Assessment Description Two major cognitive development theories educators refer to today are Piaget’s four stages

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Assessment Description Two major cognitive development theories educators refer to today are Piaget’s four stages

Assessment Description Two major cognitive development theories educators refer to today are Piaget’s four stages of cognitive development theory and Vygotsky’s sociocultural theory. Understanding these theories will help teachers to identify atypical or delayed cognitive development, as well as design research-based strategies to support and encourage normal development. Complete the Cognitive and Intellectual Development Activities and Reflection’ template with the following: Short description (10-50 words) of each element of the theory. Description of an activity or instructional strategy (50-100 worda) that could be used to support and/or assess learning in that stage. Specific learning strategies related to the selected theory that can meet the needs of students who present atypical/delayed cognitive or intellectual development. In addition, write a 250-500 word reflection on the theory you expect to use the most in the classroom and why. Describe instructional strategies to bring the selected theory into your future classroom using each of the following: Curriculum, instruction, assessment, and classroom management procedures. Provide one strategy per area listed. Support your findings with 2-4 scholarly resources. Prepare this assignment according to the guidelines 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 familiar with the expectations for successful completion.EDU-354-T3-Template1.docx

Assessment Description When students are learning mathematical operations and skills, the concepts and skills will

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Assessment Description When students are learning mathematical operations and skills, the concepts and skills will

Assessment Description When students are learning mathematical operations and skills, the concepts and skills will build upon each other. It is important for teachers to plan meaningful learning progressions in their lessons to help with this learning process. Higher-order questioning within a lesson plan can help ensure skill mastery before the next learning concept is introduced. Part 1: Partial Lesson Plan Select a 1-5 grade level and a corresponding Arizona College and Career Ready Standard or other state standard based on the Number and Operations in Base Ten domain. Using the COE Lesson Plan Template, complete the lesson plan through the Multiple Means of Engagement section, making sure the activities are supported by the recommendations found in the topic Resources. Include appropriate support and guidance to help students learn related academic language. Part 2: DOK Essential Questions Upon completion of the partial lesson plan, draft 20 essential questions to guide meaningful learning progressions and foster problem-solving for students with disabilities, using the DOK Questions Template. Five of the questions should activate prior knowledge and the remaining 15 questions should be based on the progression of the lesson activity, probing the four Depth of Knowledge (DOK) levels. Using four of the questions you drafted, one from each DOK level, identify the following using the DOK Questions Table within the DOK Questions Template: Examples of student responses Rationale of why chosen question meets DOK level 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.T2-DOKQuestionsTable.docx

Assessment is key to learning where a child is in his or her development learning

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Assessment is key to learning where a child is in his or her development learning

Assessment is key to learning where a child is in his or her development, learning what the child knows, and learning where you need to go next with your lessons. It does not serve students well to have a lesson without assessment and not using assessment to guide your next steps. Based on your previous research on intervention assessments and strategies, you will now create an assessment scenario for your peers to attempt to answer. Base this on your research, your knowledge of the assessment, and condition, as well as the age of the child and learning environment. Challenge your peers, but also provide enough information to guide the choice. Choose a scenario to respond to what challenges you as well. Your score comes from your posts, rationales, and feedback, not whether you select the right assessment in your response! To prepare: Review and reflect on the four listed articles for this module and the recommended Learning Resources. Create a brief scenario/case study based on your research and readings from the previous weeks’ assignments that will require your peers to choose an assessment that is appropriate for the situation. Give enough information on the child and the situation, but not so much as to provide an answer quickly. Make sure you indicate the age of the child. 8083MD4Dis1.docxScenariodis1.pdfResource2.pdf8084MD4Dis1coll.resp.docx

Assessment of young children’s progress and achievements is ongoing strategic and purposeful The results of

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Assessment of young children’s progress and achievements is ongoing strategic and purposeful The results of

Assessment of young children’s progress and achievements is ongoing, strategic, and purposeful. The results of assessment are used to inform the planning and implementing of experiences, to communicate with the child’s family, and to evaluate and improve teachers’ and the program’s effectiveness. ”Carol Copple and Sue Bredenkamp, Developmentally Appropriate Practice in Early Childhood Programs: Serving Children From Birth Through Age 88083DISCUSSION1.docx8083RESPONSEMOD4.docx

Assignment 3 Critical book review on Leadership: Students will choose a book of their

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Assignment 3 Critical book review on Leadership: Students will choose a book of their

Assignment 3 Critical book review on Leadership: Students will choose a book of their choice from the list of books on the leadership provided by the  instructor. The student will read the book in full. The student will then write a clear and concise  evaluation of the book, being sure to include all details given in the book about leadership,     include any major problems discussed in leadership, being sure to describe how leadership  and individuals impact sports in general; and discuss what they will do to assure success as a  leader. Students may also use the questions developed for the face-to-face interview to help them  discuss the information given in their leadership book. The assignment should be 8-10 pages in  length (without cover and reference pages)  Book I chose is THE POWER OF BEING YOURSELF AUTHOR: JOE PLUMERIThepowerofbeingyourselfismorethanjustabook2.docx

As the school administrator identify the standards and procedures applicable to the Meta Consent Decree

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As the school administrator identify the standards and procedures applicable to the Meta Consent Decree

As the school administrator, identify the standards and procedures applicable to the Meta Consent Decree. In your work include: A Review of the Meta Consent Decree for information about standards and procedures. A summary paragraph about the Meta Consent Decree A summary of the Meta Consent Decree standards and procedures that are to be used to support appropriate instruction for English language learners (ELLs). A list of websites that locate and identify Diagnostic tools appropriate for assessing student learning needs Appropriate instructional strategies to improve student performance A Chart that differentiates: Meta Consent Decree Standards and Procedures- Your District Diagnostic tools appropriate for assessing student learning needs Appropriate instructional strategies to improve student performance         A list of the assessment tools and procedures that will be used to support the Ell’s academic needs -APA -4 pages -MUST have an abstract -References page- include at least 2 current (published within the last five years) scholarly journal articles or primary legal sources (statutes or court opinions) AND cite the Meta Decree websites/articles that you use.

Assessment Description Communication with families of ELLs can be challenging but it is vital for

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Assessment Description Communication with families of ELLs can be challenging but it is vital for

Assessment Description Communication with families of ELLs can be challenging but it is vital for student success and family engagement. Many families may be unfamiliar with the standard practices of education in this country. Understanding assessment and how assessment data is used can be particularly difficult to discuss depending on the families’ previous experience with assessment in other educational settings. Create a digital newsletter for families of ELLs to explain assessment practices. Consider how you communicate the information for non-native English-speaking families. Include the following in your newsletter: Description of each type of assessment (diagnostic, formative, and summative), including how and when each will be used to support English language instruction Explanation of alignment of the assessments to ELP and content standards and the use of assessment data to determine student progress in both language and content Description of testing accommodations for ELLs Discussion of how the data from assessments will be used to inform instructional decisions and planning, including enrichment and interventions Identify strategies to communicate timely and meaningful feedback with students and families, including student self-reflection strategies

Assessment Description Differentiating instruction to meet the needs of all students in the classroom should

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Assessment Description Differentiating instruction to meet the needs of all students in the classroom should

Assessment Description Differentiating instruction to meet the needs of all students in the classroom should be part of every teacher’s instructional strategy. There are many techniques that can be used to modify instruction and accommodate for students’ needs, and knowledge about evidence-based practices for doing so should be used when making decisions about instruction. The use of Response to Intervention (RTI) programs and a multitier system of support (MTSS) to establish programs that meet the varied needs of students in one setting are commonly used strategies for differentiation. Additionally, Universal Design for Learning (UDL) is a framework to guide these types of evidence-based instructional deliveries and practices. Data from tiered support systems such as RTI and MTSS can be used to steer the UDL framework. Imagine that you have been asked to create an informational digital presentation about Universal Design for Learning approaches that can be used by special education and general education teachers in the grade levels associated with your field of study.  Refer to The UDL Guidelines, the topic Resources, and your research to create an 8-10 slide digital presentation that addresses the following:  Explain how applying UDL principles in the educational setting can address the needs of all students, including students with disabilities. Describe the UDL guidelines of engagement, representation, action, and expression. Describe three specific, evidence-based UDL instructional approaches or adaptations that teachers could utilize to enhance the success and promote the growth and development of students with and without disabilities. Discuss how UDL and the use of evidence-based strategies can influence and be used to improve professional practice and student outcomes. Provide specific examples to illustrate your ideas. Provide links to five additional resources related to UDL statistics and approaches and describe how each would be beneficial to teachers as they implement the UDL framework. Title slide, reference slide, and presenter’s notes. Support your presentation with a minimum of three scholarly resources.SPD-500Rubric-UniversalDesignforLearningApproaches.pdf

Assessment Description It is important for all students, especially students with disabilities, to be exposed

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Assessment Description It is important for all students, especially students with disabilities, to be exposed

Assessment Description It is important for all students, especially students with disabilities, to be exposed to content-based lessons that promote critical thinking and problem solving. There are many areas that a student may struggle in when it comes to mastering complex mathematical tasks. For this reason, it is imperative that teachers are equipped with various instructional strategies for handling these situations. Part 1: Operation and Algebraic Thinking Lesson Plan Using the COE Lesson Plan Template, design a lesson for the 1-5 grade level of your choice and a corresponding Arizona or other state math standard within the Operation and Algebraic Thinking domain. Locate four lesson plans that focus on your chosen grade level and math standard from four different websites to review. Using the lesson plans as resources, design a new operation and algebraic thinking lesson plan that encourages critical thinking. The lesson plan must include differentiated strategies for students who struggle with perception and attention as well as differentiation strategies for students who struggle with memory and retrieval. Part 2: Instructional Strategies Rationale In 250-500 words, reflect upon your instructional choices and rationalize the appropriateness of each strategy related to the specified student needs and learning target. Describe how each strategy encourages critical thinking specific to your lesson. Support your choices with this topic’s readings and a minimum of two scholarly resources. In addition, cite the websites you used as references to develop your lesson plan. While APA format is not required for the body of this assignment, sold academic writing is expected, and in-text citations and references should be presented using APA 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 familiar with the expectations for successful completion.coe-lesson-plan-template5.docx

Assessment Description Lesson planning is not just about planning what you want your students to

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Assessment Description Lesson planning is not just about planning what you want your students to

Assessment Description Lesson planning is not just about planning what you want your students to know, but also planning for possible situations that might arise and solutions that can be used. Using academic and behavioral data, a teacher must plan for what each child is going to need to help them access the curriculum as well as any individual accommodations that will be needed. The time spent on planning helps to ensure successful delivery of the lesson. Select a 3-5 grade level and a corresponding Arizona or other state standard based on the Number and Operations-Fractions domain. Compose an aligning learning objective and design appropriate activities for a selected group of 3-4 students, of varying academic levels, from the Class Profile. Using the COE Lesson Plan Template, complete the lesson plan through the Multiple Means of Engagement section, making sure the activities are supported by the recommendations found in the topic Resources. For your differentiated activities, specifically address: Fraction tasks, including area, length, and set/quantity models; or Equivalent fractions. In the Multiple Means of Engagement section, draft five questions you could ask students during the lesson that promote conceptual understanding related to fractions. In the Multiple Means of Representation section, describe five potential issues and/or roadblocks that might happen while delivering the lesson, based on the needs of the selected group of students. Provide possible solutions to each potential issue. 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 s if you need assistance.coe-lesson-plan-template5.docx