How does being born in a different countries impact you as a first generation college student.

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How does being born in a different countries impact you as a first generation college student.

Describe your personal and professional experience teaching and working with young children and families. 

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  1. Describe your personal and professional experience teaching and working with young children and families.
  2. Discuss your personal and professional goals in pursuing a Master’s degree in Early Childhood Education. How do you perceive the program helping you attain these goals?
  3. Explain the contribution you will make to the profession of early childhood education.

In addition, (500-700 words) incorporating each of the following:

  1. Your educational and/or personal experiences that have contributed to your interest in pursuing graduate study,
  2. Your academic accomplishments, research experience, practical or applied experience that make you qualified for graduate study,
  3. Your career objective(s) and specific professional activities you wish to pursue following the completion of your Master’s Degree in Child Development,
  4. Your particular interest in the Cal State LA Master’s Degree program in Child Development and the topic you would like your research focus to be in this program.

Explain and report how the reading applies to your circumstances, life, family or community.

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Think About: The two required readings this week along with the required “Check out the Video”. Then think about all of the topics, concepts and ideas what we have explored this semester. What connections do you make among all of this information….and where do you fit in? First Response Post: Choose ONE of the Required Readings for this week. Incorporating topics, concepts and idea that you have learned from our course, explain and report how the reading applies to your circumstances, life, family or community. This is our final Critical Thinking exercise….so think about it carefulfktly and quietly….before you begin. https://www.psychologicalscience.org/observer/global-warming-and-violent-behavior https://www.who.int/mediacentre/commentaries/violence-prevention/en/#:~:text=It%20causes%20depression%2C%20anxiety%20and,as%20engaging%20in%20unsafe%20sex. https://www.youtube.com/watch?v=XoTx7Rt4dig

Summarize three main points that you learned this week and describe how you might apply this learning to your personal and professional life.

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CE 340-unit 5 journal details

This week, you have discussed Applied Behavior Analysis (ABA) as a behavioral treatment and intervention for children with ASD. Please think about the various readings and activities that you have engaged in during this unit.

In at least 250 words, please respond to the following:

  • Summarize three main points that you learned this week and describe how you might apply this learning to your personal and professional life.
  • Imagine you can interview an ABA professional about their work with students with autism spectrum disorder. To extend your learning, list five questions you would like to ask and discuss your reasoning for asking each question.

locate two local agencies in your community/state and research the intervention strategies that they provide to children with autism spectrum disorder.

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CE 350-unit 6 journal details

For this journal, please locate two local agencies in your community/state and research the intervention strategies that they provide to children with autism spectrum disorder.

In at least 250 words, please respond to the following questions:

  • Describe each agency in detail.
  • What services and supports do they offer?
  • What intervention strategies do they provide?
  • Identify the professionals that implement the services.

Where is the line in which accommodations enable the student versus empower the student?

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“Fairness does not mean everyone gets the same. Fairness means everyone gets what they need.” (). First and foremost, it is important to create that atmosphere in the classroom. When you create a community atmosphere in the classroom where everyone works together for the good of everyone, it is easier for students to understand when students need to receive accommodations. However, accommodations can become a crutch for the student if they are not faded at an appropriate pace to the student’s growing abilities. When the adults working with the student allow accommodations to become them basically giving the student the answers over and over again, that is enabling the student to not do the work themselves, but rather depend on those around them. The line must be drawn at the place where it allows the work to be somewhat challenging for the student while not becoming so difficult that the work is at the point of frustration for the student, in other words in the proximal zone of development. We must remember that if we give a man a fish, we feed him for the day, but if we teach him to fish he will eat for a lifetime.

Question/Prompt: Considering the importance of students being provided with accommodations and modifications to access the general education curriculum with their non-disabled peers, where is the line in which accommodations enable the student versus empower the student? If a student has been on an IEP. They are accustomed to the accommodations & modifications. More often than not, students benefit from having concessions made while in a school setting. Accommodations are known as Supports to help students access locations, opportunities, and the general curriculum and validate learning (Smiley, Taylor, & Richards, 2019). Accommodations are necessary to measure the academic achievements and actual performance of a child. In most cases, accommodations make it possible for students to bypass their disabilities and better access the general curriculum; however, for many students, the line in which accommodations enable the child versus empowering them can be thin.

While accommodations are meant to support the students in their needs, they can enable a child. Nurturing involves interfering with acquiring new competencies, reducing a personal sense of self-control over one’s life, or reinforcing old behavior (Smiley, Taylor, & Richards, 2019). A primary example of enabling is excessive accommodations that do not permit a student to gain control over their disability or demonstrate accurate acquisition of skills.

accommodations that do not permit a student to gain control over their disability. When it comes to students with disabilities, the goal is to empower them to gain enough stability to work independently eventually. Empowering students promotes personal growth and increases competencies, encrypt, increases a personal sense of control over one’s life, and encourages new coping abilities to replace certain behavior(Smiley, Taylor, & Richards, 2019). For students, appropriate accommodations help them be successful learners in all environments and increase student independence and self-advocate advocacy skills as they progress throughout the school. To empower student accommodation should be based on their strengths Anne help them demonstrate their knowledge (Smiley, Taylor, & Richards, 2019) As an educator, we need to remember 1 John 4:4 when it stated,” you, dear children, off from God and have overcome them because the one who is in you is greater than the one who is in the world “(NIV). While enabling and empowering can have a thin line between them. We can always support our students’ needs through appropriate accommodations that permit them to gain independence and strengthen their educational environment success.

 

Explain how the assessment data would guide future planning and instruction to meet the needs of individual students and promote student growth.

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Learning centers assist in helping meet the needs of all students. Children learn by doing. Learning centers allow the teacher to individualize learning for specific students or groups as well as alter the focus based on the needs of students.
Allocate at least 4 hours in the field to support this field experience.
With your mentor teacher’s permission, implement at least one of the learning centers you created in Topic 3 with the class or a small group. Record the students’ assessment results.
After your implementation, make arrangements with your mentor teacher to administer a full lesson with a small group of students in the Topic 6 clinical field experience.
Discuss the assessment results from the math center implementation with your mentor to determine what standards should be included in the lesson in Topic 6.
Spend any remaining field experience hours observing the class and assisting the mentor teacher with instructional support.
In a 500-750 word summary, reflect on the implementation of at least one of the learning centers and address the following:
• Explain the implementation of the instructional strategies and how they reinforced math concepts to young children.
• Analyze students’ assessment outcomes and describe the patterns and gaps in learning.
• Explain how the assessment data would guide future planning and instruction to meet the needs of individual students and promote student growth.
• Discuss how you can implement what you have learned in your future teaching practice.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Describe the demographics of your educational setting and the existing situation in your setting in terms of the achievement gap.

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Action Plan for Decreasing the Achievement Gap
For the last nine weeks, you have worked on the separate parts of your course project. You have completed these assignments and received feedback on how to improve them. Now, you are going to revise and prepare the final submission of your entire project.
For the final project, you will incorporate the feedback you received from your instructor for the (a) Action Plan Description, (b) Action Plan Literature Review, (c) Action Plan Steps Part 1, and (d) Action Plan Steps Part 2 and include the revised content for each component.
The final paper should include the following components, and it must be presented in sections as indicated below:
1. Action Plan Description:
o Background: Describe the demographics of your educational setting and the existing situation in your setting in terms of the achievement gap.
o Assessment of Circumstances: Identify and define a problem related to an achievement gap. How was the problem determined? Who was involved in this process? Explain what data you gathered to determine this need and display this data in a chart or table.
o Purpose and Rationale: Explain the intervention strategy that you propose to use in the action plan and why you expect the change you are proposing to bring needed improvement. Cite scholarly resources that support your intervention strategy and also include them in a references section at the end of your paper.
o Vision: Develop a vision of learning for the action plan that includes a discussion about how you will incorporate collaboration in the vision development process; ensure the vision is characterized by respect for all stakeholders including families and community entities; articulate the vision that you established for a school for this action plan to the stakeholders and identify the stakeholders (staff, parents, students, and community members). Through what venues will the vision be articulated (symbols, ceremonies, stories, and other activities)? Describe what is involved in the implementation of the plan to support the plan’s vision. The should clearly articulate what action will be taken, how the action should be taken, when it should be taken, who is responsible for the action, and where this action should take place. The implementation process should provide a timeline and deadlines for identified benchmarks. It should also detail a comprehensive plan for communicating the vision to school stakeholders. Create a table to present this information described in the narrative. Describe how you will steward a vision for the action plan designed to decrease or eliminate the achievement gap. Tell what methods should be utilized with stakeholders, including the use of effective communication skills and data-based research strategies to monitor, evaluate, and revise the vision at periodic times. (ELCC 1.1).
o Goals: Develop an action plan that includes measurable goals and objectives in terms of expected results. Create measurable strategic and tactical goals and objectives for the action plan. Explain how pertinent stakeholders will work collaboratively to develop implementation plans to achieve those goals. Discuss how you will ensure the goals in the school improvement plan align to the district improvement plans. (ELCC 1.2).
o Self-Assessment: Consider your own specific role in the action plan being developed. How will you take a leadership role in this initiative? What steps will you need to take?
2. Action Plan Literature Review: Identify evidence-centered strategies and practices in the literature that can be used as solutions for both addressing the problem or issue and building organizational capacity that promote continuous and sustainable school improvement. Include specific strategies that can be used for fostering positive change throughout process (ELCC 1.3).

Organize it into sections that present themes or identify trends, including relevant human development and proven learning and motivational theories applicable to the identified problem. In addition, explain why the chosen intervention strategy was selected and support this selection with relevant information gleaned from the review of the literature. Include the decision-making process that should be used when implementing the chosen intervention by discussing who would be involved in the process and why, what would be considered, what decisions were made, and how you will assist school personnel in understanding the identified best practices for student learning.

Compare and critically evaluate the literature. Discuss findings and conclusions, and relate the findings to your specific problem and proposed intervention strategy.
3. Action Plan Steps Part 1:
o Describe the strategies that you will use to provide effective organizational development and management of resources (fiscal, human, and material) giving priority to student achievement and learning, safety, curriculum, and instruction.
o Describe how you will include the staff in the process including setting priorities using appropriate needs assessments, research based data, and group process skills to build consensus, communicate, and resolve conflicts in order to align resources to the vision for the action plan.
o Describe how you will manage in an effective, legal, and equitable manner the allocation and use of fiscal, human, and material resources and seeking new resources to support the action plan. Pertinent points that should be addressed relate to the following skills: problem-solving, strategic planning, technology application, and operational planning.
4. Action Plan Steps Part 2:
o Describe what strategies will be used to assess the impact of the action plan on the school’s culture and foster a positive school culture that centers on the diversity of the community.
o Discuss what activities you will facilitate to apply principles of effective instruction to improve instructional practices and curricular materials by monitoring instructional practices; making recommendations regarding the design, implementation, and evaluation of the curriculum; planning and using technology to enrich the curriculum and instruction; and providing staff the assistance needed for improvement.
o Discuss how you will monitor the components of the school improvement plan to ensure actualization of the identified goals. Discuss the evaluation process that will be utilized to assess the effectiveness of school improvement plan including the data that will be analyzed. Describe how progress toward achievement of school vision and goals will be shared with pertinent stakeholders, including the community. (ELCC 1.4).
Assignment Requirements
• Paper length: 16–20 pages.
• APA formatting: Throughout your paper, use scholarly communication skills that follow APA sixth edition guidelines. Your paper should meet the following requirements:
o Use APA 6th edition text citations and references.
o Be double-spaced and use Times New Roman, 12-point font.
o Use appropriate line alignment.
o Have proper margins.
o Use running headers.
o Use proper pagination.
o Incorporate appropriate headings and subheadings.
Complete your Action Plan for Decreasing the Achievement Gap and submit it in the assignment area. Refer to the Action Plan for Decreasing the Achievement Gap Scoring Guide to understand how you will be graded on this assignment.

Describe how leaders act with integrity and fairness to ensure a school system of accountability for student success.

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Professional Dispositions for Leadership
In this course, you have identified an achievement gap and developed an action plan for addressing that in your particular setting. One underlying piece that influences the success of your action plan is the dispositions that you demonstrate.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competency and assessment criteria:

Competency 4: Reflect on personal dispositions to identify area of focus for personal learning and growth.
Reflect on personal commitment to professional and personal growth.
Describe how leaders act with integrity and fairness to ensure a school system of accountability for student success.
Describe how leaders promote social justice within the school.
Identify ways to demonstrate professional dispositions with students, families, colleagues, and communities.
Competency 6: Promote the success of every student by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.
Identify ways to advocate for students, families, and caregivers.

****Develop a professional dispositions statement that is reflective of your mission, vision, and values in acting as a leader. In your document, address the following items:

*****Describe how, as a leader, you act with integrity and fairness to ensure accountability for student success.
****Describe how, as a leader, you promote social justice within your school setting.
****Identify and describe ways that you display professional dispositions with students, families, colleagues, and the community.
****Describe how you can advocate for students and families in a professional and helpful manner.
*****Evaluate where you are professionally, and describe ways that you can engage in personal and professional growth.

Your Professional Dispositions statement should be 2–3 pages in length. Use APA style. Submit your professional dispositions for leadership paper as an attachment in the assignment area.

Describe how you would differentiate for students who are below and above grade level based on the “Class Profile” in Topic Materials.

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Planning how learning will be assessed before, during, and after instruction is essential. Assessments must be carefully created to ensure that teachers can identify which standards are mastered and which ones to reteach.

For this assignment, you will complete the Multiple Means of Expression section of the lesson you created in Topic 2, by creating formative and summative assessments. On the COE Lesson Plan Template you started in Topic 2, add the following:

Create two different formative assessment activities
Describe a summative assessment tool for the lesson.
Describe how you would differentiate for students who are below and above grade level based on the “Class Profile” in Topic Materials.
Design an engaging instructional activity that could be used to re-teach at least one of the concepts assessed in the summative assessment in a manner that would encourage students to understand, analyze, and apply standards-based math content.
Write a 150-200 word rationale explaining your assessments and instructional choices.
Support your assignment with 2-3 scholarly resources.

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 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 familifktar with the expectations for successful completion.