Social Studies Unit PlanGradeWeek 1MondayTuesdayWed.docx

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Social Studies Unit Plan Grade: Week 1 Monday Tuesday Wednesday Thursday Friday Lesson Title Summary and Rationale State/National Social Studies and Arts standards (can include more than one standard per lesson) Learning Objectives Vocabulary and Academic Language Instructional Strategy · Direct instruction · Indirect instruction · Collaborative learning · Experiential learning · Independent study · Interactive instruction Summary of Instruction and Activities Differentiation Materials, Resources, and Technology Needed Formative Assessment Strategies Planned Summative Assessment (this should be a short description of the summative assessment) © 2018 Grand Canyon University. All Rights Reserved. Class Profile Student Name English Language Learner Socioeconomic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No Fatma Yes Low SES White Female No Tier 2 RTI for Read.

Vocabulary and Academic Language
Instructional Strategy
· Direct instruction
· Indirect instruction
· Collaborative learning
· Experiential learning
· Independent study
· Interactive instruction
Summary of Instruction and Activities
Differentiation
Materials, Resources, and Technology Needed

Math Performance
Level
Parental
Involvement
Internet Available
at Home
Arturo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Med
No
Bertie
No
Low SES
Asian
Female
No
None
Grade level
One year above grade level
At grade level
Low
Yes
Beryl
No
Mid SES
White
Female
No

NOTE: School does not have gifted program
Grade level
Two years above grade level
At grade level
Med
Yes
Brandie
No
Low SES
White
Female
No
Tier 2 RTI for Math
Grade level
At grade level
One year below grade level
Low
No
Dessie
No
Mid SES
White
Female
No
Tier 2 RTI for Math
Grade level
Grade level
One year below grade level
Med
Yes
Diana
Yes
Low SES
White
Female
No

Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Donnie
No
Mid SES
African American
Female
No
Hearing Aids
Grade level
At grade level
At grade level
Med
Yes
Eduardo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Emma
No
Mid SES
White
Female
No

None
Grade level
At grade level
At grade level
Low
Yes
Enrique
No
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
One year above grade level
One year below grade level
At grade level
Low
No
Fatma
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
One year above grade level
Low
Yes
Frances
No
Mid SES
White
Female
No

Diabetic
Grade level
At grade level
At grade level
Med
Yes
Francesca
No
Low SES
White
Female
No
None
Grade level
At grade level
At grade level
High
No
Fredrick
No
Low SES
White
Male
Learning Disabled
Tier 3 RTI for Reading and Math
One year above grade level
Two years below grade level
Two years below grade level
Very High
No
Ines
No
Low SES
Hispanic
Female
Learning Disabled

Tier 2 RTI for Math
Grade level
One year below grade level
One year below grade level
Low
No
Jade
No
Mid SES
African American
Female
No
None
Grade level
At grade level
One year above grade level
High
Yes
Kent
No
High SES
White
Male
Emotion-ally Disabled
None
Grade level
At grade level
One year above grade level
Med
Yes
Lolita
No
Mid SES
Native American/
Pacific Islander
Female

No
None
Grade level
At grade level
At grade level
Med
Yes
Maria
No
Mid SES
Hispanic
Female
No
NOTE: School does not have gifted program
Grade level
At grade level
Two years above grade level
Low
Yes
Mason
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Nick
No
Low SES
White
Male

No
None
Grade level
One year above grade level
At grade level
Med
No
Noah
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Sharlene
No
Mid SES
White
Female
No
None
Grade level
One year above grade level
At grade level
Med
Med
Sophia
No
Mid SES
White
Female

No
None
Grade level
At grade level
At grade level
Med
Yes
Stuart
No
Mid SES
White
Male
No
Allergic to peanuts
Grade level
One year above grade level
At grade level
Med
Yes
Terrence
No
Mid SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Wade
No
Mid SES
White
Male

No
None
Grade level
At grade level
One year above grade level
Med
Yes
Wayne
No
High SES
White
Male
Learning Disabled
Tier 3 RTI for Math
Grade level
One year below grade level
Two years below grade level
High
Yes
Wendell
No
Mid SES
African American
Male
Learning Disabled
Tier 3 RTI for Math
Grade level
One year below grade level
Two years below grade level
Med
Yes
Yung
No
Mid SES
Asian
Male

No
NOTE: School does not have gifted program
One year below grade level
Two years above grade level
Two years above grade level
Low
Yes
© 2018. Grand Canyon University. All Rights Reserved.

Select a grade level and NGSS not used in Topic 1. Using the Class Profile, create a lesson plan utilizing the 5E strategy aligned to your selected NGSS. Along with the lesson plan, submit a 250-500-word rationale that explains how you have engaged all the students in the 5Es. Class Pr ofile Student Name English Language Learner Socio-economic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes Francesca No Low SES White Female No None Grade level At grade level At grade level High No Fredrick No Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes Lolita No Mid SES Native American/ Pacific Islander Female No None Grade level At grade level At grade level Med Yes Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No Noah No Low SES Whit.

Characteristics of Learning Disabilities and Strategies to Teach.docx

christinemaritza

Characteristics of Learning Disabilities and Strategies to Teach Individuals with LD Class Profile Student Name English Language Learner Socio-economic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes Francesca No Low SES White Female No None Grade level At grade level At grade level High No Fredrick No Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes Lolita No Mid SES Native American/ Pacific Islander Female No None Grade level At grade level At grade level Med Yes Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No Noah No Low SES White Male No None Grade level At grade level At grade level Med Yes Sharlene No Mid SES White Female No None Grade level One year above grade level At grade level Med Med Sophia No Mid SES White Fem ...

Class ProfileStudent NameEnglish Language LearnerSocio.docx

sleeperharwell

Class Profile Student Name English Language Learner Socio-economic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes Francesca No Low SES White Female No None Grade level At grade level At grade level High No Fredrick No Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes Lolita No Mid SES Native American/ Pacific Islander Female No None Grade level At grade level At grade level Med Yes Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No Noah No Low SES White Male No None Grade level At grade level At grade level Med Yes Sharlene No Mid SES White Female No None Grade level One year above grade level At grade level Med Med Sophia No Mid SES White Female No None Grade level At grade level At grade level Med Yes Stuart No Mid SES Whit.

Class ProfileStudent NameEnglish Language LearnerSocio-e.docx

clarebernice

Class ProfileStudent NameEnglish Language LearnerSocio-e.docx

monicafrancis71118

Class ProfileStudent NameEnglish Language LearnerSocio.docx

gordienaysmythe

Class ProfileStudent NameEnglish Language LearnerSocio-e.docx

sleeperharwell

Class ProfileStudent NameEnglish Language LearnerSocio.docx

mccormicknadine86

Class Profile Student Name English Language Learner Socioeconomic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes Francesca No Low SES White Female No None Grade level At grade level At grade level High No Fredrick No Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes Lolita No Mid SES Native American/ Pacific Islander Female No None Grade level At grade level At grade level Med Yes Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No Noah No Low SES White Male No None Grade level At grade level At grade level Med Yes Sharlene No Mid SES White Female No None Grade level One year above grade level At grade level Med Med Sophia No Mid SES White Female No None Grade level At grade level At grade level Med Yes Stuart No Mid SES White ...

Instruction Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title: Learning Objective: Informational Text: What is the title and author of the informational text you have selected? Grouping: Identify grouping strategies that will support your students’ learning needs. II. Instruction A. Opening Prior Knowledge Connection: Identify how this lesson connects to previous lessons/learning (prior knowledge of students) and students’ lives. Anticipatory Set: Identify how this lesson is meaningful to the students and connects to their lives. B. Learning and Teaching Activities (Teaching and Guided Practice): I Do Students Do Differentiation “I Do” instructional procedures should include: The teaching strategy you will use to teach each step that includes modeling and formative assessment; transition statements you will make throughout your lesson and essential questions you will ask; and academic language of vocabulary, function, and form. Script detailed, step-by-step instructions on how you will implement the instructional plan. Use a numbered list of each step; bold every example of modeling; and italicize every formative assessment. “Students Do” procedures should describe exactly what students will do during the lesson that corresponds to each step of the “I Do.” Please use a corresponding numbered list. Describe methods of differentiation, including accommodation or differentiation strategies for academically, behaviorally, and motivationally challenged students. Please use a corresponding numbered list. Also include extension activities: What will students who finish early do? © 2016 Grand Canyon University. All Rights Reserved. Class Profile Student Name English Language Learner Socio-economic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Hispanic Male No Tier 2 RTI for Read.

SPE-359 - Characteristics of Learning Disabilities and Strateg.docx

whitneyleman54422

SPE-359 - Characteristics of Learning Disabilities and Strategies to Teach Individuals with LD Class Profile Student Name English Language Learner Socio-economic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes Francesca No Low SES White Female No None Grade level At grade level At grade level High No Fredrick No Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes Lolita No Mid SES Native American/ Pacific Islander Female No None Grade level At grade level At grade level Med Yes Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No Noah No Low SES White Male No None Grade level At grade level At grade level Med Yes Sharlene No Mid SES White Female No None Grade level One year above grade level At grade level Med Med Sophia No Mid S.

Behavior Management ModelsSystems TableDescription of h.docx

AASTHA76

Behavior Management Models/Systems Table Description of how the Model/System Actively Engages Children Strengths and Weaknesses of the Model/System Two Quotes that Embody the Model/System Viewpoint Three Credible Websites that give Practical Classroom Applications, including URLs Classroom Management Model #1: Classroom Management Model #2: School-wide/Campus-wide Model #1: School-wide/Campus-wide Model #2: © 2015. Grand Canyon University. All Rights Reserved. Class Profile Student Name English Language Learner Socio-economic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes Francesca No Low SES White Female No None Grade level At grade level At grade level High No Fredrick No Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes Lolita No Mid SES Native American/ Pacific Islander Female No None Grade level At grade level At grade level Med Yes Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade le ...

SPD-540 - Creating and Managing Learning Environments for Stud.docx

whitneyleman54422

SPD-540 - Creating and Managing Learning Environments for Students with Mild to Moderate Disabilities Class Profile Student Name English Language Learner Socio-economic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes Francesca No Low SES White Female No None Grade level At grade level At grade level High No Fredrick No Low SES White Male Traumatic Brain Injury Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No Ines No Low SES Hispanic Female ASD Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes Lolita No Mid SES Native American/ Pacific Islander Female No None Grade level At grade level At grade level Med Yes Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No Noah No Low SES White Male No None Grade level At grade level At grade level Med Yes Sharlene No Mid SES White Female No None Grade level One year above grade level At grade level Med Med Sophia No Mid SES.

Class ProfileStudent NameEnglish Language LearnerSocioec.docx

richardnorman90310

Class Profile Student Name English Language Learner Socioeconomic Status Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Donnie No Mid SES Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No Fatima Yes Low SES Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes Frances No Mid SES Female No Diabetic Grade level At grade level At grade level Med Yes Francesca No Low SES Female No None Grade level At grade level At grade level High No Fredrick No Low SES Male Traumatic Brain Injury Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No Ines No Low SES Female ASD Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No Jade No Mid SES Female No None Grade level At grade level One year above grade level High Yes Kent No High SES Male Emotionally Disabled None Grade level At grade level One year above grade level Med Yes Lolita No Mid SES Female No None Grade level At grade level At grade level Med Yes Maria No Mid SES Female No NOTE: School does not have gifted program Grade level One year above level Two years above grade level Low Yes Mason No Low SES Male No None Grade level At grade level At grade level Med Yes Nick No Low SES Male No None Grade level One year above grade level At grade level Med No Sharlene No Mid SES Female No None Grade level One year above grade level At grade level Med Med Sophia No Mid SES Female No None Grade level At grade level At grade level Med Yes Stuart No Mid SES Male No Allergic to peanuts Grade level One year above grade level At grade level Med Yes Terrence No Mid SES Male No None Grade level At grade level At grade level Med Yes Wayne No High SES Male Intellectually Disabled Tier 3 RTI for Math Grade level One year below grade level Two years below grade level High Yes Wendell No Mid SES Male Learning Disabled Tier 3 RTI for Math Grade level One year below grade level Two y.

Class ProfileStudent NameEnglish Language LearnerS

VinaOconner450

Class Profile Student Name English Language Learner Socioeconomic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid African American Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid White Female No None Grade level At grade level At grade level Low Yes Enrique No Low Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No Fatma Yes Low White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes Frances No Mid White Female No Diabetic Grade level At grade level At grade level Med Yes Francesca No Low White Female No None Grade level At grade level At grade level High No Fredrick No Low White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No Ines No Low Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No Jade No Mid African American Female No None Grade level At grade level One year above grade level High Yes Kent No High White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes Lolita No Mid Native American/ Pacific Islander Female No None Grade level At grade level At grade level Med Yes Maria No Mid Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes Mason No Low White Male No None Grade level At grade level At grade level Med Yes Nick No Low White Male No None Grade level One year above grade level At grade level Med No Noah No Low White Male No None Grade level At grade level At grade level Med Yes Sharlene No Mid White Female No None Grade level On ...

SIOP® Lesson Plan Template 2STANDARDSTHEMELESSON TOP.docx

maoanderton

SIOP® Lesson Plan Template 2 STANDARDS: THEME: LESSON TOPIC: OBJECTIVES: Language: Content: LEARNING STRATEGIES: KEY VOCABULARY: MATERIALS: MOTIVATION: (Building background) PRESENTATION: (Language and content objectives, comprehensible input, strategies, interaction, feedback) PRACTICE AND APPLICATION: (Meaningful activities, interaction, strategies, practice and application, feedback) REVIEW AND ASSESSMENT: (Review objectives and vocabulary, assess learning) EXTENSION: (Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2008. Making Content Comprehensible for English Learners: The SIOP® Model.) © 2008 Pearson Education, Inc. Module 3 Assignment National Council of Teachers of Mathematics (NCTM) Standards: Website Lesson Plans Student Grand Canyon University: EED 364 Date (Insert EEI Lesson or other COE Lesson Plan) Instructor note: Remember this lesson plan needs to be original, but based on the 3 online lesson plans you found for inspiration Instructor note: The use of a reference in each section is a good way to demonstrate full competency in each area-though is it not required. Rationale The created lesson plan meaningfully incorporates the research-based instructional strategy of XXXXXX to promote communication, inquiry, and engagement among the students. Research on the use of the strategy shows… PLANNING: Instructional Script and Materials The lesson plan demonstrates well-developed and skillful use of effective, student-centered verbal, nonverbal and electronic media communication tools and techniques to create opportunities for active inquiry, collaboration and supportive interaction. This is demonstrated by… PLANNING: Meeting the Varied Learning Needs of Students The lesson plan has creative, well-developed differentiated instructional activities and supports clearly designed to meet the needs of specific individuals or groups with similar needs. This is demonstrated by… PLANNING: Meeting the Language Needs of Students The lesson plan clearly and comprehensively incorporates content-based vocabulary, targeted instructional support for the use of vocabulary, and additional language demands associated with the language function of the class. This is demonstrated by… PLANNING: Assessments to Monitor Student Learning The lesson plan creatively allows for multiple forms of evidence in order to monitor students’ deep understanding and skill development in the content area throughout and at the end of the lesson. They are well aligned with the stated learning targets and standards and include well-crafted modifications for individual students’ needs. This is demonstrated by… Reference Class Profile Student Name English Language Learner Socio-economic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level O.

CRITERIA DESCRIPTION YES NEEDS REVISION NO COMMENTS .docx

willcoxjanay

CRITERIA DESCRIPTION YES NEEDS REVISION NO COMMENTS Introduction (7 points) Effectively summarizes the article Author’s position (7 points) Position is clearly stated and reflects careful thought and analysis. Literature is cited to strengthen the author’s position, as opposed to being simply opinionated. Clarity of Explanation (2 points) Follows excellent flow and uses language that maintains interest. Explanations are clear and factually correct. Writing Style (2 points) Uses appropriate academic style and correct grammar APA (2 points) Follows APA standards (in-text citations, and reference entry) RECOMMENDATION Class Profile Student Name English Language Learner Socio-economic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes Francesca No Low SES White Female No None Grade level At grade level At grade level High No Fredrick No Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes Lolita No Mid SES Native American/ Pacific Island.

ELM-525 - Lesson Summary and FocusClass ProfileStudent N.docx

SALU18

ELM-525 - Lesson Summary and Focus Class Profile Student Name English Language Learner Socio-economic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes Francesca No Low SES White Female No None Grade level At grade level At grade level High No Fredrick No Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes Lolita No Mid SES Native American/ Pacific Islander Female No None Grade level At grade level At grade level Med Yes Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No Noah No Low SES White Male No None Grade level At grade level At grade level Med Yes Sharlene No Mid SES White Female No None Grade level One year above grade level At grade level Med Med Sophia No Mid SES White Female No None Grade level At grade level At grade ...

Clinical Field Experience B Social Studies Pre- Assessment.docx

bartholomeocoombs

Clinical Field Experience B: Social Studies Pre- Assessment Clinical Field Experience B: Social Studies Pre-Assessment 1 No Submission 0.00% 2 Insufficient 69.00% 3 Approaching 74.00% 4 Acceptable 87.00% 5 Target 100.00% 100.0 %Content 30.0 %Pre-Assessment Not addressed. Pre-assessment is incomplete and is poorly developed in the social studies content area, with weak alignment to standards. Pre-assessment does not determine learning gaps and needs of students. Pre-assessment is complete, but is underdeveloped in the social studies content area, somewhat aligned to appropriate standards. Pre-assessment inadequately determines learning gaps and needs of students. Pre-assessment is adequately developed in the social studies content area, aligned to appropriate standards, in order to determine learning gaps and needs of students. Pre-assessment is expertly and thoughtfully developed in the social studies content area, proficiently aligned to appropriate standards, in order to determine learning gaps and needs of students. 30.0 %Reflection Not addressed. Reflection includes a poor and unrelated description of how the pre-assessment provides data to determine learning gaps and needs. Explanation of the challenges in developing and delivering the pre-assessment is unfocused and missing key details. Reflection includes a rudimentary description of how the pre-assessment provides data to determine learning gaps and needs. Explanation of the challenges in developing and delivering the pre-assessment could include more details. Reflection is sound and competent with basic description of how the pre-assessment provides data to determine learning gaps and needs, including a relevant explanation of the challenges in developing and delivering the pre-assessment. Reflection is thorough and comprehensive with detailed description of how the pre-assessment provides data to determine learning gaps and needs, including a thoughtful explanation of the challenges in developing and delivering the pre-assessment. 10.0 %Future Professional Implications Not addressed. Conclusions and applications to future practice are poor and do not reflect growth and development as a professional. Conclusions and applications to future practice are entry level and minimally reflect growth and development as a professional. Conclusions and applications to future practice are direct and reflect growth and development as a professional. Conclusions and applications to future practice are insightful and thoughtfully reflect growth and development as a professional. 30.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Not addressed. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistent language or word choice is present. Sentence structure is lacking. Submission includes .

Assignment 2 Week 7 Practicum Journal Checkpoint for Certificati.docx

salmonpybus

The document contains instructions for students to evaluate their progress on certification plans by reporting what they have done to prepare and if they have completed scheduled tasks. It provides examples of lesson plan templates that include state standards, learning objectives, activities, and differentiation. It also includes a class profile chart that lists student information like name, demographics, performance levels, services received, and parental involvement.

Class ProfileStudent NameEnglish Language LearnerGende

VinaOconner450

This document contains a class profile listing information about 28 students including their name, English language learner status, gender, other notes, age or grade level, oral language development, reading level, writing level, and social/communication skills. The students have a range of performance levels from below grade level to above grade level in different subject areas. Several students are participating in Response to Intervention programs.

Strategic Science Teaching- Grades K-12Lesson Plan Template.docx

florriezhamphrey3065

Strategic Science Teaching- Grades K-12 Lesson Plan Template Teacher: FORMTEXT Room #: Grade Level/Course: FORMDROPDOWN Other: School: Conceptual Statement: Essential Question(s): Conceptual Learning Sequence: Student Outcomes: 1- 2- 3- Lesson Overview: English Language Learning: Literature in the Science Learning Cycle: Recommended Literature for Science & Mathematics Search Engine: http://www.cde.ca.gov/ci/sc/ll/ap/searchlist.asp Title of literature to be used: Entry point in the 5E Cycle: FORMDROPDOWN Learning Strategy: California Science Content Standards: Grade Level: FORMDROPDOWN Content Area: FORMDROPDOWN Standard # and letter: Investigation & Experimentation Standard # and letter: Lesson at a Glance: Science Learning Cycle Objective Science Thinking Process Suggested Time ENGAGE Objective: Science Thinking Process: FORMDROPDOWN EXPLORE Objective: Science Thinking Process: FORMDROPDOWN EXPLAIN Objective: Science Thinking Process: FORMDROPDOWN ELABORATE Objective: Science Thinking Process: FORMDROPDOWN EVALUATE Objective: Science Thinking Process: FORMDROPDOWN Teacher Background: Relating California Content Standards: Math- Language Arts- English Language Development- Grouping: Materials: Per Class: Per Group: Per Student: Advanced Preparation: 1- 2- 3- 4- 5- Teacher Resources: Teacher Tips: a- b- c- d- e- Common Misconceptions: Related Student Resources: Lesson Credits: PAGE 1 Class Profile Student Name English Language Learner Socio-economic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below.

Class ProfileStudent NameEnglish Language LearnerSocioec

VinaOconner450

Class ProfileStudent NameEnglish Language LearnerSocio-e.docx

mccormicknadine86

Class ProfileStudent NameEnglish Language LearnerSocio

VinaOconner450

Class Profile Student Name English Language Learner Socioeconomic Status Ethnicity Gender IEP Service Need of IEP Year in School Reading Performance Level Math Performance Level Andy No Low SES White Male Academic Reading Comprehension 10 Two years below grade level One year below grade level Beth No Mid SES White Female Behavior/Emotional Task Completion/ Executive Functioning Disorder 9 One year above grade level Two years below grade level Christy No Mid SES White Female Emotional Disturbance Social Anxiety 10 At grade level Two years below grade level Drew No Low SES White Male Academic Dyscalculia 10 At grade level Three years below grade level Ella No Mid SES White Female Academic/Behavior Calculations/ODD 10 Grade level Two years below grade level Emma Yes Low SES White Female Emotional Disturbance Depression 9 At grade level Two years below grade level Lebron No Mid SES African American Male Academic Dyslexia 10 Two years below grade level One year below grade level Manuel Yes Low SES Hispanic Male Academic Computation 10 One year below grade level Two years below grade level Sarah No Mid SES White Female Academic/Behavior Nonverbal learning disability 9 Two years below grade level Two years below grade level Thomas ELL Low SES Hispanic Male Academic/Behavior ASD/Communication 10 Two years below grade level Two years below grade level © 2019. Grand Canyon University. All Rights Reserved. ...

Topic The Influence of Social Media on Mental Healt.docx

VannaJoy20

Topic: The Influence of Social Media on Mental Health Beginning in PSY 535 you’ll need to have a clear understanding of how you’d go about studying the hypothesis you’ve proposed. This will involve addressing, at minimum, three key elements of methodology: the participants you plan to recruit, the measures you plan to use to study the variables of interest, and the procedure by which you will collect your data. If you are proposing to carry out a survey, you will need to select measures that are both reliable and valid and attach them as an appendix to your final proposal. If you are proposing to run an experiment, you will need to include a detailed protocol. Be thinking about your design will inform your analyses as you go. Because this is a proposal, you should be writing all of this in the future tense. Consult with your peers, your instructor, and your faculty advisor for input. Three key elements that need to be addressed: 1. the participants you plan to recruit 2. the measures you plan to use to study the variables of interest 3. the procedure by which you will collect your data. Behavior Intervention Plan (BIP) Student Name: ______________________________________ Date: ______________ DOB: __________________ Teacher/Case Manager: _______________________________________ Defined Behavior Behavior Goals Interventions and Frequency of Intervention (This will support the teaching and learning of the goal.) List persons who are responsible for services and monitoring performance. Motivational and Instructional Interventions Rewards and Reinforcements Safety Interventions Legal and Ethical Considerations in Maintaining Student Confidentiality Resources © 2019. Grand Canyon University. All Rights Reserved. image1.jpeg Class Profile Student Name English Language Learner Socioeconomic Status Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Donnie No Mid SES Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Male No Tier 2 RTI for Reading One year above grade lev.

Ceftaroline in ABSSIIn patients with Acute Bacterial Skin .docx

troutmanboris

Ceftaroline in ABSSI In patients with Acute Bacterial Skin and Soft Tissue Infections (ABSSI), What’s the effectiveness of Ceftaroline as an alternative treatment? Gustavo Polanco, PA-S Miami Dade College, Physician Assistant program P (Problem, Patient, Population) Hospital acquired infection, general population I (Intervention/indicator) Antibiotics C (Comparison/control) Vancomycin use O (Outcome) Reduce/cure infection Class Profile Student Name English Language Learner Socio-economic Status Race/ Ethnicity Native Language Gender IEP/504 Other Age Reading Performance Level Math Performance Level Arturo Yes 4 Low SES Mexican Spanish Male No Glasses Grade level One year below grade level - 98 At grade level 151 Bertie Yes 5 Low SES Vietnamese Vietnamese Female No None Grade level One year above grade level - 210 At grade level 108 Beryl No Mid SES White English Female No Grade level Two years above grade level - 268 At grade level 163 Brandie Yes 4 Low SES Liberian Liberian English Female No None Grade level At grade level - 178 One year below grade level 79 Dessie Yes 4 Mid SES Russian Russian Female No None Grade level At grade level - 113 One year below grade level 65 Diana Yes 4 Low SES Mexican Spanish Female No None Grade level One year below grade level - 79 At grade level 198 Donnie No Mid SES African American English Female Yes Hearing Aids Grade level At grade level - 150 At grade level 124 Eduardo Yes 5 Low SES Puerto Riccan Spanish Male No Glasses Grade level One year below grade level - 88 At grade level 101 Emma No Mid SES White English Female No None Grade level At grade level - 124 At grade level 135 Enrique No Low SES Mexican English Male ADHD None One year above grade level One year below grade level - 45 At grade level 163 Fatma Yes 5 Low SES Mexican Spanish Female No Glasses Grade level One year below grade level - 21 One year above grade level 289 Frances No Mid SES Mexican English Female No Diabetic, Glasses Grade level At grade level - 116 At grade level 114 Francesca Yes 5 Low SES Mexican Spanish Female No None Grade level At grade level - 162 At grade level 178 Fredrick No Low SES White English Male Learning Disabled None One year above grade level Two years below grade level - 285 Two years below grade level 15 Ines Yes 4 Low SES Mexican Spanish Female Learning Disabled Glasses Grade level One year below grade level - 50 One year below grade level 55 Jade No Mid SES African American English Female No None Grade level At grade level - 183 One year above grade level 224 Kent No High SES White English Male ADHD Glasses Grade level At grade level - 178 One year above grade level 208 Lolita Yes 5 Low SES Navajo Navajo Female No None Grade level At grade level - 110 At grade level 141 Maria No Mid SES Mexican Spanish Female No NOTE: School does not have gifted program Grade level At grade level - 139 Two years above grade level 296 Mason Yes 4 Low SES Vietnamese Vietnamese Male Yes High Functi.

Ceftaroline in ABSSIIn patients with Acute Bacterial Skin .docx

keturahhazelhurst

Southampton Business School Postgraduate Module Grade Descrip.docx

Social Studies Unit PlanGradeWeek 1MondayTuesdayWed.docx

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