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Planning for Assessment Consider the following scenario: Cassie is hoping to be hired as a preschool teacher in a center-based program. As part of her interview, the director explains that developmentally appropriate assessment is part of their program commitment to providing quality care and education. She then asks Cassie to describe an assessment process or plan that she could imagine doing with the children in her class. Cassie responds by explaining that she would assess children's language and literacy skills at the beginning and the end of the year, two weeks prior to each of the scheduled parent-teacher conferences. She adds that she has noticed a variety of such assessments while surfing the internet so accomplishing this type of assessment shouldn't be difficult. It's important, she goes on to explain, to also assess oral language skills during these same time periods so she intends to take notes during snack time on the ways children interact with their peers. At conferences, she would then be able to provide parents with a snapshot of their child's development related to language and literacy, and, at the year-end conference, summarize for parents the ways in which their child's language and literacy skills have grown and developed over the course of the year. Consider what you have learned about effective, developmentally appropriate assessment so far in this course. By Day 3: Post the following: Your evaluation of Cassie's assessment plan Suggestions that you would make to Cassie regarding her plan .
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Consider the following scenarioCassie is hoping to be hired as .docx
Consider the following scenario:
Cassie is hoping to be hired as a preschool teacher in a center-based program. As part of her interview, the director explains that developmentally appropriate assessment is part of their program commitment to providing quality care and education. She then asks Cassie to describe an assessment process or plan that she could imagine doing with the children in her class. Cassie responds by explaining that she would assess children's language and literacy skills at the beginning and the end of the year, two weeks prior to each of the scheduled parent-teacher conferences. She adds that she has noticed a variety of such assessments while surfing the internet so accomplishing this type of assessment shouldn't be difficult. It's important, she goes on to explain, to also assess oral language skills during these same time periods so she intends to take notes during snack time on the ways children interact with their peers. At conferences, she would then be able to provide parents with a snapshot of their child's development related to language and literacy, and, at the year-end conference, summarize for parents the ways in which their child's language and literacy skills have grown and developed over the course of the year.
Consider what you have learned about effective, developmentally appropriate assessment so far in this course.
By Day 3:
Post
the following:
Your evaluation of Cassie's assessment plan
Suggestions that you would make to Cassie regarding her plan
This assignment is due tomorrow @ 12:00pmest
apa format
.
SCHOOL READINESS PLAN
The University of Arkansas at Pine Bluff Early Head Start–Child Care Partnership aims to ensure children become lifelong learners and show improvement in school readiness goals. The program focuses on supporting children's social-emotional, physical, cognitive, and language development from birth to age 3 to help prepare them for kindergarten. Teachers, administrators, parents, and other stakeholders collaborate to monitor children's progress towards school readiness, identify areas for improvement, and ensure families are supported in promoting learning at home.
Connor Street Early Childhood Program EvaluationsEDDD 8084E
Connor Street Early Childhood Program Evaluations
EDDD 8084/EDSD 7084
Breann Crocker
Allison Van Horn
Heather Lang
Katherine Gonzales
Welcome Connor Street Team!
Agenda
Strengths - Families
Strengths - Staff
What was Evaluated
Evaluation Results
Recommendations
Resources
Goals
Thank you for hosting our team of evaluators to better support your program’s educational success. We are looking forward to reviewing the results of the assessments the Connor Street Early Childhood Program participated in with the families, staff, and children. We will also be discussing how to create goals for the program and providing recommendations on how to implement those goals. This will also be a great opportunity to ask questions and discuss your ideas on how you as educators will implement these ideas into your classrooms.
All About Your Program
● Connor Street serves low-income and working-class families.
● Evaluation data is based of four classrooms of 4-year-olds. Each class has one teacher and one assistant teacher.
(Walden University, 2022)
Connor Street Early Childhood Program is made up of 20% Hispanic students, 2 students are Asian, and 3 students are from the Caribbean. The school serves working-class and low-income families and as a result all but three of the students in the program are at school between 7 to 9 hours a day. The evaluation data is based on four classrooms of 4-year-olds with one teacher and one assistant teacher.
Strengths: Families
Positive and respectful relationships with staff
Open communication
Rules, expectations, and procedures are clear for parents
Program invites parents into the classroom and to events
Program connects families and community
(Walden University, 2022)
When looking at the NAEYC Self-Assessment Family Survey, there were many survey questions where all 29 families surveyed acknowledged strengths within the Connor Street program. This reflects many of the wonderful things you as staff are doing at Connor Street! Families noted that the staff at Connor Street were good teachers who cared for their children. Families said staff had a good relationship with the children and parents and are good at communicating what is going on at school and checking in to see how things are going at home. Families acknowledged that they knew the rules and procedures of the school and Connor Street’s mission and philosophy. Families surveyed felt that Connor Street staff actively engaged with families and the community through events. Lastly, families felt they were invited into the classrooms to participate in their child’s learning throughout the year.
Strengths: Staff
Staff feel supported by the program administration.
Strong, positive relationships between staff, families, and the community
Curriculum is inclusive and supports the needs of all students.
Teachers collaborate.
A variety of assessments are used
Assessments inform future teaching.
Assessments happen regularly and are ...
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Consider the following scenarioCassie is hoping to be hired as .docx
Consider the following scenario:
Cassie is hoping to be hired as a preschool teacher in a center-based program. As part of her interview, the director explains that developmentally appropriate assessment is part of their program commitment to providing quality care and education. She then asks Cassie to describe an assessment process or plan that she could imagine doing with the children in her class. Cassie responds by explaining that she would assess children's language and literacy skills at the beginning and the end of the year, two weeks prior to each of the scheduled parent-teacher conferences. She adds that she has noticed a variety of such assessments while surfing the internet so accomplishing this type of assessment shouldn't be difficult. It's important, she goes on to explain, to also assess oral language skills during these same time periods so she intends to take notes during snack time on the ways children interact with their peers. At conferences, she would then be able to provide parents with a snapshot of their child's development related to language and literacy, and, at the year-end conference, summarize for parents the ways in which their child's language and literacy skills have grown and developed over the course of the year.
Consider what you have learned about effective, developmentally appropriate assessment so far in this course.
By Day 3:
Post
the following:
Your evaluation of Cassie's assessment plan
Suggestions that you would make to Cassie regarding her plan
This assignment is due tomorrow @ 12:00pmest
apa format
.
SCHOOL READINESS PLAN
The University of Arkansas at Pine Bluff Early Head Start–Child Care Partnership aims to ensure children become lifelong learners and show improvement in school readiness goals. The program focuses on supporting children's social-emotional, physical, cognitive, and language development from birth to age 3 to help prepare them for kindergarten. Teachers, administrators, parents, and other stakeholders collaborate to monitor children's progress towards school readiness, identify areas for improvement, and ensure families are supported in promoting learning at home.
Connor Street Early Childhood Program EvaluationsEDDD 8084E
Connor Street Early Childhood Program Evaluations
EDDD 8084/EDSD 7084
Breann Crocker
Allison Van Horn
Heather Lang
Katherine Gonzales
Welcome Connor Street Team!
Agenda
Strengths - Families
Strengths - Staff
What was Evaluated
Evaluation Results
Recommendations
Resources
Goals
Thank you for hosting our team of evaluators to better support your program’s educational success. We are looking forward to reviewing the results of the assessments the Connor Street Early Childhood Program participated in with the families, staff, and children. We will also be discussing how to create goals for the program and providing recommendations on how to implement those goals. This will also be a great opportunity to ask questions and discuss your ideas on how you as educators will implement these ideas into your classrooms.
All About Your Program
● Connor Street serves low-income and working-class families.
● Evaluation data is based of four classrooms of 4-year-olds. Each class has one teacher and one assistant teacher.
(Walden University, 2022)
Connor Street Early Childhood Program is made up of 20% Hispanic students, 2 students are Asian, and 3 students are from the Caribbean. The school serves working-class and low-income families and as a result all but three of the students in the program are at school between 7 to 9 hours a day. The evaluation data is based on four classrooms of 4-year-olds with one teacher and one assistant teacher.
Strengths: Families
Positive and respectful relationships with staff
Open communication
Rules, expectations, and procedures are clear for parents
Program invites parents into the classroom and to events
Program connects families and community
(Walden University, 2022)
When looking at the NAEYC Self-Assessment Family Survey, there were many survey questions where all 29 families surveyed acknowledged strengths within the Connor Street program. This reflects many of the wonderful things you as staff are doing at Connor Street! Families noted that the staff at Connor Street were good teachers who cared for their children. Families said staff had a good relationship with the children and parents and are good at communicating what is going on at school and checking in to see how things are going at home. Families acknowledged that they knew the rules and procedures of the school and Connor Street’s mission and philosophy. Families surveyed felt that Connor Street staff actively engaged with families and the community through events. Lastly, families felt they were invited into the classrooms to participate in their child’s learning throughout the year.
Strengths: Staff
Staff feel supported by the program administration.
Strong, positive relationships between staff, families, and the community
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Teachers collaborate.
A variety of assessments are used
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Please answer the following in detail.
Consider the following quotes from
The Matrix
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1. “What is real? How do you define real? If you're talking about what you can feel, what you can smell, what you can taste and see, then real is simply electrical signals interpreted by your brain.”
2. “You know, I know this steak doesn't exist. I know that when I put it in my mouth, the Matrix is telling my brain that it is juicy and delicious. After nine years, you know what I realize? Ignorance is bliss.”
3. “There’s a difference between knowing the path and walking the path.”
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Please answer the following Critical Review Questions from Chapter Nine.
Chapter Nine -
A strong emotional attachment and loyalty to a charismatic leader can have both beneficial and detrimental effects on followers. Explain both types of effective followers.
Explain the importance of effective communications skills for charismatic and transformational leaders.
Servant leadership emphasizes being able to serve and lead. In your opinion, is this contradictory or doable. Explain!
Do you believe everyone has the same capability to become a servant leader, or are some people by their nature more inclined to be a servant leaders? Explain!
Describe a charismatic or transformational leader you have known.
Your submission should be a minimum of two full pages of analysis.
Please use this reference;
Lussier, R. & Achua, C. (2015).
Leadership: Theory, Application, & Skill development
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New York, NY: Cengage Learning.
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Be sure to include the following:
What kinds of goals and transition formats must be created to help teachers develop good transition plans? (Be sure to provide actual or hypothetical examples.)
What meetings need to be conducted with school personnel for training purposes?
What professionals will be involved in the transition program training sessions?
How will you provide for the four transition pathways for students with disabilities?
How will you prepare students to conduct student-directed IEP transition planning meetings?
What follow-up and follow-along procedures and practices will be used to monitor post-school IEP services?
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How many of the ten steps in planning to implement interagency agreements for transition will you utilize?
What best practices in transition for culturally and linguistically diverse youth with disabilities will you utilize?
Any additional topics to address? Include them in your final summary.
In your PowerPoint Slides – or other technology-enhanced presentation - please be sure to include:
Appropriate animations, transitions, and graphics
Speaker notes of 200-350 words for each slide (You may use brief paragraphs or bulleted lists.)
Include 12-15 PowerPoint slides, not including the title slide and at least one slide containing references used for the slideshow presentation.
Information addressing all five sections, as outlined above.
At least 5 relevant scholarly resource references.
Citations for quotations and paraphrases with references in APA format and style.
Save the file as PPT with the correct course code information.
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Name
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Common
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Scientific
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Genus species
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Physical Description
§
Illustration
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Type of Habitat
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Where are they found on earth
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Molecular Description
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References
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Planning an IT Infrastructure Audit for Compliance
The audit planning process directly affects the quality of the outcome. A proper plan ensures that resources are focused on the right areas and that potential problems are identified early. A successful audit first outlines the objectives of the audit, the procedures that will be followed, and the required resources.
Choose an organization you are familiar with and develop an eight to ten (8-10) page IT infrastructure audit for compliance in which you:
Define the following items for an organization you are familiar with:
Scope
Goals and objectives
Frequency of the audit
Duration of the audit
Identify the critical requirements of the audit for your chosen organization and explain why you consider them to be critical requirements.
Choose privacy laws that apply to the organization, and suggest who is responsible for privacy within the organization.
Develop a plan for assessing IT security for your chosen organization by conducting the following:
Risk management
Threat analysis
Vulnerability analysis
Risk assessment analysis
Explain how to obtain information, documentation, and resources for the audit.
Analyze how each of the seven (7) domains aligns within your chosen organization.
Align the appropriate goals and objectives from the audit plan to each domain and provide a rationale for your alignment.
Develop a plan that:
Examines the existence of relevant and appropriate security policies and procedures.
Verifies the existence of controls supporting the policies.
Verifies the effective implementation and ongoing monitoring of the controls.
Identify the critical security control points that must be verified throughout the IT infrastructure, and develop a plan that includes adequate controls to meet high-level defined control objectives within this organization.
Use at least three (3) quality resources in this assignment.
Note:
Wikipedia and similar Websites do not qualify as quality resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
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The objective of using probability proportional to size sampling (PPS) to test account balances
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The purpose of the sample size and the sampling interval
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Play is important to a toddler's development because it helps the child develop skills that they will learn while growing up, such as social skills, language, emotional maturity, physical coordination and cognitive. “play is essential to development because it contributes to the cognitive, physical, social, and emotional well-being of children and youth.” (Lockhart, 2010, P. 2). From an infant to a toddler a child is learning self-reliance through play and it helps the child learn about the physical world and how it works and learn problem solving skills. The social skills that a child learns through play is strengthening their the relationship and interaction between them and their peers. Language developed through play for a toddler they began the jabbing and use gestures, and the slowly began to use words to communicate. Play in the sense of emotional maturity, it teaches the child how to build relationships through self confidence and self esteem. When a child occupy themselves in physical play this helps the child with their physical coordination. A child’s cognitive development through play helps a child express their feelings and thoughts along with cultural and social understandings. Practice alphabets, numbers, colors, and shapes.
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Plan of Care for Neurological Disorders
Joan is a 35-year-old woman who presents with a complaint of headaches that have been occurring more frequently over the last 2 weeks. She has never had any problems with headaches before. Rarely, she has had a headache after a stressful day but denies premenstrual headaches or frequent headaches until 2 weeks ago. Her headaches are left sided in the temporal area and are severe (7 out of 10 on a scale of 1–10) and throbbing. They occur 3–5 times each week. She occasionally becomes nauseous but rarely vomits. The headaches tend to last several hours and go away if she is able to get sleep. Joan tries to retreat to a dark and quiet corner when the headaches begin. She sometimes sees “spots in front of her eyes” right before the onset of a headache. Otherwise, she has no trouble with her vision, has had no epistaxis, upper respiratory symptoms, or sinus symptoms. She denies trauma to her head or any neck stiffness. She denies fever, chills, numbness, or weakness.
Past Medical History:
Besides the headaches, Joan has been well and denies any previous surgeries or hospitalizations other than for 3 uncomplicated vaginal deliveries.
Family History:
Migraine headaches in her mother and sister. Her uncle had a benign brain tumor that has been successfully treated.
Social History:
The patient does not smoke, drinks 1 beer 3 times each week, and denies ever using recreational drugs. She is married and works as an administrative assistant in a busy office. She has 1 preteen and 2 teenagers at home. Their behaviors sometimes cause her to have some stress. Her husband is supportive and helpful.
Medications:
Joan’s medications include occasional ibuprofen for “aches and pains.” She tried the ibuprofen for the headaches without relief. She takes no other medications. She states that her mother told her that she was allergic to penicillin as a child, but does not know why.
Objective
General:
Joan is well groomed. Her manner and speech are appropriate and she is articulate. She is in no apparent distress during this visit.
Vital Signs:
The patient is afebrile, B/P 140/90 (which is higher than normal), pulse 86, resp 12.
HEENT:
Head atraumatic and normocephalic. PERRLA, sclera clear, conjunctiva without injections. EOM’s intact. No AV nicking or papilledema. Optic disks have clear margins. Nasal mucosa is without erythema or drainage. There is no sinus tenderness to palpation. Cranial nerves II-XII are grossly intact
Cardiac:
Unremarkable
Neurological:
Sensation and proprioception are grossly intact and the Romberg test is negative. Gait is steady. Brudzinski and Kernig signs are negative.
To view the Grading Rubric for this Assignment, please visit the Course Home.
Assignment Requirements
The finished Assignment should be a care plan, encompassing all required items listed. The viewpoint and purpose of this Assignment should be clearly established and sustained.
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BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Planning for AssessmentConsider the following scenarioCas.docx
- 1. Planning for Assessment Consider the following scenario: Cassie is hoping to be hired as a preschool teacher in a center- based program. As part of her interview, the director explains that developmentally appropriate assessment is part of their program commitment to providing quality care and education. She then asks Cassie to describe an assessment process or plan that she could imagine doing with the children in her class. Cassie responds by explaining that she would assess children's language and literacy skills at the beginning and the end of the year, two weeks prior to each of the scheduled parent-teacher conferences. She adds that she has noticed a variety of such assessments while surfing the internet so accomplishing this type of assessment shouldn't be difficult. It's important, she goes on to explain, to also assess oral language skills during these same time periods so she intends to take notes during snack time on the ways children interact with their peers. At conferences, she would then be able to provide parents with a snapshot of their child's development related to language and literacy, and, at the year-end conference, summarize for parents the ways in which their child's language and literacy skills have grown and developed over the course of the year. Consider what you have learned about effective, developmentally appropriate assessment so far in this course. By Day 3: Post the following:
- 2. Your evaluation of Cassie's assessment plan Suggestions that you would make to Cassie regarding her plan