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Course Evaluation
ECE 110: 5-2-1-0 Toolkit – Resources to Support Healthy Behaviors for Families
Completing ERS Profile
Now that all items have been scored, complete the ERS Profile, which is at the end of the scoresheet.
Flip back to Indoor space and mark the score for this item.
Do the same for each indicator until you have copied the score for every item into the profile.
Now, average the scores for each sub-scale. To to average Space and Furnishings, add the item score and then divide that number by 7.
In the example below, the center scored 1, 2, 3, 2, 2, 6 and 1; so
1 + 2 + 3 + 2 + 2 + 6 + 1 = 17
17 / 7 = 2.43
2.43 is the average subscale score for Spaces and Furnishings. Enter the average subscale score in the last table in the profile.
Continue computing average subscale scores and marking them in the last table.
Once you’ve filled in the entire average subscale scores table, you can find the average for the entire scale. In my example, the average subscale scores were 2.43, 1.75, 3.20, 2.72, 2.00 and 2.33. Add these scores together and divide by 6.
2.43 + 1.75 + 3.20 + 2.72 + 2.00 + 2.33 = 14.43
14.43 / 6 = 2.41
2.41 is the average for this classroom.
Course Evaluation
ECE 109: Kentucky All STARS: Introduction to the Environment Rating Scales (ERS)
Course Evaluation
ECE 107: External Transitions – Resources and Supports in Child Care Settings
Course Evaluation
ECE 106: Effective Strategies for Addressing Misbehavior (FIT)
SCCC SU-3: Dysphasia – Final Thoughts
Dysphagia can affect people of any age, but seniors are most susceptible. Now that you know the signs, you’ll be able to spot it and take action. The course has given you some useful tips on how to help the seniors that are affected by dysphagia. Your help can have a significant impact on improving their nutrient intake, maintaining their functionality, and improving their physical and mental health.
Let’s take a brief quiz to see how much you’ve learned.
SCCC SU-3: Dysphasia – Safe Swallowing for Seniors
SCCC SU-3: Dysphasia – An Introduction
Have you seen seniors that frequently choke when eating? Or clear their throats a lot? Or eat very slowly? You might be seeing signs of dysphagia. In this course, you’ll learn what dysphagia is and why you should be on the lookout for it. The course will help you to spot the signs of dysphagia and show you ways to help someone with dysphagia.
Before you begin, let’s take a brief quiz about dysphagia. Remember, nobody is judging you.
Course Evaluation
ECE 105: Structuring the Environment to Prevent Misbehavior (FIT)
Course Evaluation
ECE 104: Strengthening the Adult-Child Relationship (FIT)
Course Evaluation
ECE 102: External Transitions: Suspension and Expulsion – Programmatic Impacts
Course Evaluation
ECE 201: External Transition – Suspension & Expulsion: Impacts on Children and Families
Course Evaluation
ECE 101: External Transition: Suspention & Expulsion: Impacts on Children and Families
Get ECE-TRIS Credit
Course Evaluation
ECE 202: Plan Your Professional Development
Types of Consent in Guardianship
One of the major responsibilities guardianship staff fulfill is giving consent. There are many things to consider before giving medical consent. To begin, let’s review the different types of consent.
Lesson 4: Learner Characteristics Inventory (LCI)
This inventory investigates the true learning characteristics of students participating in alternate assessments aligned with alternate academic achievement standards. The instrument was intended to verify validity questions that extend our knowledge of the assessment population to ensure that 1) the test is designed for the intended population, and 2) the intended population is participating in the test. The students participating in the alternate assessment represent a highly diverse population with varying levels of communication and other complex characteristics that impinge on the assessment design and the interpretations we want to make about the assessment results. The LCI is designed to enhance the demographic data collection for the test and, when used appropriately, provide additional data to consider in the validity evaluation for alternate assessment.
Lesson 3: How to use the Participation Guidelines for determination
Now that we know how to support students, let’s look at the Full Participation guidelines. This document helps districts increase results-driven accountability in improving student outcomes and professional development.
Here is a link to the full document, having a copy will assist you as we move through this lesson:
Lesson 2: Supports And Eligibility
Now that we know more about who qualifies for the Alternate Assessment, let’s examine how we can support students. In this lesson, we will look at different accommodations and modifications and how you can use the Participation Guidelines to determine eligibility. Let’s start by first looking at the difference between accommodations and modifications. Click the first topic below to begin.