTEXT
Parent/Legal Guardian
11. School Psychologist
Other
School Social Worker
Other
Other
Use an asterisk(*) to signify the participant who interprets the
instructional implications of evaluation results.
Use the letter (T) to signify participation by teleconference.
Conference Result
FORMCHECKBOX
Initiate Service
FORMCHECKBOX
12. Modify Service
FORMCHECKBOX
Change Recommended Service
FORMCHECKBOX
No Change
Indicate Modifications
Initiation, Duration and Review of IEP
Projected Date of Initiation of IEP
/ /
Projected Date of Review of IEP
/ /
Duration of Services
Contacts with Parent/Legal Guardian
Date Notice of Meeting Sent
/ /
Date IEP and Notice of Recommendation
Date of Follow-up (if any)
/ /
13. FORMCHECKBOX
Given to Parent
/ /
Type of Follow-up
FORMCHECKBOX
Letter
FORMCHECKBOX
Telephone
FORMCHECKBOX
Sent to Parent
/ /
Page 2
Student:
NYC ID#
- -
CSE Case#
-
Date of Conference:
/
/
ACADEMIC PERFORMANCE AND LEARNING
CHARACTERISTICS
Describe the student’s present levels of academic achievement,
language development, cognitive development and learning
14. style in English and the other than English language for LEP
students. Discuss how the student’s disability affects his/her
involvement and progress in the general curriculum or, for
preschool students, as appropriate, how the student’s disability
affects participation in appropriate activities.
PRESENT PERFORMANCE:
READING and WRITING
MATH
Area
Date
Test/Evaluation
Score
Instructional Level
Area
Date
Test/Evaluation
Score
Instructional Level
Decoding
/ /
17. NYC ID#
- -
CSE Case#
-
Date of Conference:
/
/
ACADEMIC PERFORMANCE AND LEARNING
CHARACTERISTICS
Describe the student’s present levels of academic achievement,
language development, cognitive development and learning
style in English and the other than English language for LEP
students. Discuss how the student’s disability affects his/her
involvement and progress in the general curriculum or, for
preschool students, as appropriate, how the student’s disability
affects participation in appropriate activities.
PRESENT PERFORMANCE:
ACADEMIC MANAGEMENT NEEDS
(Environmental modifications and human/material resources)
Page 3-1
Student:
NYC ID#
- -
CSE Case#
-
18. Date of Conference:
/
/
ACADEMIC PERFORMANCE AND LEARNING
CHARACTERISTICS
Describe the student’s present levels of academic achievement,
language development, cognitive development and learning
style in English and the other than English language for LEP
students. Discuss how the student’s disability affects his/her
involvement and progress in the general curriculum or, for
preschool students, as appropriate, how the student’s disability
affects participation in appropriate activities.
PRESENT PERFORMANCE:
ACADEMIC MANAGEMENT NEEDS
(Environmental modifications and human/material resources)
Page 3-2
Student:
NYC ID#
- -
CSE Case#
-
Date of Conference:
/
/
SOCIAL/EMOTIONAL PERFORMANCE
19. Describe the student’s strengths and weaknesses in the area of
social and emotional development in English and the other than
English language for LEP students.
Consider the degree and quality of the student’s relationships
with peers and adults, feelings about self and social adjustment
to school and community environments. Discuss how the
student’s disability affects his/her involvement and progress in
a general curriculum or, for preschool students, as appropriate,
how the student’s disability affects participation in appropriate
activities.
PRESENT PERFORMANCE:
BEHAVIOR AND THE INSTRUCTIONAL PROCESS
FORMCHECKBOX
Behavior is age appropriate
Describe present levels of support including personnel
responsible for providing behavioral support
FORMCHECKBOX
Behavior does not seriously interfere with instruction and can
be addressed by the FORMCHECKBOX
general education and/or FORMCHECKBOX
special education classroom teacher.
FORMCHECKBOX
Behavior seriously interferes with instruction and requires
additional adult support.
FORMCHECKBOX
Behavior requires highly intensive supervision.
20. SOCIAL/EMOTIONAL MANAGEMENT NEEDS
(Environmental modifications and human/materials resources)
A behavior intervention plan has been developed
FORMCHECKBOX
Yes FORMCHECKBOX
No
Page 4
Student:
NYC ID#
- -
CSE Case#
-
Date of Conference:
/
/
SOCIAL/EMOTIONAL PERFORMANCE
Describe the student’s strengths and weaknesses in the area of
social and emotional development in English and the other than
English language for LEP students.
Consider the degree and quality of the student’s relationships
with peers and adults, feelings about self and social adjustment
to school and community environments. Discuss how the
student’s disability affects his/her involvement and progress in
a general curriculum or, for preschool students, as appropriate,
21. how the student’s disability affects participation in appropriate
activities.
PRESENT PERFORMANCE:
BEHAVIOR AND THE INSTRUCTIONAL PROCESS
FORMCHECKBOX
Behavior is age appropriate
Describe present levels of support including personnel
responsible for providing behavioral support
FORMCHECKBOX
Behavior does not seriously interfere with instruction and can
be addressed by the FORMCHECKBOX
general education and/or FORMCHECKBOX
special education classroom teacher.
FORMCHECKBOX
Behavior seriously interferes with instruction and requires
additional adult support.
FORMCHECKBOX
Behavior requires highly intensive supervision.
SOCIAL/EMOTIONAL MANAGEMENT NEEDS
(Environmental modifications and human/materials resources)
A behavior intervention plan has been developed
22. FORMCHECKBOX
Yes FORMCHECKBOX
No
Page 4-1
Student:
NYC ID#
- -
CSE Case#
-
Date of Conference:
/
/
HEALTH AND PHYSICAL DEVELOPMENT
Describe the student’s health and physical development
including the degree or quality of the student’s motor and
sensory development, health, vitality and physical skills or
limitations which pertain to the learning process, behavior and
participation in physical education or other school activities.
Discuss how the student’s disability affects his/her involvement
and progress in the general curriculum or, for preschool
students, as appropriate, how the student’s disability affects
participation in appropriate activities.
PRESENT PERFORMANCE:
MEDICAL/HEALTH CARE NEEDS
PHYSICAL NEEDS
During the school day, the student requires:
The student FORMCHECKBOX
does FORMCHECKBOX
23. does not have mobility limitations.
Medication
FORMCHECKBOX
Yes FORMCHECKBOX
No
(if yes, functionality describe the limitations(s).)
(if yes, functionality describe the limitations(s).)
The student requires:
Treatment(s) or other health procedure(s)
FORMCHECKBOX
Yes FORMCHECKBOX
No
(If yes, functionally describe the condition for which
treatment(s) or procedure(s) are required)
Accessible program
FORMCHECKBOX
Yes FORMCHECKBOX
No
24. Adaptive Physical Education
FORMCHECKBOX
Yes FORMCHECKBOX
No
Health as a related service
FORMCHECKBOX
Yes FORMCHECKBOX
No
(If yes indicate staffing ratio:
FORMDROPDOWN
(If yes, functionally describe the condition for which
treatment(s) or procedure(s) are required)
Assistive Technology Device(s)
FORMCHECKBOX
Yes FORMCHECKBOX
No
25. Assistive Technology Service(s)
FORMCHECKBOX
Yes FORMCHECKBOX
No
(If assistive technology device(s) or service(s) are required,
specify in management needs.)
HEALTH/PHYSICAL MANAGEMENT NEEDS
(Environmental modifications, human/material resources or
specialized equipment)
Page 5
Student:
NYC ID#
- -
CSE Case#
-
Date of Conference:
/
/
HEALTH AND PHYSICAL DEVELOPMENT
Describe the student’s health and physical development
including the degree or quality of the student’s motor and
26. sensory development, health, vitality and physical skills or
limitations which pertain to the learning process, behavior and
participation in physical education or other school activities.
Discuss how the student’s disability affects his/her involvement
and progress in the general curriculum or, for preschool
students, as appropriate, how the student’s disability affects
participation in appropriate activities.
PRESENT PERFORMANCE:
MEDICAL/HEALTH CARE NEEDS
PHYSICAL NEEDS
During the school day, the student requires:
The student FORMCHECKBOX
does FORMCHECKBOX
does not have mobility limitations.
Medication
FORMCHECKBOX
Yes FORMCHECKBOX
No
(if yes, functionality describe the limitations(s).)
(if yes, functionality describe the limitations(s).)
The student requires:
Treatment(s) or other health procedure(s)
FORMCHECKBOX
Yes FORMCHECKBOX
27. No
(If yes, functionally describe the condition for which
treatment(s) or procedure(s) are required)
Accessible program
FORMCHECKBOX
Yes FORMCHECKBOX
No
Adaptive Physical Education
FORMCHECKBOX
Yes FORMCHECKBOX
No
Health as a related service
FORMCHECKBOX
Yes FORMCHECKBOX
No
(If yes indicate staffing ratio:
FORMDROPDOWN
28. (If yes, functionally describe the condition for which
treatment(s) or procedure(s) are required)
Assistive Technology Device(s)
FORMCHECKBOX
Yes FORMCHECKBOX
No
Assistive Technology Service(s)
FORMCHECKBOX
Yes FORMCHECKBOX
No
(If assistive technology device(s) or service(s) are required,
specify in management needs.)
HEALTH/PHYSICAL MANAGEMENT NEEDS
(Environmental modifications, human/material resources or
specialized equipment)
29. Page 5-1
Student:
NYC ID#
- -
CSE Case#
-
Date of Conference:
/
/
HEALTH AND PHYSICAL DEVELOPMENT
Describe the student’s health and physical development
including the degree or quality of the student’s motor and
sensory development, health, vitality and physical skills or
limitations which pertain to the learning process, behavior and
participation in physical education or other school activities.
Discuss how the student’s disability affects his/her involvement
and progress in the general curriculum or, for preschool
students, as appropriate, how the student’s disability affects
participation in appropriate activities.
PRESENT PERFORMANCE:
MEDICAL/HEALTH CARE NEEDS
PHYSICAL NEEDS
During the school day, the student requires:
The student FORMCHECKBOX
does FORMCHECKBOX
does not have mobility limitations.
Medication
30. FORMCHECKBOX
Yes FORMCHECKBOX
No
(if yes, functionality describe the limitations(s).)
(if yes, functionality describe the limitations(s).)
The student requires:
Treatment(s) or other health procedure(s)
FORMCHECKBOX
Yes FORMCHECKBOX
No
(If yes, functionally describe the condition for which
treatment(s) or procedure(s) are required)
Accessible program
FORMCHECKBOX
Yes FORMCHECKBOX
No
Adaptive Physical Education
31. FORMCHECKBOX
Yes FORMCHECKBOX
No
Health as a related service
FORMCHECKBOX
Yes FORMCHECKBOX
No
(If yes indicate staffing ratio:
FORMDROPDOWN
(If yes, functionally describe the condition for which
treatment(s) or procedure(s) are required)
Assistive Technology Device(s)
FORMCHECKBOX
Yes FORMCHECKBOX
No
Assistive Technology Service(s)
32. FORMCHECKBOX
Yes FORMCHECKBOX
No
(If assistive technology device(s) or service(s) are required,
specify in management needs.)
HEALTH/PHYSICAL MANAGEMENT NEEDS
(Environmental modifications, human/material resources or
specialized equipment)
Page 5-2
Student:
NYC ID#
- -
CSE Case#
-
Date of Conference:
/
/
HEALTH AND PHYSICAL DEVELOPMENT
Describe the student’s health and physical development
including the degree or quality of the student’s motor and
sensory development, health, vitality and physical skills or
limitations which pertain to the learning process, behavior and
33. participation in physical education or other school activities.
Discuss how the student’s disability affects his/her involvement
and progress in the general curriculum or, for preschool
students, as appropriate, how the student’s disability affects
participation in appropriate activities.
PRESENT PERFORMANCE:
MEDICAL/HEALTH CARE NEEDS
PHYSICAL NEEDS
During the school day, the student requires:
The student FORMCHECKBOX
does FORMCHECKBOX
does not have mobility limitations.
Medication
FORMCHECKBOX
Yes FORMCHECKBOX
No
(if yes, functionality describe the limitations(s).)
(if yes, functionality describe the limitations(s).)
The student requires:
Treatment(s) or other health procedure(s)
FORMCHECKBOX
Yes FORMCHECKBOX
No
34. (If yes, functionally describe the condition for which
treatment(s) or procedure(s) are required)
Accessible program
FORMCHECKBOX
Yes FORMCHECKBOX
No
Adaptive Physical Education
FORMCHECKBOX
Yes FORMCHECKBOX
No
Health as a related service
FORMCHECKBOX
Yes FORMCHECKBOX
No
(If yes indicate staffing ratio:
FORMDROPDOWN
(If yes, functionally describe the condition for which
35. treatment(s) or procedure(s) are required)
Assistive Technology Device(s)
FORMCHECKBOX
Yes FORMCHECKBOX
No
Assistive Technology Service(s)
FORMCHECKBOX
Yes FORMCHECKBOX
No
(If assistive technology device(s) or service(s) are required,
specify in management needs.)
HEALTH/PHYSICAL MANAGEMENT NEEDS
(Environmental modifications, human/material resources or
specialized equipment)
Page 5-3
36. Student:
NYC ID#
- -
CSE Case#
-
Date of Conference:
/
/
ANNUAL GOALS AND SHORT-TERM OBJECTIVES
There will be
reports of progress per year using the
coding system shown below.
/
/
/
/
/
/
/
/
ANNUAL GOAL:
Progress
1st
2nd
3rd
4th
5th
6th
7th
8th
40. COMMENTS:
EXPLANATION OF CODING SYSTEM
METHODS OF MEASURMENT
REPORT OF PROGRESS
PROGRESS TOWARD GOAL
REASONS FOR NOT MEETING GOAL
1. Teacher made Materials
2. Standardized Tests
3. Class Activities
4. Portfolio(s)
5. Teacher/Provider Observations
6. Performance Assessment Task
7. Check Lists
8. Verbal Explanations
9. Other (specify)
1. Not applicable during this grading period
2. No progress made
3. Little progress made
41. 4. Progress made; goal not yet met
5. Goal met
A. Anticipate meeting goal
B. Do not anticipate meeting goal
(Note reason)
C. Goal met
1. More time needed
2. Excessive absence or lateness
3. Assignments not completed
4. Other (specify)
*While a review of your child’s educational program occurs
every year please be advised that you have a right to request a
review of your child’s program at any time.
1st
2nd
3rd
4th
5th
6th
7th
8th
The student’s performance is approaching his/her promotion
criteria as set forth on Page 9 of the IEP:
42. For students who are not anticipated to meet their annual goals
and/or promotion criteria: We recommend that the IEP Team be
reconvened:
43. Use a Y (Yes) or N (No) in the appropriate column
Page 6
Student:
NYC ID#
- -
CSE Case#
-
Date of Conference:
/
/
ANNUAL GOALS AND SHORT-TERM OBJECTIVES
There will be
reports of progress per year using the
coding system shown below.
/
/
/
/
/
/
/
/
47. Reasons for not Meeting Annual Goal
COMMENTS:
EXPLANATION OF CODING SYSTEM
METHODS OF MEASURMENT
REPORT OF PROGRESS
PROGRESS TOWARD GOAL
REASONS FOR NOT MEETING GOAL
1. Teacher made Materials
2. Standardized Tests
3. Class Activities
4. Portfolio(s)
5. Teacher/Provider Observations
6. Performance Assessment Task
7. Check Lists
48. 8. Verbal Explanations
9. Other (specify)
1. Not applicable during this grading period
2. No progress made
3. Little progress made
4. Progress made; goal not yet met
5. Goal met
A. Anticipate meeting goal
B. Do not anticipate meeting goal
(Note reason)
C. Goal met
1. More time needed
2. Excessive absence or lateness
3. Assignments not completed
4. Other (specify)
*While a review of your child’s educational program occurs
every year please be advised that you have a right to request a
review of your child’s program at any time.
1st
49. 2nd
3rd
4th
5th
6th
7th
8th
The student’s performance is approaching his/her promotion
criteria as set forth on Page 9 of the IEP:
For students who are not anticipated to meet their annual goals
and/or promotion criteria: We recommend that the IEP Team be
reconvened:
50. Use a Y (Yes) or N (No) in the appropriate column
Page 6-1
Student:
NYC ID#
- -
CSE Case#
-
Date of Conference:
/
/
ANNUAL GOALS AND SHORT-TERM OBJECTIVES
There will be
reports of progress per year using the
coding system shown below.
54. Progress Toward Annual Goal
Reasons for not Meeting Annual Goal
COMMENTS:
EXPLANATION OF CODING SYSTEM
METHODS OF MEASURMENT
REPORT OF PROGRESS
PROGRESS TOWARD GOAL
REASONS FOR NOT MEETING GOAL
1. Teacher made Materials
2. Standardized Tests
55. 3. Class Activities
4. Portfolio(s)
5. Teacher/Provider Observations
6. Performance Assessment Task
7. Check Lists
8. Verbal Explanations
9. Other (specify)
1. Not applicable during this grading period
2. No progress made
3. Little progress made
4. Progress made; goal not yet met
5. Goal met
A. Anticipate meeting goal
B. Do not anticipate meeting goal
(Note reason)
C. Goal met
1. More time needed
2. Excessive absence or lateness
56. 3. Assignments not completed
4. Other (specify)
*While a review of your child’s educational program occurs
every year please be advised that you have a right to request a
review of your child’s program at any time.
1st
2nd
3rd
4th
5th
6th
7th
8th
The student’s performance is approaching his/her promotion
criteria as set forth on Page 9 of the IEP:
57. For students who are not anticipated to meet their annual goals
and/or promotion criteria: We recommend that the IEP Team be
reconvened:
Use a Y (Yes) or N (No) in the appropriate column
Page 6-2
Student:
NYC ID#
- -
CSE Case#
58. -
Date of Conference:
/
/
ANNUAL GOALS AND SHORT-TERM OBJECTIVES
There will be
reports of progress per year using the
coding system shown below.
/
/
/
/
/
/
/
/
ANNUAL GOAL:
Progress
1st
2nd
3rd
4th
5th
6th
7th
8th
Methods of Measurement
61. Progress Toward Annual Goal
Reasons for not Meeting Annual Goal
COMMENTS:
EXPLANATION OF CODING SYSTEM
METHODS OF MEASURMENT
REPORT OF PROGRESS
62. PROGRESS TOWARD GOAL
REASONS FOR NOT MEETING GOAL
1. Teacher made Materials
2. Standardized Tests
3. Class Activities
4. Portfolio(s)
5. Teacher/Provider Observations
6. Performance Assessment Task
7. Check Lists
8. Verbal Explanations
9. Other (specify)
1. Not applicable during this grading period
2. No progress made
3. Little progress made
4. Progress made; goal not yet met
5. Goal met
A. Anticipate meeting goal
63. B. Do not anticipate meeting goal
(Note reason)
C. Goal met
1. More time needed
2. Excessive absence or lateness
3. Assignments not completed
4. Other (specify)
*While a review of your child’s educational program occurs
every year please be advised that you have a right to request a
review of your child’s program at any time.
1st
2nd
3rd
4th
5th
6th
7th
8th
The student’s performance is approaching his/her promotion
criteria as set forth on Page 9 of the IEP:
64. For students who are not anticipated to meet their annual goals
and/or promotion criteria: We recommend that the IEP Team be
reconvened:
65. Use a Y (Yes) or N (No) in the appropriate column
Page 6-3
Student:
NYC ID#
- -
CSE Case#
-
Date of Conference:
/
/
ANNUAL GOALS AND SHORT-TERM OBJECTIVES
There will be
reports of progress per year using the
coding system shown below.
/
/
/
/
/
/
/
/
ANNUAL GOAL:
Progress
1st
2nd
3rd
4th
69. COMMENTS:
EXPLANATION OF CODING SYSTEM
METHODS OF MEASURMENT
REPORT OF PROGRESS
PROGRESS TOWARD GOAL
REASONS FOR NOT MEETING GOAL
1. Teacher made Materials
2. Standardized Tests
3. Class Activities
4. Portfolio(s)
5. Teacher/Provider Observations
6. Performance Assessment Task
7. Check Lists
8. Verbal Explanations
9. Other (specify)
1. Not applicable during this grading period
70. 2. No progress made
3. Little progress made
4. Progress made; goal not yet met
5. Goal met
A. Anticipate meeting goal
B. Do not anticipate meeting goal
(Note reason)
C. Goal met
1. More time needed
2. Excessive absence or lateness
3. Assignments not completed
4. Other (specify)
*While a review of your child’s educational program occurs
every year please be advised that you have a right to request a
review of your child’s program at any time.
1st
2nd
3rd
4th
5th
6th
7th
71. 8th
The student’s performance is approaching his/her promotion
criteria as set forth on Page 9 of the IEP:
For students who are not anticipated to meet their annual goals
and/or promotion criteria: We recommend that the IEP Team be
reconvened:
72. Use a Y (Yes) or N (No) in the appropriate column
Page 6-4
Student:
NYC ID#
- -
CSE Case#
-
Date of Conference:
/
/
ANNUAL GOALS AND SHORT-TERM OBJECTIVES
There will be
reports of progress per year using the
coding system shown below.
/
/
/
/
76. Reasons for not Meeting Annual Goal
COMMENTS:
EXPLANATION OF CODING SYSTEM
METHODS OF MEASURMENT
REPORT OF PROGRESS
PROGRESS TOWARD GOAL
REASONS FOR NOT MEETING GOAL
1. Teacher made Materials
2. Standardized Tests
3. Class Activities
4. Portfolio(s)
5. Teacher/Provider Observations
77. 6. Performance Assessment Task
7. Check Lists
8. Verbal Explanations
9. Other (specify)
1. Not applicable during this grading period
2. No progress made
3. Little progress made
4. Progress made; goal not yet met
5. Goal met
A. Anticipate meeting goal
B. Do not anticipate meeting goal
(Note reason)
C. Goal met
1. More time needed
2. Excessive absence or lateness
3. Assignments not completed
4. Other (specify)
*While a review of your child’s educational program occurs
every year please be advised that you have a right to request a
78. review of your child’s program at any time.
1st
2nd
3rd
4th
5th
6th
7th
8th
The student’s performance is approaching his/her promotion
criteria as set forth on Page 9 of the IEP:
For students who are not anticipated to meet their annual goals
and/or promotion criteria: We recommend that the IEP Team be
reconvened:
79. Use a Y (Yes) or N (No) in the appropriate column
Page 6-5
Student:
NYC ID#
- -
CSE Case#
-
Date of Conference:
/
/
ANNUAL GOALS AND SHORT-TERM OBJECTIVES
80. There will be
reports of progress per year using the
coding system shown below.
/
/
/
/
/
/
/
/
ANNUAL GOAL:
Progress
1st
2nd
3rd
4th
5th
6th
7th
8th
Methods of Measurement
83. Progress Toward Annual Goal
Reasons for not Meeting Annual Goal
COMMENTS:
EXPLANATION OF CODING SYSTEM
METHODS OF MEASURMENT
REPORT OF PROGRESS
PROGRESS TOWARD GOAL
REASONS FOR NOT MEETING GOAL
84. 1. Teacher made Materials
2. Standardized Tests
3. Class Activities
4. Portfolio(s)
5. Teacher/Provider Observations
6. Performance Assessment Task
7. Check Lists
8. Verbal Explanations
9. Other (specify)
1. Not applicable during this grading period
2. No progress made
3. Little progress made
4. Progress made; goal not yet met
5. Goal met
A. Anticipate meeting goal
B. Do not anticipate meeting goal
(Note reason)
C. Goal met
85. 1. More time needed
2. Excessive absence or lateness
3. Assignments not completed
4. Other (specify)
*While a review of your child’s educational program occurs
every year please be advised that you have a right to request a
review of your child’s program at any time.
1st
2nd
3rd
4th
5th
6th
7th
8th
The student’s performance is approaching his/her promotion
criteria as set forth on Page 9 of the IEP:
86. For students who are not anticipated to meet their annual goals
and/or promotion criteria: We recommend that the IEP Team be
reconvened:
Use a Y (Yes) or N (No) in the appropriate column
Page 6-6
Student:
87. NYC ID#
- -
CSE Case#
-
Date of Conference:
/
/
ANNUAL GOALS AND SHORT-TERM OBJECTIVES
There will be
reports of progress per year using the
coding system shown below.
/
/
/
/
/
/
/
/
ANNUAL GOAL:
Progress
1st
2nd
3rd
4th
5th
6th
7th
8th
Methods of Measurement
91. EXPLANATION OF CODING SYSTEM
METHODS OF MEASURMENT
REPORT OF PROGRESS
PROGRESS TOWARD GOAL
REASONS FOR NOT MEETING GOAL
1. Teacher made Materials
2. Standardized Tests
3. Class Activities
4. Portfolio(s)
5. Teacher/Provider Observations
6. Performance Assessment Task
7. Check Lists
8. Verbal Explanations
9. Other (specify)
1. Not applicable during this grading period
2. No progress made
3. Little progress made
4. Progress made; goal not yet met
92. 5. Goal met
A. Anticipate meeting goal
B. Do not anticipate meeting goal
(Note reason)
C. Goal met
1. More time needed
2. Excessive absence or lateness
3. Assignments not completed
4. Other (specify)
*While a review of your child’s educational program occurs
every year please be advised that you have a right to request a
review of your child’s program at any time.
1st
2nd
3rd
4th
5th
6th
7th
8th
The student’s performance is approaching his/her promotion
criteria as set forth on Page 9 of the IEP:
93. For students who are not anticipated to meet their annual goals
and/or promotion criteria: We recommend that the IEP Team be
reconvened:
94. Use a Y (Yes) or N (No) in the appropriate column
Page 6-7
Student:
NYC ID#
- -
CSE Case#
-
Date of Conference:
/
/
ANNUAL GOALS AND SHORT-TERM OBJECTIVES
There will be
reports of progress per year using the
coding system shown below.
/
/
/
/
/
/
/
/
ANNUAL GOAL:
Progress
98. COMMENTS:
EXPLANATION OF CODING SYSTEM
METHODS OF MEASURMENT
REPORT OF PROGRESS
PROGRESS TOWARD GOAL
REASONS FOR NOT MEETING GOAL
1. Teacher made Materials
2. Standardized Tests
3. Class Activities
4. Portfolio(s)
5. Teacher/Provider Observations
6. Performance Assessment Task
7. Check Lists
8. Verbal Explanations
99. 9. Other (specify)
1. Not applicable during this grading period
2. No progress made
3. Little progress made
4. Progress made; goal not yet met
5. Goal met
A. Anticipate meeting goal
B. Do not anticipate meeting goal
(Note reason)
C. Goal met
1. More time needed
2. Excessive absence or lateness
3. Assignments not completed
4. Other (specify)
*While a review of your child’s educational program occurs
every year please be advised that you have a right to request a
review of your child’s program at any time.
1st
2nd
3rd
100. 4th
5th
6th
7th
8th
The student’s performance is approaching his/her promotion
criteria as set forth on Page 9 of the IEP:
For students who are not anticipated to meet their annual goals
and/or promotion criteria: We recommend that the IEP Team be
reconvened:
101. Use a Y (Yes) or N (No) in the appropriate column
Page 6-8
Student:
NYC ID#
- -
CSE Case#
-
Date of Conference:
/
/
ANNUAL GOALS AND SHORT-TERM OBJECTIVES
There will be
reports of progress per year using the
coding system shown below.
105. Reasons for not Meeting Annual Goal
COMMENTS:
EXPLANATION OF CODING SYSTEM
METHODS OF MEASURMENT
REPORT OF PROGRESS
PROGRESS TOWARD GOAL
REASONS FOR NOT MEETING GOAL
1. Teacher made Materials
2. Standardized Tests
3. Class Activities
106. 4. Portfolio(s)
5. Teacher/Provider Observations
6. Performance Assessment Task
7. Check Lists
8. Verbal Explanations
9. Other (specify)
1. Not applicable during this grading period
2. No progress made
3. Little progress made
4. Progress made; goal not yet met
5. Goal met
A. Anticipate meeting goal
B. Do not anticipate meeting goal
(Note reason)
C. Goal met
1. More time needed
2. Excessive absence or lateness
3. Assignments not completed
107. 4. Other (specify)
*While a review of your child’s educational program occurs
every year please be advised that you have a right to request a
review of your child’s program at any time.
1st
2nd
3rd
4th
5th
6th
7th
8th
The student’s performance is approaching his/her promotion
criteria as set forth on Page 9 of the IEP:
For students who are not anticipated to meet their annual goals
108. and/or promotion criteria: We recommend that the IEP Team be
reconvened:
Use a Y (Yes) or N (No) in the appropriate column
Page 6-9
Student:
NYC ID#
- -
CSE Case#
-
Date of Conference:
109. /
/
ANNUAL GOALS AND SHORT-TERM OBJECTIVES
There will be
reports of progress per year using the
coding system shown below.
/
/
/
/
/
/
/
/
ANNUAL GOAL:
Progress
1st
2nd
3rd
4th
5th
6th
7th
8th
Methods of Measurement
112. Progress Toward Annual Goal
Reasons for not Meeting Annual Goal
COMMENTS:
EXPLANATION OF CODING SYSTEM
METHODS OF MEASURMENT
REPORT OF PROGRESS
PROGRESS TOWARD GOAL
REASONS FOR NOT MEETING GOAL
113. 1. Teacher made Materials
2. Standardized Tests
3. Class Activities
4. Portfolio(s)
5. Teacher/Provider Observations
6. Performance Assessment Task
7. Check Lists
8. Verbal Explanations
9. Other (specify)
1. Not applicable during this grading period
2. No progress made
3. Little progress made
4. Progress made; goal not yet met
5. Goal met
A. Anticipate meeting goal
B. Do not anticipate meeting goal
114. (Note reason)
C. Goal met
1. More time needed
2. Excessive absence or lateness
3. Assignments not completed
4. Other (specify)
*While a review of your child’s educational program occurs
every year please be advised that you have a right to request a
review of your child’s program at any time.
1st
2nd
3rd
4th
5th
6th
7th
8th
The student’s performance is approaching his/her promotion
criteria as set forth on Page 9 of the IEP:
115. For students who are not anticipated to meet their annual goals
and/or promotion criteria: We recommend that the IEP Team be
reconvened:
Use a Y (Yes) or N (No) in the appropriate column
116. Page 6-10
Student:
NYC ID#
- -
CSE Case#
-
Date of Conference:
/
/
SCHOOL ENVIRONMENT AND SERVICE
RECOMMENDATIONS
GENERAL EDUCATION ENVIRONMENT
Area of Instruction
Language of Instruction Communication Mode
Periods per week
Supplementary Aids and Services
Program Modifications and Supports for School Personnel
FORMDROPDOWN
FORMDROPDOWN
FORMDROPDOWN
118. SPECIAL CLASS ENVIRONMENT
Area of Instruction
Language of Instruction Communication Mode
Periods per week
Special Class Staffing Ratio
Supports
FORMDROPDOWN
FORMDROPDOWN
FORMDROPDOWN
FORMDROPDOWN
119. Reason for Non–Participation in General Education
Environment
Page 7
Student:
NYC ID#
- -
CSE Case#
-
Date of Conference:
/
/
OTHER PROGRAMS/SERVICES CONSIDERED AND
REASONS FOR REJECTION
Provide an explanation of the programs/services considered and
the reason for rejection. Specify why the student can not
achieve the goals
of his/her IEP within a general education program with the
assistance of supplementary aids and services.
Second Language Instruction:
If the student is exempt from second language instruction,
explain why:
Page 8
120. Student:
NYC ID#
- -
CSE Case#
-
Date of Conference:
/
/
PARTICIPATION IN SCHOOL ACTIVITIES, RELATED
SERVICE RECOMMENDATIONS
AND PARTICPATION IN ASSESSMENTS
PARTICIPATION IN SCHOOL ACTIVITIES
If the student cannot participate in lunch, assemblies, trips
and/or other school activities with non-disabled students,
indicate the activity and
reason(s) for non-participation.
RELATED SERVICE RECOMMENDATIONS
Status
Related Service
Language of Service
Location**
Sessions/Week
Duration
Group Size
FORMDROPDOWN
FORMDROPDOWN
124. Modify; or Terminate.
**Indicate whether service is provided outside the general
education classroom.
PARTICIPATION IN ASSESSMENTS
FORMCHECKBOX
The student will participate in state and local assessments.
FORMCHECKBOX
Without Accommodations
FORMCHECKBOX
With Accommodations
FORMCHECKBOX
The student WILL NOT PARTICIPATE in state and local
assessments. Reason for non-participation: (see page 9-1)
Describe accommodations, if any, that will be used consistently
throughout the student’s educational program:
Page 9
Student:
NYC ID#
- -
CSE Case#
-
Date of Conference:
/
/
PARTICIPATION IN SCHOOL ACTIVITIES, RELATED
SERVICE RECOMMENDATIONS
125. AND PARTICPATION IN ASSESSMENTS (Cont.)
FORMCHECKBOX
The student will participate in Alternative Assessment.
Reason for participation in Alternative Assessment
In addition to Alternative Assessment, describe how the student
will be assessed:
PROMOTION
Promotion:
FORMCHECKBOX
Standard Criteria
FORMCHECKBOX
Modified Criteria*
*Describe the modified promotion criteria:
Page 9-1
Student:
NYC ID#
- -
CSE Case#
-
Date of Conference:
/
/
TRANSITION
126. LONG TERM ADULT OUTCOMES
(Beginning at age 14 or younger if appropriate, state long term
outcomes based on the student’s preferences, needs and
interests.)
Community Integration: FORMDROPDOWN
FORMDROPDOWN
Post-Secondary Placement: FORMDROPDOWN
FORMDROPDOWN
FORMDROPDOWN
Independent Living: FORMDROPDOWN
FORMDROPDOWN
Employment: FORMDROPDOWN
FORMDROPDOWN
DIPLOMA OBJECTIVES
FORMCHECKBOX
Regents Diploma FORMCHECKBOX
Advanced Regents Diploma FORMCHECKBOX
Local Diploma FORMCHECKBOX
IEP Diploma
Expected High School Completion Date
/
127. Credits Earned
As of Date
/ /
TRANSITION SERVICES
(Required for students 15 years of age and older)
Instructional Activities
Responsible Party:
FORMCHECKBOX
Parent
FORMCHECKBOX
School
FORMCHECKBOX
Student
FORMCHECKBOX
Agency
FORMCHECKBOX
Fall
FORMCHECKBOX
Spring
FORMCHECKBOX
Summer
Community Integration
Responsible Party:
FORMCHECKBOX
129. Student:
NYC ID#
- -
CSE Case#
-
Date of Conference:
/
/
TRANSITION SERVICES
(Required for students 15 years of age and older)
Independent Living
Responsible Party:
FORMCHECKBOX
Parent
FORMCHECKBOX
School
FORMCHECKBOX
Student
FORMCHECKBOX
Agency
FORMCHECKBOX
Fall
FORMCHECKBOX
Spring
FORMCHECKBOX
Summer
Community Integration
Responsible Party:
FORMCHECKBOX
131. Spring
FORMCHECKBOX
Summer
Page 10-1
NEW YORK CITY BOARD OF EDUCATION
STUDENT ACCOMMODATION PLAN
(SUMMER SCHOOL)
Name:
NYC ID#
- -
Date of Birth
/ /
Gender:
Date of Conference
/
/
Home School
Grade:
CSE Case#
-
Date of Plan
/ /
Name of Guardian –Relationship
-
132. Address
Phone (Home)
( ) -
Phone (Work)
( ) -
Interpreter Required
FORMCHECKBOX
Yes FORMCHECKBOX
No
Preferred Language/Mode of Communication:
1. Describe INSTRUCTIONAL/BEHAVIORAL adaptations,
modifications or accommodations to be provided including any
testing modifications:
AREA
Adaptations. Modifications, Accommodations
(INSTRUCTIONAL / BEHAVIORAL
133. 2. List/describe any PHYSICAL/MEDICAL accommodations to
be provided:
(Does not include INSTRUCTIONAL/BEHAVIORAL
interventions.)
a.
b.
c.
3. Participants (Name/Title):