Category: Education & Teaching

You are to select two organizations from the list: Association for Children Educ

You are to select two organizations from the list:
Association for Children Educ

You are to select two organizations from the list:
Association for Children Education International
Council for Exceptional Children
Council for Professional Recognition
Defending the Early Years
Division for Early Childhood of the Council for Exceptional Children
National Association for Family Child Care
National Child Care Association
National Educational for Young Children
National Education Association
National Head Start Association
Zero to Three
2. Visit the websites, explore and summarize information about the following topics (in your own words.
Mission or focus
Public policy & advocacy
Professional development opportunities (workshops, conferences)
Publications or journals
How to get involved
Membership fees
3. Create a Venn diagram to show the similarities and differences of the two organizations. (Make sure to include the 6 topics above in the diagram)
4. Which of the two organizations would you be more likely to consider joining? Why?
Next, Read the following article, Beware of Equity Traps and Tropes,that examines how equity implementation can sometimes get in the way of meaningful efforts.
Reflect, evaluate and respond to the following questions. Make sure to include references to the module readings and/or video when supporting your answers.
Which equity traps and tropes sound or feel familiar to you? Why?
What could you do to create a more equitable learning environment for all young children and their families? Your response needs to consider and address:Diverse cultures
English language learners
Children with special needs
Your written response should be between 1-2 pages and include references to this week’s readings and videos and the 3 considerations listed above.

Module Three | Assignment Three In Chapter 8, you should develop a broad underst

Module Three | Assignment Three
In Chapter 8, you should develop a broad underst

Module Three | Assignment Three
In Chapter 8, you should develop a broad understanding of performance assessment. In this application exercise, the fictitious setting specifies that you are talking with a board member who already knows what performance testing is, so you are being asked to describe two or more features of task-selection andresponse-scoring. Draw on your broad understanding of performance assessment and identify two or more actions teachers should take when dealing with the designation of performance-test tasks and with the evaluation of students’ responses to performance-tests tasks.After you’ve submitted your response, I will post an illustrative response, which is intended to represent an appropriate response that will also help you judge the appropriateness of your own response. Consider the following:
Please assume that a recently elected member of your local school board, Josiah Jeffries, has asked you to help him learn more about performance assessment because his knowledge of educational measurement is quite limited. He says he has a general idea about what performance testing is, but he knows little about the nuts and bolts linked to the actual implementation of performance assessment. In 300 words or less, prepare a short explanation for Mr. Jeffries regarding task selection for performance testing and the scoring procedures employed for evaluating students’ responses to performance tests. As your explanation addresses these two topics, be sure to mention at least a pair of specific actionable items teachers should do related to each of these two topics
EDS 8846 Illustrative ResponseEDS 8846 Illustrative ResponseCriteriaRatingsPts
This criterion is linked to a Learning OutcomeContent5 ptsExemplary All aspects of the writing prompt are fully addressed. • Writing effectively communicates educational content to the intended audience. • The response is properly formatted for the intended audience (letter, email, notes, etc…)
4 ptsProfessional An aspect of the writing prompt is not fully addressed. -or- • Writing communicates educational content to the intended audience. -or- • The response is not properly formatted for the intended audience (letter, email, notes, etc…)
3 ptsNeeds Improvment An aspect of the writing prompt is not fully addressed. -&- • Writing communicates educational content to the intended audience. -&- • The response is not properly formatted for the intended audience (letter, email, notes, etc…)
0 ptsNo Marks The writing prompt is not fully addressed. • Writing does not communicate educational content to the intended audience and is not formatted for the intended audience.
5 pts
This criterion is linked to a Learning OutcomeOrganization – Conventions5 ptsExemplary Ideas are sequenced in a logical way that strongly supports the reader’s understanding and the writer’s intent. • Use of headings, paragraphs, and transitions help clarify main points. • Organization reflects strong grasp of intended text structure (e.g., persuasive, reflective, expository, etc.) • Demonstrates excellent use of standard writing conventions: spelling, punctuation, capitalization, sentence construction, paragraphing, grammar and usage with virtually no errors. • Sentences are structured effectively, employ rich vocabulary, and vary in length and style. • Thoroughly edited and prepared
4 ptsProfessional Ideas are sequenced in a logical way with only occasional digression or ambiguity. • Headings, paragraphs, and transitions are correctly used but basic. • Organization is appropriate for the text structure but unsophisticated. • Demonstrates competent use of standard writing conventions with few minor errors • Sentences are structured well, convey intended meaning, but may lack variety or richness. • Well edited and prepared considering time limits.
3 ptsNeeds Improvement Though readable, Ideas are sequenced inconsistently or illogically; content may be confusing or lack cohesion. • Headings, paragraphs, and transitions are used inconsistently or ineffectively • Organization reflects very basic understanding of text structure or purpose Demonstrates inconsistent use of standard writing conventions though effort is evident. • Sentence structure varies, but attempts to use complex sentences may be ineffective. • Effort has been made to edit and prepare final draft, but may lack thoroughness or quality.
0 ptsUnacceptable No apparent organization of ideas: Writing is difficult to follow. • Headings, paragraphs, and transitions are not used or are used incorrectly. • Organization reflects little understanding of the text structure or purpose. • Demonstrates poor use of standard writing conventions: Numerous errors or a pattern of errors indicate lack of understanding or care. • Sentence structures are simplistic or misused. • Poorly edited or formatted for the intended purpose. Preparation reflects a lack of effort or attention.
5 pts
Total Points: 10

Module Three | Assignment Three In Chapter 8, you should develop a broad underst

Module Three | Assignment Three
In Chapter 8, you should develop a broad underst

Module Three | Assignment Three
In Chapter 8, you should develop a broad understanding of performance assessment. In this application exercise, the fictitious setting specifies that you are talking with a board member who already knows what performance testing is, so you are being asked to describe two or more features of task-selection andresponse-scoring. Draw on your broad understanding of performance assessment and identify two or more actions teachers should take when dealing with the designation of performance-test tasks and with the evaluation of students’ responses to performance-tests tasks.After you’ve submitted your response, I will post an illustrative response, which is intended to represent an appropriate response that will also help you judge the appropriateness of your own response. Consider the following:
Please assume that a recently elected member of your local school board, Josiah Jeffries, has asked you to help him learn more about performance assessment because his knowledge of educational measurement is quite limited. He says he has a general idea about what performance testing is, but he knows little about the nuts and bolts linked to the actual implementation of performance assessment. In 300 words or less, prepare a short explanation for Mr. Jeffries regarding task selection for performance testing and the scoring procedures employed for evaluating students’ responses to performance tests. As your explanation addresses these two topics, be sure to mention at least a pair of specific actionable items teachers should do related to each of these two topics
EDS 8846 Illustrative ResponseEDS 8846 Illustrative ResponseCriteriaRatingsPts
This criterion is linked to a Learning OutcomeContent5 ptsExemplary All aspects of the writing prompt are fully addressed. • Writing effectively communicates educational content to the intended audience. • The response is properly formatted for the intended audience (letter, email, notes, etc…)
4 ptsProfessional An aspect of the writing prompt is not fully addressed. -or- • Writing communicates educational content to the intended audience. -or- • The response is not properly formatted for the intended audience (letter, email, notes, etc…)
3 ptsNeeds Improvment An aspect of the writing prompt is not fully addressed. -&- • Writing communicates educational content to the intended audience. -&- • The response is not properly formatted for the intended audience (letter, email, notes, etc…)
0 ptsNo Marks The writing prompt is not fully addressed. • Writing does not communicate educational content to the intended audience and is not formatted for the intended audience.
5 pts
This criterion is linked to a Learning OutcomeOrganization – Conventions5 ptsExemplary Ideas are sequenced in a logical way that strongly supports the reader’s understanding and the writer’s intent. • Use of headings, paragraphs, and transitions help clarify main points. • Organization reflects strong grasp of intended text structure (e.g., persuasive, reflective, expository, etc.) • Demonstrates excellent use of standard writing conventions: spelling, punctuation, capitalization, sentence construction, paragraphing, grammar and usage with virtually no errors. • Sentences are structured effectively, employ rich vocabulary, and vary in length and style. • Thoroughly edited and prepared
4 ptsProfessional Ideas are sequenced in a logical way with only occasional digression or ambiguity. • Headings, paragraphs, and transitions are correctly used but basic. • Organization is appropriate for the text structure but unsophisticated. • Demonstrates competent use of standard writing conventions with few minor errors • Sentences are structured well, convey intended meaning, but may lack variety or richness. • Well edited and prepared considering time limits.
3 ptsNeeds Improvement Though readable, Ideas are sequenced inconsistently or illogically; content may be confusing or lack cohesion. • Headings, paragraphs, and transitions are used inconsistently or ineffectively • Organization reflects very basic understanding of text structure or purpose Demonstrates inconsistent use of standard writing conventions though effort is evident. • Sentence structure varies, but attempts to use complex sentences may be ineffective. • Effort has been made to edit and prepare final draft, but may lack thoroughness or quality.
0 ptsUnacceptable No apparent organization of ideas: Writing is difficult to follow. • Headings, paragraphs, and transitions are not used or are used incorrectly. • Organization reflects little understanding of the text structure or purpose. • Demonstrates poor use of standard writing conventions: Numerous errors or a pattern of errors indicate lack of understanding or care. • Sentence structures are simplistic or misused. • Poorly edited or formatted for the intended purpose. Preparation reflects a lack of effort or attention.
5 pts
Total Points: 10

Application Assignment # 3: School Counselor Time Students will create a power

Application Assignment # 3: School Counselor Time
Students will create a power

Application Assignment # 3: School Counselor Time
Students will create a power point (10 slides minimum) of their own personal school counseling website. Students are encouraged to be creative and will define and address elements that involve a school counselor’s time. Please create each slide as a page/link on the website.
Students are encouraged to be creative and some suggestions to make the presentation interesting include:
Use bitmoji
QR Codes- intro video
Other creative avenues
Johnson, J. How to make a bitmoji and add it to your online classroom or materials.
https://www.youtube.com/watch?v=iy8CSbnK-MO
QR codes:
https://www.myqrcode.com
Elements required:
Introduction of the School Counselor/Bio
Hours
Referral Process
Menu of Services for Students
Calendar (2 months)
Information for Parents
Information for Teachers & Admin (this could be a specialty calendar)
Resources (1 slide per area)Academic
Social Emotional
College & Career
See chart on page 283 – for ideas especially at the high school level. Also please take time to look up school counseling websites and look to see if you can be inspired by individual school counselors’ ideas.

Module Three | Assignment Three In Chapter 8, you should develop a broad underst

Module Three | Assignment Three
In Chapter 8, you should develop a broad underst

Module Three | Assignment Three
In Chapter 8, you should develop a broad understanding of performance assessment. In this application exercise, the fictitious setting specifies that you are talking with a board member who already knows what performance testing is, so you are being asked to describe two or more features of task-selection andresponse-scoring. Draw on your broad understanding of performance assessment and identify two or more actions teachers should take when dealing with the designation of performance-test tasks and with the evaluation of students’ responses to performance-tests tasks.After you’ve submitted your response, I will post an illustrative response, which is intended to represent an appropriate response that will also help you judge the appropriateness of your own response. Consider the following:
Please assume that a recently elected member of your local school board, Josiah Jeffries, has asked you to help him learn more about performance assessment because his knowledge of educational measurement is quite limited. He says he has a general idea about what performance testing is, but he knows little about the nuts and bolts linked to the actual implementation of performance assessment. In 300 words or less, prepare a short explanation for Mr. Jeffries regarding task selection for performance testing and the scoring procedures employed for evaluating students’ responses to performance tests. As your explanation addresses these two topics, be sure to mention at least a pair of specific actionable items teachers should do related to each of these two topics
EDS 8846 Illustrative ResponseEDS 8846 Illustrative ResponseCriteriaRatingsPts
This criterion is linked to a Learning OutcomeContent5 ptsExemplary All aspects of the writing prompt are fully addressed. • Writing effectively communicates educational content to the intended audience. • The response is properly formatted for the intended audience (letter, email, notes, etc…)
4 ptsProfessional An aspect of the writing prompt is not fully addressed. -or- • Writing communicates educational content to the intended audience. -or- • The response is not properly formatted for the intended audience (letter, email, notes, etc…)
3 ptsNeeds Improvment An aspect of the writing prompt is not fully addressed. -&- • Writing communicates educational content to the intended audience. -&- • The response is not properly formatted for the intended audience (letter, email, notes, etc…)
0 ptsNo Marks The writing prompt is not fully addressed. • Writing does not communicate educational content to the intended audience and is not formatted for the intended audience.
5 pts
This criterion is linked to a Learning OutcomeOrganization – Conventions5 ptsExemplary Ideas are sequenced in a logical way that strongly supports the reader’s understanding and the writer’s intent. • Use of headings, paragraphs, and transitions help clarify main points. • Organization reflects strong grasp of intended text structure (e.g., persuasive, reflective, expository, etc.) • Demonstrates excellent use of standard writing conventions: spelling, punctuation, capitalization, sentence construction, paragraphing, grammar and usage with virtually no errors. • Sentences are structured effectively, employ rich vocabulary, and vary in length and style. • Thoroughly edited and prepared
4 ptsProfessional Ideas are sequenced in a logical way with only occasional digression or ambiguity. • Headings, paragraphs, and transitions are correctly used but basic. • Organization is appropriate for the text structure but unsophisticated. • Demonstrates competent use of standard writing conventions with few minor errors • Sentences are structured well, convey intended meaning, but may lack variety or richness. • Well edited and prepared considering time limits.
3 ptsNeeds Improvement Though readable, Ideas are sequenced inconsistently or illogically; content may be confusing or lack cohesion. • Headings, paragraphs, and transitions are used inconsistently or ineffectively • Organization reflects very basic understanding of text structure or purpose Demonstrates inconsistent use of standard writing conventions though effort is evident. • Sentence structure varies, but attempts to use complex sentences may be ineffective. • Effort has been made to edit and prepare final draft, but may lack thoroughness or quality.
0 ptsUnacceptable No apparent organization of ideas: Writing is difficult to follow. • Headings, paragraphs, and transitions are not used or are used incorrectly. • Organization reflects little understanding of the text structure or purpose. • Demonstrates poor use of standard writing conventions: Numerous errors or a pattern of errors indicate lack of understanding or care. • Sentence structures are simplistic or misused. • Poorly edited or formatted for the intended purpose. Preparation reflects a lack of effort or attention.
5 pts
Total Points: 10

Application Assignment # 3: School Counselor Time Students will create a power

Application Assignment # 3: School Counselor Time
Students will create a power

Application Assignment # 3: School Counselor Time
Students will create a power point (10 slides minimum) of their own personal school counseling website. Students are encouraged to be creative and will define and address elements that involve a school counselor’s time. Please create each slide as a page/link on the website.
Students are encouraged to be creative and some suggestions to make the presentation interesting include:
Use bitmoji
QR Codes- intro video
Other creative avenues
Johnson, J. How to make a bitmoji and add it to your online classroom or materials.
https://www.youtube.com/watch?v=iy8CSbnK-MO
QR codes:
https://www.myqrcode.com
Elements required:
Introduction of the School Counselor/Bio
Hours
Referral Process
Menu of Services for Students
Calendar (2 months)
Information for Parents
Information for Teachers & Admin (this could be a specialty calendar)
Resources (1 slide per area)Academic
Social Emotional
College & Career
See chart on page 283 – for ideas especially at the high school level. Also please take time to look up school counseling websites and look to see if you can be inspired by individual school counselors’ ideas.

Application Assignment # 3: School Counselor Time Students will create a power

Application Assignment # 3: School Counselor Time
Students will create a power

Application Assignment # 3: School Counselor Time
Students will create a power point (10 slides minimum) of their own personal school counseling website. Students are encouraged to be creative and will define and address elements that involve a school counselor’s time. Please create each slide as a page/link on the website.
Students are encouraged to be creative and some suggestions to make the presentation interesting include:
Use bitmoji
QR Codes- intro video
Other creative avenues
Johnson, J. How to make a bitmoji and add it to your online classroom or materials.
https://www.youtube.com/watch?v=iy8CSbnK-MO
QR codes:
https://www.myqrcode.com
Elements required:
Introduction of the School Counselor/Bio
Hours
Referral Process
Menu of Services for Students
Calendar (2 months)
Information for Parents
Information for Teachers & Admin (this could be a specialty calendar)
Resources (1 slide per area)Academic
Social Emotional
College & Career
See chart on page 283 – for ideas especially at the high school level. Also please take time to look up school counseling websites and look to see if you can be inspired by individual school counselors’ ideas.