Examining Texts Digital Brochure

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Involving families and communities in the classroom learning will improve both student engagement and outcomes. One of the ways that families and communities can be involved in students’ learning is to inform them of the importance of various texts that support literacy development and how they can support learning at home.

Digital Brochure

Rubic_Print_Format

Course Code Class Code Assignment Title Total Points
SEC-540 SEC-540-O500 Examining Texts Digital Brochure 60.0
Criteria Percentage No Submission (0.00%) Insufficient (69.00%) Approaching (74.00%) Acceptable (87.00%) Target (100.00%) Comments Points Earned
Category 100.0%
Importance of Multiple Forms of Text 15.0% Not addressed. Explanation does not justify the importance of using multiple forms of text to support literacy development. Explanation marginally justifies the importance of using multiple forms of text to support literacy development. Explanation reasonably justifies the importance of using multiple forms of text to support literacy development. Explanation proficiently justifies the importance of using multiple forms of text to support literacy development.
Examples of Fiction and Non-Fiction Text and Rationale 15.0% Not addressed. Examples of fiction and non-fiction texts are incomplete. Rationale poorly describes the complexity and purpose of each text and how they can be implemented in the content area. Examples of fiction and non-fiction texts are unfocused and/or rationale superficially describes the complexity and purpose of each text and how they can be implemented in the content area. Examples of fiction and non-fiction texts are relevant. Rationale effectively describes the complexity and purpose of each text and how they can be implemented in the content area. Examples of fiction and non-fiction texts are thought provoking. Rationale thoroughly describes the complexity and purpose of each text and how they can be implemented in the content area.
Text Selection Based on Qualitative and Quantitative Measures 15.0% Not addressed. Explanation of how texts are selected through qualitative and quantitative measures is unconvincing. Explanation of how texts are selected through qualitative and quantitative measures is unclear. Explanation of how texts are selected through qualitative and quantitative measures is detailed. Explanation of how texts are selected through qualitative and quantitative measures is substantial.
Media and Technology 15.0% Not addressed. Examples of media and technology are unfitting, and the examination of how they creatively support literacy development is unconvincing. Examples of media and technology are weak, and the examination of how they creatively support literacy development is ambiguous. Examples of media and technology are suitable, and examination of how they creatively support literacy development is reasonable. Examples of media and technology are detailed, and examination of how they creatively support literacy development is comprehensive.
Family Resources 15.0% Not addressed. Family resources are irrelevant and explanation of how they support literacy development is implausible. Family resources are weak and explanation of how they support literacy development is vague. Family resources are relevant and explanation of how they support literacy development is credible. Family resources are novel and explanation of how they support literacy development is specific.
Brochure Organization and Visual Appeal 10.0% Not addressed. Cover is not engaging or does not specify grade and content area. The brochure is not neat or organized. There are few or no graphic elements or variation in layout, type size, and color. Cover is marginally engaging or ambiguously specifies grade and content area. The overall appearance and organization of material is generally acceptable. Minimal use of graphic elements is evident. Elements do not consistently contribute to the understanding of concepts. There is some variation in layout, type size, and color. Cover is engaging and specifies grade and content area. The overall appearance is generally neat, with a few minor organizational flaws. Thematic graphic elements are used, but not always in context. Visual connections mostly contribute to the understanding of concepts. Differences in layout, type size, and color are well used and consistent. Cover is creatively engaging and specifies grade and content area. The work is well presented. The overall appearance is neat and professional. Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts. Differences in layout, type size, and color are expertly used.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Not addressed. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 10.0% Not addressed. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistent language and/or word choice are present. Sentence structure is lacking. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech, as well as some practice and content-related language. Submission is nearly/completely free of mechanical errors and has a clear, logical conceptual framework. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
Total Weightage 100%

Create a digital brochure to be introduced at curriculum night to promote literacy in the home as well as a resource for families and the community to inform them of the various texts that will be implemented in the classroom to promote literacy.

Your tri-fold digital brochure should present the process of examining texts, as well as at-home technology tools and digital resources to advance student literacy development.

Your digital brochure should include the following:

  • Engaging front cover that identifies the grade level and content area
  • The importance of multiple texts to meet the specific needs and abilities of all students
  • Two examples of fiction and two examples of non-fiction texts with brief rationales describing the complexity and purpose for each, and how they will be implemented in the content area
  • Explanation of how texts are selected through quantitative and qualitative measures
  • One example of media and one example of technology, examining how each will creatively support literacy development
  • Two resources for families to support literacy development at home, and directions for how families can utilize them.

The brochure should be visually appealing with color, graphic elements, and variations in text.

Support your findings with a minimum of three 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. Refer to the LopesWrite Technical Support articles for assistance.

Master On EE And My Work

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Why my Master will benefit GD as well as any relevant information about the program.

MY WORK: General Dynamic

General Dynamic Mission System, we are a government contractor (aerospace and defense) in numerous areas like building ships and submarine(EB division),Tanks, for the army and Marines, satellite communications, IT, Combat system, Marine systems and aircraft (Gulfstream division), aircraft services network provide maintenance, charter ,staffing in 30 airport facilities in Asia, Europe, USA ,Caribbean and middle East (Jet aviation division).

 

Areas that I can work with this master:

Satellite

Inertial Navigation system

UAV

Communications

 

Ny Master is in EE from Ohio University

Autonomous Unmanned Vehicles

(courses)

o Communication Engineering

o State Space Methods in Control

o Electronic Navigation Systems

o Inertial Navigation Systems

o Satellite Based Navigation Systems

o Embedded Systems

o Vehicle Control Systems

 

and

 

Electronic Navigation

o Microwave Theory and Devices

o Embedded Systems

o Electronic Navigation Systems

o Inertial Navigation Systems

o Satellite Based Navigation Systems

o Integrated Navigation Systems

o Aviation Standards, Software Design, and Certification

Early Intervention Strategies Digital Poster And Brochure

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Teacher or parent notices  their student may exhibit learning or

behavior struggles. Request referral by verbally or

in writing.

Tier 3 – Last attempt at avoiding special education evaluation. Support team for

student and teacher. Intervention provided     without need for eligibility. Success?

Tier 1 – Universal Screening: All students take small tests in each

subject to find students that may have an issue that will affect learning.

Anything come up?

yes

Yes

Continue with Tier 1 Differentiated InstructionNo

Response to Intervention (RTI) to ensure quality instruction for

all students.

Tier 2 – Standard Intervention Protocol:         Team of administrators and educators plan

Individual student in general education with interventions and supplementary

instructional time. Is this successful?

No

No

yes

IDEA

Special Education Flowchart Michelle Crump

SPD500 Instructor Tricia Troiano

July 6, 2016

No

No

IDEA

IDEA

Evaluation tests geared toward student needs  could be for intelligence, academics,

communication skills, health, vision, hearing,  social skills, emotional well-being,

or motor skills.

Continue with Tier 2 Periodic evaluations.

General and supplementary education

Continue with Tier 3 Frequent evaluations

Parent or guardian must give  persmission for testing

IDEA

(Individuals with disabilities education act (IDEA),  20 U.S.C. 1412(a)(5)U.S.C. 300.8, 2006).

(IDEA, 2006 & Special, 2016)

(Colarusso, R. P., O’Rourke, C. M.,  & Leontovich, M. A., 2013)

(Colarusso, et al., 2013)

(Colarusso, et al., 2013)

(Colarusso, et al., 2013) (Colarusso, et al., 2013)

(Colarusso, et al., 2013)

IDEA

(IDEA, 2006 & Special, 2016)

(IDEA, 2006 & Special, 2016)

Multi-Disciplinary Team review student’s  history in school, family, learning

opportunities, specialist and testing results to determine eligibility.

IEP Team  formed with general education teacher

and special education teacher, and school representatives, administrators, advocates

specialists, and parent (child if appropriate)

IDEA

IDEA Yes

(IDEA, 2006 & Special, 2016)

(IDEA, 2006 & Special, 2016)

(IDEA, 2006 & Special, 2016)

Parent is participates in the process and teams

IDEA

(IDEA, 2006 & Special, 2016)

HI DOE

HI DOE

HI DOE

HI DOE

HI DOE

(IDEA, 2006 & Special, 2016)

HI DOE

(IDEA, 2006 & Special Education Section of the Office of Curriculum, Instruction, and Student Support, 2016).

Yes

HI DOE

HI DOEIDEA

(IDEA, 2006 & Special, 2016)

Referral for Special Education Evaluation: Meet criteria of

significant, persistent, and inherent?

Parent participates in the IEP team

 

IDEA (IDEA, 2006 & Special, 2016)

School will provide a          written response to a       request within 15 days.

 

 

No

References

Americans with disabilities act 1990, as amended (ADA), § 12101 (2008).

Colarusso, R. P., O’Rourke, C. M., & Leontovich, M. A. (2013). Special education for ALL teachers(6th ed.). USA: Kendall Hunt Publishing Company.

Individuals with disabilities education act (IDEA), 20 U.S.C. 1412(a)(5)U.S.C. 300.8 (2006).

Office of Curriculum, Instruction, and Student Support. (2014a). In Hawai’i State Department of Education (Ed.), Equal educational opportunity for students who are disabled.

Office of Curriculum, Instruction, and Student Support. (2014b). In Hawai’i State Department of Education (Ed.), Rights of parent and students under section 504, subpart D and hawaii law and regulations.

Special Education Section of the Office of Curriculum, Instruction, and Student Support. (2016). In Hawai’i State Department of Education (Ed.),Special education: Is it for your child?

Construct IEP Parents disagree with determination?

IEP will contain:

Current academic output Goals: annual and shorter term Special education and other services provided and by whom General education and special education classroom time Service start and ending dates Criteria for evaluating – at least yearly

Construct a 504 plan that allows the student to participate and learn equally from the education provided to all students in the least restrictive environment.

Request mediation and due process within the law such as an impartial hearing in civil court. May have counsel. This is codified in The Education of for All Handicapped Children Act of 1975 (Public Law 94-142).

“An IEP is a written statement about the  educational program for a child with a  disability.”

Management Tool Evaluation Device

IDEA

HI DOE

HI DOE

HI DOE

Yes

504

Yes

Hawai’i State Department of Education uses the Free Appropriate Public Education (FAPE) under IDEA, Chapter 60, to meet these requirements because IDEA is more detailed, ensuring the 504 is met.

HI DOE

(IDEA, 2006 & Special, 2016)

(IDEA, 2006 & Special, 2016)

(IDEA, 2006 & Special, 2016)

(Office, 2014b)

(Office of Curriculum, Instruction,  and Student Support, 2014a)

Student has IEP

Review annually at a minimum

Student has 504 Plan

(IDEA, 2006 & Special, 2016)

(Colarusso, et al., 2013; IDEA, 2006; Office, 2014b; & Special, 2016)

(Office, 2014a)

(Americans with Disabilities Act 1990, as amended (ADA), 2008, & Office of Curriculum, Instruction, and Student Support, 2014b)

Determine if a disability exists under Section 504 of the Rehabilitation Act of

1973 504

ADA

ADA

No

 

 

Often a learning challenge is noticed by a parent when the disability is severe or physical. Other issues might not be noticed until a child is in school and even

in the lower elementary grades. Once noticed, a teacher or parent might consider that some sort of intervention might be needed and choose to pursue that

possibility. The special education process can be confusing and daunting to even the most seasoned parent, guardian, or teacher of an exceptional student. A

breakdown of the process from the parents’ viewpoint outlining the roles of the parent or guardian, school, and student can help.

Students’ Role

Perhaps the simplest role to describe is that of students. They must participate in testing or evaluation if their parent permits (Individuals with Disabilities

Education Act (IDEA), 2006). Furthermore, in order to help others help them, they must communicate with the adults in the process to the best of their ability

when asked for information and when they are able to participate in the team meetings regarding their own education (Colarusso, R. P., O’Rourke, C. M., &

Leontovich, M. A., 2013).

Parents’ or Guardians’ Role

Parents and guardians may initiate the special education process at any time if they notice their student might exhibit any learning or behavior struggles

(IDEA, 2006). Sometimes parents notice issues themselves or may be told by a physician, teacher, or child care provider. Either way, it behoove the parents to

keep a record of problems, symptoms, and a timeline of when these happened (Colarusso, et al., 2013). Records will help when providing information to

request a referral for special education and for any team meetings that may follow (IDEA, 2006).

Whether the special education process was started by the parent or school, there are rights and safeguards for parents and students built into the process. One is

that a parent must give permission for testing in order for it to occur (IDEA, 2006). Other rights in this process include, but are not limited to, access to student

records, test scores, and evaluations, as well as participation in meetings regarding their student in the referral, Individual Education Plan (IEP), or 504 Plan

process (IDEA, 2006 & Office of Curriculum, Instruction, and Student Support, 2014a). In Hawai’i, if a student is eligible for special education services, they

are provided at no cost to the parent (Special Education Section of the Office of Curriculum, Instruction, and Student Support, 2016).

If a student is found ineligible for an IEP or 504 or the parents disagree with determinations made during the process, they have a rights to resolution

(Colarusso, et al., 2013; IDEA, 2006; Office of Curriculum, Instruction, and Student Support, 2014b; Special, 2016). This includes “mediation, facilitation,

conciliation, written complaint and a due process impartial hearing” (Special, 2016).

School Role

Last, the school obviously has a role in the process. There is built­in Universal Screening at the school to help find student that may have issues that affect

learning (Colarusso, et al., 2013). Teachers and support staff also provide individualized interventions and modifications to the general education for students

that are not in special education in order to assist the student in remaining in general education if possible (Colarusso, et al., 2013). If that does not work, then

the school may contact the parent to proceed with a special education evaluation (IDEA, 2006 & Special, 2016).

The school is also the first place where a parent may go to request information or a referral for special education if they detect something before the school

does, which is often the case (IDEA, 2008 & Special, 2016). The educators, administrators, support staff, special education teachers, and specialists that work

in the school have a stake in the well­being of the student (Colarusso, et al., 2013). These are the folks that, with the parent, will help determine eligibility and

an IEP or 504 Plan (IDEA, 2008 & Special, 2016). Additionally, this where most, if not all, services will be provided (Special, 2016).

The IEP is the management tool that the school uses to provide appropriate special education services. If an IEP is not needed, then a school may consider a

504 Plan to provide accommodations and modifications for students with disabilities (Office, 2014b). The plan will provide for and describe the least

restrictive environment (LRE) that will provide the required Free Appropriate Public Education (FAPE) (Office, 2014a). In Hawai’i, the FAPE is provided

under IDEA so the plan is more detailed than required, ensuring all 504 rules are met (Office, 2014a).

 

 

The summary of the roles in special education from the viewpoint of the parent seem overwhelming a first. Overtime, with the help of people, articles,

organization, and the flowchart, the process may become more clear. If not, check out your local school or alma mater for assistance.

References

Colarusso, R. P., O’Rourke, C. M., & Leontovich, M. A. (2013). Special education for ALL teachers(6th ed.). USA: Kendall Hunt Publishing Company.

Individuals with disabilities education act (IDEA), 20 U.S.C. 1412(a)(5)U.S.C. 300.8 (2006).

Office of Curriculum, Instruction, and Student Support. (2014a). In Hawai’i State Department of Education (Ed.), Equal educational opportunity for students

who are disabled.

Office of Curriculum, Instruction, and Student Support. (2014b). In Hawai’i State Department of Education (Ed.), Rights of parent and students under section

504, subpart D and Hawaii law and regulations.

Special Education Section of the Office of Curriculum, Instruction, and Student Support. (2016). In Hawai’i State Department of Education (Ed.), Special

education: Is it for your child?

D1 Funding of Public Education

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Assignment: D1 Funding of Public Education

 

Financing Public Schooling

Property Taxes vs. State Taxes

Property Tax – Based off of real estate value

 

1. What are some challenges with Property taxes as a source of school funding?

State Sales tax

2. What are some challenges with State taxes as a source of school funding?

State Income Tax

3. What are some challenges with State Income taxes as a source of school funding?

 

 

Assignment: D2 TSW analyze funding of public education

 

Following types of financial support for school choices. Pros and Cons for each.

 

1. State vouchers that any student can use to pay tuition in any accredited school, public or private.

2. Vouchers as in (a) but issued only to students whose families demonstrate financial need.

3. No vouchers for private or parochial schools, though students are free to choose any public schools they like.

 

 

Assignment: D3 Investigate legal foundations of equal opportunity in education.

 

SPED Teacher: If you are planning to become a special education teacher, how can you help your students who are included, fully or partially, in regular classrooms?

 

Assignment: D4 Investigate legal foundations of equal opportunity in education.

Article: EnablingorDisabling_Kauffman_etal.pdf

 

Enabling or Disabling?

On page 386 of the reading, two cases are presented. Address the following Questions.

 

1. What are the two extremes presented by these cases?

2. Do either of the two cases raises question or create concern for you considering you will be full participants in IEP meetings?

 

Assignment: D5

1. Which should be the center of curriculum, the student or the subject area?

2. What ae Pros and Cons of Subject-Centered Curricula?

3. What are Pros and Cons of Student-Centered Curricula?

4. In light of all of the factors which impact curriculum development. Greatest impact on decision making?

Assignment: D6

Article: Peddiwell_SaberToothCurriculum.pdf

 

As educators, it is our obligation to understand curriculum and how it shapes our methodology. It is also our obligation to make distinctions between the types of curriculum we choose to improve instructions across classrooms and at the school level. Analyzing and posing questions about the purpose and delivery of curriculum is essential to becoming effective educators. After reading chapters 13-16 of the text and two articles, crate your own discussion prompt and responses following these instructions:

 

1. Pose a question (Not one from the pdf) and answer relating to the readings.