Category: Psychology and Education : Education

Hi. I have attached the instructions for the assignment. Please answer the questions as detailed and heart felt as possible. There is no minimum pages or word count so just answer the questions in full and in detail. Use your feelings. Thank you

Hi. I have attached the instructions for the assignment. Please answer the questions as detailed and heart felt as possible. There is no minimum pages or word count so just answer the questions in full and in detail. Use your feelings. Thank you

Hi. I have attached the instructions for the assignment. Please answer the questions as detailed and heart felt as possible. There is no minimum pages or word count so just answer the questions in full and in detail. Use your feelings. Thank you

Hi. I have attached the instructions for the assignment. Please answer the questions as detailed and heart felt as possible. There is no minimum pages or word count so just answer the questions in full and in detail. Use your feelings. Thank you

One concern about equitable education for students from diverse backgrounds relates to disproportionate representation in special education.
Read Chapter 3. In approx. 300-400 words discuss:
One factor of most interest to you regarding the disproportionate representation in special education. Be sure to cite your source(s).
For this discussion, response posts are not required. You will only be graded on your initial post and level of engagement (posts read.)  See Discussion Rubric Initial and Engagement  for expectations regarding initial posts and posts read (Assessments>Rubrics).

Readings: (attached)
Task Analysis: Steps for Implementation
Effective Instruction: Task Analysis PowerPoint VIDEO
Effective Instruction -Task Analysis PowerPoint (read only)
Effective Elements of Instruction-Think Alouds PowerPoint VIDEO
Effective Instruction-Think Alouds PowerPoint (read only)
Videos
Math Think Aloud Part 4

Teacher Led Think Aloud
Guided Practice-Segmenting Sounds

Materials: ( attached)
Task Analysis, Pre Assessment, and Think Aloud Worksheet
Task analysis is an effective way to plan the teaching of procedures or processes that require several steps to be performed in a certain order such as telling time, tying shoes, or doing long division.
A task analysis can be helpful when creating a pre assessment to be used before teaching a topic, skill or process to help determine what skills students already know and what they need to learn.
A task analysis can also be helpful for creating a think aloud since it provides a skeleton of steps in the process you will be sharing with your students.
For this practice activity, complete the activities on the Task Analysis, Pre Assessment, and Think Aloud Worksheet.
After you submit this document, you will have access to a completed version.  Please be sure to compare your answers with the completed version.  If you have any questions, be sure to contact your instructor.

Readings:
Assignment Adaptation Sample
Case Study Jeffrey
Ideas for Classroom Accommodations
Ideas for Classroom MODIFICATIONS
Recommendations Mather, N., & Jaffe, L. (2002). Woodcock-Johnson III: Reports, Recommendations, and Strategies. New York: John Wiley & Sons
Materials:
Adapting Instruction Worksheet
Directions: Complete the Adapting Instruction Worksheet
ADDITIONAL/HELPFUL INFORMATION REGARDING THIS ASSIGNMENT:
Adaptations
As was noted in the scenario, math is not a reported difficulty for Jeffrey.  Therefore, it’s important to make modifications based on his needs (handwriting and attention) but at the same time not decrease the rigor. It’s a balancing act for sure.
Accommodations/Modifications
When choosing appropriate supports, they should have a reasonable degree of feasibility. For example, obtaining a paraprofessional to come into the classroom for a student with ADHD or a reading comprehension disability is highly unlikely. Likewise, suggestions that require constant teacher supervision or special arrangements in someone else’s classroom are incredibly time consuming to orchestrate and less likely to be executed efficiently, if, at all.
Peer buddy/tutor/helper
Pairing students with disabilities with typically functioning students to do the job a teacher or paraprofessional should be doing such as helping to manage their behavior (caveat: seating a student next to a peer for discrete modeling of appropriate behavior is ok but it’s not a student’s job to actively monitor their peers behavior) get organized, read to them, teach them missing skills, help them understand directions, write/scribe for them etc. is generally not an appropriate or effective use of peers’ time, nor, quite frankly, is it their job. The more effective method is to provide the student with special needs with strategies, supports, modified materials and/or activities, accommodations, and modifications to enable him/her to perform on a more independent level and ones which encourage self-monitoring and efficacy.
In addition, partner work should be an equal coming together with students paired according to complementary strengths so they can complete their assignment together as a group effort. For example, a good reader who can help summarize and decode reading assignments could be paired with a partner who is better at writing and can formulate and/or record the answers or information.
Extra time
Extra time is considered a modification if other students have to complete the same assignment in a specific amount of time.  Even if there is an arbitrary due date, if you allow a student to turn in an assignment after that date, they have been given more time to complete it than the others and that, in some way, has modified the expectation. If, let’s say you are giving a quiz or a test, one way around this is to allow any student some more time to take the quiz if needed.
In addition, extra time to complete assignments can be an effective modification and it is one teachers use most often.  However, it should be used with extreme caution.  And here’s why. Please consider the following scenarios:
Let’s say the rest of the class has a week to complete the assignment and Student R has 2 weeks.  What happens when the next assignment is due? Student R is still completing last week’s assignment and now has a new assignment due…I can see the makings of one incredibly overwhelmed kiddo.
Or what about allowing Student R to take home work s/he has not completed during class time? What if Student R is in High School and has 6 classes?  What if s/he is completing class work at home for each or even a few of these classes?  What if the completion of this classwork is in addition to the regularly assigned homework?  Even if Student R is in the primary grades, class work on top of homework is a recipe for disaster. Again, I see the makings of one incredibly overwhelmed kiddo.
Or, how about this scenario: Student R is in the Primary grades and is asked to stay in during lunch/recess to finish incomplete class work. If s/he is having difficulty completing classwork on a regular basis, by the time you know it, Student R has been inside for the majority of the school year and has essentially been punished for his/her disability.  Not to mention a kiddo with ADHD likely needs recess like a fish needs water.
So, while extra time can be a real gift I hope you see it can also create bigger problems.  Therefore, whenever possible, the more effective means is ALWAYS to thoughtfully and carefully revise/modify the assignments so s/he can complete them in the same amount of time as the other students.
However, having said all that, there is, of course, a caveat. Extra time is more possible and appropriate if a student is in a self-contained classroom where the teacher has much more control over other classroom conditions.  In this case, the teacher could forgo other assignments or revise the student’s schedule so as to allow more time for a larger or more in depth assignment or project.

written class reflection
I am a school social worker, i n a building leadership program. I will sending you discuss topic for the reflections.
Reflection should be  thoughtful insight as a future leader
Integrates meaningful insights garnered from class discussions
Integrates a synthesis of all assigned readings. Includes a summary paragraph which synthesizes all the major, identifiable themes within and among the readings and class discussions and your most significant learning(s). Cited and made accurate connections to the ELLC/NELP standards and elements. No punctuation or grammatical errors. Follows APA format. Includes complete bibliography
Required
-Cunningham, W.G., Cordiero, P.A. (2009). Educational Leadership (4th Ed.).  New York, Pearson (eLibrary)
-Hall. G.E., Hord, S.M. (2011). Implementing Change (3rd Ed.). New York Pearson (eLibrary)
-Hawkins, R. J. (Ed.). (2011). The EDA 505 Introduction to Educational Leadership:  A Custom Multi Text –
Jossey-Bass. The Jossey-Bass Reader on Educational Leadership (3rd Edition). Jossey-Bass, Inc., Must be purchased
-Kowalski, T.J., Lasley, T.J., Mahoney, J.W. (2008). Data Driven Decisions and School Leadership, New York, Pearson (eLibrary)
-Owens, R.G., Valesky, T.C. (2011). Organizational Behavior in Education (10th Ed.). New York, Pearson (eLibrary)
N.E.L.P Building Standards:    http://npbea.org/nelp/
Supplemental Texts
DuFour, R., DuFour, R., & Eaker, R. (2008). Revisiting Professional Learning Communities at Work:  New Insights for Improving Schools. Bloomington, IN: Solution Tree. (used in EDA 505)

You will develop an Excel spreadsheet with 3-year trend data on a variety of key performance
indicators and budget items showing the financial status of the institution selected for the Case
Study: Institutional Profile earlier in the course . In addition to providing data on your selected
institution, please select the following key state and national trends, assuming the data are
available publicly:
 Total undergraduate enrollment
 Total graduate enrollment
 Total in-state enrollment
 Total out-of-state enrollment
 Student loan default rate
 Student borrowing
 Core revenues per student FTE
 Core expenses per student FTE by function
 Total state support for higher education
 Total federal support for higher education
As you review the data, how does your institution compare to the state and national trends? Is
there anything that catches your attention, either positively or negatively?
The US Department of Education’s National Center for Education Statistics coordinates the
Integrated Postsecondary Education Data System (IPEDS) surveys every year. The IPEDS
surveys are federal requirements of all institutions that receive Title IV aid. IPEDS data are
especially helpful for enrollment and budget analysts to compare their own institutions with
comparative peer institutions. You can find a link to a helpful video tutorial with the step-by-step
instructions on retrieving IPEDS data for selected institutions on the Case Study: Budget
Spreadsheet Assignment page under Case Study: Budget Spreadsheet Resources.
In this assignment, you will download data that are publicly available from US Department of
Education’s National Center for Education Statistics coordinates the Integrated Postsecondary
Education Data System (IPEDS) if you cannot locate the information from your own institution’s
website. Use the most recently available 3 years of reported data.
One option that might be simpler is to download multiple years of the Data Feedback Report.
You can identify your institution, then select “View Previous Data Feedback Reports.” This
report provides you with a single year snapshot of these measures all in one file, so you would
then need to download prior years to get the historical data. You can find the link to IPEDS data
on the Case Study: Budget Spreadsheet Assignment page under Case Study: Budget
Spreadsheet Resources.
You are welcome to provide additional information as a means of preparing broader context
about the institution. Because of the amount of details required for this budget assignment, it is
recommended that you use multiple worksheets within the same Excel file instead of placing all
the data into the same worksheet.

Answer the following questions in your own words:
Child of Rage Documentary Reflection Questions
1. What is Beth’s family structure?  Who are her primary family members?
2. What was wrong with Beth and Jon’s previous family situation? What were some of the things that happened to Beth?
3. How did Beth’s abuse manifest in externalizing behaviors?
4. How does the therapist, Dr. Ken Magid, communicate with Beth? What is his demeanor like?
5. What was the “last straw” that led Beth’s family to seek treatment for Beth’s behavior?
6. What was decided to be the best first step in Beth’s treatment plan?
7. What is the self-concept of most severely emotionally disturbed children? (ie. how do they think of themselves?)
8. What were some of the steps in Beth’s treatment plan?
9. What were some of Beth’s strengths, according to her therapist?
10. What important quality, according to Beth’s adoptive mother, has she earned? How has this changed her interactions with other people?
11. What was the key to Beth’s healing, according to her therapist- what did she learn to do?
12. Do you think Beth’s emotional disturbance is a result of primarily environmental factors, biological factors, or a combination of both?
13. What kinds of early intervention strategies may have prevented or reduced the severity of  this cycle of abuse?
Link to video

The title of the video should be “child of rage-the full documentary”