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  • [Solved] math journal 2

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    Executive Solution Overview

    – ## Module5CheckYourUnderstandingASFactFluency.pptx – ## Module6CheckYourUnderstandingASa.pptx – ## Module9CheckYourUnderstandingProblemTypes.pptx – ## Module14CheckYourUnderstandingPAR.pptx – Module10CheckYourUnderstandingMDFactFluency.pptx – Module11CheckYourUnderstandingMultiplication6263.pptx -…

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    Assignment Prompt & Instructions

    – ## Module5CheckYourUnderstandingASFactFluency.pptx

    – ## Module6CheckYourUnderstandingASa.pptx

    – ## Module9CheckYourUnderstandingProblemTypes.pptx

    – ## Module14CheckYourUnderstandingPAR.pptx

    – Module10CheckYourUnderstandingMDFactFluency.pptx
    – Module11CheckYourUnderstandingMultiplication6263.pptx
    – Module12CheckYourUnderstandingDivision.pptx
    – Module8CheckYourUnderstandingASb.pptx

    **## Module5CheckYourUnderstandingASFactFluency.pptx**

    ECED 6263
    Module 5 Check Your Understanding Problem Set

    3 problems

    Read the directions carefully

    Be sure to use the methods asked for in the directions and to show steps so that your thinking can be understood

    One more than or two more than

    Doubles

    Combinations of 10

    1. Write a story problem that will help students understand each addition strategy listed below. Then explain why your story problem can help students understand the strategy.

    2. Describe or demonstrate a task that will help students understand each strategy listed below. Then explain why your task can help students understand the strategy. (Your tasks do not have to be story problems.)

    10 + ____

    Making 10

    Use 10

    Using 5 as an Anchor

    Near-Doubles

    3. For the subtraction fact 17 – 9, demonstrate each of the following strategies. Support your reasoning for each strategy with an explanation or representation.

    Think-Addition

    Down under 10 (separate/take-away)

    Down under 10 (difference/comparison)

    Take from 10

    ## image1.jpeg

    **## Module6CheckYourUnderstandingASa.pptx**

    ECED 6263
    Module 6 Check Your Understanding Problem Set

    5 problems

    Read the directions carefully

    Be sure to use the methods asked for in the directions and to show steps so that your thinking can be understood

    1. Use the Squares, Lines, and Dots representational strategy to solve the problem and then explain your approach. You may use the objects on this slide or you may draw objects and submit .jpg, .png, or .pdf files. Each of the objects have duplicates underneath. You just need to drag and drop. You don’t have to copy and paste.

    127 + 48

    1. Use the Squares, Lines, and Dots representational strategy to solve the problem and then explain your approach. You may use the objects on this slide or you may draw objects and submit .jpg, .png, or .pdf files. Each of the objects have duplicates underneath. You just need to drag and drop. You don’t have to copy and paste.

    414 – 241

    3. Solve the problem below using an open number line and then explain your approach. You may use the open number line on this slide or you may draw an open number line and submit .jpg, .png, or .pdf files.

    45 + 51

    4. Solve the problem below using an open number line and then explain your approach. You may use the open number line on this slide or you may draw an open number line and submit .jpg, .png, or .pdf files.

    84 – 38

    5. Use a bar diagram to solve the story problems below and then explain your approach. You may use the objects on this slide or you may draw the bar diagrams and submit .jpg, .png, or .pdf files.

    Ardyn has 214 Little People. She has put up 157 of her Little People and the rest are on the floor. How many Little People are on the floor?

    Ollie has 122 Magic the Gathering trading cards, but his goal is to have 200. How many more Magic the Gathering trading cards does Ollie need to reach his goal?

    You can adjust the size of these bars as needed.

    ## image1.jpeg

    **## Module9CheckYourUnderstandingProblemTypes.pptx**

    ECED 6263
    Module 9 Check Your Understanding Problem Set

    Read the directions carefully

    This problem set is a bit different. You will sort story problems by problem type as outlined in our text.

    Below, you will see a set of cards, organized randomly, that each show one specific problem type. Cut and paste these cards from this slide to the appropriate place on the table on the next slide. You can submit a screen shot, scan, or picture of the completed table, or you can submit a copy of this slide deck with the table completed.

    ## image1.jpeg

    ## image10.png

    ## image11.png

    ## image12.png

    ## image13.png

    ## image14.png

    ## image15.png

    ## image16.png

    ## image17.png

    ## image18.png

    ## image19.png

    ## image2.png

    ## image20.png

    ## image21.png

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    ## image23.png

    ## image24.png

    ## image25.png

    ## image26.png

    ## image3.png

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    ## image5.png

    ## image6.png

    ## image7.png

    ## image8.png

    ## image9.png

    ## image27.png

    **## Module14CheckYourUnderstandingPAR.pptx**

    ECED 6263
    Module 14 Check Your Understanding Problem Set

    5 problems

    Read the directions carefully

    Be sure to use the methods asked for in the directions and to show steps so that your thinking can be understood

    The following pattern block figures are the first four in a sequence. The perimeter of the second figure is 6 units.

    2 3 4

    Complete this table:

    | | | | |
    | — | — | — | — |
    | nth figure in the sequence | Sketches of the rectangle trains | Perimeter (units) | Expression to describe the perimeter |
    | 1 | | 4 | 4 + 0 |
    | 2 | | 6 | 4 + 2 |
    | 3 | | 8 | 4 + 4 |
    | 4 | | | |
    | 5 | | | |
    | 6 | | | |
    | 7 | | | |
    | 8 | | | |
    | 21 | No sketch needed for this one | | |
    | n | No sketch needed for this one | | |

    2. Candace manages the Cookie Galleria. We are going to help her make sense of some of the observations she’s been making about the store she manages lately. Candace held a fundraiser in September and donated $2 out of every $10 in sales.

    How much will Candace donate if she has sales of $20, $100, or $35?

    How much in sales did Candace have if she donated $63?

    | | |
    | — | — |
    | Total Sales | Donation |
    | $10 | $2 |
    | $20 | |
    | $100 | |
    | $35 | |
    | $63 | |

    Is 27 + 58 = 25 + 60 a true statement?

    How do you know?

    Is 471 – 382 = 474 – 385 a true statement?

    How do you know?

    5. The two work samples indicate that the statement is true but illustrate different ways of coming to this conclusion. Which do you think shows relational thinking? Why?

    ## image1.jpeg

    ## image2.png

    **Module10CheckYourUnderstandingMDFactFluency.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module10checkyourunderstandingmdfactfluency-pptx)

    **Module11CheckYourUnderstandingMultiplication6263.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module11checkyourunderstandingmultiplication6263-pptx)

    **Module12CheckYourUnderstandingDivision.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module12checkyourunderstandingdivision-pptx)

    **Module8CheckYourUnderstandingASb.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module8checkyourunderstandingasb-pptx)

    **Module8CheckYourUnderstandingASb.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module8checkyourunderstandingasb-pptx)

    **## Module5CheckYourUnderstandingASFactFluency.pptx**

    ECED 6263
    Module 5 Check Your Understanding Problem Set

    3 problems

    Read the directions carefully

    Be sure to use the methods asked for in the directions and to show steps so that your thinking can be understood

    One more than or two more than

    Doubles

    Combinations of 10

    1. Write a story problem that will help students understand each addition strategy listed below. Then explain why your story problem can help students understand the strategy.

    2. Describe or demonstrate a task that will help students understand each strategy listed below. Then explain why your task can help students understand the strategy. (Your tasks do not have to be story problems.)

    10 + ____

    Making 10

    Use 10

    Using 5 as an Anchor

    Near-Doubles

    3. For the subtraction fact 17 – 9, demonstrate each of the following strategies. Support your reasoning for each strategy with an explanation or representation.

    Think-Addition

    Down under 10 (separate/take-away)

    Down under 10 (difference/comparison)

    Take from 10

    ## image1.jpeg

    **## Module6CheckYourUnderstandingASa.pptx**

    ECED 6263
    Module 6 Check Your Understanding Problem Set

    5 problems

    Read the directions carefully

    Be sure to use the methods asked for in the directions and to show steps so that your thinking can be understood

    1. Use the Squares, Lines, and Dots representational strategy to solve the problem and then explain your approach. You may use the objects on this slide or you may draw objects and submit .jpg, .png, or .pdf files. Each of the objects have duplicates underneath. You just need to drag and drop. You don’t have to copy and paste.

    127 + 48

    1. Use the Squares, Lines, and Dots representational strategy to solve the problem and then explain your approach. You may use the objects on this slide or you may draw objects and submit .jpg, .png, or .pdf files. Each of the objects have duplicates underneath. You just need to drag and drop. You don’t have to copy and paste.

    414 – 241

    3. Solve the problem below using an open number line and then explain your approach. You may use the open number line on this slide or you may draw an open number line and submit .jpg, .png, or .pdf files.

    45 + 51

    4. Solve the problem below using an open number line and then explain your approach. You may use the open number line on this slide or you may draw an open number line and submit .jpg, .png, or .pdf files.

    84 – 38

    5. Use a bar diagram to solve the story problems below and then explain your approach. You may use the objects on this slide or you may draw the bar diagrams and submit .jpg, .png, or .pdf files.

    Ardyn has 214 Little People. She has put up 157 of her Little People and the rest are on the floor. How many Little People are on the floor?

    Ollie has 122 Magic the Gathering trading cards, but his goal is to have 200. How many more Magic the Gathering trading cards does Ollie need to reach his goal?

    You can adjust the size of these bars as needed.

    ## image1.jpeg

    **## Module9CheckYourUnderstandingProblemTypes.pptx**

    ECED 6263
    Module 9 Check Your Understanding Problem Set

    Read the directions carefully

    This problem set is a bit different. You will sort story problems by problem type as outlined in our text.

    Below, you will see a set of cards, organized randomly, that each show one specific problem type. Cut and paste these cards from this slide to the appropriate place on the table on the next slide. You can submit a screen shot, scan, or picture of the completed table, or you can submit a copy of this slide deck with the table completed.

    ## image1.jpeg

    ## image10.png

    ## image11.png

    ## image12.png

    ## image13.png

    ## image14.png

    ## image15.png

    ## image16.png

    ## image17.png

    ## image18.png

    ## image19.png

    ## image2.png

    ## image20.png

    ## image21.png

    ## image22.png

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    ## image24.png

    ## image25.png

    ## image26.png

    ## image3.png

    ## image4.png

    ## image5.png

    ## image6.png

    ## image7.png

    ## image8.png

    ## image9.png

    ## image27.png

    **## Module14CheckYourUnderstandingPAR.pptx**

    ECED 6263
    Module 14 Check Your Understanding Problem Set

    5 problems

    Read the directions carefully

    Be sure to use the methods asked for in the directions and to show steps so that your thinking can be understood

    The following pattern block figures are the first four in a sequence. The perimeter of the second figure is 6 units.

    2 3 4

    Complete this table:

    | | | | |
    | — | — | — | — |
    | nth figure in the sequence | Sketches of the rectangle trains | Perimeter (units) | Expression to describe the perimeter |
    | 1 | | 4 | 4 + 0 |
    | 2 | | 6 | 4 + 2 |
    | 3 | | 8 | 4 + 4 |
    | 4 | | | |
    | 5 | | | |
    | 6 | | | |
    | 7 | | | |
    | 8 | | | |
    | 21 | No sketch needed for this one | | |
    | n | No sketch needed for this one | | |

    2. Candace manages the Cookie Galleria. We are going to help her make sense of some of the observations she’s been making about the store she manages lately. Candace held a fundraiser in September and donated $2 out of every $10 in sales.

    How much will Candace donate if she has sales of $20, $100, or $35?

    How much in sales did Candace have if she donated $63?

    | | |
    | — | — |
    | Total Sales | Donation |
    | $10 | $2 |
    | $20 | |
    | $100 | |
    | $35 | |
    | $63 | |

    Is 27 + 58 = 25 + 60 a true statement?

    How do you know?

    Is 471 – 382 = 474 – 385 a true statement?

    How do you know?

    5. The two work samples indicate that the statement is true but illustrate different ways of coming to this conclusion. Which do you think shows relational thinking? Why?

    ## image1.jpeg

    ## image2.png

    **Module10CheckYourUnderstandingMDFactFluency.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module10checkyourunderstandingmdfactfluency-pptx)

    **Module11CheckYourUnderstandingMultiplication6263.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module11checkyourunderstandingmultiplication6263-pptx)

    **Module12CheckYourUnderstandingDivision.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module12checkyourunderstandingdivision-pptx)

    **Module8CheckYourUnderstandingASb.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module8checkyourunderstandingasb-pptx)

    **## Module5CheckYourUnderstandingASFactFluency.pptx**

    ECED 6263
    Module 5 Check Your Understanding Problem Set

    3 problems

    Read the directions carefully

    Be sure to use the methods asked for in the directions and to show steps so that your thinking can be understood

    One more than or two more than

    Doubles

    Combinations of 10

    1. Write a story problem that will help students understand each addition strategy listed below. Then explain why your story problem can help students understand the strategy.

    2. Describe or demonstrate a task that will help students understand each strategy listed below. Then explain why your task can help students understand the strategy. (Your tasks do not have to be story problems.)

    10 + ____

    Making 10

    Use 10

    Using 5 as an Anchor

    Near-Doubles

    3. For the subtraction fact 17 – 9, demonstrate each of the following strategies. Support your reasoning for each strategy with an explanation or representation.

    Think-Addition

    Down under 10 (separate/take-away)

    Down under 10 (difference/comparison)

    Take from 10

    ## image1.jpeg

    **## Module6CheckYourUnderstandingASa.pptx**

    ECED 6263
    Module 6 Check Your Understanding Problem Set

    5 problems

    Read the directions carefully

    Be sure to use the methods asked for in the directions and to show steps so that your thinking can be understood

    1. Use the Squares, Lines, and Dots representational strategy to solve the problem and then explain your approach. You may use the objects on this slide or you may draw objects and submit .jpg, .png, or .pdf files. Each of the objects have duplicates underneath. You just need to drag and drop. You don’t have to copy and paste.

    127 + 48

    1. Use the Squares, Lines, and Dots representational strategy to solve the problem and then explain your approach. You may use the objects on this slide or you may draw objects and submit .jpg, .png, or .pdf files. Each of the objects have duplicates underneath. You just need to drag and drop. You don’t have to copy and paste.

    414 – 241

    3. Solve the problem below using an open number line and then explain your approach. You may use the open number line on this slide or you may draw an open number line and submit .jpg, .png, or .pdf files.

    45 + 51

    4. Solve the problem below using an open number line and then explain your approach. You may use the open number line on this slide or you may draw an open number line and submit .jpg, .png, or .pdf files.

    84 – 38

    5. Use a bar diagram to solve the story problems below and then explain your approach. You may use the objects on this slide or you may draw the bar diagrams and submit .jpg, .png, or .pdf files.

    Ardyn has 214 Little People. She has put up 157 of her Little People and the rest are on the floor. How many Little People are on the floor?

    Ollie has 122 Magic the Gathering trading cards, but his goal is to have 200. How many more Magic the Gathering trading cards does Ollie need to reach his goal?

    You can adjust the size of these bars as needed.

    ## image1.jpeg

    **## Module9CheckYourUnderstandingProblemTypes.pptx**

    ECED 6263
    Module 9 Check Your Understanding Problem Set

    Read the directions carefully

    This problem set is a bit different. You will sort story problems by problem type as outlined in our text.

    Below, you will see a set of cards, organized randomly, that each show one specific problem type. Cut and paste these cards from this slide to the appropriate place on the table on the next slide. You can submit a screen shot, scan, or picture of the completed table, or you can submit a copy of this slide deck with the table completed.

    ## image1.jpeg

    ## image10.png

    ## image11.png

    ## image12.png

    ## image13.png

    ## image14.png

    ## image15.png

    ## image16.png

    ## image17.png

    ## image18.png

    ## image19.png

    ## image2.png

    ## image20.png

    ## image21.png

    ## image22.png

    ## image23.png

    ## image24.png

    ## image25.png

    ## image26.png

    ## image3.png

    ## image4.png

    ## image5.png

    ## image6.png

    ## image7.png

    ## image8.png

    ## image9.png

    ## image27.png

    **## Module14CheckYourUnderstandingPAR.pptx**

    ECED 6263
    Module 14 Check Your Understanding Problem Set

    5 problems

    Read the directions carefully

    Be sure to use the methods asked for in the directions and to show steps so that your thinking can be understood

    The following pattern block figures are the first four in a sequence. The perimeter of the second figure is 6 units.

    2 3 4

    Complete this table:

    | | | | |
    | — | — | — | — |
    | nth figure in the sequence | Sketches of the rectangle trains | Perimeter (units) | Expression to describe the perimeter |
    | 1 | | 4 | 4 + 0 |
    | 2 | | 6 | 4 + 2 |
    | 3 | | 8 | 4 + 4 |
    | 4 | | | |
    | 5 | | | |
    | 6 | | | |
    | 7 | | | |
    | 8 | | | |
    | 21 | No sketch needed for this one | | |
    | n | No sketch needed for this one | | |

    2. Candace manages the Cookie Galleria. We are going to help her make sense of some of the observations she’s been making about the store she manages lately. Candace held a fundraiser in September and donated $2 out of every $10 in sales.

    How much will Candace donate if she has sales of $20, $100, or $35?

    How much in sales did Candace have if she donated $63?

    | | |
    | — | — |
    | Total Sales | Donation |
    | $10 | $2 |
    | $20 | |
    | $100 | |
    | $35 | |
    | $63 | |

    Is 27 + 58 = 25 + 60 a true statement?

    How do you know?

    Is 471 – 382 = 474 – 385 a true statement?

    How do you know?

    5. The two work samples indicate that the statement is true but illustrate different ways of coming to this conclusion. Which do you think shows relational thinking? Why?

    ## image1.jpeg

    ## image2.png

    **Module10CheckYourUnderstandingMDFactFluency.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module10checkyourunderstandingmdfactfluency-pptx)

    **Module11CheckYourUnderstandingMultiplication6263.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module11checkyourunderstandingmultiplication6263-pptx)

    **Module12CheckYourUnderstandingDivision.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module12checkyourunderstandingdivision-pptx)

    **Module8CheckYourUnderstandingASb.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module8checkyourunderstandingasb-pptx)

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  • [Solved] Building sustainable futures

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    See below \ IMG_5822.png](https://www.sweetstudy.com/files/img-5822-png-10465853 "IMG_5822.png")

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    See below
    \
    IMG_5822.png](https://www.sweetstudy.com/files/img-5822-png-10465853 "IMG_5822.png")

  • [Solved] i dont have the time i need help asap lol

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## MMS-570_RS_T4_Person_Centered_Planning_and_Conflict_Resolution.docx **## MMS-570_RS_T4_Person_Centered_Planning_and_Conflict_Resolution.docx** ![](https://www.sweetstudy.com/questions/i-dont-have-the-time-i-need-help-asap-lol) **Person-Centered Planning and Conflict Resolution**…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## MMS-570_RS_T4_Person_Centered_Planning_and_Conflict_Resolution.docx

    **## MMS-570_RS_T4_Person_Centered_Planning_and_Conflict_Resolution.docx**

    ![](https://www.sweetstudy.com/questions/i-dont-have-the-time-i-need-help-asap-lol)

    **Person-Centered Planning and Conflict Resolution**

    **Part 1: Person-Centered Planning Video**

    Imagine that you will be meeting with a new student and the student’s parents/guardians for the first time to discuss transition planning. You intend to utilize a person-centered planning (PCP) approach to empower the student and ensure student-driven transition planning.

    The concept of person-centered planning may be unfamiliar to many IEP stakeholders, particularly to the student and their parents/guardians. Using the topic Resources and your own research, create a 3-5 minute video that summarizes key aspects of person-centered planning. The video should address the following using family-friendly language.

    · Define person-centered planning.

    · Explain the purpose of person-centered planning and why it is important, including a discussion of research that supports person-centered planning as a best practice and how it also adopts tenets of the Christian worldview perspective and the “CCCE College of Education Academic Program Competencies,” to foster a supportive environment, promote human flourishing, and meet the unique needs of the student with exceptionalities.

    · Explain how the use of PCP supports student-driven transition planning.

    · Outline steps that should be executed when person-centered planning is done successfully.

    · Describe all of the people who will be part of the transition meeting including their roles and what information/data they will contribute to the meeting.

    | |
    | — |
    | **Place the link to your view here.** |

    **Part 2: Conflict Resolution**

    Review the
    “Special Education Professional Ethical Principles,” “CCCE College of Education Academic Program Competencies,” and "Statement on the Integration of Faith and Work." Read each scenario below and provide a specific conflict resolution technique that could be used to address the situation along with a rationale for why the technique was selected and illustrates best practices. Support your selections by citing 2-3 scholarly resources in the References section and reply to the Reflection questions as directed.

    | | | |
    | — | — | — |
    | **Conflict Scenario** | **Conflict Resolution Technique**<br>In 2-3 sentences, describe the specific conflict resolution technique you would use to address the situation. | **Rationale for Selected Technique**<br>Provide a 2-3 sentence rationale for the selected technique. Include a discussion of how this technique encourages communication, group facilitation, and/or problem-solving in a collaborative, culturally responsive manner that builds effective partnerships. |
    | The parents of a student with exceptionalities being serviced with an IEP demand one-on-one instruction for the student, but the rest of the IEP team does not agree that this placement will best meet the needs of the student. The student has not indicated a preference for what type of instruction would be most beneficial. | | |
    | You have a student who has high-functioning autism and has recently turned 18. The student’s parents do not have guardianship or power of attorney. The student has decided he does not want his parents to attend his annual IEP meeting at the end of the month. The parents are insistent about attending, especially since the student is at risk for not graduating due to failing grades. In past meetings, the parents have struggled to listen to input from the student and have tried to influence the content of the IEP based on their personal wants for the student. | | |
    | You have a third-grade student who has significant behaviors that impede both her learning and the learning of others. She currently attends specials with her general education peers but is in a learning center for all academics because of her behaviors. Her parents feel she is missing out on educational opportunities and the general education curriculum. They have brought an advocate to her IEP meeting and discussions are becoming heated over her current least restrictive environment (LRE) placement. The general education teacher is adamant that the student’s behavior is not appropriate in the classroom and disrupts the learning of others. | | |
    | **Reflection:**<br>In 250-500 words, address the following:<br>· Discuss the unique challenges that could arise as a result of meeting in virtual environments with IEP stakeholders and explain specifically how you can employ virtual relationship building strategies that will help all stakeholders feel valued and equal in making person-centered decisions based on the wants and goals of the student. <br>· Explain the importance of and how you plan to model effective person-centered planning and conflict resolution practices for colleagues in your future professional practice, including in a virtual environment. |

    **References:**

    © 2024. Grand Canyon University. All Rights Reserved.

    © 2024. Grand Canyon University. All Rights Reserved.

    ## image1.png

    **## MMS-570_RS_T4_Person_Centered_Planning_and_Conflict_Resolution.docx**

    ![](https://www.sweetstudy.com/questions/i-dont-have-the-time-i-need-help-asap-lol)

    **Person-Centered Planning and Conflict Resolution**

    **Part 1: Person-Centered Planning Video**

    Imagine that you will be meeting with a new student and the student’s parents/guardians for the first time to discuss transition planning. You intend to utilize a person-centered planning (PCP) approach to empower the student and ensure student-driven transition planning.

    The concept of person-centered planning may be unfamiliar to many IEP stakeholders, particularly to the student and their parents/guardians. Using the topic Resources and your own research, create a 3-5 minute video that summarizes key aspects of person-centered planning. The video should address the following using family-friendly language.

    · Define person-centered planning.

    · Explain the purpose of person-centered planning and why it is important, including a discussion of research that supports person-centered planning as a best practice and how it also adopts tenets of the Christian worldview perspective and the “CCCE College of Education Academic Program Competencies,” to foster a supportive environment, promote human flourishing, and meet the unique needs of the student with exceptionalities.

    · Explain how the use of PCP supports student-driven transition planning.

    · Outline steps that should be executed when person-centered planning is done successfully.

    · Describe all of the people who will be part of the transition meeting including their roles and what information/data they will contribute to the meeting.

    | |
    | — |
    | **Place the link to your view here.** |

    **Part 2: Conflict Resolution**

    Review the
    “Special Education Professional Ethical Principles,” “CCCE College of Education Academic Program Competencies,” and "Statement on the Integration of Faith and Work." Read each scenario below and provide a specific conflict resolution technique that could be used to address the situation along with a rationale for why the technique was selected and illustrates best practices. Support your selections by citing 2-3 scholarly resources in the References section and reply to the Reflection questions as directed.

    | | | |
    | — | — | — |
    | **Conflict Scenario** | **Conflict Resolution Technique**<br>In 2-3 sentences, describe the specific conflict resolution technique you would use to address the situation. | **Rationale for Selected Technique**<br>Provide a 2-3 sentence rationale for the selected technique. Include a discussion of how this technique encourages communication, group facilitation, and/or problem-solving in a collaborative, culturally responsive manner that builds effective partnerships. |
    | The parents of a student with exceptionalities being serviced with an IEP demand one-on-one instruction for the student, but the rest of the IEP team does not agree that this placement will best meet the needs of the student. The student has not indicated a preference for what type of instruction would be most beneficial. | | |
    | You have a student who has high-functioning autism and has recently turned 18. The student’s parents do not have guardianship or power of attorney. The student has decided he does not want his parents to attend his annual IEP meeting at the end of the month. The parents are insistent about attending, especially since the student is at risk for not graduating due to failing grades. In past meetings, the parents have struggled to listen to input from the student and have tried to influence the content of the IEP based on their personal wants for the student. | | |
    | You have a third-grade student who has significant behaviors that impede both her learning and the learning of others. She currently attends specials with her general education peers but is in a learning center for all academics because of her behaviors. Her parents feel she is missing out on educational opportunities and the general education curriculum. They have brought an advocate to her IEP meeting and discussions are becoming heated over her current least restrictive environment (LRE) placement. The general education teacher is adamant that the student’s behavior is not appropriate in the classroom and disrupts the learning of others. | | |
    | **Reflection:**<br>In 250-500 words, address the following:<br>· Discuss the unique challenges that could arise as a result of meeting in virtual environments with IEP stakeholders and explain specifically how you can employ virtual relationship building strategies that will help all stakeholders feel valued and equal in making person-centered decisions based on the wants and goals of the student. <br>· Explain the importance of and how you plan to model effective person-centered planning and conflict resolution practices for colleagues in your future professional practice, including in a virtual environment. |

    **References:**

    © 2024. Grand Canyon University. All Rights Reserved.

    © 2024. Grand Canyon University. All Rights Reserved.

    ## image1.png

  • [Solved] Education Homework

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    Hello. Is there anyone that can assist me with my homework. I will have everything that is need in the upload below. Videos and power point. \ Chapter37Mongolia.docx](https://www.sweetstudy.com/files/chapter37mongolia-docx "Chapter37Mongolia.docx") \ Chapter37Mongoliaupdatedfall2025.ppt](https://w…

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    Hello.  Is there anyone that can assist me with my homework.  I will have everything that is need in the upload below.  Videos and power point.
    \
    Chapter37Mongolia.docx](https://www.sweetstudy.com/files/chapter37mongolia-docx "Chapter37Mongolia.docx")
    \
    Chapter37Mongoliaupdatedfall2025.ppt](https://www.sweetstudy.com/files/chapter37mongoliaupdatedfall2025-ppt "Chapter37Mongoliaupdatedfall2025.ppt")

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    For this module, we'll read from _**Chapter 13, Algebraic Thinking, Equations, and Functions**_ in our text (pages 299-306). After reading the article or chapter, make connections between the math concepts and procedures or ideas covered in the text and what you have observed in teaching. You may ma…

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    For this module, we'll read from _**Chapter 13, Algebraic Thinking, Equations, and Functions**_ in our text (pages 299-306).
    After reading the article or chapter, make connections between the math concepts and
    procedures or ideas covered in the text and what you have observed in teaching. You may
    make connections to teaching methods you have observed that were similar or were
    contrasting to those covered in the text. Your response should be 1-2 pages, double-
    spaced, 12 point, Arial, Calibri, or Times New Roman
    I teach 2nd grade in GA

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    Please see attachment any use of AI will result in automatic 0 – ## WorldCivFinalPaper11-1.pdf **## WorldCivFinalPaper11-1.pdf** Final Portfolio Paper Making of the Modern World Hist 141 Elizabeth City State University Fall 2025 Due Date: December 10th, 2025, at 11:59pm CST Topic: Freedom: → Researc…

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    Please see attachment any use of AI will result in automatic 0

    – ## WorldCivFinalPaper11-1.pdf

    **## WorldCivFinalPaper11-1.pdf**

    Final Portfolio Paper

    Making of the Modern World

    Hist 141

    Elizabeth City State University

    Fall 2025

    Due Date: December 10th, 2025, at 11:59pm CST

    Topic: Freedom:
    → Research Question: Over the course of early American history (and other

    comparative histories we’ve studied), how has the definition of freedom of changed
    over time? How has freedom been defined/won/lost/challenged?

    → Considerations: Focus on either political, social, or economic history.
     Political: Consider the nation’s founding fathers, their documents, policies,

    laws, practices, systems they created in order to help guide your thinking.
    Also, consider the juxtapositions surrounding these: States Rights vs Federal
    Power; landmark court cases; political campaigns; political propaganda; and
    early debates around freedom.

     Social: Examine the factors that have pushed racial/ethnic groups, citizens,
    immigrants and new American citizens, genders, classes, and the powerful
    and the powerless towards and away from one another. Then, examine how
    social occurrences have influenced those interactions. You may lean on
    ideas/events/interactions that showcase how freedom has been defined
    through cultural movements and other everyday efforts to be or become
    American.

     Economic: Consider the ways that American Business leaders have
    historically sought to define freedom along the lines of them being
    allowed/encouraged by the federal government to increase/change trade,
    banking, agriculture, industries, investments, and labor policies – to ensure
    profits. Then, juxtapose these ideologies with attempts from the federal
    government and the American people to leverage their power against
    industries, to keep them from gaining a large amount of control of society.
    Examine the push and pull between these two factors.

    Word Count: 1,000 Word minimum; 4 pages; 12-point font; double spaced.

    Submission Info: Submit under the link in the “Final Materials” Module in Canvas.

    Reminder: Read your requirements thoroughly. Remember to answer all questions.

    Guidelines:

    → 1) State a thesis statement: Between the years of 1590 – 1985 in US (and other
    comparative) History, how has freedom been defined, challenged, won, or lost?

     Remember to focus your selections thematically: choose to focus on
    political, economic, or social history.

     Remember to include brief outlines of what you will argue about the
    events/people/polices/etc. you will discuss in your thesis statement.

    → 2) Provide 4 specific examples in the body section to support your thesis.

     You may choose 4-5 KA posts to help you achieve this. However, you will
    need to reconfigure the KA’s to support your overall argument/thesis.

     In each paragraph, examine how each example supports your thesis
    statement.

     Do not just provide a summary of what the example is; analyze how
    freedom was contested, won, lost, and/or defined.

     At least one of your examples needs to include a comparison of US history to
    another nation (think back to our comparison on revolutions, etc.).

    → 3) Provide a strong conclusionary paragraph.

     Consider how you have examined freedom.
     Consider how the ways that freedom has been defined, won, lost, or

    challenged have influenced freedom today. Then, restate your argument.

    → 4) Include a bibliography page. Cite utilizing the Chicago Manual style. See the link
    below.

     Sources you may use: Textbook; digital archives from Canvas; Film Reviews
    (cite the film); and any other scholarly articles. Lean on the sources I have
    given to you in each KA – you do not need to reinvent the wheel here. You’ve
    got this.

     You should have at least 8 sources. Two sources per example.
     Citation guide :

    https://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-
    1.html

    [https://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html](https://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html)

    [https://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html](https://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html)

    **## WorldCivFinalPaper11-1.pdf**

    Final Portfolio Paper

    Making of the Modern World

    Hist 141

    Elizabeth City State University

    Fall 2025

    Due Date: December 10th, 2025, at 11:59pm CST

    Topic: Freedom:
    → Research Question: Over the course of early American history (and other

    comparative histories we’ve studied), how has the definition of freedom of changed
    over time? How has freedom been defined/won/lost/challenged?

    → Considerations: Focus on either political, social, or economic history.
     Political: Consider the nation’s founding fathers, their documents, policies,

    laws, practices, systems they created in order to help guide your thinking.
    Also, consider the juxtapositions surrounding these: States Rights vs Federal
    Power; landmark court cases; political campaigns; political propaganda; and
    early debates around freedom.

     Social: Examine the factors that have pushed racial/ethnic groups, citizens,
    immigrants and new American citizens, genders, classes, and the powerful
    and the powerless towards and away from one another. Then, examine how
    social occurrences have influenced those interactions. You may lean on
    ideas/events/interactions that showcase how freedom has been defined
    through cultural movements and other everyday efforts to be or become
    American.

     Economic: Consider the ways that American Business leaders have
    historically sought to define freedom along the lines of them being
    allowed/encouraged by the federal government to increase/change trade,
    banking, agriculture, industries, investments, and labor policies – to ensure
    profits. Then, juxtapose these ideologies with attempts from the federal
    government and the American people to leverage their power against
    industries, to keep them from gaining a large amount of control of society.
    Examine the push and pull between these two factors.

    Word Count: 1,000 Word minimum; 4 pages; 12-point font; double spaced.

    Submission Info: Submit under the link in the “Final Materials” Module in Canvas.

    Reminder: Read your requirements thoroughly. Remember to answer all questions.

    Guidelines:

    → 1) State a thesis statement: Between the years of 1590 – 1985 in US (and other
    comparative) History, how has freedom been defined, challenged, won, or lost?

     Remember to focus your selections thematically: choose to focus on
    political, economic, or social history.

     Remember to include brief outlines of what you will argue about the
    events/people/polices/etc. you will discuss in your thesis statement.

    → 2) Provide 4 specific examples in the body section to support your thesis.

     You may choose 4-5 KA posts to help you achieve this. However, you will
    need to reconfigure the KA’s to support your overall argument/thesis.

     In each paragraph, examine how each example supports your thesis
    statement.

     Do not just provide a summary of what the example is; analyze how
    freedom was contested, won, lost, and/or defined.

     At least one of your examples needs to include a comparison of US history to
    another nation (think back to our comparison on revolutions, etc.).

    → 3) Provide a strong conclusionary paragraph.

     Consider how you have examined freedom.
     Consider how the ways that freedom has been defined, won, lost, or

    challenged have influenced freedom today. Then, restate your argument.

    → 4) Include a bibliography page. Cite utilizing the Chicago Manual style. See the link
    below.

     Sources you may use: Textbook; digital archives from Canvas; Film Reviews
    (cite the film); and any other scholarly articles. Lean on the sources I have
    given to you in each KA – you do not need to reinvent the wheel here. You’ve
    got this.

     You should have at least 8 sources. Two sources per example.
     Citation guide :

    https://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-
    1.html

    [https://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html](https://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html)

    [https://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html](https://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html)

  • [Solved] EDUC

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    I need some assistance with my 1200 word homework assignment

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  • [Solved] How do you ensure equality in an educational setting?

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  • [Solved] a davis

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    any use of ai will result in automatic 0 – ## ART132FinalExam-ArtHistoricalCritiqueEssay.pdf **## ART132FinalExam-ArtHistoricalCritiqueEssay.pdf** ART 132 Final Exam- Art Historical Critique Essay The Art History Critique (AHC) process takes a deep look into an individual work of art. Each Critique …

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    – ## ART132FinalExam-ArtHistoricalCritiqueEssay.pdf

    **## ART132FinalExam-ArtHistoricalCritiqueEssay.pdf**

    ART 132 Final Exam- Art Historical Critique Essay

    The Art History Critique (AHC) process takes a deep look into an individual work of
    art. Each Critique begins with an object, which will be assigned by the instructor. The Art
    History Critique process involves analyzing different aspects of the work of art:
    Description/Subject; Formal Analysis; Interpretation; and Historical/Cultural Context.

    Process: The instructor will provide students with a list of works as a separate
    document in the course shell. Students will select a specific work from this list. Using the
    course resources and other scholarly sources, students will complete the sections of the
    AHC process as described below. PLEASE NOTE: Wikipedia entries and personal blogs
    are not a scholarly sources, but most Wikipedia entries do have bibliographies at the end
    that can be helpful. You are welcome to use your textbook and any information you find
    at www.smarthistory.org in crafting your response.

    Deliverable: You will write an essay in a Word document or PDF document that will be
    submitted in the Blackboard course shell. Google docs links and other formats will not be
    accepted. Your essay should be organized into well-developed paragraphs, using correct
    college-level grammar and punctuation. Each section must be a minimum of one
    cohesive paragraph, although you are not limited to this.

    Use of sources: Information from the provided sources can be paraphrased or directly
    quoted. Direct quotes should make up no more than 20% of the paper and must be in
    quotation marks. Cite the sources in MLA format in the text of the paper and in a Works
    Cited list at the end. If you are not sure what MLA is or how to cite quoted text, a quick
    internet search will be able to help you or you can contact the ECSU Library for some
    assistance.

    THERE ARE FOUR REQUIRED SECTIONS FOR THIS ASSIGNMENT:

    Description/Subject: As the introductory paragraph for your essay, this section should
    include the artist, title, date, and medium of the work; a brief description of the work; a
    summary of the story and/or subject; and your rationale for selecting it. Statements like
    "I picked it because I like it" or "I chose it because the colors pop" are not appropriate
    rationales. Your answer should be based on information about the object and what you
    thought was interesting about this information. In other words, it should not be based
    only on what you see. This summary should include specific information gathered from
    your resources and will serve to establish the topic to be considered.

    Formal Analysis: In this section, you will analyze the form of the work of art. The form is
    the physical object, independent of any discussion of subject matter, interpretation, or
    context. The form includes its size (scale), the type of work (i.e. sculpture, painting, print,
    drawing, etc.), and the media used (i.e. oil paint, watercolor, relief sculpture, pencil
    drawing, etching, etc.). To analyze the form, the student must also describe the way that
    the artist used specific elements of art and the principles of design.

    [http://www.smarthistory.org/](http://www.smarthistory.org/)

    **Do not attempt to describe how the artist used all of the elements and principles, but
    you should discuss a minimum of two. Select those that are dominant in the work and
    that are the most important for understanding the meaning and context of the work.

    **Do not address that meaning or context in this section.

    Depending on your experience with art, you may or may not be familiar with the
    elements of art and the principles of design. If you are not, you will need to gain a basic
    understanding of them by using the resources provided in the textbook and other online
    sources you find using internet searches.

    Interpretation: In this section, use evidence from the sources provided to draw
    conclusions about what the work of art was intended to communicate to the viewers for
    whom it was made. Focus on what the work of art meant in its time and place, not what
    it means to you personally or to people now. A work of art can have many different
    layers of meaning to its viewers. Levels of interpretation can include political, emotional,
    and cultural. Interpretation can also include how the artist intended for the viewer to
    use the object.

    Context: In this final section, use evidence from the sources provided to draw
    conclusions about the historical, cultural, and/or artistic context of the work of art.
    The Subject, Formal Analysis, and Interpretation sections investigate what a work of art
    is. They represent the end result of a deliberate series of choices made by the artist. In
    this section, you will consider WHY the artist made those choices. What was happening
    socially, politically, culturally, etc. and how did these events and currents influence what
    the artist decided to do in this work? Use the sources provided to guide you in
    understanding the context of the work of art that is the subject of this critique. Be
    specific and focused in your explanation of the context. Provide rationale for your
    conclusions from information gathered from provided sources.

    Please reach out to me with any questions, and thanks for all your hard work this
    semester!

    **## ART132FinalExam-ArtHistoricalCritiqueEssay.pdf**

    ART 132 Final Exam- Art Historical Critique Essay

    The Art History Critique (AHC) process takes a deep look into an individual work of
    art. Each Critique begins with an object, which will be assigned by the instructor. The Art
    History Critique process involves analyzing different aspects of the work of art:
    Description/Subject; Formal Analysis; Interpretation; and Historical/Cultural Context.

    Process: The instructor will provide students with a list of works as a separate
    document in the course shell. Students will select a specific work from this list. Using the
    course resources and other scholarly sources, students will complete the sections of the
    AHC process as described below. PLEASE NOTE: Wikipedia entries and personal blogs
    are not a scholarly sources, but most Wikipedia entries do have bibliographies at the end
    that can be helpful. You are welcome to use your textbook and any information you find
    at www.smarthistory.org in crafting your response.

    Deliverable: You will write an essay in a Word document or PDF document that will be
    submitted in the Blackboard course shell. Google docs links and other formats will not be
    accepted. Your essay should be organized into well-developed paragraphs, using correct
    college-level grammar and punctuation. Each section must be a minimum of one
    cohesive paragraph, although you are not limited to this.

    Use of sources: Information from the provided sources can be paraphrased or directly
    quoted. Direct quotes should make up no more than 20% of the paper and must be in
    quotation marks. Cite the sources in MLA format in the text of the paper and in a Works
    Cited list at the end. If you are not sure what MLA is or how to cite quoted text, a quick
    internet search will be able to help you or you can contact the ECSU Library for some
    assistance.

    THERE ARE FOUR REQUIRED SECTIONS FOR THIS ASSIGNMENT:

    Description/Subject: As the introductory paragraph for your essay, this section should
    include the artist, title, date, and medium of the work; a brief description of the work; a
    summary of the story and/or subject; and your rationale for selecting it. Statements like
    "I picked it because I like it" or "I chose it because the colors pop" are not appropriate
    rationales. Your answer should be based on information about the object and what you
    thought was interesting about this information. In other words, it should not be based
    only on what you see. This summary should include specific information gathered from
    your resources and will serve to establish the topic to be considered.

    Formal Analysis: In this section, you will analyze the form of the work of art. The form is
    the physical object, independent of any discussion of subject matter, interpretation, or
    context. The form includes its size (scale), the type of work (i.e. sculpture, painting, print,
    drawing, etc.), and the media used (i.e. oil paint, watercolor, relief sculpture, pencil
    drawing, etching, etc.). To analyze the form, the student must also describe the way that
    the artist used specific elements of art and the principles of design.

    [http://www.smarthistory.org/](http://www.smarthistory.org/)

    **Do not attempt to describe how the artist used all of the elements and principles, but
    you should discuss a minimum of two. Select those that are dominant in the work and
    that are the most important for understanding the meaning and context of the work.

    **Do not address that meaning or context in this section.

    Depending on your experience with art, you may or may not be familiar with the
    elements of art and the principles of design. If you are not, you will need to gain a basic
    understanding of them by using the resources provided in the textbook and other online
    sources you find using internet searches.

    Interpretation: In this section, use evidence from the sources provided to draw
    conclusions about what the work of art was intended to communicate to the viewers for
    whom it was made. Focus on what the work of art meant in its time and place, not what
    it means to you personally or to people now. A work of art can have many different
    layers of meaning to its viewers. Levels of interpretation can include political, emotional,
    and cultural. Interpretation can also include how the artist intended for the viewer to
    use the object.

    Context: In this final section, use evidence from the sources provided to draw
    conclusions about the historical, cultural, and/or artistic context of the work of art.
    The Subject, Formal Analysis, and Interpretation sections investigate what a work of art
    is. They represent the end result of a deliberate series of choices made by the artist. In
    this section, you will consider WHY the artist made those choices. What was happening
    socially, politically, culturally, etc. and how did these events and currents influence what
    the artist decided to do in this work? Use the sources provided to guide you in
    understanding the context of the work of art that is the subject of this critique. Be
    specific and focused in your explanation of the context. Provide rationale for your
    conclusions from information gathered from provided sources.

    Please reach out to me with any questions, and thanks for all your hard work this
    semester!