Category: Education & Teaching

The cognitive and educational evaluation is a main data source for MET teams to

The cognitive and educational evaluation is a main data source for MET teams to determine eligibility and placement for special education services. All team members must make decisions and advocate for educational instruction, strategies, and placement based on evaluation report results. Collaboration with parents about sharing evaluation results and seeking consent for special education services is also a required professional and legal element. Teachers should gain valuable skills and knowledge regarding analysis, decision-making, and sharing results that pertain to cognitive and educational evaluations.
Part 1: Formal and Informal Assessment
Read the “Analyzing Cognitive and Educational Evaluation Report” provided for student Adam Gallery. Based on the report, create a table with a column for each formal and informal assessment. Complete the table with the following information, labeling each column and row:
In the first row, clearly identify each assessment.
In the second row, describe how each assessment is technically sound and minimizes rater bias
In the next row, provide a summary of Adam’s results on each assessment that will help guide appropriate educational decisions. (Do not simply cut and paste the findings.)
In the last row, explain why the selected assessment tool is appropriate for diagnosing Adam’s strengths and needs.
Beneath the table, in a 500-750 word analysis, advocate for the appropriate educational decisions for this student based on the assessment results. The analysis should include:
Recommendations for any needed classroom accommodations or modifications, and placement for specific content areas.
Appropriate accommodations for Adam’s assessments or testing conditions, including the use of technology for these accommodations.
Reflection on the role of special education teachers as advocates for students to help students realize and develop their unique talents and skills.
Part 2: Parent Script
Using the “Analyzing Cognitive and Educational Evaluation Report,” compose a 250-500 word script seeking consent for special education services from Adam’s parents. Your script should include a hypothetical conversation (e.g., provide the actual verbiage/wording that would be exchanged) with the parents where results of the MET report are appropriately relayed and specific wording seeking consent for services is included.
Support your findings by citing the “Analyzing Cognitive and Educational Evaluation Report” where appropriate.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

Listen to Podcast-Growing Up in a Pandemic: How Covid is Affecting Children’s De

Listen to Podcast-Growing Up in a Pandemic: How Covid is Affecting Children’s Development
Create a video through YouTube or your phone using the Connect – Extend – Challenge Routine. This routine helps to connect new ideas to prior knowledge. CONNECT: How are ideas and information presented in the Podcast CONNECTED to what you already knew?
EXTEND: What new ideas did you get from he Podcast that EXTENDED or pushed your thinking in new directions?
CHALLENGE: What is still CHALLENGING or confusing for you to get your mind around? What questions, wonderings or puzzles do you now have?
Post your video and upload to the discussion board ***Videos should be no longer than 3 minutes***
Respond to one classmate’s post in writing using the same Connect-Extend-Challenge routineHow did the ideas in their post CONNECT to your ideas?
How did the ideas presented in their post EXTEND your thinking in new directions?
What is CHALLENGING you about their post? What questions or wonderings do you have?
I’ll do the video, just type what needs to be spoken.

You have been provided some basic information about learning standards and how t

You have been provided some basic information about learning standards and how they may affect early childhood education.
For this assignment you will choose one of the following statements:
The risks of establishing learning standards outweigh the benefits in early childhood education.
The benefits of establishing learning standards outweigh the risks in early childhood education.
You will write a paper with your chosen sentence as the thesis statement.
Support your position with at least three points from your videos/readings or other resources.(include references)
Include at least one reason why someone might take a different position.
Use the internet and the module resources for information but do not copy it. (DO NOT PLAGIARIZE)
This assignment requires that you post your perspective within the discussion forum.
Post directly to the discussion board. Do not attach a document.
Everyone should be able to see your work simply by scrolling down the discussion.
After that proceed too…
This activity will help you review information about Phonics. The questions are intended to direct you to the different resources available in this module where you would have to search for the appropriate information. By doing this, you become purposefully engaged with the resources and you review the information.
After watching the phonics videos and completing all the readings in this Module, please reflect on these 10 questions. Copy each question, write your responses, and submit. This assignment is not graded because it is intended as a guide to help you prepare for the phonics quiz. There is no penalty for not completing this assignment.
These questions are intended to help support your preparation for the Phonics Quick-Quiz in this Module. You will be able to locate information that will help you answer these questions among the different resources for this module.
Questions for Reflection:
What are the different types of phonics instruction? (list them)
Explain each of the different types of phonics instruction.
What are single sounds in a language known as?
How are letters known as?
What are high-frequency words?
What is the difference between high-frequency words and sight words?
What is phonics? Describe the method and why it is important to teach?
Describe the connection between phonemic awareness and the alphabet?
How phonemic awareness is related to phonics? Explain.
What type of phonics is best for teaching reading? Explain.

Strategy 3: Language Focus Lessons
Description:
Language Focus Lessons are desi

Strategy 3: Language Focus Lessons
Description:
Language Focus Lessons are designed to explicitly teach specific language skills or vocabulary needed for academic success. These lessons provide direct instruction on language features such as grammar, vocabulary, pronunciation, and discourse patterns. The goal is to help English Language Learners (ELLs) understand and use these language components in various contexts.
Implementation Steps:
Select the Focus: Choose a specific language feature (e.g., past tense verbs, academic vocabulary) relevant to the current unit or students’ needs.
Model the Language: Demonstrate the correct usage of the language feature through examples and practice.
Guided Practice: Engage students in guided practice activities where they use the language feature in controlled settings.
Independent Practice: Provide opportunities for students to use the language feature independently in various contexts.
Feedback and Reinforcement: Offer constructive feedback and reinforce correct usage through additional practice and review.
Example Activities:
Grammar games
Vocabulary quizzes
Pronunciation drills
Sentence construction exercises
Strategy 23: Advance Organizers
Description:
Advance Organizers are tools used before a lesson to help students activate prior knowledge and set a purpose for learning. They provide a framework for new information, making it easier for students to understand and retain the material. This strategy is particularly beneficial for ELLs as it helps them connect new concepts to what they already know.
Types of Advance Organizers:
Graphic Organizers: Visual representations of information (e.g., Venn diagrams, concept maps).
Expository Organizers: Written or spoken explanations of what students will learn and why it is important.
Narrative Organizers: Stories or anecdotes related to the lesson content.
Skimming and Scanning: Quickly reviewing headings, subheadings, and key terms to get an overview of the content.
Implementation Steps:
Introduce the Organizer: Explain the purpose of the advance organizer and how it will help with the upcoming lesson.
Activate Prior Knowledge: Encourage students to discuss what they already know about the topic.
Use the Organizer: Guide students in using the organizer to structure their thoughts and predictions about the lesson.
Review and Reflect: After the lesson, review the organizer with students to see how their understanding has evolved.
Example Activities:
Creating concept maps before reading a text
Using KWL (Know, Want to know, Learned) charts
Discussing a related story or anecdote before introducing new material
Reviewing key vocabulary and concepts in advance
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ChatGPT can make mistakes. Check important info.
ELL Strategy Mini Teach
Task: Each Module, starting from Module 4 through Module 15, students are required to read two teaching strategies from Herrell & Jordan. These strategies are to be documented in their DIGITAL STRATEGY NOTEBOOK – beginning in Module 3.Links to an external site. (You will submit this digital notebook at the end of the course) You will watch each video presentation and update your notebook for each of the strategies.
Additionally, students will collaborate in pairs or groups to present strategies to the class. The presentation, lasting approximately 15-20 minutes, should encompass a summary of the strategies, practical ideas for its effective implementation, and a demonstration of the strategies. Be creative with your video, make it fun and engaging! Refer to the course reading schedule for the specific strategies designated for collective reading each week. You will be assigned a partner and a strategy.
Purpose: This jigsaw activity is designed to ensure that students thoroughly review all the strategies outlined in the text. These strategies encompass various approaches to engaging English Learners in instruction, supporting the teaching of all students, and providing students with an opportunity to practice teaching the strategy in class with their peers.
Evaluation Criteria: The presentation will be evaluated by a rubric.
Submission Details: The presentation will be submitted as a video.

The cognitive and educational evaluation is a main data source for MET teams to

The cognitive and educational evaluation is a main data source for MET teams to determine eligibility and placement for special education services. All team members must make decisions and advocate for educational instruction, strategies, and placement based on evaluation report results. Collaboration with parents about sharing evaluation results and seeking consent for special education services is also a required professional and legal element. Teachers should gain valuable skills and knowledge regarding analysis, decision-making, and sharing results that pertain to cognitive and educational evaluations.
Part 1: Formal and Informal Assessment
Read the “Analyzing Cognitive and Educational Evaluation Report” provided for student Adam Gallery. Based on the report, create a table with a column for each formal and informal assessment. Complete the table with the following information, labeling each column and row:
In the first row, clearly identify each assessment.
In the second row, describe how each assessment is technically sound and minimizes rater bias
In the next row, provide a summary of Adam’s results on each assessment that will help guide appropriate educational decisions. (Do not simply cut and paste the findings.)
In the last row, explain why the selected assessment tool is appropriate for diagnosing Adam’s strengths and needs.
Beneath the table, in a 500-750 word analysis, advocate for the appropriate educational decisions for this student based on the assessment results. The analysis should include:
Recommendations for any needed classroom accommodations or modifications, and placement for specific content areas.
Appropriate accommodations for Adam’s assessments or testing conditions, including the use of technology for these accommodations.
Reflection on the role of special education teachers as advocates for students to help students realize and develop their unique talents and skills.
Part 2: Parent Script
Using the “Analyzing Cognitive and Educational Evaluation Report,” compose a 250-500 word script seeking consent for special education services from Adam’s parents. Your script should include a hypothetical conversation (e.g., provide the actual verbiage/wording that would be exchanged) with the parents where results of the MET report are appropriately relayed and specific wording seeking consent for services is included.
Support your findings by citing the “Analyzing Cognitive and Educational Evaluation Report” where appropriate.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

The cognitive and educational evaluation is a main data source for MET teams to

The cognitive and educational evaluation is a main data source for MET teams to determine eligibility and placement for special education services. All team members must make decisions and advocate for educational instruction, strategies, and placement based on evaluation report results. Collaboration with parents about sharing evaluation results and seeking consent for special education services is also a required professional and legal element. Teachers should gain valuable skills and knowledge regarding analysis, decision-making, and sharing results that pertain to cognitive and educational evaluations.
Part 1: Formal and Informal Assessment
Read the “Analyzing Cognitive and Educational Evaluation Report” provided for student Adam Gallery. Based on the report, create a table with a column for each formal and informal assessment. Complete the table with the following information, labeling each column and row:
In the first row, clearly identify each assessment.
In the second row, describe how each assessment is technically sound and minimizes rater bias
In the next row, provide a summary of Adam’s results on each assessment that will help guide appropriate educational decisions. (Do not simply cut and paste the findings.)
In the last row, explain why the selected assessment tool is appropriate for diagnosing Adam’s strengths and needs.
Beneath the table, in a 500-750 word analysis, advocate for the appropriate educational decisions for this student based on the assessment results. The analysis should include:
Recommendations for any needed classroom accommodations or modifications, and placement for specific content areas.
Appropriate accommodations for Adam’s assessments or testing conditions, including the use of technology for these accommodations.
Reflection on the role of special education teachers as advocates for students to help students realize and develop their unique talents and skills.
Part 2: Parent Script
Using the “Analyzing Cognitive and Educational Evaluation Report,” compose a 250-500 word script seeking consent for special education services from Adam’s parents. Your script should include a hypothetical conversation (e.g., provide the actual verbiage/wording that would be exchanged) with the parents where results of the MET report are appropriately relayed and specific wording seeking consent for services is included.
Support your findings by citing the “Analyzing Cognitive and Educational Evaluation Report” where appropriate.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

Reflections should be at least 2 pages in length, typed, double spaced, 12 point

Reflections should be at least 2 pages in length, typed, double spaced, 12 point font, and written in paragraph form (e.g.,not as bullet points) While 2 pages is the minimum expectation, you can always write more.
All written assignments are expected to be presented in proper written format adhering to the APA style.
That said, do not wait until the last minute to do your readings or write your reflections. When you write, be sure to refer to the article or textbook, using quotations and direct points from the author, to receive full credit for your response (please refer to points beyond those made in the introduction and conclusion of the article/reading). You need to use details from the readings to illustrate that you have read. If I cannot tell whether you read, then you will not receive credit for your response.
For each Reading Reflection, unless otherwise specified, please use the organization/guiding questions below as your format (though, you should not type out the guiding questions)
Your paper should utilize the subheadings below
Main points / Take Away (From the text reading)
What do you think are the author’s main points in the article/chapter?
What stuck out to you the most from the article (either because you strongly agree or strongly disagree)? Explain why.
Critique of Argument (From the Text Reading)
What are the strengths of the author’s argument?
In what way is the material bolstered by credible evidence?
What are the weaknesses of the author’s argument? For example, do you see any unstated assumptions or biases in the article? Is this a limitation to the author’s credibility? Why or why not?
What are the strengths of the author’s argument?
Main Points / Take Away (From the Ancillary Materials)
What do you think are the main points in the video/reading?
What stuck out to you the most from the video/reading (either because you strongly agree or strongly disagree)? Explain why.
Question
As you read, come up with at least one open ended discussion question to pose during our class session.
An open ended question requires critical thought and moves beyond a simple “yes” or “no” response
(make sure to separate your main points from the reading from your main points of the Ancillary material)

To demonstrate an understanding of the developmental period of early childhood f

To demonstrate an understanding of the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development, students will develop an analysis with six to eight pages of text (plus the title and reference pages) on a video case study randomly assigned from one of three age groups: Infant/Toddler, Preschool, or Early Elementary. They will view the video and then write a paper that discusses the children’s unique characteristics and needs and describe at least one developmental theory that supports their analysis of the video vignette.
Part A: Students will describe the child’s unique characteristics and needs in relation to relevant developmental milestones. In 3-4 pages students will cite specific examples observed in the video cases and support their assertions with current research from the milestones reference document, the course textbook and/or other course materials, or external scholarly sources. They will discuss each of the following areas:
Physical development,
Intellectual development,
Social and emotional development, and
Speech and language development
Part B: For the case study analysis, students will also identify and discuss one major developmental theory that supports their analysis of the video vignette in 1-2 pages. Students will explain how one or more developmental theories inform their understanding of the child’s development.
Part C: Students will demonstrate a critical understanding the development of the whole child— that is, the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequalities. In 1-2 pages, students will consider their theory and the continuum of development from the previous sections from alternate and/or multiple perspectives (theories, cultures, abilities, or other contexts).Students will use in-text citations and include a reference list formatted in APA style.
RESCORCES: Awaiting Upload from Teacher.

A. Identify three videos from the attached “Task 1 Video List” found in the “Sup

A. Identify three videos from the attached “Task 1 Video List” found in the “Supporting Documents” section.
Note: When selecting three videos to observe, it may be helpful to read the description available on the web page for each video.
B. Reflect on your video observations by doing the following:
1. Discuss specific examples of how the teachers in the observed videos effectively incorporated the needs of individual learners within their learning environments, including at least one example of each of the following from any of the three videos.
• cultural needs
• social needs
• emotional needs
2. Discuss two ways that the teachers could have more effectively incorporated individual learners’ cultural, social, or emotional needs in the learning environments.
3. Discuss two culturally sustaining pedagogy strategies that you could incorporate into your future practice as a teacher.
a. Explain how you can apply the two strategies from B3 in your future classroom.
4. Explain how you could involve your students’ caregivers in the execution of the two strategies from part B3, including one specific example for each strategy from part B3.
5. Explain how you could involve the community in the execution of the two strategies from part B3, including one specific example for each strategy from part B3.
C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
D. Demonstrate professional communication in the content and presentation of your submission.

SCENARIO
Maria is a 13-year-old biracial student whose mother identifies as His

SCENARIO
Maria is a 13-year-old biracial student whose mother identifies as Hispanic and whose father identifies as African American. Maria’s father transferred towns for work, which uprooted the family midyear from a large city to a small, rural town. Maria’s new school (a public K-12 setting), much like the community, is predominately white and middle class. The move has resulted in Maria feeling high levels of stress and anxiety.
Additionally, students at her new school dress much differently than students at her old school, which makes Maria stand out. Some of the other students make fun of the way she dresses. She just discovered a social media group called “I Hate Maria” composed of some of her seventh-grade classmates, who have been posting negative comments about her. Recently, students at Maria’s school took cell phone photographs of her buttocks while she was walking in the hall and posted them on the “I Hate Maria” website.
Maria knows that she can talk to her parents, but she doesn’t want to worry them. With all of the stress, Maria is plagued by dark thoughts of killing herself and cannot focus on the lessons being taught in her classes.
REQUIREMENTS
A. Identify each of the following elements described in the scenario:
Maria’s family
Maria’s community
Maria’s cultural background

Note: Do not make assumptions, just state the facts.

B. Discuss how you, as a public K-12 teacher, would try to help Maria in a culturally responsive, trauma-informed way by doing the following:
1. Describe one realistic action you would take to help Maria with one of the issues she is facing.
a. Justify how the one action from part B1 would effectively address the issue from part B1 in a culturally responsive and trauma-informed way, including two specific examples.
2. Discuss two ways you would involve Maria’s family in this action.

C. Discuss two specific elements of your own cultural background.

1. Discuss two examples of how your cultural background could affect the way you might respond to the issues Maria is facing in the scenario.

Note: Cultural background can include relevant demographic information such as race, or economic background. . It can also include other defining characteristics, such as family structure, styles of communication, traditions, or family and community educational norms. You are not required to include details relating to personal experience, traumatic or otherwise. Remember to use language that is not biased or makes assumptions.

D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

E. Demonstrate professional communication in the content and presentation of your submission.