Assignment 2 Week 7 Practicum Journal Checkpoint for Certificati.docx

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The document contains instructions for students to evaluate their progress on certification plans by reporting what they have done to prepare and if they have completed scheduled tasks. It provides examples of lesson plan templates that include state standards, learning objectives, activities, and differentiation. It also includes a class profile chart that lists student information like name, demographics, performance levels, services received, and parental involvement.

Education

Assignment 2: Week 7 Practicum Journal: Checkpoint for
Certification Plan
Students will:
· Evaluate progress on certification plans
Report your progress on the Certification Plan completed in
Week 1 and submitted in Week 4.
· What have you done to prepare for your certification?
· Have you completed the scheduled tasks assigned on your
timeline? If not, what are your plans to stay on schedule?
Class Rules
A clear purpose statement (The purpose of this paper is to...) is
required in the introduction of all writings.
you are required to cite scholarly resources including peer-
review journals and current practice guidelines ( May
use https://www.ahrq.gov/professionals/clinicians-
providers/guidelines-recommendations/index.html )
Please, all bullets points, bold, red and highlighted area must be
attended to.
Speaking, Listening, and Writing Activities
Part 1: Template
Example 1
ELA State Standard(s):
Learning Objective(s):

Ethnicity
Gender
IEP/504
Other
Age
Reading
Performance Level
Math Performance
Level
Parental
Involvement
Internet Available
at Home
Arturo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Med
No
Bertie
No
Low SES
Asian
Female
No
None
Grade level
One year above grade level
At grade level
Low

Yes
Beryl
No
Mid SES
White
Female
No
NOTE: School does not have gifted program
Grade level
Two years above grade level
At grade level
Med
Yes
Brandie
No
Low SES
White
Female
No
Tier 2 RTI for Math
Grade level
At grade level
One year below grade level
Low
No
Dessie
No
Mid SES
White
Female
No
Tier 2 RTI for Math
Grade level
Grade level
One year below grade level
Med

Yes
Diana
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Donnie
No
Mid SES
African American
Female
No
Hearing Aids
Grade level
At grade level
At grade level
Med
Yes
Eduardo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low

No
Emma
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Low
Yes
Enrique
No
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
One year above grade level
One year below grade level
At grade level
Low
No
Fatma
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
One year above grade level
Low

Yes
Frances
No
Mid SES
White
Female
No
Diabetic
Grade level
At grade level
At grade level
Med
Yes
Francesca
No
Low SES
White
Female
No
None
Grade level
At grade level
At grade level
High
No
Fredrick
No
Low SES
White
Male
Learning Disabled
Tier 3 RTI for Reading and Math
One year above grade level
Two years below grade level
Two years below grade level
Very High

No
Ines
No
Low SES
Hispanic
Female
Learning Disabled
Tier 2 RTI for Math
Grade level
One year below grade level
One year below grade level
Low
No
Jade
No
Mid SES
African American
Female
No
None
Grade level
At grade level
One year above grade level
High
Yes
Kent
No
High SES
White
Male
Emotion-ally Disabled
None
Grade level
At grade level
One year above grade level
Med

Yes
Lolita
No
Mid SES
Native American/
Pacific Islander
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Maria
No
Mid SES
Hispanic
Female
No
NOTE: School does not have gifted program
Grade level
At grade level
Two years above grade level
Low
Yes
Mason
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level

Med
Yes
Nick
No
Low SES
White
Male
No
None
Grade level
One year above grade level
At grade level
Med
No
Noah
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Sharlene
No
Mid SES
White
Female
No
None
Grade level
One year above grade level
At grade level

Med
Med
Sophia
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Stuart
No
Mid SES
White
Male
No
Allergic to peanuts
Grade level
One year above grade level
At grade level
Med
Yes
Terrence
No
Mid SES
White
Male
No
None
Grade level
At grade level
At grade level

Med
Yes
Wade
No
Mid SES
White
Male
No
None
Grade level
At grade level
One year above grade level
Med
Yes
Wayne
No
High SES
White
Male
Learning Disabled
Tier 3 RTI for Math
Grade level
One year below grade level
Two years below grade level
High
Yes
Wendell
No
Mid SES
African American
Male
Learning Disabled
Tier 3 RTI for Math
Grade level
One year below grade level
Two years below grade level

Med
Yes
Yung
No
Mid SES
Asian
Male
No
NOTE: School does not have gifted program
One year below grade level
Two years above grade level
Two years above grade level
Low
Yes
© 2018. Grand Canyon University. All Rights Reserved.

Instruction Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title: Learning Objective: Informational Text: What is the title and author of the informational text you have selected? Grouping: Identify grouping strategies that will support your students’ learning needs. II. Instruction A. Opening Prior Knowledge Connection: Identify how this lesson connects to previous lessons/learning (prior knowledge of students) and students’ lives. Anticipatory Set: Identify how this lesson is meaningful to the students and connects to their lives. B. Learning and Teaching Activities (Teaching and Guided Practice): I Do Students Do Differentiation “I Do” instructional procedures should include: The teaching strategy you will use to teach each step that includes modeling and formative assessment; transition statements you will make throughout your lesson and essential questions you will ask; and academic language of vocabulary, function, and form. Script detailed, step-by-step instructions on how you will implement the instructional plan. Use a numbered list of each step; bold every example of modeling; and italicize every formative assessment. “Students Do” procedures should describe exactly what students will do during the lesson that corresponds to each step of the “I Do.” Please use a corresponding numbered list. Describe methods of differentiation, including accommodation or differentiation strategies for academically, behaviorally, and motivationally challenged students. Please use a corresponding numbered list. Also include extension activities: What will students who finish early do? © 2016 Grand Canyon University. All Rights Reserved. Class Profile Student Name English Language Learner Socio-economic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Hispanic Male No Tier 2 RTI for Read.

CRITERIA DESCRIPTION YES NEEDS REVISION NO COMMENTS .docx

willcoxjanay

CRITERIA DESCRIPTION YES NEEDS REVISION NO COMMENTS Introduction (7 points) Effectively summarizes the article Author’s position (7 points) Position is clearly stated and reflects careful thought and analysis. Literature is cited to strengthen the author’s position, as opposed to being simply opinionated. Clarity of Explanation (2 points) Follows excellent flow and uses language that maintains interest. Explanations are clear and factually correct. Writing Style (2 points) Uses appropriate academic style and correct grammar APA (2 points) Follows APA standards (in-text citations, and reference entry) RECOMMENDATION Class Profile Student Name English Language Learner Socio-economic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes Francesca No Low SES White Female No None Grade level At grade level At grade level High No Fredrick No Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes Lolita No Mid SES Native American/ Pacific Island.

SIOP® Lesson Plan Template 2STANDARDSTHEMELESSON TOP.docx

maoanderton

SIOP® Lesson Plan Template 2 STANDARDS: THEME: LESSON TOPIC: OBJECTIVES: Language: Content: LEARNING STRATEGIES: KEY VOCABULARY: MATERIALS: MOTIVATION: (Building background) PRESENTATION: (Language and content objectives, comprehensible input, strategies, interaction, feedback) PRACTICE AND APPLICATION: (Meaningful activities, interaction, strategies, practice and application, feedback) REVIEW AND ASSESSMENT: (Review objectives and vocabulary, assess learning) EXTENSION: (Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2008. Making Content Comprehensible for English Learners: The SIOP® Model.) © 2008 Pearson Education, Inc. Module 3 Assignment National Council of Teachers of Mathematics (NCTM) Standards: Website Lesson Plans Student Grand Canyon University: EED 364 Date (Insert EEI Lesson or other COE Lesson Plan) Instructor note: Remember this lesson plan needs to be original, but based on the 3 online lesson plans you found for inspiration Instructor note: The use of a reference in each section is a good way to demonstrate full competency in each area-though is it not required. Rationale The created lesson plan meaningfully incorporates the research-based instructional strategy of XXXXXX to promote communication, inquiry, and engagement among the students. Research on the use of the strategy shows… PLANNING: Instructional Script and Materials The lesson plan demonstrates well-developed and skillful use of effective, student-centered verbal, nonverbal and electronic media communication tools and techniques to create opportunities for active inquiry, collaboration and supportive interaction. This is demonstrated by… PLANNING: Meeting the Varied Learning Needs of Students The lesson plan has creative, well-developed differentiated instructional activities and supports clearly designed to meet the needs of specific individuals or groups with similar needs. This is demonstrated by… PLANNING: Meeting the Language Needs of Students The lesson plan clearly and comprehensively incorporates content-based vocabulary, targeted instructional support for the use of vocabulary, and additional language demands associated with the language function of the class. This is demonstrated by… PLANNING: Assessments to Monitor Student Learning The lesson plan creatively allows for multiple forms of evidence in order to monitor students’ deep understanding and skill development in the content area throughout and at the end of the lesson. They are well aligned with the stated learning targets and standards and include well-crafted modifications for individual students’ needs. This is demonstrated by… Reference Class Profile Student Name English Language Learner Socio-economic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level O.

Class ProfileStudent NameEnglish Language LearnerS

VinaOconner450

Class Profile Student Name English Language Learner Socioeconomic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid African American Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid White Female No None Grade level At grade level At grade level Low Yes Enrique No Low Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No Fatma Yes Low White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes Frances No Mid White Female No Diabetic Grade level At grade level At grade level Med Yes Francesca No Low White Female No None Grade level At grade level At grade level High No Fredrick No Low White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No Ines No Low Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No Jade No Mid African American Female No None Grade level At grade level One year above grade level High Yes Kent No High White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes Lolita No Mid Native American/ Pacific Islander Female No None Grade level At grade level At grade level Med Yes Maria No Mid Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes Mason No Low White Male No None Grade level At grade level At grade level Med Yes Nick No Low White Male No None Grade level One year above grade level At grade level Med No Noah No Low White Male No None Grade level At grade level At grade level Med Yes Sharlene No Mid White Female No None Grade level On ...

Strategic Science Teaching- Grades K-12Lesson Plan Template.docx

florriezhamphrey3065

Strategic Science Teaching- Grades K-12 Lesson Plan Template Teacher: FORMTEXT Room #: Grade Level/Course: FORMDROPDOWN Other: School: Conceptual Statement: Essential Question(s): Conceptual Learning Sequence: Student Outcomes: 1- 2- 3- Lesson Overview: English Language Learning: Literature in the Science Learning Cycle: Recommended Literature for Science & Mathematics Search Engine: http://www.cde.ca.gov/ci/sc/ll/ap/searchlist.asp Title of literature to be used: Entry point in the 5E Cycle: FORMDROPDOWN Learning Strategy: California Science Content Standards: Grade Level: FORMDROPDOWN Content Area: FORMDROPDOWN Standard # and letter: Investigation & Experimentation Standard # and letter: Lesson at a Glance: Science Learning Cycle Objective Science Thinking Process Suggested Time ENGAGE Objective: Science Thinking Process: FORMDROPDOWN EXPLORE Objective: Science Thinking Process: FORMDROPDOWN EXPLAIN Objective: Science Thinking Process: FORMDROPDOWN ELABORATE Objective: Science Thinking Process: FORMDROPDOWN EVALUATE Objective: Science Thinking Process: FORMDROPDOWN Teacher Background: Relating California Content Standards: Math- Language Arts- English Language Development- Grouping: Materials: Per Class: Per Group: Per Student: Advanced Preparation: 1- 2- 3- 4- 5- Teacher Resources: Teacher Tips: a- b- c- d- e- Common Misconceptions: Related Student Resources: Lesson Credits: PAGE 1 Class Profile Student Name English Language Learner Socio-economic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below.

SOAP NOTE SAMPLE FORMAT FOR MRCNameDateTime AgeS.docx

rosemariebrayshaw

SOAP NOTE SAMPLE FORMAT FOR MRC Name: Date: Time: Age: Sex: SUBJECTIVE CC: “ .” HPI: . Current Medications: PMHx: Allergies: Medication Intolerances: Chronic Illnesses/Major traumas Hospitalizations/Surgeries Family History Social History ROS General Cardiovascular Skin Respiratory Eyes Gastrointestinal Ears Genitourinary/Gynecological Nose/Mouth/Throat Breast Neurological Heme/Lymph/Endo Psychiatric OBJECTIVE Weight lb Temp - BP Height 5’1 Pulse Respiration General Appearance Skin HEENT Cardiovascular Respiratory Gastrointestinal Genitourinary Musculoskeletal Full ROM seen in all 4 extremities as patient moved about the exam room. Neurological Speech clear. Good tone. Posture erect. Balance stable; gait normal. Psychiatric Alert and oriented. Dressed in clean clothes. Maintains eye contact. Answers questions appropriately. Lab Tests Special Tests- No ordered at this time. Diagnosis Differential Diagnoses Diagnosis Plan/Therapeutics · Plan: · Medication – · Education – · Follow-up – References Class Profile Student Name ELL/ Proficiency Level Socioeconomic Status Race/ Ethnicity Native Language Gender IEP/ 504 Other Age Reading Performance Level/Score* Math Performance Level/Score* Arturo Yes - 4 Low Mexican Spanish Male No Glasses Grade level One year below grade level/98 At grade level/151 Bertie Yes - 5 Low Vietnamese Vietnamese Female No None Grade level One year above grade level/210 At grade level/108 Beryl No Mid White English Female No None Grade level Two years above grade level/268 At grade level/163 Brandie Yes - 4 Low Liberian Liberian English Female No None Grade level At grade level/178 One year below grade level/79 Dessie Yes - 4 Mid Russian Russian Female No None Grade level At grade level/113 One year below grade level/65 Diana Yes - 4 Low Mexican Spanish Female No None Grade level One year below grade level/79 At grade level/198 Donnie No Mid African American English Female Yes Hearing Aids Grade level At grade level/150 At grade level/124 Eduardo Yes - 5 Low Puerto Riccan Spanish Male No Glasses Grade level One year below grade level/88 At grade level/101 Emma No Mid White English Female No None Grade level At grade level/124 At grade level/135 Enrique No Low Mexican English Male ADHD None One year above grade level One year below grade level/45 At grade level/163 Fatma Yes - 5 Low Mexican Spanish Female No Glasses Grade level One year below grade level/21 One year above grade level/289 Frances No Mid Mexican English Female No Diabetic Glasses Grade level At grade level/116 At grade level/114 Francesca Yes - 5 Low Mexican Spanish Female No None Grade level At grade level/162 At grade level/178 Fredrick No Low White English Male Learning Disabled None One year above grade level .

Social Studies Unit PlanGradeWeek 1MondayTuesdayWed.docx

rosemariebrayshaw

Social Studies Unit Plan Grade: Week 1 Monday Tuesday Wednesday Thursday Friday Lesson Title Summary and Rationale State/National Social Studies and Arts standards (can include more than one standard per lesson) Learning Objectives Vocabulary and Academic Language Instructional Strategy · Direct instruction · Indirect instruction · Collaborative learning · Experiential learning · Independent study · Interactive instruction Summary of Instruction and Activities Differentiation Materials, Resources, and Technology Needed Formative Assessment Strategies Planned Summative Assessment (this should be a short description of the summative assessment) © 2018 Grand Canyon University. All Rights Reserved. Class Profile Student Name English Language Learner Socioeconomic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No Fatma Yes Low SES White Female No Tier 2 RTI for Read.

Class ProfileStudent NameEnglish Language LearnerSocioec

VinaOconner450

Class Profile Student Name English Language Learner Socioeconomic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes Francesca No Low SES White Female No None Grade level At grade level At grade level High No Fredrick No Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes Lolita No Mid SES Native American/ Pacific Islander Female No None Grade level At grade level At grade level Med Yes Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No Noah No Low SES White Male No None Grade level At grade level At grade level Med Yes Sharlene No Mid SES White Female No None Grade level One year above grade level At grade level Med Med Sophia No Mid SES White Female No None Grade level At grade level At grade level Med Yes Stuart No Mid SES White ...

Class ProfileStudent NameEnglish Language LearnerSocio-e.docx

mccormicknadine86

Class Profile Student Name English Language Learner Socio-economic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes Francesca No Low SES White Female No None Grade level At grade level At grade level High No Fredrick No Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes Lolita No Mid SES Native American/ Pacific Islander Female No None Grade level At grade level At grade level Med Yes Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No Noah No Low SES White Male No None Grade level At grade level At grade level Med Yes Sharlene No Mid SES White Female No None Grade level One year above grade level At grade level Med Med Sophia No Mid SES White Female No None Grade level At grade level At grade level Med Yes Stuart No Mid SES Whit ...

Clinical Field Experience B Social Studies Pre- Assessment.docx

bartholomeocoombs

Clinical Field Experience B: Social Studies Pre- Assessment Clinical Field Experience B: Social Studies Pre-Assessment 1 No Submission 0.00% 2 Insufficient 69.00% 3 Approaching 74.00% 4 Acceptable 87.00% 5 Target 100.00% 100.0 %Content 30.0 %Pre-Assessment Not addressed. Pre-assessment is incomplete and is poorly developed in the social studies content area, with weak alignment to standards. Pre-assessment does not determine learning gaps and needs of students. Pre-assessment is complete, but is underdeveloped in the social studies content area, somewhat aligned to appropriate standards. Pre-assessment inadequately determines learning gaps and needs of students. Pre-assessment is adequately developed in the social studies content area, aligned to appropriate standards, in order to determine learning gaps and needs of students. Pre-assessment is expertly and thoughtfully developed in the social studies content area, proficiently aligned to appropriate standards, in order to determine learning gaps and needs of students. 30.0 %Reflection Not addressed. Reflection includes a poor and unrelated description of how the pre-assessment provides data to determine learning gaps and needs. Explanation of the challenges in developing and delivering the pre-assessment is unfocused and missing key details. Reflection includes a rudimentary description of how the pre-assessment provides data to determine learning gaps and needs. Explanation of the challenges in developing and delivering the pre-assessment could include more details. Reflection is sound and competent with basic description of how the pre-assessment provides data to determine learning gaps and needs, including a relevant explanation of the challenges in developing and delivering the pre-assessment. Reflection is thorough and comprehensive with detailed description of how the pre-assessment provides data to determine learning gaps and needs, including a thoughtful explanation of the challenges in developing and delivering the pre-assessment. 10.0 %Future Professional Implications Not addressed. Conclusions and applications to future practice are poor and do not reflect growth and development as a professional. Conclusions and applications to future practice are entry level and minimally reflect growth and development as a professional. Conclusions and applications to future practice are direct and reflect growth and development as a professional. Conclusions and applications to future practice are insightful and thoughtfully reflect growth and development as a professional. 30.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Not addressed. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistent language or word choice is present. Sentence structure is lacking. Submission includes .

Behavior Management ModelsSystems TableDescription of h.docx

AASTHA76

Behavior Management Models/Systems Table Description of how the Model/System Actively Engages Children Strengths and Weaknesses of the Model/System Two Quotes that Embody the Model/System Viewpoint Three Credible Websites that give Practical Classroom Applications, including URLs Classroom Management Model #1: Classroom Management Model #2: School-wide/Campus-wide Model #1: School-wide/Campus-wide Model #2: © 2015. Grand Canyon University. All Rights Reserved. Class Profile Student Name English Language Learner Socio-economic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes Francesca No Low SES White Female No None Grade level At grade level At grade level High No Fredrick No Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes Lolita No Mid SES Native American/ Pacific Islander Female No None Grade level At grade level At grade level Med Yes Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade le ...

ELM-525 - Lesson Summary and FocusClass ProfileStudent N.docx

SALU18

ELM-525 - Lesson Summary and Focus Class Profile Student Name English Language Learner Socio-economic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes Francesca No Low SES White Female No None Grade level At grade level At grade level High No Fredrick No Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes Lolita No Mid SES Native American/ Pacific Islander Female No None Grade level At grade level At grade level Med Yes Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No Noah No Low SES White Male No None Grade level At grade level At grade level Med Yes Sharlene No Mid SES White Female No None Grade level One year above grade level At grade level Med Med Sophia No Mid SES White Female No None Grade level At grade level At grade ...

Week 6 Final Assignment AnnouncementThis final ass.docx

cockekeshia

Week 6 Final Assignment Announcement This final assignment is in 3 parts. I have included all parts here in this announcement. GCU allows you to bring in some of your course work you have already completed during this course to address some of the criteria of this paper. You do not need to turn your paper to Turnitin and you do not have to worry about high familiarity percentages. Take your time with this paper. Make sure that you address all the criteria of the assignment. Part 1 Survey of Teacher Websites and Communication Efforts The Internet has become an integral way schools and teachers communicate with students, families, and community members. Compare the online communication efforts of two teachers working in different schools and different districts. Assume you are a parent or guardian of at least one elementary student enrolled in each of your selected teacher’s classes, and complete and submit the "Survey of Teacher Websites and Communication Efforts" document from that point of view. Conclude this assignment by writing a 250-500-word summary of what you thought worked and what did not with the websites. Include one to three recommendations for each teacher to improve or make valuable additions to his or her website. APA style is not required, but solid academic writing is expected. You are not required to submit this assignment to Turnitin. 40.0 Part 1 Interview a certified elementary or middle school teacher about the school’s behavior expectations for students, the school’s behavior management program, and how these expectations are shared and made visible across the campus and in the classroom. Your interview questions should probe: 1. The type, number, and degree to which the expectations are stated in positive language and the rationales for these expectations 2. The forms and locations in which the expectations are posted on the school grounds and in the classroom 3. How expectations are initially taught, reinforced, and monitored schoolwide and at the classroom level 4. How students who enroll after the start of the year are taught the school’s behavioral expectations 5. The teacher’s reflections on the overall degree of effectiveness of his or her school’s behavior-management program 6. The teacher’s recommendations for changes to the school’s behavior-management program based on personal experiences Ask additional questions and follow-up questions as appropriate. Retain a copy of the questions asked and responses received. Document your time on your Clinical Field Experience Verification Form accessed in Taskstream. Submit the completed Clinical Field Experience Verification Form along with this assignment to your instructor in LoudCloud. You will also submit the completed Clinical Field Experience Verification Form to Taskstream with your Benchmark Assessment. APA format is not required, but solid academic writing is expected. You are not required to sub.

Select a grade level and NGSS not used in Topic 1. Using the Class P.docx

oniehockey

Select a grade level and NGSS not used in Topic 1. Using the Class Profile, create a lesson plan utilizing the 5E strategy aligned to your selected NGSS. Along with the lesson plan, submit a 250-500-word rationale that explains how you have engaged all the students in the 5Es. Class Pr ofile Student Name English Language Learner Socio-economic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes Francesca No Low SES White Female No None Grade level At grade level At grade level High No Fredrick No Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes Lolita No Mid SES Native American/ Pacific Islander Female No None Grade level At grade level At grade level Med Yes Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No Noah No Low SES Whit.

ESL Learning Standards Preview Presentation

The ESL Excellence Institute

This document discusses standards-aligned English as a Second Language (ESL) instruction. It begins by introducing the topic and providing links for further information. It then summarizes the New York State learning standards in the 7 core content areas and the 3 proficiency levels. The document also summarizes the ESL standards with their 3 goals and lists considerations for assigning ESL students to beginning, intermediate, advanced or transitional levels of language development. It concludes by providing contact information for ESL consultation services.

Differentiating for Diverse Students ChartStuden

LinaCovington707

Differentiating for Diverse Students Chart Student: Carmen, Kindergarten English Language Learner: No Socioeconomic Status: Mid SES Ethnicity: Native American/Pacific Islander Gender: Female IEP/504: No Other: None Reading Performance Level: At 1st grade level Parental Involvement: Med Text Selection and Rationale ELA Strategy or Activity and Rationale References Student: Eduardo, 2nd grade English Language Learner: Yes Socioeconomic Status: Mid SES Ethnicity: Hispanic Gender: Male IEP/504: No Other: Tier 2 RTI for Reading Reading Performance Level: One year below student’s 2nd grade level Parental Involvement: Low Text Selection and Rationale ELA Strategy or Activity and Rationale References Student: Jade, 4th grade English Language Learner: No Socioeconomic Status: High SES Ethnicity: African American Gender: Female IEP/504: No Other: None Reading Performance Level: At 4th grade level Parental Involvement: High Text Selection and Rationale ELA Strategy or Activity and Rationale References Student: Ines, 7th grade English Language Learner: No Socioeconomic Status: Low SES Ethnicity: Hispanic Gender: Female IEP/504: Learning Disabled Other: Tier 2 RTI for Math Reading Performance Level: One year below student’s 7th grade level Parental Involvement: Low Text Selection and Rationale ELA Strategy or Activity and Rationale References Student: Kent, 8th grade English Language Learner: No Socioeconomic Status: High SES Ethnicity: White Gender: Male IEP/504: Emotion-ally Disabled Other: None Reading Performance Level: At 8th grade level Parental Involvement: Med Text Selection and Rationale ELA Strategy or Activity and Rationale References © 2019. Grand Canyon University. All Rights Reserved. © 2019. Grand Canyon University. All Rights Reserved. Top of Form Criteria Carmen, Kindergarten 15.0 Selected text is creative for the student and rationale compellingly justifies the selection. ELA strategy or activity is well-crafted for the student and skillfully rationalized. Eduardo, 2nd Grade 15.0 Selected text is creative for the student and rationale compellingly justifies the selection. ELA strategy or activity is well-crafted for the student and skillfully rationalized. Jade, 4th Grade 15.0 Selected text is creative for the student and rationale compellingly justifies the selection. ELA strategy or activity is well-crafted for the student and skillfully rationalized. Ines, 7th Grade 15.0 Selected text is creative for the student and rationale compellingly justifies the selection. ELA strategy or activity is well-crafted for the student and skillfully rationalized. Kent, 8th Grade 15.0 Selected text is creative for the student and rationale compellingly justifies the selection. ELA strategy or activity is well-crafted for the student and skillfully rationalized. Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 15.0 Sources are complete ...

Characteristics of Learning Disabilities and Strategies to Teach.docx

christinemaritza

Characteristics of Learning Disabilities and Strategies to Teach Individuals with LD Class Profile Student Name English Language Learner Socio-economic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes Francesca No Low SES White Female No None Grade level At grade level At grade level High No Fredrick No Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes Lolita No Mid SES Native American/ Pacific Islander Female No None Grade level At grade level At grade level Med Yes Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No Noah No Low SES White Male No None Grade level At grade level At grade level Med Yes Sharlene No Mid SES White Female No None Grade level One year above grade level At grade level Med Med Sophia No Mid SES White Fem ...

Convivencia Pp Fall 2008

convivencia2008

Admissions pp final

Ellen Richards Educational Services

This document provides information and advice about planning for and applying to college. It recommends that students start thinking about college early in high school by taking rigorous courses, preparing for standardized tests, developing well-rounded extracurricular activities, and researching different college options. The document outlines factors that colleges consider in admissions like GPA, test scores, essays, activities, and recommendations. It also explains differences between community colleges, state universities, and private schools, as well as various application processes and timelines.

SPE-359 - Characteristics of Learning Disabilities and Strateg.docx

whitneyleman54422

SPE-359 - Characteristics of Learning Disabilities and Strategies to Teach Individuals with LD Class Profile Student Name English Language Learner Socio-economic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes Francesca No Low SES White Female No None Grade level At grade level At grade level High No Fredrick No Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes Lolita No Mid SES Native American/ Pacific Islander Female No None Grade level At grade level At grade level Med Yes Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No Noah No Low SES White Male No None Grade level At grade level At grade level Med Yes Sharlene No Mid SES White Female No None Grade level One year above grade level At grade level Med Med Sophia No Mid S.

Academic Skills and Student Success in PSE

pdietsche

The document summarizes the results of a study on the impact of language skills on college student outcomes. It describes the research design which included entry, mid-term, and exit questionnaires collecting data on student background, skills, experiences, and outcomes. Results showed that students with lower language comprehension, writing, and reading skills reported more difficulties with coursework, lower confidence, and weaker commitment to completing their studies. They also tended to earn lower final term averages. The study aims to better understand how skills influence student attitudes, engagement, and academic performance in college.

Freshman Parent Night 09 Presentation

Stephen Torode

This presentation provides information to freshman parents on academics, college counseling, and course planning for sophomore year. It discusses utilizing a four-year academic plan, introduces the college counselors, analyzes PSAT results, and outlines the college preparation timeline. It also explains how to read transcripts and graduation status reports, and allows time for parents to ask questions.

SPD-581 Cross-Curricular Unit PlanDirections- Select the level you are.docx

henry34567896

SPD-581 Cross-Curricular Unit Plan Directions: Select the level you are most interested in teaching and develop a five-day cross-curricular unit plan (math, science, or social studies) for the students in the class based upon grade level literacy standards. The unit plan should include the following: Â· Reading, writing, and speaking and listening standards appropriate for the selected grade. Â· Cross-curricular standards (math, science, or social studies) appropriate for the selected grade. Â· Critical thinking and problem-solving skills. Section 1: Instructional Planning Section 2: Instructional Planning Section 3: Reflection In 250-500 words, address the following. Â· Describe how you analyzed the performance data from the class profile to develop the unit plan. Explain how the unit is developmentally meaningful and provides learning opportunities to meet the unique needs of students in the class. Â· Describe how this unit teaches cross-disciplinary knowledge and critical thinking and problem-solving skills to individuals with exceptionalities. Â· Describe three ways the content of the cross-curricular unit strengthens student literacy skills. Â· Discuss one strategy you could recommend to families to extend the cross-curricular unit at home. Â© 2022. Grand Canyon University. All Rights Reserved. image1.jpeg Unit V Sample Graphics Below are just a few of the many graphic possibilities that you can use/create to demonstrate the differences between managerial and leadership roles and their effects on the outcomes and policies of the organization. You can use tables , smart art , or graphics . image1.png Class Profile - A Â© 2014. Grand Canyon University. All Rights Reserved. .

Esl 433 n advanced methodologies of structured english immersion

Yolanda Stacey

This document provides an overview of the course ESL 433N Advanced Methodologies of Structured English Immersion. It includes descriptions of weekly discussion questions, assignments, and readings that focus on strategies for teaching English to language learners. Some of the key topics covered include the differences between social and academic language, barriers to meeting educational goals for English language learners, methods for developing language skills in four domains, and strategies for assessment and differentiation to meet varied language proficiency levels. The document aims to help teachers strengthen their skills in structured English immersion through research-based practices.

Esl 433 n advanced methodologies of structured english immersion

ThelmaSneed

This document provides an overview of the course ESL 433N Advanced Methodologies of Structured English Immersion. It includes a link to download the course tutorial, contact information, and descriptions of the weekly discussions, assignments, and readings that make up the course. The course covers topics like language acquisition principles, factors that affect English language learners, cultivating home-school partnerships, differentiated instruction, and strategies for teaching specific English proficiency levels. The assignments involve analyzing standards, creating lesson plans and presentations, observing English language classes, and identifying instructional strategies appropriate for each proficiency level.

Refreshed world languages standards final

Michelle Olah

Interpretive Reading: WL.K12.NH.2.4 Demonstrate understanding of the main idea and essential details in short messages and simple texts on familiar topics. Presentational Speaking: WL.K12.NH.4.4 Present information on multiple topics for a variety of purposes using connected sentences. Interpersonal Communication: WL.K12.NH.3.2 Interact with others in everyday situations by combining and recombining learned elements of language. Cultures: WL.K12.NH.5.2 Demonstrate an awareness of cultural differences as evidenced by appropriate gestures and intonation. Connections: WL.K12.NH.6.

Immigration experiences in schools

Bsterritt

This document discusses two readings related to educational opportunities for English learner and Latino students. It summarizes that Latino students often begin their post-secondary education at community colleges with hopes of transferring to four-year universities, but they have among the lowest transfer rates. It also summarizes that English learner students face obstacles when entering college, as they must choose between taking an ESL placement test or general English test without proper guidance, and this placement can negatively impact their course enrollment if inappropriate. The document questions how to better encourage, fund and support these minority students prior to and during the college entry process.

A-G: Requirements for College Readiness

the Digital Teacher

Discuss how a successful organization should have the followin.docx

Assignment 2 Week 7 Practicum Journal Checkpoint for Certificati.docx

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