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Part 1: Parent Newsletter An article explaining the school’s policy for MTSS and the role of family–school partnerships within the MTSS At least two school-wide interventions in place at school along with strategies parents can use at home to support their children A list of the top five resources for families with respect to being involved and supporting MTSS along with explaining why the resources are the top five At least two strategies for addressing family–school partnership challenges across tiers Citations for specific research related to the topics and interventions mentioned in your newsletter Any additional information you would like to include that will assist in fostering and sustaining a positive relationship with all families Part 2: Behavior Contract Create a 1-page behavior contract that includes the following: An outline of your school’s behavior expectations and the consequences for students who do not follow these expectations A place at the bottom of the page on the contract for both the student and parent/guardian to sign to show that they have read and understand the school’s expectations References have to be between 2017-2021. .
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DiscussionsCommunity InvolvementEpstein writes, The way schoo.docx
Discussions
Community Involvement
Epstein writes, “The way schools care about children is reflected in the way school’s care about the children’s families.” What do you think she means by this? What do you see as the fundamental reason that schools, families and communities need to work together? Also, Abravanel’s paper
Building Community Through Service-Learning: The Role of Community Partner
, makes interesting points about community involvement. Describe your vision of what this kind of engagement would look like in your community.
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?
Journal
Partnership
Write a paragraph identifying a community organization or business that you could contact with which to build a partnership and why this might work.
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your journal entries.
Final Project
Parent Involvement for the 21st Century
Effective parent and community involvement in a school setting does not just happen—it requires effort on the part of the school staff to first establish good relationships with parents and the community and then requires additional effort to maintain and improve these relationships. This is a necessary task for schools to attend to. Good parent and community relations make for a better school experience for everyone connected to the school.
For your final assignment in this course, you will create a parent and community involvement plan. Your plan should be ten to twelve pages in length, not including the title page and reference page. Be sure to include a minimum of five scholarly sources (not including your textbook), cited and referenced in APA style, that support your ideas.
Your plan should address the following items:
Describe a philosophy of the plan. Why you are creating this involvement plan?
Describe aims of the plan. What you intend to do?
Describe goals of the plan. What you intend to accomplish?
Describe school resources to implement the plan. Include personnel, materials, and funding.
Explain the student role in the plan. What will they be doing?
Explain the parent role in the plan. What they will be doing?
Explain the role of other community members/organizations in the plan. What will they be doing?
Explain actions to gain support for the plan. How will you create and engage support?
Explain events to gain support for the plan; include events to gain parent participation and community attendance.
Explain how you will evaluate the plan and criteria for success.
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your assignment.
Discussions
To participate in the following discussions, go to this week's
Discussion
link in the lef.
EDU 647 Entire Course NEW
Check this A+ tutorial guideline at
https://www.uopassignments.com/edu-647-ash
For more classes visit
http://www.uopassignments.com
Issuing WarningsWrite a paper that identifies a disaster and dis
Issuing Warnings
Write a paper that identifies a disaster and discuss the various warning systems that could be used to notify the public and provide instructions.
Identify the strengths and weaknesses of each type of warning system.
Your well-written paper should be 3-4 pages in length and formatted
Collaborating With
Families 8
David Young-Wolff/Photographer’s Choice/Getty Images
Pre-Test
1. Once the enrollment process is complete,
communication between administrators and
families takes place only if there is a problem or
an emergency. T/F
2. Families may initially learn about a program
through a website, but need to visit the program
in person to make a decision about whether to
enroll. T/F
3. Administrators should let the teachers handle
all communication between school and family,
including the administrator in a conversation only
if there is a serious problem. T/F
4. Family support services, such as referrals to a
food pantry, should be offered at every parent
meeting. T/F
5. The specific words early childhood professionals
use to talk with families are not important as long
as they are spoken with warmth and kindness. T/F
Answers can be found at the end of the chapter.
Learning Objectives
After reading this chapter, you should be able to:
1. Explain how collaboration with families benefits children, families, and programs.
2. Identify strategies for successful collaboration with families, and explain the administrator’s role in implementing
the strategies.
3. Summarize the ways programs communicate with families during the enrollment process, and explain how these
experiences influence the quality of the relationships that follow after the child is enrolled.
4. List strategies for ongoing communication with currently enrolled families, both informal and formal.
5. Compare and contrast three models of parent participation: parent education, family support, and parent
involvement.
6. Explain the importance of staff training on the topic of working with families, and summarize the administrator’s
role in supporting professional development in this area.
7. Describe the unique challenges and stresses that parents of children with special needs face, and describe the
administrator’s role in ensuring that staff members develop collaborative relationships with this group of families.
8. Identify actions administrators can take to connect families to the community at large.
© 2019 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
CHAPTER 8Section 8.1 Why Working With Families Is So Important
It’s parent meeting night at the YMCA child care center. Since starting in the director job, Lindsay
has continued the system put in place by the former director: On the first Wednesday of each month
families are invited to stay at the center for a potluck dinner followed by a parent meeting. While the
parents meet, the children are entertained with an art project or mov ...
Parental Practices Are Better Predictors Of Student Achievement
Forty years of research have shown that family involvement in education is one of the most powerful predictors of student success in school. Yet many high-poverty schools still have low levels of parent involvement and experience little success in their efforts to increase it.
Source: https://ebookschoice.com/parental-practices-are-better-predictors-of-student-achievement/
CHAPTER 3 Building Culturally Responsive Family–School Partnership.docx
CHAPTER 3 Building Culturally Responsive Family–School Partnerships: Essential Beliefs, Strategies, and Skills
Ellen S. Amatea
Learning Objectives
After reading this chapter, you will be able to:
■ Summarize the essential beliefs about family–school partnerships that guide educators’ professional practice.
■ Describe specific strategies that an individual teacher might use to develop collaborative relations with his/her students’ caregivers.
■ Summarize the specific aspects of a school’s social climate that might be altered to create a more collaborative family–school environment.
■ Describe specific core routines that can be redesigned to enhance the climate of family–school relations across a classroom or school.
■ Discuss the structural supports needed to create family–school partnerships.
■ Summarize the research evidence about the effectiveness of family–school collaboration.
■ Outline the essential attitudes and skills needed by educators committed to building collaborative family–school partnerships.
I was surprised to learn how many of the messages we send to parents from schools have been about the school telling parents what to do. We need to make our family–school communication more two-way so we can learn from families as well as they can learn from us.
I never thought about how intimidating the school and teachers are to some parents, particularly those who did not have good experiences in their own schooling. I need to recognize that parents/families may have very different perspectives on my invitations from the school.
I am recognizing that if we only contact parents when there is a problem, they will continue to dread interacting with schools and teachers.
Like the educators depicted in the previous comments, many educators are beginning to realize that the traditional ways that schools have interacted with caregivers can often put them on the defensive. To send a different message to families—especially those who are culturally diverse—these educators are redesigning both how they think and how they act with the families of their students. Rather than having a one-sided focus on getting parents involved, these educators are using a variety of ways to come together with families to enhance children’s school performance and development. How are they doing this? What theories and ways of working with families do they rely on? How are their new ways of working responsive to the widely varying cultural backgrounds of today’s students and families? In this chapter, we discuss the distinctive beliefs that underlie a culturally responsive approach to family–school collaboration and the theories on which it is based. We then illustrate how these ways of thinking have been translated into action by showcasing the practices of individual educators and of school-wide teams committed to developing these types of family–school relations. Finally, we discuss the skills required to create such partnerships and describe how we will examine .
Activity I An activity on the critical path of a project was sche.docx
Activity I: An activity on the critical path of a project was scheduled to be completed within 12 weeks, with a budget of $8,000. During a performance review, which took place 7 weeks after the activity was initiated, it was found that 50% of the work had already been completed and that the actual cost was $4,500.
a) Calculate the EV of the activity.
b) Calculate the CI and SI for the activity.
c) Calculate the expected BAC using the original estimate approach.
d) Calculate the expected BAC using the revised estimate approach.
e) Compare and discuss the results obtained in parts (c) and (d).
Activity II: Identify a new product that is based on an innovation in technology, and draw up a strategic technical plan for its development. Be sure to discuss the risk factors at each stage, and indicate how you would deal with each.
The assignment is to answer the question provided above in essay form. This is to be in narrative form and should be as thorough as possible. Bullet points should not to be used. The paper should be at least 1.5 - 2 pages in length, Times New Roman 12-pt font, double-spaced, 1 inch margins and utilizing at least one outside scholarly or professional source related to project management. The textbook should also be utilized. Do not insert excess line spacing. APA formatting and citation should be used.
PART III Building Family–School Relationships to Maximize Student Learning
Chapter 8
Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Chapter 9
Using Families’ Ways of Knowing to Enhance Teaching and Student Learning
Maria R. Coady
Chapter 10
Fostering Student and Family Engagement in Learning Through Student-Led Parent Conferences
Ellen S. Amatea and Kelly L. Dolan
Educators need strategies for building effective partnerships with families, not only for the purpose of solving student problems, but also for maximizing student learning. In Chapters 8, 9, and 10, we describe strategies that educators use that focus on creating stronger connections with families to maximize student learning and development. In Chapter 8, we focus on the communication skills and practices that educators can use routinely to build a sense of connection with their students’ families. In Chapter 9, we examine the unique challenges faced by second language learners and their families and the instructional and noninstructional strategies that educators can use to build working relationships with families. In Chapter 10, we describe the use of student-led parent conferences as a powerful tool for establishing relationships with students and their families that give students a greater voice in their assessment of their learning.
CHAPTER 8 Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Learning Objectives
After reading this chapter, you will be able to:
■ Describe specific attitudes and communication skills needed to develop trusting relationships with students’ families.
■ Outline cul.
Recommended
DiscussionsCommunity InvolvementEpstein writes, The way schoo.docx
Discussions
Community Involvement
Epstein writes, “The way schools care about children is reflected in the way school’s care about the children’s families.” What do you think she means by this? What do you see as the fundamental reason that schools, families and communities need to work together? Also, Abravanel’s paper
Building Community Through Service-Learning: The Role of Community Partner
, makes interesting points about community involvement. Describe your vision of what this kind of engagement would look like in your community.
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?
Journal
Partnership
Write a paragraph identifying a community organization or business that you could contact with which to build a partnership and why this might work.
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your journal entries.
Final Project
Parent Involvement for the 21st Century
Effective parent and community involvement in a school setting does not just happen—it requires effort on the part of the school staff to first establish good relationships with parents and the community and then requires additional effort to maintain and improve these relationships. This is a necessary task for schools to attend to. Good parent and community relations make for a better school experience for everyone connected to the school.
For your final assignment in this course, you will create a parent and community involvement plan. Your plan should be ten to twelve pages in length, not including the title page and reference page. Be sure to include a minimum of five scholarly sources (not including your textbook), cited and referenced in APA style, that support your ideas.
Your plan should address the following items:
Describe a philosophy of the plan. Why you are creating this involvement plan?
Describe aims of the plan. What you intend to do?
Describe goals of the plan. What you intend to accomplish?
Describe school resources to implement the plan. Include personnel, materials, and funding.
Explain the student role in the plan. What will they be doing?
Explain the parent role in the plan. What they will be doing?
Explain the role of other community members/organizations in the plan. What will they be doing?
Explain actions to gain support for the plan. How will you create and engage support?
Explain events to gain support for the plan; include events to gain parent participation and community attendance.
Explain how you will evaluate the plan and criteria for success.
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your assignment.
Discussions
To participate in the following discussions, go to this week's
Discussion
link in the lef.
EDU 647 Entire Course NEW
Check this A+ tutorial guideline at
https://www.uopassignments.com/edu-647-ash
For more classes visit
http://www.uopassignments.com
Issuing WarningsWrite a paper that identifies a disaster and dis
Issuing Warnings
Write a paper that identifies a disaster and discuss the various warning systems that could be used to notify the public and provide instructions.
Identify the strengths and weaknesses of each type of warning system.
Your well-written paper should be 3-4 pages in length and formatted
Collaborating With
Families 8
David Young-Wolff/Photographer’s Choice/Getty Images
Pre-Test
1. Once the enrollment process is complete,
communication between administrators and
families takes place only if there is a problem or
an emergency. T/F
2. Families may initially learn about a program
through a website, but need to visit the program
in person to make a decision about whether to
enroll. T/F
3. Administrators should let the teachers handle
all communication between school and family,
including the administrator in a conversation only
if there is a serious problem. T/F
4. Family support services, such as referrals to a
food pantry, should be offered at every parent
meeting. T/F
5. The specific words early childhood professionals
use to talk with families are not important as long
as they are spoken with warmth and kindness. T/F
Answers can be found at the end of the chapter.
Learning Objectives
After reading this chapter, you should be able to:
1. Explain how collaboration with families benefits children, families, and programs.
2. Identify strategies for successful collaboration with families, and explain the administrator’s role in implementing
the strategies.
3. Summarize the ways programs communicate with families during the enrollment process, and explain how these
experiences influence the quality of the relationships that follow after the child is enrolled.
4. List strategies for ongoing communication with currently enrolled families, both informal and formal.
5. Compare and contrast three models of parent participation: parent education, family support, and parent
involvement.
6. Explain the importance of staff training on the topic of working with families, and summarize the administrator’s
role in supporting professional development in this area.
7. Describe the unique challenges and stresses that parents of children with special needs face, and describe the
administrator’s role in ensuring that staff members develop collaborative relationships with this group of families.
8. Identify actions administrators can take to connect families to the community at large.
© 2019 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
CHAPTER 8Section 8.1 Why Working With Families Is So Important
It’s parent meeting night at the YMCA child care center. Since starting in the director job, Lindsay
has continued the system put in place by the former director: On the first Wednesday of each month
families are invited to stay at the center for a potluck dinner followed by a parent meeting. While the
parents meet, the children are entertained with an art project or mov ...
Parental Practices Are Better Predictors Of Student Achievement
Forty years of research have shown that family involvement in education is one of the most powerful predictors of student success in school. Yet many high-poverty schools still have low levels of parent involvement and experience little success in their efforts to increase it.
Source: https://ebookschoice.com/parental-practices-are-better-predictors-of-student-achievement/
CHAPTER 3 Building Culturally Responsive Family–School Partnership.docx
CHAPTER 3 Building Culturally Responsive Family–School Partnerships: Essential Beliefs, Strategies, and Skills
Ellen S. Amatea
Learning Objectives
After reading this chapter, you will be able to:
■ Summarize the essential beliefs about family–school partnerships that guide educators’ professional practice.
■ Describe specific strategies that an individual teacher might use to develop collaborative relations with his/her students’ caregivers.
■ Summarize the specific aspects of a school’s social climate that might be altered to create a more collaborative family–school environment.
■ Describe specific core routines that can be redesigned to enhance the climate of family–school relations across a classroom or school.
■ Discuss the structural supports needed to create family–school partnerships.
■ Summarize the research evidence about the effectiveness of family–school collaboration.
■ Outline the essential attitudes and skills needed by educators committed to building collaborative family–school partnerships.
I was surprised to learn how many of the messages we send to parents from schools have been about the school telling parents what to do. We need to make our family–school communication more two-way so we can learn from families as well as they can learn from us.
I never thought about how intimidating the school and teachers are to some parents, particularly those who did not have good experiences in their own schooling. I need to recognize that parents/families may have very different perspectives on my invitations from the school.
I am recognizing that if we only contact parents when there is a problem, they will continue to dread interacting with schools and teachers.
Like the educators depicted in the previous comments, many educators are beginning to realize that the traditional ways that schools have interacted with caregivers can often put them on the defensive. To send a different message to families—especially those who are culturally diverse—these educators are redesigning both how they think and how they act with the families of their students. Rather than having a one-sided focus on getting parents involved, these educators are using a variety of ways to come together with families to enhance children’s school performance and development. How are they doing this? What theories and ways of working with families do they rely on? How are their new ways of working responsive to the widely varying cultural backgrounds of today’s students and families? In this chapter, we discuss the distinctive beliefs that underlie a culturally responsive approach to family–school collaboration and the theories on which it is based. We then illustrate how these ways of thinking have been translated into action by showcasing the practices of individual educators and of school-wide teams committed to developing these types of family–school relations. Finally, we discuss the skills required to create such partnerships and describe how we will examine .
Activity I An activity on the critical path of a project was sche.docx
Activity I: An activity on the critical path of a project was scheduled to be completed within 12 weeks, with a budget of $8,000. During a performance review, which took place 7 weeks after the activity was initiated, it was found that 50% of the work had already been completed and that the actual cost was $4,500.
a) Calculate the EV of the activity.
b) Calculate the CI and SI for the activity.
c) Calculate the expected BAC using the original estimate approach.
d) Calculate the expected BAC using the revised estimate approach.
e) Compare and discuss the results obtained in parts (c) and (d).
Activity II: Identify a new product that is based on an innovation in technology, and draw up a strategic technical plan for its development. Be sure to discuss the risk factors at each stage, and indicate how you would deal with each.
The assignment is to answer the question provided above in essay form. This is to be in narrative form and should be as thorough as possible. Bullet points should not to be used. The paper should be at least 1.5 - 2 pages in length, Times New Roman 12-pt font, double-spaced, 1 inch margins and utilizing at least one outside scholarly or professional source related to project management. The textbook should also be utilized. Do not insert excess line spacing. APA formatting and citation should be used.
PART III Building Family–School Relationships to Maximize Student Learning
Chapter 8
Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Chapter 9
Using Families’ Ways of Knowing to Enhance Teaching and Student Learning
Maria R. Coady
Chapter 10
Fostering Student and Family Engagement in Learning Through Student-Led Parent Conferences
Ellen S. Amatea and Kelly L. Dolan
Educators need strategies for building effective partnerships with families, not only for the purpose of solving student problems, but also for maximizing student learning. In Chapters 8, 9, and 10, we describe strategies that educators use that focus on creating stronger connections with families to maximize student learning and development. In Chapter 8, we focus on the communication skills and practices that educators can use routinely to build a sense of connection with their students’ families. In Chapter 9, we examine the unique challenges faced by second language learners and their families and the instructional and noninstructional strategies that educators can use to build working relationships with families. In Chapter 10, we describe the use of student-led parent conferences as a powerful tool for establishing relationships with students and their families that give students a greater voice in their assessment of their learning.
CHAPTER 8 Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Learning Objectives
After reading this chapter, you will be able to:
■ Describe specific attitudes and communication skills needed to develop trusting relationships with students’ families.
■ Outline cul.
Activity I An activity on the critical path of a project was sche.docx
Activity I: An activity on the critical path of a project was scheduled to be completed within 12 weeks, with a budget of $8,000. During a performance review, which took place 7 weeks after the activity was initiated, it was found that 50% of the work had already been completed and that the actual cost was $4,500.
a) Calculate the EV of the activity.
b) Calculate the CI and SI for the activity.
c) Calculate the expected BAC using the original estimate approach.
d) Calculate the expected BAC using the revised estimate approach.
e) Compare and discuss the results obtained in parts (c) and (d).
Activity II: Identify a new product that is based on an innovation in technology, and draw up a strategic technical plan for its development. Be sure to discuss the risk factors at each stage, and indicate how you would deal with each.
The assignment is to answer the question provided above in essay form. This is to be in narrative form and should be as thorough as possible. Bullet points should not to be used. The paper should be at least 1.5 - 2 pages in length, Times New Roman 12-pt font, double-spaced, 1 inch margins and utilizing at least one outside scholarly or professional source related to project management. The textbook should also be utilized. Do not insert excess line spacing. APA formatting and citation should be used.
PART III Building Family–School Relationships to Maximize Student Learning
Chapter 8
Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Chapter 9
Using Families’ Ways of Knowing to Enhance Teaching and Student Learning
Maria R. Coady
Chapter 10
Fostering Student and Family Engagement in Learning Through Student-Led Parent Conferences
Ellen S. Amatea and Kelly L. Dolan
Educators need strategies for building effective partnerships with families, not only for the purpose of solving student problems, but also for maximizing student learning. In Chapters 8, 9, and 10, we describe strategies that educators use that focus on creating stronger connections with families to maximize student learning and development. In Chapter 8, we focus on the communication skills and practices that educators can use routinely to build a sense of connection with their students’ families. In Chapter 9, we examine the unique challenges faced by second language learners and their families and the instructional and noninstructional strategies that educators can use to build working relationships with families. In Chapter 10, we describe the use of student-led parent conferences as a powerful tool for establishing relationships with students and their families that give students a greater voice in their assessment of their learning.
CHAPTER 8 Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Learning Objectives
After reading this chapter, you will be able to:
■ Describe specific attitudes and communication skills needed to develop trusting relationships with students’ families.
■ Outline cul.
Children, Families, and Communities Guidebook Developing Family Par.docx
Children, Families, and Communities Guidebook: Developing Family Partnerships
[CLOs: 1, 2, 4]
This week, you will continue to develop your Children, Families, and Communities Guidebook by completing the Developing Family Partnerships section. This week’s readings include Chapters 4-7 of the Gestwicki text and focuses on building family partnerships. Chapter 4 presents the
NAEYC Code of Ethical Conduct (Links to an external site.)
and Statement of Commitment, specifically describing the nine ideals connected to family involvement. These ideals support an early childhood education professional’s ethical responsibilities and commitments to the families in their settings. Using this chapter, as well as the content in the Gestwicki chapters and the
NAEYC Code of Ethical Conduct (Links to an external site.)
, complete the Family Partnerships section and add it to your text-based or electronic Guidebook using the following requirements. An example of this section and requirements can be referenced in the Instructor Guidance.
Guidebook Setup:
Last week, you chose either a text-based or electronic format for your guidebook. This week,
you will continue to develop your existing work by adding a new section titled, “Developing Family
Partnerships.” You will continue to build your Guidebook using your chosen format from last week.
Guidebook Developing Family Partnerships Section:
For this section, you are going to develop nine personal statements of commitment, including action plans for how you will specifically develop family partnerships in your future or current role. For each of the nine NAEYC ethical responsibilities, specific to the family partnerships section, you will:
Summarize the NAEYC code of ethical responsibility statement.
Compose a personal commitment statement, specifically detailing how you will follow this code of ethics in your current or future role as an early childhood education professional.
Describe your specific plan, including action steps, of how you will address this commitment statement, referencing a source, book, website, article or community resource to support each statement.
Content Expectations
:
Children, Families, and Communities Guidebook: Developing Family Partnerships Introduction: Set up your Children, Families, and Communities Guidebook with a section titled “Developing Family Partnerships.” For this section, include an introduction that explains what is included and why partnerships are important for families.
Developing Family Partnerships Ideals: Using Chapter 4 of the Gestwicki text, specifically page 104 as a guide for the nine NAEYC Code of Ethics responsibilities to families, address the following for each of the nine ideals:
Summarize the NAEYC code of ethical responsibility.
Compose a personal commitment statement, specifically detailing how you will follow this code of ethics in your current or future role as an early childhood educator.
Describe your specific action p.
Communication is key in building and maintaining relationships with .docx
Communication is key in building and maintaining relationships with families. Developing a good system for communication (email, newsletters, and family events) is critical for family involvement in education.
For this assignment, assume you are a preschool teacher with a class of 4- and 5-year-olds. You are preparing for Meet the Teacher night. This is your opportunity to make a good first impression as well as communicate family involvement needs for your classroom.
To prepare for the Meet the Teacher night, you are going to prepare a Parent Communication Form and a Family Connection Opportunities calendar of activities and events.
Parent Communication Form
: Create a 1-2 page form to obtain information from parents that might help you understand their child, culture, special circumstances, and the student’s strengths and weaknesses. The information should be filed and used throughout the year. This form should include a prompt that establishes proper communication expectations through technology and in-person.
Family Connection Opportunities:
Create a three month long (one quarter) calendar of community events, classroom projects, and center events that can involve families in their child’s learning and support the home/family connection.
Describe the following:
A project, event, or family night for each month, and a plan for engaging diverse family support for each.
A brief description (100 words each) to describe the nature of each activity.
Integrate cultural awareness into a minimum of one family event or project.
How you will communicate each project and event to families. Include both technological and non-technological methods.
Support your calendar with a minimum of three resources.
.
Communication is key in building and maintaining relationships with .docx
Communication is key in building and maintaining relationships with families. Developing a good system for communication (email, newsletters, and family events) is critical for family involvement in education.
For this assignment, assume you are a preschool teacher with a class of 4- and 5-year-olds. You are preparing for Meet the Teacher night. This is your opportunity to make a good first impression as well as communicate family involvement needs for your classroom.
To prepare for the Meet the Teacher night, you are going to prepare a Parent Communication Form and a Family Connection Opportunities calendar of activities and events.
Parent Communication Form
: Create a 1-2 page form to obtain information from parents that might help you understand their child, culture, special circumstances, and the student’s strengths and weaknesses. The information should be filed and used throughout the year. This form should include a prompt that establishes proper communication expectations through technology and in-person.
Family Connection Opportunities:
Create a three month long (one quarter) calendar of community events, classroom projects, and center events that can involve families in their child’s learning and support the home/family connection.
Describe the following:
A project, event, or family night for each month, and a plan for engaging diverse family support for each.
A brief description (100 words each) to describe the nature of each activity.
Integrate cultural awareness into a minimum of one family event or project.
How you will communicate each project and event to families. Include both technological and non-technological methods.
Support your calendar with a minimum of three resources.
.
Working In Partnership With Parents And Carers - Session Fifteen
Special Educational Needs and/or disabilities: a training resource for secondary undergraduate Initial Teacher Training courses
Unit 2: Communication - Parental Involvement Presentation
Parent Involvement Module on Communication
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Unit 3 - Individual ProjectSubmits draft in essayparagraph form.docx
Unit 3 - Individual Project
Submits draft in essay/paragraph format – 10/10
Includes an introduction with specific thesis statement – 15/5
Includes a minimum of 3 separate body paragraphs to support the thesis – 75/60
Uses topic sentences for each body paragraph that connect to the thesis – 25/20
Includes a conclusion that summarizes main idea of the essay – 15/10
Includes the following formatting: double spacing, Times New Roman 12-point font, 1-inch
margins, paragraph indention, and heading – 10/5
Greetings,
As you being your revision for the Unit 5 individual project, there are some things you need to consider. These considerations are highlighted in the resources below.
Resources:
Introductions –
Introductions provide background information and context to the reader. Please see page 41 from the text book and revisit the Unit 2 Overview Announcement and Unit 2 Archived Chat for more information.
Thesis Statements
- A proper thesis statement gives the reader an indication as to what main points the essay will cover, what will be argued, compared, defined, etc. Please see pages 28-30 from the textbook, and revisit the Unit 2 Overview Announcement and Unit 2 Archived Chat for more information.
Body Paragraphs
– Body paragraphs should develop and support the thesis. Whatever main points you promised in the thesis need to be fulfilled in the body of the essay. Please see the “Guidelines” link on the Unit 3 instructions for more information.
Topic Sentences
– Topic sentences, essentially, explain what each paragraph will address and help transition from one will point to another. Please see the Unit 3 Overview Announcement and the Unit 3 Archived Chat form more information.
Conclusions -
The conclusion summarizes all the main points one more time to ensure that the information of the essay has been communicated. Please see the Unit 3 Overview Announcement and the Unit 3 Archived Chat for more information.
Formatting
– Having consistent format in the context of a workplace or a class is important, because it presents your work in a way that your reader expects. Furthermore, following format ensures that your work will be viewed for its content. You won’t have to worry about your reader liking the work of a classmate or co-worker better, simply because he or she liked the format better. In the case of this class, following format is easy. Simply use the CTU Undergraduate Template. Please see the Unit 3 Overview Announcement and the Unit 3 Archived Chat for more information.
Examples -
When we’re making an argument, it is vital that we bring evidence to the table to support our claims. When we’re writing an essay based on our own personal experience and knowledge only our best evidence can be found through specific examples.
In this case, you’d want specific examples of each characteristic yielding positive results to show why you think each characteristic is important. So, if you chose to focus on characteristics t.
Provide a 150 word minimum reflection for each.2. Review the s.docx
Provide a 150 word minimum reflection for each.
2. Review the strategic plan for school. Note personnel involved in the plan’s development, implementation, and evaluation. Provide support and concerns from various parties involved. Include your findings and recommendations. (150 word minimum)
3. Review the ways in which assessment data is used to impact practice by the following: board of education. Write a reflective statement about how the leader would seek to improve the use of assessment data in the school.
4. Review and critique the processes used by the school to monitor the ongoing communication between the school and faculty and parents.
5. Choose a current issue in the school. Include a plan and a critique on areas where the previous resolution failed.
6. Provide a summary and recommendations of areas where principals and teachers believe decisions should be reached collaboratively.
7. Provide recommendations for school policy changes, additional training, and/or consequences to ensure increased ethical practices by certified personnel.
11. Compare and contrast the significant events that affect the school systems today vs older days.
12. Provide a summary of requirements and the role of the superintendent in the process.
13. Provide a summary of concerns and recommendations of a teacher for a positive culturally diverse climate in the school.
14. Summarize how different departments and grade levels can work together to strengthen cross content collaboration.
19. Compare and contrast strengths and weaknesses given by students and teachers with respect to accessibility, engagement, and other areas with the national/school technology plans.
21. Summarize for improving/expanding the strengths of co-curricular activities into other subject areas.
22. Summarize concerns and recommendations for students responding to their parents’ divorce, single parent needs, and after school care
24.-----none
26. Summarize the instructional assistant duties, time, and expertise in academic assistance to students.
27. Compile a list of all professional development activities completed by the faculty. Make recommendations for greater involvement
28. Compile a list of questions to be used in hiring faculty or staff. Summarize legal questioning/assessment strategies for hiring/
30. Choose a current issue at school. Develop a list of concerns that side believes about the opposing sides. Devise a resolution that helps both sides achieve their goals and addresses all concerns. Include the goals, list of concerns, and consensus on goals
31. Provide a brief summary of the school’s initiatives in parent involvement and a plan for hard to reach parents.
32. Compile a list of social agencies that are available to help and support the students, faculty, and administration.
37. Provide a brief outline of the essential steps school administrators must take for a school crisis or emergency.
...
DEVELOPING RELATIONSHIPS BETWEEN SCHOOL AND HOME
This is the presentation which was presented in PPT CONTEST on TCP PRESENTO 2020 Organized byThiagarajar College of Preceptors-Madurai.
Application Assignment 2 Part 2 - Developing an Advocacy Campai.docx
Application Assignment 2: Part 2 -
Developing an Advocacy Campaign
To prepare:
·
Review Chapter 3 of Milstead, J. A. (2012).
Health policy and politics: A nurse’s guide
(Laureate Education, Inc., custom ed.). Sudbury, MA: Jones and Bartlett Publishers
·
In the first assignment, you reflected on whether the policy you would like to promote could best be achieved through the development of new legislation, or a change in an existing law or regulation. Refine as necessary using any feedback from your first paper.
·
Contemplate how existing laws or regulations may affect how you proceed in advocating for your proposed policy.
·
Consider how you could influence legislators or other policymakers to enact the policy you propose.
·
Think about the obstacles of the legislative process that may prevent your proposed policy from being implemented as intended.
To complete:
Part Two will have 4 pages of content plus a title page and references (MINIMUM OF 4 REFERENCES FROM THE REQUIRED READING BELOW).
Part Two will address the following:
·
Explain whether your proposed policy could be enacted through a modification of existing law or regulation or the creation of new legislation/regulation.
·
Explain how existing laws or regulations could affect your advocacy efforts. Be sure to cite and reference the laws and regulations using primary sources.
·
Provide an analysis of the methods you could use to influence legislators or other policymakers to support your policy. In particular, explain how you would use the “three legs” of lobbying in your advocacy efforts.
o
Summarize obstacles that could arise in the legislative process and how to overcome these hurdles
.
REREFERENCES
sr
MMilstead, J. A. (2013).
Health policy and politics: A nurse’s guide
(Laureate Education, Inc., custom ed.). Sudbury, MA: Jones and Bartlett Publishers.
Chapter 1, “Advanced Practice Nurses and Public Policy, Naturally” (pp. 1–27)
This chapter explains public policy and the nurse’s role in directing health care issues to the government and securing a response.
Chapter 2, “Agenda Setting” (pp. 19–44)
This chapter provides examples of the process of moving a problem to the attention of the government so the solution can be considered at the state and federal levels.
Chapter 3, “Government Response: Legislation—Politics: Playing the Game” (pp. 45–71)
This chapter explores the multiple factors that influence the development of public policy through the legislative branch of government.
Coalition for Patients’ Rights. (2012). Retrieved from http://www.patientsrightscoalition.org/
This website details the initiative of the Coalition for Patients’ Rights, which seeks to ensure that patients everywhere have access to the quality health care providers of their choice.
University of Washington School of Medicine. (n.d.)
Ethics in medicine: Managed care
. Retrieved from http://depts.washington.edu/bioethx/topics/manag.html
This article explains the effects and ethica.
Steve vitto and Jennifer Russell school family parterships
A FOCUS DAY MIBLSI TRAINING PRESENTED BY STEVEN VITTO AND JENNIFER RUSSELL, MAISD BEHAVIOR CONSULTANT OUTLINING A PROCESS FOR DEVELOPING SUPPORTS FOR EFFECTIVE HOME SCHOOL PARTNERSHIPS. ACKNOWLEDGEMENTS KRISTIE DILA FOR HER SUPPORT
Three Keys to Engaging Parent in Student Learning
One of the objectives of all educational institutions is to nurture and cultivate parents’ engagement in the academic growth of their children. Teachers and administrators in faith-based nonpublic schools must make an added, deliberate effort to engage and support the parent role as the primary educator, especially since these parents have consciously chosen to send their children to a nonpublic school.
Presented by Dr. Ron Valenti
National Manager for Non-Public Schools
Catapult Learning
Part 1 Think an example speak up anythingPart 2 exampleInte.docx
Part 1 Think an example speak up anything
Part 2 example
Intern at the accounting company, my manager was absence during her work time, but the partner didn’t know and manager didn’t report that she was going out. I didn’t speak up anything
The Logic and Practice of Financial Management
Ninth Edition
Foundations of Finance
The Pearson Series in Finance
Berk/DeMarzo
Corporate Finance*
Corporate Finance: The Core*
Berk/DeMarzo/Harford
Fundamentals of Corporate Finance*
Brooks
Financial Management: Core Concepts*
Copeland/Weston/Shastri
Financial Theory and Corporate Policy
Dorfman/Cather
Introduction to Risk Management and
Insurance
Eakins/McNally
Corporate Finance Online*
Eiteman/Stonehill/Moffett
Multinational Business Finance*
Fabozzi
Bond Markets: Analysis and Strategies
Foerster
Financial Management: Concepts and
Applications*
Frasca
Personal Finance
Gitman/Zutter
Principles of Managerial Finance*
Principles of Managerial Finance—Brief
Edition*
Haugen
The Inefficient Stock Market: What Pays Off
and Why
Modern Investment Theory
Holden
Excel Modeling in Corporate Finance
Excel Modeling in Investments
Hughes/MacDonald
International Banking: Text and Cases
Hull
Fundamentals of Futures and Options Markets
Options, Futures, and Other Derivatives
Keown
Personal Finance: Turning Money into
Wealth*
Keown/Martin/Petty
Foundations of Finance: The Logic and
Practice of Financial Management*
Madura
Personal Finance*
Marthinsen
Risk Takers: Uses and Abuses of Financial
Derivatives
McDonald
Derivatives Markets
Fundamentals of Derivatives Markets
Mishkin/Eakins
Financial Markets and Institutions
Moffett/Stonehill/Eiteman
Fundamentals of Multinational Finance
Nofsinger
Psychology of Investing
Pennacchi
Theory of Asset Pricing
Rejda/McNamara
Principles of Risk Management and Insurance
Smart/Gitman/Joehnk
Fundamentals of Investing*
Solnik/McLeavey
Global Investments
Titman/Keown/Martin
Financial Management: Principles and
Applications*
Titman/Martin
Valuation: The Art and Science of Corporate
Investment Decisions
Weston/Mitchel/Mulherin
Takeovers, Restructuring, and Corporate
Governance
*Denotes MyFinanceLab titles. Log onto www.myfinancelab.com to learn more.
http://www.myfinancelab.com
The Logic and Practice of Financial Management
Ninth Edition
Boston Columbus Indianapolis New York San Francisco
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
Foundations of Finance
Arthur J. Keown
Virginia Polytechnic Institute and State University
R. B. Pamplin Professor of Finance
John D. Martin
Baylor University
Professor of Finance
Carr P. Collins Chair in Finance
J. William Petty
Baylor University
Professor of Finance
W. W. Caruth Chair in Entrepreneurship
Vice President, Business Publishing: Donna Battista
Editor-in-Chief: Adrienne D’Ambrosio
Acquisitions Editor: Kate Fernandes
Editorial Assis.
Part 1 Progress NoteUsing the client from your Week 3 Assignmen.docx
Part 1: Progress Note
Using the client from your Week 3 Assignment, address the following in a progress note (without violating HIPAA regulations):
Treatment modality used and efficacy of approach
Progress and/or lack of progress toward the mutually agreed-upon client goals (reference the Treatment plan—progress toward goals)
Modification(s) of the treatment plan that were made based on progress/lack of progress
Clinical impressions regarding diagnosis and/or symptoms
Relevant psychosocial information or changes from original assessment (i.e., marriage, separation/divorce, new relationships, move to a new house/apartment, change of job, etc.)
Safety issues
Clinical emergencies/actions taken
Medications used by the patient (even if the nurse psychotherapist was not the one prescribing them)
Treatment compliance/lack of compliance
Clinical consultations
Collaboration with other professionals (i.e., phone consultations with physicians, psychiatrists, marriage/family therapists, etc.)
Therapist’s recommendations, including whether the client agreed to the recommendations
Referrals made/reasons for making referrals
Termination/issues that are relevant to the termination process (i.e., client informed of loss of insurance or refusal of insurance company to pay for continued sessions)
Issues related to consent and/or informed consent for treatment
Information concerning child abuse, and/or elder or dependent adult abuse, including documentation as to where the abuse was reported
Information reflecting the therapist’s exercise of clinical judgment
Part 2: Privileged Note
Based on this week’s readings, prepare a privileged psychotherapy note that you would use to document your impressions of therapeutic progress/therapy sessions for your client from the Week 3 Practicum Assignment.
The privileged note should include items that you would not typically include in a note as part of the clinical record.
Explain why the items you included in the privileged note would not be included in the client’s progress note.
Explain whether your preceptor uses privileged notes, and if so, describe the type of information he or she might include. If not, explain why.
.
Part 1 Older Adult InterviewInterview an older adult of you.docx
Part 1: Older Adult Interview
Interview an older adult of your choice (they may be your parents, relatives, or friends) and have a discussion about the factors that influenced their development. Address the following as part of the interview:
Cognitive, physical, and psychosocial development during the interviewee's Maturity Stage of Adulthood (age 65 or older).
How peers influenced the interviewee during his or her adolescent/young adult stage.
What people and/or events influenced the interviewee's development of morals such as faith, ethics, and culture?
How the interviewee's experiences, positive or negative, have formulated who he or she is as a mature adult.
Part 2: Reflection
From the perspective of your specific discipline, write a paper of 750-1,000 words, discussing the Erik Erickson’s Integrity vs. Despair theory and how it relates to your interview. Include the following in your paper:
A description of the selected theory.
A description of your interviewee (gender, age, ethnicity, etc.).
How the interviewee's responses illustrate the selected theory. Support your response with examples.
Discuss the ethical and cultural strategies for promoting resilience, optimum development, and wellness in older adults in general.
Include at least three scholarly references in addition to a personal communication reference for the interviewee.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. Please use APA Headings.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite.
.
PART 1 OVERVIEWIn this project you are asked to conduct your own.docx
PART 1 OVERVIEW
In this project you are asked to conduct your own research into two variables that interest you. This project will give you an opportunity to apply the skills and techniques you learn in this class and to produce a professional report using appropriate technology. This is a MAJOR, on-going assignment and is worth 15% of your grade; the equivalent of one unit exam grade.
Your projects will be graded in stages (Part 1, Part 2, Part 3) according to the attached rubrics.
To be successful on your project you must:
· Read and follow instructions carefully.
· Work according to the timeline provided and submit work on time.
· 10% will be deducted for each calendar day the project is submitted after the due date. A project is considered “submitted” when it is available for the professor to view on Canvas. No credit is given after 5 days late.
· Students who fail to submit earlier parts of the project may still submit later parts of the project as long as their topic has been approved by their instructor and as long as they collect their own data. Points will still be taken away for lack of completeness unless those prior sections are completed and included.
· Write clearly, using appropriate terminology and accurate mathematical notation. College-level writing is expected, as is the use of correct grammar.
· If you need help with writing, feel free to use the HCC Writing Center: For further information, see the HCC Web page under the heading “Writing Center” or call the Writing Center at (443) 518-4101. PGCC students at the Laurel College Center should see the PGCC Writing Center for assistance.
· Submit a neat, professional report typed using your choice of word processing software (including a mathematical notation package) and including printouts and diagrams from your choice of statistical software/technology.
· In particular, embedded graphs or charts and/or computer printouts will be expected as part of the report. Hand-drawn graphs are not acceptable.
· Please note: Excel should be used only with caution as it does not consistently follow accepted statistical practices.
· Original work is expected. This means that students who are repeating the course are expected to create an entirely new project using two new variables of interest.
· For example, you might watch a YouTube video on how to use StatCrunch or have a peer show you how to create a histogram using a different data set (not the one in your project), then try it yourself with your data set. You might consult your textbook or your instructor about a concept, but then put the explanation into your own words.
· Getting Help:
· For this project, you may consult any resource for general help and advice (including your instructor, tutors (LAC, HR230), classmates, or the internet) provided that your write-up (computations, explanations, and embedded diagrams) are your own work.
· Submission guidelines:
· You should submit your project via the Canvas link as a PDF or Word.
Part 1 Financial AcumenKeeping abreast of the financial mea.docx
Part 1: Financial Acumen
Keeping abreast of the financial measures and metrics employed by a company allows employees to better understand its health and position at any given time. Using Campbellsville University library link or other libraries and the Internet:
1. Review at least three (3) articles on financial acuity. Summarize the articles in 800 words. Use APA formatting throughout including in-text citations and references.
2. Discuss the benefits of establishing solid financial acumen in a company? Discuss your personal experiences in a situation where financial acumen was either not supported as an organizational hallmark or, conversely, was built into the company's culture.
Part 2:
Sarbanes-Oxley
(SOX)
Write a 400-word commentary on Sarbanes Oxley and the importance this act has for American businesses today. Your commentary should include the following:
A. Rationale for SOX
B. Provisions of SOX
C. Enforcement of SOX
.
Part 1 Legislation GridBased on the health-related bill (pr.docx
Part 1: Legislation Grid
Based on the health-related bill (proposed, not enacted) you selected, complete the Legislation Grid Template. Be sure to address the following:
Determine the legislative intent of the bill you have reviewed.
Identify the proponents/opponents of the bill.
Identify the target populations addressed by the bill.
Where in the process is the bill currently? Is it in hearings or committees?
Part 2: Legislation Testimony/Advocacy Statement
Based on the health-related bill you selected, develop a 1-page Legislation Testimony/Advocacy Statement that addresses the following:
.
More Related Content
Similar to Part 1 Parent NewsletterAn article explaining the school’s po.docx
Activity I An activity on the critical path of a project was sche.docx
Activity I: An activity on the critical path of a project was scheduled to be completed within 12 weeks, with a budget of $8,000. During a performance review, which took place 7 weeks after the activity was initiated, it was found that 50% of the work had already been completed and that the actual cost was $4,500.
a) Calculate the EV of the activity.
b) Calculate the CI and SI for the activity.
c) Calculate the expected BAC using the original estimate approach.
d) Calculate the expected BAC using the revised estimate approach.
e) Compare and discuss the results obtained in parts (c) and (d).
Activity II: Identify a new product that is based on an innovation in technology, and draw up a strategic technical plan for its development. Be sure to discuss the risk factors at each stage, and indicate how you would deal with each.
The assignment is to answer the question provided above in essay form. This is to be in narrative form and should be as thorough as possible. Bullet points should not to be used. The paper should be at least 1.5 - 2 pages in length, Times New Roman 12-pt font, double-spaced, 1 inch margins and utilizing at least one outside scholarly or professional source related to project management. The textbook should also be utilized. Do not insert excess line spacing. APA formatting and citation should be used.
PART III Building Family–School Relationships to Maximize Student Learning
Chapter 8
Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Chapter 9
Using Families’ Ways of Knowing to Enhance Teaching and Student Learning
Maria R. Coady
Chapter 10
Fostering Student and Family Engagement in Learning Through Student-Led Parent Conferences
Ellen S. Amatea and Kelly L. Dolan
Educators need strategies for building effective partnerships with families, not only for the purpose of solving student problems, but also for maximizing student learning. In Chapters 8, 9, and 10, we describe strategies that educators use that focus on creating stronger connections with families to maximize student learning and development. In Chapter 8, we focus on the communication skills and practices that educators can use routinely to build a sense of connection with their students’ families. In Chapter 9, we examine the unique challenges faced by second language learners and their families and the instructional and noninstructional strategies that educators can use to build working relationships with families. In Chapter 10, we describe the use of student-led parent conferences as a powerful tool for establishing relationships with students and their families that give students a greater voice in their assessment of their learning.
CHAPTER 8 Getting Acquainted with Students’ Families
Teresa N. Leibforth and Mary Ann Clark
Learning Objectives
After reading this chapter, you will be able to:
■ Describe specific attitudes and communication skills needed to develop trusting relationships with students’ families.
■ Outline cul.
Children, Families, and Communities Guidebook Developing Family Par.docx
Children, Families, and Communities Guidebook: Developing Family Partnerships
[CLOs: 1, 2, 4]
This week, you will continue to develop your Children, Families, and Communities Guidebook by completing the Developing Family Partnerships section. This week’s readings include Chapters 4-7 of the Gestwicki text and focuses on building family partnerships. Chapter 4 presents the
NAEYC Code of Ethical Conduct (Links to an external site.)
and Statement of Commitment, specifically describing the nine ideals connected to family involvement. These ideals support an early childhood education professional’s ethical responsibilities and commitments to the families in their settings. Using this chapter, as well as the content in the Gestwicki chapters and the
NAEYC Code of Ethical Conduct (Links to an external site.)
, complete the Family Partnerships section and add it to your text-based or electronic Guidebook using the following requirements. An example of this section and requirements can be referenced in the Instructor Guidance.
Guidebook Setup:
Last week, you chose either a text-based or electronic format for your guidebook. This week,
you will continue to develop your existing work by adding a new section titled, “Developing Family
Partnerships.” You will continue to build your Guidebook using your chosen format from last week.
Guidebook Developing Family Partnerships Section:
For this section, you are going to develop nine personal statements of commitment, including action plans for how you will specifically develop family partnerships in your future or current role. For each of the nine NAEYC ethical responsibilities, specific to the family partnerships section, you will:
Summarize the NAEYC code of ethical responsibility statement.
Compose a personal commitment statement, specifically detailing how you will follow this code of ethics in your current or future role as an early childhood education professional.
Describe your specific plan, including action steps, of how you will address this commitment statement, referencing a source, book, website, article or community resource to support each statement.
Content Expectations
:
Children, Families, and Communities Guidebook: Developing Family Partnerships Introduction: Set up your Children, Families, and Communities Guidebook with a section titled “Developing Family Partnerships.” For this section, include an introduction that explains what is included and why partnerships are important for families.
Developing Family Partnerships Ideals: Using Chapter 4 of the Gestwicki text, specifically page 104 as a guide for the nine NAEYC Code of Ethics responsibilities to families, address the following for each of the nine ideals:
Summarize the NAEYC code of ethical responsibility.
Compose a personal commitment statement, specifically detailing how you will follow this code of ethics in your current or future role as an early childhood educator.
Describe your specific action p.
Communication is key in building and maintaining relationships with .docx
Communication is key in building and maintaining relationships with families. Developing a good system for communication (email, newsletters, and family events) is critical for family involvement in education.
For this assignment, assume you are a preschool teacher with a class of 4- and 5-year-olds. You are preparing for Meet the Teacher night. This is your opportunity to make a good first impression as well as communicate family involvement needs for your classroom.
To prepare for the Meet the Teacher night, you are going to prepare a Parent Communication Form and a Family Connection Opportunities calendar of activities and events.
Parent Communication Form
: Create a 1-2 page form to obtain information from parents that might help you understand their child, culture, special circumstances, and the student’s strengths and weaknesses. The information should be filed and used throughout the year. This form should include a prompt that establishes proper communication expectations through technology and in-person.
Family Connection Opportunities:
Create a three month long (one quarter) calendar of community events, classroom projects, and center events that can involve families in their child’s learning and support the home/family connection.
Describe the following:
A project, event, or family night for each month, and a plan for engaging diverse family support for each.
A brief description (100 words each) to describe the nature of each activity.
Integrate cultural awareness into a minimum of one family event or project.
How you will communicate each project and event to families. Include both technological and non-technological methods.
Support your calendar with a minimum of three resources.
.
Communication is key in building and maintaining relationships with .docx
Communication is key in building and maintaining relationships with families. Developing a good system for communication (email, newsletters, and family events) is critical for family involvement in education.
For this assignment, assume you are a preschool teacher with a class of 4- and 5-year-olds. You are preparing for Meet the Teacher night. This is your opportunity to make a good first impression as well as communicate family involvement needs for your classroom.
To prepare for the Meet the Teacher night, you are going to prepare a Parent Communication Form and a Family Connection Opportunities calendar of activities and events.
Parent Communication Form
: Create a 1-2 page form to obtain information from parents that might help you understand their child, culture, special circumstances, and the student’s strengths and weaknesses. The information should be filed and used throughout the year. This form should include a prompt that establishes proper communication expectations through technology and in-person.
Family Connection Opportunities:
Create a three month long (one quarter) calendar of community events, classroom projects, and center events that can involve families in their child’s learning and support the home/family connection.
Describe the following:
A project, event, or family night for each month, and a plan for engaging diverse family support for each.
A brief description (100 words each) to describe the nature of each activity.
Integrate cultural awareness into a minimum of one family event or project.
How you will communicate each project and event to families. Include both technological and non-technological methods.
Support your calendar with a minimum of three resources.
.
Working In Partnership With Parents And Carers - Session Fifteen
Special Educational Needs and/or disabilities: a training resource for secondary undergraduate Initial Teacher Training courses
Unit 2: Communication - Parental Involvement Presentation
Parent Involvement Module on Communication
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Unit 3 - Individual ProjectSubmits draft in essayparagraph form.docx
Unit 3 - Individual Project
Submits draft in essay/paragraph format – 10/10
Includes an introduction with specific thesis statement – 15/5
Includes a minimum of 3 separate body paragraphs to support the thesis – 75/60
Uses topic sentences for each body paragraph that connect to the thesis – 25/20
Includes a conclusion that summarizes main idea of the essay – 15/10
Includes the following formatting: double spacing, Times New Roman 12-point font, 1-inch
margins, paragraph indention, and heading – 10/5
Greetings,
As you being your revision for the Unit 5 individual project, there are some things you need to consider. These considerations are highlighted in the resources below.
Resources:
Introductions –
Introductions provide background information and context to the reader. Please see page 41 from the text book and revisit the Unit 2 Overview Announcement and Unit 2 Archived Chat for more information.
Thesis Statements
- A proper thesis statement gives the reader an indication as to what main points the essay will cover, what will be argued, compared, defined, etc. Please see pages 28-30 from the textbook, and revisit the Unit 2 Overview Announcement and Unit 2 Archived Chat for more information.
Body Paragraphs
– Body paragraphs should develop and support the thesis. Whatever main points you promised in the thesis need to be fulfilled in the body of the essay. Please see the “Guidelines” link on the Unit 3 instructions for more information.
Topic Sentences
– Topic sentences, essentially, explain what each paragraph will address and help transition from one will point to another. Please see the Unit 3 Overview Announcement and the Unit 3 Archived Chat form more information.
Conclusions -
The conclusion summarizes all the main points one more time to ensure that the information of the essay has been communicated. Please see the Unit 3 Overview Announcement and the Unit 3 Archived Chat for more information.
Formatting
– Having consistent format in the context of a workplace or a class is important, because it presents your work in a way that your reader expects. Furthermore, following format ensures that your work will be viewed for its content. You won’t have to worry about your reader liking the work of a classmate or co-worker better, simply because he or she liked the format better. In the case of this class, following format is easy. Simply use the CTU Undergraduate Template. Please see the Unit 3 Overview Announcement and the Unit 3 Archived Chat for more information.
Examples -
When we’re making an argument, it is vital that we bring evidence to the table to support our claims. When we’re writing an essay based on our own personal experience and knowledge only our best evidence can be found through specific examples.
In this case, you’d want specific examples of each characteristic yielding positive results to show why you think each characteristic is important. So, if you chose to focus on characteristics t.
Provide a 150 word minimum reflection for each.2. Review the s.docx
Provide a 150 word minimum reflection for each.
2. Review the strategic plan for school. Note personnel involved in the plan’s development, implementation, and evaluation. Provide support and concerns from various parties involved. Include your findings and recommendations. (150 word minimum)
3. Review the ways in which assessment data is used to impact practice by the following: board of education. Write a reflective statement about how the leader would seek to improve the use of assessment data in the school.
4. Review and critique the processes used by the school to monitor the ongoing communication between the school and faculty and parents.
5. Choose a current issue in the school. Include a plan and a critique on areas where the previous resolution failed.
6. Provide a summary and recommendations of areas where principals and teachers believe decisions should be reached collaboratively.
7. Provide recommendations for school policy changes, additional training, and/or consequences to ensure increased ethical practices by certified personnel.
11. Compare and contrast the significant events that affect the school systems today vs older days.
12. Provide a summary of requirements and the role of the superintendent in the process.
13. Provide a summary of concerns and recommendations of a teacher for a positive culturally diverse climate in the school.
14. Summarize how different departments and grade levels can work together to strengthen cross content collaboration.
19. Compare and contrast strengths and weaknesses given by students and teachers with respect to accessibility, engagement, and other areas with the national/school technology plans.
21. Summarize for improving/expanding the strengths of co-curricular activities into other subject areas.
22. Summarize concerns and recommendations for students responding to their parents’ divorce, single parent needs, and after school care
24.-----none
26. Summarize the instructional assistant duties, time, and expertise in academic assistance to students.
27. Compile a list of all professional development activities completed by the faculty. Make recommendations for greater involvement
28. Compile a list of questions to be used in hiring faculty or staff. Summarize legal questioning/assessment strategies for hiring/
30. Choose a current issue at school. Develop a list of concerns that side believes about the opposing sides. Devise a resolution that helps both sides achieve their goals and addresses all concerns. Include the goals, list of concerns, and consensus on goals
31. Provide a brief summary of the school’s initiatives in parent involvement and a plan for hard to reach parents.
32. Compile a list of social agencies that are available to help and support the students, faculty, and administration.
37. Provide a brief outline of the essential steps school administrators must take for a school crisis or emergency.
...
DEVELOPING RELATIONSHIPS BETWEEN SCHOOL AND HOME
This is the presentation which was presented in PPT CONTEST on TCP PRESENTO 2020 Organized byThiagarajar College of Preceptors-Madurai.
Application Assignment 2 Part 2 - Developing an Advocacy Campai.docx
Application Assignment 2: Part 2 -
Developing an Advocacy Campaign
To prepare:
·
Review Chapter 3 of Milstead, J. A. (2012).
Health policy and politics: A nurse’s guide
(Laureate Education, Inc., custom ed.). Sudbury, MA: Jones and Bartlett Publishers
·
In the first assignment, you reflected on whether the policy you would like to promote could best be achieved through the development of new legislation, or a change in an existing law or regulation. Refine as necessary using any feedback from your first paper.
·
Contemplate how existing laws or regulations may affect how you proceed in advocating for your proposed policy.
·
Consider how you could influence legislators or other policymakers to enact the policy you propose.
·
Think about the obstacles of the legislative process that may prevent your proposed policy from being implemented as intended.
To complete:
Part Two will have 4 pages of content plus a title page and references (MINIMUM OF 4 REFERENCES FROM THE REQUIRED READING BELOW).
Part Two will address the following:
·
Explain whether your proposed policy could be enacted through a modification of existing law or regulation or the creation of new legislation/regulation.
·
Explain how existing laws or regulations could affect your advocacy efforts. Be sure to cite and reference the laws and regulations using primary sources.
·
Provide an analysis of the methods you could use to influence legislators or other policymakers to support your policy. In particular, explain how you would use the “three legs” of lobbying in your advocacy efforts.
o
Summarize obstacles that could arise in the legislative process and how to overcome these hurdles
.
REREFERENCES
sr
MMilstead, J. A. (2013).
Health policy and politics: A nurse’s guide
(Laureate Education, Inc., custom ed.). Sudbury, MA: Jones and Bartlett Publishers.
Chapter 1, “Advanced Practice Nurses and Public Policy, Naturally” (pp. 1–27)
This chapter explains public policy and the nurse’s role in directing health care issues to the government and securing a response.
Chapter 2, “Agenda Setting” (pp. 19–44)
This chapter provides examples of the process of moving a problem to the attention of the government so the solution can be considered at the state and federal levels.
Chapter 3, “Government Response: Legislation—Politics: Playing the Game” (pp. 45–71)
This chapter explores the multiple factors that influence the development of public policy through the legislative branch of government.
Coalition for Patients’ Rights. (2012). Retrieved from http://www.patientsrightscoalition.org/
This website details the initiative of the Coalition for Patients’ Rights, which seeks to ensure that patients everywhere have access to the quality health care providers of their choice.
University of Washington School of Medicine. (n.d.)
Ethics in medicine: Managed care
. Retrieved from http://depts.washington.edu/bioethx/topics/manag.html
This article explains the effects and ethica.
Steve vitto and Jennifer Russell school family parterships
A FOCUS DAY MIBLSI TRAINING PRESENTED BY STEVEN VITTO AND JENNIFER RUSSELL, MAISD BEHAVIOR CONSULTANT OUTLINING A PROCESS FOR DEVELOPING SUPPORTS FOR EFFECTIVE HOME SCHOOL PARTNERSHIPS. ACKNOWLEDGEMENTS KRISTIE DILA FOR HER SUPPORT
Three Keys to Engaging Parent in Student Learning
One of the objectives of all educational institutions is to nurture and cultivate parents’ engagement in the academic growth of their children. Teachers and administrators in faith-based nonpublic schools must make an added, deliberate effort to engage and support the parent role as the primary educator, especially since these parents have consciously chosen to send their children to a nonpublic school.
Presented by Dr. Ron Valenti
National Manager for Non-Public Schools
Catapult Learning
Similar to Part 1 Parent NewsletterAn article explaining the school’s po.docx (16)
Activity I An activity on the critical path of a project was sche.docx
Activity I An activity on the critical path of a project was sche.docx
Children, Families, and Communities Guidebook Developing Family Par.docx
Children, Families, and Communities Guidebook Developing Family Par.docx
Communication is key in building and maintaining relationships with .docx
Communication is key in building and maintaining relationships with .docx
Communication is key in building and maintaining relationships with .docx
Communication is key in building and maintaining relationships with .docx
Working In Partnership With Parents And Carers - Session Fifteen
Working In Partnership With Parents And Carers - Session Fifteen
Unit 2: Communication - Parental Involvement Presentation
Unit 2: Communication - Parental Involvement Presentation
Unit 3 - Individual ProjectSubmits draft in essayparagraph form.docx
Unit 3 - Individual ProjectSubmits draft in essayparagraph form.docx
Provide a 150 word minimum reflection for each.2. Review the s.docx
Provide a 150 word minimum reflection for each.2. Review the s.docx
Application Assignment 2 Part 2 - Developing an Advocacy Campai.docx
Application Assignment 2 Part 2 - Developing an Advocacy Campai.docx
Steve vitto and Jennifer Russell school family parterships
Steve vitto and Jennifer Russell school family parterships
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The Logic and Practice of Financial Management
Ninth Edition
Boston Columbus Indianapolis New York San Francisco
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
Foundations of Finance
Arthur J. Keown
Virginia Polytechnic Institute and State University
R. B. Pamplin Professor of Finance
John D. Martin
Baylor University
Professor of Finance
Carr P. Collins Chair in Finance
J. William Petty
Baylor University
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W. W. Caruth Chair in Entrepreneurship
Vice President, Business Publishing: Donna Battista
Editor-in-Chief: Adrienne D’Ambrosio
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Editorial Assis.
Part 1 Progress NoteUsing the client from your Week 3 Assignmen.docx
Part 1: Progress Note
Using the client from your Week 3 Assignment, address the following in a progress note (without violating HIPAA regulations):
Treatment modality used and efficacy of approach
Progress and/or lack of progress toward the mutually agreed-upon client goals (reference the Treatment plan—progress toward goals)
Modification(s) of the treatment plan that were made based on progress/lack of progress
Clinical impressions regarding diagnosis and/or symptoms
Relevant psychosocial information or changes from original assessment (i.e., marriage, separation/divorce, new relationships, move to a new house/apartment, change of job, etc.)
Safety issues
Clinical emergencies/actions taken
Medications used by the patient (even if the nurse psychotherapist was not the one prescribing them)
Treatment compliance/lack of compliance
Clinical consultations
Collaboration with other professionals (i.e., phone consultations with physicians, psychiatrists, marriage/family therapists, etc.)
Therapist’s recommendations, including whether the client agreed to the recommendations
Referrals made/reasons for making referrals
Termination/issues that are relevant to the termination process (i.e., client informed of loss of insurance or refusal of insurance company to pay for continued sessions)
Issues related to consent and/or informed consent for treatment
Information concerning child abuse, and/or elder or dependent adult abuse, including documentation as to where the abuse was reported
Information reflecting the therapist’s exercise of clinical judgment
Part 2: Privileged Note
Based on this week’s readings, prepare a privileged psychotherapy note that you would use to document your impressions of therapeutic progress/therapy sessions for your client from the Week 3 Practicum Assignment.
The privileged note should include items that you would not typically include in a note as part of the clinical record.
Explain why the items you included in the privileged note would not be included in the client’s progress note.
Explain whether your preceptor uses privileged notes, and if so, describe the type of information he or she might include. If not, explain why.
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Part 1 Older Adult InterviewInterview an older adult of you.docx
Part 1: Older Adult Interview
Interview an older adult of your choice (they may be your parents, relatives, or friends) and have a discussion about the factors that influenced their development. Address the following as part of the interview:
Cognitive, physical, and psychosocial development during the interviewee's Maturity Stage of Adulthood (age 65 or older).
How peers influenced the interviewee during his or her adolescent/young adult stage.
What people and/or events influenced the interviewee's development of morals such as faith, ethics, and culture?
How the interviewee's experiences, positive or negative, have formulated who he or she is as a mature adult.
Part 2: Reflection
From the perspective of your specific discipline, write a paper of 750-1,000 words, discussing the Erik Erickson’s Integrity vs. Despair theory and how it relates to your interview. Include the following in your paper:
A description of the selected theory.
A description of your interviewee (gender, age, ethnicity, etc.).
How the interviewee's responses illustrate the selected theory. Support your response with examples.
Discuss the ethical and cultural strategies for promoting resilience, optimum development, and wellness in older adults in general.
Include at least three scholarly references in addition to a personal communication reference for the interviewee.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. Please use APA Headings.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite.
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PART 1 OVERVIEWIn this project you are asked to conduct your own.docx
PART 1 OVERVIEW
In this project you are asked to conduct your own research into two variables that interest you. This project will give you an opportunity to apply the skills and techniques you learn in this class and to produce a professional report using appropriate technology. This is a MAJOR, on-going assignment and is worth 15% of your grade; the equivalent of one unit exam grade.
Your projects will be graded in stages (Part 1, Part 2, Part 3) according to the attached rubrics.
To be successful on your project you must:
· Read and follow instructions carefully.
· Work according to the timeline provided and submit work on time.
· 10% will be deducted for each calendar day the project is submitted after the due date. A project is considered “submitted” when it is available for the professor to view on Canvas. No credit is given after 5 days late.
· Students who fail to submit earlier parts of the project may still submit later parts of the project as long as their topic has been approved by their instructor and as long as they collect their own data. Points will still be taken away for lack of completeness unless those prior sections are completed and included.
· Write clearly, using appropriate terminology and accurate mathematical notation. College-level writing is expected, as is the use of correct grammar.
· If you need help with writing, feel free to use the HCC Writing Center: For further information, see the HCC Web page under the heading “Writing Center” or call the Writing Center at (443) 518-4101. PGCC students at the Laurel College Center should see the PGCC Writing Center for assistance.
· Submit a neat, professional report typed using your choice of word processing software (including a mathematical notation package) and including printouts and diagrams from your choice of statistical software/technology.
· In particular, embedded graphs or charts and/or computer printouts will be expected as part of the report. Hand-drawn graphs are not acceptable.
· Please note: Excel should be used only with caution as it does not consistently follow accepted statistical practices.
· Original work is expected. This means that students who are repeating the course are expected to create an entirely new project using two new variables of interest.
· For example, you might watch a YouTube video on how to use StatCrunch or have a peer show you how to create a histogram using a different data set (not the one in your project), then try it yourself with your data set. You might consult your textbook or your instructor about a concept, but then put the explanation into your own words.
· Getting Help:
· For this project, you may consult any resource for general help and advice (including your instructor, tutors (LAC, HR230), classmates, or the internet) provided that your write-up (computations, explanations, and embedded diagrams) are your own work.
· Submission guidelines:
· You should submit your project via the Canvas link as a PDF or Word.
Part 1 Financial AcumenKeeping abreast of the financial mea.docx
Part 1: Financial Acumen
Keeping abreast of the financial measures and metrics employed by a company allows employees to better understand its health and position at any given time. Using Campbellsville University library link or other libraries and the Internet:
1. Review at least three (3) articles on financial acuity. Summarize the articles in 800 words. Use APA formatting throughout including in-text citations and references.
2. Discuss the benefits of establishing solid financial acumen in a company? Discuss your personal experiences in a situation where financial acumen was either not supported as an organizational hallmark or, conversely, was built into the company's culture.
Part 2:
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Write a 400-word commentary on Sarbanes Oxley and the importance this act has for American businesses today. Your commentary should include the following:
A. Rationale for SOX
B. Provisions of SOX
C. Enforcement of SOX
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Part 1 Legislation GridBased on the health-related bill (pr.docx
Part 1: Legislation Grid
Based on the health-related bill (proposed, not enacted) you selected, complete the Legislation Grid Template. Be sure to address the following:
Determine the legislative intent of the bill you have reviewed.
Identify the proponents/opponents of the bill.
Identify the target populations addressed by the bill.
Where in the process is the bill currently? Is it in hearings or committees?
Part 2: Legislation Testimony/Advocacy Statement
Based on the health-related bill you selected, develop a 1-page Legislation Testimony/Advocacy Statement that addresses the following:
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Part 1 Financial Acumen1. Review at least three (3) articles on.docx
Part 1: Financial Acumen
1. Review at least three (3) articles on `. Summarize the articles in 400 – 600 words. Use APA formatting throughout including in-text citations and references.
2. Discuss the benefits of establishing solid financial acumen in a company? Discuss your personal experiences in a situation where financial acumen was either not supported as an organizational hallmark or, conversely, was built into the company's culture.
Part 2:
Sarbanes-Oxley
(SOX)
Write a 200-word commentary on Sarbanes Oxley and the importance this act has for American businesses today. Your commentary should include the following:
A. Rationale for SOX
B. Provisions of SOX
C. Enforcement of SOX
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Part 1 ResearchConduct some independent research. Using Rasmus.docx
Part 1: Research
Conduct some independent research. Using Rasmussen and other resources, locate an article that supports your personal values and professional communication style.
Part 2: Reflect
For this assignment, you will use your critical thinking skills and reflect upon your personal values and
professional communication style.
In a minimum of two-pages (not counting the title page and reference page) address the following:
Discuss how you will show your personal values through the professional communication style you will use with clients.
Identify concepts such as boundaries, respect, body language, the role of humor and support, and disclosure.
Explain correlations between the student's personal values and their own professional communication style.
Incorporate one (1) credible resource to support your communication style. Cite source used.
Use professional language including complete sentences and proper grammar, spelling, and punctuation throughout your paper. Be sure to cite any research sources in APA format.
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Part 1 What are some challenges with syndromic surveillance P.docx
Part 1 What are some challenges with syndromic surveillance?
Part 2 : Critique a team presentation topic
SIMULATION TRAINING IN EDUCATION
and include what the presentation taught you and what you see as far as its effect on patient safety and healthcare technology.
What changes in the presentation would you recommend, and why? Please see attach
Remember to include sources of literature in your posts to back up the statements you make. Remember, we are all about evidence-based practice!
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Part 1 Procedure and purpose 10.0 Procedures are well-develop.docx
Part 1: Procedure and purpose
10.0
Procedures are well-developed, realistic for the identified grade, and expertly related to the purpose.
Part 1: Procedure steps and activity
10.0
Procedure steps or activity are comprehensive and proficiently described
Part 1: Procedure introduced, modeled, practiced, assessed
10.0
Explanation of how procedures will be introduced, modeled, practiced, assessed is thorough.
Part 1: Rationale
10.0
Explanation of how procedures will minimize distractions and maximize instructional time is specific.
Part 2: Rules and Consequences
10.0
Rules are skillfully crafted and consequences are creative.
Part 2: Reward System
10.0
Reward system is effective and documentation is reasonable.
Part 2: Rationale
10.0
Explanation of how the system will help create a safe and productive learning environment is proficient.
Organization
10.0
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
20.0
Writer is clearly in command of standard, written, academic English.
ELM-250 Topic 4: Procedures, Rules, Rewards and Consequences
Grade Level:___________
Part 1: Procedures
Procedure Example:
Entering the Classroom
Purpose of procedure
Procedure steps
or activity
When the procedure will be:
Assessment
/Feedback
Introduced
Modeled
Practiced
To create a classroom environment that is conducive to learning the moment class begins.
1. Walk in quietly (entering a new zone).
2. Get organized before the bell (sharpen pencil, homework ready …).
3. Begin working quietly on the warm-up (in your notebook with paper labeled).
Teacher will introduce the procedure on the first day of school.
The teacher will model the procedure at the beginning of class for the first week of school.
Teacher and students will repeat when reinforcement is needed or when new students join the class.
Teacher will watch for students who follow the steps correctly and will positively reinforce the students.
Procedure #1
Purpose of procedure
Procedure steps
or activity
When the procedure will be:
Assessment
/Feedback
Introduced
Modeled
Practiced
Procedure #2
Purpose of procedure
Procedure steps
or activity
When the procedure will be:
Assessment
/Feedback
Introduced
Modeled
Practiced
Procedure #3
Purpose of procedure
Procedure steps
or activity
When the procedure will be:
Assessment
/Feedback
Introduced
Modeled
Practiced
Procedure #4
Purpose of procedure
Procedure steps
or activity
When the procedure will be:
Assessment
/Feedback
Introduced
Modeled
Practiced
Procedure #5
Purpose of procedure
Procedure steps
or activity
When the procedure will be:
Assessment
/Feedback
Introduced
Modeled
Practiced
Rationale
Write a 100-150 word .
Part 1 Post your own definition of school readiness (and offer .docx
Part 1: Post your own definition of school readiness (and offer support for your definition from the readings; Remember to use APA style citations to identify the sources of this support)? Be sure to discuss specific screening tools, instruments, or other tools/approaches to assess the preparedness of children entering Kindergarten. These should be directly related to your definition.
Part 2: Given what you’ve learned about intellectual disability, discuss at least 3 challenges to school readiness young children with intellectual disabilities face when entering Kindergarten.
.
Part 1 Art selectionInstitute Part 1 Art sel.docx
Part 1: Art selection
Institute
Part 1: Art selection
·
· These are the work of the arts from the ancients to modern art. The reason for the selection of this theme of the art is the association of the ideas behind the sculptures is the religion. Like in the first one is the sculpture of the Ares, who was the God of Greece, he was considered to be the God of war. This sculpture was made by the Scopas who was the ancient Greek sculpture. The second work of art is Moses which was for the Tomb of Pope II, which was made by Michelangelo who made this piece of art in the early 16th century (1506). The third piece of art is also related to the religion, in which the wall depicts the Biblical figures, this was made by Claus Sluter, who was the artist from the Dutch origin.
The most engaging part of these arts is the religious depiction which evolved through the times. From Ares to Jesus in the arts.
· The common theme is the religious personalities of the times in which they were made.
· It is important to vary the themes through the times, as it describes the artistic preferences of the people, and how this had been addressed by the artists.
· Ares: Vatican, Rome, Italy. Statue of Ares, Scopas's influence. Brooklyn Museum Archives, Goodyear Archival Collection (Rens Ottema, 2020)
Moses: (wga.hu, 2020)
The Well of Moses(onlineschoolscenter.com, 2020)
.
Part 1 Post a ResponseVarious reform groups with various causes.docx
Part 1: Post a Response
Various reform groups with various causes developed in the US in the late 1800s and early 1900s; these are loosely called “Progressives” as they aimed to use government policies or science to improve and advance society. Also, this period was a time when the US started as a major player in international conflicts—first in the “Spanish American War and then in World War I. There were deep isolationist sentiments about such overseas entanglements, and President Wilson first has one position and then the other.
Choose and discuss (in a full paragraph or two) one of the following two topics related to the late 1800s and early 1900s.
In the Progressive Era (roughly 1890–1920), multiple groups advocated for reforms in various aspects of government, society, and the economy. Discuss here the “muckrakers” and Taylor’s “scientific management”.
Explain briefly the approach and aim of the “muckrakers” and that of F. W. Taylor.
Compare their approaches and describe your feelings about them, and relate some modern situation that reminds you of one of these approaches and reform causes.
Identify the source(s) where you read about the reform cause.
From the text, Wilson did not maintain his own campaign slogan (“He kept us out of war”).
Explain with some specifics why Wilson became pro-war. Describe your own feelings on that issue when you look back at it, and whether he was right to change.
Briefly, identify a similar international consideration today—or of the last 20 years, and what lesson might be drawn from the example in Wilson’s time.
Identify the source(s) where you read about Wilson.
Part 2: Respond to a Peer
Read a post by one of your peers and respond, making sure to extend the conversation by asking questions, offering rich ideas, or sharing personal connections.
.
Part 1 Assessment SummaryIn 500-750-words, summarize the fo.docx
Part 1: Assessment Summary
In 500-750-words, summarize the following:
What areas should an AAC assessment evaluate?
What areas of communication do AAC assessments address?
How do assessment results inform AAC strategies/techniques?
Identify AAC assessments used within your school or district and explain when each assessment would most appropriately be used.
Support your assessment summary with 1-3 scholarly resources.
Part 2: Case Studies
Read the following case studies to inform Part 2 of the assignment.
Case Study 1: Mandy
Mandy is a 3-year-old preschool student who has been diagnosed with ASD and is nonverbal. She is sensitive to loud noises and certain textures. She was recently referred to a child study team by the family physician. Her family doctor described her as having low muscle tone, delayed communication, and delayed motor skills. She uses her behavior and physicality for communicating needs. Mandy does point and reach for desired items, but she has not been able to reproduce any signs, despite her parents' attempts to teach her sign language for the past year. She often appears to be disengaged when playing or when her parents are encouraging her to sign. Her eye contact is minimal, tantrums are common, crying happens daily, and change is very difficult for her.
Case Study 2: Wilson
Wilson is an 11-year-old boy who was diagnosed with ASD as a toddler. He is physically healthy, but he is very sensitive to hot, cold, noises, and pain. He does not like crowds or lines and struggles with class assemblies, lunch time periods, and recesses. He is in a self-contained special education classroom on a public school campus and attends general education class for music only. He is capable of doing some general education class work, but his behavior is far too unpredictable to make further placement in a general education classroom feasible at this time. He can be impulsive and destructive when frustrated or overwhelmed. He is quite social and enjoys interacting with his peers in both settings; however, it can be difficult to discern when he will have a meltdown. He has tantrums and destroys property, and his participation in some aspects of school is limited. When changes in the schedule occur, such as school assemblies or fire drills, Wilson has a hard time adjusting and oftentimes tips over desks or kicks. He has not been able to attend the last two field trips due to his parents’ concerns for his safety.
Case Study 3: Cole
Cole is a 16-year-old boy with ASD and cognitive delays. He was born three weeks premature and required intensive neonatal care for six weeks after birth, but he is currently in good health. He passed all hearing and vision screenings. Cole uses gestures and a few verbal words to express his needs and wants; for example yes/no and hungry. He uses a few sign language gestures and some picture symbols, but mostly relies on a communication device in order to communicate with teachers, peers, and parents.
Part 1 Post a ResponseDuring the Reconstruction Era, the So.docx
Part 1: Post a Response
During the Reconstruction Era, the Southern states created many laws and policies of their own. These “Black Codes” either tried to minimize federal laws and policies or were in retaliation to them.
Suppose you were a former slave during this era, which one of the following restrictions would you find the most offensive?
Restrictions or prohibitions on voting
Restrictions such as those on job, land purchase, and mobility
Inability to serve on juries or accuse a white person in court
Then, in a full paragraph or two:
Discuss the immediate and long-term consequences from your chosen restriction.
Identify any lessons we can learn today from this restriction and its impact.
Identify the source(s) where you read about the restriction.
.
Part 1 Financial AcumenKeeping abreast of the financial measure.docx
Part 1: Financial Acumen
Keeping abreast of the financial measures and metrics employed by a company allows employees to better understand its health and position at any given time. Using Campbellsville University library link or other libraries and the Internet:
1. Review at least three (3) articles on financial acuity. Summarize the articles in 300 words. Use APA formatting throughout including in-text citations and references.
2. Discuss the benefits of establishing solid financial acumen in a company? Discuss your personal experiences in a situation where financial acumen was either not supported as an organizational hallmark or, conversely, was built into the company's culture.
Part 2:
Sarbanes-Oxley
(SOX)
Write a 100-word commentary on Sarbanes Oxley and the importance this act has for American businesses today. Your commentary should include the following:
A. Rationale for SOX
B. Provisions of SOX
C. Enforcement of SOX
.
Part 1 Do an independently guided tour of news and media coverage.docx
Part 1
: Do an independently guided tour of news and media coverage of the monolith found in Utah. Consult a range of news and social media sources to construct a timeline, but, more importantly, to track and analyze the different audiences and forms of interest in this object. Be sure to do a search on whatever social media you typically use, and, try to depart from major news media outlets in your search. Summarize your findings, highlighting details that you find especially telling or interesting.
Part 2
: In a thoughtful way, compare the monolith to at least one other artwork from this class (or, learn about John McCracken and compare to his work). Think about materials, placement, time period, intent (for the work we discussed). Be as specific as you can.
Part 3
: Finally, why do you think this work captured worldwide attention? What do you think people found interesting? What do you make of the current outcome of the work? If you had an opportunity to see the object would you? If you had the ability to remove it, would you?
.
Part 1 Describe the scopescale of the problem. Problemado.docx
Part 1: Describe the scope/scale of the problem. Problem:
adolescent incarceration and recidivism
in New Haven, CT and USA.
Part: 2
Name one program doing relevant work on the issue describe above in NYC or elsewhere.
.
Part 1 Art CreationSelect one of the visual art pieces from Cha.docx
Part 1: Art Creation
Select one of the visual art pieces from Chapters 1-6 or the lessons from Weeks 1-3 to use as a point of inspiration. Create a painting, sculpture, drawing, or work of architecture inspired by your selected art piece.
Part 2: Reflection
Write a reflection about the relationship between your art production and the inspiration piece. Include the following in the reflection paper:
Introduction
Inspiration Piece
Include image.
Record the title, artist, year, and place of origin.
Briefly explain the background of the inspiration piece.
Your Art Piece
Include image.
Provide a title.
Explain the background of your piece.
Connection
Explain the thematic connection between the two pieces.
How are they similar and different?
Are they the same medium? How does the medium impact what the viewer experiences?
How do the formal elements of design compare to one another?
Original Artwork Requirements
Methods: paint, watercolor, pencil, crayon, marker, collage, clay, metal, or wood (Check with your instructor about other methods you have in mind.)
No computer-generated pieces
Writing Requirements (APA format)
Length: 1.5-2 pages (not including title page, references page, or image of artwork)
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page (minimum of 1 scholarly source)
Grading
This activity will be graded based on the W3 Art Creation & Reflection Grading Rubric.
.
Part 1 Answer these questions in a couple sentences. 1. Wha.docx
Part 1:
Answer these questions in a couple sentences.
1. What is the difference between reliability and validity?
2. Describe different types of measures (e.g. self report, etc.). What are the pros and cons of each?
Abstract 1: Vandell et al., 2010
Relations between nonrelative child care (birth to 4 ½ years) and functioning at age 15 were examined (
N
= 1364). Both quality and quantity of child care were linked to adolescent cognitive and social functioning. Effects were similar in size as those observed at younger ages. Higher quality care predicted higher cognitive-academic achievement at age 15. Higher quality early child care also predicted youth reports of less externalizing social behavior. More hours of nonrelative care predicted greater risk taking and impulsivity at age 15.
Summary:
Abstract 2: Love et al., 2005
Early Head Start, a federal program begun in 1995 for low-income pregnant women and families with infants and toddlers, was evaluated through a randomized trial of 3,001 families in 17 programs. Interviews with primary caregivers, child assessments, and observations of parent-child interactions were completed when children were 3 years old. Caregivers were diverse in race-ethnicity, language, and other characteristics. Regression analyses showed that 3-year-old program children performed better than did control children in cognitive and language development, displayed higher emotional engagement of the parent and sustained attention with play objects, and were lower in aggressive behavior. Compared with controls, Early Head Start parents were more emotionally supportive, provided more language and learning stimulation, read to their children more, and spanked less. The strongest and most numerous impacts were for programs that offered a mix of home-visiting and center-based services and that fully implemented the performance standards early.
.
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