Being prepared is the best way to ease the stress of test taking. If you are having difficulty scheduling your Placement Test, please contact the UNG Testing Office.
If you have a red yes in any Placement Test Required row on your Check Application Status page in Banner, read the information below relating to the area in which you have the red yes.
Establishing Connection...
Saint Louis University's graduate certificate in inclusive practice is designed to provide classroom teachers and educational advocates with tools to support the social-emotional, behavioral and mental health needs of students, particularly students with suspected and/or diagnosed disabilities.
Courses in behavior management, differentiated instruction and mental health literacy focus on responding productively to students in trauma, decreasing educator burnout and engaging in essential forms of self-care. Also, through an innovative site-based coaching model, the certificate in inclusive practice provides a unique opportunity for teachers and other local stakeholders to experience hands-on support for the daily work of teaching.
SLU's 15-credit-hour post-baccalaureate certificate in inclusive practice consists of four courses representing the following aspects of inclusive teaching: challenging behaviors, mental health literacy, differentiated instruction and systems-level supports for learners with special needs. Students also complete a yearlong, site-based coached practicum accompanied by a professional learning lab held on the SLU campus. Students culminate their learning through a poster presentation at an end-of-semester professional forum.
All courses include site-based application of educational concepts and processes. Through the professional forum, students present results of action research designed to enhance their daily practice and/or spark change in their individual educational context.
The certificate in inclusive practice is appropriate for classroom teachers across all content areas and grade levels as well as individuals who work with youth in out-of-school educational settings.
• Application form
• Transcript(s)
• One letter of recommendation
• Résumé
• Professional goal statement
Domestic students should apply for the fall semester by June 15, for the spring semester by Nov. 1, and for the summer semester by April 1. International students should apply by May 1 for the fall semester, by Oct. 1 for the spring semester, and by Feb. 1 for the summer semester.
A committee reviews each application holistically.
For priority consideration for departmental graduate scholarships, students should complete their applications by the program admission deadlines listed.
For more information, visit the student financial services office online at http://www.slu.edu/financial-aid.
| Code | Title | Credits |
|---|---|---|
| EDSP 5100 | Comparative Theories and Practice to Address Challenging Behaviors | 3 |
| EDSP 5200 | Mental Health Literacy | 3 |
| EDSP 5280 | Inclusive Practice: On-Site Coached Practicum (Student enrolls in twice) | 3 |
| EDSP 5290 | Collaborative Learning (Student enrolls in twice) | .5 |
| EDSP 5350 | Differentiated Instruction: Theories and Practice | 3 |
| EDSP 5400 | Teaching Everyone: Identifying Supports for Educational Access | 3 |
| Total Credits | 19 | |
Students must maintain a cumulative grade point average (GPA) of 3.00 in all graduate/professional courses.
Roadmaps are recommended semester-by-semester plans of study for programs and assume full-time enrollment unless otherwise noted.
Courses and milestones designated as critical (marked with !) must be completed in the semester listed to ensure a timely graduation. Transfer credit may change the roadmap.
This roadmap should not be used in the place of regular academic advising appointments. All students are encouraged to meet with their advisor/mentor each semester. Requirements, course availability and sequencing are subject to change.
| Year One | ||
|---|---|---|
| Fall | ||
| EDSP 5280 | Inclusive Practice: On-Site Coached Practicum | 3 |
| EDSP 5290 | Collaborative Learning | .5 |
| EDSP 5350 | Differentiated Instruction: Theories and Practice | 3 |
| Credits | 6.5 | |
| Spring | ||
| EDSP 5280 | Inclusive Practice: On-Site Coached Practicum | 3 |
| EDSP 5290 | Collaborative Learning | 0.5 |
| EDSP 5400 | Teaching Everyone: Identifying Supports for Educational Access | 3 |
| Credits | 6.5 | |
| Summer | ||
| EDSP 5100 | Comparative Theories and Practice to Address Challenging Behaviors | 3 |
| EDSP 5200 | Mental Health Literacy | 3 |
| 0 | ||
| Credits | 6 | |
| Total Credits | 19 | |
In this short practice test, counting money is what it’s all about. First, students look at adding groups of coins and finding their totals. They’ll have to circle the correct answer choice to show they added them up. As a final challenge, students will read through two money math word problems and solve for the sums. This math worksheet is catered to the first-grade curriculum.
No standards associated with this content.
The questions that follow are designed to make prospective students aware of the mathematics background required for those intending to take one of the SFU Calculus courses: MATH 150, 151, 154 or 157. The genuine test will cover the same concepts as this practice test does, but the questions will be different. For more information about the expectations, read Calculus Readiness Test Assessment Topics.
If you do not achieve a passing score on the genuine test, we recommend that you enroll in Math 100 course, Precalculus.
Treat the Practice Calculus Readiness Test as a learning experience: if your answer to a question is incorrect, make sure that you understand the concept the question is related to before attempting the genuine test.
You should be aware of the following conditions when you attempt this practice test:
Tackle these vocabulary basics in a short practice test: synonyms and antonyms. Synonyms are words that have a similar meaning, and antonyms are words with opposite meanings. Students in first and second grade will think deeply about word meaning as they search for the matching synonym or antonym in each row of this reading and writing worksheet.
View answers
Add to collection
Assign digitally
No standards associated with this content.
MTTC tests are meant to ensure that each certified teacher has the necessary skills and subject area knowledge to serve in Michigan's schools. These tests are designed and implemented by the Michigan Department of Education.
Save all official MTTC score reports in a safe place because you may need them for employment or teacher certification in other states. If you need new score reports, additional copies may be ordered using these instructions.
In order to be certified, students must pass the MTTC subject area tests that correspond to the major and minor field(s) of study. These tests should not be taken until the final year of the program, but it is highly recommended that students pass their MTTC subject area test(s) before student teaching.
Students seeking elementary certification must also take the Elementary Education MTTC test #103. Do not take the new Lower or Upper Elementary tests 117-124. When registering for the Elementary Education test, report elementary education as a "major." Take the time to review the online study guide and test objectives. Spend extra time studying for these subareas, which have lower pass rates:
Candidates interested in teaching grades 9–12 special education in a Michigan public school may need to take additional MTTC tests later in consultation with the hiring school (mathematics, integrated science, and/or language arts).
If you have questions, contact Calvin's certification and assessment coordinator at (616) 526-6208 or certification@calvin.edu.
Prescribing is complex and multifaceted and as such, our teaching focuses on the wider skills and knowledge required of a pharmacist prescriber. Some of the learning courses covered during study days and in self-directed study are:
The course outcomes are:
1) Critically evaluate a person-centred and partnership approach to care, through self-awareness of own values and beliefs, and understanding of legal and ethical responsibilities, in order to support individuals to make risk assessed and autonomous informed decisions.
2) Demonstrate a critical understanding of, and reflection on, the prescribing role within a multi-disciplinary team, to ensure accountability and acknowledging influences on prescribing practice, including raising concerns or reporting of inappropriate or unsafe practice.
3) Apply evidence-based decision making to all prescribing decisions through a systematic understanding and critical awareness of pharmacology, therapeutics, public health and health promotion, to manage the risks and benefits of holistic patient management.
4) Ensure safe prescribing practice, and improved patient outcomes, through systematic understanding and utilisation of emerging systems, technologies and practice, and application of the principles of effective monitoring and ongoing management underpinned by appropriate governance processes and documentation that aligns with relevant legislation.
5) Apply effective history-taking, consultation, diagnostic and clinical skills to critically evaluate complex information to optimise patient care, recognising the limits of own practice and appropriate referral and support processes.
6) Demonstrate appropriate skills to uncover information from individuals who are guarded about, or unaware of their health needs, with critical reflection on their own role, and those of others, with regards to safeguarding children and vulnerable adults.
7) Demonstrate all of learning outcomes within the current GPhC Standards for the Education and Training of Pharmacist Independent Prescribers.
The GPhC learning outcomes are listed in the Standards for the Education and Training of Pharmacist Independent Prescribers published in January 2019.
Note: All modules are indicative and based on the current academic session. Course information is correct at the time of publication and is subject to review. Exact modules may, therefore, vary for your intake in order to keep content current. If there are changes to your course we will, where reasonable, take steps to inform you as appropriate.
Teaching and assessment
All pharmacists will have chosen their own personal area of practice in which to develop their prescribing competency. This course does not teach therapeutics for individual scopes of practice, but instead facilitates structured independent learning for our students’ therapeutic areas of practice. The course encourages learning that will help pharmacists develop prescribing-related competencies and tools to expand therapeutic areas of practice post-qualification.
Assessment
There are three summative assessments for the course;
1) Objective Structured Clinical Examinations (OSCEs) – This will involve three stations, with patient actors, assessing pharmacist’s clinical and consultation skills.
2) Structured Case Report - This report is an academic piece of work with a number of components. It is linked to the pharmacist’s individual scope of practice and enables consideration of a patient’s whole care pathway.
3) Prescribing Portfolio – Pharmacists will develop a portfolio in which to log experiences, reflect on learning in practice hours and demonstrate GPhC learning outcomes and prescribing competencies.
Study days and Intakes - 2022/2023
There are usually three intakes during the academic year; in September and in January and in April .
Students on all cohorts are required to participate in 8 mandatory study days, which all run from 9am to 6pm. We anticipate these will be delivered in a ‘blended’ manner, with some study days delivered online/virtually and some study days delivered at the University. This is subject to change.
View the provisional dates for the September 2022 intake and January 2023 and April 2023 intake. Students are allocated to one particular group and the provisional dates for study days for each group are below. Please note that these are also subject to change.
Identifying, using, and connecting hardware components and devices
Install and support Windows OS including command line & client support. Understand Mac, OS, Linux and mobile OS
Troubleshoot PC and mobile device issues including application security support
Troubleshoot device and network issues
Explain types of networks and connections including TCP/IP, WIFI and SOHO
Identify and protect against security vulnerabilities for devices and their network connections
Install & configure laptops and other mobile devices
Compare and contrast cloud computing concepts and setup client-side virtualization
EDD 7210 Historical and Contemporary Contexts of Community Colleges
This course is designed to study the historical development of the transfer function in the U.S. higher education system with an emphasis on the major source of transfer students – community colleges. The course examines the historical development of community colleges and the transfer function, growing importance of the transfer function as a mechanism of access, and brings students to the contemporary, multi-dimensional context of transfer pathways.
EDD 7211 Transfer Student Communities
This course is designed to study current issues, challenges and successes of diverse transfer student populations. Emphasis is placed on understanding the overall educational experiences and barriers to success of transfer students. The course focuses on research related to historically marginalized communities and specific groups of transfer students, including first-generation college students, low-income students, student veterans, adult, adult re-entry students, and rural students.
EDD 7212 Dimensions of Transfer: Pathways, Policies, and Practices
This course is designed to study traditional and contemporary pathways to transfer with an emphasis on national, state, and local policies and practices that enhance or constrain student mobility among the segments of higher education. The course focuses on concepts of accreditation, seamless transitions (guaranteed admission, associate degree transfer, local community college-to-university compacts), and articulation.
EDD 7213 Program Assessment and Planning
This course is designed to study foundational elements of administrative program assessment and planning with an emphasis on improving services, practices, and policies as they relate to transfer and transfer students. The course focuses on common assessment techniques for administrative programs, developing key performance indicators, and implementation of program improvement plans.
The IRS may disagree, but the death certificate is arguably the most important legal document in existence. It's the only legal proof that someone has died. The State uses it to stop social security payments, pensions and other benefits. Families use it to settle their affairs.
Since the reporting of death began in 1900, the information required on the death certificate has helped monitor and reflect how society is changing. Forty years ago, for example, at least two states, New Hampshire and Oklahoma didn't include ethnicity on their death certificates. In the 1970s, states began requiring information about whether an autopsy was performed. In 1987, HIV/AIDS was added as a new classification of disease. More recently, check boxes have appeared asking for information about graduate-level education, and whether a woman is pregnant at the time of death.
Although states can offer their own variations, most comply with the U.S. Standard Death Certificate issued by the CDC's National Center for Health Statistics (NCHS). The agency last revised the form in 2003 and California, Idaho, New York City and State, and Montana, were the first to use it. Since then, 27 other states have followed suit and the CDC hopes that by 2013 all states will be using the form, which complies with the World Health Organization's International Classification of Diseases, helping to unify global health reporting.
Beyond standard details such as age, race, gender, education, time and place of death, the most valuable documentation is cause and manner of death. It's also the most prone to error.
Health professionals commonly complain that if they see "cardiac arrest" written as the cause of death, it's often a catchall, meaning the physician couldn't determine the cause of death.
The CDC publishes a physician's handbook to help navigate the form.
In Part I, the certifier must describe the immediate cause of death -- the conditions and sequence of events that led up to the death. In Part II, they must also list the underlying causes of death over time. This can be something that happened in the hours before a person died, or be a condition revealed in the medical history from several years ago. And because there's often confusion and ambiguity, certifiers can use words like "probable" or "presumed" to qualify their decisions but they must always fill out the underlying causes.
According to the National Association of Medical Examiners about 20 percent of all death certificates are signed by a coroner or a medical examiner. Since autopsy rates have plummeted in hospitals, death investigators now perform the majority of the nation's autopsies, which remain a vital barometer for revealing causes that might otherwise have been missed. In 2007, the latest data available from the CDC, 201,000 autopsies were performed, accounting for just 8 percent of all deaths.
Others who can sign a death certificate include a primary physician, an attending physician, a non-attending physician, a medical examiner, a nurse practitioner, a forensic pathologist or a coroner, but it varies according to state law. In Texas, for example, a justice of the peace can sign. Typically, deaths have to be recorded with local health departments within 72 hours of the death, and to the state within five to seven days.
Once information is recorded by a clerk at the State Vital Statistics office, it is purchased by the National Center for Health Statistics (NCHS) -- the division of the CDC responsible for compiling mortality data. The information is then used by a host of government agencies, as well as the private sector, to direct funding and future prevention policies.
The NCHS has been collecting mortality data since 1979, but Dr. Robert Anderson, head of the division, says the states are often slow to deliver. And sometimes the agency lacks the funds to pay for all the information a state can provide. Budget cuts in 1995 forced the CDC to stop collecting data on the number of autopsies being performed. Although the process began again 2003, it left an eight-year gap in vital records.
Other errors arise when an autopsy reveals that the original diagnosis on a death certificate was incorrect. This often happens when an autopsy has been requested because families, the courts, insurance companies or other interested parties are in dispute over how someone died. But getting that information amended on the death certificate, which is required by law, and reported back to the mortality division at the CDC can take months, sometimes years, and in some cases is never recorded as a matter of record.
The CDC is about to close its mortality file on all deaths in 2008, with around 4,000 cases still "pending investigation," because amendments did not arrive from the states in time. Once the CDC close the file, Anderson says, those "pending" cases go on the permanent record as "unknown."
