Effect Of Environmental Systems

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Urie Bronfenbrenner’s ecological systems theory strongly supports family involvement in the development and education of early learners. His theory states that a child’s external environment has significant influence on the growth and development of young children.

Research Bronfenbrenner’s five environmental systems based on his ecological systems theory. Identify each system and familiarize yourself with the definition, examples, and the affect each system has on the growth and development of the learner. Consider your own environmental systems throughout your life.

For this assignment, choose two of the environmental systems: Microsystem, mesosystem, exosystem, macrosystem, or chronosystem. Create two visual representations of each environmental system. Your visual representations can be hand drawn and then scanned, or created with technology such as Publisher.

For the first system, create a visual representation of your personal ecological system, which includes people, experiences, and influences in your life. For the second system, develop a visual representation of the ecological system of a child, from birth to age 8, that you know and with whose personal environmental influences you are familiar.

In addition, write a 500-750 word summary on the value of knowing more about your students’ external environment and the influence it might have on the learning and development of the children you teach.

Be sure your summary answers the following questions:

  • What are examples of family and social or community group interactions that influence early learners? Provide at least three examples.
  • Describe the languages and cultures of families within either your local community or the community in which you would like to teach. How might these affect learner development and classroom structure?
  • How can knowing family and background information of your students help you, as a teacher, design instruction and promote individual learning outcomes? What types of information would be helpful, and how would you obtain that information?

Support your visuals and summary with 3-5 scholarly resources.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Rubic_Print_Format

Course Code Class Code Assignment Title Total Points
ECE-560 ECE-560-O500 Effect of Environmental Systems 75.0
Criteria Percentage No Submission (0.00%) Insufficient (69.00%) Approaching (74.00%) Acceptable (87.00%) Target (100.00%) Comments Points Earned
Criteria 100.0%
Personal Visual Representation 15.0% Not addressed. The visual has an incomprehensible representation of a personal ecological system that includes people, experiences, and influences in the candidate’s life. The representation is ineffectively organized, detailed, and/or does not inform the reader of personal environmental influences. The visual representation embodies a personal ecological system that includes people, experiences, and influences in the candidate’s life, but is lacking detail. The representation is mostly organized, detailed, and informs reader of personal environmental influences. The visual has clear representation of a personal ecological system that includes people, experiences, and influences in the candidate’s life. The representation is relevant in organization, details, and informs the reader of personal environmental influences. The visual comprehensively represents a personal ecological system that includes people, experiences, and influences in the candidate’s life. The representation is exemplarily organized, detailed, and informs reader of personal environmental influences.
Child Visual Representation 15.0% Not addressed. The visual irrelevantly represents an ecological system of the selected child from birth to age 8. The representation is not organized or detailed and/or does not inform the reader of personal environmental influences. The visual representation embodies an ecological system of the selected child from birth to age 8, but it is minimal. The representation is mostly organized, detailed, and informs reader of personal environmental influences. The visual has accurate representation that appropriately represents an ecological system of the selected child from birth to age 8. The representation is logically organized, detailed, and informs the reader of personal environmental influences. The visual innovatively represents an ecological system of the selected child from birth to age 8. The representation is exemplarily organized, detailed, and informs reader of personal environmental influences.
Group Interactions 15.0% Not addressed. The summary insufficiently provides examples of community interactions that would influence the learning outcomes of students within the community. The summary marginally provides examples of community interactions that would influence the learning outcomes of students within the community. The summary is complete providing examples of community interactions that would influence the learning outcomes of students within the community. The thought-provoking summary provides detailed examples of community interactions that would influence the learning outcomes of students within the community.
Languages and Cultures of Families 15.0% Not addressed. The summary provides an erroneous explanation of how the languages and cultures of families within the community affects learner development and classroom structure. The summary provides an inconsistent explanation of how the languages and cultures of families within the community affects learner development and classroom structure. The summary effectively provides an explanation of how the languages and cultures of families within the community affects learner development and classroom structure. The summary provides a novel explanation of how the languages and cultures of families within the community affects learner development and classroom structure.
Support Learning Outcomes 20.0% Not addressed. The summary provides an incorrect explanation of justification identifying the importance of learning more about families and their environmental factors to support individual learning outcomes. The connection between family backgrounds and designing instruction is flawed. The summary provides an explanation of justification identifying the importance of learning more about families and their environmental factors to support individual learning outcomes, but is missing key details. There is some connection between family backgrounds and designing instruction. The summary provides a competent justification identifying the importance of learning more about families and their environmental factors to support individual learning outcomes. There is a sound connection between family backgrounds and designing instruction. The summary provides a specific and skillful justification identifying the importance of learning more about families and their environmental factors to support individual learning outcomes. There is an insightful connection between family backgrounds and designing instruction.
Paragraph Development and Transitions 10.0% Not addressed. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose. There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Not addressed. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice, sentence structure, and/or word choice are present. Some mechanical errors or typos are present but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language. Prose is largely free of mechanical errors, although a few may be present. Uses a variety of sentence structures and effective figures of speech. Writer is clearly in command of standard, written academic English.
Research Citations (In-text citations for paraphrasing and direct quotes, reference page listing, and formatting as appropriate to assignment) 5.0% Not addressed. Reference page is present. Citation is inconsistently used. Reference page is included which lists sources used in paper. Sources are appropriately documented, although some errors may be present. Reference page is present and inclusive of all cited sources. Documentation is appropriate and APA style is usually correct. In-text citations and a Reference Page are complete. The documentation of cited sources is error-free.
Total Weightage 100%

Growth Mindset

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The assignment will focus on the instructional leadership role of a principal. Since the TTESS evaluation model is not a single snapshot but is a continuous growth model, a vital component of this model will be instructional coaching by the campus leader and/or teacher leaders (instructional coaches). As an instructional leader, you will need to have knowledge of best practices, tools, and resources to facilitate the improvement of instructional practices on the campus. The principal will also need to plan for and conduct crucial conversations to promote professional growth as well as collect documentation for personnel decisions. The principal will also need tools to help engage the staff in professional learning. When managing human talent, the leader(s) will need to observe classrooms regularly and provide resources, feedback, and support as needed to facilitate professional growth in the staff while honoring professional norms. The purpose of the assignments this week is to allow you to develop your background knowledge, skills, and tools in order to facilitate a teacher’s professional growth.

Compare And Contrast Moral Development

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For this assignment you will watch the video, “A Child’s Mind: How Kids Learn Right from Wrong”, and complete required reading from your Slavin & Schunk (2021) textbook. You may use both sources as you complete this assignment. You must answer each question on the template using complete sentences and following current APA format. However, you must also properly cite your sources. For your description of each of the moral development theories, write at least 4–5 sentences. For the final question, construct one solid paragraph of at least 200 words. You must cite at least 1 professional source. You can cite the video as follows: (Ryan, 2011).

Note: The information that you gain will help you as you develop your Final Paper. Be sure to write in complete sentences and follow current APA guidelines.

Video link:

https://search-alexanderstreet-com.ezproxy.liberty.edu/view/work/bibliographic_entity%7Cvideo_work%7C1780209

EDUC 504

Compare and Contrast Moral Development Assignment Instructions

Overview

As stated in the module overview, social, moral, and emotional development flows directly from teacher to pupil. It is essential to remember that you are not only imparting content and head knowledge in your learners; you are modeling and cultivating character qualities in your learners that will help to equip them for life. This assignment takes the four moral development theories you have studied layered with biblical integration in order to apply the whole in the practical context of a student in the classroom.

 

Instructions

 

For this assignment you will watch the video, “A Child’s Mind: How Kids Learn Right from Wrong”, and complete required reading from your Slavin & Schunk (2021) textbook. You may use both sources as you complete this assignment. You must answer each question on the template using complete sentences and following current APA format. However, you must also properly cite your sources. For your description of each of the moral development theories, write at least 4–5 sentences. For the final question, construct one solid paragraph of at least 200 words. You must cite at least 1 professional source. You can cite the video as follows: (Ryan, 2011).

Note: The information that you gain will help you as you develop your Final Paper. Be sure to write in complete sentences and follow current APA guidelines.

Benchmark – Case Study: PLAAFP And Annual Goals

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Special educators must be proficient at more than simply teaching, planning, and addressing student concerns. A large portion of the special educator’s career will be spent creating, implementing, and reviewing IEPs in meetings with families and other professionals. Most educators find that the present level of academic and functional performance (PLAAFP) is the most essential part of the IEP because it paints a picture of the student and guides the goals, services, accommodations, and modifications within the rest of the IEP. Once a solid PLAAFP is written, then appropriate, measurable and observable goals for the student must be written.

Part 1: Present Level of Academic Achievement and Functional Performance (PLAAFP)

For this benchmark assignment, you will use the “Ana Case Study” to write a 250-500 word PLAAFP.

Your PLAAFP should include:

  • Student academic strengths
  • Evaluations
  • Performance in classes
  • Potential influences of language, culture, and family background
  • Strengths, preferences, and interests in nonacademic areas
  • Any other relevant issues

Part 2: Annual Goals

Write two measurable academic goals and two measurable behavioral goals for Ana. Each goal should include:

  • A specific, measurable skill/behavior to be achieved.
  • A specific measurement tool or assessment strategy for measuring performance on the goal.

Part 3: Rationale

Provide a 500-750 word rationale that clearly defends how each annual goal, assessment tool or strategy, and action steps are appropriate for Ana, based on the information and data in the PLAAFP.

In addition, using the “College of Education Professional Dispositions of Learners,” identify a disposition that you, as a special education teacher, would want to especially demonstrate with Ana and her family. Explain how this disposition would assist you in incorporating Ana’s language, culture, and family background into planning and delivering instruction that meets Ana’s academic and social-emotional development needs. In addition, what steps would you recommend to Ana, her family, and the IEP team for Ana to accomplish her goals?

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. Refer to the LopesWrite Technical Support articles for assistance.

This benchmark assignment assesses the following programmatic competencies [and professional standards]:

MED in Special Education

COE 1.1 

Explain how language, culture, and family background influence learning and incorporate that into planning and delivering instruction to individuals with exceptionalities. [CEC 1.1, ICSI.1.K4, ICSI.1.K5, ICSI.1.K6, ICSI.1.K7, ICSI.1.K12, ICSI.1.K13, ICSI.2.K8, ICSI.4.S6, ICSI.5.S6, ICSI.6.S6; InTASC 1(e), 2(d), 2(j), 2(k), 2(m); GCU Mission Critical 3, 5]

COE 1.2 

Use understanding of development and individual differences to respond to the needs of individuals with exceptionalities. [CEC 1.2, ICSI.1.K3, ICSI.1.K4, ICSI.1.K7, ICSI.1.K12, ICSI.1.K13, IGC.1.K4, IGC.1.S1; InTASC 1(a), 1(b), 1(d), 1(e), 1(f), 1(h), 1(j), 2(a), 2(b), 2(g), 2(h), 2(l); GCU Mission Critical 1, 2, 3, 5]

COE 4.2 

Use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities. [CEC 4.2, ICSI.4.K1, ICSI.4.K2, ICSI.4.K3, ICSI.4.K4, ICSI.4.S1, ICSI.4.S5, ICSI.4.S6, ICSI.4.S8, IGC.4.K1; InTASC 6(c), 6(k), 7(l), 7(q); GCU Mission Critical 2, 5]

Ana Case Study

Case Study: Ana

9th grade, Age 14

 

Background Information

Ana’s mother, who became pregnant while in high school, is a single parent who completed her GED after Ana’s birth. Her mother works full-time to support her and Ana. Ana’s parents never married, and her biological father has very limited contact with her, nor does he offer much support. Her father also did not complete his high school degree. Ana has no siblings, but does have two male same-age cousins who also struggle with attending school. Her mother wants Ana to finish high school, as she wants more for her daughter and for her to be the first in the family to graduate high school.

 

Medical Information

Ana had delayed physical growth from second grade to eighth grade. Her mother took her to a physician during that time and no medical problems were reported. She has received regular medical check-ups with no noted medical concerns and no significant medical history.

 

School History

Ana entered kindergarten at age 5 after one year of preschool as a model student in the developmental preschool program at the neighborhood school. Her daycare was provided by her maternal grandmother prior to starting kindergarten. Ana has attended schools in her grandmother’s neighborhood and has had no grade retentions.

 

Attendance

Ana has missed an average of 10 days of school from Grades K through 7. She had 50 days of absence in Grade 8 and missed two weeks at the beginning of Grade 9. Ana has had no disciplinary referrals in any grades up to the present time.

 

Grade 8 (last academic year)

Ana was absent at least 1 day per week starting mid-first quarter in the eighth grade. Her absences increased to two or more each week by winter break. Around this time, a pattern of tardiness to school in the morning also began. Ana’s mother reported to the guidance counselor, “She’s refusing to get up in the mornings…lags in getting dressed…complains of tiredness and lethargy.” Ana then arranged to stay in the guidance office to complete work independently, two hours per day in the afternoon.

Soon she was absent as many days as she attended and by April, Ana rarely attended school at all.

 

Grade 9 (current academic year)

Ana’s physical growth seems to have stopped. At 5’1”, Ana is petite and smaller than most of her peers. She attended the first two days of classes, and then did not attend again for two weeks. She is interested in playing high school sports. She has trouble making friends and keeping connections with peers, but does like teachers and converses easily with them. She has no behavior problems or referrals. She does have trouble completing homework and keeping up with notes in classes and has failing grades in several classes.

 

Testing and Evaluation

Ana was given both verbal (WISC) and non-verbal (UNIT) IQ testing. Both tests placed her in the average intelligence range with an IQ of 105.

 

Woodcock-Johnson III Tests of Achievement

Ana was given the WJIII with the following results:

Cluster Score
Broad Reading 82 (low average range)
Broad Math 99 ( average range)
Broad Written Language 87 (low average range)
Subtest Scores  
Letter-Word Identification 85
Reading Fluency 81
Passage Comprehension 91
Calculation 93
Math Fluency 101
Applied Problems 104
Spelling 86
Writing Fluency 87
Writing Samples 98

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Classroom Teacher Input

Ana’s English language arts (ELA) teacher reports that Ana is able to write complete sentences, but is unable to complete a paragraph that follows the topic sentence. She often spells words incorrectly on her final draft. Additionally, she has difficulty sounding out words, which affects her reading fluency and her reading comprehension. Currently, Ana can independently read a seventh grade text with 80% comprehension. According to a reading inventory administered by her ELA teacher, Ana reads 40WPM correctly at a seventh grade level.

 

Interventions Prior to Special Education Referral

· Attendance administrator has been initiating calls home every day Ana is absent

· 1-to-1 sessions have been scheduled weekly with guidance counselor, many of which she has missed due to absences.

· Special education teacher has begun building a consultation team to seek input for special education referral

· Several after school tutoring sessions have been scheduled, but Ana has only attended a few

· A truancy referral to Juvenile Court has been filed (following state-required legal process)

· ELA teacher provides small group instruction for reading and writing

· Several teachers are providing her extended time to complete tasks and assignments

 

Reason for Referral

Ana has an escalating pattern of absenteeism, decreasing socialization with peers at school and in the community, has failing grades, and very low self-acceptance/self-concept.

 

 

 

 

Interviews

Guidance Counselor:

· Ana spontaneously smiles and converses with him; says she is comfortable in the guidance office

· Ana has told Guidance Counselor that she wants to be in school to please her mom and to participate in sports

Mother:

· States that she is concerned about Ana’s health, and that is why she does not insist Ana go to school or leave the house when Ana says she does not feel good

Ana:

· Says she thinks she is a “freak” – tiny, odd looking, biracial.

· Says other kids make fun of her because she is so small

· She tears up when she talks about herself; voice quivers

· She acknowledges adults (smiles, “thank you”, responds to questions)

· Says she likes adults, would rather talk with adults than peers

· Asks questions, initiates comments with adults

· Has a good vocabulary and speaks fluently

· Says she wants to make her mother happy and proud of her, but does not think she can

· Says she likes sports, but is “too small” to play them

· Says she is “close” to mother and grandmother

 

Community

Ana says she does not spend time with friends or participate in school or community groups. She has had no law enforcement involvement and no court appearances, nor has she ever had any formal placements out of the home.

 

 

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