Learning Goal: I’m working on a social science question and need an explanation and answer to help me learn.Along with using checklists, rating scales, and rubrics as informal assessment tools, teacher-designed assessments are a common choice for many early childhood educators. “Teacher-designed assessments support other evaluation measures, enabling the teacher to make more accurate decisions for the instruction of individual students” (Wortham & Hardin, 2015, p. 188). As a leader, you will likely be involved in helping your colleagues develop teacher-designed assessments that will provide them with the information they need to make informed decisions about how to meet the needs of the children they work with.For your assignment this week, imagine that you have asked each member of your staff to develop a teacher-designed assessment to use with students. Before each member can use it, she needs to submit it to you so that you can ensure it meets the requirements of a quality teacher-designed assessment. After reviewing the assessment, you will provide each member with feedback about the assessment and how she can use it to inform her instruction.Follow the steps below to complete your assignment:Step 1: Choose a Teacher-Designed Assessment to Evaluate: Choose one assessment from the list below to evaluate for this assignment. You are encouraged to choose an assessment that is aligned with the age (infants/toddlers, preschoolers, school-aged) of children you are currently working with or plan on working with.Teacher-Designed Assessment 1 Download Teacher-Designed Assessment 1
Teacher-Designed Assessment 2 Download Teacher-Designed Assessment 2
Teacher-Designed Assessment 3 Download Teacher-Designed Assessment 3
Teacher-Designed Assessment 4 Download Teacher-Designed Assessment 4
Step 2: Evaluate the Teacher-Designed Assessment: Evaluate the teacher-designed assessment you chose in Step 1 by using either the Teacher-Made Assessment Checklist Download Teacher-Made Assessment Checklistor the Teacher-Created Assessment Rubric Download Teacher-Created Assessment Rubric.Step 3: Provide Feedback: After evaluating your chosen teacher-designed assessment in Step 3, provide written feedback for the teacher that includes the following:State the objective of the assessment. Use the guidelines on pages 196-201 of your course text, Assessment in Early Childhood Education, as a guide.
Explain how the teacher-designed assessment does or does not meet the characteristics of a quality teacher-designed assessment. Make sure to include specific evidence from either the Teacher-Designed Assessment Checklist or the Teacher-Designed Assessment Rubric to support your decision. In addition, support your explanation with at least one scholarly or credible source.
Describe how the assessment is appropriate for the intended age group
Analyze how the assessment does or does not align with the purposes of teacher-designed assessments.
Explain at least two ways the assessment could be used to inform instruction
When submitting your assignment, make sure to include either the completed Teacher-Designed Assessment Checklist or the completed Teacher-Designed Assessment Rubric you used in Step 2 with your written feedback as one document.Research and Resource Expectations:Source Requirement: At least two scholarly peer-reviewed or credible sources
Writing and Formatting Expectations:Title Page: Must include the following:Title
Course name and number
Academic Voice: Academic voice is used (avoids casual language, limited use of “I”, it is declarative).
Purpose and Organization: Demonstrates logical progression of ideas.
Syntax and Mechanics: Writing displays meticulous comprehension and organization of syntax and mechanics, such as spelling, grammar, and punctuation.
APA Formatting: Papers are formatted properly and all sources are cited and referenced in APA style as outlined in the Writing Center (Links to an external site.).
Assignment Length: Your paper should be three to four pages in length (not including title and reference pages).
Learning Goal: I’m working on a social science discussion question and need an explanation and answer to help me learn.Part 1There are many commonly-used teacher-designed assessments in early childhood education. Three of the most commonly-used informal evaluation tools designed by teachers are checklists, rating scales, and rubrics. “Informal evaluation measures are useful for teachers who need specific information about their students to use when planning instruction” (Wortham & Hardin, 2015, p. 184). Having an understanding of all three of these assessments is important to being able to monitor the growth and development of the children you work with. As a leader, it is important that you ensure your staff understands when to use each of these assessment tools. To prepare for this discussion, begin by reading Chapter 7 of your course text, Assessment in Early Childhood Education. Then, complete the checklists, rating scales, and rubrics chart with the mindset of creating this chart as a resource you could share with your staff about these assessment tools. Within the chart, use at least one scholarly or credible source to support your ideas.ChecklistsRating ScalesRubricsExplain the assessment and how you can use it to evaluate learning and development of children.Discuss how the assessment is developed, including important considerations for each age group.Explain one advantage of this assessment.Explain one challenge with using this assessment.Analyze how the assessment allows you to ensure the cultural and social needs of the children you work with are being met.After completing the chart, copy and paste it into your initial discussion response and address the following:Briefly describe three situations/lessons/activities you might come across in your work with children. For each of the situations, explain whether a checklist, rubric, or rating scale would be the most appropriate to use to evaluate and assess the learning and development of the child(ren) you are working with and why
Read the Using Routines-Based Interventions in Early Childhood Special Education (Links to an external site.) and Theory and Theory-driven Practices of Activity Based Intervention (Links to an external site.) articles. Then, include the following in your discussion post:
Describe the role that IEP’s and IFSP’s play in ensuring proper interventions for young children.
Defend, based on information from both articles, which approach or a combination of approaches you would want to see used in your school or center. Provide a rationale.In your rationale, cite how your chosen approach is specifically grounded in theory and aligns with your philosophy.
Justify how teachers can work within your chosen approach to uphold social justice and include all families.
Learning Goal: I’m working on a social science question and need an explanation and answer to help me learn.Getting StartedYou have had experience developing intervention and treatment plans in previous courses and, perhaps, in your own practice and/or practicum, as well. Collaborative therapists propose a somewhat different view of developing intervention and treatment plans. While you have been advised to co-create intervention and treatment plans with your clients, collaborative therapy suggests going even further in this collaboration, noting that even more and deeper collaboration will likely bring about a hopeful, proactive vision, helping clients/families maintain preferred stances and view therapy as a journey.By co-creating a collaborative therapy contract, which holds that asking questions in a different way is one method of co-creation, you will gain a sense of whether or not this type of contract development provides you and/or your clients with a different outlook or perspective than a more common intervention and treatment plan. For both types of contracts, however, the purpose is the same: successful completion of goals and objectives.Review the case study videos: Family Counseling Role-Play – Relational Problems with Couple and Daughter – Part 1(new tab)
Family Counseling Role-Play – Relational Problems with Couple and Daughter – Part 2(new tab)
Family Counseling Role-Play – Relational Problems with Couple and Daughter – Part 3(new tab)
Family Counseling Role-Play – Relational Problems with Couple and Daughter – Part 4(new tab)
InstructionsReview the rubric to make sure you understand the criteria for earning your grade.
In your textbook, Collaborative Therapy with Multi-Stressed Families, read:Chapter 3, “Collaboration is a Two-Way Street: Engaging Reluctant Families(new tab)”
Chapter 4, “Developing a Proactive Vision to Guide Clinical Work: Collaborative Therapy Contracts(new tab)”
Based on the holistic assessment you created in Workshop Two using the four-part video Family Counseling Role-Play – Relational Problems with Couple and Daughter, develop a collaborative contract for the family.
In Collaborative Therapy with Multi-Stressed Families, review Appendix C. Use all aspects of Appendix C, “Considerations in Collaborative Therapy Contracts,” in writing the collaborative contract (or treatment and intervention plan).
Be sure to create clear goals and measurable objectives.Create at least one long-term goal and two short-term goals, with at least one measurable objective for each of the three goals.
Even though the term “goals” is used for both goals and objectives in Appendix C, you need to differentiate the two. Remember: Goals are broad and general statements while objectives are specific and measurable. Objectives should include time frame, amount of improvement, data collection points, and method of measurement.
Include a discussion on how this contract will advance the family’s human rights.
Your collaborative contract (or intervention and treatment plan) needs to be thorough and clear. In addition, the document must:Have one-inch margins
Use size 12 Times New Roman font
Be a minimum of three pages long
Be single-spaced, as that is most common for these types of contracts
Use formal spelling and grammar
Provide references, if appropriate
Review and assess your contract or plan using the rubric your instructor will use to grade your assignment and make any necessary modifications.
Save a copy of the collaborative contract (or intervention and treatment plan) for yourself and submit a copy to your instructor by the end of the workshop.
Learning Goal: I’m working on a social science question and need an explanation and answer to help me learn.Getting StartedAmong the many models, theories, perspectives, and approaches that experts use in family therapy, some of them are evidence-based, while others are not. To get a good sense of those that are evidence-based and that would be appropriate for some family situations but not others, it is vital to be aware of the research literature on family therapy. You will have the opportunity to evaluate several scholarly, peer-reviewed articles throughout the course to gain a good overview of models and theories that are evidence-based and would be valuable to use in your work as a family therapist (and as a group therapist, in the last half of the course). It is important that when you are searching for evaluation research on family therapy, you find and use only scholarly, peer-reviewed, research studies. Research studies can be identified by a sample size or a case study implementing an intervention and reporting the outcomes. The scholarly research study that you find and use for this assignment should be different from the ones you used in previous Workshops.InstructionsReview the rubric to make sure you understand the criteria for earning your grade.
Locate a research or evaluation study of a model, theory, perspective or approach to working with families in family therapy.
Once you have located an appropriate scholarly, peer-reviewed study, write a paper analyzing the study for its application to family therapy.
Your paper should follow all APA style requirements(new tab) (double-spaced, using Times New Roman font size 12, one-inch margins, with a reference page) and be a minimum of three pages in length (not including the reference page).
The paper should address the following questions: What did you learn about the model, theory, or approach described in the article?
Does the model, theory, or approach seem to resonate with your own personal and professional values? Describe and explain.
How was the model, theory, or approach evaluated? How large was the study population and did the population include diverse people? Did the study use control and experimental groups? Did the study use trained therapists (trained in the model or perspective being evaluated)? What were some important ethical considerations regarding the study and how were they addressed?
What advanced family therapy skills did you learn about?
Do you think you would use this model or approach in your own work with multi-stressed, diverse families? Explore and explain.
Does the model, theory, or approach described in the article help advance human rights? If so, how? If not, would you use the model anyway? Why or why not?
What conclusions did you draw after analyzing and evaluating this study (for your own practice with families and for social work practice in general)?
Learning Goal: I’m working on a social science multi-part question and need an explanation and answer to help me learn.Discuss how you can apply the concepts learned in this course to your current or future career. Please pick one concept learned in this course to your current or future career.Please respond with 200 words. Below is the description and learning outcome. DescriptionExplores regulations and safety practices related to the construction industry. Particular consideration is given to the prevention of fatalities and serious injury common to this industry sector.Upon completion of this course, students should be able to:Explore common construction activities.
Develop methods to control common construction hazards.
Interpret Occupational Safety and Health (OSH) standards related to construction.
Discuss the different types of losses construction projects face.
Discuss the Occupational Safety and Health Administration’s (OSHA’s) multi-employer worksite policy effects on construction sites.
Examine methods to communicate management programs on construction sites.
Develop a site-specific safety program (SSSP) for contractor orientation.
Plan risk management solutions to engage all stakeholders in the site-specific safety program (SSSP).
Learning Goal: I’m working on a social science multi-part question and need an explanation and answer to help me learn.Please respond to William with 150 words I believe this class will really help me a lot with my career. I am a currently a fire inspector and I go to a lot of construction sites on a daily basis. At the construction sites I watch all the workers at the site and see if there are any safety violations. I learned how different companies or construction sites implement safety standards at the construction sites. Another topic that this courses has helped me with is learning the OSHA guidelines. Throughout this course I looked through the OSHA guidelines constantly. Learning the OSHA guidelines and seeing the guidelines implemented at the construction site has given me a better understanding of the safety measures when I’m at the construction site. Overall this has been an excellent course to help me in my future and hopefully help me with getting a promotion in the future.
Learning Goal: I’m working on a social science writing question and need an explanation and answer to help me learn.This will be an essay showing the similarities between these articles which dicuss the ideas of whites as allies to blacks, the difficulties for them to see racism, and the idea of white rage and blacks being characterized as problems.https://www.youtube.com/watch?v=xXPGh_v4Ia0 (Links to an external site.) (Links to an external site.)Requirements: 1000 Words Times New Roman Size 12 Font Double-Spaced APA Format Excluding the Title and Reference Pages | .doc filePlease be sure to include an introduction with a clear thesis statement along with a conclusionPlease be sure to carefully follow the instructionsNo plagiarism & No Course Hero & No Chegg. My professor will be submitting the paper to TurnitinPlease be sure to look at and cite the sources provided. Please be sure to also include two outside sources that are credible or scholarly other than the ones I provided.Please be sure to include at least one in-text citation in each body paragraph
Learning Goal: I’m working on a social science writing question and need an explanation and answer to help me learn.The summative assignment for this course is to write a Final Paper on a topic or topic area that allows you to focus on a dimension of group activity relevant to the field of human services. The assignment instructions are listed below. This paper has to be completed by Sunday January 16th.
Requirements: 2000 words
Learning Goal: I’m working on a social science writing question and need guidance to help me learn.If you are a member of a community that has historically been underrepresented in higher education and would like to tell us how this particular perspective adds to the value you will contribute to the diverse learning community we strive to create, please do so here.
Learning Goal: I’m working on a social science exercise and need a sample draft to help me learn.Discussion: Presenting Proposals (FOOD INSECURITY) Being forewarned is being forearmed. As a policy professional, you should know how to diagnose an audience, develop a persuasive strategy, have a “tactics tool bag” for dealing with difficult or expert audiences, and develop nonconfrontational communication methods with audiences when necessary. In short, you need to know how to navigate the power of decision makers to skillfully defend or reject policies as they relate to your advocacy goals. For this Discussion, you will post a video in which you artfully and succinctly present your Social Advocacy Proposal from Week 6. To Prepare: Review Chapter 9 of the Jansson text. Focus on “Combative Persuasion in Step 5 and Step 6.” (SEE ATTACHED – Combative Persuasion 5 pages)
Develop a list of strategies you can use to persuade others who might not share the same concerns about your issues or your policy proposals.
Develop a list of talking points for defending your Social Advocacy Proposal. Consider the following areas of your proposal: Identification of the problem (the problem must be food insecurity)
Overview of existing policy
History of existing policy
Policy impacts on populations
Plan for social advocacy, or goals for change
Consider the audience for your Social Advocacy Proposal. Through which group or legislative process did the original policy receive approval?
How has the group or process changed since the original policy was approved?
Watch the video in the Required Media this week. Use this video to inform your own strategies for presenting to your audience. FIND IT HERE: ()
ASSIGNMENT: Write a script for a 3- to 5-minute video(400-500 word script): in which you communicate the needs of vulnerable populations to policymakers who may not share your views about the need for services. Include: Hook: Introduce yourself using professional disclosure. How do any personal facts about you or your audience relate to the policy and impact? This can help grab your audience’s attention. (I will complete the intro about myself)
Describe the Problem (FOOD INSECURITY): Present the problem and issues with the current policy that attempts to address the problem. Explain the impact on specific populations. You might even recount a specific story of someone adversely impacted by the problem, and explain how the policy as it exists does not help them.
Call to Action: Inspire your audience to support your goals for change. Why should they care?
Then, in an APA formatted Essay, address the following: Which strategies did you use to communicate the problem and needs of the population to your audience?
Why did you select the specific strategies over others? Was your selection informed by the details of your audience? Explain.
How did you use the following format to present your goals for change? Hook
Describe the Problem
Call to Action
Requirements: 500-600 word script + essay