Assignment 1: ACEs Reflection

(Parts 1, 2A, and 2B)

Purpose

This assignment is designed to deepen your understanding of Adverse Childhood Experiences (ACES) and how trauma shapes learning, behavior, and teacher decision-making. You will engage with the foundational science presented in Dr. Nadine Burke Harris TED Talk, complete the ACE assessment twice, and analyze how trauma-informed principles apply to both personal insight and a realistic classroom scenario.

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Instructions

Your reflection must include all three sections below. Organize your submission using these headings.

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Part 1 Learning from Dr. Nadine Burke Harris

After watching the TED Talk, respond to the following:

1. Identify one idea from the talk that expanded, challenged, or clarified your understanding of trauma.
2. Explain how toxic stress affects learning, emotional regulation, and classroom behavior.
3. Describe why trauma awareness is essential for educators and how it influences instructional and relational decisions.

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Part 2A Personal ACE Assessment (No Disclosure Required)

After completing the ACE test for yourself:

1. Without naming your score or personal history, describe what the experience of taking the assessment taught you about the ACES framework.
2. Explain how understanding ACE science may influence your empathy, expectations, or responses as an educator.
3. Discuss one professional insight or shift in thinking you gained from completing the assessment.

You will not disclose your ACE score, personal trauma history, or private experiences.
Your reflection must remain professional, not personal.

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Part 2B Scenario ACE Assessment (Marcus)

Using the Marcus scenario provided in this module, complete the ACE assessment again and respond to:

1. Identify at least three adversity indicators you noticed in the scenario that may affect Marcuss learning or behavior.
2. Discuss any differences you observed between taking the ACE assessment for yourself versus taking it for a student case.
3. Explain how understanding Marcuss likely trauma exposure should influence:
   • your instructional decisions,
   • your behavior management approach, and
   • your efforts to create emotional safety.

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Formatting Requirements

• Length: 500700 words
• Double-spaced, Times New Roman 12 pt
• APA 7 formatting for any citations (TED Talk or Harvard resource)
• Submit as a PDF or DOCX file only

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Submission Instructions

Upload your completed reflection to Canvas under Assignment 1: ACEs Reflection.

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Grading (100 points total)

• Part 1 TED Talk Reflection: 25 points
• Part 2A Personal ACE Assessment Insight: 25 points
• Part 2B Marcus Scenario ACE Application: 50 points

Standards Alignment

• InTASC Standards 2 & 3
• CAEP Standard 1
• GSU Conceptual Framework: Knowledge, Skills, and Dispositions
• LAER Domains 2 & 3

Module 6 Evidence Portfolio

In this module, you will submit a Module Evidence Portfolio that examines how data-informed planning and literacy support systems guide instructional and intervention decisions. This portfolio should document how multiple data sources are used to plan instruction, design supports, and promote equitable literacy outcomes.

The target evaluation lens for this module is LAER Domain I Planning and Preparation.

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Portfolio Requirements

Your Module 6 Evidence Portfolio must include all four sections outlined below.

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Section 1: LAER Target Statement

Identify the primary LAER domain and relevant indicators addressed in this module. Clearly explain how your planning and data use align to LAER Domain I Planning and Preparation.

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Section 2: Artifacts (Two Required)

Submit two authentic artifacts drawn from your residency practice that demonstrate data-informed planning and literacy support.

• Artifact 1: Planning or data-analysis artifact
  (e.g., lesson plan informed by data, data summary, intervention plan, progress-monitoring tool)
• Artifact 2: Evidence of instructional or intervention response
  (e.g., revised plan based on data, mentor feedback on planning, reflection notes tied to student progress)

Artifacts must be clearly labeled and briefly explained to demonstrate alignment to the target LAER domain.

Refer to the Acceptable Artifacts by LAER Domain page in Module 0 for guidance.

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Section 3: Leadership Reflection

Length: 300400 words

Write an analytical reflection aligned to LAER Domain I. Your reflection must:

• Reference both artifacts
• Analyze how data informed planning and instructional decisions
• Examine how literacy support systems addressed student needs equitably

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Section 4: Professional Action Step

Length: Up to 200 words

Identify one specific, actionable step you will implement to strengthen data-informed planning or literacy support systems. Explain how this step supports growth aligned to LAER Domain I.

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Submission Format

• Submit one document (Word or PDF)
• Use the Module Evidence Portfolio exemplar as a guide
• Ensure all student and school information is de-identified

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Evaluation Criteria

This assignment is evaluated for completion, alignment to the target LAER domain, quality of evidence, and depth of analysis. Instructional performance is evaluated using LAER during observations.

DQ 5

Create your initial post in response to the following:

1. Review the I&RS Training PowerPoint from last week, as well as the Lesson 1 Resources listed in the Week 5& 6 Overview.

2. Familiarize yourself with this I&RS Action Plan .

3. Review the case below for student “Jason Rodriguez” and create an I&RS Action Plan, including Response to Intervention (RTI) and Positive Behavior Intervention Strategies (PBIS), for the student using the I&RS Action Plan. Save and upload (post in discussion board) as pdf.

After posting your I&RS plan, respond to at least one classmates plan by:

• Providing Constructive Feedback Identify one strength of their plan and suggest an additional strategy or improvement they could consider. – OR-
• Asking a Thoughtful Question Encourage deeper thinking by asking a question related to their intervention choices. -OR-
• Making Connections Relate their ideas to something from your own experience, research, or class discussions.

Your response should be respectful, insightful, and add value to the discussion. A good response should go beyond simply stating Great plan! or I agree by engaging in meaningful dialogue.

Initial posts are due by this Thursday, February 19th, with responses to at least one classmate’s post due next Sunday, February 22.

Sample Student Case Study I&RS Action Plan

Student Name: Jason Rodriguez
Grade: 5th Grade (Age 10)
School: Maplewood Elementary School

Background and Family Situation:

Jason Rodriguez is a 10-year-old fifth-grade student at Maplewood Elementary. He lives with his mother, Maria Rodriguez (35), and his younger sister, Sofia (7), in a small apartment. His father, Edwin, left the family when Jason was five, and while he occasionally calls, he is not actively involved in Jasons life. His mother works long hours as a home health aide, and finances are tight. Jason often takes on a caretaker role for his younger sister while his mother is at work.

At home, Jason’s mother primarily speaks Spanish and is deeply supportive of his education. She communicates regularly with the school and encourages his learning, though language differences make it challenging for her to assist directly with English reading assignments. The family qualifies for free and reduced lunch, and Jason has shared that food insecurity is sometimes a concern toward the end of the month.

Academic Progress and Concerns:

Jason has been struggling with reading since the early grades, but his difficulties have become more apparent in fifth grade, where reading comprehension is critical. He is reading at an early third-grade level and has difficulty decoding words, understanding complex texts, and writing responses. He avoids reading aloud in class and rushes through assignments to mask his struggles.

His teachers have noticed that when reading tasks are assigned, Jason often acts out, talking back to teachers, distracting peers, or refusing to complete work. He is particularly disruptive during small-group reading time, often making jokes or becoming argumentative to divert attention from his struggles. He has developed a defensive attitude, frequently saying, I dont care or This is dumb, when confronted about his behavior.

Standardized Test Scores:

• Reading (ELA) State Standardized Test: Below Basic (Scores in the 25th percentile)
• Math State Standardized Test: Basic (Scores in the 40th percentile)
• Classroom Reading Assessments: Reading at a 2.8 level (early third grade)
• Writing Samples: Struggles with sentence structure and organizing thoughts in writing; avoids written responses
• Math Classroom Performance: On grade level, but struggles with word problems due to reading comprehension issues

Health History:

Jason has a history of chronic ear infections as a toddler, which may have impacted his early language development. His mother reports that he had speech therapy in kindergarten but was discharged from services in first grade. There is no formal diagnosis of a learning disability.

Jason also frequently complains of stomachaches, especially on test days or when he is asked to read aloud. The school nurse suspects these could be anxiety-related. He does not wear glasses but has never had a full vision screening. He has trouble sleeping, often staying up late watching TV or playing video games, and sometimes falls asleep in class.

Peer Relations and Behavior:

Jason is highly social but often gets into conflicts with peers. He is well-liked by some students but has a tendency to tease others, especially those who do well academically. Teachers have noted that he often gets frustrated when working in groups, especially in activities that involve reading.

He has a few close friends, primarily students who also struggle academically. He is very interested in sports, particularly basketball, and performs well in physical education. However, he has been involved in several minor conflicts during recess and lunch, particularly when he feels others are “talking down” to him.

Teacher Observations and Concerns:

• Avoids reading-related tasks and exhibits disruptive behavior when asked to read
• Low self-confidence, often calls himself dumb or bad at school
• Demonstrates strong verbal communication skills but struggles with written expression
• Performs better in hands-on, interactive learning settings
• Shows motivation in areas of personal interest (sports, video games) but lacks academic engagement
• Possibly experiencing anxiety related to school performance

I need you to write for me a critical analysis of one of the prompts. I want to write the analysis on the 5th prompt. the one numbered (5.) Here is the prompt, “5. Adequacy. Satz argues that theres educational equity if each person has an adequate education,with adequacy defined in terms of the requirements for full membership in the political life ofones society. Reconstruct and evaluate Satzs argument for this view.” Please do not use AI on the assignment. The use of AI is not allowed, addtitioanlly I will be giving you a 2 files: one is the prompt direction, and another is the critical analysis guidance page provided by class. Please follow both closely to make sure I receive full marks for the assignment. To reiterate, the use of AI is not allowed.

follow the brief

Using the information you have about the case study student, Joseph, from Topic 5, complete the Collaborating to Maximize Intervention Success template as directed. Attached is the Case Study and the “Functional Behavior Assessment and Behavior Intervention Plan.”.

This short reflection is an autobiography of your reading and writing experiences as an adolescent. Were you ever a reluctant reader or writer? What were you reading as an adolescentacademically and for pleasure? What were you writing about? What did you struggle with or particularly like about reading and writing? How did your identity (i.e. cultural, social, economic, environmental, linguistic) and communities affect and/or influence your literacy development? How will these experiences affect, influence, and impact your own teaching?

I have attached a rubric, a sample and a doc answering all the questions to write this out.

Post your substantive responses (minimum of 250 words excluding references) to the discussion questions by Thursday and respond, with a substantive response/interaction, to a minimum of 2 colleagues. Please respond to the discussion questions using complete sentences, cite sources for theories, research or ideas from the readings.

Chapter 2

Watch this TED Talk: Grit: The Power of Passion and Perseverance (6 min.)

1. Drawing from Chapter two, explain how grit and psychological capital are similar.

Chapter 3

Managing Your Bosss Moods and Emotions

This case explores strategies for handling a boss who is frequently moody and emotionally volatile.

Case Description

Ted, a forensic accountant, has worked at his law firm for 10 years. Recently, after his boss suffered a heart attack, Ted was reassigned to Richard, his new supervisor. Ted finds Richard difficult to work with due to his frequent negative moods and emotional outbursts. Richards emotional reactions significantly impact the workplace, often guiding his decision-making. When Richard is angry or in a fit of despair, Ted finds it impossible to approach him or obtain crucial information, fearing further conflict.

To manage Richards volatile moods, Ted has tried several strategies:

1. Avoidance
2. Gray rocking (remaining emotionally neutral)
3. Offering gifts and compliments
4. Over-delivering on tasks

Discussion Questions:

1. What other strategies could you use when dealing with Richard or a similarly moody boss? Are there actions or behaviors you should avoid?
2. How can Ted protect himself from absorbing his bosss negative emotions and cope with the emotional stress and turmoil caused by Richard’s behavior?

For this assignment, you will write a paper that presents a detailed analysis of the basic concepts of operant learning.

Please include these topics in your paper:

1. Basic Procedures, Principles, and Processes

a. Define the 4 basic types of consequences that can be used in consequence-based interventions and the effect of each.

b. Define an extinction procedure and the resulting effect.

c. Pick 3 of the 5 procedures discussed in your answers to a and b, and explain how you could use them to reduce the frequency of talking to a peer (inappropriately) while the teacher is talking.

d. Now identify which behavioral process or principle is associated with each of the following procedures: shaping procedures, overcorrection procedures, coercive interactions, bonuses/commission, timeout procedures, response redirection, response cost procedures, and planned ignoring.
In other words, for each of the 8 intervention procedures listed in item d, state which behavioral process or principle it is associated with and how you know. (Hint: Your answers will always be one of the five terms you have already discussed in items a and b above.)

(Additional information to note: The related terminology of behavioral procedures, principles, and processes can understandably be very confusing. Remember that behavioral procedures describe the environmental manipulations that are made in order to demonstrate the related behavioral processes. The behavioral processes occur because of the functional relationships between the environmental manipulations and the behavior, which are referred to as the behavioral principles involved.

For example, As a behavior change procedure, extinction provides zero probability of reinforcement. As a behavioral process, extinction refers to the diminishing rate of a previously reinforced behavior when that behavior no longer produces reinforcement. As a principle, extinction refers to the functional relation between withholding reinforcement for a previously reinforced behavior and the resultant diminishing rate of response, (Cooper et al., 2020, p.594).)

2. Characteristics of Effective Consequences

a. Describe several characteristics that make consequences more or less effective. Be sure to include recommendations regarding their immediacy/contiguity, contingency, and intensity (with respect to punishing stimuli).

b. Describe at least two ways to identify effective consequences for an individual. (Refer to chapter 11 in Cooper et al. (2020) and chapter 6 in Mayer et al. (2022).)

3. Use of Reinforcement versus Punishment Procedures

a. Describe some potential side effects of using punishing stimuli and punishment procedures.
b. Explain how reinforcement and punishment procedures should be selected.

• Which should be prioritized and why?
• Could/should they both be incorporated into a treatment package and how?

Your paper should be 5-8 pages in length and written in APA style. It should include at least 5 peer reviewed references. These can be books or articles where you got your information to help answer the questions, or peer-reviewed journal articles that provide examples of interventions or procedures you discussed in your paper (e.g., an article that used extinction to reduce a problem behavior).

Complete the worksheet attached…here is what is on it..

EDPT 514 Chapter 4 Research and Application Activity

Validity and Reliability

Chapter Focus

This chapter deals with reliability and validity of test instruments. It explains various methods of researching reliability and validity and recommends methods appropriate to specific types of tests.

Activity 4.1

• View the scores on the scattergram below and identify the correlation represented.

	Test 1 (Variable Y)	Test 2 (Variable X)
Heather	116	40
Ryan	118	38
Brent	130	20
William	125	21
Kellie	112	35
Stacy	122	19
Myoshi	126	23
Lawrence	110	45
Allen	127	18
Alejandro	100	55
Jeff	120	27
Jawan	122	25
Michael	112	43
James	105	50
Thomas	117	33

Answer:

Activity 4.2

• Determine whether the scattergrams below illustrate positive, negative, or no correlation.

Answer:

Correlation appears to be:Correlation appears to be:

4.3 Apply Your Knowledge

Explain the concepts of positive, negative, and no correlation.

• Positive correlation:
• Negative correlation:
• No correlation:

Activity 4.4

Use the formula to determine the standard error of measurement (estimate the amount of error present in an obtained score) with the given standard deviations and reliability coefficients.

SEM= Standard Error of Measurement

SD = Standard Deviation

R = Reliability Coefficient

Formula (SEM = SD (square root) 1-r

			SEM
1.	SD = 5	r = .67
2.	SD = 15	r = .82
3.	SD = 7	r = .73
4.	SD = 7	r = .98
5.	SD = 15	r = .98

• What happens to the standard error of measurement as the reliability increases?
• What happens to the standard error of measurement as the standard deviation increases?

4.5 Part I: Provide the correct response for each item.

• A new academic achievement test assesses elementary-age students math ability. The test developers found, however, that students in the research group who took the test two times had scores that were quite different upon the second test administration, which was conducted two weeks after the initial administration. It was determined that the test did not have acceptable ___.
• A new test was designed to measure the self-concept of students of middle school age. The test required students to use essay-type responses to answer three questions regarding their feelings about their own self-concept. Two assessment professionals were comparing the students responses and how these responses were scored by the professionals. On this type of instrument, it is important that the ___ is acceptable.
• In studying the relationship between the scores of the administration of one test administration with the second administration of the test, the number .89 represents the ___.
• One would expect that the number of classes a college student attends in a specific course and the final exam grade in that course would have a ___.
• In order to have a better understanding of a students true abilities, the concept of ___ must be understood and applied to obtained scores.
• The number of times a student moves during elementary school may likely have a ___ to the students achievement scores in elementary school.
• A test instrument may have good reliability; however, that does not guarantee that the test has ___.

8.On a teacher-made test of math, the following items were included: two single-digitaddition problems, one single-digit subtraction problem, four problems of multiplication of fractions, and one problem of converting decimals to fractions. This test does not appear to have good ___.

9.A college student failed the first test of the new semester. The student hoped that the firsttest did not have strong ___ about performance on the final exam.

10.No matter how many times a student may be tested, the students ___ may never be determined.

11.Use the following set of data to determine the mean, median, mode, range, variance, standard deviation, standard error of measurement, and possible range for each score assuming 68% confidence. The reliability coefficient is .85.

Data: 50, 75, 31, 77, 65, 81, 90, 92, 76, 74, 88

Answer:Mean=

Median =

Mode =

Range =

Variance = (Steps 1-4 below)

Standard deviation = ( of variance)

Standard error of measurement =( (1 – r)) r =

Data Set	Step 1: Difference	Step 2: X by itself	Squared
92 72.64 =
90 72.64 =
88 72.64 =
81 72.64 =
77 72.64 =
76 72.64 =
75 72.64 =
74 72.64 =
65 72.64 =
50 72.64 =
31 72.64 =

Step 3: Sum of squares:

Step 4: Divide the sum of squares by the number of scores: