Category: Education

Case Study: Budget Spreadsheet Resources
Data Center (Video Tutorial)Links to an external site.
IPEDS: Use the DataLinks to an external site.
I have also attached the first case study that I turned in because they have to go with one another.

The focus is understanding the experiences of participants who work in inclusion classrooms with exceptional education students. APA is needed. There are some comments from the professor about editing throughout the paper. I put 12 pages so there’s space for editing, but changes are not more than that. Please let me know if you need clarification. The citations missing don’t need to be edit.

Respond to your colleagues in the following ways:
Share an additional strategy you use to collaborate with general education teachers regarding classroom expectations.
Support your colleague’s opinion on whether students with exceptionalities should be expected follow the same classroom expectations as the general education students.
Offer an example of accommodations you have provided students to be successful in meeting the classroom expectations in the general education environment.
Colleague’s discussion:
Analyzing Classroom Expectations and Alignment with Schoolwide Behavior Matrix

Comparison of Classroom Expectations
After reviewing Mrs. O’Shea, Mr. Willard, and Mr. BuO’Shea’s classroom expectations at Northgate School, I noticed notable differences in how each teacher frames their expectations, which can affect student behavior.
Mrs. O’SheaO’Shea’stations are framed positively and closely aligned with the Northgate School Behavior Matrix, emphasizing respect, responsibility, and safety. Her use of positive language, such as “be “respectful,” “have “materials ready, and” prom, “creates a proactive classroom environment, which is consistent with research on how positive framing fosters better student engagement and cooperation (Crone, Hawken, & Horner, 2015)​(MrsOSheaClassroomExpect…).
Mr. BurnetBurnett’stations are also framed positively and align well with the schoolwide matrix. He emphasizes maintaining a respectful and safe environment by keeping noise levels down and respecting personal space. His focus on consistency and positivity contributes to a supportive learning environment, as positive reinforcement has been shown to increase appropriate behavior and reduce classroom disruptions (Horner & Sugai, 2015)​(MrBurnettClassroomExpec…).
Mr. WillardWillard’sations, on the other hand, use more negative language, such as “don’t “don’t answer,” and “o run” ing.” While” his expectations technically align with the Northgate Behavior Matrix, the negative tone can influence the classroom environment in less productive ways. Studies indicate that negatively phrased rules can lead to a less supportive classroom climate and may reduce students’ ability to meet expectations (Reinke, Herman, & Stormont, 2013). Although students may not consciously reflect on posted rules, this tone can subtly impact behavior and attitudes​(MrWillardClassroomExpec…).
Explicit Modeling, Practice, and Reinforcement
It’s essential to recognize that more than simply listing expectations is needed. Our instructor reminded us that creating behavioral habits requires daily explicit modeling, practice, and reinforcement. This is what truly instills expected behaviors in students. Consistently showing students what positive behaviors look like and providing opportunities to practice them ensures they are internalized. Research shows that this process is crucial for creating lasting behavior change and is particularly important for younger students and those with exceptionalities (Reinke et al., 2013; Crone, Hawken, & Horner, 2015).
In my personal experience as an educator, I’ve seen firsthand how essential daily reinforcement is to building lasting behavioral habits. In my classroom, I work on modeling expected behaviors every day, especially when it comes to routines like transitioning between activities or respepeers’peers”peers’ By using positive reinforcement strategies like verbal praise and reward sysI’ve, I seen significant improvements in student behavior, especially with students who initially struggled with following expectations. It’s important to remember that behavioral growth takes time, and frequent practice is critical (Horner & Sugai, 2015).
Students with Exceptionalities and Expectations
Students with exceptionalities should be held to the exact classroom expectations as their peers but with appropriate accommodations. Expecting all students to adhere to the same standards promotes inclusivity and ensures equity within the classroom. However, it is essential to provide the necessary support, such as visual aids, extra practice, or individualized feedback, to help students with exceptionalities meet these expectations. Functional Behavioral Assessments (FBAs) can help educators tailor these supports to individual student needs and ensure appropriate interventions (Crone, Hawken, & Horner, 2015).
In my class, I’ve had the opportunity to support students with exceptionalities by providing visual cues and extra reminders. For instance, I’ve designed a system where students with ADHD receive visual reminders to help them stay on task. These minor adjustments allow them to meet the exact behavioral expectations of their peers while receiving the extra support they need (Reinke et al., 2013).
Collaboration and Accommodations
If I were to collaborate with Mr. Burnett, I suggest working together to ensure that students with exceptionalities have the support they need to meet classroom expectations. For a student struggling with focus, we could introduce strategies such as visual reminders or a designated “quiet “or” e” for “r” of the “section.” Research supports the importance of collaboration between general and special education teachers to ensure consistency in behavior expectations and create an environment that supports all learners (Garbacz et al., 2016). By collaborating regularly, we can adapt expectations to suit individual needs without compromising behavioral standards.
Conclusion
Mrs. O’Shea O’O’Shea Both use positively framed expectations that align well with the Northgate Behavior Matrix, fostering a constructive classroom environment. However, Mr. WillardWiWillardWillard’sve may impact the classroom dynamic and could benefit from a more positive tone. Additionally, simply listing expectations is not enough; explicit modeling, practice, and reinforcement are essential to building solid behavioral habits. For students with exceptionalities, maintaining the exact expectations of their peers—while providing necessary accommodations—ensures they are supported and included in the learning process.

Use a fictional couple but name them spouse one and spouse two. I will add a example from my last DB that I did for a non married couple. There will be a follow up assignment after so if this goes well I will re hire for the research paper.
Discussion Thread: Married Couple No Children
By this point, you will have met with your chosen couple (married, no children) at least once. Create a thread in which you share with your classmates a little bit about the couple you interviewed, and what their answers were to the most pertinent questions that you will explore in the second session and in your Case Study: Married Couple Assignment. Tell your classmates some of the details of the conversation that unfolded as a result of the interview. Do your best to reflect on the assigned course materials and provide analysis of the couple’s answers in light of those materials. In order to maintain confidentiality, do not use any identifying information about the couple, but maintain confidentiality as you did/will do in the Case Study: Married Couple Assignment.

For this assignment, you are to identify a problem of practice in education. Some examples of Problems of Practice are low wages for child development center teachers, verification of family poverty level for food bank distributions, or caseload organization management for Child Life Specialists. Now, you can not use any of these examples, believe me, there are plenty of other problems in our respective fields! Something else to keep in mind, a Problem of Practice is NOT a complaint about something in your field, it is a problem that can be addressed with a fairly clear plan of action. Use this particular set of inquiries from the Problem of Practice Guide to assist you: The issue should be familiar to the student;  Issue-based;  Connected to leadership;  Connected to the workplace;  Practical, and observable in some way;  Solve a problem that closes a gap between the current state of the field and the future state of the field;  A fully developed problem statement that must be framed using theory and literature;  Politically/strategically viable to address;  Manageable to address in one OIP;  Actionable/can be implemented (and measured);  Reasonable to address given the student’s own position, sphere of influence, etc.;  Applicable to more than one or a few people; and,  Without a clear single solution/answer. Throughout the semester, you will be building on your work (except for the break to complete the comprehensive exam). Therefore, for this first assignment, you will need to develop an APA correctly formatted student title page for your first page. On your second page, at the top of the page, put the title of your work and center it, then and in a few well-written sentences that will identify your issue (problem of practice) for your particular field or future field. This will serve as an introduction to your project. DO NOT USE THE WORD “I”!!!! This is about a serious problem or issue in your field, it is not about you. Yes, proper grammar, mechanics, and spelling are required. You are “masters” in your respective fields and therefore considered professionals. Write in a professional manner.

Professional Review, Self-Evaluation
Review the materials in Module 1: Learning Activities. REVIEW THE RUBRIC! Then consider your first teaching experience and your reflections and goal setting from Visions of Practice from you Field and Practicum I Course (EDSN 682 Module 11) and from Observation Feedback (EDSN 682 Module 8) . What were you able to plan and implement in your teaching to support student learning since completing EDSN 682? Describe three experiences.
Identify two specific areas of strength (reinforcement) and two areas for improvement (refinement) related to your instructional and delivery skills. In other words, what are your strengths and areas needing improvement in your teaching? What pedagogical knowledge and skills do you aim to acquire by the end of this course? (see Touro GSE Practicum Observation Rubric Domains 1, 2, 3, 4, 5).
Throughout this course, you will have opportunities to showcase your growth and development. You will also be able to refer to these responses and revise them as you progress throughout the semester. This Professional Pedagogical Reflection will also serve as a foundation for your final paper “Looking Backward/Looking Forward”.
In your response,
be thoughtful and thorough
use academic languageLinks to an external site.
state your ideas clearly and provide rationale for your responses by referencing previous course work, the Module 1 readings and the following Touro GSE CLOs:
Professional Commitment to Action
Discipline Knowledge and Skills
Equity and Access
Your response should be:
limited to no more than 500 words double spaced, typed (two pages)
follow the APA format guidelines
I’m a first year special education teacher for 3 to 5yrs old students

The same writer has worked with me for the last 2-3 times I have used paper help. I am now selecting an advanced writer just to see if this helps. I have attached my paper, which he should be familiar with, as well attaching an Applied Research template, an example of a paper that my professor provided me with, and comments and suggestions from my professor. I have been stuck for the last several months trying to get my first three chapters perfect so it will be approved. They continue to kick it back to me saying it needs to look a certain way, so I’m back asking for more help! I ask that my writer use everything I have provided so they can make the adjustments needed so I can move forward in my process. Thank you!!

Topic: Identifying Evidence Based Strategies that have been proven effective in increasing student outcomes as families support students with disabilities as they transition from high school to post-secondary education
Please follow all directives no AI

Attached is the article on Seneca University. I am paired in a group for this project so you are only to do the slides in which I mention which is why I am only paying for 5 slides.
Please do the slides on Seneca University Overview, Fact Checking, Key Players, Structural Frame, Political Frame.
I have attached examples of other PPT case studies. Please let me know if you have any questions.

This assignment has two primary objectives: First, to have you reflect on your experience in one of your K-12 classrooms. Second, To consider the extent to which one or more aspects of your identity (e.g., race, class, citizenship status, home language, ability level, mental health, neurodivergence) facilitated or impeded your success in that class and informed your experiences. Specifically, consider how this class did or did not create opportunities for you to learn, be successful and feel included (e.g., your perspectives, experiences, and beliefs).