How to respond to a case study in apa format

You will write an APA-formatted report responding to each of the prompts for each case study as listed below. Your paper must be at least 1,950 words, and it must include proper headings and subheadings that are aligned with the grading rubric domains.

Download the Iris Center Case Study Unit: Encouraging Appropriate Behavior from http://iris.peabody.vanderbilt.edu/case_studies/ICS-005.pdf. Read through the Case Study Unit, including each scenario and the STAR (STrategies And Resources) SheetFor an Instructor’s Guide to this case study, please email your full name, 24 title, and institutional affiliation to the IRIS Center at iris@vanderbilt.edu. To cite this Case Study Unit: Curran, C., & the IRIS Center. (2003). Encouraging appropriate behavior. Retrieved from http://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_encappbeh. pdf IRIS@VU • Modules and Materials Development Naomi C. Tyler, PhD • Co-Director Vanderbilt University Phone: (615) 343-5610 or (800) 831-6134 Fax: (615) 343-5611 Email: iris@vanderbilt.edu IRIS@CGU • Technical Assistance and Training Deborah D. Smith, EdD • Co-Director Claremont Graduate University Phone: (909) 607-8982 or (866) 626-IRIS [4747] Fax: (909) 607-0959 Email: iris@cgu.edu The contents of this case study were developed under a grant from the U.S. Department of Education, # H325F010003. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officers, Helen Thornton and Anne Smith. http://iris.peabody.vanderbilt.edu ni Standards ■ Encouraging Appropriate Behavior Licensure and Content Standards This IRIS Case Study aligns with the following licensure and program standards and topic areas. Council for the Accreditation of Educator Preparation (CAEP) CAEP standards for the accreditation of educators are designed to improve the quality and effectiveness not only of new instructional practitioners but also the evidence-base used to assess those qualities in the classroom. • Standard 1: Content and Pedagogical Knowledge Council for Exceptional Children (CEC) CEC standards encompass a wide range of ethics, standards, and practices created to help guide those who have taken on the crucial role of educating students with disabilities. • Standard 2: Learning Environments Interstate Teacher Assessment and Support Consortium (InTASC) InTASC Model Core Teaching Standards are designed to help teachers of all grade levels and content areas to prepare their students either for college or for employment following graduation. • Standard 3: Learning Environments National Council for Accreditation of Teacher Education (NCATE) NCATE standards are intended to serve as professional guidelines for educators. They also overview the “organizational structures, policies, and procedures” necessary to support them • Standard 1: Candidate Knowledge, Skills, and Professional Dispositions The Division for Early Childhood Recommended Practices (DEC) The DEC Recommended Practices are designed to help improve the learning outcomes of young children (birth through age five) who have or who are at-risk for developmental delays or disabilities. • Topic 5: Instruction http://iris.peabody.vanderbilt.edu n a) iiii Case Study s Encouraging Appropriate Behavior Level A • Case 1 Background Student: Sam Age: 14.2 Grade: 8th Scenario Sam is an eighth grader who is not finishing his work due to his off-task behaviors. According to his records, this has been an ongoing problem since third grade. His grades have become progressively worse this year. His academic grade in his social studies class (and in most of his other classes) is at 65 percent because assignments are rarely completed or are done haphazardly.