NEWA Intervention Plan

All groups would meet three times a week, so we would meet every other day to work on the required skills. I broke my level one students up into two different groups. Group 1 consists of student 1, student 6, student 15, student 20, and student 23 while group 2 consists of student 9, student 17, student 22, and student 25. All of group 1 students scored a ninety percentile or higher in reading comprehension (RC) so I put these students together so I can provide them with more challenging strategies and higher-level skilled work in order to help them continue to grow academically. Some of the strategies I would use with these students during small group instruction would be using context clues to, learning new affixes, and root words to help students read and understand unfamiliar words. I would also work with these students on different grade appropriate text structures, text features, summarizing, and main idea to build reading comprehension skills. While my group 2 students are still overall, high leveled students they scored below the ninetieth percentile but above the eighty-fourth percentile. These students would also receive many of the same instructional strategies that would challenge them, but also help build upon their existing skills in reading comprehension, vocabulary, and reasoning

Client: TBH Quarter: 4QM2017 Objective: Promote TBH, ABA therapy and early intervention Key Messages: TBH offers trusted care, ABA therapy and early intervention Demographic (AMY): Radius (AMY): Client Website: www.tbh.com Landing page for tracking: Start Date (AMY): Fund (AMY): Ad run (AMY): DONE (AMY): Facebook Ad Options – ABA Therapy Rotating Facebook ads send patients to your site and the homepage messaging + pages that mat-ter most to them. We run the ads when your audience is most likely online, and select the cam-paign-specific geographical area, age/gender and income to target. Catalyst HCM watches the response and adjusts accordingly, replacing the ad with an alternative to boost performance if necessary. [We cannot use the word

Title of the Lesson: Trail of Tears Content Area(s): Social Studies, Literature, Technology Unit of Study: Trail of Tears/US History Grade Level: 4-6 Time Frame: Comprehensive Unit/Lesson scheduled to take 3 weeks including reading of novel and a few different projects

The greatest need of improvement for my campus is that it needs extended time in a school day for literacy instruction and independent reading. My school does have time set aside each week, which we call “SET”, which is designed to help students by giving them extra tutoring or instruction for all class periods. Most teachers use this time for test corrections or for students to get extra instruction for lessons they missed due to absences or other school functions. We do not have extended school days for literacy.

Activity 3: Counselors will facilitate a group environment that provides a learning environment that has examples and

The two lesson plans I selected are the “The Achievements of the Sumerian Empire” and “The English Settle America” to evaluate. Yes, both lessons connect new subject matter in ELLs background, with their experience and prior learning. Special activities build vocabulary related to specific content as well as to general academic language. ELLs at the beginning of language proficiency level because they are just learning English language at this level will listen and comprehend at this stage. Background knowledge all ELLs students have learned about the world. Both lesson plans use shared pairs group learning, for instance; the teacher will ask students to discuss and ask students for assistance. Yes, academic vocabulary addressed will allow

I would depending on the group of students consider extending the length of this unit by a few days or a week if needed. This would allow topics and objectives to be explored in more depth, with additional activities and allow more time exposed to specific concepts which would be beneficial for a group with similar needs and abilities. Additionally, I would like to include opportunities for one-on-one time between the teacher and the students, especially the ones showing the least amount of growth. This would allow time to focus and target specific skills and preferably with less environmental distractions, for instance working with the student in another room or hallway. Also, during this time this group of students have not started to take homework home, I believe this would have a positive impact on the students if they could spend about ten minutes a few times a week working on one of the skills for this

The reading, writing, and math scores of each student will be collected from the teachers and averaged with accordance to

Introductions: In chapter five the author discusses the learning tasks with individual small groups. Small groups is designed for individual’s learning, which an individual can change their own behavior. Individuals can change by using these strategies: energy, diversity, productivity, protection, getting the job done, pace, inclusion, phrasing, and input. These are learning task that will help individuals in small groups become better. In chapter six the author discusses the principles and practices of learning. There are twelve principles of learning which are needs and resources assessment, safety, sound relationships, sequence and reinforcement, praxis (action/reflection/action), respect, individual ideas/feeling/actions, immediacy, clear

Background: The World Health Organization estimated that more than 800,000 deaths worldwide were due to outdoor air pollution. Air pollution is a growing issue in industrialized areas due to exposure from industrial and traffic sources. Harm to the human body occurs from exposure to and inhalation of particulate matter (PM) (Barnes et al., 2012). PM is liquid or solid particles in the air, that when small enough in size, can be harmful to the human body when inhaled. Two common sizes of particulate matter are PM_10 and PM_2.5. PM_10 are particles that are 2.5 to 10 micrometers in size, and includes dust, mold and pollen just to name a few. PM_2.5 are particles that are 2.5 micrometers or smaller in size, and consists of particles from vehicles, industries, and burning. Smaller particles are able to get into the lungs and potentially cause serious health problems (Environmental Protection Agency [EPA], 2015). These health problems include acute cardiovascular events, changes to blood pressure, coagulation, myocardial perfusion, and chronic respiratory diseases (Barnes et al., 2012).

After I corrected all assessments three of them got excellent, while the other was good that means their cognitive ability were between very good and satisfactory, so

A. 1. Instillation of hope: Establishing a sense among group members that change and resolution are possible. This factor is important because when other members of the group see that there is a chance for their own lives to change for the better then they feel more motivated to have

Teaching Plan for Diabetes Teaching Plan would include 6 evening or day classes consisting of 2-3 hour sessions of education and group discussion. The topics and discussions would be as follows.

Unit 5 Essay 5 - Development Level One: Novice Rhonda Y. Smith-Gullette California Intercontinental University August 7, 2016 Dr. Gary Hanney Abstract This essay will highlight the case title "Development Level One: Novice.” This paper will provide an overview of the case. The essay will highlighted the expectations of a novice and the skill level of a leader who is tasked to train a novice. The essay will highlight coaching and intervention. This paper will conclude with a conclusion that recaps the major points of the paper.

CELTA Pre-course task sheet Section 1 – Learners and teachers, and the learning and teaching context A – Teaching and learning contexts Task 1 1. Lesson in groups, Multilingual & Open groups, full time course, mixed ability & gender groups, day classes, smaller classes, teachers with English speaking background