3 pages + 3 pages + 8 Slides All due within 16 hrs
IneedHelp9650
Twoorders.zip3 Page + 8 Slides/New Microsoft Word Document.docx
Q1
You will create this assignment following the Assignment Detail instructions below.
Review the tutorial How to Submit an Individual Project .
Globally, populations are growing, people are living longer, and the number of the elderly in every society is growing annually. In the United States, the older population is not only growing but highly heterogeneous and complex. Structural, economic, and health inequalities affect healthy aging differently for different groups in society. Government, policymakers, and planners are addressing these issues to plan effectively for the aging population. Understanding factors contributing to structural, socio-economic, and health inequalities in the United States is essential for gerontology counselors.
Assignment Details
Prepare an 8-slide PowerPoint presentation for your supervisor and colleagues that includes the following:
· Explain sources of structural, economic, and health inequalities among older people in the United States.
· Discuss how health care professionals empower and promote quality of life for the aging.
· Identify groups in the United States who are more vulnerable to the adverse effects of aging and explain why they are.
Submitting your assignment in APA format means, at a minimum, you will need the following:
· Title slide: Remember the running head. The title should be in all capitals.
· Length: 8 slides minimum
· Body slides: This begins on the slide following the title slide and must be double-spaced (be careful not to triple- or quadruple-space between paragraphs). The typeface should be 12-pt. Times Roman or 12-pt. Courier in regular black type. Do not use color, bold type, or italics, except as required for APA-level headings and references. The deliverable length of the body of your presentation for this assignment is 8 slides. In-body academic citations to support your decisions and analysis are required. A variety of academic sources is encouraged.
· Reference slide: References that align with your in-body academic sources are listed on the final slide of your presentation. The references must be in APA format using appropriate spacing, hanging indent, italics, and uppercase and lowercase usage as appropriate for the type of resource used. Remember, the Reference slide is not a bibliography but a further listing of the abbreviated in-body citations used in the paper. Every referenced item must have a corresponding in-body citation.
Q2
At this stage, you are almost done with your project. First, you must consider the legal and regulatory policies that compel health policy. You will then compile your project for submission.
Complete the remaining segments of your analysis and add them to the other segments for submission.
7. Legal and regulatory policies
· Regulatory compliance
· Politics as a driver of health policy
· Quality of care
8. Conclusion and recommendations
9. References
The completed project has the following parts:
Title Page
1. Executive summary
2. Challenges facing hospitals
3. Managerial perspectives
4. Service and practice management
5. Decision making and technology
6. Planning, measurement, and evaluation
7. Legal and regulatory policies
8. Conclusion and recommendations
9. References
Submitting your assignment in APA format means, at a minimum, that you will need the following:
· Title page: Remember the running head. The title should be in all capitals.
· Length: 3 pages minimum
· Abstract: This is a summary of your paper, not an introduction. Begin writing in third person.
· Body: This begins on the page following the title page and abstract page and must be double-spaced (be careful not to triple- or quadruple-space between paragraphs). The typeface should be 12-pt. Times Roman or 12-pt. Courier in regular black type. Do not use color, bold type, or italics, except as required for APA-level headings and references. The deliverable length of the body of your paper for this assignment is 3 pages. In-body academic citations to support your decisions and analysis are required. A variety of academic sources is encouraged.
· Reference page: References that align with your in-body academic sources are listed on the final page of your paper. The references must be in APA format using appropriate spacing, hanging indent, italics, and uppercase and lowercase usage as appropriate for the type of resource used. Remember, the Reference page is not a bibliography but a further listing of the abbreviated in-body citations used in the paper. Every referenced item must have a corresponding in-body citation.
3 Pages/3 Pages.docx
Clinical Field Experience A: Understanding Pre-Referral Assessments - The Classroom Teacher and Response to Intervention (RTI). (Assignment 1)
RTI is a systematic pre-referral assessment process employed by school staff to ensure universal, targeted, and intensive individualized interventions are implemented prior to initiating the formal special education referral process. RTI requires collaboration with colleagues to select and develop RTI interventions and assessments to be administered to students. Teachers should have knowledge and skills in recording and interpreting RTI assessment data. They should also be adept at developing informal assessments to support the RTI process to guide day-to-day planning and teaching in the classroom.
Allocate at least 2 hours in the field to support this field experience.
Part 1: Pre-Referral Assessments Nothing needs to be submitted for this part
Observe and collaborate with a certified special education teacher in a K-5 grade setting about pre-referral assessments and his or her role in the RTI process.
Your conversation should address the following prompts:
1. The criteria and distinguishing factors of RTI Tier 1, RTI Tier 2, and RTI Tier 3
2. Examples of and how RTI Tier 1, RTI Tier 2, and RTI Tier 3 interventions and assessments are developed and administered to students
3. How the classroom teacher records and interprets information from the RTIs
4. How the RTI information is used in making eligibility, program and placement decisions for individuals with disabilities
5. Strategies in communicating RTI results to various stakeholders
Part 2: Collaboration
Collaborate with the K-5 certified special education teacher to develop an informal assessment that could be used to gauge student academic progress at RTI Tier 1 for reading, math, or another core content area. Your informal assessment can include, but not limited to, quizzes, exit tickets, or work samples. This informal assessment will be administered to a student in the field experience classroom for the Clinical Field Experience B.
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.
In 250-500 words, summarize and reflect on your observations and collaboration explaining how you will use your findings in your future professional practice. Additionally, describe the informal assessment that was developed, including the content and purpose of the assessment for addressing RTI Tier 1 factors.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Rubric Criteria
Total30 points
|
Criterion |
1. No Submission |
2. Insufficient |
3. Approaching |
4. Acceptable |
5. Target |
|
Conclusions and Applications to Future Practice Conclusions and Applications to Future Practice |
0 points Not addressed. |
5.18 points Applications to future practice are incomplete or unrelated to what was described in the summary. |
5.55 points Applications to future practice are unrealistic, unclear, or underdeveloped. |
6.53 points Applications to future practice are basic, useful, and appropriate for students. |
7.5 points Conclusions and applications to future practice are insightful, realistic, and clearly consider the needs of students. |
|
Observations and Interview Summary Observations and Interview Summary |
0 points Not addressed. |
6.21 points Submission weakly summarizes the observations and interview. Key points are insufficient or irrelevant. |
6.66 points Submission inadequately summarizes the observations and interview. Not all required elements are included, or key points are lacking substance or relevance. |
7.83 points Submission adequately summarizes the observations and interview. All required elements are included. Points are general, but appropriate. |
9 points Submission proficiently summarizes the observations and interview with discerning details. All required elements are fully addressed. |
|
Organization Organization |
0 points Not addressed. |
2.07 points An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other; or the summary is widely outside of the required word count. |
2.22 points The content is not adequately organized even though it provides the audience with a sense of the main idea. The summary may not be within a reasonable range of the required word count. |
2.61 points The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea. The summary is within a reasonable range of the required word count. |
3 points The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit. Provides the audience with a clear sense of the main idea. The summary is within the required word count. |
|
Informal Assessment Summary Informal Assessment Summary |
0 points Not addressed. |
5.18 points Content and purpose of informal assessment to address RTI Tier 1 for reading, math, or another core content area to gauge academic progress are incomprehensibly defined and irrelevant. |
5.55 points Content and purpose of informal assessment to address RTI Tier 1 for reading, math, or another core content area to gauge academic progress are broadly defined and lacking substantive or accurate statements. |
6.53 points Content and purpose of informal assessment to address RTI Tier 1 for reading, math, or another core content area to gauge academic progress are clearly defined and appropriate. |
7.5 points Content and purpose of informal assessment to address RTI Tier 1 for reading, math, or another core content area to gauge academic progress are thoroughly defined and relevant. |
|
Mechanics of Writing (includes spelling, punctuation, grammar, and language use) Mechanics of Writing (includes spelling, punctuation, grammar, and language use) |
0 points Not addressed. |
2.07 points Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. |
2.22 points Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. |
2.61 points Submission includes some mechanical errors, but they do not hinder comprehension. Varieties of effective sentence structures are used, as well as some practice and content-related language. |
3 points Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. |
Diagnostic Case Scenario (assignment 2)
with this assignment I attatched the MET case study
Each student who participates in the eligibility process for special education services is unique. The Multidisciplinary Evaluation Team (MET) has the responsibility of selecting the appropriate formal and informal assessments that best measure identified student strengths and needs. Teachers must possess the knowledge of the characteristics of informal and formal assessments to fully participate as an active member of the MET and subsequently guide educational decision-making.
Review the “Multidisciplinary Evaluation Team (MET) Case Study.”
Based on your “Diagnostic Assessments Graphic Organizer” assignment from Topic 1, determine which types of assessments should be administered. Identify a minimum of three assessments and justify your decision in a 500-750 word response. Explain how the validity and reliability of each assessment supports your decision and how you will use your findings in your future professional practice.
Support your findings with 2-3 scholarly resources.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Rubric Criteria
Total70 points
|
Criterion |
1. No Submission |
2. Insufficient |
3. Approaching |
4. Acceptable |
5. Target |
|
Research Research |
0 points Not addressed. |
2.42 points Sources provided do not support the claims of the presentation or are not credible. Required number of sources may not be met. |
2.59 points Sources do not fully support claims, or sources are not all credible. |
3.05 points Research is relevant and generally supports the information presented. All of the criteria stated in the assignment are addressed. |
3.5 points Research is supportive of the information presented. Sources are timely, distinctive, and clearly address all of the criteria stated in the assignment. |
|
Mechanics of Writing (includes spelling, punctuation, grammar, language use) Mechanics of Writing (includes spelling, punctuation, grammar, language use) |
0 points Not addressed. |
7.24 points Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. |
7.77 points Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. |
9.14 points Submission includes some mechanical errors, but they do not hinder comprehension. Varieties of effective sentence structures are used, as well as some practice and content-related language. |
10.5 points Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. |
|
Justification of Chosen Assessments Justification of Chosen Assessments |
0 points Not addressed. |
14.49 points Inadequate justification is provided for chosen assessments. Rationales for assessment selections are unfocused or unrealistic and inaccurately consider case study details. |
15.54 points Justification provided for chosen assessments is lacking detail. Rationales for assessment selections are broad and minimally consider case study details. |
18.27 points Descriptive justification is provided for each chosen assessment. Rationales for all assessment selections are reasonable considering case study details. |
21 points Thorough justification is provided for each chosen assessment. Rationales for all assessment selections are insightful, realistic, and proficiently consider case study details. |
|
Documentation of Sources Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) |
0 points Not addressed. |
4.83 points Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors |
5.18 points Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present. |
6.09 points Sources are documented, as appropriate to assignment and style, and format is mostly correct. |
7 points Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error. |
|
Assessment Validity and Reliability Assessment Validity and Reliability |
0 points Not addressed. |
7.24 points Summary of validity and reliability of assessments chosen are underdeveloped or incomplete. |
7.77 points Validity and reliability of assessments chosen are vaguely described in an insufficient manner. |
9.14 points Validity and reliability of each assessment chosen is clearly detailed in a reasonable manner. |
10.5 points Validity and reliability of each assessment chosen is thoughtfully and substantially described in a comprehensive manner. |
|
Identification of Chosen Assessments to be Administered Identification of Chosen Assessments to be Administered |
0 points Not addressed. |
7.24 points Identification of chosen assessments to be administered omit alignment to stated student needs found in the MET case study, or alignment is incoherent or inappropriate for student. |
7.77 points Identification of chosen assessments to be administered are minimally aligned with stated student needs found in the MET case study. |
9.14 points Identification of chosen assessments to be administered are soundly aligned with stated student needs found in the MET case study. |
10.5 points Identification of chosen assessments to be administered expertly align with stated student needs found in the MET case study. |
|
Conclusions and Applications to Future Practice Conclusions and Applications to Future Practice |
0 points Not addressed. |
4.83 points Applications to future practice are incomplete or unrelated to what was described in the summary. |
5.18 points Applications to future practice are unrealistic, unclear, or underdeveloped. |
6.09 points Applications to future practice are basic, useful, and appropriate for students. |
7 points Conclusions and applications to future practice are insightful, realistic, and clearly consider the needs of students. |
