Category: Education

When certain areas are not covered in the budget or when a school budget falls short of funds, a current trend in schools today is having parents purchase school supplies, uniforms, and to pay fees for textbooks, clubs, and athletics. In todays current educational environment, this is not an ideal situation and this requirement can be difficult for some families. Look into what your local policies are regarding families providing school supplies, textbooks, uniforms, club or athletic fees, or any other parent funded requirement and then answer the following questions:

• How does your local school district handle this matter as it relates to fees, supplies, and textbooks for all families? Is there a distinction between socioeconomic classes?
• Does your local school district make accommodations for families that cannot afford fees and supplies? If so, what are they? Are these accommodations confidential?
• The Individuals with Disabilities Education Act (IDEA) calls for a free and appropriate education for children with disabilities. Should that apply to school supplies and other school fees? Does your school district offer funding assistance for supplies and activities for students with disabilities?
• As a lead teacher, what policies and procedures would you implement in your school if you were to look at the current financial trends and wanted to ensure all students had the supplies and material necessary to be successful?

Discussion 2: Homelessness in Our Schools

Poverty and high mobility are not a good combination, making the educational outcomes for homeless students much worse than for mobile-only or poverty-only students. Also, the effects of trauma on learning are devastating. Homeless and foster care students experience trauma just in the act of losing their homes – often multiple times. These students often lose family, friends, and support systems that exacerbate the effects of trauma, not to mention possible experiences of life on the streets, in shelters, in strangers’ homes and at the hands of systems that view trauma-caused behavior as “bad” behavior that requires discipline measures rather than therapeutic interventions. Drawing from resources from the course and beyond, explain how these students can be supported in an effort to keep them on track in the K-12 school system? In addition, discuss and analyze ways the McKinney-Vento Homeless Assistance Act protects homeless youth.

For this assignment you will write a minimum of a 3 to 4 page word essay (not including cover or reference page) in which you respond to the scenario below. You must use a minimum of three academic resources (not including your textbook) as you examine strategies to address these operational challenges. Please review the scenario and use the questions at the conclusion to guide your thinking for the response. Be sure to use APA formatting for all portions of this paper. Include a title page, an introduction with a directive thesis, paragraphs that support the thesis, conclusion, and a reference page.

Scenario:

As in most schools, student safety is a huge concern at Oak Creek High School. Keeping students safe is a major operational responsibility for the school and its leaders. The superintendent has recently spoken to you regarding her concerns about school liability should something happen to students during the long standing open lunch period that allows students to leave campus for lunch and choose where to eat. She would like you to review this situation and wants you to make the decision to keep the lunch as is, or to change it. As the school leader you do not take this responsibility lightly, and you know that there are many factors to be considered before a decision is made. You decide for transparencys sake that you should involve others in the decision, so you formed a committee of parents, business owners, community members, teachers, and students.

During your committee meeting, you laid out your concerns. You showed the committee data from other school districts showing that automobile accidents often occur during open lunches because students are in a hurry to get to lunch and then get back to school before being considered late to class. You told the committee that you are afraid someone will be badly hurt. You also shared reports from local citizens that students are smoking, drinking, and possibly abusing drugs during the open lunch and this behavior is unacceptable.

These are unhealthy and dangerous activities, you say. In addition, other area schools have open lunches, and this opens the possibility of students mixing with those of other schools and of possible gang activity during these times.

You then mention that some parents have reported rumors of sexual activity going on during the lunch hour. Since no one supervises students while away at lunch, some dont return to school or some return late. With this data and information you presented to the committee, your mind was mostly made up before the meeting.

This committee, which seemed like a good idea, soon turned into a disordered situation. You faced some passionate resistance to closing lunch and they had valid points to consider.

I dont agree with closing lunch at all, said Will Turner, who operates a deli just a couple of blocks from the school. Our lunch sales make up a big portion of our daily revenue. Without those sales, we might have to shut down. Will also mentioned that he was a taxpayer.

I dont agree either, added Madolin Elise, a senior at the school. Bad behavior occurs only in a minority of students. The rest of us should not be punished, and to stop the off campus lunch is not fair.

This is a right we have, said Meredith Elaine, another student. You cant take that away from us; you are infringing upon our rights and the tradition that we have as students here.

Several parents spoke against closure, too. They said the break from school was good for students academically as the break gave the students a chance to breath and come back refreshed to learn.

Our students need to have some independence, said one parent. They need to learn how to make decisions on their own, and an open lunch hour allows them to practice those skills.

Teachers also said they liked the open hourit gave them more time to prepare since they didnt have to supervise a lunchroom, hallways, or other areas. The district budget director also opposed the change because the school actually loses money on every student lunch it sells and cannot afford to strain an already tight budget. Finally, the curriculum director spoke against it, saying that if lunch were closed the schedule would have to be reworked to fashion the three different lunch shifts that would be required to feed all of the students in the schools tiny cafeteria.

Your once-clear decision is now quite foggy with all the new information that you have to consider. However, the decision is yours to make. Will you close lunch and be satisfied that students are safer, or will you continue with the open lunch policy and possibly put the district at a liability risk to avoid making many people angry, not to mention limiting the possible rights of students?

As you write your essay, weigh this decision considering the following:

• Is the superintendents concern over liability justified?
• Do business concerns and fairness concerns outweigh the concerns for student safety? Why or why not?
• Do students have the right to go to lunch off campus? Why or why not?
• Now that you have addressed the operational and safety issues, if lunch stayed open and a student was badly injured, would the school and your personal liability be expanded due to foreseeability?
• Do you see any compromise position here that would allow for some type of open lunch, but protect the district from liability?
• What other issues do you see from this scenario? Remember to put yourself in the place of all stakeholders involved.
• What would be your decision and the reason why you made such a decision?

Imagine that you have been asked to be on a panel of school administrators at a national conference. Your panel is presenting information on what you see as hot topics regarding the design process and the strategies used to maintain a K12 school budget.

Use these articles as a starting point for your research:

Ezarik, Melissa. (2019, July 25). . DA District Administration. https://districtadministration.com/5-strategies-for-balancing-the-budget-while-preserving-instruction/

Griffith, M. (2005). . Education Commission of the States. http://ecs.org/clearinghouse/60/26/6026.pdf

Zdroik, M. (n.d.). . https://www.skyward.com/discover/educator-newsletter-blog/november-2016/prepare-for-budgeting

This discussion addresses the following unit learning outcomes:

• Apply appropriate tactics in a K-12 budget.
• Examine strategies for maintaining an appropriate K-12 budget.

EDUC 566 AOL: LITERATURE REVIEW

The literature review in your case study research document should be a narrative (minimum 3- 4 pages) that includes the following:

1. Define the development that you are studying with your case study research. For example, if your case study is focusing on an elementary school-age student who displays oppositional/defiant behaviors, your literature review should focus on defining those behaviors, along with all other information such as interventions for home and school, any psychological therapy that research has deemed appropriate, any pharmacology associated with such behaviors, and all other information that clearly relates to your case study focus.
2. Summarize what the literature says and compare that information with the developmental issues displayed by your case study focus/subject.
3. Describe how the information that you learned from research-based literature will help you plan interventions or assistance for your case study focus/subject. The case study research project must include citations of legitimate sources of information about development (your case study research focus) during the particular period under investigation and/or particular issues that might be appropriately examined for the individual or the period of development.

The sources for your literature review may include research references that you have previously used for your discussion posts, plus additional research articles that you have found to support your case study. Your textbook may be used as one source of documentation, but at least seven other sources must be used as well. Your final case study research paper requires a minimum of eight (8) references.

Appropriate sources are:

• books written by professionals in the field,
• articles in professional journals that are refereed, and
• selected web sites from colleges/universities/governmental agencies.

The final component of your case study research project should be your conclusion, which includes recommendations for future interventions or actions that may be made to continue to address your case study focus/subjects developmental issues; basically, what can be done by the person you are studying (or if it is a child — the parents/teacher or other person responsible) to continue to meet developmentally appropriate actions or behaviors. You may refer to some of your research-based literature examples as you offer recommendations for the future actions or interventions.

4th grade missouri standards

Module 2 Individual Assignment: Speaking and Listening Lesson and Reflection

Assignment Overview:

In this assignment, you will design and facilitate a discussion-based activity in your ELA classroom that provides students with an opportunity to express their understanding of a grade-level text through structured speaking and listening.

Assignment Objectives:

By the end of this assignment, you will be able to:

1. Plan and implement a discussion-based ELA lesson.
2. Reflect on how structured conversations support comprehension and academic growth.

Assignment Instructions:

This assignment will have THREE parts which will be submitted together.

Part I: Plan

Using the , design an ELA lesson that centers on a structured academic conversation. Your lesson should align with your grade level priority standards for speaking and listening and include:

• A clear objective for the discussion.
• Text(s) students are responding to.
• Discussion protocols or strategies used.
• Assessment or observation methods for student proficiency.

Part II: Facilitate and Record

Teach the lesson and record 5 -15 minutes of student discussion.

Part III Reflect in Writing (2-3pages)

Submit a reflection that includes:

• A brief description of your lesson and discussion format.
• How students engaged with the text and each other.
• Insights gained about your students’ speaking and listening abilities.
• What worked well and what you might adjust next time.
• How this experience aligns with Missouri Speaking and Listening Standards.

Guidelines

• Part I (Plan) should be a completed lesson plan template for an ELA class that focuses on your grade-level’s specific priority speaking and listening standards.
• Part II (Facilitate and Record) should be a video file of a the lesson that you planned and facilitated, with particular focus on 5 -15 minutes of student discussion.
• Part III (Reflection) should be 2-3 double-spaced pages in length (not including the title page, references page, or appendices if applicable).

All of what is submitted in your PDF should contain proper grammar, be free of spelling errors, and reflect critical thinking.

Technical Support

Provide technical support for students here. Please see the sample below.

Need help using Canvas Assignments? If so, please review the following guide:

Module 2 Individual Assignment Rubric: Speaking and Listening Lesson and Reflection

Module 2 Individual Assignment Rubric: Speaking and Listening Lesson and ReflectionCriteriaRatingsPtsPart I: Completed Lesson Plan Template

10 to >7 pts

Accomplished

Lesson plan is thorough, clearly aligned with grade-level speaking and listening standards. Objective, text(s), discussion protocols, and assessment strategies are well-developed and instructionally sound.

7 to >4 pts

Developing

Lesson plan is mostly complete but may have one or more areas lacking clarity or development. Some alignment to standards is evident.

4 to >0 pts

Beginning or Incomplete

Lesson plan is missing major components or lacks clear alignment to standards.

/ 10 pts

Part II: Lesson Video

6 to >4 pts

Accomplished

Video clearly shows student discussion that connects to the lesson plan. Discussion is structured and focused on the assigned text.

4 to >2 pts

Developing

Video is present but shows limited structure, engagement, or relevance to the lesson plan.

2 to >0 pts

Beginning or Incomplete

No video submitted or discussion shown is minimal, off-task, or unrelated to lesson.

/ 6 pts

Part III: Written Reflection

10 to >7 pts

Accomplished

Reflection is thoughtful, well-written, and addresses all required components in depth. Provides strong insight into student learning, instructional decisions, and alignment to standards.

7 to >4 pts

Developing

Reflection addresses most required elements with some depth. Analysis may be general or missing examples.

4 to >0 pts

Beginning or Incomplete

Reflection is vague, incomplete, or lacks analysis of student engagement and learning.

/ 10 pts

Professionalism and Submission Quality

4 to >3 pts

Accomplished

Submission is polished, grammatically correct, and follows all formatting and length guidelines. Shows clear attention to detail.

3 to >2 pts

Developing

Submission contains minor errors in grammar or formatting but remains readable and complete.

2 to >0 pts

Beginning or Incomplete

Major grammar, formatting, or completeness issues. Instructions not followed.

/ 4 pts

Total Points: 0

ONLY The Task 5 from the Portfolio 750 WORDS

This is a simple assignment in which you are required to answer one question in two to three paragraphs.

Submission Requirements

This report will not be graded until a completed Agreement Form (for any in-person observations) and Time Log verifying at least eight field hours are submitted. Your professor may assign a provisional 0 grade to the paper until these items are submitted. The forms are available in the Field Experience Module.

Rubric

Field Experience Report I (Fall 2025)

Field Experience Report I (Fall 2025)

CriteriaRatingsPtsThis criterion is linked to a Learning Outcome

Introductory Paragraph

5 pts

Introductory paragraph complete and clear.

3 pts

(1-4 points) Introductory paragraph incomplete and/or vague. (1-4 points possible).

0 pts

No introduction included.

5 pts

This criterion is linked to a Learning Outcome

Initial Observations

10 pts

Both questions are addressed, each with at least one specific, detailed example, using clear, objective descriptions. (9-10 points possible)

8 pts

One question is addressed, with one specific, detailed example, using clear, objective descriptions; and/or both questions are addressed, but one response is vague. (7-8 points possible).

5 pts

One or both questions are addressed, but with vague responses. (3-6 points possible).

0 pts

No questions addressed.

10 pts

This criterion is linked to a Learning Outcome

Instructional Strategies

15 pts

All three questions are addressed, each with at least one specific, detailed example, using clear, objective descriptions. (14-15 points possible)

10 pts

Two questions are addressed, with one specific, detailed example, using clear, objective descriptions; and/or three questions are addressed, but one response is vague.(11-13 points possible).

7 pts

One question is addressed, with one specific, detailed example, using clear, objective descriptions; and/or three questions are addressed, and two or all are vague responses.(5-10 points possible).

0 pts

No questions addressed.

15 pts

This criterion is linked to a Learning Outcome

Classroom Management

10 pts

Both questions are addressed, each with one specific, detailed example, using clear, objective descriptions. (9-10 points possible)

8 pts

One question is addressed, with one specific, detailed example, using clear, objective descriptions; and/or both questions are addressed, and both are vague responses. (3-6 points)

5 pts

One or both questions are addressed, but with vague responses. (7-8 points possible).

0 pts

No questions addressed.

10 pts

This criterion is linked to a Learning Outcome

Written Communication 1. Organization 2. Coherence 3. Clarity 4. Transitions 5. Formal, academic language 6. Grammar 7. Punctuation 8. Capitalization 9. Spelling

5 pts

One to two (or no) errors.

4 pts

Three to five errors.

3 pts

Six to nine errors.

2 pts

Ten or more errors. (0-2 points possible)

5 pts

This criterion is linked to a Learning Outcome

APA Style 1. Margins 2. Font style/size 3. Pagination 4. Title page 5. Spacing 6. Section headings 7. Paragraphs 8. In-text citations 9.Reference page

5 pts

One to two (or no) errors.

4 pts

Three to five errors.

3 pts

Six to nine errors.

2 pts

Ten or more errors. (0-2 points possible)

5 pts

Total Points: 50

Book: Comeaux, E., Harrison, C.K., & Saunders, R. (2020). The fifth element is knowledge: Education, HipHop, and Sport. Cognella Press.

Reading: Progressive Voices, Energies, and Visions (Tricia Rose)

What to include in your Content Synthesis PowerPoint

• Cover page (name of the course and your name with the book title and chapter assigned),
• Four major takeaways from your assigned chapter (all written with I learned versus AI only);
• The last slide will be one multiple-choice question and one true/false question, followed by one YouTube clip of 1-2 minutes (clean content) that relates to your assigned chapter.

assignment example ppt format attached below