Executive Solution Overview
– ## THISWEEK.docx **## THISWEEK.docx** TASK 1 : CREATE " MY CONTRIBTUION CRITIQUE" BASED OF THIS RUBRIC: MUST BE AT LEAST A PAGE AND HALF OF WHAT YOU WOULD KEEP, DELETE OR CHANGE, WHAT WOULD YOU CHANGE, KEEP , DELTE AND WHY ? Valagussa, G., Purpura, G., Balatti, V., Trentin, L., Signori, A., & Gros…
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– ## THISWEEK.docx
**## THISWEEK.docx**
TASK 1 : CREATE " MY CONTRIBTUION CRITIQUE" BASED OF THIS RUBRIC: MUST BE AT LEAST A PAGE AND HALF OF WHAT YOU WOULD KEEP, DELETE OR CHANGE, WHAT WOULD YOU CHANGE, KEEP , DELTE AND WHY ?
Valagussa, G., Purpura, G., Balatti, V., Trentin, L., Signori, A., & Grossi, E. (2024). Quantitative assessment of tip-toe behavior in individuals with autism spectrum disorder and intellectual disability: A cross-sectional study.
_Autism Research_, 17(2), 311-323.
**TASK 2: Individual Assignment**
1. Adapt the PLO below to the needs of your classroom or program (if you are in a supervisory role)
[Simulation Package for High-Leverage Practice #5 | CEEDAR (ufl.edu)Links to an external site.](https://ceedar.education.ufl.edu/portfolio/simulation-package-for-hlp-5/)
2. The CEEDAR provides you with general responses for the application of the stages below. This assignment requires that you individualize the responses based on your classroom or program.
| | |
| — | — |
| **Competencies** | **Points** |
| **Stage 1: (Pre-Work) Developing Prerequisite Knowledge About Interpreting and Communicating Assessment Information with Stakeholders.** | **10** |
| What is this stage about? | |
| In this stage, participants develop prerequisite knowledge needed to interpret and communicate informal assessment information to develop their understanding of HLP #5. The instructor/PD provider will ensure that participants understand assessment, data-based decision making, progress monitoring, and collaborative communication skills. | |
| How does the instructor/PD provider implement this stage? | |
| Materials and resources needed to implement: | |
| Questions instructor/PD providers might have when teaching participants about Stage 1: | |
| **Stage 2: Planning** | **10** |
| What is this stage about? | |
| How does the instructor/PD provider implement this stage? | |
| Materials and resources needed to implement: | |
| Questions instructor/PD providers might have when teaching participants about Stage 2: | |
| **Stage 3: Implementation** | **10** |
| What is this stage about? | |
| How does the instructor/PD provider implement this stage? | |
| Materials and resources needed to implement: | |
| Questions instructor/PD providers might have when teaching participants about Stage 3: | |
| **Stage 4: Evaluating and Reflecting** | **10** |
| **Total:** | **40** |
**## THISWEEK.docx**
TASK 1 : CREATE " MY CONTRIBTUION CRITIQUE" BASED OF THIS RUBRIC: MUST BE AT LEAST A PAGE AND HALF OF WHAT YOU WOULD KEEP, DELETE OR CHANGE, WHAT WOULD YOU CHANGE, KEEP , DELTE AND WHY ?
Valagussa, G., Purpura, G., Balatti, V., Trentin, L., Signori, A., & Grossi, E. (2024). Quantitative assessment of tip-toe behavior in individuals with autism spectrum disorder and intellectual disability: A cross-sectional study.
_Autism Research_, 17(2), 311-323.
**TASK 2: Individual Assignment**
1. Adapt the PLO below to the needs of your classroom or program (if you are in a supervisory role)
[Simulation Package for High-Leverage Practice #5 | CEEDAR (ufl.edu)Links to an external site.](https://ceedar.education.ufl.edu/portfolio/simulation-package-for-hlp-5/)
2. The CEEDAR provides you with general responses for the application of the stages below. This assignment requires that you individualize the responses based on your classroom or program.
| | |
| — | — |
| **Competencies** | **Points** |
| **Stage 1: (Pre-Work) Developing Prerequisite Knowledge About Interpreting and Communicating Assessment Information with Stakeholders.** | **10** |
| What is this stage about? | |
| In this stage, participants develop prerequisite knowledge needed to interpret and communicate informal assessment information to develop their understanding of HLP #5. The instructor/PD provider will ensure that participants understand assessment, data-based decision making, progress monitoring, and collaborative communication skills. | |
| How does the instructor/PD provider implement this stage? | |
| Materials and resources needed to implement: | |
| Questions instructor/PD providers might have when teaching participants about Stage 1: | |
| **Stage 2: Planning** | **10** |
| What is this stage about? | |
| How does the instructor/PD provider implement this stage? | |
| Materials and resources needed to implement: | |
| Questions instructor/PD providers might have when teaching participants about Stage 2: | |
| **Stage 3: Implementation** | **10** |
| What is this stage about? | |
| How does the instructor/PD provider implement this stage? | |
| Materials and resources needed to implement: | |
| Questions instructor/PD providers might have when teaching participants about Stage 3: | |
| **Stage 4: Evaluating and Reflecting** | **10** |
| **Total:** | **40** |
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