Promoting inclusion in the classroom. School of Education. (n.d.).

Student teaching observation process. School of Education. (n.d.-b).

Referencing the above mentioned resources, answer the questions related to Domain 3d Using Assessment in Instruction. Then you will address the questions associated with either Domain 3b or 3c

Using Assessment in Instruction (Domain 3d)

1. Identify the types of assessments used during the lesson (formative, summative, authentic (informed by the cultures or personal interests/lives of students), norm-referenced, criterion-referenced). Be sure to name the specific assessment activity and justify your classification.,
2. To what extent are the assessment practices aligned with the culture and or interests of students. Provide concrete examples?
3. Explain how the teacher uses assessment data to provide feedback to students. How does the feedback align with the lesson objectives or the individual learning goals of students?
4. How are assessment data collected, managed, and or reported on? Explain how digital technology is used in the assessment-feedback loop.

Using questioning (Domain 3b )

1. To what extent does the teacher use both low cognitive questions and those that elicit challenge or critical thinking? Provide concrete examples to substantiate your analysis.
2. Explain how the teacher encourages students to share multiple perspectives and to build on the ideas of their peers during discussion?
3. How does the teacher encourage different students to participate in discussion. Provide concrete examples.
4. To what extent does the teacher encourage students to explain their thinking? Provide concrete examples to substantiate your analysis.

Engaging students in learning (Domain 3c)

1. How does the teacher engage students in the learning process? Provide concrete examples
2. To what extent did the learning tasks, activities, materials, resources, instructional groups and educational technology engage all students in meeting the learning outcomes
3. What did the teacher do to scaffold instruction and engage students in learning?
4. Describe how the teachers use of small group and/or whole group instruction students to collaborate and express their learning in multiple ways.
5. What evidence did you capture that shows students ability to reflect on their learning?
6. What specific insights have you gained regarding the importance of engaging students in learning to influence your future instruction. Provide concrete examples of insights (no more than three) along with an explanation of how the insights will inform your instruction. Include our observation notes.

Summary

Based on your observation, analysis, and interview notes, what insights have you gained regarding the importance of engaging students in learning by using questions, prompts, discussion and assessment in instruction to influence your future instruction.

Resources:

Charlotte Danielsons framework for Teaching – Harwood Unified Union … (n.d.).

Danielson, C. (2013). The Framework for Teaching Evaluation Instrument, 2013 Instructionally Focused Edition. NYSED Gov. f

Writing Assignments: Submit by Saturday 11:59 p.m. Assignment Prompt: Create a one-page summary for each category of disorders (ex., One page for bipolar and Related disorders and one page for Depressive Disorders). Each page should contain the headings: Summary, List of Disorders, and Treatment Options Requirements: DSM Summary 1 (Required Sections) Bipolar and Related Disorders Depressive Disorders Anxiety Disorders Obsessive-Compulsive and Related Disorders Trauma- and Stressor-Related Disorders Neurodevelopmental Disorders Dissociative Disorders Substance-Related and Addictive Disorders Additional Requirements: 8-10 pages APA Format belhaven.instructure.com

Hours Needed to Earn $8,425

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HEA 520 Module One Short Paper Guidelines and Rubric

Overview

In this short paper, you will describe two national issues influencing the field of higher education that you could use in your final project research paper. For instance, examine the impact of accreditation on the function of higher education or examine the impact of remediation on the function of higher education. The contemporary issues should address the current shifts and the changing role of higher education in the twenty-first century. The issues should also have an influence on technological trends in the field.

Prompt

In order to analyze the modern impact of the issue on higher education institutions, you will use a sample of institutions. Create this sample by randomly selecting higher education institutions across the nation to study. Include your selection list in your journal assignment.

Specifically, the following critical elements must be addressed:

1. National Issue One
2. Describe one selected national issue influencing the field of higher education and the trend associated with the issue.
3. National Issue Two
4. Describe another selected national issue influencing the field of higher education and the trend associated with the issue.
5. List at least three higher education institutions from across the nation to study.

What to Submit

Your assignment must be submitted as a 2- to 3-page Microsoft Word document with double spacing, 12-point Times New Roman font and one-inch margins. Cite your sources in APA format.

Requires Lopeswrite

Assessment Description

The details communicated in a Present Level of Academic Achievement and Functional Performance (PLAAFP) statement are part of an IEP and address the areas affected by the disability and the effect on academic progress. Because the PLAAFP provides a focus to the overall IEP, it is important to have a strong working knowledge about the information that is required to ensure the IEP is properly structured and best meets the needs of the student.

Review the Sample PLAAFP and Present Level of Academic Achievement and Functional Performance (PLAAFP) documents to become familiar with the content and structure of the PLAAFP. Review the Charley case study below to inform a PLAAFP that would guide the development of his IEP.

Case Study: Charley

Preschool, Age 4

Charley is an energetic 4-year-old preschool student with cerebral palsy. He is in his second year of preschool. His mother experienced a difficult pregnancy with him, and she had an emergency C-section due to the umbilical cord being wrapped around his neck. Charley was diagnosed with cerebral palsy at 18 months of age. He began receiving services in home at the age of 2.

Charley typically speaks in two-word sentences. He indicates his wants and needs by pointing. He gets frustrated when he is unable to communicate quickly. He prefers to do things independently. Charley was evaluated by a speech pathologist who determined he would benefit from a speech device. He began using the speech device, both at home and school, at the beginning of the school year. He is still learning to use it consistently. Charley tries to communicate without the speech device but will use it when asked. The parents are consistent with using the speech device at home.

Charley is in a wheelchair and has limited use of his arms. He can bunny hop on the floor. He needs some assistance with feeding and is still in diapers. He receives physical and occupational therapy twice a week. Charley demonstrates frustration when he is not able to be with the other students due to these activities.

Charley loves going to school. He interacts well with all of the students and teachers. He actively participates in all activities. He tends to shut down when the content of the lesson is too difficult for him. Charley can match objects to colors and can point to 17 of the letters of the alphabet and the numbers 1-10. He requires assistance with tasks such as cutting, gluing, etc. but, he is able to use larger pencils and markers for some activities.

Charleys parents are very involved in his school. His mother volunteers in the classroom once a week, and both parents have volunteered for field trips. They are Charleys biggest cheerleaders! They help him when he needs it, but also push him to be as independent as he can. They have expressed concern about Charleys future in school. They would like for him to be in a general education classroom when he begins kindergarten.

As Charleys teacher, it is your responsibility to complete the subsections included in the PLAAFP section of an IEP. Using the IEP template, provide the following information to complete Section 3: Present Level of Academic Achievement and Functional Performance for Charleys IEP.

• Cognitive (academic performance in content areas)
• Physical (gross and fine motor, vision, and hearing)
• Oral Language and Communication
• Social and Emotional Behavior
• Adaptive
• Current Classroom-Based Data
• Family Input on Students Current Performance
• Summary of Work Habits

While APA Style format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Attachments

Rubric Criteria

Section 3: PLAAFP Cognitive

8 points

Section 3: PLAAFP Physical

8 points

Section 3: PLAAFP Oral Language and Communication

8 points

Section 3: PLAAFP Social and Emotional Behavior

8 points

Section 3: PLAAFP Adaptive

8 points

Section 3: PLAAFP Current Classroom-Based Data

8 points

Section 3: PLAAFP Family Input on Students Current Performance

12 points

Section 3: PLAAFP Summary of Work Habits

12 points

Language Use and Audience Awareness

4 points

Mechanics of Writing

4 points

Total

80 points

ECS-220 Calendar

Requires Lopeswrite

Assessment Description

Supporting the physical fitness and development of students will require a collaborative effort with families to plan and prepare physical activities to support the development of the child.

For this assignment, plan a family physical activities event to promote physical fitness and development. Select a grade preschool-Grade 3. Using the corresponding class profile, plan activities appropriate for the students in the selected class profile. Families will be invited to your school site to observe and participate with their children in the activities.

Part 1

Select or create four developmentally appropriate activities to promote the physical fitness of the students in the class profile. For each activity, create a developmentally appropriate instruction sheet that explains how to do the activity. Include the following in your instruction sheet:

• Activity name and description
• Instructions on how to complete the activity, including pictures where appropriate
• At least one modification or adaptation to ensure all students in the class profile can participate
• Explanation of how the activity is developmentally appropriate and supports physical fitness and development

Part 2

Create a 250-500 word email to send to families following the event to promote physical fitness and development in the home. Include the following in the email:

• Importance of physical activity for supporting healthy development in young children
• Three to five physical developmental milestones for the age/grade of the students in the class profile
• How physical development affects other developmental domains
• A recap of each activity from the event along with family-friendly instructions
• Two additional developmentally appropriate activities families could do at home to promote healthy physical development
• A description of at least 2-3 online resources to help families promote health and physical fitness

Support your assignment with a minimum of 2-3 resources.

While APA Style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

Rubric Criteria

Part 1: Activity 1

7 points

Part 1: Activity 2

7 points

Part 1: Activity 3

7 points

Part 1: Activity 4

7 points

Part 2: Parent Email Physical development

10.5 points

Part 2: Parent Email Activities

10.5 points

Part 2: Parent Email Resources

10.5 points

Organization

3.5 points

Supporting Research and Documentation of Sources

3.5 points

Mechanics of Writing

3.5 points

Total

70 points

Successful classroom management requires organization, allocation, and coordination of time, space, and students attention. Teachers must be intentional in creating classroom management expectations that include strategies to build effective relationships with students, families, and the communities in which they reside. It is important for teachers to communicate procedures, routines, and expectations because it creates transparency with all stakeholders.

Considering your Topic 4 classroom management philosophy, create a Student Engagement and Classroom Management Plan for a specific grade level and content area that includes the following:

Part 1: Introductory Letter to Families

Write a 200-250 word letter to send to families at the beginning of the school year introducing yourself and summarizing your classroom management style as well as engagement strategies you will use throughout the year to promote learning and increase motivation in your content area instruction. Include how you will maintain ongoing communication with students and families to build positive school-home relationships.

Part 2: Specific Procedures, Routines, and Expectations

In 200-250 words, describe how you will actively and equitably engage students by establishing procedures, routines, and expectations. Include at least five specific procedures, routines, or expectations you will implement in the classroom. (These procedures, routines, or expectations may be revised from previous assignments.) Consider how you will organize, allocate, and coordinate the resources of time, space, technology, and learners attention.

Part 3: Strategies for Disruptive and Off-Task Behaviors

Write a 200-250 word description of three strategies you plan to utilize in your current/future classroom that will address limiting and mitigating the effects of disruptive and off-task behaviors in the classroom, including rewards and consequences. Additionally, describe how you will take a leadership role advocating for meeting the needs of students, strengthening the learning environment, and enacting system change. Consider how you will advocate for students who cause disruptions as well as the other students in the classroom.

Support your plan with 3-5 scholarly references.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies and professional standards:

MEd in Secondary Education (ITL/NITL)

1.5: Manage the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, technology, and learners attention. [InTASC 3(b), 3(d), 3(e), 3(g), 3(i), 3(p), 6(a); ISTE-E 6b; Mission Critical 3]

Select and respond to 1 of the questions below:

• What are the precursors of racial or ethnic violence?
• How can you do more than just react to overt conflicts?
• How can you maximize the learning potential of conflicts without breaching confidentiality?
• Why do younger students readily play together in diverse groups, whereas older students tend to self-segregate by race or ethnicity?
• What can school leaders do to share information about racial identity development with staff?
• How do proactive leaders create coherence in their efforts to improve interethnic relations?
• How do the dynamics of power influence my role in guiding and facilitating a plan to promote positive interethnic relations?

As the principal of a small town school, Oak Middle School (a public school housing grades 6-8), you have been approached by an organization named “Professional Athletes Against Drug Abuse.” This group has offered to send well known professional athletes to your school to give an assembly encouraging students to be “drug free.” A day before the assembly, you receive a letter from the American Civil Liberties Union (ACLU) telling you that this group’s main goal is to convert children to Christianity. You immediately contact “Professional Athletes Against Drug Abuse” to express your concern; they assure you that their goal is strictly to urge students to remain drug free. You accept their explanation and allow the assembly to take place. When the assembly begins, it quickly becomes apparent that you have been duped and that the ACLU letter was right. The professional athlete speaking to the students encourages them to turn away from drugs and to turn to Jesus. During the assembly students receive a very strong evangelical message and are strongly encouraged to meet with the professional athlete again that evening at a local church to be “born again.” You were understandably very upset, but you allowed the assembly to continue to its conclusion. Please respond to the following questions: What should you do after the assembly? Do you personally or the school district have any legal liability due to allowing this assembly? How does the Lemon Test apply to this circumstance? How does the principle of government neutrality apply in this case? Are there any circumstances under which this assembly or one like it could have been held on public school property? Have you created an open forum? Explain the legal principles behind your decision-making process. As you read your classmates’ posts begin a conversation about the administration of the Lemon Test and if it would or would not have changed this assembly situation. What could have been done to prevent this situation? Points and Rubric This discussion is worth 50 points. Refer to your Discussion Rubric for specific grading criteria. The deadline for your initial post and additional responses is Tuesday night at 11:59 p.m. ET; however, you must participate over multiple days throughout the unit to earn full credit. Remember that your goal for discussion is three-fold: To participate actively over multiple days throughout the unit. To contribute in a way that adds to the discussion and moves it forward in an original fashion. To use the course content to inform your posts and responses. Keep in mind that when you post, you should always reference items you cite be sure to use APA format for this. Also, be sure to refer back to the rubric as often as you need to during the week. The class is all about sharing knowledge, so use discussions as a way of creating a community resource for yourself and your colleagues. Explain legal principles for making decisions about school operations. Discuss operational challenges applicable to K-12 settings.