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Description NOLA YouTube Story Guide Outline with the following minimum Report ...

Description NOLA YouTube Story Guide Outline with the following minimum Report format (not Tech Memo) elements: Cover: title, name, date, image – if desired Automated Table of Contents (ii) ß insert roman numerals. Introduction (overview of the report) ß starts on page (1) Background Relevance to NOLA history Images with proper labeling Map showing event location, if applicable Summary Appendix (iii) ß insert roman numerals. Sub-sections with Sources, List of Figures, List of Tables (if applicable)

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Description Funding Exceptional Student Education (Florida Students) Over the ...

Description Funding Exceptional Student Education (Florida Students) Over the last 50 years, funding the cost of Exceptional Student Education (ESE) have been accomplished with weighted Program Cost Factors (PCF) to account for the increased cost of providing educational services to these students. For ESE students to be successful in school, they may require one or more of following services: Smaller student/teacher ratios. Teachers with expertise in particular areas (i.e. speech therapy). Additional support services not required by regular students i.e. psychological counseling). Additional course materials adapted to their individual needs. Assistive technology devices. Services that extend beyond the regular school day.  It is obvious that these and other special services can add additional costs to the operating budget of a school system. In Florida, the Florida Education Finance Program (FEFP) utilizes a weighted approach to address special education costs. The FEFP has always recognized these needs. Initially, only one PCF was included in the FEFP for special education. Over the next several years, additional PCFs were added until there were 15 funding categories for ESE students along with funding for mainstreaming students.  In the ESE funding model, prior to 1997, students were funded based upon their disability. Additionally, the district only received special education funding for the time outlined on the student’s Individual Education Plan (IEP). If a student was mainstreamed into regular classes and the teachers documented the collaborative support services made available to the regular teachers, the district was allowed to collect “double” the Basic funding.  The “double basic” funding was not widely used by districts and with the restriction of collecting ESE funding for direct ESE services, the amount of mainstreaming was limited. The 15 PCFs can be reviewed in the FEFP PowerPoint presentation under the FEFP. One will note that students could be funded under a part time or full time funding category.  For example, in a class of ESE students, there may be students identified with various handicaps. Each student would be funded at a different PCF for the time in the course, regardless of the services needed. The calculation of FTE was very cumbersome. It was crucial that the time in special education, by exceptionality, be carefully identified on the IEP. This in turn had to be transferred to the course reporting system, where FTE funding is calculated.  Over a period of years, the Florida Department of Education created a new model for funding Exceptional Student Education. Funding levels were to be shifted form specific time and exceptionalities, to student needs and services. The ESE Revised model, implemented in 1997, provided for five PCF, categorized as 251-255. To determine the PCF for a student, a Matrix of Services form was to be completed. The services recorded on the Matrix were to be outlined on the student’s IEP.  Under the new funding system, the student was to be classified under the ESE funding category the entire school week. If the student received services in other special programs (i.e. ESOL, vocational), their funding in these courses were also to be funded as ESE Over the next three years, various revisions of the criteria for marking services on the Matrix were provided by the Florida Department of Education. During the same time, districts on multiple occasions were requested to review and correct Matrix scores based upon the most recent criteria interpretations.  This resulted in vast fluctuations in district revenues. The Florida Legislature eliminated the first three levels of the Matrix for the 2000/2001 school year. This represented approximately 95% of all ESE students. For that school year, the Florida Legislature created three funding FEFP Program categories:            111 – ESE grades PK – 3 112 – ESE grades 4 – 8 113 – ESE grades 9-12 The high cost categories of 254 and 255 remained.  The Legislature took the weighted funds from the removed 251, 252, and 253 PCF and created an ESE Guarantee allocation. This provided the school districts with a fixed amount of funds to pay for the additional services required by ESE students. An ESE student is now funded under one of the above categories or a score of 254 or 255. If the student is funded at the higher level, the student must have a Matrix of Services and IEP that supports the services marked on the Matrix.  Beginning with the 2001/2002, charter schools, and de-regulated schools are to receive their funds based upon the Matrix. Additionally, students eligible for a McKay Scholarship receive a voucher based upon the student’s Matrix score. The following site reviews the level of “ Inclusion” across the United States.  https://nces.ed.gov/nationsreportcard/about/inclusion.aspLinks to an external site.  This site provides the incidence rate of disabled students:  https://nces.ed.gov/fastfacts/display.asp?id=64Links to an external site.  The following site provides information regarding the incidence rate/service of ELL (English Language Learners) across the United States. These are also referred to as ESL, ESOL, etc. The ELL programs DO NOT come under the category of special education. However, the costs of providing these services is greater than that of regular/basic students and is often addressed through a Program Cost Factor (i.e. weigh). https://nces.ed.gov/fastfacts/display.asp?id=59Links to an external site.  Complete the following for this component: Obtain a copy of the Matrix of Services. there is a link in the Module: ESE Discuss with an ESE teacher how a Matrix is to be completed Write a short summary of how the Matrix is scored, what areas are addressed, and what special considerations are addressed How does your district utilize federal IDEA entitlement funds?

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Description Discussion Questions: Kalief Browder - The Mental Health of Kalief ...

Description Discussion Questions: Kalief Browder - The Mental Health of Kalief and his mother were discussed. What services do you think might have helped Kalief improve his mental health? Gabriel Fernandez - Wearing your Social Work hat, what are your thoughts on the death penalty? Click here to watch Kalief Browder Episode 6       Links to an external site.  Click here to watch Gabriel Fernandez Episode 6       Links to an external site.

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Description Feedback Page 1: Paper title preceded by words Running Head shoul ...

Description Feedback Page 1: Paper title preceded by words Running Head should be typed all in Capital Letters Page 2: page number missing - title Abstract should be relocated to the center above the Abstract paragraph - Abstract paragraph should be typed on Block format Page 3, 4, and 5: Body Narrative should be a minimum of three pages and not two and a couple of lines - Conclusion paragraph should be on a page by itself as indicated in instructions provided - title Conclusion should be relocated to the center above the Conclusion paragraph - Conclusion paragraph should be only one complete paragraph of about five to nine complete sentences and not two paragraphs - you should combined both paragraphs into only one

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Description Great job on this rough draft! You did a thorough exploration of th ...

Description Great job on this rough draft! You did a thorough exploration of the history and symbolism behind pupusas. Throughout the blog, you have a fun and engaging writing style that connects with the reader. For the final draft, I'd love to see you make a stronger personal connection to pupusas. In the first paragraph, you mention a childhood memory correlated with eating pupusas, which is a great detail! Under your section heading "Personal Significance," the focus seems to be more about the history of Pupusas. How can you incorporate the personal significance more concretely? For the final draft, also make sure that you are uploading the correct images and/or that they are viewable to the reader. 

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Description Instructions Upload the presentation shared in week 6 discussion. ...

Description Instructions Upload the presentation shared in week 6 discussion.  Share a brief presentation (PowerPoint, Prezi) of what you have included and intend to include in your e-portfolio.  The presentation should include: (1) a personal profile including career theme (project management, human resource management, etc.), (2) career goal(s), and (3) at least three examples of artifacts that will support your e-portfolio (does not need to be an entire document- include snapshot).

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Description Review one classmate's presentation (week-6 forum) and provide feed ...

Description Review one classmate's presentation (week-6 forum) and provide feedback from the perspective of a hiring manager   What are the strengths?  Based on the artifacts/presentation, how could their skills add value to your organization? What are the opportunities for improvement?  What are some skills that your organization is seeking, that the artifacts/presentations do not highlight 

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Description I want to develop a strategic plan with my team and I have another ...

Description I want to develop a strategic plan with my team and I have another plan ready as example(for reference not copying) and I will attach all the information needed for the assignment- please have it in a saprete document and I will organize it by myself.. I just need the sections + the references.. 

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Description Some people believe that children should do organised activities in ...

Description Some people believe that children should do organised activities in their free time while others believe that children should be free to do what they want to do in their free time. Which viewpoint do you agree with? 

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Description Write your blogpost. You will create a blog post like one that you ...

Description Write your blogpost. You will create a blog post like one that you might encounter in a food blog. Often, such blogs will be themed; their posts may center around, for example, healthy eating, baking on a budget, meal prepping, or dorm-friendly cooking. For this assignment, imagine that your post, too, is part of a themed blog—one that centers around teaching about culture through food—one dish at a time. Thus, your blog post should include three key pieces: The Personal Introduction: an informative and engaging introduction that primes the reader to learn about culture through food. Specifically, your introduction should make clear how the dish has personal significance to you, but also broader cultural significance. Your introduction should also give readers a sense of how the blog is organized, making it easy for readers to navigate the text. The Body Paragraphs: In these paragraphs, you’ll do the majority of the educating work! You’re teaching your audience about the dish. While your Personal Introduction made clear how the dish matters to you, your body paragraphs should make clear how the dish matters to others. Your body paragraphs may be organized how you see fit, but they should include the following information: Key information about the dish: Tell your readers some of the most important information about the dish–including, especially, the ingredients it is typically made of and who typically eats it. The cultural significance of the dish: Tell your readers why this dish matters. What makes it unique and/or important to more than just you? The Works Cited: a list of four (4) or more credible sources that you cited in your blog post that goes at the very end of your project. (Imagine that your readers want to follow your research trail to learn more about your food/dish). Use what you learned in “Big Idea #1: Writing Is Multimodal” and “Explore - Principles of Design and Multimodality” to make sure your blog post is visually effective.In your blog post, you will need to effectively incorporate three (3) or more images. Your images, according to the rubric, should be “illustrative.” An "illustrative" image actually helps readers understand something--as opposed to a decorative image, which only adds embellishment. For example, an image of an apple pie on a picnic table can help readers imagine the cozy contexts in which the dish is eaten. It can even persuade readers to cook an apple pie for themselves, if the dish looks delicious enough! A clip-art image of a pie, though, doesn't do all that much to really help the readers understand where the dish is often eaten. An image of the kitchen set-up in a college dorm, for instance, can showcase the cooking constraints of college dorm culture. An image of the football field, though, may be less illustrative. In short: think of "illustrative images" as support or evidence. It is 1,000+ words in length. It includes (in both the text and in the Works Cited section) a minimum of four (4) sources. Note: you may cite any readings assigned in the course--but they do not count towards your minimum source count; all citations represent genuine attempts at proper formatting. It incorporates a minimum of three (3) images. It includes meaningful discussion of the dish's personal and broader significance. Impress upon readers why the dish and/or its ingredients matter--to you, as well as in a broader cultural context. Ensure that this significance is explicitly and consistently expressed in the blog post. It carefully and thoughtfully incorporates of research. Draw upon clearly credible sources to support your claims about the dish (and/or its ingredients). When incorporating sources, your post should use language and in-text citations to clearly distinguish between your ideas and the ideas you learned from other sources. Sources are documented in a properly formatted  Works Cited page, as well as in properly formatted in-text citations. It effectively integrates of visual design principles. Your blog post should follow principles of visual design. Choices about color, contrast, space, and balance should be appropriate to the content of the blog post. They should enable readers to easily navigate the document. Images should be consistently illustrative, working to help readers more easily understand your blog post. Its structure is purposeful, sensible, and easy-to-follow Group topics into cohesive units and signal how ideas are related to each other (e.g., through topic sentences and transitional phrases). Its language is situationally appropriate. Word choice should be appropriate to a general audience. Write concisely and without undue repetition. Tone should be both informative and engaging.

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