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Adapted with permission from Collegeand CareerReady StandardAddressed L14Objective To determine the meaning of multiplemeaning words in contextMaterials Multiplemeaning words eg bark bat run read te. CIM U313 4.1, 4.2, 4.3, 4.4, 4.5. Identifying the parameters and constraints that influenced the choices I made and the file format I selected. . Parameters/constraints for ident. : One constraint I had when I was making the logo was trying to incorporate the dispersion effect like I said I was going to in the client meeting. When I made my basis for the logo e.g. background, shape and text, I then added the dispersion effect to meet the information I gave. However, when added the effect and tried to add it to my A3 poster for example, it looked too messy and over the top, the effect was used to much on one page so it was overwhelming. So to help make the ident better, I removed the effect and instead added a small dispersion effect to the text layer. This meant that the effect was still incorporated but at a smaller scale and therefore it wasn’t overwhelming and could be used in the rest of my designs. . Strand Leaders: . Louis Danielson, Ph.D.. . Rebecca O. Zumeta, Ph.D. . National Center on Intensive Intervention (NCII). American Institutes for Research, Washington, DC  . Understand strategies for identifying, intervening, and evaluating progress of students with intensive intervention needs in academics, specifically in reading and mathematics. . Joseph . Wehby. , Ph.D. . NCII Senior Advisor. Vanderbilt University. January 2013 . Today’s Webinar. The need for intensive intervention. Using Data-Based Individualization (DBI) to provide intensive intervention in . // Where things work very nicely for recursive descent!. statmt. . ::= . . . println. ( . stringConst. , . ident. ). . . |. . ident. = . expr. . |. . if ( . Angel Barajas. Elena Shakina. Research question. Do companies have certain intangible-intensive profile?. If they do, how this profile influence the outperforming . and investment attentiveness?. Hypothesis. Overview . Rationale . for . intensive intervention. Introduction . to . Data-Based Individualization (DBI). Academic illustration. Behavior illustration. Wrap-up. Today’s Presentation . 2. Learning Objectives. Name. Position. January 2014. Introduction . Review of previous NCII modules. Training goals. Examples of evidenced-based interventions (EBIs). Summary. Today’s . Agenda . 2. 3. A Bird’s-Eye View of . Allison . Gandhi, Ed.D., National Center on Intensive Intervention . . Sharon Vaughn, Ph.D., University of Texas. –. Austin. Lee Kern, Ph.D., Lehigh University . Larry Wexler, Ed.D., U.S. Office of Special Education Programs. Development, Implementation, and Policy. Session 3: . From Know-How to Action: Assessing and Improving School-Level Implementation of Data-Based . Individualization. Laura Berry . Kuchle. , Christopher Lemons, T. Chris Riley-Tillman, Louis Danielson. Background. Søren Marker Jensen. Dept. of Intensive Care 4131. Copenhagen University Hospital Rigshospitalet, Denmark. soeren.marker.jensen.01@regionh.dk. www.sup-icu.com. SUP-ICU. Background. Critically . Lou . Danielson & Teri Marx, American Institutes for Research. J. David . Sienko. , Rhode Island Department of Education. Glenna Gallo, NASDSE/Washington State Board of Education. 1. No Time Like the Present. Principal Results. Paul K. Whelton, MB, MD, MSc. Chair, SPRINT Steering Committee . Tulane University School of Public Health and Tropical Medicine, and School of Medicine. . For the SPRINT Research Group. 9/15 - 16/2016 1 THE WOBBLY PATIENT: ADULT ONSET ATAXIA Rosalind Chuang, M.D. Movement Disorders Swedish Neuroscience Institute September 15, 2016 Disclosure: none Sixth Annual Intensive Update in N Faculty Professional Learning Series: Webinar #4. December 1, 2020. Lindsey Hayes, M.Ed., & Amy Colpo, M.P.P., American Institutes for Research. Lynn Holdheide, M.Ed., CEEDAR Center. Cara McDermott-.