Category: Education

Follow the rubric 
Summarize an article that goes over paraprofessionals’ wages and benefits.
Must Include More than 6 thought-provoking higher-order questions submitted with an interactive activity

Assignment Content
Complete the Comprehensive Exam Section II. This is the second of 5 parts of the comprehensive exam you will complete over your three internship courses.
Write an essay with a minimum of 3 pages to address the scenario and question below.
Assume that you have created an initial vision and strategic plan for teaching and learning at an elementary school.  Explain how you would communicate this shared vision and strategic plan to your stakeholders (e.g., teachers, board, community, parents, or even students when appropriate). How would you use research-based theories and philosophical factors (e.g., leadership style and change management theories) to lead and manage change processes to implement the strategic plan? Create a proposal for implementing, supervising, and evaluating the strategic plan.
Cite the appropriate peer-reviewed research and educational theories to support your response.
Format your citations according to APA guidelines.

Research about educational theorist/psychologist: (pick between Piaget or Howard Gardner)
Look for the answers to the following questions
1.Where is this person from? When did they live?
2.What kind of theorist are they?
3. What was their major contribution to the field of childhood development? Explain their beliefs.
4.Mini-Debate-What are the pros and cons of their arguments?

Please find in this letter the required protocol for our round two interview.
Universal Design for Learning (UDL) involves three core principles: multiple means of
ENGAGEMENT; multiple means of REPRESENTATION; and multiple means of
ACTION/EXPRESSION. Additionally, multiple means of engagement involves the
element of recruiting interest.
At the elementary grade levels, it is absolutely imperative that our teachers are
engaging our students and getting them excited about learning.
For your second round interview, we will open with a series of interview questions.
Following the interview questions, you will be asked to present the following:
Please prepare a pre-observation conference to explain to the interview committee what
your instruction would look like and involve during a teacher evaluation direct formal
observation for an elementary grade 3 BCIT lesson focused on safe use of the internet.
Please be prepared to speak to your formative assessment strategies to inform
instruction. Identify the learning objectives of the lesson you will lead. Specifically
address your hook or how you are going to recruit interest as your initial efforts related
to engaging students. Talk about differentiating your instruction so as to provide various
instructional delivery methods as it relates to multiple means of representation. Address
how you will formatively assess student learning during instruction and the different
manners of demonstration, or action/expression, you would provide students to show
their learning or mastery of the identified skills and concepts instructed.

****This is a 2 part Assignment. Please read the instructions****
HSE 335 Milestone One Guidelines and Rubric
In order for human service professionals to provide appropriate prevention or intervention services for clients or communities, they need to have a good understanding of the problems or issues involved, protocols or policies in place, who the appropriate parties are, and be aware of ethical codes and boundaries. Additionally, by identifying agency resources, professionals will be able to provide appropriate referrals and assistance after a crisis has occurred.
For this milestone submission, refer to the case scenario SEE BELOW. This milestone consists of two parts. For the first part, you will submit a paper with scholarly references to support your rationale of the following:
Examine the problem of the case scenario and reflect on the accuracy of the identification of the problem and any protocols that were followed.
Describe the people involved, and determine if they were the best people to help resolve the situation. Should others have been involved? If so, who and why?
Discuss the ethics that need to be considered in the case scenario. What ethical codes or governing bodies should be considered?
Specifically, the following critical elements must be addressed in your paper:
Intervention Effectiveness
Was the problem identified accurately based on the precipitating events? What were the protocols that were followed?
Were the appropriate people (i.e., agency staff, client friends/family, community stakeholders) for resolving the crisis quickly identified? Was there anyone else that should have been included?
Were ethical codes followed in the intervention stage? Support your claims with examples from the scenario. What could have been done differently, if anything?
***USE THE ATTACHED WORD DOCUMENT FOR THE PART BELOW(PART 2)*****
For the second part of this milestone, complete the Community Resource Worksheet, in which you identify a minimum of six agencies, clients, or community resources that can be utilized by you in preparing for a crisis situation, or by those you serve in a crisis situation.
Specifically, the following critical elements must be addressed for each agency, client, or community resource in the worksheet:
Explain why you chose each agency
List the type of services that each agency provides
State how the services are provided at each agency
Describe the population each agency serves
What to Submit(This goes with Part 1)
Your paper should be submitted as a 1- to 2-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Cite at least three resources in APA format. In addition, submit the Community Resource Worksheet using the template provided.
_____________________________________________
****Case Scenario is below****
Crisis Scenario
Sherry, a Caucasian human services professional working in a hospital, was called to the emergency room because a patient was threatening to kill himself. The patient was claiming that someone at the hospital had not made the right diagnosis, and he was in extreme pain. That was all the professional knew before going to the ER.
When she arrived, she saw an African-American man (probably in his 50s) threatening to go get a gun if someone did not help him. She also saw security guards watching the man. She spoke to the security guards to find out more information. They told her that the man had been to the hospital before, was treated, and then released. They did not yet know who the doctor was or what the man’s condition was. She asked the guards to take the man into a private room where she and the man could talk. Since the man didn’t seem to have a weapon on him, she felt safe enough talking to him alone. She also asked the guards to contact her supervisor, as well as the chief of the hospital, since that was a component of the policy and procedure in dealing with situations like this one. Also as policy, at least one guard would remain outside the door during their conversation.
The guards were able to get the man into the private room where the professional was waiting. She asked the man if he wanted anything to drink or eat, as he looked shaky and unwell. He declined, saying that he believed someone would put something to knock him out in whatever he was given. Sherry asked the man if he would be willing to tell her his name; she told him her name and her role at the hospital. He was reluctant, but finally told her his name was Albert. Sherry thanked him and asked him to tell her what was going on. Albert wanted to not be in pain and he was mad at the doctor who sent him home even though he told the doctor that he was still in pain. Sherry said she would talk to the doctor about this and see if the doctor could provide any additional treatments. Sherry made a note about this to remember later. But, for now, she wanted to talk to Albert about his threat to commit suicide.
First she asked him if he had any family she could contact. Albert said his mother had Alzheimer’s disease, his wife left him, and his children did not talk to him anymore. So, no, there was no family for Sherry to contact. Sherry asked him if he had had suicidal thoughts in the past. Albert said no, that this was the first time. He had never been in this much pain for so long in his life, and he was very frustrated about it. He had been trying to deal with it by going to church and talking to his pastor and other supportive people, as well as praying about it, because he did not really trust doctors or hospitals. But the pain was just so bad and lasted all the time that he did not know what else to do but go see a doctor. Sherry acknowledged that Albert had really gone out of his way to find support, and that it was great that he had friends and a pastor at his church to talk to. Sherry asked Albert if he had anyone else he could talk to about his pain and his feelings about it. Albert replied that he did not really have anyone else he felt like he could talk to about that sort of thing. Sherry asked him how he came to have a gun, and how long he had it. Albert told her that he had the gun for years, for self-defense purposes, but never thought about using it on himself before. Sherry mentioned to Albert that it was great that he never thought about using the gun on himself before. Sherry asked Albert how long he had been thinking about coming to the hospital and threatening to kill himself if his pain was not treated. Albert said that he had been seriously thinking about doing this for about a week or so. He had been feeling hopeless and helpless, and he figured if no one could help get rid of his pain, then he might as well die. He did not know anywhere else to go or whom he could turn to.
Sherry then asked Albert to share a little bit about his medical history to get an idea of how long he has been seeing doctors or other medical practitioners. Albert said the pain in his body had started about 10 years ago. He has been prescribed various medications, and for a time some of them worked. Then, about three months ago, he started coming to this hospital, having been referred by the clinic he was going to, as they said that a particular doctor specialized in pain treatment. He saw the doctor about a month ago, was given another prescription and some exercises to do, but the pain just seemed to be getting worse. He spoke to the doctor’s nurse, but he was not helpful. Albert just got so fed up with it all that he decided to come to the hospital with his gun in his car and see what happened when threatening to kill himself.
Sherry thanked Albert. She requested that she call the police so that they could safely remove his gun from his car and take it to a safe holding place. Albert was not happy about this, but he realized he needed to do this for his own safety; otherwise, he would be arrested for not having a concealed weapon permit. The police were called, they obtained Albert’s car key, and removed his gun from the car.
Sherry talked to Albert about his options at this point. Albert could make another appointment with the doctor, he could go see another doctor, he could get admitted for a full workup, or leave and not return. Albert would also need to see a psychiatrist; Sherry gave him a referral for a good local psychiatrist. Sherry also gave Albert several other resources:
A group for those dealing with chronic pain
A community clinic where Albert might feel safer
A group for those who have family members with Alzheimer’s disease
Sherry’s own contact information
Sherry also asked Albert for his phone number so that she could call in a day or two to ask him how he was doing and if she could be of further assistance. She asked Albert if he got an appointment to see a doctor, would he still be considering suicide? Albert responded that if he got some help or relief with his pain, then probably not. The security guards escorted Albert out of the hospital. Sherry waved goodbye.
The following are case notes from Sherry’s files:
“Talked with supervisor to debrief and discuss what could have been done differently, if anything”
“Two days later, I called Albert to see how he was doing. He said he had called a couple of the referrals she had given him and was doing better”

My topic I selcected is : The effects of technology on eary childhood ages 0-5. I need two questions related to the topic. I am having a hard time bein more specific with my topic , iInstructor says its to throrough and specific. 
This was my topic ideas, its not what you have to write about, 
The only topic I can come up with right now is the effects of technology on early childhood. I have worked in early childhood education for the last seven years, and this could be a good topic. The topic is important to study because it’s a current issue of children consistently being on screens, having instant gratification, and no longer playing with toys or outside. One of the questions I may use is, does technology contribute to negative behaviors in early childhood? And the second question is, how has technology been effective for children ages 0-5? Has it contributed to more children developing ADHD? Is it appropriate for children ages 0-5 to have their iPads? I am not sure how difficult this would be to find out since technology in early childhood hasn’t been around for long.
Instructions :
nclude the following (in same order): Introduction, Statement of the Problem, Significance, Research Question(s), Literature Review, Theoretical Framework, Summary. Paper must be in APA format, Times New Roman, 12 font. The complete paper must be 15-20 pages plus title page and reference page(s). 5 resources  

Please pick Autism Spectrum Disorder and 1 other developmental disabilities and for each; identify the unique attributes of each disability and discuss applicable interventions in a social and classroom environment. Reference at least two sources

Essay 4
Essay format with headings
APA 7
2000 words
Reference every paragraph from books or journals to show where your ideas are coming from; every Idea needs a reference.
Please reference your ideas in every paragraph. Please see the lesson plan for phonemic awareness attached and explain how you will teach this lesson to the whole class but focus on helping Mikayla, a child who has reading difficulties. Heading: Introduction
• A learning plan for an emergent or early reader or writer 5 to 6-year-old with dyslexia or signs of reading difficulties. Prep foundation year
State the child’s age, 5-6 years old, and grade foundation year (Prep). These learning activities/lessons will be implemented for the whole classroom.
Heading: Student observation (use positive language and avoid the words struggles; use difficulty instead)
• You will describe a hypothetical student named Mikayla in your classroom. Identify the young person’s specific learning needs (as they relate to their reading knowledge and skills), connecting these to the Australian curriculum or Early Years Learning Framework. For this, you will describe a student in Australian education, prep foundation level ACARA foundation level; this child will have reading difficulties, doesn’t recognize sounds, but recognizes some alphabet letters, and Possible sings of Dyslexia; you need to describe a child’s learning needs, strengths, interests in picture books, and Spanish cultural background where her big sister 12 has dyslexia too.
The simple view of reading framework work identifies the child’s weakness (as it has reading difficulties, possibly Dyslexia)
Students’ specific needs can and can’t do. Recognition of some letters
Can’t sound letters Can’t blend letters to form sounds
https://v9.australiancurriculum.edu.au/f-10-curriculum/learning-areas/english/foundation-year?view=quick&detailed-content-descriptions=0&hide-ccp=0&hide-gc=0&side-by-side=1&strands-start-index=0&subjects-start-index=0 As we are halfway through the year, the teacher/I noticed that Mikayla has difficulties sounding the letters and connecting them; the letters that she hasn’t been able to sound and recognize are A, I, M, S, T, N, O, P This lesson will focus on the sounds and combinations these letters make
Heading: Domain description
• Pick one domain (e.g. phonemic awareness, you will work on as a classroom teacher to support the young person’s acquisition of that skill area. Describe how to teach the skills needed for that selected domain, including the ways you might differentiate your teaching and use strategies to support your hypothetical learner in a whole class setting. Domain.
It needs to be explicit: What will the learners do and why? The principles of differentiation must be considered in lesson planning. How will you provide multiple means of Representation, Action, and Engagement & Expression?
For this, Choose phonemic awareness: For children who primarily experience phonological dyslexia symptoms, the best way to help them develop literacy skills is to focus on explicit teaching about phonemic awareness.
Students learn to: (ACARA, 2024), Content description: Read decodable and authentic texts by developing phonic knowledge and monitoring meaning using context and emerging grammatical knowledge (AC9EFLY04). Please put this code and description in the essay, as you have to write about an activity and pedagogies implemented to teach phonemic awareness. https://v9.australiancurriculum.edu.au/f-10-curriculum/learning-areas/english/foundation-year/content-description?subject-identifier=ENGENGFY&content-description-code=AC9EFLY04&detailed-content-descriptions=0&hide-ccp=0&hide-gc=0&side-by-side=1&strands-start-index=0&subjects-start-index=0&view=quick ACARA achievement standards:
I have attached a little book (Ant) made by me that you have to add as an activity in an appendix attached. The book is called Ant. With this book, children will practice the following.
-Navigating a text correctly, starting at the right place and reading in the right direction, returning to the next line as needed, and matching one spoken word to one written word.
-Attempting to work out unknown words by using phonic decoding and knowledge of high-frequency words.
-Pausing or asking for support when meaning breaks down. (CARA, 2024)
First, children need to develop phonemic awareness in order to identify and manipulate the individual sounds in a spoken word. Little learners also need to understand the connection between letters and sounds. Recognizing phonetic patterns leads to effective word decoding. Research shows us that multi-sensory phonics instruction produces fluent readers who have a knowledge of letter-sound relationships. Through direct and explicit instruction, students can blend sounds together and segment words into sounds.
Heading: Pedagogy and justification
• Critically review early reading and writing development theories to understand what and how children learn phonemic awareness: How to adapt Explicit teaching and systematic synthetic learning instructions to become literate based on the student’s needs (Dyslexia reading difficulties). Reference every idea from pedagogies Within each strand of Scarborough’s Rope, smaller strands are needed for students to demonstrate proficiency. For word recognition, students need phonological awareness. How will you teach this lesson in a whole class setting? Teaching strategies for dyslexic children.
The big 6 of reading
Plan sequence and directly teach phonological awareness skills.
Use assessment information to identify phonological awareness learning goals for students.
Scaffolding
Corrective feedback
Assessment for learning/formative assessment.
Learning through context using books
Read at loud
• Examine pedagogical practices for early literacy teaching and learning, which includes activities that reflect the inter-relatedness of oral language, early reading, and writing for children with dyslexia and reading difficulties.
• Assess children’s learning to make informed judgments and plan for differentiated teaching strategies for dyslexic children to address diverse learners’ language and literacy needs. Check FELA, the foundation of early literacy assessment NT (northern Territory Australia)
See rubric essay 4

please complete the handout that is in the files section
There are short YouTube videos that you need to watch to complete it:
Video 1:  https://www.youtube.com/watch?v=daarW6puMuc
Video 2: https://www.youtube.com/watch?v=0LQM4WT62GE
Video 3: https://www.youtube.com/watch?v=MVs71CBX7J8
Video 4: https://www.youtube.com/watch?v=Xuovu3Uk3dc
Video 5: https://www.youtube.com/watch?v=l9DPTdVMnFc
for example, video #5 applies to Semantic Development and Pragmatics/Socio-linguistic Behaviors

An original lesson plan — not one from your district or other source, but one you have written based on your current students’ needs. The lesson plan MUST include instruction for both the whole class, AND instruction for small groups that is targeted to the needs you identified in the previous lesson analysis. The lesson plan must be very detailed so the instructor understands exactly what the learning objectives are for both the whole class and for those small groups who have shown additional needs, such as additional practice, additional instruction, or advanced instruction. You must include all instructional materials and resources with your plan. A three-page narrative that accompanies your plan. The narrative must indicate a thorough understanding of student needs and that you have planned appropriate learning activities and research-based supports to address each student’s learning needs. You must include a rationale for why you selected specific supports and activities, using the data you analyzed. Finally, you must include clear accommodations and modifications that are directly related to the students in your classroom. The instructor will review the Context of the Classroom form you submitted in the first assignment and your data analysis from the previous submission to ensure you have addressed the needs of all learners. As you develop your plans and write the narrative, you think about these things: What do your students know, what can they do, and what are they learning to do? What do you want your students to learn? What are the important understandings and core concepts you want students to develop within this lesson? How will you use your knowledge of your students’ assets to inform your plans? What instructional strategies, learning tasks, and assessments will you design to support student learning and language use? How will your lesson support students to develop and use language that deepens content understanding? How is the teaching you propose supported by research and theory about how students learn? Do not just answer these questions in your narrative; rather, think about how you will incorporate this information into your narrative.