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MONTESSORI FOR AGING & DEMENTIAPRACTIONER’S CERTIFICATE COURSE WORKBOOK582831784880037343128293100TABLE OF CONTENTS TOC \o "1-3" \h \z \u Welcome PAGEREF _Toc56427731 \h 4ABOUT THE COURSE PAGEREF _Toc56427732 \h 5Course Schedule & Syllabus PAGEREF _Toc56427733 \h 6Checklist of Requirements PAGEREF _Toc56427734 \h 8Microsoft Teams Instructions PAGEREF _Toc56427735 \h 10Using the Online Portal PAGEREF _Toc56427736 \h 12Instructions for Submitting Required Documentation PAGEREF _Toc56427737 \h 13Instructor’s Checklist for Course Completion PAGEREF _Toc56427738 \h 14GETTING STARTED PAGEREF _Toc56427739 \h 16Student Information Form PAGEREF _Toc56427740 \h 17Montessori Classroom Observation Form PAGEREF _Toc56427741 \h 18Securing a Field Placement for your Case Studies PAGEREF _Toc56427742 \h 19Case Study Call Script & Formal Proposal PAGEREF _Toc56427743 \h 20Obtaining Consent PAGEREF _Toc56427744 \h 24Consent Form PAGEREF _Toc56427745 \h 25Principles of Good Practice during Field Work PAGEREF _Toc56427746 \h 26SAMPLES & GUIDANCE PAGEREF _Toc56427747 \h 27Sample Meaningful Engagement Plan PAGEREF _Toc56427748 \h 2810 Tips for Creating Step-by-Step Tasks PAGEREF _Toc56427749 \h 32CASE STUDY 1 PAGEREF _Toc56427750 \h 34Consent Form PAGEREF _Toc56427751 \h 35Individualized Assessment PAGEREF _Toc56427752 \h 36Part 1: Personal Information PAGEREF _Toc56427753 \h 36Part 2: Cognition and Language PAGEREF _Toc56427754 \h 39Part 3: Observation PAGEREF _Toc56427755 \h 41Reading Screening Form PAGEREF _Toc56427756 \h 42Meaningful Engagement Plan PAGEREF _Toc56427757 \h 44Meaningful Engagement Log PAGEREF _Toc56427758 \h 46CASE STUDY 2 PAGEREF _Toc56427759 \h 47Consent Form PAGEREF _Toc56427760 \h 48Individualized Assessment PAGEREF _Toc56427761 \h 49Part 1: Personal Information PAGEREF _Toc56427762 \h 49Part 2: Cognition and Language PAGEREF _Toc56427763 \h 52Part 3: Observation PAGEREF _Toc56427764 \h 54Reading Screening Form PAGEREF _Toc56427765 \h 55Meaningful Engagement Plan PAGEREF _Toc56427766 \h 57Meaningful Engagement Log PAGEREF _Toc56427767 \h 59ADDITIONAL REQUIREMENTS PAGEREF _Toc56427768 \h 60Submit Case Studies PAGEREF _Toc56427769 \h 61Essay PAGEREF _Toc56427770 \h 61Final Exam PAGEREF _Toc56427771 \h 61Final Presentation PAGEREF _Toc56427772 \h 61WelcomeCongratulations! You are embarking on an exciting step in your professional journey. Montessori is transforming elder care communities to environments of joy and purpose where older adults can flourish! We highly recommend that you keep a private journal of reflection during this process. It is helpful to have a place to record your feelings about working with individuals living with dementia. This can help you to deal with feelings of sadness, joy, frustration, hopefulness, helplessness, etc., that you may experience when working with a person who has memory loss. When we take time to consider and deal with our emotions, we are more effective as facilitators with other individuals. Allow yourself to acknowledge any feelings that may arise without judgement. Please feel free to talk about these issues during our class if you wish. We are here to support you. Jennifer and MargaretJennifer Brushjennifer@Cell: 440-289-0037Margaret Jarrellmargaret.j@ Cell: 703-200-1312ABOUT THE COURSECourse Schedule & SyllabusREQUIRED BEFORE THE END OF THE COURSE (SELF-PACED)Read Montessori for Elder and Dementia Care by Jennifer BrushRead Montessori: A Modern Approach or Dr. Montessori’s Handbook (optional for those already Montessori certified)Observe for at least ? day at a Montessori School. We recommend visiting a class for 3-6 year-old children and a class for 7-9 year-old children. (Optional for those already Montessori certified.)MONTH ONEWatch Video (1): Practitioner Case Study RequirementsFind case study participantsJoin the mandatory live coaching session on Tuesday, January 26, 2021 from 7:30-8:30 PM EST. We will discuss:The entire certification process, course requirements, and answer questionsMONTH TWOWatch Videos (2): Assessment and Engagement Plans & Implementation IdeasCreate an engagement plan for a real or hypothetical person. Use the template in your workbook as a guide. Submit this to the online portal before class on February 23rd.Join the mandatory live coaching session on Tuesday, February 23, 2021 from 7:30 – 8:30 EST. We will discuss:The assessment processCreating engagement plansImplementation ideasMONTH THREEWatch Videos (2): Montessori for Children & Intergenerational ConsiderationsObserve in a Montessori classroom (if you have not already) and complete the Montessori Classroom Observation form. (If a live classroom observation is not possible due to COVID, please watch the video called “My Day” at .) Upload the observation form to the online portal before class on March 30th. Join the mandatory live coaching session on Tuesday, March 30, 2021 from 7:30 – 8:30 EST. We will discuss:Montessori for childrenIntergenerational considerationsMONTH FOURRead Memory and Communication Aids for People with Dementia by Michelle BourgeoisWatch Videos (2): The Story of Their Lives & Dementia Friendly Environments Create a 10-page memory book for yourself or for an elder. Upload this to the online portal before class on April 27th.Find an environmental barrier in a care environment and be prepared to discuss in class.Join the mandatory live coaching session on Tuesday, April 27, 2021 from 7:30 – 8:30 EST. We will discuss:Memory BooksDementia friendly environmentsMONTH FIVERead Spaced Retrieval Step by Step: An Evidence Based Memory Intervention by Benigas, Brush, and ElliotWatch Video (1): Spaced RetrievalCreate a need, lead question, and response for an elder with cognitive impairment and be prepared to discuss during class.Join the mandatory live coaching session on Tuesday, May 25, 2021 from 7:30 – 8:30 EST. We will discuss:Spaced RetrievalMONTH SIXTurn in all required paperwork by June 1, 2020Online PowerPoint presentations of case studies on Tuesday, June 29, 2021 from 7:30 – 8:30 ESTCOURSE COMPLETIONCourse requirements are assessed; you will be notified via email of passing the course or asked to make corrections or resubmit new work. Brush Development emails you an AMI certificate and you can print a Brush Development certificate after marking 100% of the course complete (each section must be marked complete as you go through the course) and passing the quiz and marking it complete. With this certificate, you will be qualified as Montessori for Aging and Dementia Certified Practitioner, and you will be able to develop and implement this innovative intervention for older adults and people with dementia and serve as a resource for others in your care setting. The 2-day Montessori for Aging and Dementia Workshop and Practitioner Certification do not qualify you to teach or train others in Montessori for Aging and Dementia. An AMI Trainer’s Certification is required to teach the AMI Montessori for Aging and Dementia curriculum.Checklist of RequirementsSubmit the Student Information Form Read Montessori for Elder and Dementia Care by BrushRead Dr. Montessori’s Own Handbook by Montessori or Montessori: A Modern Approach, The Classic Introduction to Montessori for Parents and Teachers by Polk Lillard (if you are not a Montessori Guide already).Observe for at least ? day at a Montessori School. We recommend visiting a class for 3-6 year old children and a class for 7-9 year old children (optional for those already Montessori certified)Create an engagement plan for a real or hypothetical person (due February 23, 2021)Submit the Montessori Classroom Observation Form (due March 30, 2021)Read Memory and Communication Aids for People with Dementia by Bourgeois.Create a 10-page Memory Book for yourself or for an elder (due April 27, 2021)Read Spaced Retrieval Step by Step: An Evidence Based Memory Intervention by Benigas, Brush, and ElliotCase Study 1Consent FormIndividualized AssessmentReading ScreeningMeaningful Engagement Plan (At least) 1 ActivityActivity write-upStep-by-step instructions for care partnersAny templates or materials created for the activity(At least) 1 RoleActivity write-upStep-by-step instructions for care partnersAny templates or materials created for the roleMeaningful Engagement Log (documenting 10 interactions with elder)Case Study 2Consent FormIndividualized AssessmentReading ScreeningMeaningful Engagement Plan (At least) 1 ActivityActivity write-upStep-by-step instructions for care partnersAny templates or materials created for the activity(At least) 1 RoleActivity write-upStep-by-step instructions for care partnersAny templates or materials created for the roleMeaningful Engagement Log (documenting 10 interactions with elder)Write at least a 1,000-word paper discussing lessons learned from participation in the training and your experience implementing some of the Montessori principles. It should include any successes and challenges you may have plete the online exam. Create a 10-15-minute PowerPoint presentation and present your two case studies to your AMI Trainer.Microsoft Teams Instructions We use Microsoft Teams to manage all of the live coaching sessions for this class. You will be emailed a link in an outlook invitation at the beginning of the semester. There will be an appointment invitation for each class coming from jennifer@Students who have an email address that belongs to an Azure Active Directory or Office 365 account can accept the invitation directly. If you don’t have a Microsoft account associated with your email address, you might be directed to create one for free.When you open the link or select?Join Microsoft Teams Meeting?in your meeting invite, you’ll be taken to a page where you can choose to either join on the web or download the desktop app and then join. If you already have the Teams app, the meeting will open there automatically.If you don’t have a Teams account and the organizer has allowed it, you may have the option to enter your name to join the meeting as a guest. If you do have a Teams account, select?Sign in?to join with access to the meeting chat and more. Then, depending on the organizer’s settings, you may join the meeting right away or go to the “lobby” where people in the meeting can admit you. There are tutorials online to review. Some users, for some strange reason we haven’t figured out, (often with MAC users) can’t open the link and need to go to Microsoft Teams and set up a free account. If you have having trouble using the link we sent, set up a free account, then try again. Using the Online PortalYou can access the online course via the Brush Development website at . Once logged in, you will see the six modules. When you click on a module, you will see two tabs: Topic (or Lesson) and Materials.Videos can be found by clicking on the MATERIALS tab of each module.? Please watch each section in order and complete each section in its entirety before proceeding to the next.?Assignments can be uploaded in the portal as Word or PDF documents. Name your document using the naming convention outlined on the next page.Click Browse.Select the document you wish to upload.You will see the name of this document appear in the white bar.Click Upload.The portal automatically moves you to the next module. Click back on the previous module to make sure the document you uploaded is still there and has a green checkmark next to it and says Approved.If you do not see your document or the green checkmark, please try again.Do not take the final exam until the green bar at the top of the course says 100% complete or you will not be able to print your certificate.?After completing the final exam, please click on CONTINUE (not print) to print your certificate. This one next step is important if you want the date on the certificate.? Instructions for Submitting Required DocumentationWe strongly suggest you keep a copy of submitted assessment tasks for your own records. Use only initials or first names of individuals to ensure anonymity. All assessment tasks, the multiple-choice exam, and your presentation session will be graded to determine an outcome of “Competent” or “Not Yet Competent.” If necessary, you will be given the opportunity to revise what you submit within 60 days.Submitting Your Case StudiesWhen each study is complete, please copy and paste the pages of your case study – starting with the Consent Form and ending with the Meaningful Engagement Log – into a new Word document and “save as.” Name the document with the following naming convention:[Your last name, Your first name] - Case Study [Elder’s Initials] – [Date submitted].For example: Doe, Jane - Case Study RF - 1.15.20Copy and paste the Activity and Role pages in the Meaningful Engagement Plan as many times as you need to include all of the activities and roles you created for this elder. Paste in any illustrations, photos, or templates you created for each activity and role.Upload this document as a pdf into the course assignment area provided.Submitting the EssayWhen your essay is complete, please copy and paste the pages of your essay into a new Word document and “save as.” Name the document with the following naming convention:[Your last name, Your first name] - Essay - [Date submitted].For example: Doe, Jane - Essay - 1.15.20Upload this document as a pdf into the course assignment area provided.The final exam is taken online through the portal.Instructor’s Checklist for Course CompletionYour instructor will use this form to evaluate your case studies, paper, and oral presentation. Written and oral feedback will be provided where improvement is needed.Student thoroughly completed the personal information form for all case studiesStudent developed an appropriate activity for case study 1 based on the information collected about the personStudent developed an appropriate role for case study 1 based on the information collected about the personStudent developed templates and materials for case study 1 that clearly reflect the Montessori philosophy of care for the activity and roleStudent clearly and accurately explained how to expand or modify this activity and role for case study 1Student created appropriate environmental supports for case study 1Student created a step-by-step instruction sheet for each role and activity with enough detail that another care partner could use it as an implementation guideStudent developed an appropriate activity for case study 2 based on the information collected about the personStudent developed an appropriate role for case study 2 based on the information collected about the personStudent developed templates and materials for case study 2 that clearly reflect the Montessori philosophy of care for the activity and roleStudent clearly and accurately explained how to expand or modify this activity and role for case study 2Student created appropriate environmental supports for case study 2Student created a step-by-step instruction sheet for each role and activity with enough detail that another care partner could use it as an implementation guideStudent scored at least 80% on the examStudent’s paper indicated an understanding of the importance of:knowing the personfacilitating meaningful roles and activities that meet human tendenciesinvitation to the activitydemonstrating the activityobservation and reflection praise of the personcollaborating as a teamtask breakdownmodification and/or extension of activitiesGETTING STARTEDStudent Information FormName: Address: Contact number: Email: Statement of originalityI, the undersigned, declare that the Practitioner Certification Assessment project is all my own work. No assistance has been accepted from sources other than the AMI Educator, lecture notes, handouts, and assigned reading materials. All answers have been written in my own words.Signed: Date: Montessori Classroom Observation FormObserver’s Name: Name of Montessori School:Date of Observation:Time Started & Time Stopped:Classroom Level: ___Primary/Children’s House (3-6 years) ___Lower Elementary (6-9 years)As you sit down to carefully observe the classroom for the first time, what catches your eye?What are your first impressions? Do you notice how children take ownership of their room?How is the classroom organized? What do you notice about the layout of materials, activities, furnishings, and shelves?Pay attention to the way the adults in the classroom interact with the children. What do you notice?Listen to the conversations among the students. What do you hear?Do you notice children of different ages working together? helping one another?Watch one student for a few minutes. Look for concentration, choice, perseverance, self-direction, and independence.As you observe, try to look for any unwritten rules and procedures that the children are following. Do you see evidence of grace and courtesy?Securing a Field Placement for your Case StudiesYou will need to get permission from a care community to conduct your two case studies. After researching the communities in your area, select a community with an Adult Day Care, Assisted Living and/or Memory Care program to contact. You can also choose to work with an individual living at home. We prefer that it is not a family member. When you call the community, ask to speak to the Volunteer Coordinator. We have provided a sample script for the initial contact and a formal proposal that you can offer to provide the community. We have also provided a flyer that you can provide the community.You may be asked to attend a volunteer training before you begin your case study work. You will also need to obtain consent from the two elders (or their families) to participate before you begin the individualized assessment.Case Study Call Script & Formal ProposalInitial CallHello, my name is ___________ and I am working to become a Certified Practitioner of Montessori for Aging and Dementia. As part of this training, I am required to conduct two case studies with older adults diagnosed with dementia, and I’m wondering if I could speak to your Life Enrichment Coordinator to discuss the possibility of doing this work in your community.When Speaking to the Volunteer Coordinator (or other Administrator)Hello, my name is ___________ and I am working to become a Certified Practitioner of Montessori for Aging and Dementia. As part of this training, I am required to conduct two case studies with older adults diagnosed with dementia over a three to six-month period. I am wondering if I would be able to do this work in your community as a volunteer. If you think it’s a possibility, I would be happy to send you more information or come in to meet with you at your convenience.Formal Proposal My name is ___________ and I am working to become a Certified Practitioner of Montessori for Aging and Dementia through Brush Development Company and the Association Montessori Internationale. This certification will enable me to implement roles and activities and create a prepared environment for older adults using Montessori principles. As part of this training, I am required to conduct two case studies with older adults diagnosed with dementia over a three to six-month period.Description of Case StudiesThe requirements of the case studies are as follows:1. Obtain Consent2. Conduct Individualized Assessment (via Personal Information Form)Cognition and Language (including Reading Screening)Personal ObservationPersonal Interview3. Create Meaningful Engagement PlanIdentify a role, invite the individual, and create a routine to support this roleDesign and introduce a Montessori activityCreate role and activity instructions (so family or other staff can implement them)Work with the individual on the role and activity over ten sessions. Perform an environmental scan and make recommendationsCreate personalized memory aids (as appropriate) to address the following:Memory bookOrientationFacilitate care activitiesNeeds, wants, and safetyIncrease engagement and activityEncourage social interactionsModify challenging behaviorsUse the spaced retrieval technique to reinforce one important concept Who will participate in the study?Two older adults residing in an Assisted Living or Memory Care community with early to mid-stage signs (or a diagnosis) of dementia. These individuals will be selected by the care community.Duration of the studyI have a six-month time frame to complete the case study (starting in ______). I propose meeting with each of the selected individuals once a week for twelve weeks.Risks and BenefitsMy hope is that the participant in this case study will enjoy the process and benefit from the personalized activities. The individual will have the option to end participation at any point. I will not collect any medical information. I will only record the person’s initials in the forms that I use to document my case study experience.How will consent be obtainedConsent will be obtained through a consent form. Qualifications of person conducting the studyDescribe your background and education here.Thank you for your consideration!SignaturePractitioner’s Certificate in Montessori for Aging and Dementia480060051435The?AMI Practitioner Certification?is an international certification open to care partners, health care professionals, and Montessori educators who want to complete an?in-depth?study in order to apply the principles of Montessori to working with elders. The program is taught by Jennifer Brush, an AMI Certified Montessori Educator. Jennifer is one of just two dementia care experts in the US on the International Advisory Board for Montessori for Aging and Dementia and the only person in the US who teaches this AMI program. Jennifer Brush, MA, CCC/SLP is an award-winning Dementia Educator, consultant, and author of six books. She has nearly 30 years of industry experience, including leading countless live national and international trainings and facilitating ground-breaking research. Jennifer serves as the Program Director, Montessori Education for Dementia, St. Nicholas College, Ireland, and Director, Brush Development, Chardon, OH.The Practitioner’s CertificateHolding the certificate enables the practitioner to implement roles, design activities, and create prepared environments for older adults using Montessori principles. Practitioners can serve asrole models and leaders in care communities and help to establish Montessoriprogramming. Practitioners are not be qualified to serve as trainers. The Certification ProcessThe certification process includes readings, online classes, completion of two in-depth case studies with older adults, writing a 1,000-word paper, passing a written examination, and giving a final presentation. It takes a minimum of 60-80 hours to complete these requirements.About Brush Development445770043815Brush Development provides education in person-directed dementia care and Montessori for Dementia that enables health care professionals to create supportive memory care environments and implement effective dementia programming.? Brush Development is the approved AMI training center for Montessori for Aging and Dementia in the United States, offering classes in person anywhere in the world.? Brush also offers private in-home and internet-based coaching to families and persons living with dementia in an effort to help individuals successfully age in place at home.Practitioner’s Certificate in Montessori for Aging and DementiaCase Study Requirements: 1. Obtain Consent from two older adult residing or participating in in an Adult Day Care, Assisted Living or Memory Care community with early to mid-stage signs (or a diagnosis) of dementia. The care community will select these individuals.2. Conduct Individualized Assessment (via Personal Information Form)Cognition and Language (including Reading Screening)Personal ObservationPersonal Interview3. Create and Implement a Meaningful Engagement PlanIdentify a role, invite the individual, and create a routine to support this roleDesign and introduce a Montessori activityCreate role and activity instructions (so family or other staff can implement them)Duration:After the initial assessments are complete, the volunteer will work with each individual on the designed roles and activities over ten sessions. The student volunteer has six months to complete these two case studies.SupervisionRemote supervision of the student volunteer will be provided by Jennifer Brush. To reach Jennifer with questions or concerns, you may email her at jennifer@. Obtaining ConsentStudents completing the Montessori for Aging and Dementia Certification course complete two case studies with older adults who have memory concerns or a diagnosis of dementia. Individuals can be living in a care community or at home. Individuals living with memory impairment or dementia are able to make a number of decisions regarding their own life. Either the older adult, or their responsibility party for health care decision making, must consent to participating in the case study. If the person has volunteered him/herself for the course project and is living at home, typically the person will be able to sign their own consent. If the person indicates that a spouse or adult child makes their healthcare decisions, the student will ask the designated person to sign the consent form in addition to the person with dementia. If the older adult lives in a care community, the student will ask the nurse or other medical processional in charge of the person’s care if the person is his/her own decision maker. The student will ask the care community to facilitate contact with the responsible party, if indicated, for consent to participate. At no time will a student ask for medical history or access to any medical records. Consent FormI, [LEARNER NAME], am a student enrolled in Brush Development’s Practitioner’s Certification Program titled Montessori for Aging and Dementia. The course provides knowledge and skills in the creation and facilitation of Montessori environments for people living with dementia including the development of both activities and roles. The activities may include matching/sorting tasks, reading groups, and/or roles involving common household duties such as setting the table or making the bed. These are all designed to aid independence and promote each person’s sense of self-worth, so that each person is able to make a contribution to their community.As part of this education and training course, I need to complete two case studies with older adults that include a number of tasks including:Conducting a personalized assessment via interview of the older adult and the person’s family (if the older adult is not able to provide the needed information). This information includes a screening of reading and cognitive ability as well as a profile of past roles, likes and dislikes, and current abilitiesDeveloping an engagement plan in collaboration with the older adult to promote independence and involvement in meaningful daily activitiesMaking the necessary related Montessori materialsVisiting at least 10 times to participate in activities with the older adult All information will be kept confidential and only used for the purposes of the certification. All paperwork submitted for grading will only have the person’s initials and no identifying information.Please tick the relevant circle in each case to indicate whether or not your consent with each request.Consent Requested for:ConsentGivenNo ConsentConsent for collection of personal information (no access to medical records) for case studies for the above Montessori Certification??Consent to participate in meaningful activities for the about Montessori Certification. ??Photographs taken that will be used for the purposes of this Montessori Certification Assessment only. ??Individual‘s Name: Date: Name of Responsible Party: Signature:Comments: (e.g., permission via phone conversation): Principles of Good Practice during Field WorkThe adult learner will:Endeavour to be physically, mentally, and emotionally prepared for field workObserve the norms and rules of the healthcare setting where completing field workBe sensitive to, and respect the culture of the healthcare setting where completing field work Understand the limits of his/her competence in a new situation but be willing to explore new skillsAccept constructive feedback Respect and adhere to the principle of confidentiality at all timesBe aware of boundary issues, in particular the boundaries of personal and professional engagementsBe aware that any form of physical, verbal, or emotional abuse is deemed unethical and unprofessional behaviorAdhere to ethical guidelines while completing assignments during field workAdult learners are expected to consistently demonstrate the professional attributes of:Knowledge and Understanding - Knowledge is a fundamental component of Montessori education; knowledge of methodologies and pedagogy and also knowledge of the theories underpinning methodologies. In line with Montessori philosophy, learners will have the knowledge bases necessary to create the conditions for adults to be active in their own learning. Commitment - Learners are expected to prepare, be organized, be punctual, be responsible and generally act in a professional manner while on placement. They must show dedication, to their studies, and also to the social, cultural, emotional and cognitive development of the adults in their care. Inclusion - Learners are required to develop and maintain a respectful, caring and sensitive attitude towards, peers, healthcare personnel, and people living with dementia. During field work they must be respectful of diversity and be prepared to recognize and respond to the differentiated needs of older adults.Ethical Practice - During field work learners will respect the rights of all in a consistent, impartial and confidential mannerCollaboration - Learners are expected to demonstrate good interpersonal skills and to be willing to work as part of a team during field work. They should be aware that as guests in their host healthcare settings they need to make themselves aware of the norms and rules of the setting. They should seek assistance from their supervisor(s) and accept and act upon constructive feedback. SAMPLES & GUIDANCESample Meaningful Engagement PlanElder’s Name: Jane DoeACTIVITIESPouring BeansRationale (based on strengths, abilities, interests, and needs): The elder would like to pour her own coffee in the morning.Purpose: Preliminary activity that may lead to the next activity of pouring coffee.Maintaining pincer grasp when cleaning up spilled beans.Materials/Templates Needed: TrayPlacemat that contrasts from the table and materialsTwo identical clear pitchers, lightweight with a large handle to holdOne pitcher filled ? full of black beansControl of Error:Add a large-print sign that says, “Please pour beans into the empty pitcher.”Modifications for Different Abilities: For those who have more manual dexterity and stable hands when holding the pitcher, you can use black or colored rice instead. These will pour faster, and if they spill, they require more dexterity to clean up. The rice needs to be a dark color so the person can see the grains when pouring and if they spill.If the pitcher is too heavy, help support pouring by holding the handle with the and/or supporting the bottom of the pitcher with your hand.Step-By-Step Instructions:Preparation:Preparation can be done before the person starts the activity, or you can follow the steps with them to make this part of the activity.Bring the tray to the table.Unroll the mat and place on the table.Place both pitchers on the mat, the one with the beans on the dominant hand side of the elder.Place the tray off to the side.Instructions:First demonstrate a step and then invite the person to participate in the step.Pick up the pitcher with the beans in it, supporting the bottom of the pitcher with your other hand if needed.Move the spout of the pitcher with beans over to the center of the empty pitcher and slowly pour the black beans from the first pitcher into the empty one.Pick up any spilled beans, one at a time, and place them back into the pitcher with the beans.Repeat steps 1-3 as often as desired between the two pitchers.Bring the tray back to the table.Pick up the pitcher with the beans and place on the tray.Pick up the empty pitcher and place on the tray.Roll up the mat.Place the mat on the tray.ROLESSetting the TableRationale (based on strengths, abilities, interests, and needs): The resident enjoys helping staff prepare for mealtimes.Purpose: Maintain role in the community of setting the table.Practice in sequencing of a task.Materials/Environmental Supports Needed: Tray or rolling cart Laminated paper placemats with outlines of a dinner plate, napkin, fork, knife, spoon, and cupDinner plates, forks, knives, spoons, cups, napkinsSeparate, labeled baskets for that keep utensils sorted by kindHow will you create a routine to support this role?Invite resident to set the tables at 11:30am and 4:30pm each day.Control of Error:Place the napkins and utensils each in their own bins that are different colors. Color the outlined areas on the placemat the same color as the item. (This gives another cue, allowing the person to match by color and shape, rather than just by shape.)Hand the person each item they are to place instead of having them choose the items off the tray themselves. (Only do this if you have tried color coding the items or creating other ways they could do it independently.)Modifications for Different Abilities: Some people may not need the placemat with the outlines on it. For them, just provide solid colored placemats and a picture of the finished place setting for them to refer to if needed.Make an activity out of creating the placemats with the outlined items on them.Step-By-Step Instructions:Preparation:Preparation can be done before the person starts the activity, or you can follow the steps with them to make this part of the activity.Bring tray or rolling cart with supplies over to the table to be set, in easy reach of the elder.Instructions:Demonstrate one full place setting and then let the elder follow what they saw with the rest of the place settings for the table. You can offer guidance cues by pointing or handing them items as they go along.Place the placemat down on the table in front of the seat.Pick up the napkin from the tray and place it over the outline of the napkin.Repeat step 2 with all the other items for the place setting.Invite the elder, or with the elder, place down all of the other place setting placemats you need for that meal.Invite the elder to complete step 2 for each item on the place setting.10 Tips for Creating Step-by-Step TasksKnow the person!?? While you can create a general framework for a task, you will almost always need to modify the breakdown and setup of the task for the specific person. The person may also have movement, hearing or sight limitations. Brainstorm all the possible steps.?? You could say that there are three steps to brushing your teeth: Put toothpaste on the toothbrush. ?Wet the toothbrush.? Brush your teeth.However, brushing your teeth actually has many, many more steps: Pick up the toothpaste tube. ?Unscrew the cap from the toothpaste and place the cap on the sink. ?Hold the toothpaste in your right hand (if the person is right-handed). ?Pick up your toothbrush in your left hand. ?Place the toothbrush head under the opening of the toothpaste tube and squeeze toothpaste out with your right hand. ?Place the toothpaste tube on the sink. ?With your right hand, turn the water on. ?Put your toothbrush in your right hand. ?Place the toothbrush under the water to get it wet. ?Bring the toothbrush to your mouth and smile. Place the toothbrush on your front teeth and move the brush right and left. ?Push the toothbrush to the right side of your mouth and move the brush right and left. ?Push the toothbrush to the right side of your mouth and move the brush right and left.Now open your mouth and flip the toothbrush so the brush is facing the roof of your mouth and move the brush onto the bottom of your teeth on the right side and move the brush forward and back. Etc...If you know all of the potential steps, you can help a person figure out what step they need as a cue for them. Some people may need detailed steps on getting the toothpaste on the toothbrush, but as soon as they put the brush in their mouth, procedural memory kicks in and they can brush their teeth. Others may need step-by-step instructions on how to move the brush when it is in their mouth. Use items and words that make sense to the person. ??One person may call the bathroom a “powder room” and another may call it a “restroom.” Some people may recognize an electric toothbrush, others may not. Who are the instructions for??? Are you making a sign of photos and word instructions for a person with dementia to follow to wash their hands on their own? Or, are you writing out instructions for their guide to demonstrate how to set the table to a person with dementia so the person with dementia can follow the guide? Make sure all words are big enough to read and all photos are big enough to see. Are they reading the steps, hearing the steps, watching the steps, or some combination? ??Some people may be able to follow photos of handwashing on their own. Others may need words with the photos. Others may not be able to use the photos at all and the guide will need to show each step to the person and invite them to follow. For example, at two sinks, the guide turns on the water and then asks or indicates to the person to turn on their own water. The guide then pumps soap out of the soap dispenser on their own hands and indicates or asks the person to do the same with their soap dispenser, etc... What modifications might be needed??? If you are writing out general instructions to be used by family members or staff, always put in some suggestions for modifications so that the task can be modified for a person with a different ability level, or if the person’s own abilities change over time. For example, if a person is making notecards and you give them a sticker to place on the card, some people may be able to just follow the step of “Place the sticker on the card.” For others, that is too confusing and you would modify it by placing a black dot on the card and saying or showing “Place the sticker on the black dot.” What templates are needed??? The black dot in the notecard example above is an example of the template. Do the glasses need to have a line drawn around them so the person is cued to stop pouring juice when it reaches the line? What special supplies and signs are needed??? Clear glass cups so they can see the juice and they do not overfill the glass? Large handled paint brushes due to issues with manual dexterity? Sign that says: “Please put the napkins in the ring.” What greater environment considerations are needed??? In order to help a person eat on their own, do you need to note that the tablecloth needs to be a contrasting color to the plates used? Can this task be done in a loud common room, or in a smaller room with no music and not a lot of people? Observe then modify.?? Always try out your step-by-step instructions with the people you will be working with and see if they work! If they do not work, it is probably not set up in a way that works for them. This is not your fault or their fault, it just is. Observe what parts of the process work for the person and what does not and observe why that might be happening. For example, we may have talked them through the steps when what they really need is for us to demonstrate the steps and have them follow us. Or, the process may be correct, but you are doing a task in a crowded and loud room or a room with low light, so the larger environment is making the task inaccessible. ?Reminder:? Never correct a person with dementia. ? Brush & Norris, 2018 CASE STUDY 1Each case study should include the following:Consent FormIndividualized AssessmentReading Screening FormMeaningful Engagement Plan (including at least 1 activity and 1 role)Meaningful Engagement LogConsent FormI, [LEARNER NAME], am a student enrolled in Brush Development’s Practitioner’s Certification Program titled Montessori for Aging and Dementia. The course provides knowledge and skills in the creation and facilitation of Montessori environments for people living with dementia including the development of both activities and roles. The activities may include matching/sorting tasks, reading groups, and/or roles involving common household duties such as setting the table or making the bed. These are all designed to aid independence and promote each person’s sense of self-worth, so that each person is able to make a contribution to their community.As part of this education and training course, I need to complete two case studies with older adults that include a number of tasks including:Conducting a personalized assessment via interview of the older adult and the person’s family (if the older adult is not able to provide the needed information). This information includes a screening of reading and cognitive ability as well as a profile of past roles, likes and dislikes, and current abilitiesDeveloping an engagement plan in collaboration with the older adult to promote independence and involvement in meaningful daily activitiesMaking the necessary related Montessori materialsVisiting at least 10 times to participate in activities with the older adult All information will be kept confidential and only used for the purposes of the certification. All paperwork submitted for grading will only have the person’s initials and no identifying information.Please tick the relevant circle in each case to indicate whether or not your consent with each request.Consent Requested for:ConsentGivenNo ConsentConsent for collection of personal information (no access to medical records) for case studies for the above Montessori Certification??Consent to participate in meaningful activities for the about Montessori Certification. ??Photographs taken that will be used for the purposes of this Montessori Certification Assessment only. ??Individual‘s Name: Date: Name of Responsible Party: Signature: Comments: (e.g., permission via phone conversation): Individualized AssessmentName (Initials): Date:Date of Birth: Age:Gender: Part 1: Personal Information (Use initials for all people listed to maintain confidentiality)Likes & DislikesHow do you like to be addressed? (e.g. nickname, Mr., Mrs., Miss, first name) What hobbies and activities do you enjoy? What is your favorite way to spend the day?Do you like to listen to music? Yes No If yes, what kind(s)? Do you play an instrument? Yes No If yes, what instrument(s) do you play? Do you enjoy singing? Yes No Do you like to read? Yes No What do you like to read (e.g. science fiction, romance, adventure)?Do you like watching TV? Yes No What are your favorite shows or movies?Do you like to play games? Yes No What type of games do you like?Do you like to play sports? Yes No What kind of sports do you like?What household chores were your responsibility? Which ones do you enjoy?Personal HistoryPlace of birth:Name of mother:Name of father:Name(s) of brothers:Name(s) of sisters:Place of childhood home:High school and/or College:What kind of jobs did you have? (e.g. homemaker, nurse, electrician, teacher)Military service:Special honors/Awards:Places lived as an adult: What are some of the major milestones in your life? (e.g. important life events)Clubs or social organizations: Religious affiliation and related activities or involvements (e.g., deacon, choir, etc.): Name of spouse:Date and location of marriage:Date of spouse’s death (if applicable):Names of children:Current occupations of the children:Names of grandchildren:Place of residence of children and grandchildren:Favorite pets (past and/or present):Memorable vacations:Best friends:Any other memorable events or details: Daily RoutinesDaily events: Monday:Tuesday:Wednesday: Thursday:Friday:Saturday:Sunday:Other activities that are not part of the weekly schedule? Family who visit:What makes you physically more comfortable? (e.g. always have glasses on, have a hearing aid in, daily lotion or special soap, favorite robe or sweater)What makes you happy? (e.g. conversation topics, activities, sports, music performances, being around children/animals)What do you dislike? (e.g. foods, activities, topics of conversation, sounds, smells, places)What comforts you when you’re upset?Approximate morning wake up time and bed-time:What are your wake up and bedtime routines like?Care partners (name and activity):Roommate:Part 2: Cognition and LanguageWears Hearing Aid ? Yes? NoWears glasses ? Yes? NoLanguage(s) spoken:Conversational Sample:“Tell me about…” (possible topics: your family, your favorite holiday, or your typical day)Notes:Conversational Features:Present Absent No OpportunitySingle words onlyShort phrases onlyFew sentencesMany sentencesInitiates new topicRequests clarificationTakes turnsAsks questionsOrientation to Environment:IndependentRequires AssistanceUnableLocates the dining roomLocates the bathroomLocates the bedroomLocates the activity roomOther:Reading:Could the individual read before the onset of memory loss? ? Yes ? NoWhat language(s) does the individual read? ? English ? French ? Spanish ? Other Does the individual require glasses? ? Yes ? No ? For distance ? For readingWhat does the person enjoy reading? ? Signs ? Magazines ? BooksWhat book is the person currently reading? Administer the attached Reading Screening.What font size does this person require? ____Ask the elder to read a short passage from a book at the required font size.Does the person read aloud? ? Yes ? NoDoes the person make reading errors? ? Yes ? NoDoes the person transition from page to page? ? Yes ? NoDoes the person engage in conversation about book? ? Yes ? NoPart 3: ObservationSocial Communication:IndependentRequires AssistanceUnableCommunicates wants and needsMakes likes/dislikes knownInitiates conversationsAsks questionsAnswers questionsPresence of Responsive Behaviors:BehaviorAccording ToDescription (including time of day)Activities of Daily Living:Assistance NeededMobilityIndependentCaneWalkerWheelchairEatingIndependentSome AssistanceMuch AssistanceTotally dependentGroomingIndependentSome AssistanceMuch AssistanceTotally dependentDressingIndependentSome AssistanceMuch AssistanceTotally dependentToiletingIndependentSome AssistanceMuch AssistanceTotally dependentBathingIndependentSome AssistanceMuch AssistanceTotally dependentReading Screening FormName (Initials): Date: Directions:1. Ask the individual to help you determine the size of type that he/she can comfortably read.2. Print each sentence on the following page on its own page. Ask the individual to hold one page at a time in his or her non-dominant hand.3. Starting with the first page, point to the sentence. Say, “Read the sentence aloud and then do what it says.” Repeat for each page/sentence. Record the person’s responses below.Type sizeRead the sentence aloud and do what it says.Was the response read aloud?(NR=No Response)For an incomplete response, circle which words were not read.Was the task completed?(NR=No Response)YesNoNRYesNoNR72 ptPat your head.Pat your head.48 ptClose your eyes.Close your eyes.36 ptPoint to the ceiling.Point to the ceiling.24 ptStick out your tongue.Stick out your tongue.16 ptTouch your nose.Touch your nose.12 ptTap the table.Tap the table.4. Using the necessary font size, create a sign with the person’s name and room number. Place it on a wall 48–60 inches off the ground. (Use the lower height if the person is in a wheelchair).5. Position the individual 10 feet away from the sign.6. Ask the individual to read the sign aloud and then record the person’s response.Did the individual correctly read their name? ? Yes? No? No ResponseDid the individual correctly read their room number? ? Yes ? No? No ResponsePat your head.Close your eyes.Point to the ceiling.Stick out your tongue.Touch your nose.Tap the table.From Spaced Retrieval Step by Step: An Evidence-Based Memory Intervention, by Jeanette E. Benigas, Jennifer A. Brush, and Gail M. Elliot. Copyright ? 2016 by Health Professions Press, Inc. All rights reserved. .Meaningful Engagement PlanElder’s Initials: NAME OF ACTIVITY:Rationale (based on strengths, abilities, interests, and needs): Purpose: Materials/Templates Needed: Control of Error:Modifications for Different Abilities: Step-By-Step Instructions:Preparation:Preparation can be done before the person starts the activity, or you can follow the steps with them to make this part of the activity.Instructions:First demonstrate a step and then invite the person to participate in the step.Please attached photos, illustrations, or templates here.Elder’s Initials: NAME OF ROLE:Rationale (based on strengths, abilities, interests, and needs): Purpose: Materials/Environmental Supports Needed: How will you create a routine to support this role?Control of Error:Modifications for Different Abilities: Step-By-Step Instructions:Preparation:Preparation can be done before the person starts the activity, or you can follow the steps with them to make this part of the activity.Instructions:Demonstrate one full place setting and then let the elder follow what they saw with the rest of the place settings for the table. You can offer guidance cues by pointing or handing them items as they go along.Please attached photos, illustrations, or templates here.Meaningful Engagement LogInitials of Participant:Student Log Sheet (to be completed by the student after every interaction)Date & Lengthof Activity(in minutes)Activity/RoleSupports Provided(i.e., visual,cognitive, physical)Level of Engagement(i.e., interest,joyful, distracted,struggling, etc.)Modifications Made to Presentationof ActivityNotes for Planning Next SessionCASE STUDY 2Each case study should include the following:Consent FormIndividualized AssessmentReading Screening FormMeaningful Engagement LogMeaningful Engagement Plan (including at least 1 activity and 1 role)Consent FormI, [LEARNER NAME], am a student enrolled in Brush Development’s Practitioner’s Certification Program titled Montessori for Aging and Dementia. The course provides knowledge and skills in the creation and facilitation of Montessori environments for people living with dementia including the development of both activities and roles. The activities may include matching/sorting tasks, reading groups, and/or roles involving common household duties such as setting the table or making the bed. These are all designed to aid independence and promote each person’s sense of self-worth, so that each person is able to make a contribution to their community.As part of this education and training course, I need to complete two case studies with older adults that include a number of tasks including:Conducting a personalized assessment via interview of the older adult and the person’s family (if the older adult is not able to provide the needed information). This information includes a screening of reading and cognitive ability as well as a profile of past roles, likes and dislikes, and current abilitiesDeveloping an engagement plan in collaboration with the older adult to promote independence and involvement in meaningful daily activitiesMaking the necessary related Montessori materialsVisiting at least 10 times to participate in activities with the older adult All information will be kept confidential and only used for the purposes of the certification. All paperwork submitted for grading will only have the person’s initials and no identifying information.Please tick the relevant circle in each case to indicate whether or not your consent with each request.Consent Requested for:ConsentGivenNo ConsentConsent for collection of personal information (no access to medical records) for case studies for the above Montessori Certification??Consent to participate in meaningful activities for the about Montessori Certification. ??Photographs taken that will be used for the purposes of this Montessori Certification Assessment only. ??Individual‘s Name: Date: Name of Responsible Party: Signature:Comments: (e.g., permission via phone conversation): Individualized AssessmentName (Initials): Date:Date of Birth: Age:Gender: Part 1: Personal Information (Use initials for all people listed to maintain confidentiality)Likes & DislikesHow do you like to be addressed? (e.g. nickname, Mr., Mrs., Miss, first name) What hobbies and activities do you enjoy? What is your favorite way to spend the day?Do you like to listen to music? Yes No If yes, what kind(s)? Do you play an instrument? Yes No If yes, what instrument(s) do you play? Do you enjoy singing? Yes No Do you like to read? Yes No What do you like to read (e.g. science fiction, romance, adventure)?Do you like watching TV? Yes No What are your favorite shows or movies?Do you like to play games? Yes No What type of games do you like?Do you like to play sports? Yes No What kind of sports do you like?What household chores were your responsibility? Which ones do you enjoy?Personal HistoryPlace of birth:Name of mother:Name of father:Name(s) of brothers:Name(s) of sisters:Place of childhood home:High school and/or College:What kind of jobs did you have? (e.g. homemaker, nurse, electrician, teacher)Military service:Special honors/Awards:Places lived as an adult: What are some of the major milestones in your life? (e.g. important life events)Clubs or social organizations: Religious affiliation and related activities or involvements (e.g., deacon, choir, etc.): Name of spouse:Date and location of marriage:Date of spouse’s death (if applicable):Names of children:Current occupations of the children:Names of grandchildren:Place of residence of children and grandchildren:Favorite pets (past and/or present):Memorable vacations:Best friends:Any other memorable events or details: Daily RoutinesDaily events: Monday:Tuesday:Wednesday: Thursday:Friday:Saturday:Sunday:Other activities that are not part of the weekly schedule? Family who visit:What makes you physically more comfortable? (e.g. always have glasses on, have a hearing aid in, daily lotion or special soap, favorite robe or sweater)What makes you happy? (e.g. conversation topics, activities, sports, music performances, being around children/animals)What do you dislike? (e.g. foods, activities, topics of conversation, sounds, smells, places)What comforts you when you’re upset?Approximate morning wake up time and bed-time:What are your wake up and bedtime routines like?Care partners (name and activity):Roommate:Part 2: Cognition and LanguageWears Hearing Aid ? Yes? NoWears glasses ? Yes? NoLanguage(s) spoken:Conversational Sample:“Tell me about…” (possible topics: your family, your favorite holiday, or your typical day)Notes:Conversational Features:Present Absent No OpportunitySingle words onlyShort phrases onlyFew sentencesMany sentencesInitiates new topicRequests clarificationTakes turnsAsks questionsOrientation to Environment:IndependentRequires AssistanceUnableLocates the dining roomLocates the bathroomLocates the bedroomLocates the activity roomOther:Reading:Could the individual read before the onset of memory loss? ? Yes ? NoWhat language(s) does the individual read? ? English ? French ? Spanish ? Other Does the individual require glasses? ? Yes ? No ? For distance ? For readingWhat does the person enjoy reading? ? Signs ? Magazines ? BooksWhat book is the person currently reading? Administer the attached Reading Screening.What font size does this person require? ____Ask the elder to read a short passage from a book at the required font size.Does the person read aloud? ? Yes ? NoDoes the person make reading errors? ? Yes ? NoDoes the person transition from page to page? ? Yes ? NoDoes the person engage in conversation about book? ? Yes ? NoPart 3: ObservationSocial Communication:IndependentRequires AssistanceUnableCommunicates wants and needsMakes likes/dislikes knownInitiates conversationsAsks questionsAnswers questionsPresence of Responsive Behaviors:BehaviorAccording ToDescription (including time of day)Activities of Daily Living:Assistance NeededMobilityIndependentCaneWalkerWheelchairEatingIndependentSome AssistanceMuch AssistanceTotally dependentGroomingIndependentSome AssistanceMuch AssistanceTotally dependentDressingIndependentSome AssistanceMuch AssistanceTotally dependentToiletingIndependentSome AssistanceMuch AssistanceTotally dependentBathingIndependentSome AssistanceMuch AssistanceTotally dependentReading Screening FormName (Initials): Date: Directions:1. Ask the individual to help you determine the size of type that he/she can comfortably read.2. Print each sentence on the following page on its own page. Ask the individual to hold one page at a time in his or her non-dominant hand.3. Starting with the first page, point to the sentence. Say, “Read the sentence aloud and then do what it says.” Repeat for each page/sentence. Record the person’s responses below.Type sizeRead the sentence aloud and do what it says.Was the response read aloud?(NR=No Response)For an incomplete response, circle which words were not read.Was the task completed?(NR=No Response)YesNoNRYesNoNR72 ptPat your head.Pat your head.48 ptClose your eyes.Close your eyes.36 ptPoint to the ceiling.Point to the ceiling.24 ptStick out your tongue.Stick out your tongue.16 ptTouch your nose.Touch your nose.12 ptTap the table.Tap the table.4. Using the necessary font size, create a sign with the person’s name and room number. Place it on a wall 48–60 inches off the ground. (Use the lower height if the person is in a wheelchair).5. Position the individual 10 feet away from the sign.6. Ask the individual to read the sign aloud and then record the person’s response.Did the individual correctly read their name? ? Yes? No? No ResponseDid the individual correctly read their room number? ? Yes ? No? No ResponsePat your head.Close your eyes.Point to the ceiling.Stick out your tongue.Touch your nose.Tap the table.From Spaced Retrieval Step by Step: An Evidence-Based Memory Intervention, by Jeanette E. Benigas, Jennifer A. Brush, and Gail M. Elliot. Copyright ? 2016 by Health Professions Press, Inc. All rights reserved. .Meaningful Engagement PlanElder’s Initials: NAME OF ACTIVITY:Rationale (based on strengths, abilities, interests, and needs): Purpose: Materials/Templates Needed: Control of Error:Modifications for Different Abilities: Step-By-Step Instructions:Preparation:Preparation can be done before the person starts the activity, or you can follow the steps with them to make this part of the activity.Instructions:First demonstrate a step and then invite the person to participate in the step.Elder’s Initials: NAME OF ROLE:Rationale (based on strengths, abilities, interests, and needs): Purpose: Materials/Environmental Supports Needed: How will you create a routine to support this role?Control of Error:Modifications for Different Abilities: Step-By-Step Instructions:Preparation:Preparation can be done before the person starts the activity, or you can follow the steps with them to make this part of the activity.Instructions:Demonstrate one full place setting and then let the elder follow what they saw with the rest of the place settings for the table. You can offer guidance cues by pointing or handing them items as they go along.Meaningful Engagement LogInitials of Participant:Student Log Sheet (to be completed by the student after every interaction)Date & Lengthof Activity(in minutes)Activity/RoleSupports Provided(i.e., visual,cognitive, physical)Level of Engagement(i.e., interest,joyful, distracted,struggling, etc.)Modifications Made to Presentationof ActivityNotes for Planning Next SessionADDITIONAL REQUIREMENTSSubmit Case StudiesWhen each study is complete, please copy and paste the pages of your case study – starting with the Consent Form and ending with the Meaningful Engagement Log – into a new Word document and “save as.” Name the document with the following naming convention:[Your last name, Your first name] - Case Study [Elder’s Initials] – [Date submitted].For example: Doe, Jane - Case Study RF - 1.15.20Copy and paste the Activity and Role pages in the Meaningful Engagement Plan as many times as you need to include all of the activities and roles you created for this elder. Paste in any illustrations, photos, or templates you created for each activity and role.Upload this document as a pdf into the course assignment area provided.EssayWrite at least a 1,000-word paper discussing lessons learned from participation in the training and your experience of implementing Montessori for Aging and Dementia. It should include any successes and challenges you may have experienced and demonstrate your knowledge of the philosophy of care. Upload your completed essay to the online portal.When your essay is complete, please copy and paste the pages of your essay into a new Word document and “save as.” Name the document with the following naming convention:[Your last name, Your first name] - Essay - [Date submitted].For example: Doe, Jane - Essay - 1.15.20Upload this document as a pdf into the course assignment area provided.Final ExamComplete the final exam in the online portal. You can take the exam as many times as needed to earn an 80% or better.Final PresentationCreate a 10-15-minute PowerPoint presentation and present your two case studies to your AMI Trainer. ................
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