respond to two classmates’ postings. (due monday 7/24/17 at 7pm


Guided response: Respond two classmates. Think back to the learning module you interacted with pertaining to Paul and Elder’s essential elements of thought and apply some of what you learned in this discussion. For example, when you respond to your peer’s analysis of this case study ask them to clarify their purpose behind what they write, consider alternative perspectives, examine their assumptions, and support their thinking with evidence, facts, and research.



1. Michael


What issues at the board and district level appear to be evident at the site level as well? Why is this the case?

Even though the school board had released the strategic plan for the district which outlined specific priorities, Joseph learns these issues have been replaced, without advertisement, to self-serving interests of school district members.  This is the same lackadaisical response that he received after appealing for support with kids like Kyle.  One can only assume that this is due to lack of leadership at the upper echelons and no fortitude from the lower.  Also, there may be no pressure from the constituents of the district.  

What are the key issues that are impeding the success that both Joseph and the Superintendent want for their community?

My first guess would be complacency, lack of dedication and objectivity, and refusal to heed the advice and expertise of the person elected or appointed to administer the school district, on the part of the ranking board members. 

Because this board is absent of any systems that guide their decision making, what protocols might you set up immediately?

All things covered in board meetings are of public notice and scrutiny, must include issues brought forth by the superintendent or concerned parents, and publicizing the fact that board decisions are subject to appeal.

Which stakeholders might you bring into the mix in an effort to both generate and implement forward thinking solutions for the district?

All parents and businesses or organizations that form partnerships with schools or district.

 If you were Joseph, how would you respond to the superintendent’s frustration and consideration to leave the district?

I would ask the superintendent to allow time for me to call for an independent analysis of the board with the hopes of transforming their thinking or having them replaced.


Shean, A. (2012). The Final Step: A Capstone in Education [Electronic version]. Retrieved from  



2. Daniel


1.    What issues at the board and district level appear to be evident at the site level as well? Why is this the case?

Money and little direct concern for the students. This is the case because it is always the case, $. The underpaid and under staffed school board are in demand of compensation.

2.    What are the key issues that are impeding the success that both Joseph and the Superintendent want for their community?

The power of mundane-ness. There are too many educators who become complacent with the norm. moreover, state standards handicap exceptional educators and the ideas of progressive individuals.

3.    Because this board is absent of any systems that guide their decision making, what protocols might you set up immediately?

Community outreach which encompasses brainstorming about direct school educational improvements.

4.    Which stakeholders might you bring into the mix in an effort to both generate and implement forward thinking solutions for the district?

Progressive thinking parents. They have the most to lose by failing students and a poor educational system.

5.    If you were Joseph, how would you respond to the superintendent’s frustration and consideration to leave the district?

Profess that there must be a shouldering of the crusade to improve this failing system. Change can happen but, just like an idea, it must begin somewhere. Assure the superintendent that he has an companion and they, together, and initiate collaborative change.



Paper due 4/30/2018 | Education homework help


 What to Do: Step 2 – Write a 3- to 4-page paper with citations and a reference page summarizing your findings and responding to the questions that follow:

  • What did you learn? Use Appendix R as a guide for discussion. Give specific examples from the student’s writing sample and writing process.
  • What is the student’s spelling level? (See Gipe, 2014, pp. 177 & 178)
  • What confirmed your prior knowledge of this student’s problems? Which class resources support your conclusions? Provide specific citations.
  • What strategies might you use to remediate this student’s developmental issues? What interventions are appropriate based on this spelling level
  • How does the student’s current home or school environment support your findings?


Due process and parental rights



Choose one of the court cases described in the textbook or conduct your own research to identify a court case that specifically addresses parental rights or due process.

Write an essay of 750-1,000 words analyzing the case, responding to the following questions:

    1. Who were the parties involved?
    2. What issues brought this case to court?
    3. What were the main points of disagreement?
    4. When and how was the case adjudicated?
    5. What were the final outcomes?
    6. Do you agree or disagree with the outcome? Explain.

Support your findings with a minimum of two scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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.


2 peer responses – due in 2 hours – 75 words per response | ECE 203 Introduction to Curriculum & Instruction for the Early Childhood Classroom | Ashford University


75 words per response – due in 2 hours – 


Guided Response: Read several peers’ responses and choose two peers who selected a different assessment than you. Compare and contrast the assessments. Your responses must address the following questions:

· How are the assessments alike?

· How are the assessments different?

· What are the strengths of your peer’s chosen assessment?

· What are the weaknesses of your peer’s chosen assessment?

· How can both assessments inform instructional decisions?


Hello Everyone,

Daily Log

I chose the daily log because I feel that this can help with many different situations when it comes to children. I can use it for behavior issues, development of children, or when a new child starts finding what interests they may have or difficulties. With the log I can observe the child throughout the day and make notes of encounters throughout the day.

When thinking about administering the daily log I can make notes while doing the lesson plan about the children I have been observing and if they succeeded or encountered any difficulties while doing the lesson plan. After making my assessments I can use what I observed to create, in the future, activities with ability adjustments for the children or age group that needs some more assistant or even needs more of a challenge. Self- assessment and open-ended questions will be helpful with making these adjustments for future plans. Jaruszewicz (2019) says that “children can provide information about what they know and what they can do through self-assessment, which helps teachers document their growth and learning” (12.2). With self-assessment and open ended questions I can write down the children’s thoughts on the lesson plan or activity and then adjust where needed for future plans. Open ended questions and self-assessment can be used even when behavior problems are found. This can help the children work through the problem and learn from them as well. At this time as a teacher or caregiver I can determine which areas the child understands or does not understand with their development.

Communicating with families is very important, communication can help with any problems that the children may be encountering, the family can make you aware of any changes they may be going through. Depending on the situation that you will be communicating with the parents about may have a different form of communication. For example, if you are informing them of upcoming events, emails and flyers would be a good idea, if it is a behavior problem or accident a phone call would be helpful, and if you just want to let them know about something they succeeded in when you see them face to face is a good form of communication. In terms of the assessment I think this also will determine what kind of communication I will be having with the families. If we are discussing their behavior, I would do this both on the phone and face to face. I will explain to them what I have observed what actions were taken and remind them about expectations we have of our children (like keeping their hands to themselves). I will also ask them if they have any ideas as to what can help us with this behavior, and discuss with them any questions or concerns they have. After creating a relationship with my families I will be able to determine what approach or who I should speak to when it comes to contacting and communicating with them about their children.

Jaruszewicz, C. (2019). Curriculum and methods for early childhood educators.

           Retrieved from


Anecdotal Records

· Discuss why you feel it is an effective form of assessment to use in your future role as an educator.

“Informal assessments match curriculum goals, actively involve children and families, focus on change and growth overtime, and occur in real time in the classroom or care setting” (Jaruszewicz, C. 2019).  Currently I use anecdotal observations is my classroom and I feel that they are effective in documenting the children on a daily basis.  I have a binder that I keep my observations in; each child has their own individual tab. Things that I look for when writing my notes are accomplishments made daily as well as any concerns that I may have.  Keeping these notes allow me to voice my concerns to our specialists in my program.

· As an educator, imagine you have just administered the assessment. Describe how specifically you will use this measurement to make instructional decisions about curriculum. Support your choices with the course text.

“The primary goal of a developmentally appropriate approach to assessment is to inform your practices so that the curriculum you implement matches the developmental needs and interests of the children in your care or classroom” (Jaruszewicz, C. 2019).  Although a classroom consists of three and four years not all of the children will be at the same developmental level, therefore more often than not the educator will need to make adjustments to his or her curriculum to meet all children’s needs. Being able to see visuals of each child will better assist when preparing curriculum.  

Explain how you will share the assessment results with families considering the following:

· How you will communicate with them (e.g., email, phone call, etc.).

· How you will explain the results.

· The ways your approach is inclusive of family, culture and individual differences.

When first sharing assessment results with my student’s family I will request a face to face conference.  I feel having a face to face conversation will not only let me voice my concerns with family, they will also be able to discuss any concerns that they have at home.  After the first initial meeting to go over my observations I will set up a weekly communication via phone or email. Telling a parent that their child may have delays or behavioral problems can be a touchy subject; no parent wants to hear neither about their child.  When first explaining the results I will discuss how I made my observations along with showing any documentations such as the time, place, and incident.

Jaruszewicz, C.(2019). Curriculum and methods [Electronic version}. Retrieved

from https://content.ashford,edu/


The informal assessment chosen is checklists. A checklist is an effective form of assessment since it would enable a teacher to assess the students in specific fields. They would enable me to communicate the student’s learning abilities and needs to his/her parents. This is because they would record observations systematically. With the checklist, I would be able to document attitudes, behaviors and the skills which the students would develop.

I would use the checklist to record the behaviors of children over time. The checklist would be important for continuously assessing the children. This is because it would provide a list of areas in which children have perfected and the list of areas or fields which the children are yet to perfect.

In order to use the checklist, I will list skills and behaviors which I feel are essential for children to have. I will then be ticking in the list the skills on a daily basis. This will happen during classes. The checklist will also assess students’ ability to comprehend language and to speak clearly. The results of the assessments will be used to make instructional decisions by focusing on the areas in which students are not good at. Basically, the curriculum will be adjusting to help students improve in their areas of weakness.

The assessment results will be sent via email. I will explain the results by comparing them with the standards and educational goals of the curriculum. I will list the values which the student has managed to learn and the ones which he/she did not manage to learn. My approach is inclusive of family, culture and individual differences since it states the necessary values for family and culture. All values and individual differences are included in the checklist.


Fantuzzo et al (2015). Family Involvement Questionnaire: A multivariate assessment of family participation in early childhood education. Journal of educational psychology, 92(2), 367.

Jaruszewicz (2019). Curriculum and methods for early childhood educators[Electronic version]. Retrieved from


Special education due 7:00 eastern time



In this assignment you will demonstrate your understanding of the learning objective: Identify the characteristics and learning differences of students with mild to moderate disabilities based on the IDEA.  Additionally, completion of this assignment represents an introduction to Course Learning Outcome 2 and MASE Program Learning Outcomes 1 and 2.

Researchers have identified multiple potential causes as well as suggested interventions for children who have been identified as having mild to moderate learning disabilities.  These strategies may include environmental, instructional, behavioral, and/or psychological approaches within the classroom or school setting.  This information can be instrumental in the decision-making process, specifically for the IEP team, when developing a student’s individualized goals and services.  Using research-based interventions along with the student’s present levels of performance, background and cultural influences, for the purpose of developing an individualized plan are the recommended procedure for supporting a student’s needs.

Assessments are one important measure of a child’s level of functioning.  They can measure a variety of areas including academic performance, processing abilities, language comprehension and usage as well as many others.  There are many types of informal and formal assessments that contribute to the overall picture of a student’s abilities and which help to determine the gaps that need remediation.  Whether conducted by a teacher or school psychologist, a report is written to explain the findings, which include current levels of functioning, strengths, and weaknesses.

After reviewing Henry’s assessment report, you will contribute to his case study by completing the “Background” section. 

In this assignment you will read a Case Study, Henry, and then create the “Background History” section using the characteristics of mild to moderate disabilities. In addition, you will explain how each determinant may impact his academic progress.

Review Henry’s Case Study

I. Background History

II. Reason for Referral
Henry is a transfer student to the school who enrolled approximately three weeks after the start of the school year.  His previous school did not send past school records.  Henry is currently in an inclusive classroom that is being co-taught by Mr. Franklin and you.

Henry is a quiet young man who sits near the back of the classroom and is reluctant to participate in whole-group discussions.  When asked to read aloud, Henry will comply; however, his verbal expression is reticent but he is able to decode each word. While reading silently during independent practice, he struggles with answering grade-level comprehension questions that require higher-level thinking skills.  In group-work settings, Henry will volunteer for the secretary role to avoid peer engagement. 

III. Behavioral Observations during Testing
During the reading portion of the education assessment, Henry told the assessor that he didn’t like reading because he “isn’t very good at it.”  He also said that his mom takes him to the library once a week but he has a difficult time finding a book the he likes and usually ends up checking out a movie or CD instead. 

Although Henry mentioned, several times, how he does not like reading, he was willing to try each portion of the assessment and seemed to be putting forth his best effort.  It is relevant to mention that after each subtest, Henry asked the assessor if he did “a good job?”

Based on Henry’s overall performance on the education assessment and his academic history, the evaluation results appear to be a valid representation of his abilities.

IV. Sources of Information, Tests, and Procedures
Personal Observations and Interviews:

  • Henry (student)
  • Henry’s parents 
  • Teacher reports
  • Classroom observation

Formal and Informal Assessments:

  • Woodcock-Johnson Test of Achievement
  • Curriculum Based Measurements (CBM)
  • Student portfolio

V. Test Results
Woodcock-Johnson, Education Assessment: The following is a summary of Henry’s current performance in reading, math and language/content:

  • Letter-Word Identification: Henry was asked to read a list of words beginning at his level of independence and gradually becoming more difficult.  He scored within the low average range (standard score: 88)
  • Word Attack: Henry was asked to decode (phonetically pronounce) a list of nonsense words using letter patterns that gradually advanced in difficulty.  He scored within the low average range (standard score: 87)
  • Passage Comprehension: Henry was asked to read a passage (beginning at his level of independence) silently and then verbally provide the omitted word.  This subtest measured Henry’s level of reading comprehension.  He scored within the low range (standard score: 77)
  • Reading Vocabulary: Henry was asked to provide the antonym (opposite) and synonym (same) for two separate vocabulary lists, and then he was asked to complete analogies.  He scored within the low range (standards score: 76)
  • Writing Fluency: Henry was asked to formulate and write sentences comprised of three given words along with a pictures within a 7-minute timeframe.  He scored within the low average range (standards score: 82)
  • Writing Samples: Henry was asked to formulate sentences that combine visual and auditory information.  There is no penalty, in this subtest, for basic writing, spelling or punctuation errors. He scored within the average range (standard score: 92)
  • Math Calculation: Henry was asked to complete basic addition, subtraction, multiplication and division equations gradually advancing in difficult to more complex computations involving decimals, fractions and geometry.  He scored within the average range (standards score: 95)
  • Math Fluency: Henry was asked to complete simple addition, subtraction and multiplication facts within a 3-minute timeframe.  He scored within the average range (standard score: 90)

VI. Conclusions

  • Strengths: Henry’s strengths are in math calculation and fluency where he scored in the average range.  He also excelled in completing the “Writing Samples” and “Letter-Word Identification” subtest that requires visual and auditory information input. 
  • Areas of Need: Based on the assessments administered, it is evident that Henry struggles in the areas of reading and vocabulary comprehension.  In the subtests that required “Passage Comprehension (standards score: 78), “Reading Vocabulary” (standard score: 76) and “Writing Fluency” (standard score: 76), Henry scored in the low range.  These scores indicate an area of need in demonstrating vocabulary and reading comprehension skills.  Although considered low-average, Henry struggled with phonetics of non-sight words in the “Word Attack” subtest (standard score: 87).

VII. Summary & Recommendations

  • Student Summary: At this time there have been no records transferred from Henry’s previous school for teachers and other school personnel to review.  Because there is no background information, the team is only able to use the current class performance and his educational assessment regarding his ability levels and eligibility for services provided under IDEA. It is evident from the teacher and parent reports along with classroom observation that Henry’s area of weakness is in reading and vocabulary comprehension.
  • The assessment results indicate that Henry is not making effective progress in the areas of reading and vocabulary comprehension at his grade level.  If allowed to continue with proper support and intervention strategies, he will continue to fall behind his same-aged peers as he progresses through each grade level.

Content Expectations:
Within your paper you are to identify characteristics of a mild to moderate disability and how each may impact Henry’s academic progress.  Use the following guidelines for creating your presentation:

  • Identify and define characteristics of a mild to moderate disability as outlined by Individuals With Disabilities Education Act.
  • Explain how Henry’s specific disability was chosen with justification from the case study, the week’s reading assignments and independent research.
  • Describe at least three potential interventions (environmental, instructional, behavioral and/or psychological) for the disability.
  • From the above, establish the overall potential impact on Henry’s academic success.

Written Expectations:

  • Syntax and Mechanics: Exhibit meticulous use of grammar, spelling, organization, and usage throughout your submission.
  • Source Requirement: Reference at least two scholarly sources in addition to the course textbook in order to provide compelling evidence to support your ideas.
  • Page Requirement: Your submission must be two to three pages in length excluding a title and reference page.
  • APA format: All in text citations, page format and references must be written in APA 6th edition format


Discussion due in 6 hours | EDUC 1006 – Child, Family, and Community Relationships | Walden University


Discussion: Reaching Out to Community Services

As a professional, you most likely will be in a position to link families who need support with the appropriate community services. Review pages 390-396 of your text, which offer an overview of the community as a support system. Then read the following case studies on pages 413-416:

  • Case Study 2: The Johnson Family
  • Case Study 4: The Meyers Family
  • Case Study 7: The Lambert Family
  • Case Study 9: The Nguyen Family

Choose the case study that interests you the most, then complete the following.

By Day 3


  • The title of the case study and a summary of the problem/concerns
  • Your response to the question(s) posed at the end of the case study, including what community services you would recommend (In examples that ask you to respond as a teacher, respond as a professional working with children and families.)
  • Two general suggestions to foster communication, clearheadedness, and the development of a collaborative plan of action