ash edu 644 week 4 assignment school,ash edu 644 week 4 dq 1 making a difference,ash edu 644 week 4 dq 2 school district and school building supports,ash edu 644 week 4,ash edu 644 week 4,ash edu 644,ash edu 644 week 4 tutorial,ash edu 644 week 4 assignment,ash edu 644 week 4 help
Post-Traditional Student Success the Key to National ProsperityInsideTrack
Data visualization on "Measuring Post-Traditional Student Success: Institutions Making Progress but Challenges remain", based on a joint research report conducted by UPCEA and InsideTrack. Read Report: http://www.insidetrack.com/research/post-traditional
The experts at Goldstone Financial Group detail what people approaching retirement age should know about repaying any student loan debt they might have.
Part 1 of our presentation to the Council of Chief State School Officers on how states can support low-performing schools in the age of ESSA standards. The presentation was held June 22, 2017.
Includes:
- Role of MA Department of Higher Education in workforce development presented by David Cedrone, Associate Commissioner for Economic and Workforce Development
- Update on Workforce Innovation and Opportunity Act (WIOA) state plan by Jennifer James, Director of Massachusetts Workforce Skills Cabinet
- Campus execution of Nursing Workforce Plan presented by Cloria Harris Cater, Associate Professor at Simmons College School of Nursing, Linda McKay, Professor and Chairperson of Department of Nursing at Fitchburg State University, and Ellen Santos, Director of Practical Nursing at Assabet Valley Regional Technical School
The income gap between college graduates and individuals without a college education has never been wider. According to one estimate, A college educated person stands to earn $570,000 more throughout their lifetime than an individual with only a high school diploma. The Bureau of Labor Statistics recently reported that the unemployment rate for 25-year-olds without a degree is more than double the unemployment rate for college graduates of the same age. But in order to reap the economic rewards of a college education, many Americans must first find a way to afford one. That means working through a system of educational tax credits and student loans. But is this system really achieving it's goal of making college more accessible?
ash edu 644 week 4 assignment school,ash edu 644 week 4 dq 1 making a difference,ash edu 644 week 4 dq 2 school district and school building supports,ash edu 644 week 4,ash edu 644 week 4,ash edu 644,ash edu 644 week 4 tutorial,ash edu 644 week 4 assignment,ash edu 644 week 4 help
Week 1 Discussion 2 Evaluating the Impact of Poverty A Review of .docxjessiehampson
Week 1 Discussion 2 Evaluating the Impact of Poverty: A Review of "Quality" Online Resources
An important part of assisting at-risk children and families is having knowledge of the resources and programs available as sources of support. As such, a significant part of your course work in EDU644 involves discovering, analyzing, and creating resources! In your analysis of various descriptions of at-risk this week in Discussion 1, you discovered that those living in poverty are at-risk, with significant factors impacting their well-being and ability to thrive. In this discussion, you will examine online resources with information and supports for individuals and groups in poverty. Using what you discover, start developing your ideas for the website you will begin to create in Week Two.. Therefore, during your investigation, it is important that you take note of how the websites are organized and the way content is presented. Considering what makes a resource effective will help you design comparable organization and content structures in your own website. To prepare for this discussion, examine the Poverty USA (Links to an external site.)website. Additionally, review the Week One Instructor Guidance, making sure to review the intellectual elaboration and the section dedicated to guidance for the assessments.
Initial Post: Create an initial post addressing the following:
a. Summarize what you learned from the Poverty USA (Links to an external site.) website and how this knowledge will be useful to you in your current or future professional practice.
b. Summarize the statistical data from the Poverty USA (Links to an external site.) website that explains the impact poverty has on children and families and include at least one example of a program, policy, or resource that provides support. Be sure to explain how the example provides support and cite where the information is located on the Poverty USA website.
c. Describe the organizational and content features of the Poverty USA (Links to an external site.) website that were particularly helpful, innovative, interactive, or that otherwise caught your attention and that you might emulate when creating your own website in this course.
d. Using your preferred search engine, locate at least one additional website focused on groups in poverty and cite the website in your initial post. Include a two-to-three sentence description of the type of information included in the website.
e. Describe the organizational and content features of the website you located that were particularly helpful, innovative, interactive, or that otherwise appealed to you and that you might emulate when creating your own website in this course.
Overview
A few words about the importance of reading the Instructor Guidance pages are likely to be useful to you to start off this guidance. Next, this overview provides a section about the course learning outcomes and their relationship to the weekly outcomes and program outcom ...
Week 5 Discussion 1 More Website Sharing and Feedback This discu.docxhelzerpatrina
Week 5 Discussion 1 More Website Sharing and Feedback
This discussion provides a second opportunity to share your website. Again, sharing your website for feedback provides you with perspectives on your design and content to consider for enhancing your website before you finalize it during Week Six. To prepare for this discussion, construct a mission statement and add it to the homepage of your website. To construct your mission statement, consider the models you reviewed during the Week Four assessments and the tips for writing an effective mission statement from Education World (Links to an external site.). Next, update your working definition of at-risk. Then, be sure you have created pages for and linked to your Week Three Child Maltreatment Brochure and the Week Four School-Based Efforts: A Plan to Support At-Risk Youth assignment. Finally, if you have not already, adjust your website’s design using the feedback from peers and the instructor received during Week Three.
Initial Post: Create an initial post that includes a link to your website and addresses the following:
a. Describe the inspiration behind the design of your own mission statement.
b. Discuss the changes made to your working definition of at-risk and how you believe the changes improved upon your original draft. If you made no changes, explain why not.
c. Explain where and how you made revisions to any artifacts and/or the design of your website based on the feedback previously received from peers or your instructor’s evaluation of the work.
d. Introduce peers to the Child Maltreatment Brochure you developed during Week Three by briefly describing what you learned about the topic and about designing an effective brochure while creating it. Discuss any challenges associated with designing the brochure as well as what you like best about your creation.
e. Introduce peers to the School-Based Efforts: A Plan to Support At-Risk Youth assignment you developed in Week Four. Briefly discuss some of the most important concepts learned while researching and preparing this assignment. What do you like best about this creation or the process of creating it?
f. Describe what you like so far about the process of gradually adding to your website and sharing so as to participate in reciprocal feedback.
Week Five Instructor Guidance
Welcome to Week Five of EDU644: Child and Family Welfare! Please be sure to review the Week Five homepage for this course to see the specific learning outcomes for the week, the schedule overview, the required and recommended resources for the week, an introduction to the week, and a listing of the assessments for the week. Next, be sure to read this entire Instructor Guidance page.
Overview
Week Five will be a vital week of learning because you will be refining the topic of groups at-risk and selecting a specific at risk group for which to “specialize” in for your website. By now, you have formed preliminary ideas of the patterns and themes emerging in yo ...
Module 3 Discussion What Would You DoExperts in the field of .docxJinElias52
Module 3 Discussion:
What Would You Do?
Experts in the field of special education are knowledgeable about historical, philosophical, and legal foundations impacting the field as they relate to the protection of student and family rights. Special education leaders are savvy in their craft and able to effectively collaborate with colleagues to plan individualized educational programs and articulate the services, resources, materials, equipment, and needs of students with exceptionalities.
The role of collaboration and consultation is particularly critical in the field of special education, allowing both the special education and the general education expert the opportunity to formulate the most appropriate plans for students using their expertise. In addition, social and emotional competencies are essential, as neither collaboration nor consultation exist void of a relationship with other people.
For this Discussion, you will take on the role of a team leader, in which you will examine the facts and information presented in the case study and module Learning Resources to formulate recommendations for an action plan.
To prepare:
·
Enter the Grand City interactive community and locate West Ridge Middle School. View the case study video titled, “The New Student.”
·
Review all module Learning Resources.
·
Consider what you might do as the grade level team leader with respect to Jamal’s current situation. How might you formulate a plan of action recommending what you would do next for Jamal?
As you form your recommendations for a plan of action, consider the following:
·
What are the issues identified in the case study?
·
What are the facts the principal and teachers need to consider in planning for Jamal?
·
Were there any issues related to cultural diversity and cultural responsive practice? If so, what were they?
·
What would be the initial steps for the team to consider regarding response to intervention (RTP) to support Jamal in the regular education classroom?
·
What additional resources and/or personnel would be needed to assist in further identifying, understanding, and/or supporting Jamal?
·
Are there any ethical implications and issues of integrity related to special education, Jamal and his mother, and/or the school and program that need to be considered? If so, what are they?
·
What are the relevant cultural and linguistic diversity considerations you would need to keep in mind with regard to the students and families? What external factors (i.e., culture, language, social and emotional, etc…) need to be considered? How might these impact student learning?
·
What actions are needed related to preparing for Jamal to be successful in the regular education environment?
By Day 3 of Week 4
Post
, from the perspective of the team leader, a plan of action for what you would do next for Jamal. Clearly explain the next steps along with your rationale and research-based strategies to:
·
Address the concerns presented by Jamal’s mother.
Week 5 Assignment Group At Risk Specialization Mind MapThis assi.docxhelzerpatrina
Week 5 Assignment Group At Risk Specialization Mind Map
This assignment provides the opportunity for you to specifically plan the Final Project in Week Six by brainstorming and outlining each required component of your website using a mind map. For this assignment you will select a specific group at risk as a specialization. There are additional groups identified this week and listed as recommended resources to select from. These groups include child immigrants of Central America, homeless veterans, and sub-groups relating to poverty. You may also elect to focus on one of the groups or a sub-group of those already researched during Weeks One thru Five, which comprise the sections of your website.
You will then plan your content and design of this assignment using a digital mind mapping tool, such as bubble.us (Links to an external site.), coggle (Links to an external site.), Popplet (Links to an external site.), Mural.ly (Links to an external site.), or any other free digital mapping tool of your choosing. Remember to view the privacy policies of each mind mapping option, which are linked with the Recommended Resource description for each recommended tool. If you are unable to complete this assignment using a mind mapping tool, communicate the issue with your instructor before the assignment due date.
Create your assignment using the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Five Instructor Guidance page, the Week Six Final Project description, and, if needed, contact the instructor for further clarifications using the Ask Your Instructor discussion.
Content Instructions
Using one of the recommended mind mapping tools or another of your own selection, create your assignment to include the following content components. Criterion labels from this list should be used as markers for your mind map to organize your information. A sample mind map using Popplet (Links to an external site.) is available in the Instructor Guidance for this week.
· Central Marker: Group at Risk Specialization (1 point): State the group at risk you have chosen as your specialization.
· Marker: Overview Page Components (3 points): Include notes for each required component for the specialization overview page including; the targeted populations website is intended for, associated risk indicators and implications of the selected group at risk, statistical data, and supporting resources.
· Marker: Strategies Page Components (4 points): Include notes for each required component for the specialization strategies page including; resilience indicators, three strategies (including one from Rubin (2012) and one team-based approach), potential/intended outcomes, and supporting resources.
· Marker: Resources Page Components (1 point): Include a minimum of ten recommen ...
PSY 638 Final Project Guidelines and Rubric Overview .docxpotmanandrea
PSY 638 Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of a grant proposal.
The assessment for this course will be the construction of a grant proposal that targets a current area of developmental, behavioral, or diagnostic need for
children or adolescents in your community. The final project represents an authentic demonstration of competency, because it requires you to apply concepts
from across the child and adolescent curriculum to compose an original grant proposal for a theoretically supported, age-specific, and effective intervention
program. Terms commonly used in grant proposals include problem identification, prevalence, assessment of resources, impact of the problem, and
implementation plan. The meaning of these grant terms is revealed in the critical elements listed in the prompt, in which you will be asked to devise a grant
proposal that one would submit in the field of psychology. Grant proposals could be submitted for funding for research, training, institutional upgrades,
nonprofit center grants, funding opportunities, grants for children’s programs, or grants for specific outreach programs such as engaging underrepresented
cultures. The purpose of this task is to assess your understanding of concepts from across the child and adolescent curriculum.
Some real-world examples of grant proposal ideas have included:
School/Educational Setting
Orchard Middle School has over 50 at-risk students with a reading performance that directly affects their overall self-esteem and negative behavior
issues. The school submitted a grant proposal to support development of a program to help all students with poor reading skills learn to read at grade
level and increase their reading speed, comprehension, and reading attention span and overall sense of worth, esteem, and achievement. Studies have
shown those who do better in school, fare better with stable mental health.
Outpatient Mental Health
The Open Arms Family Center requested a grant in the amount of $250,000 to contribute to the start-up funds for a family homeless shelter and mental
health services. As an innovative, all-inclusive shelter program, the center aimed to provide for 10 families with children under the age of five who are
experiencing homelessness. The center is committed to its mission of decreasing the overall number of homeless families in the Metro Boston area as
well as working to break the cycle of homelessness.
Community Outreach
The purpose of Healthy Tomorrows is to stimulate innovative community-based programs that employ prevention strategies to promote access to
health care for children and their families nationwide. HTPCP funding supports direct-service projects, not research projects. Healthy Tomorrows is
designed to support family-centered initiatives that implement innovative approaches for focusing resources to promote community; define preventive
child health and ...
Ash edu 644 week 4 dq 1 making a differencevindaniel123
ash edu 644 week 4 assignment school,ash edu 644 week 4 dq 1 making a difference,ash edu 644 week 4 dq 2 school district and school building supports,ash edu 644 week 4,ash edu 644 week 4,ash edu 644,ash edu 644 week 4 tutorial,ash edu 644 week 4 assignment,ash edu 644 week 4 help
If you take a look at my scores, I got below expectations on writtMalikPinckney86
If you take a look at my scores, I got below expectations on written communication. I also got a 1.28 in another area. Please make sure you look at this. However, I just felt like there was too many mistakes
Shlonda,
Overall, job well done. The biggest area of improvement is proofreading. Have you started using Grammarly yet? If not, I suggest doing so, especially because you get a premium account. See my announcement posted on how to get set up. Additional comments on doc.
Two weeks left, you got this,
Dr. Allar
( 3.00 / 3.00) Describes the Advantages and Disadvantages of Inclusion
Distinguished - Thoroughly describes the advantages and disadvantages of inclusion.
( 3.00 / 3.00) Identifies the Challenges Faced by Learners with Special Needs
Distinguished - Clearly and thoroughly identifies the challenges faced by learners with special needs.
( 1.28 / 2.00) Summarizes the Requirement for Improved Performance of Students with Disabilities Under the Every Student Succeeds Act (ESSA)
Below Expectations - Attempts to summarize the requirement for improved performance of students with disabilities under the Every Student Succeeds Act (ESSA); however, significant details are missing.
( 3.00 / 3.00) Examines how Common Core State Standards (CCSS) are Impacting the Learning of Students with Special Needs
Distinguished - Comprehensively examines how Common Core State Standards (CCSS) are impacting the learning of students with special needs.
( 0.16 / 0.25) Written Communication: Control of Syntax and Mechanics
Below Expectations - Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which distract the reader.
( 0.22 / 0.25) Written Communication: APA Formatting
Proficient - Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.
( 0.25 / 0.25) Written Communication: Page Requirement
Distinguished - The length of the paper is equivalent to the required number of correctly formatted pages.
( 0.25 / 0.25) Written Communication: Resource Requirement
Distinguished - Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.
Overall Score: 11.16 / 12.00
Overall Grade: 11.16
1
Name: Course number:
Student ID:
1. Courses I am taking this term – Describe the first eight-week course (Course title, course number, and course description from the catalog)
2. List Outcomes from course - List course outcomes (objectives) as written in the course syllabus for this course.
3. Apply your work experience to the course – correlate your job responsibilities with the course outcomes listed above.
Job Correlation assignment (total 250 words)
Prior to beginning work on this assignment, read the assigned chapters in Introduction to education: Choosing to teach by ...
Post-Traditional Student Success the Key to National ProsperityInsideTrack
Data visualization on "Measuring Post-Traditional Student Success: Institutions Making Progress but Challenges remain", based on a joint research report conducted by UPCEA and InsideTrack. Read Report: http://www.insidetrack.com/research/post-traditional
The experts at Goldstone Financial Group detail what people approaching retirement age should know about repaying any student loan debt they might have.
Part 1 of our presentation to the Council of Chief State School Officers on how states can support low-performing schools in the age of ESSA standards. The presentation was held June 22, 2017.
Includes:
- Role of MA Department of Higher Education in workforce development presented by David Cedrone, Associate Commissioner for Economic and Workforce Development
- Update on Workforce Innovation and Opportunity Act (WIOA) state plan by Jennifer James, Director of Massachusetts Workforce Skills Cabinet
- Campus execution of Nursing Workforce Plan presented by Cloria Harris Cater, Associate Professor at Simmons College School of Nursing, Linda McKay, Professor and Chairperson of Department of Nursing at Fitchburg State University, and Ellen Santos, Director of Practical Nursing at Assabet Valley Regional Technical School
The income gap between college graduates and individuals without a college education has never been wider. According to one estimate, A college educated person stands to earn $570,000 more throughout their lifetime than an individual with only a high school diploma. The Bureau of Labor Statistics recently reported that the unemployment rate for 25-year-olds without a degree is more than double the unemployment rate for college graduates of the same age. But in order to reap the economic rewards of a college education, many Americans must first find a way to afford one. That means working through a system of educational tax credits and student loans. But is this system really achieving it's goal of making college more accessible?
ash edu 644 week 4 assignment school,ash edu 644 week 4 dq 1 making a difference,ash edu 644 week 4 dq 2 school district and school building supports,ash edu 644 week 4,ash edu 644 week 4,ash edu 644,ash edu 644 week 4 tutorial,ash edu 644 week 4 assignment,ash edu 644 week 4 help
Week 1 Discussion 2 Evaluating the Impact of Poverty A Review of .docxjessiehampson
Week 1 Discussion 2 Evaluating the Impact of Poverty: A Review of "Quality" Online Resources
An important part of assisting at-risk children and families is having knowledge of the resources and programs available as sources of support. As such, a significant part of your course work in EDU644 involves discovering, analyzing, and creating resources! In your analysis of various descriptions of at-risk this week in Discussion 1, you discovered that those living in poverty are at-risk, with significant factors impacting their well-being and ability to thrive. In this discussion, you will examine online resources with information and supports for individuals and groups in poverty. Using what you discover, start developing your ideas for the website you will begin to create in Week Two.. Therefore, during your investigation, it is important that you take note of how the websites are organized and the way content is presented. Considering what makes a resource effective will help you design comparable organization and content structures in your own website. To prepare for this discussion, examine the Poverty USA (Links to an external site.)website. Additionally, review the Week One Instructor Guidance, making sure to review the intellectual elaboration and the section dedicated to guidance for the assessments.
Initial Post: Create an initial post addressing the following:
a. Summarize what you learned from the Poverty USA (Links to an external site.) website and how this knowledge will be useful to you in your current or future professional practice.
b. Summarize the statistical data from the Poverty USA (Links to an external site.) website that explains the impact poverty has on children and families and include at least one example of a program, policy, or resource that provides support. Be sure to explain how the example provides support and cite where the information is located on the Poverty USA website.
c. Describe the organizational and content features of the Poverty USA (Links to an external site.) website that were particularly helpful, innovative, interactive, or that otherwise caught your attention and that you might emulate when creating your own website in this course.
d. Using your preferred search engine, locate at least one additional website focused on groups in poverty and cite the website in your initial post. Include a two-to-three sentence description of the type of information included in the website.
e. Describe the organizational and content features of the website you located that were particularly helpful, innovative, interactive, or that otherwise appealed to you and that you might emulate when creating your own website in this course.
Overview
A few words about the importance of reading the Instructor Guidance pages are likely to be useful to you to start off this guidance. Next, this overview provides a section about the course learning outcomes and their relationship to the weekly outcomes and program outcom ...
Week 5 Discussion 1 More Website Sharing and Feedback This discu.docxhelzerpatrina
Week 5 Discussion 1 More Website Sharing and Feedback
This discussion provides a second opportunity to share your website. Again, sharing your website for feedback provides you with perspectives on your design and content to consider for enhancing your website before you finalize it during Week Six. To prepare for this discussion, construct a mission statement and add it to the homepage of your website. To construct your mission statement, consider the models you reviewed during the Week Four assessments and the tips for writing an effective mission statement from Education World (Links to an external site.). Next, update your working definition of at-risk. Then, be sure you have created pages for and linked to your Week Three Child Maltreatment Brochure and the Week Four School-Based Efforts: A Plan to Support At-Risk Youth assignment. Finally, if you have not already, adjust your website’s design using the feedback from peers and the instructor received during Week Three.
Initial Post: Create an initial post that includes a link to your website and addresses the following:
a. Describe the inspiration behind the design of your own mission statement.
b. Discuss the changes made to your working definition of at-risk and how you believe the changes improved upon your original draft. If you made no changes, explain why not.
c. Explain where and how you made revisions to any artifacts and/or the design of your website based on the feedback previously received from peers or your instructor’s evaluation of the work.
d. Introduce peers to the Child Maltreatment Brochure you developed during Week Three by briefly describing what you learned about the topic and about designing an effective brochure while creating it. Discuss any challenges associated with designing the brochure as well as what you like best about your creation.
e. Introduce peers to the School-Based Efforts: A Plan to Support At-Risk Youth assignment you developed in Week Four. Briefly discuss some of the most important concepts learned while researching and preparing this assignment. What do you like best about this creation or the process of creating it?
f. Describe what you like so far about the process of gradually adding to your website and sharing so as to participate in reciprocal feedback.
Week Five Instructor Guidance
Welcome to Week Five of EDU644: Child and Family Welfare! Please be sure to review the Week Five homepage for this course to see the specific learning outcomes for the week, the schedule overview, the required and recommended resources for the week, an introduction to the week, and a listing of the assessments for the week. Next, be sure to read this entire Instructor Guidance page.
Overview
Week Five will be a vital week of learning because you will be refining the topic of groups at-risk and selecting a specific at risk group for which to “specialize” in for your website. By now, you have formed preliminary ideas of the patterns and themes emerging in yo ...
Module 3 Discussion What Would You DoExperts in the field of .docxJinElias52
Module 3 Discussion:
What Would You Do?
Experts in the field of special education are knowledgeable about historical, philosophical, and legal foundations impacting the field as they relate to the protection of student and family rights. Special education leaders are savvy in their craft and able to effectively collaborate with colleagues to plan individualized educational programs and articulate the services, resources, materials, equipment, and needs of students with exceptionalities.
The role of collaboration and consultation is particularly critical in the field of special education, allowing both the special education and the general education expert the opportunity to formulate the most appropriate plans for students using their expertise. In addition, social and emotional competencies are essential, as neither collaboration nor consultation exist void of a relationship with other people.
For this Discussion, you will take on the role of a team leader, in which you will examine the facts and information presented in the case study and module Learning Resources to formulate recommendations for an action plan.
To prepare:
·
Enter the Grand City interactive community and locate West Ridge Middle School. View the case study video titled, “The New Student.”
·
Review all module Learning Resources.
·
Consider what you might do as the grade level team leader with respect to Jamal’s current situation. How might you formulate a plan of action recommending what you would do next for Jamal?
As you form your recommendations for a plan of action, consider the following:
·
What are the issues identified in the case study?
·
What are the facts the principal and teachers need to consider in planning for Jamal?
·
Were there any issues related to cultural diversity and cultural responsive practice? If so, what were they?
·
What would be the initial steps for the team to consider regarding response to intervention (RTP) to support Jamal in the regular education classroom?
·
What additional resources and/or personnel would be needed to assist in further identifying, understanding, and/or supporting Jamal?
·
Are there any ethical implications and issues of integrity related to special education, Jamal and his mother, and/or the school and program that need to be considered? If so, what are they?
·
What are the relevant cultural and linguistic diversity considerations you would need to keep in mind with regard to the students and families? What external factors (i.e., culture, language, social and emotional, etc…) need to be considered? How might these impact student learning?
·
What actions are needed related to preparing for Jamal to be successful in the regular education environment?
By Day 3 of Week 4
Post
, from the perspective of the team leader, a plan of action for what you would do next for Jamal. Clearly explain the next steps along with your rationale and research-based strategies to:
·
Address the concerns presented by Jamal’s mother.
Week 5 Assignment Group At Risk Specialization Mind MapThis assi.docxhelzerpatrina
Week 5 Assignment Group At Risk Specialization Mind Map
This assignment provides the opportunity for you to specifically plan the Final Project in Week Six by brainstorming and outlining each required component of your website using a mind map. For this assignment you will select a specific group at risk as a specialization. There are additional groups identified this week and listed as recommended resources to select from. These groups include child immigrants of Central America, homeless veterans, and sub-groups relating to poverty. You may also elect to focus on one of the groups or a sub-group of those already researched during Weeks One thru Five, which comprise the sections of your website.
You will then plan your content and design of this assignment using a digital mind mapping tool, such as bubble.us (Links to an external site.), coggle (Links to an external site.), Popplet (Links to an external site.), Mural.ly (Links to an external site.), or any other free digital mapping tool of your choosing. Remember to view the privacy policies of each mind mapping option, which are linked with the Recommended Resource description for each recommended tool. If you are unable to complete this assignment using a mind mapping tool, communicate the issue with your instructor before the assignment due date.
Create your assignment using the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Five Instructor Guidance page, the Week Six Final Project description, and, if needed, contact the instructor for further clarifications using the Ask Your Instructor discussion.
Content Instructions
Using one of the recommended mind mapping tools or another of your own selection, create your assignment to include the following content components. Criterion labels from this list should be used as markers for your mind map to organize your information. A sample mind map using Popplet (Links to an external site.) is available in the Instructor Guidance for this week.
· Central Marker: Group at Risk Specialization (1 point): State the group at risk you have chosen as your specialization.
· Marker: Overview Page Components (3 points): Include notes for each required component for the specialization overview page including; the targeted populations website is intended for, associated risk indicators and implications of the selected group at risk, statistical data, and supporting resources.
· Marker: Strategies Page Components (4 points): Include notes for each required component for the specialization strategies page including; resilience indicators, three strategies (including one from Rubin (2012) and one team-based approach), potential/intended outcomes, and supporting resources.
· Marker: Resources Page Components (1 point): Include a minimum of ten recommen ...
PSY 638 Final Project Guidelines and Rubric Overview .docxpotmanandrea
PSY 638 Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of a grant proposal.
The assessment for this course will be the construction of a grant proposal that targets a current area of developmental, behavioral, or diagnostic need for
children or adolescents in your community. The final project represents an authentic demonstration of competency, because it requires you to apply concepts
from across the child and adolescent curriculum to compose an original grant proposal for a theoretically supported, age-specific, and effective intervention
program. Terms commonly used in grant proposals include problem identification, prevalence, assessment of resources, impact of the problem, and
implementation plan. The meaning of these grant terms is revealed in the critical elements listed in the prompt, in which you will be asked to devise a grant
proposal that one would submit in the field of psychology. Grant proposals could be submitted for funding for research, training, institutional upgrades,
nonprofit center grants, funding opportunities, grants for children’s programs, or grants for specific outreach programs such as engaging underrepresented
cultures. The purpose of this task is to assess your understanding of concepts from across the child and adolescent curriculum.
Some real-world examples of grant proposal ideas have included:
School/Educational Setting
Orchard Middle School has over 50 at-risk students with a reading performance that directly affects their overall self-esteem and negative behavior
issues. The school submitted a grant proposal to support development of a program to help all students with poor reading skills learn to read at grade
level and increase their reading speed, comprehension, and reading attention span and overall sense of worth, esteem, and achievement. Studies have
shown those who do better in school, fare better with stable mental health.
Outpatient Mental Health
The Open Arms Family Center requested a grant in the amount of $250,000 to contribute to the start-up funds for a family homeless shelter and mental
health services. As an innovative, all-inclusive shelter program, the center aimed to provide for 10 families with children under the age of five who are
experiencing homelessness. The center is committed to its mission of decreasing the overall number of homeless families in the Metro Boston area as
well as working to break the cycle of homelessness.
Community Outreach
The purpose of Healthy Tomorrows is to stimulate innovative community-based programs that employ prevention strategies to promote access to
health care for children and their families nationwide. HTPCP funding supports direct-service projects, not research projects. Healthy Tomorrows is
designed to support family-centered initiatives that implement innovative approaches for focusing resources to promote community; define preventive
child health and ...
Ash edu 644 week 4 dq 1 making a differencevindaniel123
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If you take a look at my scores, I got below expectations on writtMalikPinckney86
If you take a look at my scores, I got below expectations on written communication. I also got a 1.28 in another area. Please make sure you look at this. However, I just felt like there was too many mistakes
Shlonda,
Overall, job well done. The biggest area of improvement is proofreading. Have you started using Grammarly yet? If not, I suggest doing so, especially because you get a premium account. See my announcement posted on how to get set up. Additional comments on doc.
Two weeks left, you got this,
Dr. Allar
( 3.00 / 3.00) Describes the Advantages and Disadvantages of Inclusion
Distinguished - Thoroughly describes the advantages and disadvantages of inclusion.
( 3.00 / 3.00) Identifies the Challenges Faced by Learners with Special Needs
Distinguished - Clearly and thoroughly identifies the challenges faced by learners with special needs.
( 1.28 / 2.00) Summarizes the Requirement for Improved Performance of Students with Disabilities Under the Every Student Succeeds Act (ESSA)
Below Expectations - Attempts to summarize the requirement for improved performance of students with disabilities under the Every Student Succeeds Act (ESSA); however, significant details are missing.
( 3.00 / 3.00) Examines how Common Core State Standards (CCSS) are Impacting the Learning of Students with Special Needs
Distinguished - Comprehensively examines how Common Core State Standards (CCSS) are impacting the learning of students with special needs.
( 0.16 / 0.25) Written Communication: Control of Syntax and Mechanics
Below Expectations - Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which distract the reader.
( 0.22 / 0.25) Written Communication: APA Formatting
Proficient - Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.
( 0.25 / 0.25) Written Communication: Page Requirement
Distinguished - The length of the paper is equivalent to the required number of correctly formatted pages.
( 0.25 / 0.25) Written Communication: Resource Requirement
Distinguished - Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.
Overall Score: 11.16 / 12.00
Overall Grade: 11.16
1
Name: Course number:
Student ID:
1. Courses I am taking this term – Describe the first eight-week course (Course title, course number, and course description from the catalog)
2. List Outcomes from course - List course outcomes (objectives) as written in the course syllabus for this course.
3. Apply your work experience to the course – correlate your job responsibilities with the course outcomes listed above.
Job Correlation assignment (total 250 words)
Prior to beginning work on this assignment, read the assigned chapters in Introduction to education: Choosing to teach by ...
To prepareReview the Assignment Forum contributions made by you a.docxamit657720
To prepare:
Review the Assignment Forum contributions made by you and your colleagues, and think about how to synthesize the collaborative experience.
To complete
Write an approximately 3-page paper including 2 pages in which you summarize the Assignment Forums listed below and 1 page in which you reflect on your own leadership development and goals. Identify three main concepts that you feel are important to incorporate in your own leadership.
Include your answers to the following questions:
•What are your strengths as a higher-education leader?
•In what areas do you require further development?
•How has this course work affected my notion of the role of the leader in higher education?
•How do I see myself promoting positive social change through my leadership?
Assignment Forums
Week 1:
Role of Leadership in Higher Education
Whether it is a small, liberal arts college focused on undergraduate education or a huge, sprawling university, leading an institution of higher education can be a complex and challenging undertaking. Typically, leaders do not have complete authority over each of the departments and colleges on campus. However, they often bear responsibility for issues that may occur in those areas. Leaders grapple with budget shortfalls, surging or dwindling enrollments, retention and graduation rates, and competing priorities on campus and off. Fortunately, most institutions have a team of leaders to whom to distribute the challenges and who provide diversity in perspectives.
Week 2: Models in Higher Education
In the 12th century in Paris, scholars came from across Europe to attend the newly formed university known as the Sorbonne. Many of the characteristics of a modern university were already part of this early institution. You would recognize professors, students, libraries, lectures, and scholarly writing. This model has been the standard for higher education for centuries, but now it is changing. For leaders in higher education, navigating these changes can be challenging.
Week 3: Models and Context
Does a competency-based learning model change learning incentives for students? Does a blended learning program make sense for science courses with lab sections? This week, you consider different learning models and their benefits and drawbacks. In each case, consider the context of the program, the student population, the institution, and other factors that contribute to the rationale for adopting a model.
Week 4: Sociopolitical Trends
Attracting and serving a diverse student population and recruiting and retaining a diverse faculty are priorities for many institutions. Most have implemented programs to address any historical deficits and actively work to make their campuses attractive to all students and scholars. These goals may be captured in a diversity statement, which publicly signals the institution’s commitment to making the campus a welcoming and successful experience for all.
Week 5: Diversity Statements
Attracting an ...
1. What are your personal thoughts on the use of electronics by lauvicuna8dw
1. What are your personal thoughts on the use of electronics by children in and out of the classroom? At what ages do you find electronic use most appropriate? What advice would you give parents regarding the appropriate amount of time for electronic use?
2. If you suspected that a student was not receiving proper nutrition at home, what actions might you take? Be specific.
3. In this benchmark assignment, you will be planning a Wellness Fair for the students and families of your kindergarten class. The Wellness Fair will incorporate the mini-lesson plans you previously created in this course. You will also create a digital invitation to the Wellness Fair.
Part 1: Mini-Lessons Rationale
In preparation for the Wellness Fair, review the health, nutrition, safety, and fitness mini-lessons you designed throughout the course.
In 250-500 words, write a rationale explaining your instructional decisions for each wellness lesson. Make sure to include how those decisions directly support the characteristics and needs of the “Class Profile” students.
Part 2: Wellness Fair Event Plan
Health, safety, nutrition, and fitness are topics you have been teaching to your kindergarten students through your mini-lessons; however, it is also beneficial to educate the families on the same topics. Therefore, your goal in this section is to design a wellness fair to educate the families on these topics so they can support their children at home more successfully.
In order for the fair to be effective, you will need community support to assist in providing educational booths in the areas of health, nutrition, safety, and fitness. For this part of the assignment, you will create a 1,000-1,250 word plan outlining the wellness fair for your students’ families, including how you will involve the community.
Include the following in your plan:
· Agenda: Outline the timing for each activity during the event in a simple agenda format.
· Welcome: Briefly describe how you will introduce the event to all participants.
· Opening Activity: Plan an opening activity for the families and children that will explain the purpose of the wellness event with the community and promote shared values and expectations in creating a healthy, respectful, and challenging learning environment.
· Community Resource Booths: Outline four community resource booths that will provide information on health, safety, nutrition, and fitness (one booth per topic). Include a community resource you will invite to represent the topic, 3-4 interesting and important statistics relating to the booth’s topic and young children, and a 50-100 word description of why that topic is important to the development of young children. Briefly describe how each booth will address the needs of children in the class both with and without exceptionalities, based on the “Class Profile.”
· Closing Activity: Plan a closing activity for the families and children that employs strategies and opportunities to ensure fut ...
Week 6 Discussion 2 Los PenProfile the kind of empirical evidenc.docxhelzerpatrina
Week 6 Discussion 2 Los Pen
Profile the kind of empirical evidence at Los Pen that supports the school’s transformation. Focus on quantitative data. Based on the statistical data gleaned from the readings what qualitative conclusions would you draw about the efficacy of the many aspects of differentiated parent support?
INSTRUCTOR GUIDANCE
WEEK FIVE
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
In Week Five, you read about the link between Maslow’s Hierarchy of Needs and parental involvement. When students do not have their basic needs met or do not feel safe in school, they are not fully prepared for academic instruction. “It is imperative that we proactively create a climate that will support all students learning” (Hjalmarson, 2011, p.135). Partnerships are all about connection. In this final week of the class, we will end our discussion about the need to develop partnerships among schools, families, and communities to support student success.
Parents are the glue that helps to bring students and schools together. For schools, it is important to gain parent support and involvement in assisting students in their educational growth. Schools must develop strategies to offer parents in establishing better support for students in their educational journey; however, in order for schools to help parents, there must be a plan in place. We learned at the start of this course that there are a variety of ways in which parents can be supportive of students in school. Far gone are the days when the only way that parents could show support was to help with homework. Although helping with homework is still vital, it is only a small example of the many strategies that parents can use to support the education of their children.
Think about the classroom today, beyond fundraisers and PTA meetings. What are some of ways in which your child's school has asked for your support or you have asked parents for support? How does this extend to using technology as a means of academic support? Consider the technology you use to communicate with your child’s teachers or with the parents of your students. Research shows a strong correlation between the achievement gap and home Internet accessibility (Empowering Parents, 2010). “If, as President Obama emphasizes, parents have a responsibility to be actively involved in their children’s education, they will need the technology tools and skills to do so effectively” (The Children’s Partnership, 2010, p. 7). Having regular communication with schools through email, blogs, and social media helps parents receive updates to their child’s performance and plan for what additional supports they might need for areas of need.
We have learned throughout the previous weeks of this course that classrooms throughout the U.S. have become increasingly diverse. Hjalmarson writes that, “when people are born into families with limited parenting skills, without some intervention or tr ...
A Conversation about Accountability Challenges Associated with Authorizing Sc...Leslie Talbot
The purpose of this session was to create a forum for open dialogue among attendees of the 2017 Alternative Accountability Policy Forum regarding challenges associated with authorizing schools serving majority opportunity youth. Authorizers from NY and DC illuminated approaches underway in their states, as moderator Leslie Talbot posed and probed for answers to audience questions. Key take-aways from this session are included.
The Fundamentals of Charter Authorization for Schools Serving Majority Opportunity Youth Populations:
4 DISCUSSIONS DUE IN 72 HOURSDeveloping Relationships [W.docxBHANU281672
4 DISCUSSIONS DUE IN 72 HOURS
Developing Relationships [WLOs: 1, 3] [CLOs: 2, 3]
Prior to beginning work on this discussion, read Chapter 5 and watch
Rita Pierson at TED Talks Education: Every Kid Needs a Champion
(Links to an external site.)
.
Review the week 2
Jose and Olivia (Links to an external site.)
interactivity for new information. Select one of these students to write about. In your response, discuss how you will work to develop a relationship with this student. Share at least three different strategies you will use to ensure you build a connection with your student. Explain why you think each of your strategies will make a positive impact. Additionally, share at least two different suggestions/strategies that you will suggest to his/her parent(s) to further build this bond. Lastly, give an example from Rita Pierson’s TED Talk that will help you explain why you think it is so important to develop a relationship with every young child.
Culture and Behavior [WLOs: 2, 3] [CLOs: 2, 3]
Prior to beginning work on this discussion, re-read Section 1.3 and Chapter 6 in your textbook. Additionally, read
America’s Hispanic Children: Gaining Ground, Looking Forward
(Links to an external site.)
.
When addressing challenging behavior, it is important for teachers to understand students’ culture and background. Utilize the new cultural information you learned about Olivia and Jose this week to address your discussion forum prompt. If you select Jose for this week’s prompt, discuss the behaviors of hitting his peers or not following the classroom rules. If you select Olivia for this week’s prompt, discuss the behaviors of impulsivity or addressing her peers negatively.
For your discussion prompt, choose Olivia or Jose and address the following questions:
· How will you approach the situation differently with what you learned about the cultural backgrounds of Jose and Olivia?
· What can you do to better support Olivia or Jose in the classroom and the child’s parents at home?
· Now that you know more about Olivia and Jose, what additional strategies can you use to help the child be successful within the classroom and at home?
Guidance Strategies [WLOs: 1] [CLO: 2]
Prior to beginning work on this discussion, read Chapter 9 of the course text and
Planning for Positive Guidance: Powerful Interactions Make a Difference (Links to an external site.)
.
Over the course of time, many guidance strategies have emerged in an effort to help us guide children’s behaviors. Choose one of the following guidance strategies to elaborate on: developmental discipline, teacher effectiveness training, collaborative problem solving, positive reinforcement, natural and logical consequences, time-out, or time-away. You may utilize the following recommended resources to help you better understand the guidance strategies; however, please continue to search for additional insight regarding these strategies.
·
Developmental Discipline: Guiding Princ.
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Ash edu 644 week 4 dq 2 school district and school building supports
1. ASH EDU 644 Week 4 DQ 2 School District and
School Building Supports
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EDU 644 Week 4 DQ 2 School District and School Building Supports
There are many risk indicators impacting not only a student’s ability to succeed in a
school environment, but also the ability for a school and/or district to make progress
and meet the achievement expectations at state or federal levels. To prepare for this
discussion, beyond reviewing the Week Four Instructor Guidance, you will
investigate general at-risk groups and behaviors, as well as information pertaining
to students with disabilities.
Begin by investigating the National Center for School Engagement website to gain
insight as to various risk indicators commonly observed in at-risk youth in school
environments. This resource also provides strategies for re-engagement that
support the building of student resilience including parental involvement, truancy,
youth development philosophies & approaches, and reengagement supports or
strategies. Next, access your state’s Department of Education website, specifically for
their special education link (which may also be titled something similar to
Exceptional Student Services). Read the mission statements; notice that your state’s
website may have a far-reaching statement as well as specific missions for funding,
2. programming, and resources. Investigate some of the programs and resources
available from your state and review the methods the state uses to provide
assistance to schools.
Now, investigate a school district website in your local community or state. Look for
information similar to what you observed in the National Center for School
Engagement that describes supports for a variety of at-risk groups. In most cases,
district-based websites include direct links to the individual schools located in the
district. Therefore, you may find a special program or intervention model offered at
a specific school that would help inform your response to this discussion.
Additionally, look for information pertaining to special education. You may find this
information under a link titled “Departments” or something similar. Read the
mission of the school district. Look specifically for programs and approaches offered
for students with disabilities.
Initial Post: Create an initial post that addresses the following:
a. Cite the website for the school district you evaluated.
b. Describe at least one school- or district-level program, model, or approach
showcased regarding parental involvement, truancy, reengagement supports or
strategies, or youth development.
c. Discuss how the school district’s special education mission statement either
supports or differs from what was observed from the state’s special education
mission.
d. Share an example of a program or policy from the district or a particular school
that supports what was stated in the state’s website and explain how the program or
policy aligns with that of the state’s positions or policies.
e. Describe your impressions of the types and levels of supports offered in the
school district, sharing something that impressed or surprised you as well as
anything you found to be lacking from the supports offered.
Guided Response: Respond to a minimum of two peers. In replies, consider the
differences and similarities between your observations and impressions and that of
your peers. As mentioned in prior discussions, though two replies is the basic
expectation, for deeper engagement and learning you are encouraged to provide
responses to any comments or questions others have given to you to further the
conversation. This continued interaction gives you more opportunities to
demonstrate your content expertise, critical thinking, and real-world experiences
with this topic.
