Category: Education

Write a one-page reflection focusing on how you (as a leader) will implement data in the school (include a cover page, 12 font, and single spacing).

Hello I am going to upload all of the documents I have done for this class. It needs to be compiled into a two page paper. 

I sources cited MLA style and quotes from the sourceabout the effects of Covid 19 and mental health 

Supporting teachers in designing appropriate literacy instruction requires that the reading/literacy specialists understand the science of reading and the essential components of literacy. Students who have a strong foundation in literacy have later success as readers and writers as well as in other content areas. It is critical in supporting student success that reading/literacy specialists assist teachers in planning and implementing research-based best practices in the components of literacy.
For this assignment, select a grade band (pre-K-2, 3-5, 6-8, 9-12). (USE PRE-K-2) Create a resource that can be used with educators in the selected grade band on the science of reading and components of literacy. Choose one of the following deliverables to complete this assignment:
(I choose a brochure)
Brochure, including documentation of resources
500-750 word blog post, including documentation of resources
Utilizing the deliverable choice, present the following information to educators:
Explanation of the science of reading, including the simple view of reading and Scarborough’s Reading Rope.
Description of the five components of literacy, why they are important, and how they affect students’ mastery of reading (phonological awareness, phonics, fluency, vocabulary, comprehension).
At least one evidence-based instructional strategy for each component (phonological awareness, phonics, fluency, vocabulary, comprehension) that would support students’ development of literacy skills.
At least one strategy to differentiate reading instruction for each of the following groups of students: English language learners, students with dyslexia, students with specific learning disabilities, and accelerated students.
Support your presentation with 3-5 scholarly resources.
Include graphics that are relevant to the content, visually appealing, and use space appropriately.

Assessment Description
Effective instructional methods and engagement strategies create a meaningful way to have students actively learn. Implementing more student-centered learning models allows students to make connections between what they know and what they are learning, and then apply it in different situations.
Allocate at least 3 hours in the field to support this field experience.
Observe and discuss the following with your mentor teacher:
Part 1: Inquiry
During this field experience you will observe a secondary classroom in one of the humanities content areas or social studies (history, social sciences, and geography), the arts (visual and performance), or English/ELA (reading, writing, and oral language), paying particular attention to the instructional method the teacher utilizes. Following your observation, collaborate with your mentor teacher and inquire about the following:
What instructional methods do you use? How do you decide which instructional methods are best suited for each lesson?
What strategies do you use to integrate all areas of humanities in a lesson?
What strategies do you use to assess student learning before, during, and after instruction?
What strategies do you use to engage students in learning?
What is your strategy to group students for a lesson/project?
Part 2: Collaboration
In addition to your observation and discussion, share with your mentor teacher the requirements document you created detailing the requirements of future field experiences for this course. Specifically address the following:
Discuss ideas for your lesson plan in an attempt to correlate with the topics the mentor teacher will be covering.
Schedule to assist the mentor teacher with a specific lesson during Topic 4 that will require you to interact with students.
Schedule the implementation of your lesson plan during Topic 6 with the class or a small group.
Identify and meet with a school librarian or media resource specialist and discuss how to integrate technology with your lesson.
Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class. 
In 250-500 words, summarize your observation and collaboration with your mentor teacher. What methods and strategies discussed do you anticipate using in your future professional practice? Based on your conversation with your mentor teacher, how prepared are you to meet the requirements in the future field experiences?
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.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form to the LMS in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

Due Sunday by 11:59pm
Points 25
Submitting an external tool
Available May 4 at 12am – Jun 16 at 11:59pm
An assessment cycle is an effective tool for improving instruction. It consists of assessing the students, collecting data, analyzing the data, making instructional decisions, delivering instruction, reassessment of the students, and sharing assessment outcomes. Develop an assessment cycle for a unit of study (FEAP a.4.).
Step 1: Assessment – Create and give a pre-test that has the majority of the questions at the comprehension, application, analysis, synthesis, and evaluation levels for a unit you are teaching to determine what your students know. Design and align a formative assessment that matches learning objectives and leads to mastery; (FEAP a.4.b/FPEC 4.2/InTASC 6b.p, 6o.k, 6t.d). Modify the assessment and testing conditions to accommodate the learning styles and varying levels of knowledge of the students. Use a learning style inventory to determine the learning styles of the students (FEAP a.4.d/FPEC 4.4, 7.5/InTASC 6h.p, 6p.k, 6u.d). List accommodations for ESE and ELL students as needed.
Step 2: Data collection – Use and apply technology to list and organize the scores of the pre-test and include a copy of students’ pre-tests in your assignment (FEAP a.4.f/FPEC 4.6/InTASC 6i.p, 6o.k).
Step 3: Aggregation and Display of Data – What are the results? Analyze each test item (item analysis, product analysis). Identify which test items were answered correctly and which were answered incorrectly for each student. Identify poorly written test items. These items can be corrected or eliminated from the post-assessment. Use a table or graph to display the test results (FEAP a.4.a/FPEC 4.1, 8.6/InTASC 1a.p, 8e.p).
Step 4: Instructional Decisions – What can be determined by analyzing the data? How will what you determine and see from the data affect what you will teach? Use the data to set goals and create standards-based (e.g., Common Core Standards) unit lessons for the students. Demonstrate the use of a variety of assessment tools to monitor student progress, achievement, and learning gains (FEAP a.4.c/FPEC 4.3/InTASC 6b).
Step 5: Instruction – What methods of instruction will you use to impact student learning? Create three lesson plans for the unit.
Step 6: Reassessment – Design and give a post-test to determine what the students learned from your instruction that matches learning objectives and leads to mastery (FEAP a.4.b/FPEC 4.2/InTASC 6b.p, 6o.k, 6t.d). Determine; what was learned, who learned it, and if it was not learned, determine why not? How will you remediate students who have not mastered the concept or skills? How will you provide enrichment activities for students who have achieved mastery? Include copies of post-tests in your assignment (FEAP a.4.f/FPEC 4.6/InTASC 6i.p, 6o.k).
Step 7: Assessment Outcomes – Share the assessment data with the students and the students’ parent/caregiver (FEAP a.4.e/FPEC 4.5, 7.3/InTASC 6f.p, 6v.d).
Step 8: Use technology to improve student study and test-taking skills – Identify review materials for students, such as Learn About FCAT (http://www.testtools.com/fcat/fcat.shtmLinks to an external site.) and Understanding FCAT Reports (http://www.firn.edu/doe/sas/fcat/fcrpdes.htmLinks to an external site.). How can these documents be used to improve test-taking skills? (NSU a.4.g/FPEC 4.2/InTASC 6b.p, 6o.k, 6t.d)
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You will provide an analysis of the results indicating similarities
and/or differences, strengths, weakness, inconsistencies, etc. and provide a suggestion(s) for how the
school may address any issues.
Instructions and completed surveys are attached.

Use the template to respond to the four phases. Responses should be well-written narratives addressing each bullet. 
Instructions (which also contains the template)and case study is attached. 

Many technological applications have been developed to prevent and assist people experiencing a variety of problems and crises. Technologies include (but are not limited to) the following:
Telephones and cell phones
Applications
Tablets
Websites
Interactive websites
Telephone assistance
Videoconferencing
Social media
Chat services
Internet-based discussion topic
Virtual realities
You will create an infographic (Piktochart, Infogr.am, etc.) or a presentation slide (PowerPoint, Prezi, etc.) and post it in the discussion topic. Your document should address the following:
Select a crisis scenario such as a lost child, a lost parent, a home lost in a disaster, loss of a job, and so on.
Describe what you think would be the most effective technology for that scenario, and provide your rationale.
How might you prevent that crisis from happening with technology? Provide a rationale.
In responding to your classmates, suggest a different or alternative technology tool and provide a rationale for your suggestion.

Read a scholarly journal article that addresses an issue faced by early childhood educators and/or families with young children and write a report.
Choose ONE of the articles provided BELOW to read and critique. A critique is not merely a summary of the article but looks at your reaction to the article: comparing what you read with your prior knowledge and understanding, asking questions of the author and/or discussing what is clear to you. Think about what is being read and then respond using your own thoughts. Your critique should be typed, using correct grammar, spelling, and punctuation. The critique should be approximately 1 ½ pages in length, using Times Roman or Arial font and 12 pt. size.  Guidelines for the one page:
one-third of the critique will be a summary of the content
one-third will be your reaction to/comments about the article
one-third will discuss how you might use the content of the article in your work or practice in the profession.
Include bibliographic information:  name of the professional journal, title of the article, author(s), date of the article, and issue/volume number.  You may include this at the beginning of the review or at the end. 
Article: Supporting Young Children after Crisis Events
https://www.naeyc.org/resources/pubs/yc/jul2020/supporting-young-children-after-crisis-eventsLinks to an external site.
Article: Valuing Diversity: Developing a Deeper Understanding for All Young Children’s Behavior
https://www.naeyc.org/resources/pubs/tyc/dec2019/valuing-diversity-developing-understanding-behaviorLinks to an external site.
Article:  The Power of Playful Learning in the Early Childhood Setting
https://www.naeyc.org/resources/pubs/yc/summer2022/power-playful-learningLinks to an external site.
Article:  Rocking and Rolling. Caring for the Mental Health of Infants and Toddlers
https://www.naeyc.org/resources/pubs/yc/spring2021/mental-health-infants-toddlersLinks to an external site.
Journal Article Critique Instructions .docx Download Journal Article Critique Instructions .docx 
Rubric
Article Critique
Article Critique
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeDescription of criterion
Bibliography (APA style)
2 pts
This criterion is linked to a Learning OutcomeFormat & In text citations in APA style
2 pts
This criterion is linked to a Learning OutcomeCover Sheet
1 pts
This criterion is linked to a Learning Outcomeone-third of the critique will be a summary of the content
10 pts
This criterion is linked to a Learning Outcomeone-third will be your reaction to/comments about the article
10 pts
This criterion is linked to a Learning Outcomeone-third will discuss how you might use the content of the article in your work or practice in the profession.
10 pts
This criterion is linked to a Learning OutcomeSpelling, grammar, writing conventions
Spelling, grammar, writing conventions (0 mistakes= 5 points; 1-2 mistakes = 4 points; 3 mistakes=3 points; 4 mistakes=1 point; 5 or more mistakes = 0 points
5 pts
Total Points: 40