1) Business cards – design a set of business cards with your personal informatio
1) Business cards – design a set of business cards with your personal information. Your word processing program will have a template that you can use. Just type in “business cards” in the search button of your particular program. Design a set of business cards that you could print out and hand to potential employers. Save a copy and submit to the assignments
Early Childhood Issue PaperPurpose: To research and write about an early childho
Early Childhood Issue PaperPurpose: To research and write about an early childhood education issue that you see as important to early childhood education
Directions: Issues in early childhood education are vast and constantly changing. Your task is to write a brief research paper designed to go into greater depth about either a topic that you see as important to early childhood education. (You can use a topic already discussed or choose one of your own)
You will have to make an argument about why this topic is an issue and provide references for an outsider to access greater information. Your paper should be between two to three pagesin length (not including title page and reference page) and include the following information:
Title page
Introduction paragraphDiscuss why the topic is an “issue” in early childhood and your position on this issue
Body of paperProvide at least three supporting evidence explanations regarding your issue (support with evidence and cite your sources)
Provide at least one opposing view regarding your issue
Concluding paragraph -(does not simply restate the thesis, but readdresses it in light of the evidence provided).
Reference page
Here is some useful information about writing an argumentative essay paper: Click Here
***This paper needs to follow APA guidelines and include a title page, reference page, double-space, 1 inch margins, Times New Roman 12 pt.
This paper will be turned in through “Turn‐it‐in.” This will ensure that you are not plagiarizing. You must cite your statements. If you are unsure how to cite, please review APA referencing and citations. Click here for a short APA reference and citation guide. For additional information, go to Purdue Owl website. You will be graded on grammar and spelling, so proofread your work.
For this assignment
Briefly describe your population and presenting concern (spe
For this assignment
Briefly describe your population and presenting concern (special topic)-Implications for school counselors and educators; also discuss ethical and legal issues when working with this population.
Develop two long-term goals and two short-term goals for your chosen population and identified the problem/concern based on reviewed literature. Discuss why you think these interventions are relevant and appropriate.
Identify and describe two theories to apply when working with these children/adolescents based on reviewed literature.
Identify and describe how these interventions fit with your chosen theories and discuss their applicability to your identified population and presenting concern (special topic).
Discuss if your chosen theories are culturally appropriate. Please use evidence from the literature to support assertions.
ADDITIONAL REQUIREMENTS
Written communication: Writing must be scholarly, professional, free of errors, and consistent with expectations for members of the counseling profession.
APA formatting: Your paper should be formatted according to APA (7th edition) style and formatting.
Length: 4–6 pages, not including the title page and reference list. Points will be deducted if the length requirement is not met.
Font and font size: Times New Roman, 12.
Title page: Include
Title of Paper
Your Name
Your University
Course Name-
Instructor’s Name
Date
I previously had this assignment completed but I needed some things fixed. I hav
I previously had this assignment completed but I needed some things fixed. I have attached the graph that was done previously and the narrative. I just need both to match and the few minor edits on the graph.
I have attached all of the documents to do so. I need 11 scores with 20 weeks total. This is a good start to the graph. I need about 8 points, rather than 4. Also, you need a goal line and a trend line, both labeled. But what you have so far is good!
Application Assignment # 4 Flashlight Project:
Students will use the ASCA websit
Application Assignment # 4 Flashlight Project:
Students will use the ASCA website to determine a topic (Help Students in Troubling Times, After a School Shooting Resources, Anti-Racism Resources, Back-to School Resources, Career Conversation Starters, Covid-19 Resources, Crisis & Trauma Resources, Natural Disaster Resources, Responding to Racial Violence, School Counselor/Principal Relationships, Suicide Prevention and Response, Support LGBTQ+ Students or Other relevant topic). In Part 1: students will then create a Flashlight One-Page Flyer with information about their topic to showcase data and the reason there is a need for this topic. In Part 2, students will create a flashlight project based on their topic using additional resources and peer-reviewed articles. Students will find national and/or state data on their topic related to school counseling to assist with their overall presentation.
Part 1: Flashlight One Page- Please view the flashlight one-page examples in Chapter 11. After researching your selected topic, please try to find either national, state, or local data if possible, and create a one- page Flashlight of your topic. Be creative but also include the following basic elements:
Flashlight Presentation Title
Year
Summary
SMART Goal
School Counseling Program/Intervention
Rational and Need
Mindsets & Behaviors/Standards
Competencies or Implications and Next Steps
Part 2: Create a 15-20 slide Flashlight Presentation on your topic from Part 1. In Part 2, you will expand on your topic with research from peer-reviewed journals and current data. In your Flashlight Power Point, please include the following:
Title Slide: Name of Presentation & School Counselor.
SMART Goal: Related school outcome goal- Specific, Measurable, Attainable, Results-oriented, and Timebound.
Rationale: The school counseling activity clearly addresses a need identified by the school data. If aligned to a district-wide strategy/initiative, consider including that information.
Standards: A max of 2-3 relevant student standards are included (i.e. ASCA Mindsets & Behaviors for Students Success, or other).
Process Data (Participation) Reports who/how many received lesson or intervention, when and where (if Tier 2 intervention, also specify target group and selection criteria).
Process Data (Mindsets & Behaviors) Includes a sampling of pre/post test data (attitude, knowledge and skills items)- Use Bar graphs to illustrate data.
Outcome Data: achievement or achievement-related data is clearly linked to perception data and the indicated SMART goal – Bar graphs can be used here too!
Summary- Bullets summarize the impact of the activity, implications, and lessons learned.
Limitations- Bullets outline any challenges encountered or limitations to the effectiveness of the school counseling activity.
Next Steps-Bullets outline the school counseling program’s next steps as a result of this activity.
Thank You Slide.
15 slides minimum
You will analyze a provided lesson plan, and re-design the lesson to include ELP
You will analyze a provided lesson plan, and re-design the lesson to include ELP standards layered with the content standards, in addition to EL instructional strategies and scaffolds.PurposeYou will synthesize strategies explored during the course, English Language Proficiency Standards, ideas of differentiation and assessment, theories of language acquisition, and Arizona’s language development approach.Requirement(s)Complete the TemplateLinks to an external site.AssessmentLesson Plan Analysis RubricLinks to an external site.ResourcesLesson Plans to AnalyzeLinks to an external site.ELP StandardsLinks to an external site.ELP CrosswalksLinks to an external site.AZ State StandardsLinks to an external site.ScaffoldsLinks to an external site.DIRECTIONSStep 1: Review the lesson plan in depth.
Step 2: Use your class readings and/or outside sources to redesign the lesson plan to include ELP standards (for all 3 proficiency levels), EL strategies and EL Scaffolds.
Step 3: Answer the reflection questions, cite sources from the class within your answers.
Step 4: Review your paper to make sure it cites 3-4 references in proper APA format. Be sure to also double-check your work for spelling and grammar errors. (You can use both texts as references.)
Concerns about writing and APA style? Review the directions and links on the Writing Expectations tab of the course Welcome page.
Rubric
Lesson Plan Analysis Rubric (1)
Lesson Plan Analysis Rubric (1)
CriteriaRatingsPts
This criterion is linked to a Learning OutcomeContent and Purpose for Writing
60 to >55.0 ptsHighly Proficient
Demonstrates a thorough understanding of context, audience, and purpose that is responsive to the assigned task(s) and focuses all elements of the work.
55 to >49.0 ptsProficient
Demonstrates adequate consideration of context, audience, and purpose and a clear focus on the assigned task(s) (e.g., the task aligns with audience, purpose, and context).
49 to >44.0 ptsApproaching Proficient
Demonstrates awareness of context, audience, purpose, and to the assigned tasks(s) (e.g., begins to show awareness of audience’s perceptions and assumptions).
44 to >39.0 ptsNeeds Improvement
Demonstrates minimal attention to context, audience, purpose, and to the assigned tasks(s) (e.g., expectation of instructor or self as audience).
39 to >0 ptsUnsatisfactory
Does not meet criteria.
60 pts
This criterion is linked to a Learning OutcomeContent Development
100 to >95.0 ptsHighly Proficient
Uses appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer’s understanding, and shaping the whole work.
95 to >89.0 ptsProficient
Uses appropriate, relevant, and compelling content to explore ideas within the context of the discipline and shape the whole work.
89 to >84.0 ptsApproaching Proficient
Uses appropriate and relevant content to develop and explore ideas through most of the work.
84 to >79.0 ptsNeeds Improvement
Uses appropriate and relevant content to develop simple ideas in some parts of the work.
79 to >0 ptsUnsatisfactory
Does not meet criteria.
100 pts
This criterion is linked to a Learning OutcomeConventions
40 to >35.0 ptsHighly Proficient
Demonstrates detailed attention to and successful execution of a wide range of conventions particular to a specific discipline and/or writing task (s) including organization, content, presentation, formatting, and stylistic choices.
35 to >29.0 ptsProficient
Demonstrates consistent use of important conventions particular to a specific discipline and/or writing task(s), including organization, content, presentation, and stylistic choices.
29 to >24.0 ptsApproaching Proficient
Follows expectations appropriate to a specific discipline and/or writing task(s) for basic organization, content, and presentation.
24 to >19.0 ptsNeeds Improvement
Attempts to use a consistent system for basic organization and presentation.
19 to >0 ptsUnsatisfactory
Does not meet criteria.
40 pts
This criterion is linked to a Learning OutcomeMechanics
30 to >27.0 ptsHighly Proficient
Uses scholarly language that skillfully communicates meaning to readers with clarity and fluency, and is virtually error-free.
27 to >23.0 ptsProficient
Uses straightforward language that generally conveys meaning to readers. The language in the portfolio has few errors.
23 to >19.0 ptsApproaching Proficient
Uses language that generally conveys meaning to readers with clarity, although writing may include some errors.
19 to >14.0 ptsNeeds Improvement
Uses language that sometimes impedes meaning because of errors in usage.
14 to >0 ptsUnsatisfactory
Does not meet criteria.
30 pts
This criterion is linked to a Learning OutcomeSources and Evidence
40 to >35.0 ptsHighly Proficient
Demonstrates skillful use of high quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing.
35 to >29.0 ptsProficient
Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the discipline and genre of the writing.
29 to >24.0 ptsApproaching Proficient
Demonstrates an attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the writing.
24 to >19.0 ptsNeeds Improvement
Demonstrates an attempt to use sources to support ideas in the writing.
19 to >0 ptsUnsatisfactory
Does not meet criteria.
40 pts
This criterion is linked to a Learning OutcomeAPA Formatting
30 to >27.0 ptsHighly Proficient
Student demonstrates full adherence to scholarly and credible reference requirements and adheres to APA style with respect to source attribution and references. There are no APA errors.
27 to >23.0 ptsProficient
Student demonstrates full adherence to scholarly and credible reference requirements and adheres to APA style with respect to source attribution and references. There are one to two errors in APA format.
23 to >19.0 ptsApproaching Proficient
Student addresses guidelines for scholarly and credible references and/or APA style with respect to source attribution and references. There are three to four errors in APA format.
19 to >14.0 ptsNeeds Improvement
Student demonstrates inconsistent adherence to scholarly reference requirements and/or inconsistent adherence to APA style with respect to source attribution and references. There are five or more errors in APA format.
14 to >0 ptsUnsatisfactory
Does not meet criteria.
30 pts
This criterion is linked to a Learning Outcome#MLFTC_DTP_DDM1.R.b (INSTRUCTOR USE ONLY; DOES NOT COUNT TOWARD GRADE)Use information about learners (e.g., learner abilities, differences, cultural and linguistic assets, and needs) to inform the design of a component(s) of an instructional cycle
threshold: 1.0 pts
1 ptsMet
0 ptsNot met
—
This criterion is linked to a Learning Outcome#MLFTC_DTP_DDM2.R.b (INSTRUCTOR USE ONLY; DOES NOT COUNT TOWARD GRADE)Explain how different pedagogical strategies might engage learners in accessible relevant, and meaningful content
threshold: 1.0 pts
1 ptsMet
0 ptsNot met
—
Total Points: 300
PreviousNext
Before proposing a budget for the upcoming year, school leaders must complete th
Before proposing a budget for the upcoming year, school leaders must complete the budget review process, which includes conducting a needs assessment that allows leaders to identify current student and school needs and how well they are currently being met.
Create an online needs assessment survey tool to assess current school needs and how well the action items on the school’s CIP/SIP plan are being met. The needs assessment survey should have 8-10 questions and be designed specifically to collect information from school faculty and staff about their ability to meet student needs. You will be administering this needs assessment survey in Topic 4.
The needs assessment survey should address, but not be limited to:
Assessment of the school’s current abilities to meet student needs and outcomes (e.g., what is working/strengths and what is lacking/areas of opportunity).
Resources required to meet student needs and outcomes
Wants and requests for meeting student needs and outcomes
Gaps that are affecting student performance.
Faculty and staff are just two stakeholder groups whose input is needed for a comprehensive school needs assessment. Write a 250-500 word description of other stakeholders who would need to be surveyed as well as other key data points that would need to be gathered as part of a comprehensive school needs assessment. Explain why this input is needed.
Provide the link to your online needs assessment survey at the bottom of your description.
Support your assignment with 2-3 scholarly resources.
While APA style format is not required for the body of this assignment, solid academic writing is expected, and PSEL standards should be referenced using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Before proposing a budget for the upcoming year, school leaders must complete th
Before proposing a budget for the upcoming year, school leaders must complete the budget review process, which includes conducting a needs assessment that allows leaders to identify current student and school needs and how well they are currently being met.
Create an online needs assessment survey tool to assess current school needs and how well the action items on the school’s CIP/SIP plan are being met. The needs assessment survey should have 8-10 questions and be designed specifically to collect information from school faculty and staff about their ability to meet student needs. You will be administering this needs assessment survey in Topic 4.
The needs assessment survey should address, but not be limited to:
Assessment of the school’s current abilities to meet student needs and outcomes (e.g., what is working/strengths and what is lacking/areas of opportunity).
Resources required to meet student needs and outcomes
Wants and requests for meeting student needs and outcomes
Gaps that are affecting student performance.
Faculty and staff are just two stakeholder groups whose input is needed for a comprehensive school needs assessment. Write a 250-500 word description of other stakeholders who would need to be surveyed as well as other key data points that would need to be gathered as part of a comprehensive school needs assessment. Explain why this input is needed.
Provide the link to your online needs assessment survey at the bottom of your description.
Support your assignment with 2-3 scholarly resources.
While APA style format is not required for the body of this assignment, solid academic writing is expected, and PSEL standards should be referenced using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
The Gradual Release Model for teaching provides a framework for teachers when pl
The Gradual Release Model for teaching provides a framework for teachers when planning. This form of teaching helps teachers move from taking all of the responsibility for learning to sharing the responsibility with students. You will need to use this model in your lesson plans for this course.
PART 1
After reading chapter 5 in your textbook (specifically pgs. 122-123, it’s attached) and watching the Gradual Release video in this module, summarize this model using an 8-bullet format. In other words, provide 8 bulleted statements that precisely describe the model based on the video and the chapter information.Lastly, provide an image/chart that helps YOU understand this framework better.
PART 2
Take another look at the sample lesson plan we used for the Lesson Plan Dissection assignment. After watching the video above, write a few sentences (5-6) about any connection you can now make between the gradual release model and the sample Valentine’s Day lesson plan.
After this is completed, proceed to..
For this assignment, it is helpful to complete all the readings and viewing of all the videos in this module as these will provide the knowledge base, language and vocabulary you need to use, and other useful pieces of information to help you fully answer the questions. To maximize your ability to earn full points on this assignment, it is important you explain each response thoroughly by including details, all available information, examples, and any other mechanism that supports your reply. It is also necessary to include (in parenthesis embedded in your text) your references which are all provided to you inside this module. Use any of the materials and resources provided in your module as you see needed.
Please answer questions A, B, and C listed below. Develop an essay that addresses the questions. Use the questions as guides to help your thinking and as a checkpoint to ensure you cover the items mentioned in the questions.
It is important students focus on developing their communication skills in writing. An essay approach to this assignment is best. When developing your essay, please adhere to the following:
Only use the resources available in this module and your course textbook to help you develop your answers.
Reference items in your write-up (APA style).
What is Phonics? Define phonics. Use your CORE book and resources in this module to write up a thick explanation.
What are the vowel patterns? (list all vowel patterns; use the resources in this module and your CORE book to define each pattern and add one example for each pattern)
What are appropriate phonics strategies that support students who are a)emerging English learners, b)students with exceptionalities, and c)students with dyslexia? For each of these groups of learners, please list at least one example of an appropriate strategy that supports their specific needs. Briefly explain the strategy and how it supports the specific educational need.http://www.readingrockets.org/teaching/reading-basics/phonics
https://www.readingrockets.org/reading-101/reading-101-learning-modules/course-modules/phonics/depth
http://www.ldonline.org/article/6370
This week you will complete your fourth case study analysis.
First, view this sh
This week you will complete your fourth case study analysis.
First, view this short video to frame your thinking about STEM Coaching:
Coaching Models for STEM Teachers Video IntroductionLinks to an external site:
Then…
Use this PDF of Case Study #4, which explains STEM Coaching and Professional Development of Lancaster Independent School District in Texas, USA.
In this course, you will study and evaluate four case studies that are situated in authentic STEM learning environments. The evaluation of case studies supports the development of taking an analytic to teaching and leading educational programs by drawing attention to specific characteristics of instructional practice and program design that may best promote success. The analysis of these case studies will provide future STEM teacher leaders with valuable experience to observe and evaluate various instructional and coaching scenarios.
During this course, you will work with a team of colleagues to apply your current and previous course content to each case study. For each analysis, your team will:
Briefly describe the case.
Critically analyze two or three salient actions or interactions that appear in the case study that relate to course topics and content.
Explain two or three key takeaways from the case study that will support your capacity to support and lead effective STEM teaching and learning experiences in your own context.
Individually, read and/or watch the case study provided in each session. As you read/watch:
Take notes on actions and/or interactions of the individuals.
Take notes on connections you can make to the session (or previous sessions’) topics and content.
Meet with your team to discuss the case and prepare your analysis report. Collaborate to:
Describe key components of the case, including:
Overview of the case, including the context
Key stakeholders involved and their roles
Major outcome(s) for student and/or teacher learning
Analyze two or three salient actions or interactions that appear in the case study that relate to course topics and content.
Explain two or three key takeaways from the case study that will support your capacity to support and lead effective STEM teaching and learning experiences in your own context.
You only need to do the bold part,other information is in the attachment,also please write in APA format and cite if necessary