Category: Education homework help

 
Strong working knowledge of the differences between an IFSP, IEP, and 504 Plans is important for teachers working with children from birth through age 8. During this time, students often transition from one type of plan to another as they age, grow, develop and as more data and information about a specific disability category or diagnosis is obtained. Knowing when and how to develop and implement each type of plan is important to ensure the individual needs of each child are met according to the legal guidelines.
Part 1: Scenarios
Write three scenarios, one for IFSP, one for IEP, and one for a 504 Plan. Each scenario should be no more than 250 words and should describe when each of the three types of service plans would be most appropriate. Include specific student details, types of data that would be collected, timelines for implementation, and all stakeholders that would be involved in the process for each scenario.
Part 2: In-Service Digital Presentation
Imagine you have been tasked with creating in-service training about the three types of student service plans for an audience of school administrators, general education teachers, school counselors, and paraprofessionals. Create a 12-15 slide digital presentation outlining the purpose and best scenario for the use of an IFSP, IEP, and 504 Plan. The presentation should utilize the Part 1 Scenarios and address the following:
Explanation of the characteristics of each type of plan and when it is most appropriate for use, including a specific example for each.
Description of what law applies to each plan, including the name of the legislation.
Summary of who is eligible for each plan.
Explanation of who creates the plan and the individuals responsible for implementing the plan.
How each type of plan supports student needs.
Describe the overlaps and transitions that can occur in the application of IFSPs, IEPs, and 504 Plans and provide an example to illustrate your ideas.
Title slide, reference slide, and presenter notes.
Support the assignment with a minimum of three scholarly resources.
Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.
While APA format is not required for this assignment, academic writing is expected. In-text citation shall be present within the presentation where appropriate. Additionally, full citations shall be provided at the end of the presentation.
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.
SUBMIT ASSIGNMENT
 

For this assignment, you are going to complete the following module:

Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan

Then, you are going to create your own support plan. 
For the IRIS Module, do the following:
Access the module: https://iris.peabody.vanderbilt.edu/module/fba/#content
Submit a response to the following items:
-Initial Thoughts:(see attached)
Submit a screenshot of your completed activity regarding Nathan’s Homework (Antecedent, Behavior, Consequence)
Screenshot of the Consequence Identification Activity (you should have one for each goal)
A response to the 5 scenarios – Each scenario has a an option. You will submit a screenshot for each option – 5 screenshots in total.
A response to the questions on the activity on page 5.
Pages 11-13 are not applicable for this course, but provide really good information!
Once you have completed the IRIS Module, select one of the case studies below:
Dana Case Study  (attached) 
Pablo Case Study  (attached) 
Sarah Case Study  (attached) 
Sashi Case Study  (attached) 
Read through the case study, and complete the behavioral plan attached. 
You can use this as an example: 
Tim’s Functional Assessment Interview  (attached) 
Tim’s Behavioral Support Plan  (attached)

 
A video covering the topic from your proposal (can be voice over only).
A minimum of five minutes in length
Contain an introduction including your name (Ladetra Gibbs) and the topic (please se attachment)
Include details culled from research on your topic
A smooth presentation without a bunch of filler(uhs, you knows, and nonessential information)
Feature a closing that summarizes your topic/position
Please consider using YouTube to publish your TED Talk, it might be easier to get to upload.
Please use graphics and pictures in your presentation if you are doing a voiceover presentation

NO PLAGIARISM!!! 
(Attached is an example of a student profile and powerpoint slide)
Using PowerPoint or Google Slides, you are to create a presentation appropriate for use with
other educators or parents. In this presentation you are to do the following:
• Identify each student and the issue he or she is facing.  (Please DO NOT copy and paste the descriptions provided.  Rather, you should explain what you feel are the core issues each face after reading the description.)
• Identify the developmental impact of each issue. You will need to include the
research that is directly related to the issues and aligned to the developmental goals
for the students. For example, you might include a statement such as “According to
Dr. I. M. Expert, cyber-bullying is detrimental to a student’s development because it
makes students feel unsafe.”
• Research and provide resources that are directly related to the issue and are aligned
to the developmental goals for students. These are resources a parent or teacher
could use to learn more about the issue and how to address the impact of the issue.
These are resources that may be available in your community, such as food banks,
language lessons for parents, etc. You may also choose to include resources that are
available from federal, state, and local governments. These are NOT the resources
used in your research. (TEXAS BASED)
• You will suggest supports teachers can use in the classroom to mitigate the impacts
of the issue. • Your presentation should be at least 11 slides long. You are expected
to have an introductory slide, two slides per student, and a closing slide.
STUDENTS:
Nelly: Nelly is economically disadvantaged and at risk because she did not pass the
standardized state math test. She lives with her grandparents since her mother is in jail.
Unfortunately, the apartment complex where she lives is riddled with drugs and crime.
It is common to hear gunfire and police sirens at night. It is also located in a food desert,
with no direct route to a full grocery store. School is her safe place; she is terrified when
she is not in school but tries to act tough so that she won’t be picked on. Her
grandparents are well-meaning, but unsure of how to best help her.
 Brandon: When Brandon was nine years old, his mother was killed in an automobile
accident. His father recognized that he would not be able to care for Brandon or his
three younger siblings and reluctantly put them under the care of the Department of
Family and Protective Services. There were no foster homes available to take all four
children, and they were split up between families. Brandon’s emotional state became
quite fragile following the separations from his family. He was angry, depressed and
began acting out both at school and in the foster home, at which time he was placed in
a group home. During this time, Brandon was bullied and beaten by older boys in the
home. Two months ago, Brandon was moved to the home where he now resides. His
foster family reports he is quiet at home, compliant with their requests, but generally
exhibits little interest in family activities or school, though he seems to be slowly
warming up to the family. He doesn’t talk about his past three years or his siblings or
parents. The family has not seen evidence of anger but do believe he is depressed.
Ellie: Ellie is a sweet girl but very anxious. Her parents divorced because of her
mother’s alcoholism. Her father is a long-haul trucker who is not around very much. As a
result, Ellie often has to be the adult at home – shopping, cooking, and cleaning. She
worries about her mother being alone and having an accident. Though her father sends
money regularly, she worries about paying the bills. She cries often and does not have
the space to be a kid. In addition, there was an incident last year when her mom came
to school after drinking and yelled obscenities at the principal and teacher. Some of her
classmates noticed, and it embarrassed Ellie terribly. She is constantly worried this will
happen again. Though not diagnosed, she appears to be suffering from anxiety.
Ian: Ian’s mother left the family when he was five. Ian lives with his dad and does not
know where his mother is. Ian’s father works long hours and attempts to compensate
for the time away by buying Ian the latest technology. Once, when he was angry, Ian’s
father blamed him for his mother leaving. Ian is an avid gamer but is usually angry and is
known around school as a bully. He has few friends. Ian does just enough work to get
passing grades. In class, he just wants to be left alone.

1. Need to write 5 reflection
* 1st Reflection topic: Demographics/Target Market   ( Subject: Year 10 Commerce)   
**2nd Reflection Topic: Achieving Business Goals     (Subject: Year 11 Business)
***3rd Reflection Topic: Key Business Functions     ( Subject: Year 10 Commerce) 
***4th Reflection Topic:Achieving Business Goals    (Subject: Year 11 Business)
*****5th Reflection: Types of law  ( Subject: Year 9 Commerce) 
2. No word limit.
3. AI & Plagiarsim Report .
4. Sample Reflection is attached for your reference
5. I have attached a Lesson Reflection Template in pdf format you have to write in this template.

 
A video covering the topic from your proposal (can be voice over only).
A minimum of five minutes in length
Contain an introduction including your name (Lafrances Overton) and the topic (please se attachment)
Include details culled from research on your topic
A smooth presentation without a bunch of filler(uhs, you knows, and nonessential information)
Feature a closing that summarizes your topic/position
Please consider using YouTube to publish your TED Talk, it might be easier to get to upload.

 The research topic is Incorporating Social Emotional Learning (SEL) and Biblical Worldview in Christian Schools and use the template and follow the advanced side of the grading rubric

 
“If the transportation sector is to transition away from fossil fuels to using to lower-carbon
emitting fuels and potentially reaching a net-zero future, the United States must dramatically
increase sustainable transportation fuel production and use. Sustainable fuels are made from
renewable biomass and waste resources and have the potential to deliver the performance of
petroleum-based jet fuel with a fraction of its carbon footprint. However, the use of sustainable
transportation fuels has been limited by lack of supply and high production costs. Addressing
these challenges will require a collaborative effort from industry and government to study the
biomass-to-bioenergy supply chain and apply innovative solutions.
For sustainable transportation fuels to play a major role in achieving net-zero carbon emissions,
the production of biofuels will need to be dramatically scaled up. Orchid Bioenergy is a pioneer
in making low-carbon, low-cost, transportation fuels and will enlist the help of a team of
researchers at Idaho National Laboratory (INL) to study regional feedstocks and the bioenergy
supply chain. Orchid Bioenergy needs to reduce production costs and carbon emissions, while
increasing the quality of the fuel composite. They plan to scale up operations by building a new
biorefinery to meet the demand for transportation biofuels and maximize profits. Through a
collaboration between industry and national laboratories, Orchid Bioenergy and INL scientists
will be studying biomass harvest to conversion. You will be part of a team of interns, challenged
by your mentors to research which regional feedstock is best suited for producing the lowest
moisture and highest quality product for the lowest cost. In addition, your team must also
determine the best location for the next biorefinery to help offset production costs and carbon
footprint.
Your final project is to produce an infographic mapping a viable bioenergy value chain from
biomass harvest to conversion to share with DOE and the board of directors for Orchid
Bioenergy.”

6. D o you believe that employers should have the right to monitor prospective and current employees’ social media accounts? Why, or why not? In your replies to classmates, discuss if you think there is a moral difference between monitoring employee email and monitoring social media. 
7.  Locate a prescription drug advertisement from an online, television, or print source. Describe the ad and where you found it. Provide a link or image if you can. Considering the location of the ad, who do you think is the target audience? Is the ad, including the required side-effect warning, in any way misleading? Why? 
8. Discuss how you can apply the moral principles and concepts learned in this course to your current or future career. How might the lessons you have learned positively impact your career success? the class is Business Ethics
These are just Discussion board 

  3. Referring to the explanations on the next page, please check the category (or categories) of exemption that describe(s) your research: 
1   2   3   4   5   6   7   8 
4. Please provide a rationale for the category or categories you have selected in Question 3. (Note: If you selected category 2, please be sure to indicate whether the data you collect is linked to participant names or other identifying information. Will unique identification codes be created? Who has access to information linking unique identifiers to actual participants’ names? Where will such information be stored?)
5. Please describe your research project. Include information on research participants/human subjects, recruitment, data collection procedures, and data storage.
EXEMPTION CATEGORIES EXPLAINED BELOW
IRB Exemption Categories
Which exemption category (ies) applies to your research? (Please read and determine and indicate on question 3):
(1) Research conducted in established or commonly accepted educational settings, that specifically involves normal educational practices that are not likely to adversely impact students’ opportunity to learn required educational content or the assessment of educators who provide instruction. This includes most research on regular and special education instructional strategies, and research on the effectiveness of or the comparison among instructional techniques, curricula, or classroom management methods.
(2)Research that only includes interactions involving educational tests (cognitive, diagnostic, aptitude, achievement), survey procedures, interview procedures or observation of public behavior (including visual or auditory recording) if at least one of the following criteria is met:
(i) The information obtained is recorded by the investigator in such a manner that the identity of the human subjects cannot readily be ascertained, directly or through identifiers linked to the subjects;
(ii) Any disclosure of the human subjects’ responses outside the research would not reasonably place the subjects at risk of criminal or civil liability or be damaging to the subjects’ financial standing, employability, educational advancement, or reputation; or
(iii) The information obtained is recorded by the investigator in such a manner that the identity of the human subjects can readily be ascertained, directly or through identifiers linked to the subjects, and an IRB conducts a limited IRB review to make the determination required by 45 CFR 46.111 (a)(7). (REQUIRES LIMITED IRB REVIEW OF PRIVACY AND CONFIDENTIALITY).
(3)(i) Research involving benign behavioral interventions in conjunction with the collection of information from an adult subject through verbal or written responses (including data entry) or audiovisual recording if the subject prospectively agrees to the
intervention and information collection and at least one of the following criteria is met:
(A) The information obtained is recorded by the investigator in such a manner that the identity of the human subjects cannot readily be ascertained, directly or through identifiers linked to the subjects;
(B) Any disclosure of the human subjects’ responses outside the research would not reasonably place the subjects at risk of criminal or civil liability or be damaging to the subjects’ financial standing, employability, educational advancement, or reputation; or
(C) The information obtained is recorded by the investigator in such a manner that the identity of the human subjects can readily be ascertained, directly or through identifiers linked to the subjects, and an IRB conducts a limited IRB review to make the determination required by 45 CFR 46.111(a)(7). (REQUIRES LIMITED IRB REVIEW OF PRIVACY AND CONFIDENTIALITY).
(ii) For the purposes of this provision, benign behavioral interventions are brief in duration, harmless, painless, not physically invasive, not likely to have a significant adverse lasting impact on the subjects, and the investigator has no reason to think the subjects will  find the interventions offensive or embarrassing. Provided all such criteria are met, examples of such benign interventions would include having the subjects play an online game, having them solve puzzles under various noise conditions or having them decide  how to allocate a nominal amount of received cash between themselves and someone else.
(iii) If the research involves deceiving the subjects regarding the nature or purposes of the research, this exemption is not applicable unless the subject authorizes the deception through a prospective agreement to participate in the research in circumstances in which the subject is informed that he or she will be unaware of or misled regarding the nature or purposes of the research.
(4) Secondary research for which consent is not required: secondary research uses of identifiable private information or identifiable biospecimens, if at least one of the following criteria is met:
(i) The identifiable private information or identifiable biospecimens are publicly available;
(ii) Information, which may include information about biospecimens, is recorded by the investigator in such a manner that the identity of the human subjects cannot readily be ascertained directly or through identifiers linked to the subjects, the investigator does not contact the subjects, and the investigator will not re-identify subjects;
(iii) The research involves only information collection and analysis involving the investigator’s use of identifiable health information when that use is regulated under 45 CFR parts 160 and 164, subparts A and E, for the purposes of “health care operations” or “research” as those terms are defined at 45 CFR 164.501 or for “public health activities and purposes” as described under 45 CFR 164.512(b); or
(iv) The research is conducted by, or on behalf of, a Federal department or agency using government-generated or government- collected information obtained for nonresearch activities, if the research generates identifiable private information that is or will be maintained on information technology that is subject to and in compliance with section 208(b) of the E-Government Act of 2020, 44 U.S.C. 3501 note, if all of the identifiable private information collected, used, or generated as part of the activity will be maintained in systems of records subject to the Privacy Act of 1974, 4 U.S.C. 552a, and if applicable, the information used in the research was collected subject to the Paperwork Reduction act of 1995, 44 U.S.C. 3501 et seq.
(5) Research and demonstration projects that are conducted or supported by a Federal department or agency, or otherwise subject to the approval of department or agency heads (or the approval of the heads of bureaus or other subordinate agencies that have been delegated authority to conduct the research and demonstration projects), and that are designed to study, evaluate, improve, or otherwise examine public benefit or service programs, including procedures for obtaining benefits or services under those programs, possible changes in or alternatives to those programs or procedures, or possible changes in methods or levels of payment for benefits or services under those programs. Such projects include, but are not limited to, internal studies by federal employees, and studies under contracts or consulting arrangements, cooperative agreements, or grants. Exempt projects also include waivers of otherwise mandatory requirements using authorities such as section 1115 and 1115A of the Social Security Act, as amended.
(i) Each Federal department or agency conducting or supporting the research and demonstration projects must establish, on a publically accessible Federal web site or in such other manner as the department or agency head may determine, a list of the research and demonstration projects that the federal department or agency conducts or supports under this provision. The research or demonstration project must be published on this list prior to commencing the research involving human subjects.
(6) Taste and food quality evaluation and consumer acceptance studies:
(i) if wholesome foods without additives are consumed, or
(ii) if a food is consumed that contains a food ingredient at or below the level and for a use found to be safe, or agricultural
chemical or environmental contaminant at or below the level found to be safe, by the Food and Drug Administration or approved by the Environmental Protection Agency or the Food Safety and Inspection Service of the U.S. Department of Agriculture.
(7) Storage or maintenance for secondary research for which broad consent is required: storage or maintenance of identifiable private information or identifiable biospecimens for potential secondary research use if an IRB conducts a limited IRB review and makes the determinations required by 45 CFR 46.111(a)(8). (REQUIRES LIMITED IRB REVIEW FOR PRIVACY AND CONFIDENTIALITY AND BROAD CONSENT).
(8) Secondary research for which broad consent is required: Research involving the use of identifiable private information or identifiable biospecimens for secondary research use, if the following criteria are met:
(i) Broad consent for the storage, maintenance, and secondary research use of the identifiable private information or identifiable biospecimens was obtained in accordance with 45 CFR 46.116(a)(1) through (4), (a)(6), and (d);
(ii) Documentation of informed consent or waiver of documentation of consent was obtained in accordance with 45 CFR 46.117;
(iii) An IRB conducts a limited IRB review and makes the determination required by 45 CFR 46.111(a)(7) and makes the determination that the research to be conducted is within the scope of the broad consent referenced in paragraph (d)(8)(i) of this section: and
(iv) The investigator does not include returning individual research results to subjects as part of the study plan. This provision does not prevent an investigator from abiding by any legal requirements to return individual research results.
(LIMITED IRB REVIEW REQUIRED FOR PRIVACY AND CONFIDENTIALITY AND THE SCOPE OF THE BROAD CONSENT).
Research exempt from IRB review MUST only involve one or more of the following research categories. Research that contains elements of exempt and non-exempt activities is NOT eligible for IRB exemption. 
Categories 2, 3, 7, and 8 may require additional limited review. Limited review is required when: 
• The information obtained is recorded by the investigator in such a manner that the identity of the human subject can readily be ascertained, directly or through identifiers linked to the subjects, 
AND
• Any disclosure of the human subjects’ responses outside the research would reasonably place the subjects at risk of criminal or civil liability or be damaging to the subjects’ financial standing, employability, education advancement, or reputation. 
For exempt categories 7 and 8, limited review is always required. It is also important to remember that exempt categories 7 and 8 are only available for use when board consent will be (or has been) obtained. 
udent data collected from previously conducted surveys