CJ650 Everest College Link Between Business & Public Safety Administration Paper Law Assignment Help

Here is the initial question:

Based on your personal experience with your mentoring program, how is your mentee responding to the techniques or strategies being implemented to support the short-term and long-term goals? Offer techniques or strategies to your peers’ mentoring experiences.

Reply to my classmate’s response in bold:

Our journey into this plan has developed a bit of a wrinkle. While not unanticipated, it is cause for some concern. The wrinkle is fear, and the fear is being sure of the will of God. In reality, the will of God ought to be considered in all that we do, but for us, I guess it is more pronounced. My mentee is preparing to be a deacon in our local assembly and his greatest obstacle is the fear of “missing the will of God.” Because of this, we have called an “audible” in our plan and are introducing a technique to help one in determining the will of God. This is where a true mentoring behavior takes place. I am instructing Ross on 2 elements of the will of God, and letting him discover it for himself. One technique I have fond to be helpful and reassuring to the mentee is self-discovery. I have taught him 2 principles surrounding the will of God: 1. The will of God can be understood (Ephesians 5:17. King James Version) 2. The peace of God can confirm the will of God (Colossians 3:15, King James Version). By just knowing we can know, understand, and be assured of the will of God, the anxiety of failure is subsiding. The introduction of fear into this process is primarily applicable to the long term goal

Within the overall scheme of things, the process is smooth, with interaction on a weekly basis our initial strategies appear to be effective when it comes to the specific short term goals. I have learned inside the mentoring relationship there are times for coaching. This is the case with my mentee. While guiding Ross to a role of deeper service in the local assembly, I have determined the need for coaching. Ross needs to be coached in understanding himself as a deacon. As a result of this coaching then Ross develops a confidence in executing his role, and finally a time of coaching in the commitments involved in this leadership role. This is a demonstration of the 3 C’s model of coaching. The South African College of Applied Psychology (2017) describe the 3 C’s as Clarity, Confidence, and Commitment. At the end of the day, we want the individuals we interact with to be more competent and confident in the place we are helping them reach.

Reference

South African College of Applied Psychology. (2017, September 22). 5 innovative coaching techniques that actually work. Retrieved from https://www.sacap.edu.za/blog/coaching/coaching-te…

You must use at least one scholarly reference, APA format, not title page.

200 words.

Answer the following question:

List a minimum of three tips that might help teachers develop a partnership with parents and families of students with ASD. Support your ideas with evidence from the text and readings.

Respond to student discussion board:

(ELIM)

Elim Ly

1 posts

Re: Topic 3 DQ 2

Ruble, Dalrymple, and McGrew (2012) give very helpful and specific tips that can help teachers develop a partnership with parents and families of students with ASD. Overall, respect and open communication with parents and families is what will build a trusting relationship that leads to providing the best support for students with ASD. Ruble, Dalrymple, and McGrew (2012) reminds us to empower parents and caregivers because they are the lifelong advocates for the student (p. 64). I teach students with moderate to severe disabilities and can have students in my class anywhere from 1 – 3 years. Often times, they make progress at school but I wonder (and honestly worry at times) if they will continue to receive the best support when they leave. Empowering parents to be advocates for their child is the best way to develop a partnership of parents and educator, whether that is me or someone else.

Ruble, Dalrymple, and McGrew (2012) also reminds us to “work well and communicate clearly with all parents [to] demonstrate awareness, knowledge, and respect for their input as well as sensitivity to cultural differences” (p. 64). In addition, the “Self-Evaluation of Process Skills Necessary for Level III COMPASS Consultation” lists items as a checklist to assess areas of strengths and needs in consultation and coaching teachers and families. I found these useful to consider:

• Provide written information to parents in their language of origin
• Avoid imposing one’s own values that may conflict or be inconsistent with those of other cultures or ethnic groups
• Demonstrate that family/parents are the ultimate decision makers for services and supports for their child
• Adjust allotted time to address issues or concerns that arise
• Validate concerns
• Develop clear action plan for follow-up
• Avoid acting as “expert”

Reference:

Ruble, L. A., Dalrymple, N. J., and McGrew, J. H. (2012). Collaborative model for promoting competence and success in students with ASD (1st ed.). Colorado Springs, CO: XanEdu Publishing.

(Meagan)

1. Build a relationship with parents before meetings to help them feel welcome and valued, and contact parents after the meeting to follow-up with them and make sure that they are comfortable and understand everything that occurred during the meeting (Cavendish, Connor, & Rediker, 2017).

2. Use jargon or language that is parent friendly and easy to understand during the meeting (Cavendish & Connor, 2018).

3. Empower parents and help them to understand their role as an advocate for their child with a disability, especially those advocating for individuals who are incapable of advocating for themselves (Ruble, Dalrymple, & McGrew, 2012).

There are so many other ways that we can work to develop relationships with parents and students. I love to send monthly newsletters home that have tips, local organizations (Autism Society of Cumberland County), and other tips for helping parents and hopefully making things a little easier on them. My parents know that they can contact me for just about anything and that I encourage open communication. Building relationships with parents and students is so important to ensuring that we are able to reach their goals and meet their needs before, during, and after meetings.

Cavendish, W., & Connor, D. (2018). Toward authentic IEPs and transition plans: Student, parent, and teacher perspectives. Learning Disability Quarterly, 41(1), 32-43.

Cavendish, W., Connor, D. J., & Rediker, E. (2017). Engaging students and parents in transition-focused individualized education programs. Intervention in School and Clinic, 52(4), 228-235.

Ruble, L. A., Dalrymple, N. J., and McGrew, J. H. (2012). Collaborative model for promoting competence and success in students with ASD. Colorado Springs, CO: XanEdu Publishing.

(Shannon)

Re: Topic 3 DQ 2

s.

The development of a partnership between teachers and parents/families of students with Autism Spectrum Disorder is vital to providing the student with the best success in school and life. As a special educator, I place my relationship with the parents (typically mothers) as a high priority. It is not always easy and it definitely takes effort and work. The benefits of a team approach to servicing a student with ASD is worth the effort. Students with autism tend to have difficulty generalizing skills, so the relationship between school and home has to work or the student will not transfer the skills learned in school to their home environment. The following three tips can help build and maintain a supportive relationship between parents and teachers:

1. Communicate before and after an IEP or FBA. The more parents are involved in planning the greater the chances of implementation of interventions. Communication needs to include . Progress reports, IEPs, FBAs, and what is working and what could be improved (Blair, Cho, Dunlap, and Lee, 2011).

2. Educators and parents should receive training to teach the importance of effective collaboration, to develop strategies and identify roles and responsibilities for everyone involved in the behavioral support plan (Blair, Cho, Dunlap, and Lee, 2011).

3. Use everyday language when communicating with parents. Special education has a lot of acronyms. It is important to speak to parents on simple terms and explain the terms being used.

Reference:

Blair, K. C., Lee, I., Cho, S., & Dunlap, G. (2010). Positive behavior support through family–school collaboration for young children with autism. Topics in Early Childhood Special Education, 31(1), 22-36. doi:10.1177/0271121410377510

Read “Positive Behavior Support Through Family-School
Collaboration for Young Children with Autism,” by Blair, Lee,
Cho, and Dunlap, from the Topics in Early Childhood Special
Education (2010).

URL:

http://journals.sagepub.com.lopes.idm.oclc.org/doi…

Description

For this assignment, you will create several spreadsheets in an Excel®workbook and demonstrate different functions. Read all the instructions in this module item and view the required tutorials before you begin. If you are familiar with functions used in Excel, you will still want to review these to see what is expected

Your workbook requirements are as follows:

• Label all values and name the worksheet tabs.
• Apply formatting such as bold text, colors, etc. as appropriate.
• Save your workbook in .xlsx format.

View each section and complete both parts.

Spread sheet 1

1. Create a new spreadsheet that contains three separate data sets. Place each dataset onto its own worksheet. Example lists of datasets are the following:
   1. Temperature of your city for the past 5-10 days
   2. Scored points per game of your favorite sports team for their past 5-10 games
   3. Amount you paid for gas for the past few months
   4. Miles flown/driven per day/trip etc. for the past month
   5. Most anything else you can tabulate or can track
2. Use at least four different functions (e.g. SUM, MAX, AVERAGE, MIN, COUNT, etc.) to summarize each data set. You choose which to use, but be sure each worksheet has at least four. It is acceptable if the functions are common between the three sheets.

Spreadsheet 2

On another sheet of the same file, create a worksheet that contains data and a calculation determining monthly payments for a proposed purchase. Include the following:

• Identify your dream vehicle (plane, automobile, boat, etc.) and estimate its cost and the interest rate if you financed its purchase.
• Enter data (loan amount, interest rate, term, etc.) onto the spreadsheet and use the PMT function and cell references to determine the monthly payments

Strategies in public safety administration have to consider the development of personnel. Development of personnel grows both the workforce’s skills and the organization’s ability to meet the community’s needs. In your initial post, justify proposals for training and developing personnel. Use the questions below to help guide your post:

• What are some of the key items that need to be considered in creating a strategy for personnel development?
• How are resources for personnel development allocated?
• What steps need to be taken in order to create effective training for the workforce?
• How does training and development support the organization’s current and long-term goals and objectives?
• What is the difference between proactive and reactive training?

Respond to at least two of your peers’ posts. Did they justify their proposals for training and developing personnel? Compare their initial posts to your own. Are any of the proposals similar or different?

Refer to the Discussion Rubric for directions on completing these discussions.