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Create the Linear Model tab as described in Foreman Chapter 6, The Granddaddy of Supervised Artificial Intelligence- Regression, p. 215 of the Foundations of Data Analytics custom ebook.

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Data Analytics Question

MICROSOFT EXCEL REGRESSION EXERCISE: LINEAR REGRESSION

Use the Microsoft Excel Practice Exercise Linear Regression Training Data workbook provided and the instructions in the text reading to complete the following tasks:

  1. Create the Linear Model tab as described in Foreman Chapter 6, The Granddaddy of Supervised Artificial Intelligence- Regression, p. 215 of the Foundations of Data Analytics custom ebook.
  2. Follow the instructions to use Solver to find the minimum sum of squared error. Note that using Evolutionary Solver will give you a different value than in the text or solution.
  3. Determine the goodness of fit. Is the fit statistically significant?

 

What are some of the areas where you would like more training and support? Are there classroom tasks that make you uncomfortable? What supports could we put in place to alleviate this discomfort?

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Strategies and Supports Adult schedules.

Based on the results of such assessment, the teacher can develop adult schedules to clearly define each adult’s role and create a structured and well–managed classroom which is a critical component of effective instruction for individuals with ASD (Hume, 2005; Iovannone, Dunlap, Huber, & Kincaid, 2003) or any disabilities.

One of the best strategies to ensure paraprofessionals are well matched to their tasks and know exactly what they are expected to do is to create adult schedules (Hume, 2005). Hume argues that adult schedules help classroom staff understand what is currently happening, who is responsible for which task, and what should happen next.

1. What are some of the areas where you would like more training and support?
2. Are there classroom tasks that make you uncomfortable?
3. What supports could we put in place to alleviate this discomfort?
4. Are there academic content areas where you feel especially strong?
5. Are there academic content areas where you feel you may need more support?
6. (for paraprofessionals not assigned to an individual student)– Are there students you feel a stronger/easier working relationship than others? Which ones?

Given a list of 12 roles that have been noted in the literature, which of these roles are primary roles for paraeducators in this state? Do paraeducators view these roles as appropriate roles for paraeducators?

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Roles, Responsibilities, and Concerns of Paraeducators: Findings From a Statewide Survey

Abstract
The purpose of this survey study was to obtain descriptive information about job situations of special education paraeducators from paraeducators across one state and determine their perceptions regarding roles, current issues identified in the literature, and other issues of concern. Of particular interest was whether perceptions varied based on (a) paraeducator assignment (one-to-one or group) or (b) time in general education settings. More than 1,800 paraeducators responded. Findings supported previous studies based on smaller samples. Problematic issues previously associated with one-to-one paraeducators in general education settings were reported as concerns by both one-to-one and group paraeducators who spent all or most of their day in self-contained settings. Discussion centers on the importance of “paraeducator voice” in efforts to address broader issues of inclusive schooling, clarification of paraeducators as instructional team members, and better understandings situated in practice of the paraeducator role as an effective intervention alternative sometimes for students with individualized education programs.

Keywords
inclusive practices, inclusion, paraprofessionals, teacher preparation Across the United States more than 412,498 “paraprofessionals” are providing support for children and youth with
disabilities in public schools settings (Data Accountability Center [DAC], 2010). Depending on the school district where these instructional staff members are employed, they are referred to as paraprofessionals, teacher aides, teacher assistants, instructional assistants, or paraeducators. Irrespective of title, these public school personnel have become critical players in the provision of educational pro- grams for students with disabilities. Paraeducators (as we refer to these instructional staff throughout this article) are a primary support for students with disabilities in K–12 set- tings (French, 2003a; Giangreco & Doyle, 2007; Pickett, Gerlach, Morgan, Likens, & Wallace, 2007). Often, they are given—particularly in the case of students who have high support needs and receive services in general education settings—responsibility for the implementation of student programs (Downing, Ryndak, & Clark, 2000; Giangreco, Edelman, Luisielli, & MacFarland, 1997). The success of students with disabilities can depend in many ways on the supports provided by paraeducators. Despite the increased significance of this role, the ways in which paraeducators are prepared, supported, and invited to participate as members of educational teams received relatively little attention in the literature until the late 1990s and early 2000s (Giangreco, Suter, & Doyle, 2010). In the past decade, studies have explored the perceived appropriateness of new roles and responsibilities as well as examined whether and what kind of supports had been provided to prepare paraeducators for these new roles (cf. Carter, O’Rourke, Sisco, & Pelsue, 2009; Downing et al., 2000; Minondo, Meyer, & Xin, 2001). In general, researchers have found that paraeducators were trained on the job rather than prepared “in advance,” that the level of independence paraeducators exerted on the job (in at least some reports) exceeded the intent of the Individuals with Disabilities Education Improvement Act (IDEIA), and that supervising teachers were reluctant to supervise and/or evaluate the paraeducators assigned to provide support for students in their classes or on their caseload. In the Individuals with Disabilities Education Act (IDEA) amendments of 1997, Congress specified as a condition for state eligibility the states have personnel standards such that paraeducators who are “appropriately trained and supervised . . . be used to assist” in the delivery of special education and related services (IDEA, 2008, Part B, Section 612 (a)15(B) iii). Recent investigations have explored the impact of the presence of a paraeducator on student interactions as well as their effectiveness in providing instructional support. In a series of studies, Giangreco and colleagues documented problems and concerns regarding adult proximity to the stu- dents whom the adults (i.e., paraeducators) are assigned to support. These researchers noted that a lack of clarity in planning led to an environment in which the paraeducators maintained excessive proximity to students that was detri- mental to peer interactions, general education teacher– student interactions, and student learning (Giangreco, Broer, & Edelman, 2001; Giangreco et al., 1997). Other investiga- tors have found that when specific training was provided to these staff, their proximal support facilitated academic or social learning (cf. Causton-Theoharis & Malmgren, 2005; Werts, Zigmond, & Leeper, 2001) and enhanced students’ relationships with their teacher (Robertson, Chamberlain, &
Kasari, 2003).
Although providing services through paraeducators is presumed to and has been reported by some to benefit stu- dents, especially students who receive services in general education settings (cf. Lane, Fletcher, Carter, Dejud, & Delorenzo, 2007; Vadasy, Sanders, & Peyton, 2006), the role of paraeducators has also been identified as problematic for the following reasons: (a) the least qualified staff are teaching students with the most complex learning characteristics and in some cases with little oversight or direction, overstepping the boundaries identified in IDEIA; (b) individual (or one-to-one) paraeducator supports are linked in some cases to lower levels of teacher involvement; and (c) current training for paraeducators is limited, and teachers are not prepared to provide ongoing training and supports. Giangreco, Suter, and Doyle (2010) suggested these issues may be symptomatic of broader, more endemic problems related to the current delivery of services to stu-
dents with disabilities.
Researchers have also turned their attention toward the topic of paraeducator job satisfaction. Given the low status of a paraeducator’s position within school districts as reflected by pay schedules and political hierarchies, experts have emphasized the need for school personnel to be forth- right and explicit in welcoming and supporting paraeduca- tors as valued members of the educational team (Doyle, 2008; French, 2003a; Pickett et al., 2007). Although turnover and retention are often alluded to as problematic issues relative to paraeducator employment, only a limited number of
recent studies have addressed this topic (Ghere & York-Barr, 2007; Giangreco et al., 2001; Hughes & Valle-Riestra, 2008; Tillery, Werts, Roark, & Harris, 2003). Although low salary is a significant concern, it was not the only or even most substantial concern for many paraeducators. Rather, the salient factors in paraeducator job satisfaction were respect from colleagues, acknowledgment of their opinions about students, active team membership, and the existence of a collaborative team culture within a school. Participants in these studies reported that satisfaction depended on the ways in which appreciation and acknowledgment were expressed, by whom, and whether paraeducators had opportunities to be active members of instructional teams. Rate of turnover was addressed specifically in two of these studies and varied across the schools and districts who participated. Each of these studies was small in scale, drawing participants from just one to three school systems. Tillery et al. (2003), in particular, called for further study related to the actual incidence of turnover. We were not able to locate a report more recent than a 1996 national survey conducted by Wolery et al. (1996) that reported turnover rates at either a national or state level. Pickett, Likens, and Wallace (2003) have highlighted the gap in up-to-date and reliable national and state numbers necessary for planning and supporting paraeducators with their cooperating teachers in their joint work. The criticism relative to the actual roles engaged in by paraeducators and general acknowledgment of related issues in their preparation and ongoing support as well as unreliable turnover data have not led to a reluctance to use paraeducators in special education. State and federal reports demonstrate that the number of paraeducators is growing across the United States. Since 1992, the number of paraeducators has increased 131%, whereas for the same period
the number of special education teachers has decreased (DAC, 2010).
State education agencies (SEAs) are in need of data from local districts relative to current issues and concerns in the field. Most studies thus far are limited to single districts or regional reports and represent small groups of paraeduca- tors and teachers and administrators. The purpose of this survey was to obtain descriptive information from a broad statewide audience. We targeted paraeducators working in either general education or special education settings. The survey addressed paraeducators’ perceptions about (a) their roles and responsibilities, (b) current issues identified in the literature relative to their role, and (c) any other areas of concern.

We explored the following questions:
1. Given a list of 12 roles that have been noted in the literature, which of these roles are primary roles for paraeducators in this state?
2. Do paraeducators view these roles as appropriate roles for paraeducators?
3. What are the concerns of paraeducators?
4. Do views differ based on assignment as either a “one-to-one” or “group” paraeducator?
5. Do views differ based on the amount of time para- educators spent each day in general education settings?

Describe your past experiences working with students with special needs. What did you like or dislike about other classrooms in which you have worked?

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A Systematic Approach for Supporting Paraeducators in Educational Settings

Questions to Guide Informal Assessment of Staff

Initial Assessment/Interview
1. Describe your past experiences working with students with special needs.
2. What did you like or dislike about other classrooms in which you have worked?
3. What are your strengths in working with children or within a classroom?
4. What are areas of difficulty with working with children or within a class- room?
5. What activities have you enjoyed the most in past experiences?
6. What activities have you enjoyed the least?
7. Describe your past experiences with providing systematic instruction, delivering reinforcement, and collecting data.
8. Describe past experiences with children with (specific issues within your classroom, i.e., behavior problems, medically fragile, etc.).

Questions to Guide the Observation Process

The questions below may guide pre- and postobservation discussions, and be useful for ongoing feedback.
1. What skills are you teaching? Describe a correct response.
2. Describe the specific teaching plan.
3. What materials do you need? How do you keep your materials organized?
4. What do you do when the student responds correctly?
5. What do you do if the student responds incorrectly?
6. What is the plan to handle interfering/inappropriate behavior when teaching?
7. What items should be placed out of sight or out of the teaching area?

Examine the two perceptions of the police officer – 1) crime fighter or 2) public servant. Explain these roles as public servant role and the crime fighter role and why the two may be inconsistent

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Writing Question

In your second CTP, please read and watch all posted material before answering the following:

Examine the two perceptions of the police officer – 1) crime fighter or 2) public servant. Explain these roles as public servant role and the crime fighter role and why the two may be inconsistent. Be specific and defend your answer. In your paper, consider various police practices and innovations as supporting one or the other role.

Remember, CTPs are 3-4 pages in length and worth 15 points. This means a FULL three pages, not one page, not one page and a half, but three full pages.

What are the main arguments? What is the point this book/article/chapter is trying to make? What topics are covered? If someone asked what this article/book/chapter is about, what would you say? If someone asked what are the topics in the subject/topic area that this article/book/chapter discussed, what would you say?

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English Question

Your two-page weekly summary essay should have three main parts:

Summary: After completing the assigned readings ask yourself: What are the main arguments? What is the point this book/article/chapter is trying to make? What topics are covered? If someone asked what this article/book/chapter is about, what would you say? If someone asked what are the topics in the subject/topic area that this article/book/chapter discussed, what would you say? Are there vague or sweeping generalizations that aren’t backed up with evidence? Are arguments very one-sided with no acknowledgment of other viewpoints?

Assessment: After summarizing, it is helpful to evaluate/assess what was read. Reading materials are divided into logical presentation sections (i.e. a beginning, a middle, and an end). Summarize the main points of the section(s) you evaluate as having the most relevant/important material. It might be helpful, the following questions are suggestions: What have you learned about the subject? What is(are) the issue(s)? Is there consensus/disagreement: in what areas, what about that consensus/disagreement? What areas are still being researched? Is the information reliable? Is this source biased or objective? Is the evidence based on a few studies or many? Does the author use a good mix of sources of information (primary and secondary)?

Reflection: Once you’ve summarized and assessed, you need to ask how it fits in the class and/or your research. How can you use this source in your research project? Has it changed how you think about your topic or the theory? Does the author offer sound reasons for reaching conclusions? How timely is the source? But be aware that some books/articles become dated when new research is available, but another source can be quite sound 50 or 100 years later.

No more than one summary may be submitted per week (do not fall behind) and every Saturday at 11:59 pm.
The objective of this assignment is to help you write about the issues, what authors/empirical evidence shows, and what the discipline considers worth arguing (discussing, testing) about; only then will you be able to develop your own point of view and develop questions for your own research.

Format: Typed and double spaced with appropriate citation. There is a required number of pages, two pages per week, of high-quality work, which should be sufficient. You can go over the page limit by half of a third page. Writing more than the required 2 pages will not result in a better grade, especially if valuable space is used addressing tangential issues (albeit important to the writer).

Research the Internet for more information on Scratch. Create a script that animates two objects on the screen using two to three different blocks. Create an HTML page similar to the one we created in and earlier assignment.

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Computer Science Question

INSTRUCTIONS:

Getting Started:

In this assignment, you will get to experiment with and animation and game development program called Scratch. Scratch offers an easy interface to develop fun animations. As you get to know the program, you will soon realize that it is also capable of many, more interesting and advanced features. Let’s get started:

Key terms:

  • Sprite list: These are the characters in the game. You can make these characters do things.
  • Stage: This is where all of the action takes place.
  • Blocks Palette: This is the programming language, the commands that you can use to animate your sprite.
  • Scripts Area: This is where you create your program. Essentially, it is just a matter of pulling blocks from the Block Palette into this area to create your program.

Note:

Experimenting with Scratch is quite easy and a lot of fun. Try out different blocks. You can do that by simply clicking on them in the Blocks Palette. For example, if you click on the block “move 10 steps,” you will see your sprite move forward. If your sprite ends in a position on the screen that you don’t want, you can simply mouse over the sprite and move it to another area.

Keep in mind not all blocks will work. Some have to be combined with other blocks. Also, be patient. There could be a significant lag between clicking on one command and then trying another.

Creating a script is easy. Just drag a block from the Blocks Palette to the Scripts Area. You will note that the blocks seem to fit into one another like a puzzle. And you can easily grab one and move it around.

Assignment Directions:

  1. Research the Internet for more information on Scratch.
  2. To start Scratch, double click on the Scratch icon or select it from the Programs menu at the bottom left of the screen.
  3. Create a script that animates two objects on the screen using two to three different blocks.
  4. Save and share your program online.
  5. Create an HTML page similar to the one we created in and earlier assignment. In your HTML page, include:
    • A short summary of what you learned about Scratch through your research.
    • A brief description of your program and what it does.
    • A screenshot of your game.
    • A shared link of your project.
  6. Save your file under your name and M6 Lab Assignment and submit it to the assignment submission folder (Example: KalantariM6).

MIT Media Lab. (n.d.). Scratch [Website]. Retrieved from https://scratch.mit.edu/

MIT Media Lab. (n.d.). Tutorial for beginners [Tutorial]. Retrieved from https://scratch.mit.edu/studios/29512/

MrShepherdsVideos. (2011, April 8). SCRATCH – How to make characters randomly move around [Video file]. Retrieved from https://www.youtube.com/watch?time_continue=5&v=sKFHbaXj0r0 (1:16)

Dolfus_again. (n.d.). How to make a sprite move [Tutorial]. Retrieved from https://scratch.mit.edu/projects/222549/

Explain the value of using data analysis and the risks of not using data analysis. Explain the data that you have analyzed throughout the course. Support the report with visualizations you create or have already created in previous weeks.

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Powerpoint Question

Asking information that you have previously prepared for this course, create a powerful report (using storytelling and MS PowerPoint) for the CEO of an organization of your choice (examples could include Amazon, Netflix, FedEx, etc.) or use the Case Study on USB provided in your text.

Explain the value of using data analysis and the risks of not using data analysis. The presentation should explain the data that you have analyzed throughout the course. Support the report with visualizations you create or have already created in previous weeks.

Discuss the topics listed below in Step 2.
The following is the necessary information to complete this lab assignment.

  • Taking information that you have previously prepared for this course, create a powerful PowerPoint report (using storytelling) for the CEO of an organization of your choice.
  • Explain the value of using data analysis.
  • Explain the risks of not using data visualization.
  • The report should explain the data that you have analyzed throughout the course.
  • Support the report with visualizations you create or have already created.
  • Your report should be APA formatted and be 7–10 slides in length.
  • Follow best practices for a PowerPoint presentations, such as a minimum of 28 point font, five to seven bullets on your topics per slide, and appropriate and easy to read font and colors or theme.
  • Identify some key points that you found about data analytics in this course and add a slide for lessons learned at the end of your presentation on what you learned this session.

Create your geological range chart.You can create your range chart using many different tools such as a simple spreadsheet, table, or annotating the picture of the range chart given in the instructions.

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Gol12222: Chart and multiple choice

Create your geological range chart.You can create your range chart using many different tools such as a simple spreadsheet, table, or annotating the picture of the range chart given in the instructions.

In Microsoft Word, write one paragraph to the CEO to explain each of your data visualizations. Take screenshots of the visualizations you created in excel and paste into the Word document. Explain why visualizations are important.

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Supply Chain Question

Your CEO is curious about how data visualization works. The CEO has a file of customer loans and he wants to be able to visualize the information. It is your task to discover the best way to visualize the data you have been given.

The following is the necessary information to complete this lab assignment

  • Open the file provided in the visualization readings and resources link.
  • Click the plus (+) sign to add another worksheet and name it visualization.
  • Save your file with your name included in the file name.
  • Click back to the data values tab.
  • Sort the data by the age group 20–24.
  • Sort the income amount by categories. There are six categories, beginning with 100,000–124,999, 75,000–99,999, 50,000–74,999, 35,000–49,999, 25,000–34,999, and 20,000–24,999.
  • Calculate the percentage of customers in each category.
  • Create a bar chart to help visualize this data.
  • Save your Excel File.
  • Select the data values tab.
  • Use the sort feature to sort by male and female.
  • There are 24 total people.
  • Count the total number of loan customers by gender.
  • Return to the data values tab.
  • Remove the filter on the income column.
  • Sort Q816A3 column ascending.
  • Count how many responses to each question. There should be seven types of responses (2, 5, 6, 7, 8, 9, and 10).
  • There are 18 total responses.
  • Calculate the percentage for each response number.
  • Return to the visualization tab and create a pie chart of your percentages.
  • Use the two numbers to calculate the percentage of male customers and female customers.
  • Return to the visualization tab.
  • Create a pie chart to show the CEO your results.
  • On your visualization tab, select insert and select a text box.
  • Position the text box under the three charts you created.

In Microsoft Word, write one paragraph to the CEO to explain each of your data visualizations. Take screenshots of the visualizations you created in excel and paste into the Word document. Explain why visualizations are important.