Category: Education

[Solved] STUDY NOTES

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Short summary of article – 2 years ago **files (3)** – ## STUDINotes_Article_Template-12.docx – ## STUDINotes_Article_SAMPLE_EEX3226-22.pdf – ScreenShot2025-03-29at10.34.04PM.png **## STUDINotes_Article_Template-12.docx** **EEX 3226** **\* STŬDI Note Template for Monograph Article Reading**:…

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Assignment Prompt & Instructions

Short summary of article

– 2 years ago

**files (3)**

– ## STUDINotes_Article_Template-12.docx

– ## STUDINotes_Article_SAMPLE_EEX3226-22.pdf

– ScreenShot2025-03-29at10.34.04PM.png

**## STUDINotes_Article_Template-12.docx**

**EEX 3226**
**\* STŬDI Note Template for Monograph Article Reading**: INSERT ARTICLE TITLE AND AUTHOR(S) HERE

**Name:** INSERT YOUR NAME HERE

**Instructions:**
1. Read the assigned article;
2. Think about how you might succinctly summarize the article;
3. Complete the table below by typing in your responses.

| |
| — |
| A. <br>**Conceptual link**[Please do not delete these instructions]<br>**:** Provide a very brief summary of the article’s content, then describe two to three ways the information in this article explicitly links to the foundational information for this course. In other words, how does the article’s content link to specific ideas in a corresponding textbook chapter, session’s PowerPoint lecture/class activities, types of assessment instrument, procedures, or recommendations, etc.<br>Before you begin your response, be sure to open the ‘header” of this document to add the article’s title, author, and your name. Then, save the document to your hard-drive. After inserting your information, change this text to black and delete these blue instructions.<br>Type your response here, limiting your response to complete sentences totaling no more than 250 words. |
| B. <br>**(Original) Generalized example**[Please do not delete these instructions]<br>**:** Generate 1-2 original, not otherwise discussed in class, example(s) which are intended to describe a real or hypothetical situation where the concepts from the article applies. In other words, think about and use your own or hypothetical or real experience working with young children explain the contents of the reading. Response should be presented using complete sentences.<br> <br>After inserting your information, change this text to black and delete these blue instructions. Type your response here, limiting your response to complete sentences totaling no more than 250 words. |

***STŬDI** is an acronym for
**_S_** _ynthesized_
_**T** o_
_**U** nderstand and_
_**D** igest_
_**I** nformation_. These
**STUDI** notes are to be completed and used as a tool to increase your engagement in course activities and preparation for assignments and assessments. The structure of these notes are adapted from Cornell Notes (Walker, 1962/2010).

Page 1 of 1

**## STUDINotes_Article_SAMPLE_EEX3226-22.pdf**

EEX 3226
\* STŬDI Note Template for Monograph Article Reading: Ecological Assessment and Planning, Linda McCormick, Ph.D., Mary Jo
Noonan, Ph.D.
Name: Your name goes here

*STŬDI is an acronym for Synthesized To Understand and Digest Information. These STUDI notes are to be completed and used as a tool to increase your
engagement in course activities and preparation for assignments and assessments. The structure of these notes are adapted from Cornell Notes (Walker,

1962/2010).
Page 1 of 2

Instructions:
1. Read the assigned article;
2. Think about how you might succinctly summarize the article;
3. Complete the table below by typing in your responses. Save the document to your computer, then submit.

A. Conceptual link [Please do not delete these instructions]: Provide a very brief summary of the article’s content, then describe
two to three ways the information in this article explicitly links to the foundational information for this course. In other words,
how does the article’s content link to specific ideas in a corresponding textbook chapter, session’s PowerPoint lecture/class
activities, types of assessment instrument, procedures, or recommendations, etc.
McCormick and Noonan’s article discusses ecological assessment and planning. Ecological assessment uses the activities and
what is expected of the child to make decision about the child’s level of functioning and to make plans for how deficits can be
addressed. (1) The information that was included in this article reminded me of the different ways of observing as was discussed
in class and as we read in chapter 5 of our text (Wortham). To conduct an ecological assessment the teacher must observe. (2)
Before a child can have a plan put in place to help with behaviors, we need to know what exactly is the behavior as well as its
function. In this same class lecture, we discussed the ABC analysis, so I see ecological assessment as another way to determine
ecological factors (antecedents) what behaviors a child (target behavior) is showing and what function it may be serving
(consequent event). (3) The article also described a practical way that recording of data may take place. I particularly liked the
fact that it reminds us that each piece of the process needs to be assigned to individuals so that no one is thinking someone else is
doing it and so no one does it. Chapter 6 of our text discusses checklists and rating scales as data collection methods. Based on
both the article’s information and this chapter, I know that as teachers we should get used to collecting and using data to make
decisions about children.

EEX 3226
\* STŬDI Note Template for Monograph Article Reading: Ecological Assessment and Planning, Linda McCormick, Ph.D., Mary Jo
Noonan, Ph.D.
Name: Your name goes here

*STŬDI is an acronym for Synthesized To Understand and Digest Information. These STUDI notes are to be completed and used as a tool to increase your
engagement in course activities and preparation for assignments and assessments. The structure of these notes are adapted from Cornell Notes (Walker,

1962/2010).
Page 2 of 2

B. (Original) Generalized example [Please do not delete these instructions]: Generate one to two original, not otherwise discussed in
class, example(s) which are intended to describe a real or hypothetical situation where the concepts from the article applies. In
other words, think about and use your own or hypothetical or real experience working with young children explain the contents
of the reading. Response should be presented using complete sentences.
Many times as teachers we “have a feeling” that a child’s development may not be progressing as it should. If a child is
exhibiting behaviors that you the teacher would like to see changed, an ecological assessment could be conducted to learn more
about these behaviors, their purpose and function. For example, I have a 3-year-old student who is new to the class and I noticed
as being very “distant” and non-verbal, but there is nothing in his record to indicate a diagnosis relating to these behaviors.
When I contacted parents, they reported that he is the same at home and that he points when he wants to communicate with
them. At that point, I began an ecological assessment, using observation to learn more about him. Based on this observation in
his learning environment and activities, I could made a plan for him. This process is in essence an ecological assessment and
planning. Another example where ecological assessment was helpful what when my student JC’s IFSP was coming up for review
and I (his teacher) wanted to include information about how he interacts with his peers in his classroom. I set aside a short
period each day to complete the checklist given to me by the school psychologist, but I wad specific notes about his interaction
with peers.

**ScreenShot2025-03-29at10.34.04PM.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-03-29at10-34-04pm-png)

**ScreenShot2025-03-29at10.34.04PM.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-03-29at10-34-04pm-png)

**## STUDINotes_Article_Template-12.docx**

**EEX 3226**
**\* STŬDI Note Template for Monograph Article Reading**: INSERT ARTICLE TITLE AND AUTHOR(S) HERE

**Name:** INSERT YOUR NAME HERE

**Instructions:**
1. Read the assigned article;
2. Think about how you might succinctly summarize the article;
3. Complete the table below by typing in your responses.

| |
| — |
| A. <br>**Conceptual link**[Please do not delete these instructions]<br>**:** Provide a very brief summary of the article’s content, then describe two to three ways the information in this article explicitly links to the foundational information for this course. In other words, how does the article’s content link to specific ideas in a corresponding textbook chapter, session’s PowerPoint lecture/class activities, types of assessment instrument, procedures, or recommendations, etc.<br>Before you begin your response, be sure to open the ‘header” of this document to add the article’s title, author, and your name. Then, save the document to your hard-drive. After inserting your information, change this text to black and delete these blue instructions.<br>Type your response here, limiting your response to complete sentences totaling no more than 250 words. |
| B. <br>**(Original) Generalized example**[Please do not delete these instructions]<br>**:** Generate 1-2 original, not otherwise discussed in class, example(s) which are intended to describe a real or hypothetical situation where the concepts from the article applies. In other words, think about and use your own or hypothetical or real experience working with young children explain the contents of the reading. Response should be presented using complete sentences.<br> <br>After inserting your information, change this text to black and delete these blue instructions. Type your response here, limiting your response to complete sentences totaling no more than 250 words. |

***STŬDI** is an acronym for
**_S_** _ynthesized_
_**T** o_
_**U** nderstand and_
_**D** igest_
_**I** nformation_. These
**STUDI** notes are to be completed and used as a tool to increase your engagement in course activities and preparation for assignments and assessments. The structure of these notes are adapted from Cornell Notes (Walker, 1962/2010).

Page 1 of 1

**## STUDINotes_Article_SAMPLE_EEX3226-22.pdf**

EEX 3226
\* STŬDI Note Template for Monograph Article Reading: Ecological Assessment and Planning, Linda McCormick, Ph.D., Mary Jo
Noonan, Ph.D.
Name: Your name goes here

*STŬDI is an acronym for Synthesized To Understand and Digest Information. These STUDI notes are to be completed and used as a tool to increase your
engagement in course activities and preparation for assignments and assessments. The structure of these notes are adapted from Cornell Notes (Walker,

1962/2010).
Page 1 of 2

Instructions:
1. Read the assigned article;
2. Think about how you might succinctly summarize the article;
3. Complete the table below by typing in your responses. Save the document to your computer, then submit.

A. Conceptual link [Please do not delete these instructions]: Provide a very brief summary of the article’s content, then describe
two to three ways the information in this article explicitly links to the foundational information for this course. In other words,
how does the article’s content link to specific ideas in a corresponding textbook chapter, session’s PowerPoint lecture/class
activities, types of assessment instrument, procedures, or recommendations, etc.
McCormick and Noonan’s article discusses ecological assessment and planning. Ecological assessment uses the activities and
what is expected of the child to make decision about the child’s level of functioning and to make plans for how deficits can be
addressed. (1) The information that was included in this article reminded me of the different ways of observing as was discussed
in class and as we read in chapter 5 of our text (Wortham). To conduct an ecological assessment the teacher must observe. (2)
Before a child can have a plan put in place to help with behaviors, we need to know what exactly is the behavior as well as its
function. In this same class lecture, we discussed the ABC analysis, so I see ecological assessment as another way to determine
ecological factors (antecedents) what behaviors a child (target behavior) is showing and what function it may be serving
(consequent event). (3) The article also described a practical way that recording of data may take place. I particularly liked the
fact that it reminds us that each piece of the process needs to be assigned to individuals so that no one is thinking someone else is
doing it and so no one does it. Chapter 6 of our text discusses checklists and rating scales as data collection methods. Based on
both the article’s information and this chapter, I know that as teachers we should get used to collecting and using data to make
decisions about children.

EEX 3226
\* STŬDI Note Template for Monograph Article Reading: Ecological Assessment and Planning, Linda McCormick, Ph.D., Mary Jo
Noonan, Ph.D.
Name: Your name goes here

*STŬDI is an acronym for Synthesized To Understand and Digest Information. These STUDI notes are to be completed and used as a tool to increase your
engagement in course activities and preparation for assignments and assessments. The structure of these notes are adapted from Cornell Notes (Walker,

1962/2010).
Page 2 of 2

B. (Original) Generalized example [Please do not delete these instructions]: Generate one to two original, not otherwise discussed in
class, example(s) which are intended to describe a real or hypothetical situation where the concepts from the article applies. In
other words, think about and use your own or hypothetical or real experience working with young children explain the contents
of the reading. Response should be presented using complete sentences.
Many times as teachers we “have a feeling” that a child’s development may not be progressing as it should. If a child is
exhibiting behaviors that you the teacher would like to see changed, an ecological assessment could be conducted to learn more
about these behaviors, their purpose and function. For example, I have a 3-year-old student who is new to the class and I noticed
as being very “distant” and non-verbal, but there is nothing in his record to indicate a diagnosis relating to these behaviors.
When I contacted parents, they reported that he is the same at home and that he points when he wants to communicate with
them. At that point, I began an ecological assessment, using observation to learn more about him. Based on this observation in
his learning environment and activities, I could made a plan for him. This process is in essence an ecological assessment and
planning. Another example where ecological assessment was helpful what when my student JC’s IFSP was coming up for review
and I (his teacher) wanted to include information about how he interacts with his peers in his classroom. I set aside a short
period each day to complete the checklist given to me by the school psychologist, but I wad specific notes about his interaction
with peers.

**ScreenShot2025-03-29at10.34.04PM.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-03-29at10-34-04pm-png)

**## STUDINotes_Article_Template-12.docx**

**EEX 3226**
**\* STŬDI Note Template for Monograph Article Reading**: INSERT ARTICLE TITLE AND AUTHOR(S) HERE

**Name:** INSERT YOUR NAME HERE

**Instructions:**
1. Read the assigned article;
2. Think about how you might succinctly summarize the article;
3. Complete the table below by typing in your responses.

| |
| — |
| A. <br>**Conceptual link**[Please do not delete these instructions]<br>**:** Provide a very brief summary of the article’s content, then describe two to three ways the information in this article explicitly links to the foundational information for this course. In other words, how does the article’s content link to specific ideas in a corresponding textbook chapter, session’s PowerPoint lecture/class activities, types of assessment instrument, procedures, or recommendations, etc.<br>Before you begin your response, be sure to open the ‘header” of this document to add the article’s title, author, and your name. Then, save the document to your hard-drive. After inserting your information, change this text to black and delete these blue instructions.<br>Type your response here, limiting your response to complete sentences totaling no more than 250 words. |
| B. <br>**(Original) Generalized example**[Please do not delete these instructions]<br>**:** Generate 1-2 original, not otherwise discussed in class, example(s) which are intended to describe a real or hypothetical situation where the concepts from the article applies. In other words, think about and use your own or hypothetical or real experience working with young children explain the contents of the reading. Response should be presented using complete sentences.<br> <br>After inserting your information, change this text to black and delete these blue instructions. Type your response here, limiting your response to complete sentences totaling no more than 250 words. |

***STŬDI** is an acronym for
**_S_** _ynthesized_
_**T** o_
_**U** nderstand and_
_**D** igest_
_**I** nformation_. These
**STUDI** notes are to be completed and used as a tool to increase your engagement in course activities and preparation for assignments and assessments. The structure of these notes are adapted from Cornell Notes (Walker, 1962/2010).

Page 1 of 1

**## STUDINotes_Article_SAMPLE_EEX3226-22.pdf**

EEX 3226
\* STŬDI Note Template for Monograph Article Reading: Ecological Assessment and Planning, Linda McCormick, Ph.D., Mary Jo
Noonan, Ph.D.
Name: Your name goes here

*STŬDI is an acronym for Synthesized To Understand and Digest Information. These STUDI notes are to be completed and used as a tool to increase your
engagement in course activities and preparation for assignments and assessments. The structure of these notes are adapted from Cornell Notes (Walker,

1962/2010).
Page 1 of 2

Instructions:
1. Read the assigned article;
2. Think about how you might succinctly summarize the article;
3. Complete the table below by typing in your responses. Save the document to your computer, then submit.

A. Conceptual link [Please do not delete these instructions]: Provide a very brief summary of the article’s content, then describe
two to three ways the information in this article explicitly links to the foundational information for this course. In other words,
how does the article’s content link to specific ideas in a corresponding textbook chapter, session’s PowerPoint lecture/class
activities, types of assessment instrument, procedures, or recommendations, etc.
McCormick and Noonan’s article discusses ecological assessment and planning. Ecological assessment uses the activities and
what is expected of the child to make decision about the child’s level of functioning and to make plans for how deficits can be
addressed. (1) The information that was included in this article reminded me of the different ways of observing as was discussed
in class and as we read in chapter 5 of our text (Wortham). To conduct an ecological assessment the teacher must observe. (2)
Before a child can have a plan put in place to help with behaviors, we need to know what exactly is the behavior as well as its
function. In this same class lecture, we discussed the ABC analysis, so I see ecological assessment as another way to determine
ecological factors (antecedents) what behaviors a child (target behavior) is showing and what function it may be serving
(consequent event). (3) The article also described a practical way that recording of data may take place. I particularly liked the
fact that it reminds us that each piece of the process needs to be assigned to individuals so that no one is thinking someone else is
doing it and so no one does it. Chapter 6 of our text discusses checklists and rating scales as data collection methods. Based on
both the article’s information and this chapter, I know that as teachers we should get used to collecting and using data to make
decisions about children.

EEX 3226
\* STŬDI Note Template for Monograph Article Reading: Ecological Assessment and Planning, Linda McCormick, Ph.D., Mary Jo
Noonan, Ph.D.
Name: Your name goes here

*STŬDI is an acronym for Synthesized To Understand and Digest Information. These STUDI notes are to be completed and used as a tool to increase your
engagement in course activities and preparation for assignments and assessments. The structure of these notes are adapted from Cornell Notes (Walker,

1962/2010).
Page 2 of 2

B. (Original) Generalized example [Please do not delete these instructions]: Generate one to two original, not otherwise discussed in
class, example(s) which are intended to describe a real or hypothetical situation where the concepts from the article applies. In
other words, think about and use your own or hypothetical or real experience working with young children explain the contents
of the reading. Response should be presented using complete sentences.
Many times as teachers we “have a feeling” that a child’s development may not be progressing as it should. If a child is
exhibiting behaviors that you the teacher would like to see changed, an ecological assessment could be conducted to learn more
about these behaviors, their purpose and function. For example, I have a 3-year-old student who is new to the class and I noticed
as being very “distant” and non-verbal, but there is nothing in his record to indicate a diagnosis relating to these behaviors.
When I contacted parents, they reported that he is the same at home and that he points when he wants to communicate with
them. At that point, I began an ecological assessment, using observation to learn more about him. Based on this observation in
his learning environment and activities, I could made a plan for him. This process is in essence an ecological assessment and
planning. Another example where ecological assessment was helpful what when my student JC’s IFSP was coming up for review
and I (his teacher) wanted to include information about how he interacts with his peers in his classroom. I set aside a short
period each day to complete the checklist given to me by the school psychologist, but I wad specific notes about his interaction
with peers.

**ScreenShot2025-03-29at10.34.04PM.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-03-29at10-34-04pm-png)

November 5, 2026
[Solved] Section IV Performance Tasks & Rubrics

✓ Verified Academic Solution Available

Executive Solution Overview

look at this sample: The intent here is not for you to "copy" this sample, rather, use it as a guide for creating your own tasks and rubrics. Do note (a) the point of view from which the task description is written, directly describing the task to the reader and including sufficient detail and notat…

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Assignment Prompt & Instructions

look at this sample:

The intent here is not for you to "copy" this sample, rather, use it as a guide for creating your own tasks and rubrics. Do note (a) the point of view from which the task description is written, directly describing the task to the reader and including sufficient detail and notations to create a "clear" description; (b) the details included in the materials list, and (c) the language and structure of the rubric, meaning, the (dimensions) skills and (scale descriptions) criterion of the rubric. Once you have decided upon a structure it is best to try to replicate the same structure for all rubrics.Draft your FIVE task descriptions and FIVE associated rubrics and submit them for feedback

– [\
\
TasksandRubrics.docx](https://www.sweetstudy.com/files/tasksandrubrics-docx "TasksandRubrics.docx")
– [\
\
SectionIVSample.pdf](https://www.sweetstudy.com/files/sectionivsample-pdf "SectionIVSample.pdf")

– 2 years ago

November 5, 2026
[Solved] help with LEH353

✓ Verified Academic Solution Available

Executive Solution Overview

In-depth study guidance and analytical solution covering help with LEH353.

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Immediate access to the full model answer, formatted citations, and rubric breakdown.

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Assignment Prompt & Instructions

Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

November 5, 2026
[Solved] question assigment

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Executive Solution Overview

– 2 years ago **files (1)** – ## Module3CreatingyourFormativeAssessmentAssignment3AnalyzingandAdaptingCurriculumLessonSelection.docx **## Module3CreatingyourFormativeAssessmentAssignment3AnalyzingandAdaptingCurriculumLessonSelection.docx** **Module 3 Creating your Formative Assessment – Assignment 3…

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Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## Module3CreatingyourFormativeAssessmentAssignment3AnalyzingandAdaptingCurriculumLessonSelection.docx

**## Module3CreatingyourFormativeAssessmentAssignment3AnalyzingandAdaptingCurriculumLessonSelection.docx**

**Module 3 Creating your Formative Assessment – Assignment 3 : Analyzing and Adapting Curriculum (Lesson Selection)**

The goal of the Formative Assessment Assignment is to create a formative assessment based on the readings and your own research. The following is an overview of the entire assignment so you can see how the formative assessment project builds upon itself throughout the course modules. However, for module 3 you are only required to choose the lesson plan you will teach and assess and then analyze the LP to determine if it is high quality curriculum by completing the guiding questions of the
[Tool for Analyzing Curriculum](https://touro.instructure.com/courses/137899/files/11189885?wrap=1) for your lesson selection and choose the standards, objectives and learning targets of the assessment.

[**Overview of the Formative Assessment (FA) Assignment**](https://touro.instructure.com/courses/137899/files/11191288?wrap=1) [**Download Overview of the Formative Assessment (FA) Assignment**](https://touro.instructure.com/courses/137899/files/11191288/download?download_frd=1) **:** You will create a formative assessment using an existing lesson plan (must be achievable in 1-2 periods). You will follow the lesson plan and deliver the lesson and implement the formative assessment. You will be expected to implement this assessment with at least two grade level students, analyze their work and make recommendations for assessment refinements by the end of this course.

**(You will be creating parts of it with each module. It builds throughout the course. The implementation happens between Mods 6-8 with the final submission in Mod 9 and as part of the Analytic Summary in Mod 12)**

·
**Lesson Selection (Part 1): Due Module 3:**

· If this is a lesson plan that you have created, you will need to create the assessments and rubrics. It is preferable to use an existing model lesson plan and assessments which come with the existing curriculum. You will differentiate the assessment to meet the student needs.

**First,**

· Read
[Decomposition for a](https://touro.instructure.com/courses/137899/files/11191350?wrap=1) [Download Decomposition for a](https://touro.instructure.com/courses/137899/files/11191350/download?download_frd=1) [_nalyzing, selecting, and adapting curriculum materials_](https://touro.instructure.com/courses/137899/files/11191350?wrap=1) [_Download nalyzing, selecting, and adapting curriculum materials_](https://touro.instructure.com/courses/137899/files/11191350/download?download_frd=1) _,_ and learn the criteria for determining high quality instructional materials and assessments.
_T_ hen analyze the curriculum using the
[_Tool for Analyzing and Adapting Curriculum Materials_](https://touro.instructure.com/courses/137899/files/11190748?wrap=1) [_Download Tool for Analyzing and Adapting Curriculum Materials_](https://touro.instructure.com/courses/137899/files/11190748/download?download_frd=1)

**Then, complete the following:**

· Identify the academic focus of the materials;

· Analyze the materials for demand, coherence, and cultural relevance.

·
**_Remember:_** Your lesson plan should be based on the ages and/or areas you teach.

· Identify at least two learning standards to be addressed. (Choose one content and one literacy standard from the content area)

· Identify at least four (4)
[3-part learning objectives](https://touro.instructure.com/courses/137899/files/11189593?wrap=1)

· Restate the student learning objectives (LO) as kid-friendly measurable learning targets (LT) in developmentally appropriate terms for the age group you are working with.

·
**Note**: Both student learning objectives and learning targets are listed, AND Targets are (SMART) specific, measurable, attainable, realistic and timely AND Learning targets are written in developmentally appropriate language and shared (visible and discussed) with students.

**Criteria Checklist for Module 3 Assignment: Complete/Incomplete Submission:**

1.
A copy of the lesson/unit that you will use

2. A completed Tool for Analyzing Curriculum

3. The beginning of the Formative Assessment with standards and LO/LT sections completed from Module (on the
[formative assessment template](https://touro.instructure.com/courses/137899/files/11191831?wrap=1) [Download formative assessment template](https://touro.instructure.com/courses/137899/files/11191831/download?download_frd=1)).

**Note:** As mentioned previously, in preparation for implementation of the formative assessment if you have access to a classroom you may use these students. If you do not have access to a classroom, you may use same grade level students in your family, neighbors, friends. Also in preparation for the assessment is the implementation of a lesson plan. Although this course does not specifically teach "lesson planning", it teaches assessment, which are the student outcomes of the teaching and learning process, assessment is not devoid of planning. Therefore, it is suggested that you use a previously developed lesson plan, or you may choose a sample plan from
[Engage NY](https://www.nysed.gov/curriculum-instruction/engageny) or
[Achieve the Core](https://achievethecore.org/), which you can modify/differentiate to accommodate the learners with whom you will be working.
_Do not use resources from Teachers Pay Teachers as these resources are not typically rigorous and have not been tested for validity and reliability (to understand these terms see Module 10)._

Other suggested resources for high-quality model curriculum are:

Open-Up Resources:
[https://www.openupresources.org/ Links to an external site.](https://www.openupresources.org/)

[Links to an external site.](https://www.openupresources.org/)- This site also has K – 12 social-emotional curriculum lessons and HS Math

Learning for Justice:
[https://www.learningforjustice.org/ Links to an external site.](https://www.learningforjustice.org/)

[Links to an external site.](https://www.learningforjustice.org/) – See the social justice learning standards here.

EL Education:
[https://eleducation.org/curriculum/language-arts/modules-and-lessons/ Links to an external site.](https://eleducation.org/curriculum/language-arts/modules-and-lessons/)

National Council of Teachers of English:
[https://www.readwritethink.org/collections/assessment Links to an external site.](https://www.readwritethink.org/collections/assessment)

**Please use this resources:**

**Textbooks & Course Materials**
**This text is mandatory and can be purchased or rented through the textbook links in Canvas.**
**● Chappuis, J., & Stiggins, R. (2020). Classroom assessment for student learning: Doing it**
**right – doing it well (3rd ed.). Pearson Education. ISBN-9780134899114**
**Optional-to-purchase texts used throughout the course. Chapters will be provided in the modules.**
**● Popham, W. J. (2017). Classroom assessment: What teachers need to know (8th ed.).**
**Pearson. ISBN 978-0134027296**
**● Cohen, L. G and Spenciner, L. J. (2015) – Assessment of children and youth with special**
**needs (4th ed.). Saddle River, NJ: Pearson. ISBN: 978-0133574753**
**● Salvia, J., Ysseldyke, J. E., & Witmer, S. (2017). Assessment in special and inclusive**
**education (13th ed.). Boston, MA: Cengage Learning. ISBN: 978-1305887329**

**## Module3CreatingyourFormativeAssessmentAssignment3AnalyzingandAdaptingCurriculumLessonSelection.docx**

**Module 3 Creating your Formative Assessment – Assignment 3 : Analyzing and Adapting Curriculum (Lesson Selection)**

The goal of the Formative Assessment Assignment is to create a formative assessment based on the readings and your own research. The following is an overview of the entire assignment so you can see how the formative assessment project builds upon itself throughout the course modules. However, for module 3 you are only required to choose the lesson plan you will teach and assess and then analyze the LP to determine if it is high quality curriculum by completing the guiding questions of the
[Tool for Analyzing Curriculum](https://touro.instructure.com/courses/137899/files/11189885?wrap=1) for your lesson selection and choose the standards, objectives and learning targets of the assessment.

[**Overview of the Formative Assessment (FA) Assignment**](https://touro.instructure.com/courses/137899/files/11191288?wrap=1) [**Download Overview of the Formative Assessment (FA) Assignment**](https://touro.instructure.com/courses/137899/files/11191288/download?download_frd=1) **:** You will create a formative assessment using an existing lesson plan (must be achievable in 1-2 periods). You will follow the lesson plan and deliver the lesson and implement the formative assessment. You will be expected to implement this assessment with at least two grade level students, analyze their work and make recommendations for assessment refinements by the end of this course.

**(You will be creating parts of it with each module. It builds throughout the course. The implementation happens between Mods 6-8 with the final submission in Mod 9 and as part of the Analytic Summary in Mod 12)**

·
**Lesson Selection (Part 1): Due Module 3:**

· If this is a lesson plan that you have created, you will need to create the assessments and rubrics. It is preferable to use an existing model lesson plan and assessments which come with the existing curriculum. You will differentiate the assessment to meet the student needs.

**First,**

· Read
[Decomposition for a](https://touro.instructure.com/courses/137899/files/11191350?wrap=1) [Download Decomposition for a](https://touro.instructure.com/courses/137899/files/11191350/download?download_frd=1) [_nalyzing, selecting, and adapting curriculum materials_](https://touro.instructure.com/courses/137899/files/11191350?wrap=1) [_Download nalyzing, selecting, and adapting curriculum materials_](https://touro.instructure.com/courses/137899/files/11191350/download?download_frd=1) _,_ and learn the criteria for determining high quality instructional materials and assessments.
_T_ hen analyze the curriculum using the
[_Tool for Analyzing and Adapting Curriculum Materials_](https://touro.instructure.com/courses/137899/files/11190748?wrap=1) [_Download Tool for Analyzing and Adapting Curriculum Materials_](https://touro.instructure.com/courses/137899/files/11190748/download?download_frd=1)

**Then, complete the following:**

· Identify the academic focus of the materials;

· Analyze the materials for demand, coherence, and cultural relevance.

·
**_Remember:_** Your lesson plan should be based on the ages and/or areas you teach.

· Identify at least two learning standards to be addressed. (Choose one content and one literacy standard from the content area)

· Identify at least four (4)
[3-part learning objectives](https://touro.instructure.com/courses/137899/files/11189593?wrap=1)

· Restate the student learning objectives (LO) as kid-friendly measurable learning targets (LT) in developmentally appropriate terms for the age group you are working with.

·
**Note**: Both student learning objectives and learning targets are listed, AND Targets are (SMART) specific, measurable, attainable, realistic and timely AND Learning targets are written in developmentally appropriate language and shared (visible and discussed) with students.

**Criteria Checklist for Module 3 Assignment: Complete/Incomplete Submission:**

1.
A copy of the lesson/unit that you will use

2. A completed Tool for Analyzing Curriculum

3. The beginning of the Formative Assessment with standards and LO/LT sections completed from Module (on the
[formative assessment template](https://touro.instructure.com/courses/137899/files/11191831?wrap=1) [Download formative assessment template](https://touro.instructure.com/courses/137899/files/11191831/download?download_frd=1)).

**Note:** As mentioned previously, in preparation for implementation of the formative assessment if you have access to a classroom you may use these students. If you do not have access to a classroom, you may use same grade level students in your family, neighbors, friends. Also in preparation for the assessment is the implementation of a lesson plan. Although this course does not specifically teach "lesson planning", it teaches assessment, which are the student outcomes of the teaching and learning process, assessment is not devoid of planning. Therefore, it is suggested that you use a previously developed lesson plan, or you may choose a sample plan from
[Engage NY](https://www.nysed.gov/curriculum-instruction/engageny) or
[Achieve the Core](https://achievethecore.org/), which you can modify/differentiate to accommodate the learners with whom you will be working.
_Do not use resources from Teachers Pay Teachers as these resources are not typically rigorous and have not been tested for validity and reliability (to understand these terms see Module 10)._

Other suggested resources for high-quality model curriculum are:

Open-Up Resources:
[https://www.openupresources.org/ Links to an external site.](https://www.openupresources.org/)

[Links to an external site.](https://www.openupresources.org/)- This site also has K – 12 social-emotional curriculum lessons and HS Math

Learning for Justice:
[https://www.learningforjustice.org/ Links to an external site.](https://www.learningforjustice.org/)

[Links to an external site.](https://www.learningforjustice.org/) – See the social justice learning standards here.

EL Education:
[https://eleducation.org/curriculum/language-arts/modules-and-lessons/ Links to an external site.](https://eleducation.org/curriculum/language-arts/modules-and-lessons/)

National Council of Teachers of English:
[https://www.readwritethink.org/collections/assessment Links to an external site.](https://www.readwritethink.org/collections/assessment)

**Please use this resources:**

**Textbooks & Course Materials**
**This text is mandatory and can be purchased or rented through the textbook links in Canvas.**
**● Chappuis, J., & Stiggins, R. (2020). Classroom assessment for student learning: Doing it**
**right – doing it well (3rd ed.). Pearson Education. ISBN-9780134899114**
**Optional-to-purchase texts used throughout the course. Chapters will be provided in the modules.**
**● Popham, W. J. (2017). Classroom assessment: What teachers need to know (8th ed.).**
**Pearson. ISBN 978-0134027296**
**● Cohen, L. G and Spenciner, L. J. (2015) – Assessment of children and youth with special**
**needs (4th ed.). Saddle River, NJ: Pearson. ISBN: 978-0133574753**
**● Salvia, J., Ysseldyke, J. E., & Witmer, S. (2017). Assessment in special and inclusive**
**education (13th ed.). Boston, MA: Cengage Learning. ISBN: 978-1305887329**

November 5, 2026
[Solved] Section IV Performance Tasks & Rubrics

✓ Verified Academic Solution Available

Executive Solution Overview

Select/Develop Performance Authentic Assessment. Review the results of the Informal/Criterion Referenced Assessment, then based on child age and results of the Formal/Norm Referenced Assessment and Informal/Criterion Referenced Assessment, determine the domain, tasks and rubrics needed to perform th…

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Assignment Prompt & Instructions

Select/Develop Performance Authentic Assessment. Review the results of the Informal/Criterion Referenced Assessment, then based on child age and results of the Formal/Norm Referenced Assessment and Informal/Criterion Referenced Assessment, determine the domain, tasks and rubrics needed to perform the Informal/Performance Authentic Assessment.

– 2 years ago

November 5, 2026
[Solved] lesson plan

✓ Verified Academic Solution Available

Executive Solution Overview

I need help with this lesson plan. you need ti use the unit plan i have created for the lesson plan. I have shared all the materials required. It is too confusing for me. please follow the rubric and use all the resources to give me a good grade. https://www.education.ne.gov/oec/early-learning-guide…

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Assignment Prompt & Instructions

I need help with this lesson plan. you need ti use the unit plan i have created for the lesson plan. I have shared all the materials required. It is too confusing for me. please follow the rubric and use all the resources to give me a good grade.

https://www.education.ne.gov/oec/early-learning-guidelines/

– [\
\
LessonPlanTemplate_UNK20233.docx](https://www.sweetstudy.com/files/lessonplantemplate-unk20233-docx "LessonPlanTemplate_UNK20233.docx")
– [\
\
LessonPlanExplaination2023.docx](https://www.sweetstudy.com/files/lessonplanexplaination2023-docx "LessonPlanExplaination2023.docx")
– [\
\
LessonPlanResourceGuide.pdf](https://www.sweetstudy.com/files/lessonplanresourceguide-pdf "LessonPlanResourceGuide.pdf")
– [\
\
annotated-Unit20Plan20-20Alexa20Sherry.docx.pdf](https://www.sweetstudy.com/files/annotated-unit20plan20-20alexa20sherry-docx-pdf "annotated-Unit20Plan20-20Alexa20Sherry.docx.pdf")

– 2 years ago

November 5, 2026
[Solved] question assigment

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (1)** – ## 640Module3Reflection.docx **## 640Module3Reflection.docx** **Module 3 Reflection** **Please use only this resources :** **Textbooks & Course Materials** **This text is mandatory and can be purchased or rented through the textbook links in Canvas.** **● Chappuis, J., …

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Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## 640Module3Reflection.docx

**## 640Module3Reflection.docx**

**Module 3 Reflection**

**Please use only this resources :**

**Textbooks & Course Materials**
**This text is mandatory and can be purchased or rented through the textbook links in Canvas.**
**● Chappuis, J., & Stiggins, R. (2020). Classroom assessment for student learning: Doing it**
**right – doing it well (3rd ed.). Pearson Education. ISBN-9780134899114**
**Optional-to-purchase texts used throughout the course. Chapters will be provided in the modules.**
**● Popham, W. J. (2017). Classroom assessment: What teachers need to know (8th ed.).**
**Pearson. ISBN 978-0134027296**
**● Cohen, L. G and Spenciner, L. J. (2015) – Assessment of children and youth with special**
**needs (4th ed.). Saddle River, NJ: Pearson. ISBN: 978-0133574753**
**● Salvia, J., Ysseldyke, J. E., & Witmer, S. (2017). Assessment in special and inclusive**
**education (13th ed.). Boston, MA: Cengage Learning. ISBN: 978-1305887329**

**After choosing and analyzing the lesson plan/unit that you have chosen with the** [**Tool for Analyzing Curriculum**](https://touro.instructure.com/courses/137899/files/11191263?wrap=1) [**Download Tool for Analyzing Curriculum**](https://touro.instructure.com/courses/137899/files/11191263/download?download_frd=1) **, reflect on the findings and consider the needs of your learners.**

· What did you learn about your lesson plan/unit?

· What ideas do you have for assessment and how do you know if the activities are aligned to your standards?

· How can using BOTH UbD and UDL/HLP
[Download UbD and UDL/HLP](https://touro.instructure.com/courses/137899/files/11191462/download?download_frd=1) frameworks help us to instructionally orient when planning your assessment and inform your lesson delivery?

· Why is this important for your learners?

· How can the
[Danielson Framework](https://touro.instructure.com/courses/137899/files/11191613?wrap=1) [Download Danielson Framework](https://touro.instructure.com/courses/137899/files/11191613/download?download_frd=1) guide our understanding of planning assessment?

**Reflective Rubric**

| | | |
| — | — | — |
| Reflective Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeReflection Entry Quality | | | | |
| — | — | — |
| **8 pts**<br>**Advanced**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 3 specific points from the reading(s). 3. Candidate responses are 300-500 words long. | **6 pts**<br>**Proficient**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 2 specific points from the reading(s). 3. Candidate responses are 250-300 words long. | **5.25 pts**<br>**Novice**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 1 specific points from the reading(s). 3. Candidate responses are 150-250 words long. | | 8 pts |
| This criterion is linked to a Learning OutcomeConnections | | | | |
| — | — | — |
| **8 pts**<br>**Advanced**<br>Candidate makes substantive connections to self as teacher/candidate/learner. | **6 pts**<br>**Proficient**<br>Candidate makes some connections to self as teacher/candidate/learner. | **5.25 pts**<br>**Novice**<br>Candidate makes little or no connections to self as teacher/candidate/learner. | | 8 pts |
| This criterion is linked to a Learning OutcomeWriting Style and Composition | | | | |
| — | — | — |
| **8 pts**<br>**Advanced**<br>Assignment contains 2 or fewer errors. | **6 pts**<br>**Proficient**<br>Assignment contains 3 – 5 errors. | **5.25 pts**<br>**Novice**<br>Assignment contains 6 or more errors. | | 8 pts |
| This criterion is linked to a Learning OutcomeTimeliness | | | |
| — | — |
| **4 pts**<br>**Advanced**<br>Journals are submit on time each Module. | **2 pts**<br>**Novice** | | 4 pts |
| Total Points: 28 |

[Previous](https://touro.instructure.com/courses/137899/modules/items/4623384)

[Next](https://touro.instructure.com/courses/137899/modules/items/4623410)

**## 640Module3Reflection.docx**

**Module 3 Reflection**

**Please use only this resources :**

**Textbooks & Course Materials**
**This text is mandatory and can be purchased or rented through the textbook links in Canvas.**
**● Chappuis, J., & Stiggins, R. (2020). Classroom assessment for student learning: Doing it**
**right – doing it well (3rd ed.). Pearson Education. ISBN-9780134899114**
**Optional-to-purchase texts used throughout the course. Chapters will be provided in the modules.**
**● Popham, W. J. (2017). Classroom assessment: What teachers need to know (8th ed.).**
**Pearson. ISBN 978-0134027296**
**● Cohen, L. G and Spenciner, L. J. (2015) – Assessment of children and youth with special**
**needs (4th ed.). Saddle River, NJ: Pearson. ISBN: 978-0133574753**
**● Salvia, J., Ysseldyke, J. E., & Witmer, S. (2017). Assessment in special and inclusive**
**education (13th ed.). Boston, MA: Cengage Learning. ISBN: 978-1305887329**

**After choosing and analyzing the lesson plan/unit that you have chosen with the** [**Tool for Analyzing Curriculum**](https://touro.instructure.com/courses/137899/files/11191263?wrap=1) [**Download Tool for Analyzing Curriculum**](https://touro.instructure.com/courses/137899/files/11191263/download?download_frd=1) **, reflect on the findings and consider the needs of your learners.**

· What did you learn about your lesson plan/unit?

· What ideas do you have for assessment and how do you know if the activities are aligned to your standards?

· How can using BOTH UbD and UDL/HLP
[Download UbD and UDL/HLP](https://touro.instructure.com/courses/137899/files/11191462/download?download_frd=1) frameworks help us to instructionally orient when planning your assessment and inform your lesson delivery?

· Why is this important for your learners?

· How can the
[Danielson Framework](https://touro.instructure.com/courses/137899/files/11191613?wrap=1) [Download Danielson Framework](https://touro.instructure.com/courses/137899/files/11191613/download?download_frd=1) guide our understanding of planning assessment?

**Reflective Rubric**

| | | |
| — | — | — |
| Reflective Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeReflection Entry Quality | | | | |
| — | — | — |
| **8 pts**<br>**Advanced**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 3 specific points from the reading(s). 3. Candidate responses are 300-500 words long. | **6 pts**<br>**Proficient**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 2 specific points from the reading(s). 3. Candidate responses are 250-300 words long. | **5.25 pts**<br>**Novice**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 1 specific points from the reading(s). 3. Candidate responses are 150-250 words long. | | 8 pts |
| This criterion is linked to a Learning OutcomeConnections | | | | |
| — | — | — |
| **8 pts**<br>**Advanced**<br>Candidate makes substantive connections to self as teacher/candidate/learner. | **6 pts**<br>**Proficient**<br>Candidate makes some connections to self as teacher/candidate/learner. | **5.25 pts**<br>**Novice**<br>Candidate makes little or no connections to self as teacher/candidate/learner. | | 8 pts |
| This criterion is linked to a Learning OutcomeWriting Style and Composition | | | | |
| — | — | — |
| **8 pts**<br>**Advanced**<br>Assignment contains 2 or fewer errors. | **6 pts**<br>**Proficient**<br>Assignment contains 3 – 5 errors. | **5.25 pts**<br>**Novice**<br>Assignment contains 6 or more errors. | | 8 pts |
| This criterion is linked to a Learning OutcomeTimeliness | | | |
| — | — |
| **4 pts**<br>**Advanced**<br>Journals are submit on time each Module. | **2 pts**<br>**Novice** | | 4 pts |
| Total Points: 28 |

[Previous](https://touro.instructure.com/courses/137899/modules/items/4623384)

[Next](https://touro.instructure.com/courses/137899/modules/items/4623410)

November 5, 2026
[Solved] REVISION

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (3)** – ## SignificanceoftheResearchExample.pdf – TEXTBOOKPAGES.pdf – CAPSTONEOUTLINE.pdf **## SignificanceoftheResearchExample.pdf** Significance of the Research The benefits of this research in improving low-test scores on summative exams in math include internal aspects in h…

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Assignment Prompt & Instructions

– 2 years ago

**files (3)**

– ## SignificanceoftheResearchExample.pdf

– TEXTBOOKPAGES.pdf
– CAPSTONEOUTLINE.pdf

**## SignificanceoftheResearchExample.pdf**

Significance of the Research

The benefits of this research in improving low-test scores on summative exams in math

include internal aspects in helping close students' learning gaps created by the COVID-19

pandemic (Q. Zhang & Storey, 2022). Math-based careers are becoming more in demand, and

students' belief in their math ability positively predicts their likelihood of pursuing a career in

Science, Technology, Engineering, and Mathematics (STEM; Seo et al., 2019). For stakeholders,

including teachers and administrators, increased exam scores in math may lead to increased job

satisfaction, which may help in math teacher retention at CCS (Perera & John, 2020). This

increase in job satisfaction would be the result of increased teacher self-efficacy. Increasing

teacher retention can grow the schools' ability to deliver quality instruction (Grissom &

Bartanen, 2019; Hanushek et al., 2016). At CCS, math teacher retention is a concern. Since 2012,

the school has had to replace at least one math teacher yearly. Increased job satisfaction can

translate into a greater likelihood of math instructors finding CCS a desirable workplace.

Purpose Statement

The purpose of the study was to provide recommendations to solve the problem of low

summative math exam scores at Christchurch School in Middlesex County, Virginia. The applied

research study used quantitative and qualitative data collection methods. The first approach was

semi-structured interviews of five faculty employed at CCS. The participants consisted of three

math teachers and two school administrators who work in the curriculum and instruction

department. The second approach was a focus group using open-ended questions. The focus

group participants included one student enrolled in each of the five sections of the Algebra 2

college preparatory math course. The total number of student participants was five. The third

approach was a quantitative survey issued as a Google Form. Survey participants included all

students enrolled in each of the five sections of the Algebra 2 course who were willing to

participate.

References are REQUIRED

**TEXTBOOKPAGES.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/textbookpages-pdf-10245133)

**CAPSTONEOUTLINE.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/capstoneoutline-pdf-10245131)

**CAPSTONEOUTLINE.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/capstoneoutline-pdf-10245131)

**## SignificanceoftheResearchExample.pdf**

Significance of the Research

The benefits of this research in improving low-test scores on summative exams in math

include internal aspects in helping close students' learning gaps created by the COVID-19

pandemic (Q. Zhang & Storey, 2022). Math-based careers are becoming more in demand, and

students' belief in their math ability positively predicts their likelihood of pursuing a career in

Science, Technology, Engineering, and Mathematics (STEM; Seo et al., 2019). For stakeholders,

including teachers and administrators, increased exam scores in math may lead to increased job

satisfaction, which may help in math teacher retention at CCS (Perera & John, 2020). This

increase in job satisfaction would be the result of increased teacher self-efficacy. Increasing

teacher retention can grow the schools' ability to deliver quality instruction (Grissom &

Bartanen, 2019; Hanushek et al., 2016). At CCS, math teacher retention is a concern. Since 2012,

the school has had to replace at least one math teacher yearly. Increased job satisfaction can

translate into a greater likelihood of math instructors finding CCS a desirable workplace.

Purpose Statement

The purpose of the study was to provide recommendations to solve the problem of low

summative math exam scores at Christchurch School in Middlesex County, Virginia. The applied

research study used quantitative and qualitative data collection methods. The first approach was

semi-structured interviews of five faculty employed at CCS. The participants consisted of three

math teachers and two school administrators who work in the curriculum and instruction

department. The second approach was a focus group using open-ended questions. The focus

group participants included one student enrolled in each of the five sections of the Algebra 2

college preparatory math course. The total number of student participants was five. The third

approach was a quantitative survey issued as a Google Form. Survey participants included all

students enrolled in each of the five sections of the Algebra 2 course who were willing to

participate.

References are REQUIRED

**TEXTBOOKPAGES.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/textbookpages-pdf-10245133)

**CAPSTONEOUTLINE.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/capstoneoutline-pdf-10245131)

**## SignificanceoftheResearchExample.pdf**

Significance of the Research

The benefits of this research in improving low-test scores on summative exams in math

include internal aspects in helping close students' learning gaps created by the COVID-19

pandemic (Q. Zhang & Storey, 2022). Math-based careers are becoming more in demand, and

students' belief in their math ability positively predicts their likelihood of pursuing a career in

Science, Technology, Engineering, and Mathematics (STEM; Seo et al., 2019). For stakeholders,

including teachers and administrators, increased exam scores in math may lead to increased job

satisfaction, which may help in math teacher retention at CCS (Perera & John, 2020). This

increase in job satisfaction would be the result of increased teacher self-efficacy. Increasing

teacher retention can grow the schools' ability to deliver quality instruction (Grissom &

Bartanen, 2019; Hanushek et al., 2016). At CCS, math teacher retention is a concern. Since 2012,

the school has had to replace at least one math teacher yearly. Increased job satisfaction can

translate into a greater likelihood of math instructors finding CCS a desirable workplace.

Purpose Statement

The purpose of the study was to provide recommendations to solve the problem of low

summative math exam scores at Christchurch School in Middlesex County, Virginia. The applied

research study used quantitative and qualitative data collection methods. The first approach was

semi-structured interviews of five faculty employed at CCS. The participants consisted of three

math teachers and two school administrators who work in the curriculum and instruction

department. The second approach was a focus group using open-ended questions. The focus

group participants included one student enrolled in each of the five sections of the Algebra 2

college preparatory math course. The total number of student participants was five. The third

approach was a quantitative survey issued as a Google Form. Survey participants included all

students enrolled in each of the five sections of the Algebra 2 course who were willing to

participate.

References are REQUIRED

**TEXTBOOKPAGES.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/textbookpages-pdf-10245133)

**CAPSTONEOUTLINE.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/capstoneoutline-pdf-10245131)

November 5, 2026
[Solved] week 3 discussion

✓ Verified Academic Solution Available

Executive Solution Overview

## **Exploring Assessment Tools** When you document children’s learning and collect important data, you create real evidence that you can share with families, interventionists, and administrators. There are many ways you can record and document children’s learning. In this discussion, you will explo…

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Assignment Prompt & Instructions

## **Exploring Assessment Tools**

When you document children’s learning and collect important data, you create real evidence that you can share with families, interventionists, and administrators. There are many ways you can record and document children’s learning. In this discussion, you will explore four common assessment methods that you can use as a regular part of your current or future observations.

Prepare

To prepare for this discussion,

– Read Chapters 7 and 8 in your course text.
– Review this one-minute video, [_The Essential Role of Observation and Documentation_Links to an external site.](https://www.youtube.com/watch?v=6oSpYohirAg).
– Read Chapter 1 of the book, [_Observation and AssessmentLinks to an external site._](https://www.childdevelopment.org/docs/default-source/pdfs/observation-and-assessment-english2-8-20.pdf?sfvrsn=1e9226c1_2).
– Read the webpage, [_Checklists and Rating Scales_Links to an external site.](http://toddlers.ccdmd.qc.ca/observing/checklists).
– Read the webpage, [_Different Types of Observation Methods in Early Years of Education_Links to an external site.](https://www.schooljotter.com/2019/05/23/different-types-observation-methods-early-years/).

Please note your assigned observation tool based on your last name:

– Last Names A-F use anecdotal record or running record.

Initial Post

In your initial post of at least 250 words,

– Explain the procedures for conducting your assigned type of observation.
– Describe the reasons for using this observation strategy.
– Discuss one advantage and one disadvantage of your assigned strategy.
– Design and share your own model of this type of tool, for a fictional student or group of students of the age you hope to work with.
– Explain a scenario in which you believe this tool would be useful to gather information of the student(s) you would like to observe.

– 2 years ago

November 5, 2026
[Solved] Activity: Inquiry Plan

✓ Verified Academic Solution Available

Executive Solution Overview

**Activity: Inquiry Lesson Plan** – Create an **Inquiry** lesson cycle using the **5Es Lesson Plan Model OR the Problem-based inquiry model (pp 227-228)** that aligns with one or more of your learning objectives that you created in Module 1. – **Read Estes & Mintz: Chapter 11 and Souto-Manning, Ch. …

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Assignment Prompt & Instructions

**Activity: Inquiry Lesson Plan**

– Create an **Inquiry** lesson cycle using the **5Es Lesson Plan Model OR the Problem-based inquiry model (pp 227-228)** that aligns with one or more of your learning objectives that you created in Module 1.
– **Read Estes & Mintz: Chapter 11 and Souto-Manning, Ch. 4**

– Lesson Plan must include:
– Content: Math 8th Grade
– Learning Objective(s)
– Instructional Strategy(ies)
– Answer: How was culturally responsive teaching addressed in this lesson? (Be specific in your response. Refer to the CRT reading in Module 1)
– How can/will technology enhance student learning?

– Discuss the following prompts in an assessment reflection:
– What assessment(s) will measure student learning and progress of learning objectives? Consider the following:
– Through what authentic performance task(s) will students demonstrate the desired understandings?
– By what criteria will performances of understanding be judged?
– Through what other evidence will students demonstrate achievement of learning objectives?
– How will students reflect upon and self-assess their learning

– FEEDBACK: You will provide feedback to one of your peers on their lesson plan using the following:
– Praise – what did your peer do well?
– Question – are there any parts of the lesson plan that are unclear? Are there any disconnects between the learning objective(s) and instruction? Are there places where students may get confused or disengage? Are instructional strategies clearly identifiable?
– Suggest – make suggestions for improvement

– [\
\
Souto-ManningCriticalInquiry.pdf](https://www.sweetstudy.com/files/souto-manningcriticalinquiry-pdf "Souto-ManningCriticalInquiry.pdf")
– [\
\
5e-lesson-plan-template.doc](https://www.sweetstudy.com/files/5e-lesson-plan-template-doc "5e-lesson-plan-template.doc")
– [\
\
5e-lesson-plan-template.doc](https://www.sweetstudy.com/files/5e-lesson-plan-template-doc-10244737 "5e-lesson-plan-template.doc")

– 2 years ago

November 5, 2026