What CCSS standards were the focus of your lessons? What teaching strategies and curriculum materials were used to help build student understanding of the concept(s) during your lessons? Why did you select those strategies and materials?

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Week 8 Alternate Tutoring Project (Signature Assignment)

Part I. Video Assessment Data
In the video you will meet Liam. You will get to know her briefly during the interview questions and then the tutor will administer the BPST (Basic Phonics Skills Test). Print out the score sheet
for the Basic Phonics Skills Test (BPST) ahead of time so that you can fill out the response sheet as you are watching the video.

Liam BPST Video
Analyze assessment results to determine strengths and needs. Select a need and create a 1-2 goals to focus on for the three lessons you will write. These goals should be very specific. (Ex. student will be able to read and spell words with the silent e vowel pattern or student will be able to identify the names and sounds of the g, k, and l consonants). You will keep these same goals for each lesson.
Use the information obtained in the video to complete the Tutee Background Information and Action Plan form. The completed form along with a copy of the assessment results are due in Week 5. You can leave the Interview with the Teacher section blank.

Part II. Plan
Prepare three lesson plans for the student based on the goals you selected using the lesson plan template provided. In the reflection section, reflect on why you selected the strategies in your lesson, why do you think they will be effective? (This is great practice for the RICA). Also, reflect on potential challenges that may come up during the lesson and what you might do to navigate those challenges.

Part III. Tutoring Project Report
In a 2-4 page paper (essay format required) describe your experience analyzing data and planning lessons. Include the following:

Instructional Plans:
● How did you determine the goals for your tutee?
● What CCSS standards were the focus of your lessons?
● What teaching strategies and curriculum materials were used to help build student understanding of the concept(s) during your lessons? Why did you select those strategies and materials?
● What potential challenges/obstacles could arise if you taught the lessons as planned?
● What next steps would you recommend for Liam?

Analysis and Reflection

● What did you learn about analyzing assessment data?
● What were your successes and challenges in creating lessons based on specific goals?
● What did you learn about literacy instruction?
● What did you learn about yourself as an educator throughout this process?

Create a 1 page newsletter for parents/guardians of your preschool classroom. Create special events or simply identify opportunities during the school day where they may participate.

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 Newsletter for parents/guardians

Create a 1 page newsletter for parents/guardians of your preschool classroom. In the first part, you will welcome them to your class and invite them to become part of the learning experience. You may create special events or simply identify opportunities during the school day where they may participate.
•Be creative and make your letter visually engaging – use color and pictures
•Use a newsletter format
•Identify 5 different ways that parents can become involved in your classroom and describe each opportunity. Be sure to include a wide variety of ways parents can participate..

Think back to your own early schooling. Do you remember having to look up definitions for vocabulary words? Do you feel you benefited from that experience? How will you teach vocabulary differently?

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Emu 520 Journal

Part I.

Think back to your own early schooling. Do you remember having to look up definitions for vocabulary words? Do you feel you benefited from that experience? How will you teach vocabulary differently?

Part II.

As educators, many of us tend to focus on our struggling students and do not take the time to find appropriate teaching strategies for our gifted learners. Read the article Reading Instruction with Gifted and Talented Readers by Patricia Wood and respond to the questions below.
What challenges do gifted readers face in schools?
What obstacles do teachers face in teaching gifted readers?
What suggestions does the author present for working with gifted readers?
What are your biggest “takeaways” from this article?

Develop and/or select instructional content, materials, resources, and strategies that respond to cultural linguistic, and gender differences. Create environments, in which equity, fairness and diversity are modeled, taught and practiced.

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Analysis Lesson Plan

Background: Lesson Plan should

  • Develop and/or select instructional content, materials, resources (including technology), and strategies that respond to cultural linguistic, and gender differences.
  • Create environments, in which equity, fairness and diversity are modeled, taught and practiced.

Directions:

Include a brief analysis of the lesson plan to include the Levels of Integration of Ethnic Content.

  1. Contribution approach
  2. Additive Approach
  3. Transformation Approach
  4. Social Action Approach

Create a PowerPoint presentation introducing leaders and other stakeholders at your chosen organization to the problem of practice you identified and your analysis of causes embedded in the organization.

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PowerPoint presentation

Create a PowerPoint presentation introducing leaders and other stakeholders at your chosen organization to the problem of practice you identified and your analysis of causes embedded in the organization.

As a leader, you must make well-informed decisions to lead an organization effectively. When it comes to leading change initiatives, the same rule applies. You must be well-informed and have data to support change initiatives. However, collecting relevant data is only one important step in the change management process. You also need effective data analysis tools to analyze and present the data. You may elect to utilize analyses such as a force field analysis or a fishbone diagram. The type of analysis used depends upon the type of data collected. With this assessment, you will explore some of the data analysis tools and techniques needed to present data for a change-management initiative.

Instructions
In Assessment 1 you identified an organizational problem of practice. You also interviewed a leader in your organization to gain in-depth knowledge about the problem of practice. After the interview, the analysis you performed in the case study assessments, and other course reading and discussion, you may have found that your thinking about your identified issue has changed based on what you learned.

Create a PowerPoint presentation intended for leaders and other stakeholders at your chosen organization. Introduce your audience to the problem of practice you identified along with your analysis of causes embedded in the organization and potential solutions.

In your presentation, please complete the following:

Describe the organization.
Identify the type of organization it is.
Note the size of the organization: the approximate number of employees, teachers, and students or clients.
Describe the organization’s mission or purpose.
Apply systems thinking to analyze the complex and interrelated relationships between the various parts of the organization.
Describe the organizational issue to be explored or investigated.
Describe the general issue, process, or organizational challenge to be explored as a potential applied improvement project (AIP).
Explain how the issue is related to the organizational mission, vision, or values. Why does this problem matter to the organization and what could happen if it is not improved?
Where in the organization can the problem be seen? Apply systems thinking to analyze the complex and interrelated relationships between the various parts of the organization.
Why do you think this problem is occurring? Consider including a visual representation or map of the organization’s structure to pinpoint the causes of the problem within the organization.
Present data that explains the organizational issue.
Synthesize these data to highlight causes, impacts, and other aspects of the issue:
Field interview results.
Visual analyses such as a force field analysis or fishbone diagram.
Existing organizational records.
Charts, graphs, infographics, or other representations.
Scholarly research.
Present a root-cause analysis and a SWOT or SOAR analysis of the organizational issue.
Argue the significance of those causes and other elements identified by these tools.
Describe behaviors in the organization that might be considered strengths and others that might be considered opportunities for improvement.
How are these behaviors related? Apply systems thinking to evaluate the relationships between these strengths and opportunities for improvement.
Describe interventions that might help the organization continue to improve.
Explain potential challenges when implementing these interventions.
Present strategies for addressing these challenges.
Organizes content so ideas flow logically with smooth transitions.
Enhance clarity with organizational tactics that establish relationships between the main topic and subtopics.
Additional Requirements
Correctness and clarity: Use Campus resources to ensure that written communications are free of errors that detract from the overall message.
Sources: Cite at least three relevant and credible sources.
APA Style: Apply current edition APA style and format per Evidence and APA.
Font and font size: Times New Roman, 12 point.

Write a 9 page paper on effective, evidence-based practices for students with Severe-to-Low Incidence Disabilities.

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Evidenced-Based Practices for Students with Severe-to-Low Incidence Disabilities

Write a 9 page paper on effective, evidence-based practices for students with Severe-to-Low Incidence Disabilities. In addition to including practices for the areas of reading/literacy, math, etc., be sure to include practices for areas such as behavior, assessment, transition, self-care, etc.

Develop and/or select instructional content, materials, resources, and strategies that respond to cultural linguistic, and gender differences. Create environments, in which equity, fairness and diversity are modeled, taught and practiced.

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Analysis Lesson Plan

Background: Lesson Plan should

  • Develop and/or select instructional content, materials, resources (including technology), and strategies that respond to cultural linguistic, and gender differences.
  • Create environments, in which equity, fairness and diversity are modeled, taught and practiced.

Directions:

Include a brief analysis of the lesson plan to include the Levels of Integration of Ethnic Content.

  1. Contribution approach
  2. Additive Approach
  3. Transformation Approach
  4. Social Action Approach

Would you consider socially and self-destructive behaviors discussed in this section as a sociologically anomic response to rapidly changing society?

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Discussion 3

The class is Deviant Behavior Module 3
Question(s): Would you consider socially and self-destructive behaviors discussed in this section as a sociologically anomic response to rapidly changing society?
In this section we explore diverse lifestyles defined as heterosexual deviance. Critically interpreted, the textbook seems to suggest that any sexual activity not for procreation consensually between a married man and woman is potentially deviant. Philosophically keep in mind that heterosexual dominance defines the contemporary status quo and represents a patriarchal society. Further, human sexuality is a fundamental natural expression of individuality so to impose expectant standards, and to define and control the sexual/procreative capacities of another is tantamount to imposing power and control over another individual (linking to the discussion on rape—that is why it is an expression of power and dominion and not so much passion as generally assumed). In addition, any behavior outside the dominant currently conservative mainstream social norms– that could be construed as a challenge to the status quo will be defined and socially responded to as deviant including homosexuality as emphasized in the lecture.
Outside of sexual contexts there are endless ways of scientifically and socially singling-out particular behaviors and stigmatizing them as deviant

https://www.youtube.com/watch?v=qc2R4UGmGx8 ;

thus stigmatization can be both functionally unifying for society as well as destructive process of excluding stigmatized individuals as discussed in the videos beginning with http://wn.com/social_stigma “Stigma: social and Self” describing the dynamics of stigmatization. The short explanations also provide description to the affects that social ascription, labeling, and derived self-definitions can influence social experiences significantly in terms of being socially included or marginalized—a person’s ascribed social place. Remember as humans we are social animals and have an intrinsic need to belong. Some of us even go deviant just for the sake of belonging especially when we consider the often misunderstood reasoning that underscores behaviors such as cutting http://abcnews.go.com/GMA/Parenting/video/self-cutting-trend-apparent-on-youtube-12970972 as self-destruction and not a teenage means of coping with the physical and psychological processes of change they are undergoing.

The concept of sociological intersectionality as discussed by Patricia Collins describes how multiple categories’ of description (e.g., race, class, and gender, typically but can become an intersection of other socially defined characteristics too) serve to define who a person is and what type of behaviors to expect from them (The article is online at http://uk.sagepub.com/sites/default/files/upm-binaries/13299_Chapter_16_Web_Byte_Patricia_Hill_Collins.pdf ). Intersectional descriptions are help to illustrate how the basis of stigmatization and potential social exclusion(s) are symbolically fluid as any combination of categories can be contextualized to socially define, stigmatize, and exclude anyone.
Critically described, in the contemporary market and economic driven modern society there is the strong potential for what is marginal and deviant to become tolerated if there is profitability that can be derived. Keep in mind the class implications in the videos and readings in the way that prostitution is socially construed in wealthy vs non-wealthy countries. The video of https://www.youtube.com/watch?v=pz7Yi4v0cuo provides a short happy report on how other countries utilize vice industries to promote tourism. Globally we are dealing with an explosion in human trafficking as illustrated in the video http://video.pbs.org/video/2365402307/ on child sex trafficking that brutally illustrates the sad reality of modern prostitution that many consider. Keep in mind that in the contemporary ISIL , drug cartels, and international networks of human smugglers derive profits from trade in sex slaves as they funnel men, women, and children to centers of industry, trade, and tourism so that workers and tourists. The video also provides some insight into why combatting human trafficking is so difficult especially because of the huge profits that can be made as demand increases.

In our society and culture we are currently dealing with a shift in the social position that drug use is undergoing https://www.youtube.com/watch?v=7yUMxJ0f_-A , https://www.youtube.com/watch?v=Uq_ZdsEhD1o , https://www.youtube.com/watch?v=Ro4nJH9RkeE , Despite the debating perspectives for and against drug use and regulation neither video seems to mention the structural and cultural sources of drug use as method of coping with, or avoiding the demands, responsibilities, and obligations of modern society. Consistently the sources of the problem that are prioritized in the mainstream cultural narrative and by health officials are misdirected youth and the easy availability of illicit drugs. Adults and other professionals also consume illicit drugs.
Despite the potential dangers to social health it seems as if the road of transition from the margins to the mainstream is paved and motivated by profits and public demand. When you watch the videos do proceed to read the submitted commentaries.
Question(s): Would you consider socially and self-destructive behaviors discussed in this section as a sociologically anomic response to rapidly changing society?

What do the results show about next steps – reteaching, small groups, or move on? What are three “big ideas” that you took away from the process of creating the selected-response test?

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Three – Part Analytic Summary

 PART I

Charting Results – how does your graphic show a clear picture of target mastery

Name Total Score Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
                       
                       
                       
                       
                       
                       
                       
                       
Target LT1

 

Name Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18 Q19 Q20 Q21 Q22
                         
                         
                         
                         
                         
                         
                         
                         
Target LT2 LT3 LT2 LT3 LT4

 

You can change the target row by merging/splitting cells and or changing colors.

Name Question Type
  Matching Fill In T/F MC
         
         
         
         
         
         
         
         
Average        

 

Name Learning Targets
  LT1 LT2 LT3 LT4
         
         
         
         
         
         
         
         
Average        

PART II

Analysis of results to inform teaching – What do the results show about next steps – reteaching, small groups, or move on? Be sure to list and focus on learning targets first and then look at question types.

PART III

What are three “big ideas” that you took away from the process of creating the selected-response test? Be sure to support each insight with citations from the modules.

Write a response of at least 350 words for each prompt you select.

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Final Assessment

Write a response of at least 350 words (1–1½ pages, double-spaced) for each prompt you select (note that the word count is for each answer, not all 5 answers combined). Total of 1750 word minimum.