Literature Review

For this section of your plan, you must research and include a minimum of four scholarly and/or professional resources (Links to an external site.) published within the last 10 years in addition to your course text. You are encouraged to review your instructor feedback and include the work you completed in the Week Three Annotated Literature Review assignment.

Explain the basic elements of decision-making and public finance in law enforcement or correctional organizations in general. Define and describe what is meant by the terms: strategic management, quality management, operations management, and project management. Explain the distinctions between qualitative versus quantitative decision-making and describe various ways both styles of decision-making are important for a criminal justice organization. Examine the management philosophy of Henri Fayol (1917) and briefly describe the ways planning, organizing, leading, controlling, and coordinating impact an agency’s budgetary considerations. Apply these theoretical concepts of management and leadership to your chosen agency’s budgetary reduction and explain how these considerations reflect strategic management practices. Explain the basic premises of budget management and preparation as they pertain to the type of agency you chose (either law enforcement or corrections). Provide a detailed explanation of the nuances of budget management and preparation that are unique to your chosen agency.

Examine a selected test for materials and procedures according to Elements 6, 7, and 8 of the Code, using the template provided.

Preparation

Gathering information about and evaluating the remaining elements of the Code will require additional searches in the Capella library (including MMY), as well as other resources (such as test publisher websites). A search for relevant articles may include a keyword search within each review or research article. It may be helpful to do keyword searches within those documents with the following words: FILLER TEXTorFILLER TEXTa copy of your test to complete this assessment.

Instructions

Use the test you selected in Assessment 1 for this assessment.

Assume the role in the scenario below.

Scenario

The director of the setting in which you work has praised your previous analyses and asked you to continue to evaluate the selected test according to Elements 6–7 of the Code.FILLER TEXT

The Code states that test users:

(6) evaluate representative samples of test questions or practice tests, directions, answer sheets, manuals, and score reports before selecting a test; (7) evaluate procedures and materials used by the test developers, as well as the resulting test, to ensure that potentially offensive content or language is avoided; and (8) select tests with appropriately modified forms or administration procedures for test takers with disabilities who need special accommodations.FILLER TEXT

Your analysis and summary will be reviewed by the executive team before you complete a final report.

Use the Assessment 3 Worksheet: Evaluation of Test Materials and Procedures Research, linked in the Required Resources, to complete this assessment. The worksheet contains three sections.

Section 1: Test Review Table

Complete this section.

Section 2: Summary and Rationale

This section should have a minimum of five pages of content.

Use the MMY reviews, publisher websites, and peer-reviewed journal articles to obtain information about the test under consideration.

Relate your findings for your selected test according to Element 6 of the Code.

Test Items and Format

Evaluate a test’s sample items, practice tests, directions, answer sheets, manuals, and score reports for appropriateness and for the intended purpose of the instrument.

Fair and Appropriate Materials

Complete the following:

• Analyze a test’s procedures and materials as presented by the test developers for appropriateness and for the intended purpose of the instrument.
• Analyze a test’s use or availability of modified forms or administration procedures for test takers with disabilities who need special accommodations for appropriateness and for the intended purpose of the instrument.
• Analyze how advances in technology have been used to address issues of test items, procedures, and appropriate and fair usage.
• Evaluate one AERA standard for Supporting Documentation for Tests that is implicated in either the positive or the negative aspects of the selected test.

Section 3: References

Locate a minimum of five resources (a minimum three peer-reviewed journal articles) pertaining to your test’s construction, item development, procedures utilized in construction to minimize offensive content, and provisions of modifications and accommodations for test takers. You will not be required to have a copy of your test to complete this assessment. You may use many different types of references and sources to obtain this information about your test. These references may include journal articles, literature reviews, MMY reviews, and publisher websites.

Additional Requirements

Your assessment should meet the following requirements:

• Written communication: Write clearly and logically, with correct use of spelling, grammar, punctuation, mechanics, and APA format and style.
• Length: The summary on Elements 6, 7, and 8 (See Section 2) must be at least five double-spaced pages in length. These pages do not include the title page (Section 1) or References (Section 3).
• Font and font size: Times New Roman, 12 point.

Code of Fair Testing Practices in Education

The following resource provides brief coverage of the elements of the Code that are part of the assessments in this course. These are the elements directed toward test users, which begin on page 6 of the document. Elements 6–8 are covered in this assessment.

• Joint Committee on Testing Practices. (2004). Code of fair testing practices in education [PDF]. Available from https://www.apa.org/

Evaluation of Test Materials and Procedures Scoring Guide

CRITERIANON-PERFORMANCEBASICPROFICIENTDISTINGUISHEDEvaluate a test’s sample items, practice tests, directions, answer sheets, manuals, and score reports for appropriateness and for the intended purpose of the instrument.Does not describe a test’s sample items, practice tests, directions, answer sheets, manuals, and score reports for appropriateness and for the intended purpose of the instrument.Describes but does not evaluate a test’s sample items, practice tests, directions, answer sheets, manuals, and score reports for appropriateness and for the intended purpose of the instrument.Evaluates a test’s sample items, practice tests, directions, answer sheets, manuals, and score reports for appropriateness and for the intended purpose of the instrument.Evaluates a test’s sample items, practice tests, directions, answer sheets, manuals, and score reports for appropriateness and for the intended purpose of the instrument; addresses all facets of this element identified on the research worksheet.Analyze a test’s procedures and materials as presented by the test developers for appropriateness and for the intended purpose of the instrument.Does not describe a test’s procedures and materials as presented by the test developers for appropriateness and for the intended purpose of the instrument.Describes but does not analyze a test’s procedures and materials as presented by the test developers for appropriateness and for the intended purpose of the instrument.Analyzes a test’s procedures and materials as presented by the test developers for appropriateness and for the intended purpose of the instrument.Analyzes a test’s procedures and materials as presented by the test developers for appropriateness and for the intended purpose of the instrument; addresses all facets of this element identified on the research worksheet.Analyze a test’s use or availability of modified forms or administration procedures for test takers with disabilities who need special accommodations for appropriateness and for the intended purpose of the instrument.Does not describe a test’s use or availability of modified forms or administration procedures for test takers with disabilities who need special accommodations for appropriateness and for the intended purpose of the instrument.Describes but does not analyze a test’s use or availability of modified forms or administration procedures for test takers with disabilities who need special accommodations for appropriateness and for the intended purpose of the instrument.Analyzes a test’s use or availability of modified forms or administration procedures for test takers with disabilities who need special accommodations for appropriateness and for the intended purpose of the instrument.Analyzes a test’s use or availability of modified forms or administration procedures for test takers with disabilities who need special accommodations for appropriateness and for the intended purpose of the instrument; addresses all facets of this element identified on the research worksheet.Analyze how advances in technology have been employed to address issues of test items, procedures, and appropriate and fair usage.Does not describe how advances in technology have been employed to address issues of test items, procedures, and appropriate and fair usage.Describes but does not analyze how advances in technology have been employed to address issues of test items, procedures, and appropriate and fair usage.Analyzes how advances in technology have been employed to address issues of test items, procedures, and appropriate and fair usage.Analyzes how advances in technology have been employed to address issues of test items, procedures, and appropriate and fair usage; integrates this analysis in all three elements identified on the worksheet.Evaluate one AERA standard for Supporting Documentation for Tests that is implicated in either the positive or the negative aspects of the selected test.Does not evaluate one AERA standard for Supporting Documentation for Tests that is implicated in either the positive or the negative aspects of the selected test.Cites but does not fully evaluate the positive or the negative implications of an AERA standard for Supporting Documentation of the selected test.Evaluates one AERA standard for Supporting Documentation for Tests that is implicated in either the positive or the negative aspects of the selected test.Evaluates more than one AERA standard for Supporting Documentation for Tests that is implicated in either the positive or the negative aspects of the selected test.Write clearly and logically, with correct use of spelling, grammar, punctuation, mechanics, and APA format and style.Does not write clearly and logically, with correct use of spelling, grammar, punctuation, mechanics, and APA format and style.Writes in a manner that supports an idea, but contains major errors in grammar, usage, mechanics, and APA format and style.Writes clearly and logically, with only minor errors in spelling, grammar, punctuation, mechanics, and APA format and style.Writes clearly and logically, with no errors in spelling, grammar, punctuation, mechanics, and APA format and style.

The topic should be based on one of the following topics:

Air pollution (local/ regional/ or global), water pollution (ex: ocean pollution/ drinking water…), waste (plastics, municipal solid waste, e-wastes…), biodiversity (ex: bees, rainforest…).

Your presentation should include:

(a) A description of the issue – What is it? How important is it? Where?…

(b) A link between the issue and other (economic) variable(s). Ex: What variables explain e-waste? What are the main sources of ocean pollution or bee extinction? For this, you will need to read and use peer reviewed economic articles (at least 5!) on the topic. You may find some examples of such articles on Brightspace.

(c) A discussion of policy implications or message to take home.

Overall, you should have between 6 and 10 slides. Considering that you will not be presenting in person, these slides should be self-explanatory (i.e. sentences instead of bullet points for example

Behavioral Support Plans

[WLOs: 1, 2, 3] [CLOs: 1, 2, 3, 4]

Prior to beginning work on this assignment, review section 10.1 in your textbook and read Behavioral Support Plan Tools & Tips (Links to an external site.).

Behavioral support plans are a great way to build a plan that helps shape, replace, or reduce challenging behavior. These plans often rely on use of behavioral data to identify key trigger behavior information. Additionally, these plans may include things such as ways to deepen relationships, ways to improve parent communication, ideas to impact environmental changes, and strategies to improving the behavior. These plans also identify goals and members of the behavioral support team.

For your Final Paper, you will create a behavioral support plan utilizing behaviors found in Jose and Olivia. Pick either Jose or Olivia and review their behaviors. Select three challenging behaviors from your chosen student to complete the behavioral support plan. Your behavioral support plan will include things such as trigger, problem behavior, consequence, function, desired behavior, maintaining consequences, preventions, teaching, goals, data collection, and parent involvement.

Utilize the ECE 201 Week 5 Final Project template to complete the behavioral support plan. After you have completed the document, be sure to write a reflection on the process and answer the following prompts:

• Explain the purpose of behavior management in early childhood educational settings and why it is important to think proactively.
• Explain how you think your student will react to this behavior plan.
• Describe what else you would do to encourage positive behavior that does not “fit” on the plan.
• Summarize the conversation you will have with next year’s teacher in regard to your student’s behavior plan.

The Behavioral Support Plan Final Paper

• Must be eight to 12 double-spaced page in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center’s APA Style (Links to an external site.)
• Must include a separate title page with the following:
  • Title of paper
  • Student’s name
  • Course name and number
  • Instructor’s name
  • Date submitted

For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.).

• Must utilize academic voice. See the Academic Voice (Links to an external site.) resource for additional guidance.
• Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.
  • For assistance on writing Introductions & Conclusions (Links to an external site.) as well as Writing a Thesis Statement (Links to an external site.), refer to the Ashford Writing Center resources.
• Must use at least two scholarly sources in addition to the course text.
  • The Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
• Must document any information used from sources in APA style as outlined in the Ashford Writing Center’s Citing Within Your Paper (Links to an external site.)
• Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center. See the Formatting Your References List (Links to an external site.) resource in the Ashford Writing Center for specifications.

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.