The document outlines an eight-step process for state education agencies to develop learning goals or competencies for social and emotional learning (SEL). The steps include: 1) determining an appropriate framework; 2) determining the structure and terminology; 3) identifying overarching SEL goals; 4) identifying subgoals; 5) identifying developmental benchmarks; 6) writing an introduction; 7) reviewing the goals; and 8) obtaining feedback and revising. Key aspects of the process include defining terminology, reviewing examples from other states, ensuring goals are clear and build upon each other developmentally, and getting feedback from experts. The goal is to develop comprehensive yet easy to understand SEL goals to guide educators.
MBA 705 Milestone Four Guidelines and Rubric Overview .docxalfredacavx97
MBA 705 Milestone Four Guidelines and Rubric
Overview: For the capstone assessment, you will create a business implementation plan and audiovisual presentation for the product, service, or idea you have
been developing throughout your MBA coursework.
In Milestone Four, you will submit a financial analysis and funding plan, which includes your analysis of the projected costs, revenue streams, and net present
value for the concept from launch until two years after the breakeven point. Be sure to include a budget, an assessment of assets and liabilities, your anticipated
sources of funding, and the associated costs of attaining that capital as part of your analysis. Support your analysis with relevant primary and secondary data in
an appendix, specifying any relevant assumptions and limitations. You should include, among other support, sales forecasts, cash flow statements, income
projections, and any other relevant calculations or financial reports.
Critical Elements:
Analyze the projected costs, revenue streams, and net present value for the concept from launch until two years after the breakeven point.
Include the following as part of your analysis:
o Budget
o Assessment of assets and liabilities
o Anticipated sources of funding
o Associated costs of attaining that capital
Include relevant proforma financial reports:
o Sales forecasts
o Cash flow statements
o Income projections
o All other relevant reports specific to your concept or idea
Guidelines for Submission: Your draft must contain all of the elements listed above. It should be 5 to 8 pages in length (excluding the title page, references, and
appendices) using 12-point Times New Roman font, with one-inch margins. You may include summary pictures, charts, graphs, or other explanatory diagrams as
needed to successfully explain the concept and implementation, but should use appendices for detailed supporting documentation. Your paper should follow
APA guidelines. You must include at least 5 scholarly sources. Cite your sources within the text of your paper and on the reference page.
Critical Elements Proficient (100%) Not Proficient (0%) Value
Main Elements Includes most of the main elements Does not include any of the main elements 20
Critical Thinking Provides logical conclusions and defends with
examples
Does not provide logical conclusions 20
Financial Analysis Provides an analysis of projected costs,
revenue streams, and net present value for
the concept from launch until two years after
the breakeven point
Does not provides an analysis of projected
costs, revenue streams, and net present value
for the concept from launch until two years
after the breakeven point
15
Analysis Parts Provides a budget, an assessment of assets
and liabilities, anticipated sources of funding,
and the associated costs of attaining that
capital as part of the analysis
Does not provide a budget, an assessment of
assets and liabiliti.
DetailsThis assignment is a presentation that allows you to apply.docxgalinagrabow44ms
Details:
This assignment is a presentation that allows you to apply what you have learned in this course, as well as strengthen your presentation skills.
Introduction
Provide an overview of the portfolio.
Professional Presentation
1. Choose a topic from the course and define
an audience (e.g., educators, administration, parents, students, legislators)
for the presentation.
2. Design a professional presentation in the
format of a PowerPoint, workshop, or video. Within the presentation, include
specific evidence from coursework that demonstrates mastery of understanding in
the following areas: foundations and models (EBD), assessment, causes, facets,
interventions, and teaching strategies for students with EDB.
3. Conduct the presentation with at least one
member of your SPED team. Obtain feedback from participant(s). On the last slide before the reference page, include
a summary of the feedback you received.. Include the strengths and areas of
improvement.
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9501235198&site=ehost-live&scope=site
http://www.ed.gov/about/offices/list/osers/index.html
http://www.ccbd.net
http://www.eric.ed.gov/
http://www2.ed.gov/offices/OSERS/Policy/IDEA/index.html
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=17308777&site=ehost-live&scope=site
http://files.eric.ed.gov/fulltext/ED386854.pdf
Assessment and Evaluation of Students With EBD
Introduction
Ambiguity and difficulty in defining emotional/behavioral disorders (EBD) causes the numbers of students with EBD to vary widely. Often this group can be the most under-identified category in a school. As stated in the previous lecture, factors causing students to exhibit emotional and behavioral disorder can be from five different theoretical frameworks, including
biological, psychoanalytical, behavioral, phenomenological,
and
sociological/ecological
(Smith, Polloway, Patton, Dowdy, 2004). The aforementioned factors may lead to numerous disorders that are all classified under the heading of
emotional disturbance
.
The debate ranges over which assessments to use and why. The purpose of assessment is not only to identify the disabilities but also to use that information to create a more individualized program for intervention and remediation. "Assessment of problem behaviors requires that the team collect and interpret functional information from a variety of sources" (Yell, Meadows, Drasgow, & Shriner, 2009, p. 76). These assessments include both formal and informal types, and the mandated team determines eligibility.
Overall, when considering students with ED, there are times when the team must determine if the behaviors are truly manifestations of students' disabilities in order to protect them from some disciplinary measures such as suspension and expulsion. No matter what assessments are used, there needs to be clear-cut guidelines and procedur.
Due Date 1159 p.m. EST, Sunday of Unit 6 Points 100 .docxpauline234567
Due Date: 11:59 p.m. EST, Sunday of Unit 6
Points: 100
Overview:
Mal Foil the owner of Firefly Shipping has asked you to create a model to project the
number of units they must be prepared to ship in the first month of the new year. Mal
has supplied you with a template of what he would like to see.
Instructions:
• Download: Unit 06 Assignment – Firefly Shipping Model.xlsx
• Mal also has a specific set of requirements:
o use a 3-month weighted average to forecast January.
o see how the 3-month weighted average method would perform against
historical data.
o see the 3-month weighted average charted out within the model.
o Mal is not sure how what weights he would like to use. Your model should
allow him to adjust the weights, listed in G4-I4, and see these changes
change the models output.
• The 3-month weighted average formula is listed below:
𝐹𝐹𝑡𝑡 = (𝑊𝑊𝑡𝑡−1∗𝑈𝑈𝑡𝑡−1)+(𝑊𝑊𝑡𝑡−2∗𝑈𝑈𝑡𝑡−2)+(𝑊𝑊𝑡𝑡−3∗𝑈𝑈𝑡𝑡−3)
(𝑊𝑊𝑡𝑡−1+𝑊𝑊𝑡𝑡−2+𝑊𝑊𝑡𝑡−3)
o Ft = The forecasted values (column D)
o Wt-X = the weight for the prior months. For example, if Ft = April then, Wt-1
would equal to March, Wt-2 would equal February and Wt-3 would equal
January.
o Ut-X = the units for the prior months, similar to how the weights work.
Requirements:
• Microsoft Excel file
Be sure to read the criteria by which your work will be evaluated before you start
and again after before you submit.
BUS522 – Financial Tools for
Managers
Firefly Shipping Model
Evaluation Rubric for Firefly Shipping Model Assignment
CRITERIA Deficient Needs
Improvement
Proficient Exemplary
(0-4 Points) (16-18 Points) (20-24 Points) (25 Points)
3-Month WMA Missing, or
incomplete.
Complete but
showing
inaccurate or
static formula.
Complete and
showing all or
mostly correct.
All formulas are
correct,
formatting has
been applied to
outputs.
Weights
Adjusted
Missing, or
incomplete.
Complete but
showing
inaccurate or
static formula.
Complete and
showing all or
mostly correct.
All formulas are
correct,
formatting has
been applied to
outputs.
(0-29 Points) (30-39 Points) (40-49 Points) (50 Points)
Chart Graph missing
or showing the
wrong data.
Graph has
been included,
but not well
labeled and
may be
showing the
incorrect data.
Graph presents
the data in a
readable
format,
adequate
labeling.
Graph is clear,
data is shown
and is correct.
All axes have
been labeled
with correct
number
formatting.
Gifted and Talented Program in Elementary
Special programs
Highland Park Elementary
Highland Park Elementary
Mission
HP Mission: Our mission at Highland Park is to ensure the highest levels of emotional and academic learning for ALL students in a safe environment.
Vision
HP Vision: As a collaborative community of learners, we make decisions based on data and students’ social/emotional needs to provide ALL students a guaranteed and viable educational experience.
This presentation discusses the rationale for using objectives in lesson planning, the approaches to writing objectives and classifying objectives once they have been written.
MBA 705 Milestone Four Guidelines and Rubric Overview .docxalfredacavx97
MBA 705 Milestone Four Guidelines and Rubric
Overview: For the capstone assessment, you will create a business implementation plan and audiovisual presentation for the product, service, or idea you have
been developing throughout your MBA coursework.
In Milestone Four, you will submit a financial analysis and funding plan, which includes your analysis of the projected costs, revenue streams, and net present
value for the concept from launch until two years after the breakeven point. Be sure to include a budget, an assessment of assets and liabilities, your anticipated
sources of funding, and the associated costs of attaining that capital as part of your analysis. Support your analysis with relevant primary and secondary data in
an appendix, specifying any relevant assumptions and limitations. You should include, among other support, sales forecasts, cash flow statements, income
projections, and any other relevant calculations or financial reports.
Critical Elements:
Analyze the projected costs, revenue streams, and net present value for the concept from launch until two years after the breakeven point.
Include the following as part of your analysis:
o Budget
o Assessment of assets and liabilities
o Anticipated sources of funding
o Associated costs of attaining that capital
Include relevant proforma financial reports:
o Sales forecasts
o Cash flow statements
o Income projections
o All other relevant reports specific to your concept or idea
Guidelines for Submission: Your draft must contain all of the elements listed above. It should be 5 to 8 pages in length (excluding the title page, references, and
appendices) using 12-point Times New Roman font, with one-inch margins. You may include summary pictures, charts, graphs, or other explanatory diagrams as
needed to successfully explain the concept and implementation, but should use appendices for detailed supporting documentation. Your paper should follow
APA guidelines. You must include at least 5 scholarly sources. Cite your sources within the text of your paper and on the reference page.
Critical Elements Proficient (100%) Not Proficient (0%) Value
Main Elements Includes most of the main elements Does not include any of the main elements 20
Critical Thinking Provides logical conclusions and defends with
examples
Does not provide logical conclusions 20
Financial Analysis Provides an analysis of projected costs,
revenue streams, and net present value for
the concept from launch until two years after
the breakeven point
Does not provides an analysis of projected
costs, revenue streams, and net present value
for the concept from launch until two years
after the breakeven point
15
Analysis Parts Provides a budget, an assessment of assets
and liabilities, anticipated sources of funding,
and the associated costs of attaining that
capital as part of the analysis
Does not provide a budget, an assessment of
assets and liabiliti.
DetailsThis assignment is a presentation that allows you to apply.docxgalinagrabow44ms
Details:
This assignment is a presentation that allows you to apply what you have learned in this course, as well as strengthen your presentation skills.
Introduction
Provide an overview of the portfolio.
Professional Presentation
1. Choose a topic from the course and define
an audience (e.g., educators, administration, parents, students, legislators)
for the presentation.
2. Design a professional presentation in the
format of a PowerPoint, workshop, or video. Within the presentation, include
specific evidence from coursework that demonstrates mastery of understanding in
the following areas: foundations and models (EBD), assessment, causes, facets,
interventions, and teaching strategies for students with EDB.
3. Conduct the presentation with at least one
member of your SPED team. Obtain feedback from participant(s). On the last slide before the reference page, include
a summary of the feedback you received.. Include the strengths and areas of
improvement.
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9501235198&site=ehost-live&scope=site
http://www.ed.gov/about/offices/list/osers/index.html
http://www.ccbd.net
http://www.eric.ed.gov/
http://www2.ed.gov/offices/OSERS/Policy/IDEA/index.html
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=17308777&site=ehost-live&scope=site
http://files.eric.ed.gov/fulltext/ED386854.pdf
Assessment and Evaluation of Students With EBD
Introduction
Ambiguity and difficulty in defining emotional/behavioral disorders (EBD) causes the numbers of students with EBD to vary widely. Often this group can be the most under-identified category in a school. As stated in the previous lecture, factors causing students to exhibit emotional and behavioral disorder can be from five different theoretical frameworks, including
biological, psychoanalytical, behavioral, phenomenological,
and
sociological/ecological
(Smith, Polloway, Patton, Dowdy, 2004). The aforementioned factors may lead to numerous disorders that are all classified under the heading of
emotional disturbance
.
The debate ranges over which assessments to use and why. The purpose of assessment is not only to identify the disabilities but also to use that information to create a more individualized program for intervention and remediation. "Assessment of problem behaviors requires that the team collect and interpret functional information from a variety of sources" (Yell, Meadows, Drasgow, & Shriner, 2009, p. 76). These assessments include both formal and informal types, and the mandated team determines eligibility.
Overall, when considering students with ED, there are times when the team must determine if the behaviors are truly manifestations of students' disabilities in order to protect them from some disciplinary measures such as suspension and expulsion. No matter what assessments are used, there needs to be clear-cut guidelines and procedur.
Due Date 1159 p.m. EST, Sunday of Unit 6 Points 100 .docxpauline234567
Due Date: 11:59 p.m. EST, Sunday of Unit 6
Points: 100
Overview:
Mal Foil the owner of Firefly Shipping has asked you to create a model to project the
number of units they must be prepared to ship in the first month of the new year. Mal
has supplied you with a template of what he would like to see.
Instructions:
• Download: Unit 06 Assignment – Firefly Shipping Model.xlsx
• Mal also has a specific set of requirements:
o use a 3-month weighted average to forecast January.
o see how the 3-month weighted average method would perform against
historical data.
o see the 3-month weighted average charted out within the model.
o Mal is not sure how what weights he would like to use. Your model should
allow him to adjust the weights, listed in G4-I4, and see these changes
change the models output.
• The 3-month weighted average formula is listed below:
𝐹𝐹𝑡𝑡 = (𝑊𝑊𝑡𝑡−1∗𝑈𝑈𝑡𝑡−1)+(𝑊𝑊𝑡𝑡−2∗𝑈𝑈𝑡𝑡−2)+(𝑊𝑊𝑡𝑡−3∗𝑈𝑈𝑡𝑡−3)
(𝑊𝑊𝑡𝑡−1+𝑊𝑊𝑡𝑡−2+𝑊𝑊𝑡𝑡−3)
o Ft = The forecasted values (column D)
o Wt-X = the weight for the prior months. For example, if Ft = April then, Wt-1
would equal to March, Wt-2 would equal February and Wt-3 would equal
January.
o Ut-X = the units for the prior months, similar to how the weights work.
Requirements:
• Microsoft Excel file
Be sure to read the criteria by which your work will be evaluated before you start
and again after before you submit.
BUS522 – Financial Tools for
Managers
Firefly Shipping Model
Evaluation Rubric for Firefly Shipping Model Assignment
CRITERIA Deficient Needs
Improvement
Proficient Exemplary
(0-4 Points) (16-18 Points) (20-24 Points) (25 Points)
3-Month WMA Missing, or
incomplete.
Complete but
showing
inaccurate or
static formula.
Complete and
showing all or
mostly correct.
All formulas are
correct,
formatting has
been applied to
outputs.
Weights
Adjusted
Missing, or
incomplete.
Complete but
showing
inaccurate or
static formula.
Complete and
showing all or
mostly correct.
All formulas are
correct,
formatting has
been applied to
outputs.
(0-29 Points) (30-39 Points) (40-49 Points) (50 Points)
Chart Graph missing
or showing the
wrong data.
Graph has
been included,
but not well
labeled and
may be
showing the
incorrect data.
Graph presents
the data in a
readable
format,
adequate
labeling.
Graph is clear,
data is shown
and is correct.
All axes have
been labeled
with correct
number
formatting.
Gifted and Talented Program in Elementary
Special programs
Highland Park Elementary
Highland Park Elementary
Mission
HP Mission: Our mission at Highland Park is to ensure the highest levels of emotional and academic learning for ALL students in a safe environment.
Vision
HP Vision: As a collaborative community of learners, we make decisions based on data and students’ social/emotional needs to provide ALL students a guaranteed and viable educational experience.
This presentation discusses the rationale for using objectives in lesson planning, the approaches to writing objectives and classifying objectives once they have been written.
Response to Intervention OverviewOverviewResponse to Inter.docxjoellemurphey
Response to Intervention Overview
Overview
Response to Intervention (RTI) is a system of providing instruction to students based on need alone. RTI is based on the guidance and research of the National Reading Panel, the National Association of School Psychologists, and educational research centers across America. (For more information on these centers refer to Resource Section of this module.) This approach also attempts to ensure that all students have access to effective instruction or interventions that are based on science, not opinion or belief.
Beginning with Why Johnny Can’t Read: And What You Can Do about It (Flesch, 1983) and continuing with A Nation at Risk, a report by the National Commission of Excellence in Education (1983), the era of accountability for public schools in America began in earnest in the 1980’s. In A Nation at Risk, the National Commission on Excellence in Education (1983) declared:
Part of what is at risk is the promise first made on this continent: All, regardless of race or class or economic status, are entitled to a fair chance and to the tools for developing their individual powers of mind and spirit to the utmost. This promise means that all children by virtue of their own efforts, competently guided, can hope to attain the mature and informed judgment needed to secure gainful employment, and to manage their own lives, thereby serving not only their own interests but also the progress of society itself (p. 2).
Throughout the country, state departments of education began efforts to measure students’ educational progress with the advent of state directed standardized assessments. During the 1980s, Texas developed a standardized state assessment, most recently known as the Texas Assessment of Knowledge and Skills (TAKS). With each generation of standardized tests came an increasing level of educational expectations. Tax payers and legislators across the nation demanded a higher level of student performance for their investment.
A new way of thinking about education was needed. This would require not only a change in mainstream education or specialized instruction, but also a change that would challenge the tenets of both. Response to Intervention (RTI) has become the most recent initiative for education that schools use to demonstrate student progress. RTI is a systematic provision of services to students based on their needs at the time, without the need for special education eligibility to get the appropriate instruction they need to be successful in school.
Response to Intervention is a system of providing instruction to students based on need alone. RTI is based on the guidance and research of the National Reading Panel, the National Association of School Psychologists, and educational research centers across America. (For more information on these centers refer to Resource Section of this module.) This approach also attempts to ensure that all students have access to effective instruction or interven ...
PART IV · Administration of Programs and Services Table 13.docxherbertwilson5999
PART IV · Administration of Programs and Services
Table 13-2 Steps in Curriculum Development
I. Planning the Curriculum
l. Who assigns committee members?
2. What groups are represented within the committee?
3. Who determines priorities. standards, competencies, etc.?
4. How do we identify needs, problems, issues, etc.?
5. Who formulates goals and objectives? What type of goals, objectives?
II. Implementing the Curriculum
l . Who defines what knowledge is most important?
2. Who decides on instructional materials and media?
3. Who evaluates teachers? What measurement criteria ore used?
4. Who decides how teachers will be prepared and trained for the program?
5. Who determines how much money/resources will be made available?
Ill. Evaluating the Curriculum
l . Who decides how the curriculum will be evaluated?
2. I,A/ho decides on assessment procedures? Tests? And how ore they to be used?
3. Have our goals and objectives been addressed in the evaluation?
4. Does the program work? To what extent? How can it be improved?
5. Who is responsible for reporting the results? To whom?
6. Do we wish to make comparisons or judgments about the program? Why? Why not?
during the early period and set the stage for the modern
period. 19 Tyler proposed a number of steps in planning
a curriculum, outlined in Figure 13-1, starting with the
goals of the school. These goals would be selected on
the basis of what he called sources of information about
important aspects of contemporary life, subject matter,
and the needs and interests of learners. By analyzing
changing society, at the local, state, or national level, it
could be determined what goals (and also what subject
matter) were most important. By consulting with sub-
ject specialists (as well as teachers), helpful decisions
could be determined about concepts, skills, and tasks to
be taught in the various subjects (reading, math, science,
etc.). By identifying the needs and interests of students,
a beginning point in content, methods, and materials
could be determined. (Hence, Tyler helped popularize
the concept of a needs assessment study.)
Tyler then suggested that the school staff, possibly
organized as a curriculum committee, screen the rec-
ommended goals according to the school's (or school
1"Tyler, Basic Principles of Curriculum and Instruction.
district's) philosophy and beliefs about psychology
learning {or what some might call learning theory .
What resulted from this screening process would be
instructional objectives, more specific than the schoor~
goals and designed for classroom use.
Tyler then proceeded to the selection of learning
experiences that would allow the attainment of obje.::-
tives. Learning experiences would take into account the
developmental stage of the learners, such as their age
and abilities, and consider the learners' background
(present attainments), external environment (classroom
and school), and what t.
Ash ese 633 week 5 assignment collaborative problem solvingshyaminfo04
ash ese 633 week 5 dq 1 discussion on co-teaching,ash ese 633 week 5 assignment collaborative problem solving,ash ese 633 week 5,ese 633 week 5,ash ese 633,ese 633,ash ese 633 week 5 tutorial,ash ese 633 week 5 assignment,ash ese 633 week 5 help
Differentiated instruction is built on a foundation of effectivemackulaytoni
Differentiated instruction is built on a foundation of effective teaching practices. Quality curriculum is one of these defining principles, as what is taught serves as the basis for how it is taught. Quality curriculum has its basis in standards, or descriptions of student outcomes in content areas. (Puckett, 2013, Chap. 5, Introduction)
However, many educators have concerns regarding these new standards for various reasons outlined in Chapter 5 in the textbook including, but not limited to:
Lack of training to implement the new standards
A realistic view of standard mastery of students with special needs
Too much government control over creative freedom of instruction
How these new standards will be implemented on such a large scale
The Common Core State Standards (CCSS) are meant to provide educators and parents with a consistent and clear understanding of student expectations. While written to address English Language Arts and Mathematics, the CCSS address college and career ready knowledge and skills in preparing students to transition from high school to college.
Assignment Instructions:
First, read Chapter 5 of the course text. Then view the webinar, “Common Core State Standards: Where Does Differentiating Fit”.
Next, read and respond to the following scenario:
Ms. Phillips instructs in a middle school inclusion class with 20 ‘typical’ students, three students who have an IEP for a Specific Learning Disability, one student who has an IEP for “Other Health Impairment” (ADHD) and two students who are identified as ELL. Her class is beginning with a unit on the American Civil War that will focus on the significance of the Civil War Battle and the reason and significance behind President Lincoln’s Emancipation Proclamation.
As the unit starts, Ms. Phillips provides her students with a KWL chart to share what they already know about the Civil War
Example of a Student Response to the KWL Chart (Creately, 2011)
After reviewing the student’s KWL charts (see an example above), Ms. Phillips realizes that she should integrate differentiated strategies to provide a more well-rounded and accurate understanding of the topic and to make it more personally relevant.
For this discussion:
Create two measurable lesson objectives that are aligned with one Common Core Standard. For each of the objectives, create two differentiated strategies designed to master the objective.
Explain how the strategies you've suggested are engaging to diverse learners.
Cite scholarly sources to support how your strategies are examples of differentiation.
Instructor Guidance
Week 3
Introduction
This week you will:
Create an instructional alignment between the Common Core State Standards (CCSS) and differentiated instruction.
Develop engaging and motivating differentiated strategies that align with Common Core State Standards.
Implement instructional plans ...
Incept Education has developed the Education Leadership Dialogue, a model that provides exciting 2 day intensive programs for professional learning and futuring processes. It is built on the understanding that education leadership needs to be visible and purposeful across all school and university contexts and that effective learning leadership necessarily involves personnel from across all education roles within institutions.
Describe how motivation and reinforcement would be used to influenLinaCovington707
Describe how motivation and reinforcement would be used to influence members of the organization to resolve the issue. 20 %
Unacceptable
Needs Improvement
Competent
Exemplary
The description does not address how motivation and reinforcement would be used to influence members of the organization to resolve the issue. Examples are not provided
Partially describes how motivation and reinforcement would be used to influence members of the organization to resolve the issue. Makes loose connections between theory and solution. Examples do not fully support solution.
Satisfactorily describes how motivation and reinforcement would be used to influence members of the organization to resolve the issue. Makes logical connections between theory and solution. Examples support solution.
Fully describes how motivation and reinforcement would be used to influence members of the organization to resolve the issue. Draws compelling, logical connections between theory and solution. Examples are strong and support solution.
Explain how the core concepts of emotional intelligence would enhance the social skills and the decision-making efficacy of the management team. 20%
Unacceptable
Needs Improvement
Competent
Exemplary
The description does not explain how the core concepts of emotional intelligence would enhance the social skills and the decision-making efficacy of the management team.
Partially explains how core concepts of emotional intelligence would enhance the social skills and the decision-making efficacy of the management team. Loose connections are made to support the relationship between EI and management’s skills. Application of research is minimal.
Satisfactorily describes how motivation and reinforcement would be used to influence members of the organization to resolve the issue. Makes logical connections between theory and solution. Examples support solution.
Fully describes how motivation and reinforcement would be used to influence members of the organization to resolve the issue. Draws compelling, logical connections between theory and solution. Examples are strong and support solution.
Describe the core attributes of an effective team or strategies to develop team dynamics. 25 %
Unacceptable
Needs Improvement
Competent
Exemplary
Does not describe the core attributes of an effective team or strategies to develop team dynamics. Benefits to organization are not presented
Partially describes the core attributes of an effective team. Strategies to develop team dynamics lack details and source support or are not fully articulated. Benefits to the organization are unclear.
Satisfactorily describes the core attributes of an effective team. Strategies to develop team dynamics are articulated. Benefits to the organization are stated. Additional details and source support would improve the description.
Completely describes the core attributes of an effective team. Strategies to develop team dynamics are strongly articulated and detailed. Benefits t ...
Are social and emotional learning programs effective tools to improve student...Fundació Jaume Bofill
In the education sector, there is now the conviction that, alongside the “classic” cognitive skills related to curriculum areas such as mathematics and language, there are other vital skills which are of great importance for the personal development and social opportunities of children and youth in the 21st century: namely, on the one hand, the so-called social and emotional skills, and on the other, metacognitive and regulation skills.
Several definitions have been given for both these skills. For example, aspects of awareness and self-management, social awareness and interpersonal skills, or the ability to make responsible decisions would come under the category of social and emotional skills. Regarding metacognitive skills and self-regulation, it is customary to refer to learning to learn strategies and motivational elements, autonomy, planning and critical thinking.
Appendix AEducational Leadership Goals and Learning Outcomes.docxjesuslightbody
Appendix A
Educational Leadership Goals and Learning Outcomes
Appendix A
Doctoral Program Goals and Learning Outcomes
The Doctor of Education (EdD) is designed to support the mission of the Fischler School of Education and Human Services. The program is designed to prepare adult learners to fulfill their professional and personal academic goals. It provides opportunities to enhance the core knowledge, skills and values essential to competent and ethical practitioners and leaders of organizations in the fields of education, human services and related areas. The learning outcomes of the program are focused on facilitating the transfer of theory into practice in order to produce a new generation of local, national and global leaders who will effect positive changes in a diverse and multicultural society.
Program Learning Outcomes
Doctor of Education Degree (EdD) graduates will be able to:
1. Demonstrate knowledge learned in the program by applying it to real settings. (Knowledge)
1. Conduct an independent research investigation that contributes to the general body of knowledge in a specific field or profession. (Research)
1. Solve diverse problems using information and skills acquired in the program to create solutions. (Problem solving)
1. Make informed decisions based on ethical and legal principles. (Ethics)
1. Formulate scholarly arguments supported by academic resources. (Communication)
Educational Leadership Goals and Learning Outcomes
The primary goal of the concentration in Educational Leadership (EDL) is to improve our K-12 schools by preparing candidates for leadership and lifelong learning in the fields of K-12 educational administration. The doctoral program fosters an in-depth application of knowledge and skills, inquiry and research, problem-solving, collaboration and communication, professional development, and higher order thinking skills.
The graduates of the EDL concentration will be leaders in improving schools and other learning environments; expanding their administrative competence and modeling visionary leadership; advocating and implementing educational improvement using informed action research, effective application of change theory, collaborative decision-making and strategic planning, risk and creativity, and appropriate evaluation; and identifying and addressing contemporary and future educational issues in a changing world.
Goals
EDL goals are to enable candidates to:
1. Acquire practical knowledge and skills of effective leadership at the school and district levels to improve teaching and learning.
2. Develop abilities for research in the field of K-12 educational leadership.
3. Develop and apply technology as both an administrative and instructional tool.
4. Broaden their professional background as it relates to the:
1. establishment and implementation of a vision;
1. assessment and improvement of the school and district culture;
1. refinement of both internal and external communi.
Response to Intervention OverviewOverviewResponse to Inter.docxjoellemurphey
Response to Intervention Overview
Overview
Response to Intervention (RTI) is a system of providing instruction to students based on need alone. RTI is based on the guidance and research of the National Reading Panel, the National Association of School Psychologists, and educational research centers across America. (For more information on these centers refer to Resource Section of this module.) This approach also attempts to ensure that all students have access to effective instruction or interventions that are based on science, not opinion or belief.
Beginning with Why Johnny Can’t Read: And What You Can Do about It (Flesch, 1983) and continuing with A Nation at Risk, a report by the National Commission of Excellence in Education (1983), the era of accountability for public schools in America began in earnest in the 1980’s. In A Nation at Risk, the National Commission on Excellence in Education (1983) declared:
Part of what is at risk is the promise first made on this continent: All, regardless of race or class or economic status, are entitled to a fair chance and to the tools for developing their individual powers of mind and spirit to the utmost. This promise means that all children by virtue of their own efforts, competently guided, can hope to attain the mature and informed judgment needed to secure gainful employment, and to manage their own lives, thereby serving not only their own interests but also the progress of society itself (p. 2).
Throughout the country, state departments of education began efforts to measure students’ educational progress with the advent of state directed standardized assessments. During the 1980s, Texas developed a standardized state assessment, most recently known as the Texas Assessment of Knowledge and Skills (TAKS). With each generation of standardized tests came an increasing level of educational expectations. Tax payers and legislators across the nation demanded a higher level of student performance for their investment.
A new way of thinking about education was needed. This would require not only a change in mainstream education or specialized instruction, but also a change that would challenge the tenets of both. Response to Intervention (RTI) has become the most recent initiative for education that schools use to demonstrate student progress. RTI is a systematic provision of services to students based on their needs at the time, without the need for special education eligibility to get the appropriate instruction they need to be successful in school.
Response to Intervention is a system of providing instruction to students based on need alone. RTI is based on the guidance and research of the National Reading Panel, the National Association of School Psychologists, and educational research centers across America. (For more information on these centers refer to Resource Section of this module.) This approach also attempts to ensure that all students have access to effective instruction or interven ...
PART IV · Administration of Programs and Services Table 13.docxherbertwilson5999
PART IV · Administration of Programs and Services
Table 13-2 Steps in Curriculum Development
I. Planning the Curriculum
l. Who assigns committee members?
2. What groups are represented within the committee?
3. Who determines priorities. standards, competencies, etc.?
4. How do we identify needs, problems, issues, etc.?
5. Who formulates goals and objectives? What type of goals, objectives?
II. Implementing the Curriculum
l . Who defines what knowledge is most important?
2. Who decides on instructional materials and media?
3. Who evaluates teachers? What measurement criteria ore used?
4. Who decides how teachers will be prepared and trained for the program?
5. Who determines how much money/resources will be made available?
Ill. Evaluating the Curriculum
l . Who decides how the curriculum will be evaluated?
2. I,A/ho decides on assessment procedures? Tests? And how ore they to be used?
3. Have our goals and objectives been addressed in the evaluation?
4. Does the program work? To what extent? How can it be improved?
5. Who is responsible for reporting the results? To whom?
6. Do we wish to make comparisons or judgments about the program? Why? Why not?
during the early period and set the stage for the modern
period. 19 Tyler proposed a number of steps in planning
a curriculum, outlined in Figure 13-1, starting with the
goals of the school. These goals would be selected on
the basis of what he called sources of information about
important aspects of contemporary life, subject matter,
and the needs and interests of learners. By analyzing
changing society, at the local, state, or national level, it
could be determined what goals (and also what subject
matter) were most important. By consulting with sub-
ject specialists (as well as teachers), helpful decisions
could be determined about concepts, skills, and tasks to
be taught in the various subjects (reading, math, science,
etc.). By identifying the needs and interests of students,
a beginning point in content, methods, and materials
could be determined. (Hence, Tyler helped popularize
the concept of a needs assessment study.)
Tyler then suggested that the school staff, possibly
organized as a curriculum committee, screen the rec-
ommended goals according to the school's (or school
1"Tyler, Basic Principles of Curriculum and Instruction.
district's) philosophy and beliefs about psychology
learning {or what some might call learning theory .
What resulted from this screening process would be
instructional objectives, more specific than the schoor~
goals and designed for classroom use.
Tyler then proceeded to the selection of learning
experiences that would allow the attainment of obje.::-
tives. Learning experiences would take into account the
developmental stage of the learners, such as their age
and abilities, and consider the learners' background
(present attainments), external environment (classroom
and school), and what t.
Ash ese 633 week 5 assignment collaborative problem solvingshyaminfo04
ash ese 633 week 5 dq 1 discussion on co-teaching,ash ese 633 week 5 assignment collaborative problem solving,ash ese 633 week 5,ese 633 week 5,ash ese 633,ese 633,ash ese 633 week 5 tutorial,ash ese 633 week 5 assignment,ash ese 633 week 5 help
Differentiated instruction is built on a foundation of effectivemackulaytoni
Differentiated instruction is built on a foundation of effective teaching practices. Quality curriculum is one of these defining principles, as what is taught serves as the basis for how it is taught. Quality curriculum has its basis in standards, or descriptions of student outcomes in content areas. (Puckett, 2013, Chap. 5, Introduction)
However, many educators have concerns regarding these new standards for various reasons outlined in Chapter 5 in the textbook including, but not limited to:
Lack of training to implement the new standards
A realistic view of standard mastery of students with special needs
Too much government control over creative freedom of instruction
How these new standards will be implemented on such a large scale
The Common Core State Standards (CCSS) are meant to provide educators and parents with a consistent and clear understanding of student expectations. While written to address English Language Arts and Mathematics, the CCSS address college and career ready knowledge and skills in preparing students to transition from high school to college.
Assignment Instructions:
First, read Chapter 5 of the course text. Then view the webinar, “Common Core State Standards: Where Does Differentiating Fit”.
Next, read and respond to the following scenario:
Ms. Phillips instructs in a middle school inclusion class with 20 ‘typical’ students, three students who have an IEP for a Specific Learning Disability, one student who has an IEP for “Other Health Impairment” (ADHD) and two students who are identified as ELL. Her class is beginning with a unit on the American Civil War that will focus on the significance of the Civil War Battle and the reason and significance behind President Lincoln’s Emancipation Proclamation.
As the unit starts, Ms. Phillips provides her students with a KWL chart to share what they already know about the Civil War
Example of a Student Response to the KWL Chart (Creately, 2011)
After reviewing the student’s KWL charts (see an example above), Ms. Phillips realizes that she should integrate differentiated strategies to provide a more well-rounded and accurate understanding of the topic and to make it more personally relevant.
For this discussion:
Create two measurable lesson objectives that are aligned with one Common Core Standard. For each of the objectives, create two differentiated strategies designed to master the objective.
Explain how the strategies you've suggested are engaging to diverse learners.
Cite scholarly sources to support how your strategies are examples of differentiation.
Instructor Guidance
Week 3
Introduction
This week you will:
Create an instructional alignment between the Common Core State Standards (CCSS) and differentiated instruction.
Develop engaging and motivating differentiated strategies that align with Common Core State Standards.
Implement instructional plans ...
Incept Education has developed the Education Leadership Dialogue, a model that provides exciting 2 day intensive programs for professional learning and futuring processes. It is built on the understanding that education leadership needs to be visible and purposeful across all school and university contexts and that effective learning leadership necessarily involves personnel from across all education roles within institutions.
Describe how motivation and reinforcement would be used to influenLinaCovington707
Describe how motivation and reinforcement would be used to influence members of the organization to resolve the issue. 20 %
Unacceptable
Needs Improvement
Competent
Exemplary
The description does not address how motivation and reinforcement would be used to influence members of the organization to resolve the issue. Examples are not provided
Partially describes how motivation and reinforcement would be used to influence members of the organization to resolve the issue. Makes loose connections between theory and solution. Examples do not fully support solution.
Satisfactorily describes how motivation and reinforcement would be used to influence members of the organization to resolve the issue. Makes logical connections between theory and solution. Examples support solution.
Fully describes how motivation and reinforcement would be used to influence members of the organization to resolve the issue. Draws compelling, logical connections between theory and solution. Examples are strong and support solution.
Explain how the core concepts of emotional intelligence would enhance the social skills and the decision-making efficacy of the management team. 20%
Unacceptable
Needs Improvement
Competent
Exemplary
The description does not explain how the core concepts of emotional intelligence would enhance the social skills and the decision-making efficacy of the management team.
Partially explains how core concepts of emotional intelligence would enhance the social skills and the decision-making efficacy of the management team. Loose connections are made to support the relationship between EI and management’s skills. Application of research is minimal.
Satisfactorily describes how motivation and reinforcement would be used to influence members of the organization to resolve the issue. Makes logical connections between theory and solution. Examples support solution.
Fully describes how motivation and reinforcement would be used to influence members of the organization to resolve the issue. Draws compelling, logical connections between theory and solution. Examples are strong and support solution.
Describe the core attributes of an effective team or strategies to develop team dynamics. 25 %
Unacceptable
Needs Improvement
Competent
Exemplary
Does not describe the core attributes of an effective team or strategies to develop team dynamics. Benefits to organization are not presented
Partially describes the core attributes of an effective team. Strategies to develop team dynamics lack details and source support or are not fully articulated. Benefits to the organization are unclear.
Satisfactorily describes the core attributes of an effective team. Strategies to develop team dynamics are articulated. Benefits to the organization are stated. Additional details and source support would improve the description.
Completely describes the core attributes of an effective team. Strategies to develop team dynamics are strongly articulated and detailed. Benefits t ...
Are social and emotional learning programs effective tools to improve student...Fundació Jaume Bofill
In the education sector, there is now the conviction that, alongside the “classic” cognitive skills related to curriculum areas such as mathematics and language, there are other vital skills which are of great importance for the personal development and social opportunities of children and youth in the 21st century: namely, on the one hand, the so-called social and emotional skills, and on the other, metacognitive and regulation skills.
Several definitions have been given for both these skills. For example, aspects of awareness and self-management, social awareness and interpersonal skills, or the ability to make responsible decisions would come under the category of social and emotional skills. Regarding metacognitive skills and self-regulation, it is customary to refer to learning to learn strategies and motivational elements, autonomy, planning and critical thinking.
Appendix AEducational Leadership Goals and Learning Outcomes.docxjesuslightbody
Appendix A
Educational Leadership Goals and Learning Outcomes
Appendix A
Doctoral Program Goals and Learning Outcomes
The Doctor of Education (EdD) is designed to support the mission of the Fischler School of Education and Human Services. The program is designed to prepare adult learners to fulfill their professional and personal academic goals. It provides opportunities to enhance the core knowledge, skills and values essential to competent and ethical practitioners and leaders of organizations in the fields of education, human services and related areas. The learning outcomes of the program are focused on facilitating the transfer of theory into practice in order to produce a new generation of local, national and global leaders who will effect positive changes in a diverse and multicultural society.
Program Learning Outcomes
Doctor of Education Degree (EdD) graduates will be able to:
1. Demonstrate knowledge learned in the program by applying it to real settings. (Knowledge)
1. Conduct an independent research investigation that contributes to the general body of knowledge in a specific field or profession. (Research)
1. Solve diverse problems using information and skills acquired in the program to create solutions. (Problem solving)
1. Make informed decisions based on ethical and legal principles. (Ethics)
1. Formulate scholarly arguments supported by academic resources. (Communication)
Educational Leadership Goals and Learning Outcomes
The primary goal of the concentration in Educational Leadership (EDL) is to improve our K-12 schools by preparing candidates for leadership and lifelong learning in the fields of K-12 educational administration. The doctoral program fosters an in-depth application of knowledge and skills, inquiry and research, problem-solving, collaboration and communication, professional development, and higher order thinking skills.
The graduates of the EDL concentration will be leaders in improving schools and other learning environments; expanding their administrative competence and modeling visionary leadership; advocating and implementing educational improvement using informed action research, effective application of change theory, collaborative decision-making and strategic planning, risk and creativity, and appropriate evaluation; and identifying and addressing contemporary and future educational issues in a changing world.
Goals
EDL goals are to enable candidates to:
1. Acquire practical knowledge and skills of effective leadership at the school and district levels to improve teaching and learning.
2. Develop abilities for research in the field of K-12 educational leadership.
3. Develop and apply technology as both an administrative and instructional tool.
4. Broaden their professional background as it relates to the:
1. establishment and implementation of a vision;
1. assessment and improvement of the school and district culture;
1. refinement of both internal and external communi.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. Figure 1. Steps to Developing and Articulating Learning Goals or Competencies for SEL
1. Determine the
appropriate framework
for your state.
5. Identify and
articulate the
developmental
benchmarks.
2. Determine the
structure of and
terminology for the
SEL competencies you
want to articulate.
6. Write an
introduction to the
SEL goals or
competencies.
3. Identify and
articulate overarching
SEL goals or
competencies.
7. Review.
4. Identify and
articulate the sub-
goals or strands.
8. Obtain feedback
from stakeholders
and experts, and
then revise.
Considerations About Terminology
Articulating learning goals for “what students should
know and be able to do socially and emotionally” can be
an important part of state policies and guidelines to
support SEL. State working groups that want to create
learning goals or competencies may decide not to use the
term SEL “standards” because using the term “standards”
may trigger automatic requirements (including
accountability and assessment measures), and the state
prefers to introduce learning goals for SEL as
“voluntary.” Furthermore, the Collaborative for
Academic Social, and Emotional Learning (CASEL) and
American Institutes for Research (AIR) do not currently
recommend formal schoolwide testing or formal
assessment of social and emotional skills. For these
reasons, a state team could decide to use terms other than
standards, such as “learning goals” or “competencies.”
Depending on their policies, other states may be in a
position to introduce standards as “voluntary standards”
from the state department of education. Still others may
want them approved by the state board of education or
even enacted in legislation. Thus, it is important to be
clear about the team’s goals, and to understand how the
terminology used may affect the type of approval process
needed. The approval process could be long and is likely
to involve posting for a period of public comment.
Typically, SEL goals or competencies are composed of
three layers that we refer to as (1) overarching “learning
goals” or “competencies,” (2) subgoals or strands, and
SEL Goals Compared With
Academic Standards
SEL competencies are similar to,
but distinct from academic content
standards. They are similar in that
they provide learning goals for
students across grade bands, and
identify milestones for students to
reach. However, they are different
given that the development of
social and emotional competencies
are recursive in that we constantly
relearn and apply these
competences across the lifespan. In
addition, an individuals’ use of
their social and emotional
competencies can be dependent on
the context in which he/she is in
and the culture in which one is
situated. Social and emotional
competencies are about self-
development, related to academic
achievement, enabling students to
develop the skills they need to be
successful in school, career, and
life. Thus, social and emotional
goals should be integrated and
aligned with academic goals in
support of each other in a young
person’s life.
American Institutes for Research, and Collaborative A Process for Developing and Articulating
for Academic, Social, and Emotional Learning. Learning Goals Competencies for SEL—2
3. (3) developmental benchmarks. States vary in the terminology they use for each of these levels
(Figure 2 gives an overview).
• Learning goals or competencies. In this document, SEL goals or competencies describe
the overarching, highest-level framework of social and emotional skills that the state or
district decides to articulate. We have found that many states and districts use CASEL’s
definitions of five social and emotional competencies as their overarching learning goals
or competencies (Table 2). Accompanying these learning goals or competencies are
multiple subgoals or strands.
• Subgoals or strands. In this document, subgoals or strands represent the second tier
within SEL goals or competencies. In other words, they provide a high-level overview of
a specific set of skills for each learning goal or competency. Subgoals or strands do not
necessarily represent those student-level outcomes that should be assessed or measured
for accountability purposes, but rather they provide a high-level organizational frame for
a set of developmental benchmarks. Table 3 provides a crosswalk of state and district
subgoals.
• Developmental benchmarks. In this document, developmental benchmarks provide
specific skills for an identified grade band for each subgoal or strand. The developmental
benchmarks represent the developmental progression of skills and knowledge students
should be able to accomplish at a particular age band. Typically, the skills build upon one
another; however, many times students will need go back to skills learned at an earlier
age. For example, students will need to learn and relearn communication skills as they
engage with new material and in new contexts. In addition, developmental benchmarks,
ideally, are observable, measurable behaviors or demonstration of skills. Table 2 provides
links to sample SEL learning goals, subgoals, and developmental benchmarks.
Figure 2. Structure of SEL Goals or Competencies
Learning Goals
or
Competencies
• Ovearching framework of social and
emotional skills. Each goal may have
multiple subgoals or strands to
elaborate specific observable skills to
assess student progress.
• Breakdown of observable skills
Subgoals or
Strands
for each learning goal or
competency. Further broken
down into developmental
benchmarks.
• Specific social and
Developmental
Benchmarks
emotional skills for
each subgoal that
students should
master at each
grade band.
American Institutes for Research, and Collaborative A Process for Developing and Articulating
for Academic, Social, and Emotional Learning. Learning Goals Competencies for SEL—3
4. Table 1. Overview of Eight Steps to Write SEL Goals or Competencies
Process Considerations
When developing and articulating learning goals or competencies, it may make sense for
members to break into subgroups that become responsible for initial drafts of different sections
(e.g., organized around each of the five competencies). An alternative method is to have the
entire group work together to develop learning goals or competencies and subgoals or strands,
and then break into separate subgroups to work on the developmental benchmarks. Conversely,
other working groups decide to not split into subgroups at all, and the entire team works on the
development of the learning goals or competencies throughout. Working groups tend to be less
likely to split into smaller subgroups when the number of members is relatively small (three to
five members).
Eight-Step Process for Articulating Learning Goals for Student Social
and Emotional Competencies
AIR and CASEL have outlined an eight-step process for articulating SEL goals or competencies.
We provide a detailed description of each step as well as sample questions that may be helpful in
making decisions and guiding the work. Table 1 provides an overview of the eight-step process.
American Institutes for Research, and Collaborative A Process for Developing and Articulating
for Academic, Social, and Emotional Learning. Learning Goals Competencies for SEL—4
Step Description
1. Determine the appropriate framework for your
state.
Identify the framework for student social and
emotional competencies that will be most
appropriate in your state.
2. Determine the structure of and terminology for
the SEL competencies you want to articulate.
Use Figure 2 and Table 2 to identify examples
and guide decisions about the structure of the
social and emotional competencies.
3. Identify and articulate overarching SEL goals
or competencies.
Write the overarching SEL goals or competencies.
4. Identify and articulate the subgoals or strands. Write the key subgoals that comprise each
learning goal or competency.
5. Identify and articulate the developmental
benchmarks.
Write the skills that comprise each subgoal for
each grade band.
6. Write an introduction to the SEL goals or
competencies.
Write a section that introduces the learning goals
or competencies and makes broad connections to
other important initiatives and related guidance.
7. Review. Review the SEL goals to ensure they are written
consistently and comprehensively cover social
and emotional competencies.
8. Obtain feedback from stakeholders and
experts, and then revise.
Solicit feedback from others using guiding
questions. Use feedback to revise SEL goals or
competencies.
5. 1. Determine the appropriate framework for your state. As a first step, determine the
framework that the team wants to use to develop SEL goals or competencies. CASEL’s
five core competencies represent a widely used framework. There may be other
initiatives underway in your state, however, that also align with SEL (e.g., career and
technical education or employability skills). Thus, it is important to take stock of what
else is occurring within the state, how the initiatives align, and how you can coordinate or
build on them.
Sample questions follow:
– What SEL framework best aligns with the team’s vision of student development?
– Are other frameworks currently being used within the state that align with SEL, such
as 21st Century Skills, Employability Skills Framework, deeper learning, or
competency-based learning?
– Do other standards within the state already incorporate aspects of SEL, such as health
or social studies standards?
– What framework does the prekindergarten SEL standards use?
2. Determine the structure of and terminology
for the SEL competencies you want to
articulate. Once a framework is chosen,
determine the structure and terminology. It may
be helpful to review other state SEL goals,
competencies, or standards to get an idea about
how other states or districts have done this
(Table 2 provides an overview of other
publically available SEL standards). In addition,
Some states and districts prefer not
to use the term “standards”;
instead, they may use “learning
goals” or “competencies.” In this
document, we refer to overarching
goals or targets for student SEL as
“learning goals” or
“competencies.”
it is important to consult with the academic
standards department and to use the same format
as for academic standards so that the format will be familiar to educators (even if they are
not referred to as “standards”). Typically, SEL goals or competencies are composed of
three layers: overarching competencies, subgoals, and developmental benchmarks (see
Figure 2).
Sample questions follow:
– What should the structure of the SEL goals or competencies be?
– How should the overarching competencies be structured? Does the state want to use
the term goal, competency, or standard—or something else?
– How should the subgoals or strands be structured? Does the state want to use anchor
subgoals or strands, which cut across the developmental benchmarks, or have
subgoals that are specific to grade levels?
– How should the developmental benchmarks be structured? Does the state want to use
a benchmark per grade or use grade bands (e.g., Grades K–2, 3–5, 6–8, and
9–12)? If the state decides to use grade bands, then what grade bands will be used?
American Institutes for Research, and Collaborative A Process for Developing and Articulating
for Academic, Social, and Emotional Learning. Learning Goals Competencies for SEL—5
6. 3. Identify and articulate overarching SEL goals or competencies. Based on a review of
other frameworks and similar competencies identified in steps 1 and 2, write overarching
learning goals or competencies. It is helpful to write a definition of each competency to
provide educators a quick overview of what they should expect to find within the
competencies.
Sample questions follow:
– Do the learning goals or competencies cover all five of the core SEL domains, as well
as other important skills and domains that are important in the state or district (e.g.,
employability skills)?
– Does the state’s definition of each learning goal or competency provide a useful
overview? For example, does the state have a common definition of self-awareness?
4. Identify and articulate the subgoals or strands. In step 4, write the subgoals or strands
for each learning goal or competency. It is helpful to review the subgoals of other states
(Table 3 shows some examples) and determine the subgoals under each competency that
will meet the state’s needs.
It is important to make sure that each subgoal or
strand—as well as developmental benchmarks
later in the process—is as clear and simple as
possible and covers only a single skill. (For
example, “Students will be able to identify their
own feelings using simple terms” rather than
“students will be able to identify feelings in
themselves and in others as part of resolving
conflicts effectively.”)
At this point in the process, if the
working group has not been
consulting with experts during the
development of their competencies,
it is appropriate to ask for feedback
from experts in SEL, child
development, and cultural and
linguistic competency.
In addition, the team will need to determine their
preferred process for writing subgoals and developmental benchmarks. For example,
some states elect to work on one goal, competency, or standard at a time (i.e., writing the
subgoals and developmental benchmarks prior to moving on to the next competency). As
an example, the team might complete subgoals and benchmarks for self-awareness, and
only then move on to writing subgoals and benchmarks for self-management. Other states
and districts elect to write all of the subgoals across all of the competencies and then
work on the developmental benchmarks.
Sample questions to ask are as follows:
– What is the process for writing the subgoals or strands and the developmental
benchmarks?
– Do the subgoals or strands for each competency reflect the key components of the
competency?
– Are the subgoals or strands clearly written? That is, are they likely to be easy to
understand, even by people with no training in the field?
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7. 5. Identify and articulate the developmental
benchmarks. Writing developmental
benchmarks is the most intensive step in the
process of developing SEL goals or
competencies. When writing developmental
benchmarks, review existing standards from other
states and districts (see Table 2), keeping in mind
the recommended questions in steps 5 and 6.
Before writing, review additional resources on
each of the competencies (see the Appendix) as
well as the latest research on each.
As the team writes developmental benchmarks,
be sure each benchmark constitutes one skill.
Also, ensure the skills are organized so that they
As the team writes the
developmental benchmarks, begin
to think about the professional
development opportunities or other
implementation guidance the state
may want to provide in order to
support implementation. CASEL,
AIR, and others have resources that
are helpful in this process. See the
Key Features of High-Quality
Policies and Guidelines to Support
Social and Emotional Learning
document for additional resources.
build on earlier skills and show developmental
progression.
It is important to recognize that students may need to return to earlier skills even as they
mature (e.g., in high school, students may still need support in recognizing their emotions
in new contexts, even though “recognizing emotions” is a skill typically learned in
elementary school).
In addition to writing developmental benchmarks, some states and districts will want to
develop sample activities teachers can implement in the classroom to help students
develop the social and emotional skill. Contact CASEL for resources that may help.
Sample questions follow:
– Are the developmental benchmarks research based and guided by principles of how
children grow and learn?
– Are the benchmarks developmentally appropriate? At each grade level or grade band,
do the benchmarks seem meaningful and appropriate? Would teachers understand
them? Would teachers likely find it easy to observe them in student behavior?
– Do later benchmarks build on earlier benchmarks so that teachers understand how
skills develop over time?
– Are the benchmarks culturally appropriate? Do they recognize that social and
emotional responses will be affected by a child’s culture and family?
– Has the state decided to write sample activities? If so, then how likely is it that
teachers would understand the sample activities? If not, then how likely is it that
teachers will know how to help students achieve established goals?
6. Write an introduction to the SEL goals or competencies. Along with writing the
learning goals or competencies, subgoals or strands, and developmental benchmarks, it is
important to write an introductory section that briefly defines SEL and discusses important
research. It is also important in this section to describe how the SEL goals or competencies
are organized and how educators can create conditions within the classroom and school so
the entire school learning environment supports students in achieving them.
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8. For example, some teams also want to use this section to describe how the competencies
were developed (e.g., key stakeholders involved) and connect them to other relevant
initiatives or legislation.
Some states and districts decide to provide a detailed introduction with extensive
background material, whereas other states or districts decide to write a brief introduction
that links to additional resources to support implementation or makes connections to
other important initiatives (e.g., positive learning environments, college and career
readiness, and special education). The team will need to determine the appropriate level
of detail to provide for their state.
Sample questions follow:
– What level of detail does the state want to include in the introduction?
– What kinds of supports are available? What other supports may be necessary? For
example, do the standards connect to guidance on how to create a positive learning
environment to support student achievement of the standards?
– Does the introduction provide guidance on the importance of cultural sensitivity and
linguistic competence of students? What kinds of additional supports may be needed
to help teachers implement the SEL goals or competencies in culturally sensitive,
linguistically responsive ways?
– Does the introduction provide clarification that the learning goals or competencies are
designed to support social and emotional development in students rather than to
identify student for services.
– Do the SEL goals or competencies provide or connect to guidance on how to support
high-quality implementation? Are there guidelines or recommendations for how
schools or districts can identify evidence-based programs? Are their guidelines for
how teachers can begin to monitor their students’ progress in their classrooms? Do
the competencies connect to opportunities for professional development? What kinds
of supports would be needed?
7. Review. Prior to sending the SEL goals or competencies for comment from experts and
stakeholders, review them to ensure that they are complete and are written in a consistent
tone and voice. Sample questions to ask are as follows:
– Are the learning goals or competencies, subgoals or strands, and benchmarks simple,
clear, and easy to understand? Is it likely that a teacher would actually know what
they mean and how to recognize them in their students’ behavior?
– Do the majority of benchmarks focus on a single skill (e.g., “students will be able to
identify their own feelings”) rather than many or complex skills at the same time
(e.g., “students will be able to identify the feelings of themselves and others, and
know how to manage those feelings.”)
– Has the lead writer or editor reviewed the learning goals or competencies, subgoals or
strands, and benchmarks to ensure that the tone and voice is consistent throughout?
For example, do all the benchmarks begin in the same way (e.g., with a verb)? Do the
benchmarks use third person or second person?
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9. 8. Obtain feedback from stakeholders and experts, and then revise. Once the state team
has completed the draft of the SEL goals or competencies, it is important to obtain
feedback from stakeholders and experts. To ensure that feedback will be well organized,
provide guiding questions to the reviewers.
Sample questions to ask:
– What experts and stakeholders outside of the group that is writing the standards will
review the SEL competencies?
– What targeted questions will be provided to the experts and stakeholders to guide
their review?
– How much time will experts and stakeholders have to review the SEL competencies?
– How will comments from the national experts and stakeholders be addressed?
– Have all comments from experts and stakeholders been addressed, either by accepting
changes, making modifications, or providing justification as to why modifications are
not included?
– Has the lead writer gone through to ensure that the tone and voice are consistent
throughout?
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10. T
able2.SocialandEmotionalLearning(SEL)StandardDescription
AmericanInstitutesforResearch,andCollaborative AProcessforDevelopingandArticulating
forAcademic,Social,andEmotionalLearning. LearningGoalsCompetenciesforSEL
—10
SELGoalsor Structure AgeBand
Competencies
Anchorage,Alaska UsesfourSELcompetencies Co
mpetencies
Fifteenstandards
Indicatorsbygradeband
Includessampleactivities
Earlyelementary,lateelementary,
middleschool,earlyhighschool,late
highschool
Austin,T
exas UsesfiveSELcompetencies Fivegoals
Seventeenobjectives
Expectations
GradesK–2,Grades3–5,Grades6–8,
Grades9–10,Grades1
1–12
Cleveland,Ohio UsesfiveSELcompetencies
butcombinestheminthree
goals
Threegoals
Bench
marksbygradebyquarter
Pergrade
Illinois UsesfiveSELcompetencies
butcombinestheminthree
goals
Threegoals
T
enstandards
Bench
marks
o Descriptors
PK,GradesK–3,Grades4–5,Grades
6–8,Grades9–10,Grades1
1–12
Kansas Hasthreegoalsthatcombine
SELandcharacter
development
Threegoals
Categories
Fifteenstandards
o Developmentalbench
marks
PK,GradesK–2,Grades3–5,Grades
6–8,Grades9–12
Oakland,California UsesfiveSELcompetencies Fiveanchorstandards
Sixteenlearningstandards
Noageband
WestVirginia UsesfiveSELcompetencies
butcombinestheminthree
goals
Threecoreareas
Includesmultipleobjectives
Includessamplebehaviors(individual,
initiative,responsive,workskills)
GradesPK–1,Grades2–4,Grades5–
8,Grades9–12
11. T
able3.CrosswalkofSubgoalsorStrands
AmericanInstitutesforResearch,andCollaborative AProcessforDevelopingandArticulating
forAcademic,Social,andEmotionalLearning. LearningGoalsCompetenciesforSEL
—1
1
Self-Awareness
Austin Anchorage Illinois Kansas
ObjectiveA:Student
de
monstratesanawarenessof
ownemotions.
1.A.Studentdemonstrates
awarenessofhis/her
emotions.
A. Understandandanalyzethoughts
andemotions.
ObjectiveB:Student
de
monstratesawarenessof
personalqualities.
1.B.Studentdemonstrates
awarenessofhis/herpersonal
traits.
1.B.Recognizepersonal
qualitiesandexternal
supports.
B. Identifyandassesspersonal
qualitiesandexternalsupports.
ObjectiveC:Student
de
monstratesawarenessof
externalsupports.
1.C.Studentdemonstrates
awarenessofhis/herexternal
supports.
ObjectiveD:Studenthasa
senseofpersonalresponsibility.
1.D.Studenthasasenseof
personalresponsibility.
Self-Management
Austin Anchorage Illinois Kansas
ObjectiveA:Student
de
monstratesabilitytomanage
emotionsconstructively.
2.A.Studentdemonstratesability
tomanageemotions
constructively.
1.A.Identifyandmanageone’s
emotionsandbehavior.
A. Understandandpractice
strategiesformanagingthoughts
andbehaviors.
ObjectiveB:Student
de
monstrateshonesty/
integrity.
2.B.Studentdemonstrates
honestyandintegrity.
ObjectiveC:Student
de
monstratesabilitytosetand
achievegoals.
2.D.Studentdemonstratesability
tosetandachievegoals.
1.C.De
monstrateskillsrelatedto
achievingpersonaland
academicgoals.
C. Set,monitor,adapt,andevaluate
goalstoachievesuccessin
schoolandlife.
B. Reflectonperspectivesand
emotionalresponses.
12. AmericanInstitutesforResearch,andCollaborative AProcessforDevelopingandArticulating
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SocialAwareness
Austin Anchorage Illinois Kansas
ObjectiveA:Student
de
monstratesawarenessof
otherpeople'semotionsand
perspectives.
3.A.Studentdemonstrates
awarenessofotherpeople’s
emotionsandperspectives.
2.A.Recognizethefeelingsand
perspectivesofothers.
A. Demonstrateawarenessofthe
thoughts,feelings,and
perspectivesofothers.
ObjectiveB:Student
de
monstratesconsiderationfor
othersandadesireto
contributetothewell-beingof
hisorherschooland
com
munity.
3.B.Studentdemonstrates
considerationforothersanda
desiretopositivelycontribute
tothecommunity.
3.C.Contributetothewell-
beingofone’sschooland
com
munity.
ObjectiveC:Student
de
monstratesanawarenessof
culturalissuesandarespectfor
hu
mandignityanddifferences.
3.C.Studentdemonstratesan
awarenessofculturalissues
andarespectforhuman
dignityanddifferences.
2.B.Recognizeindividualand
groupsimilaritiesand
differences.
B. Demonstrateawarenessof
culturalissuesandarespectfor
hu
mandignityanddifferences.
ObjectiveD:Studentcanread
socialcuesandrespond
appropriately.
3.D.Studentcanreadsocialcues.
RelationshipSkills
Austin Anchorage Illinois Kansas
ObjectiveA:Studentuses
positivecommunicationand
socialskillstointeract
effectivelywithothers.
4.A.Studentusespositive
com
municationandsocial
skillstointeracteffectively
withothers.
2.C.Usecommunicationand
socialskillstointeract
effectivelywithothers.
A. Demonstratecommunicationand
socialskillstointeracteffectively.
ObjectiveB:Studentdevelops
constructiverelationships.
4.B.Studentdevelops
constructiverelationships.
B. Developandmaintainpositive
relationships.
ObjectiveC: Student
de
monstratesanabilityto
prevent,manage,andresolve
interpersonalconflictsin
constructiveways.
4.C.Studentdemonstratesthe
abilitytopreventandresolve
interpersonalconflictsin
constructiveways.
2.D.De
monstrateanabilityto
prevent,manage,and
resolveinterpersonal
conflictsinconstructive
ways.
C. Demonstrateanabilitytoprevent,
manage,andresolveinterpersonal
conflicts.
14. Appendix. Resource List by Competency
The following list provides resources listed by the five social and emotional competencies as
defined by CASEL. These sample resources provide a high-level overview of each competency.
If the state or district decides to use another framework, then reach out to other organizations that
support those frameworks to find additional resources. AIR and CASEL can support states in
connecting with other organizations.
Self-Awareness
• Teaching the Whole Child: Instructional Practices That Support Social-Emotional
Learning in Three Teacher Evaluation Frameworks
Page 3 provides a brief overview of self-awareness.
• Improving College and Career Readiness by Incorporating Social and Emotional Learning
Page 2 provides an explanation of self-awareness.
• Pathway to Happiness: Self-Awareness
This article describes self-awareness and explains why it is important for everyone to
have a strong sense of self-awareness.
• The Importance of Self-Awareness for Kids With Learning and Attention Issues
This article reviews the importance of self-awareness for youth to be successful in school.
Self-Management
• Teaching the Whole Child: Instructional Practices That Support Social-Emotional
Learning in Three Teacher Evaluation Frameworks
Page 3 details self-management.
• Improving College and Career Readiness by Incorporating Social and Emotional Learning
Page 3 explains self-management.
• Teaching Self-Management: Practical Ways to Help Students to Develop Skills in This
Key Component of Social-Emotional Learning
This slide presentation, by Transforming Education, provides an overview of self-
management, describes the different types of situations that students will have to manage
themselves, and provides strategies for teachers to help develop student self-management
skills.
• Teaching Self-Management Skills
This article, from the University of Kansas, provides an approach to teach students how
to self-manage, particularly students who struggle with self-management.
• Step-by-Step: Teaching Students to Self-Monitor
This article, by Lisa Rafferty, provides five different techniques to help students develop
self-management skills.
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15. Social Awareness
• Teaching the Whole Child: Instructional Practices That Support Social-Emotional
Learning in Three Teacher Evaluation Frameworks
Page 3 describes social awareness.
• Improving College and Career Readiness by Incorporating Social and Emotional Learning
Page 3 explains social awareness.
• Perspective-Taking Skills
In this article, Jill Kuzma provides the developmental progression of how students
develop empathy and perspective taking.
• Social Awareness
This website provides information about what social awareness is and how adults can use
social awareness to build relationships.
• How to Develop Social Awareness
This website provides an overview of social awareness and shares quick strategies that
teachers and parents can use to help their students develop social awareness.
• Building Empathy in Classrooms and Schools
In this article, Brianna Crowley and Barry Saide discuss the importance of empathy, how
teachers can model empathy, and strategies that teachers can implement to help students
develop and demonstrate empathy.
• 101 Ways to Teach Children Social Skills: A Ready-to-Use Reproducible Activity Book
Author Lawrence E. Shapiro provides activities teachers and educators can use with
students to help them develop a variety of social skills, including communication,
problem solving, and conflict management.
Relationship Skills
• Teaching the Whole Child: Instructional Practices That Support Social-Emotional
Learning in Three Teacher Evaluation Frameworks
Page 3 overviews relationship skills
• Improving College and Career Readiness by Incorporating Social and Emotional Learning
Page 3 describes relationship skills.
• What Are Interpersonal Skills?
In this online article, learn about the types of interpersonal skills needed to be a
successful adult and ways to demonstrate positive interpersonal skills
• Teach Relationship Skills
In this webpage from PBIS World, learn about why and when you should teach relationship
skills. In addition, it provides a host of resources on how to teach relationship skills.
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16. • Relationship Skills
In this webpage from Act for Youth Center for Excellence, find a host of resources to
help students develop their relationship skills.
• Teaching Your Students How to Have a Conversation
In this edutopia article, learn strategies on how to help your students to develop
communication skills, a key skill to form positive relationships and participate in
classroom discussions.
• Conflict Resolution at School and on the Playground
From this webpage by the Center for Negotiation and Conflict Resolution at Rutgers,
learn about multiple ways in which students can learn conflict resolution strategies to
form positive relationships. This webpage also includes a list of resources on how to help
students develop conflict resolution skills.
Responsible Decision Making
• Teaching the Whole Child: Instructional Practices That Support Social-Emotional
Learning in Three Teacher Evaluation Frameworks
Page 3 describes responsible decision making.
• Improving College and Career Readiness by Incorporating Social and Emotional Learning
Page 4 overviews responsible decision making.
• Decision Making
In this online article, learn about the components of effective decision making and what
influences our decision-making abilities. This article focuses on more complex decision-
making skills.
• Decision Making Is a Life Science
This article by Ed Finkel describes how a school uses decision science to help students
learn how to make good decisions.
• Decision-Making: Suggestions for School Staff
In this KidsMatter webpage, learn how to help both younger and older students make
responsible decisions, including the decision-making process for younger and older
students.
• Decision-Making Wheel
This document provides an activity to help students make decisions, using a decision
making wheel that presents considerations when making decisions.
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