Interview a certified K-12 classroom teacher about pre-referral assessments and his or her role in the response to intervention (RTI) process. Your interview should address the following prompts:

1. The criteria and distinguishing factors of RTI level one, RTI level two, and RTI level three;
2. Examples of and how RTI level one, RTI level two, and RTI level three are administered to students;
3. How the classroom teacher records and interprets information from the RTIs;
4. How the RTI information is used in making eligibility, program and placement decisions for individuals with exceptionalities; and
5. Strategies in communicating RTI results to various stakeholders.

, summarize and reflect upon your interview.

 

When you create content, whether documents or videos, you must consider your audience before, during, and after the writing process. For this assignment, you will use a series of questions to analyze a typical audience in your field. 

Pretend you are creating a piece of content on something you are interested in. For example, you could be an engineer writing a proposal to your boss trying to convince her to buy a new $4,000 machine. Or you could be a counselor who complete a grant application for $500 to attend a conference. Or maybe you are a content creator writing a script for a video about your favorite sports teams’ upcoming season. Whatever you decide to create, you must consider your audience. 

 Choose something to create and choose your typical audience. Complete attachment

 

Choose about a 200-word passage from a technical article related to your major course of study (interdisciplinary studies)  and addressed to an expert audience. For example, this could include OSHA regulations for a storing chemicals or laws that apply to childcare centers. You can find technical articles on the web by using Google Scholar or the Directory of Open Access Journals. In addition, many federal government agencies publish technical articles and reports on the web. 

Rewrite the passage so that it will be clear and interesting to a general reader. 

Submit a copy of or a screenshot of the original passage and your revision into Blackboard.

 Discussion topics include:
           1.   Leadership Power
           2.   Leadership values
           3.   Leadership across cultures
4.   Leadership ethics

Assignments for Session 3 include:
1.     Text: Chapters 4-5

This week you will be reading Chapters 4 and 5 in the textbook. Underlying all leadership influence are one or more power bases.  The French and Raven model of power is perhaps the best known management model. According to these researchers, there are several possible power bases.

1.    Legitimate power emanates from your position in the organization.
2.    Reward power correlates with your ability to provide the rewards that followers want.
3.    Coercive power refers to your ability to force people to do your will. “Do it my way or you’re fired.”  This type of power is certainly out of step with today’s emphasis on empowerment and democratic workplace behavior.
4.    Expert power arises from the perception that you have expertise in a given area and that you will help people out.’
5.    Referent power is an emotional, personal power base where people seek your approval.

Leaders may have more than one type of power base or different power bases with different constituencies.  Think of the many situations where you are a leader in terms of your ability to influence others. What type of power bases do you have in these situations?

Chapter 5 looks at leadership and values, especially ethical values. Values are simply gut-level belief systems that help us distinguish what is good vs. bad, normal vs. abnormal.  Ones values start forming at an early age when family is the single most important programmer of values.  Schools, churches, media, television, music, and peers quickly become other important value programmers. By the time we are 20, our values have pretty much formed our filter for how we see the world.  

What about ethics?  Ethical values have to do with a concept of morality, of good versus evil. Ethics is a big question in Corporate America today where scandal after scandal have left many believing that ‘business ethics” is an oxymoron.  Leaders often represent to the outside world the key values of the organization.  

Culture begins, obviously, with the founders of the organization. The founder’s vision
of what the organization should be like is very important.  Later, as employees are added, 
the founders hire people who reflect the same vision and carry it forward.  Likewise, these 
early employees hire others of similar vision.  As new employees arrive, they are socialized 
into the organization.  Once inside an organization, employees learn culture especially 
through the rites, rituals, stories, and reward systems that they observe.

***Here is another article that will be beneficial towards your learning on this topic.

Age Range by Generation – Beresford ResearchLinks to an external site.

Module Three Discussion Questions 

Note: Please type the question and then the answer which should be about 250 words for each question.

1.    There have been some interesting studies on the effect of gender on leadership style. Respond to the following statement with your opinions and experiences:  “Successful male and female leaders tend to have many similarities; yet, women as a group tend to be more democratic in style than men. The modern concept of managerial coaching may thus be more natural for women than men.”  Incorporate at least one outside reference into your answer. 

2.    What value differences might you as a leader expect to find among your Baby Boomer, Gen Xers and Millennial employees?  Discuss.  Use at least one outside reference in your answer.

art I

In the chapter titled “China, Technology, and Change,” Lynda Shaffer analyzes the following questions: why did China—which invented block printing, compass, and gunpowder—not use these inventions to jump-start a scientific and industrial revolution? Why were the inventions not revolutionary at home? Shaffer argues these questions are based on the false assumption that China did not change as a result of these inventions. In reality, China changed a great deal, but Eurocentric histories often ignore this fact.

Write a brief paragraph analyzing Matteo Ricci and Père du Halde’s perspectives on technology in China. Which reading corroborates Shaffer’s argument? How are Matteo and Père’s accounts different? More importantly, why are they different? Using this week’s lectures (and, if you’re feeling ambitious, your textbook) provide historical context and speculate what changed for China or Europe in the 80-year interval between these two accounts. In your response include at least 1 in-text citation per primary source and at least 1 in-text citation referencing one or more of Dr. Wood’s lectures from this week.

Part II

Connect Will Adam’s account and the Sakoku Edict (Closing of the Country) with John Nelson’s article. Adam’s account is from 1611 and the edict was issued in 1636—only 25 years later. Write a short paragraph addressing the following: 1. summarize the two primary sources; 2. analyze why Japan’s policy toward foreigners changed so drastically in such a short period of time. In your response include at least 1 in-text citation per primary source and at least 1 in-text citation referencing one or more of Dr. Wood’s lectures from this week.

https://sourcebooks.fordham.edu/eastasia/1372mingmanf.asp

https://sourcebooks.fordham.edu/mod/1611adams-japan.asp#:~:text=Internet%20History%20Sourcebooks%3A%20Modern%20History&text=%5BTappan%20Introduction%5D%3A%20Will%20Adams,allowed%20to%20leave%20the%20country.

https://sites.pitt.edu/~annj/hist0400/sakoku.htm

https://sourcebooks.fordham.edu/mod/1680halde1.asp