Health Care Strategic Planning Experts

Strategic Plan Part 3 – Financial Plan

Create a 3- to 5-year financial plan to implement the goals and objectives created in Part 2 of your strategic plan. The deliverables for the financial plan include a projected budget created in Microsoft® Excel® and a report in Microsoft® Word that clarifies and explains the financial plan.

Section One: Projected Budget

 Create a projected budget.

• The projected budget should be a Microsoft® Excel® spreadsheet that contains a 3- to 5-year financial projection that includes detailed expenditures, income, contingency, gain or loss, capital outlay, and ROI (if applicable).

 Include budget strategies to increase volume and budget assumptions.

Section Two: Financial Plan Explanation

 Write a 1,050- to 1,400-word narrative discussing the fiscal details of the plan and the assumptions that were used in developing the projected budget.

• Include all the elements required in the projected budget.
• Include capital expenditure planning and contingency plans for unexpected events.
• Budget summary: When explaining your budget:
• Describe the organization’s current business model.
• Evaluate the impact of internal resources and financial capabilities on the business model implementation.
• Determine how the organization’s internal resources and financial capabilities affect your financial plan.
• Determine how they will affect implementation of the plan.
• Explain the details of the budget assumptions and the strategies to increase volume.

 Note

Cite at least 4 peer-reviewed, scholarly, or similar resources to support your information.

 Format your paper according to APA guidelines.

 

development for purchasing a technical manual

Instructions

For your term project, you are going to develop a purchasing technical manual for a new manager in your organization (whether actual or hypothetical). The purchasing manual will instruct the newly hired manager in carrying your policies and procedures for ordering, receiving, storage, inventory control, and the issuing of food.

Your writing will need to have separate sections for the following, which are clearly and adequately discussed, including describing optimum conditions and developing strategies for overcoming identified challenges, as well as references course material and external sources;

1. Introduction to the company and job role of purchasing manager
2. Ordering
3. Receiving
4. Storage
5. Inventory control (count and distribution)

Each section will need to have at least one reference to a supporting article or document, your textbook for example (which will demonstrate research). You must have at least one additional, external resource other than your textbook.

A final element is that the manual should include at least 2 different product specifications used as examples in the writing. Include copies of the specification in an Appendix.

• Written communication: Written communication is free of errors that detract from the overall message.
• APA formatting: Resources and citations are formatted according to APA style and formatting.
• Length of paper: Between 6 and 8 pages, double-spaced.

 

Student Differences And Individual Learning Needs

Special education teachers play a significant role in the IEP process, delivery of services, and advocacy for students and their families. These teachers are teachers of content, classroom leaders, managers of behavior, consultants, case managers, advocates, and collaborators. Within these various responsibilities, it is also important to maintain confidentiality while still providing appropriate consultative services, delivery of instruction, and collaboration with faculty, staff, administration, and parents.

Because this course does not require you to have a fingerprint clearance card, your field experience must be completed before or after school, or during another designated time when students are not present.

In person or via phone, interview a certified special education teacher specific to a grade range relevant to your program of study. Be prepared to take notes, as these will be submitted as part of the assignment deliverable.

In the interview, address the following.

• Discuss the similarities and differences among students with and without disabilities.
• Describe the characteristics of various disabilities and their educational implications for students at your school.
• Explain the effects disabilities can have on students’ academic and social development, attitudes, interests, and values.
• Describe how factors such as cultural diversity and human issues affect students with disabilities.
• Explain how you address the unique learning needs of students with disabilities in the classroom, including those students with culturally and linguistically diverse backgrounds.
• Explain strategies you use when collaborating and co-teaching with general education teachers. Include discussion of why it is important to avoid becoming a silo, behavior enforcer, or aid in the classroom rather than a co-teacher.
• Describe how you use various types of technology to support students with disabilities in both the special education and regular education classroom.
• Describe the legal responsibilities you have to protect the rights and privacy of students with disabilities. Include discussion of IDEA, procedural safeguards, FERPA, HIPAA, etc. Include examples of some dilemmas associated with upholding these standards.
• Discuss how you collaborate with general education teachers to communicate, create, and store student documentation.
• Describe one or two of your favorite co-teaching strategies.

Note

In 250-500 words, reflect on what you learned from the interview and discuss the following:

• Describe the unique needs of students with disabilities and the effects disabilities can have not just on students’ academic progress, but also on their social development, attitudes, interests, and values. Include discussion of additional factors related to culturally and linguistically diverse students.
• Explain why it is critical for special education teachers and general education teachers to communicate, collaborate, and co-teach to meet the needs of students with disabilities. Include explanations why this is important not just for teaching students, but also in documenting and communicating information related to progress and meeting IEP goals.
• Summarize why it is important to properly execute the IEP process and maintain confidentiality for students with disabilities. Include discussion of the challenges and dilemmas that can result when collaborating with general education teachers to ensure compliance in these areas.
• Summarize what you learned from the interview and discuss how it can be applied in your future professional practice.

ACTIONX

ACTIONX is a project designed to enhance your skills as a diversity leader through engaging in the Journey of Self-Discovery activities and a personal identity assessment. After completing the activities and assessment, you will create an action plan to improve your cultural competency.

Part One: 

In the past weeks you read Chapter 5 and learned about the Journey of Self-Discovery, which involves various self-exploration activities developed from the Grubb Institute’s Transforming Experiences Framework. As part of your ACTIONX project, you will complete three self-discovery exercises to gain insight into your journey towards cultural competence. Pay attention to your communication habits and personal attitudes as you complete these exercises.

Choose three of the following activities outlined in Chapter Five. Complete each of the three activities you chose. Take informal notes as you complete these and save the notes. You will record information about completing these later.

Group Identity Circle

LifeLine Graph

Images in the Media

Thinking About Multiple Dimensions of Diversity

The Power of Observation

Role: How Do I Want to Operate?

Part Two:

Using the models in Chapter Nine, there is an exercise outlined about identity statuses, so you need to complete that exercise. You will characterize your dominant and accessible identity statuses for race/ethnicity, gender, and sexual orientation. Take notes as you do this because later you will write a narrative of what you discover.

These are the directions to complete the identity status exercise, provided by Dreachslin et. al. (2015):

Describe your major group affiliations, including race and ethnicity, gender, and sexual orientation. Second, for each group affiliation determine whether it is an out-group minority identity such as black or Latino, female, or LGBT or an in-group majority identity such as white, male, or heterosexual. Third, reflect on your attitudes, beliefs, and behaviors toward yourself as a member of the identity group as well as toward people who share your group affiliation and people who do not. Be frank and honest with yourself. Consider what you really feel, think, and do, not what you believe you “should” feel, think, and do. Review the status descriptions in Table 9.1 for your out-group minority identities and in Table 9.2 for your in-group majority identities.

Part Three:

You will write a paper to describe and defend all of the exercises you completed, in addition to describing an action plan. To write the paper, you must use the template provided and leave the section headers (labels) the same as provided in the template. Part three will involve a total of 4-6 pages of narrative plus the action plan table. See below.

Note

a. Write a 2-3 page paper describing what you discovered by completing part one and part two of this project. Sections you must include in your paper are below:

a) Activities and Reflections: Describe each of the three activities you completed, what was discovered, and provide reflections about this. In addition, write about these questions. Also be sure to reflect about what your statuses mean to you and your profession.

b) Identity Statuses:

i. Which status best describes your dominant group identity status?

ii. Which statuses best describe your accessible group identity statuses?

iii. How do you know? What evidence do you have to support your self-characterization?

Instructions

b. Create an action plan using the template from Chapter 5 (Table 5.1: Journey of Self-Discovery: Action Plan). You may create an Action Plan table and put it in the paper you will turn in for this project. Make sure the table has the same columns and sections as Table 5.1. Be sure to put in more detail that the example in the chapter. Use the four columns provided in the template add at least five points under each column. See example below.

c. Provide a 2-3-page narrative that describes and justifies your action plan, how you will ensure the actions will be taken, and the value this will bring to you and those you serve in the future.