Competency Goal Statement

2/17/2017: Core competencies that were developed are noted. The candidate utilized Information technology, privacy and data security for maintaining security of data, and evaluating feasibility and profitability competency for evaluation of products and services. 2/17/2017: Application of core competencies relative to ethics of data security, cloud computing technology, cost consideration, timeline, data utilization, risks and licensing were discussed with good details. 2/17/2017: Figuring out recommendations and financial impact of recommendations were the obstacles encountered during Task 4.

SkillsUSA Introduction In 1965, at the Trade and Industrial Youth Conference the Vocational Industrial Clubs of America (VICA) was adopted. Future Farmer’s of America (FFA) made the first financial donation towards this organization. In 1975, the organization introduced its 1 millionth member. In 1985, the United States earned its first gold medal at the International Youth Skill Olympics.

Special education services, such as speech therapy, resource classes, and self-contained classes, are considered Tier 3 services. Tier 3 services typically require students to have an Individualized Education Plan (IEP) because they offer specially designed instruction. MTSS is intended to address both academic and emotional-behavioral difficulties, and this study will address a Tier 1 universal behavior

One barrier that would affect this competency would be missing a sign of abuse. To overcome this barrier, I would discuss my finds with the nurse manager, to make sure nothing was missed, another barrier would be obtaining information from the older adult, to overcome this barrier would be to assess their body language.

These students showed more of a positive tendency to vie for competitive wage jobs, and to work full time after high school (Wehlage & Rutter, 1986). Research has indicated that CTE teachers have indicated an immense need for additional training and professional development in working with SWD. Studies indicate that CTE teachers are greatly affected by special education educational labels used to classify SWD in a less than positive way, calling for an overarching need for additional modifications or accommodations to fully include all students with labels into the existing class structure based exclusively on categorical descriptions. There exists a positive connection between increased training and experience working with SWD and optimistic attitudinal viewpoints related to expectations for SWD (Van Reusen et al., 2000); Cotton, 2000). The involvement of CTE teachers in the special education programming process and individual education plan was looked at and revealed that the majority of respondents in the studied reviewed (Albright & Preskill, 1982; Casale-Giannola, 2011; Cotton, 2000; Harvey, Cotton & Koch, 2007) indicated a need for help in modifying teaching to meet the requirements of the IEP for SWD as well as identifying the need for assistance in writing and participation in the IEP planning of

I entered the third professional of my medical school still unsure of what specialty I wanted to pursue. I had spent the previous year in classrooms taking courses covering a wide range of topics, all of which seemed interesting. However, after starting my clinical rotations, and following them up with observerships and research positions, I was able to apply the knowledge I had gained and I learned more about my passions. I realized what I want to specialize in. Now I am applying for my residency in pediatrics.

Competency Goal III Competency Goal III is to support social and emotional development and to provide guidance. There are three main areas to succeed in this, the things are self-concept, sociality, and guidance. One focus on Competency Goal III is self-concept. Children’s environments support the development of positive self-concepts.

I believe that all children are individuals, unique in their abilities, from a wide diversity of backgrounds and cultures, and they also have the right to be treated with dignity and respect. Educators are observers and designers who have to observe children’s abilities, interests and learning styles for designing a curriculum that fulfill everyone’s needs. Observers also play an important role on noticing individual differences and offering help to children who have lower ability to improve

To have a functional and effective learning environment it is important to understand that a classroom management plan not only affects the ability to teach, but also affects the ability to learn. The classroom management plan that I have created will meet the needs of all the students identified in the class profile provided because it is designed to create an environment for all the students to be able to learn without distractions while they learn how to advocate for themselves and develop a sense of independence, respect, and responsibility that will benefit all of them throughout their lives. As a teacher I have a responsibility to “create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination.” (Council for Exceptional Children, n.d.) The accommodations and modifications for daily routines and procedures included in the plan are intended to align with the special Education Professional Ethical Principles.

The first observation was conducted on August 30th at 9:00 a.m., while the student was participating in the special education resource room. The observation took place for a total of 25 minutes. For the duration of the observation the student was seated at a small table working one-on-one with the special education teacher. Along with the student being observed and the special education teacher, two other students, as well as, two paraprofessionals were in the special education resource room during the observation time. One student and paraprofessional were working one-on-one at a small table, while the other student was sitting in a bean bag chair reading a book.

On the morning of October 8th 2005 i woke up to the sound of trophies and books falling off my bookshelf. I immediately looked at the ceiling fan to confirm that it was an earthquake. Suddenly the glass on my side table fell, and shattered on the floor. I held a pillow on top of my head and ran out of the room. The ground below my feet kept on shaking, with the tremors getting stronger with every passing second.

As an educator, reading Ross Greene's book "Lost at School" has been an insightful and thought-provoking experience. The book focuses on the Collaborative and Proactive Solutions (CPS) model, which emphasizes the importance of collaboration between teachers and students in addressing challenging behaviors. One of the key takeaways from the book is the notion that behaviorally challenging students are not lacking in motivation, but instead, lacking in the skills necessary to navigate the demands of their environment. The CPS model emphasizes the need to identify the specific skills that a student is lacking and work collaboratively with them to develop those skills.

The authors are collaborative in the evidence and the solution one most importantly being “Provide more inclusive environments for students with disabilities and provide additional training to lead and regular teachers.” (Council). In creating more of an enclosed environment, in Atlanta they took this step to make sure that over identification was not taking place in special ed. This gave them more one-on- one time with students. This also helps train teachers in what they need to look for in a disability.

I spent my fifteen hours observing two special education classrooms at Sulphur Intermediate School. One focused on math and the other on reading, though many of the children I observed worked in both classrooms. The students were in the third, fourth, and fifth grades. Most of the students had mild to moderate disabilities and simply needed extra help in reading, math, or both subjects. They did not stay for the entire day, but rather came for certain periods.

The Core Competencies of Effective Business Consulting Services The art of business consultation is a more nuanced and subjective process than some may realize at first glance. There are plenty of standard practices that industry veterans continue to use, but most consulting firms view and define them differently. Each consultation job is a different case, and there’s no single process that works for every client. There are, however, more enlightened ways to view the fundamentals of effective business consulting practices. Common Views of Business Consultation