Comprehensive Plan for Alumni and Community Collaboration

Comprehensive Plan for Alumni and Community Collaboration  The school exists to serve the community more than the community to serve the school. However, a mutually collaborative relationship has significant benefits to both school and community. Harnessing the support of alumni residing locally can lend significant support to this relationship. In this assignment, you will consider methods to harness the support of alumni in the creation of a mutually collaborative relationship with the community. For this assignment, the learner will continue working with the Collaborative Planning and Diagnostic Instrument included in the Rubin textbook. The learner will use the information gathered in phases 1-5 and develop a comprehensive plan for cultivating and maintaining a collaborative environment for a K-12 institution and community.  General Requirements:  Use the following information to ensure successful completion of the assignment:  • Refer to the Collaborative Planning and Diagnostic Instrument discussed in Resource 1 Planning and Assessment in the Rubin textbook. • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center. • This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included. • You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. Directions:  Write a paper (1,250–1,500 words) in which you consider the application of the Collaborative Planning and Diagnostic Instrument offered in the Rubin textbook to the creation of a mutually collaborative relationship with the community. Include the following in your paper:  1. A research-supported discussion of how phases 6-14 could be applied to creating a mutually collaborative relationship with the community. 2. A research-based discussion of how alumni could be engaged to support the application of phases 6-14 as described above.

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    Module 7 APA.docx

     

    Summary

     1272 Words

    Running Head: COLLABORATIVE PLANNING AND DIAGNOSTIC INSTRUMENT 1

    Comprehensive Plan for Alumni and Community Collaboration

    Introduction:

    Communities and schools are often seen collaborating to achieve goals that help both

    schools and the community. The common collaboration allows the establishment of such a

    relationship that provides benefits for both parties. The basic purpose behind the collaboration

    between school and community is to ensure that the school is running smoothly and the

    community is playing its role most effectively. According to Valli, Stefanski & Jacobson (2016)

    research that school–community partnerships are currently in the forefront of place-based urban

    reform efforts. But the literature on these partnerships indicates a variety of models that require

    different commitments and resources. As the relationship between school and community

    develops, different other factors also get involved such as stakeholders, alumni, parents, etc. The

    role of alumni is very critical as the support they can offer is an excellent example of

    collaboration school expects from stakeholders, community, etc. In this regard, the Collaborative

    Planning and Diagnostic Instrument explains how this relationship can provide different benefits

    to different factors. Since this instrument is based in different stages each stage defines a

    different purpose. For instance, the use of phases 1-5 executes the comprehensive plan about

    maintaining the collaborative environment of k-12 community while 6-14 stages are to explain

    the administrative patterns, structure and how the connection of the collaboration would be. In

    short, stages 6-14 explains the collaborative relationship with the community. In this paper, not

    only the Rubin Collaborative instrument would be discussed but also how the relationship is built

    and what is the role of the alumni and how it can be improved for the sake of the community and

    school collaboration and how alumni can contribute in the collaboration methods.

    Collaborative Planning and Diagnostic Instrument by Rubin Hank

    COLLABORATIVE PLANNING AND DIAGNOSTIC INSTRUMENT 2

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    The instrument that is being used here to understand the collaboration connection

    between the K12 community and institution is known as Collaborative Planning and diagnostic

    Instrument by Rubin Hank. It consists of 14 different phases, each explaining the collaborative

     

    https://www.redbrickresearch.com/2015/10/29/the-importance-of-the-alumni-network/
    https://files.eric.ed.gov/fulltext/ED568130.pdf

     

    COLLABORATIVE PLANNING AND DIAGNOSTIC INSTRUMENT 3

    is perceived as an advantage, as specific counterarguments and agreements are brought up and

    respected. All these perspectives bring forward an advantage that when different people

    collaborate and a new wave of respect can be observed. When different opinions are there, a

    system is developed that is ready to counteract any criticism when structure development is

    being talked about.

    The real issue of collaborating is the culture that is developed through the help of stages

    8-11. Equal respect and importance should be given to all the parties involved in the

    collaboration and when they are given their due importance, they feel honored and they respond

    excellently. When such collaboration occurs, stakeholders feel importance which is not only

    cause a sense of equality but a sense of trust and open communication through both the school

    and community (Kalin & Steh, 2016). Through the collaboration culture, a space is created that

    allows the academic institutes to educate not only the students but a much larger population and

    that is due to the collaborative relationship between community and school.

    After this, the remaining stages that are 9-14, they account for the sustainability,

    renewal, and accountability of the collaboration plan that is established in the previous stages.

    Since the knowledge from the early stages is applied to the plan that is being derived in later

    stages, it enables the parties to remain involved and evaluate the outcome of the plan in terms of

    its reliability. As the knowledge is made easily available and enables the team members to take

    new orders in such a manner that new leadership is welcomed and different decisions like when

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    relationship with their differences and effective factors. The first phase is the launch of the plan.

    In this stage, the reasoning behind the relationship and collaboration is established and different

    factors are considered like individual persons who are ready to accept their responsibility in this

    collaboration. Then comes stages 2-5 that keep their focus on the development of human

    resources and the knowledge that is used as a base is derived from stage 1 that was the initiative.

    Then again, the knowledge attained from the stages 1-5, a plan is derived that is used in the 6-14

    stages. Stage 6 and 7 are related to administrative structure, stage 8-11 is involved in building a

    culture of collaboration that allows different partners to come together and stage 12-14,

    accountability, sustainability, and renewal is brought into considerations. Keeping all the stages

    in mind, stage 6-14 defines the mutual collaboration relationship with the community.

    How mutual collaboration is created

    As it is explained earlier that the first five stages of Collaborative Planning and

    Diagnostic Instrument are known as the beginning stages, stage 6-14 leads the collaboration

    process. The plan or reasoning which is given in the starting stages matured in the last 6-14

    stages. As it has been told that each stage has its benefits and work according to their demand, in

    stages 6 and 7, the system for administrators is developed and structure is finalized. The

    administration role if signalized according to the skills, abilities, and experiences along with a

    clear perspective. Here it must be remembered that when different personalities come together,

    different aspects in an agreement and counter agreements can also be perceived. It was further

    explained by Kalin & Steh (2016) as having a variety of knowledge from numerous personalities

     

     

    to implement the change or bring a change and focus on the previous goals or develop a new

    goal.

    How alumni are engaged in this process

    COLLABORATIVE PLANNING AND DIAGNOSTIC INSTRUMENT 4

    COLLABORATIVE PLANNING AND DIAGNOSTIC INSTRUMENT 5

    References

    Cannon, t. (2015). The importance of the alumni network in education. Red Brick.

    Kalin, J & Steh, B. (2016). The goals and conditions of qualitative collaboration between

    elementary schools and community: A challenge for professional development. Bulgarian

    Comparative Education Society. January 2016:14.

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    Now that the role of the collaborative planning and diagnostic instrument has been

    discussed, the role of alumni will be discussed now. The role of Alumni is considered very

    critical when it comes to school and community and their collaboration. When there are active

    alumni in a community, the process of collaboration can be improved in many ways, especially

    the stages 6-14. Through alumni, different goals can be created and new policies are developed.

    Alumni present forward their knowledge and support and improvise the collaboration process.

    When a school invests in alumni that are active in the community, the response is support

    and loyalty along with the reference to the future goals and new decisions. It is furthermore

    established that due to the possibility of having such a line of communication with alumni is the

    number one initiative of the process due to them being able to offer services and resources

    throughout the community (Cannon, 2015).

    As alumni play their role in the local school and also in the community, they promise a

    unique set of skills and experience. When such planning is done, different parties, start showing

    their trust in the program and collaboration is considered a success. According to Cannon (2015),

    alumni effectively ensure that collaboration impels accountability as it is a crucial part of this

    final phase. The support of the sustainability of the program contributes to the simple fact that

    alumni are engaged. Lastly, the knowledge contributed to either the reflection of the organization

    or a renewal phase will always maintain engagement. Their knowledge consists of previous

    successes or failures in which they once played a part in and can help guide the efforts of

    collaboration. Outcomes and support among the organization are due to the engagement of the

    alumni collaboration.

     

     

    https://files.eric.ed.gov/fulltext/ED568130.pdf

    Valli, L., Stefanski, A., & Jacobson, R. (2016). Typologizing school–community partnerships: A

    framework for analysis and action. Urban Education, 51(7), 719-747.

Labyrinth Story

Your final project will be an exercise in applying what you have learned about reading and interpretation. For this project, each group will create a presentation on an assigned story. This presentation will include the plot of the story (a summary) as well as an interpretation of the story. You will need to make sure to tie your story to our theme of the labyrinth (which should be obvious) and to also discuss how it might be related to our subthemes (the underworld, watery labyrinths, dreams etc.) and to elements in the stories we have read together.

The length should be 15-20 minutes. Make sure to get the timing and pacing right—you want to spend your time communicating information, not talking in circles or trying to “fill” your minutes. You also don’t want to have 40 minutes of content, as then you will run out of time.

II. Project Guidelines

The Watery Maze

Les Miserables Volume 5 Book III : Mud but the Soul p. 2 by Victor Hugo

Armilla from Invisible Cities p. 8 by Italo Calvino

 

 

Les Miserables Volume 5 Book III : Mud but the Soul by Victor Hugo

It was in the sewers of Paris that Jean Valjean found himself.

Still another resemblance between Paris and the sea. As in the ocean, the diver may disappear there.

The transition was an unheard-of one. In the very heart of the city, Jean Valjean had escaped from the city, and, in the twinkling of an eye, in the time required to lift the cover and to replace it, he had passed from broad daylight to com- plete obscurity, from midday to midnight, from tumult to silence, from the whirl- wind of thunders to the stagnation of the tomb, and, by a vicissitude far more tremendous even than that of the Rue Polonceau, from the most extreme peril to the most absolute obscurity.

An abrupt fall into a cavern; a disappearance into the secret trap-door of Par- is; to quit that street where death was on every side, for that sort of sepulchre where there was life, was a strange instant. He remained for several seconds as though bewildered; listening, stupefied. The waste-trap of safety had sudden- ly yawned beneath him. Celestial goodness had, in a manner, captured him by treachery. Adorable ambuscades of providence!

Only, the wounded man did not stir, and Jean Valjean did not know whether that which he was carrying in that grave was a living being or a dead corpse.

His first sensation was one of blindness. All of a sudden, he could see nothing. It seemed to him too, that, in one instant, he had become deaf. He no longer heard anything. The frantic storm of murder which had been let loose a few feet above his head did not reach him, thanks to the thickness of the earth which separated him from it, as we have said, otherwise than faintly and in- distinctly, and like a rumbling, in the depths. He felt that the ground was solid under his feet; that was all; but that was enough. He extended one arm and then the other, touched the walls on both sides, and perceived that the pas- sage was narrow; he slipped, and thus perceived that the pavement was wet. He cautiously put forward one foot, fearing a hole, a sink, some gulf; he discov-

 

 

ered that the paving continued. A gust of fetidness informed him of the place in which he stood.

After the lapse of a few minutes, he was no longer blind. A little light fell through the man-hole through which he had descended, and his eyes became accustomed to this cavern. He began to distinguish something. The passage in which he had burrowed—no other word can better express the situation—was walled in behind him. It was one of those blind alleys, which the special jargon terms branches. In front of him there was another wall, a wall like night. The light of the air-hole died out ten or twelve paces from the point where Jean Val- jean stood, and barely cast a wan pallor on a few metres of the damp walls of the sewer. Beyond, the opaqueness was massive; to penetrate thither seemed horrible, an entrance into it appeared like an engulfment. A man could, however, plunge into that wall of fog and it was necessary so to do. Haste was even req- uisite. It occurred to Jean Valjean that the grating which he had caught sight of under the flag-stones might also catch the eye of the soldiery, and that every- thing hung upon this chance. They also might descend into that well and search it. There was not a minute to be lost. He had deposited Marius on the ground, he picked him up again,—that is the real word for it,—placed him on his shoul- ders once more, and set out. He plunged resolutely into the gloom.

The truth is, that they were less safe than Jean Valjean fancied. Perils of an- other sort and no less serious were awaiting them, perchance. After the light- ning-charged whirlwind of the combat, the cavern of miasmas and traps; after chaos, the sewer. Jean Valjean had fallen from one circle of hell into another.

When he had advanced fifty paces, he was obliged to halt. A problem presented itself. The passage terminated in another gut which he encountered across his path. There two ways presented themselves. Which should he take? Ought he to turn to the left or to the right? How was he to find his bearings in that black labyrinth? This labyrinth, to which we have already called the reader’s attention, has a clue, which is its slope. To follow to the slope is to arrive at the river.

This Jean Valjean instantly comprehended.

He said to himself that he was probably in the sewer des Halles; that if he were to choose the path to the left and follow the slope, he would arrive, in less than a quarter of an hour, at some mouth on the Seine between the Pont au Change and the Pont-Neuf, that is to say, he would make his appearance in broad day-

 

 

light on the most densely peopled spot in Paris. Perhaps he would come out on some man-hole at the intersection of streets. Amazement of the passers-by at beholding two bleeding men emerge from the earth at their feet. Arrival of the police, a call to arms of the neighboring post of guards. Thus they would be seized before they had even got out. It would be better to plunge into that lab- yrinth, to confide themselves to that black gloom, and to trust to Providence for the outcome.

He ascended the incline, and turned to the right.

When he had turned the angle of the gallery, the distant glimmer of an air-hole disappeared, the curtain of obscurity fell upon him once more, and he became blind again. Nevertheless, he advanced as rapidly as possible. Marius’ two arms were passed round his neck, and the former’s feet dragged behind him. He held both these arms with one hand, and groped along the wall with the oth- er. Marius’ cheek touched his, and clung there, bleeding. He felt a warm stream which came from Marius trickling down upon him and making its way under his clothes. But a humid warmth near his ear, which the mouth of the wounded man touched, indicated respiration, and consequently, life. The passage along which Jean Valjean was now proceeding was not so narrow as the first. Jean Valjean walked through it with considerable difficulty. The rain of the preceding day had not, as yet, entirely run off, and it created a little torrent in the centre of the bottom, and he was forced to hug the wall in order not to have his feet in the water.

Thus he proceeded in the gloom. He resembled the beings of the night groping in the invisible and lost beneath the earth in veins of shadow.

Still, little by little, whether it was that the distant air-holes emitted a little wa- vering light in this opaque gloom, or whether his eyes had become accustomed to the obscurity, some vague vision returned to him, and he began once more to gain a confused idea, now of the wall which he touched, now of the vault be- neath which he was passing. The pupil dilates in the dark, and the soul dilates in misfortune and ends by finding God there.

It was not easy to direct his course.

The line of the sewer re-echoes, so to speak, the line of the streets which lie above it. There were then in Paris two thousand two hundred streets. Let the

 

 

reader imagine himself beneath that forest of gloomy branches which is called the sewer. The system of sewers existing at that epoch, placed end to end, would have given a length of eleven leagues. We have said above, that the ac- tual network, thanks to the special activity of the last thirty years, was no less than sixty leagues in extent.

Jean Valjean began by committing a blunder. He thought that he was be- neath the Rue Saint-Denis, and it was a pity that it was not so. Under the Rue Saint-Denis there is an old stone sewer which dates from Louis XIII. and which runs straight to the collecting sewer, called the Grand Sewer, with but a single elbow, on the right, on the elevation of the ancient Cour des Miracles, and a single branch, the Saint-Martin sewer, whose four arms describe a cross. But the gut of the Petite-Truanderie the entrance to which was in the vicinity of the Corinthe wine-shop has never communicated with the sewer of the Rue Saint-Denis; it ended at the Montmartre sewer, and it was in this that Jean Val- jean was entangled. There opportunities of losing oneself abound. The Mont- martre sewer is one of the most labyrinthine of the ancient network. Fortunate- ly, Jean Valjean had left behind him the sewer of the markets whose geometrical plan presents the appearance of a multitude of parrots’ roosts piled on top of each other; but he had before him more than one embarrassing encounter and more than one street corner—for they are streets—presenting itself in the gloom like an interrogation point; first, on his left, the vast sewer of the Plâtrière, a sort of Chinese puzzle, thrusting out and entangling its chaos of Ts and Zs under the Post-Office and under the rotunda of the Wheat Market, as far as the Seine, where it terminates in a Y; secondly, on his right, the curving corridor of the Rue du Cadran with its three teeth, which are also blind courts; thirdly, on his left, the branch of the Mail, complicated, almost at its inception, with a sort of fork, and proceeding from zig-zag to zig-zag until it ends in the grand crypt of the outlet of the Louvre, truncated and ramified in every direction; and lastly, the blind alley of a passage of the Rue des Jeûneurs, without counting little ducts here and there, before reaching the belt sewer, which alone could conduct him to some issue sufficiently distant to be safe.

Had Jean Valjean had any idea of all that we have here pointed out, he would speedily have perceived, merely by feeling the wall, that he was not in the sub- terranean gallery of the Rue Saint-Denis. Instead of the ancient stone, instead of the antique architecture, haughty and royal even in the sewer, with pave- ment and string courses of granite and mortar costing eight hundred livres the fathom, he would have felt under his hand contemporary cheapness, economi-

 

 

cal expedients, porous stone filled with mortar on a concrete foundation, which costs two hundred francs the metre, and the bourgeoise masonry known as à petits matériaux—small stuff; but of all this he knew nothing.

He advanced with anxiety, but with calmness, seeing nothing, knowing nothing, buried in chance, that is to say, engulfed in providence.

By degrees, we will admit, a certain horror seized upon him. The gloom which enveloped him penetrated his spirit. He walked in an enigma. This aqueduct of the sewer is formidable; it interlaces in a dizzy fashion. It is a melancholy thing to be caught in this Paris of shadows. Jean Valjean was obliged to find and even to invent his route without seeing it. In this unknown, every step that he risked might be his last. How was he to get out? should he find an issue? should he find it in time? would that colossal subterranean sponge with its stone cavi- ties, allow itself to be penetrated and pierced? should he there encounter some unexpected knot in the darkness? should he arrive at the inextricable and the impassable? would Marius die there of hemorrhage and he of hunger? should they end by both getting lost, and by furnishing two skeletons in a nook of that night? He did not know. He put all these questions to himself without replying to them. The intestines of Paris form a precipice. Like the prophet, he was in the belly of the monster.

All at once, he had a surprise. At the most unforeseen moment, and without having ceased to walk in a straight line, he perceived that he was no longer as- cending; the water of the rivulet was beating against his heels, instead of meet- ing him at his toes. The sewer was now descending. Why? Was he about to arrive suddenly at the Seine? This danger was a great one, but the peril of re- treating was still greater. He continued to advance.

It was not towards the Seine that he was proceeding. The ridge which the soil of Paris forms on its right bank empties one of its watersheds into the Seine and the other into the Grand Sewer. The crest of this ridge which determines the division of the waters describes a very capricious line. The culminating point, which is the point of separation of the currents, is in the Sainte-Avoye sewer, beyond the Rue Michel-le-Comte, in the sewer of the Louvre, near the boulevards, and in the Montmartre sewer, near the Halles. It was this culminat- ing point that Jean Valjean had reached. He was directing his course towards the belt sewer; he was on the right path. But he did not know it.

 

 

Every time that he encountered a branch, he felt of its angles, and if he found that the opening which presented itself was smaller than the passage in which he was, he did not enter but continued his route, rightly judging that every nar- rower way must needs terminate in a blind alley, and could only lead him fur- ther from his goal, that is to say, the outlet. Thus he avoided the quadruple trap which was set for him in the darkness by the four labyrinths which we have just enumerated.

At a certain moment, he perceived that he was emerging from beneath the Par- is which was petrified by the uprising, where the barricades had suppressed circulation, and that he was entering beneath the living and normal Paris. Over- head he suddenly heard a noise as of thunder, distant but continuous. It was the rumbling of vehicles.

He had been walking for about half an hour, at least according to the calcula- tion which he made in his own mind, and he had not yet thought of rest; he had merely changed the hand with which he was holding Marius. The darkness was more profound than ever, but its very depth reassured him.

All at once, he saw his shadow in front of him. It was outlined on a faint, almost indistinct reddish glow, which vaguely empurpled the flooring vault underfoot, and the vault overhead, and gilded to his right and to his left the two viscous walls of the passage. Stupefied, he turned round.

Behind him, in the portion of the passage which he had just passed through, at a distance which appeared to him immense, piercing the dense obscurity, flamed a sort of horrible star which had the air of surveying him.

It was the gloomy star of the police which was rising in the sewer.

In the rear of that star eight or ten forms were moving about in a confused way, black, upright, indistinct, horrible.

 

 

Armilla from Invisible Cities by Italo Calvino

Whether Armilla is like this because it is unfinished or because it has been de- molished, whether the cause is some enchantment or only a whim, I do not know. The fact remains that it has no walls, no ceilings, no doors: it has nothing that makes it seem a city, eept the water pipes that rise vertically where the houses should be and spread out horizontally where the doors should be: a for- est of pipes that end in taps, showers, spouts, overBows. Against the sky a lavabo’s white stands out, or a bathtub, or some other porcelain, like late fruit still hanging from the boughs. You would think the plumbers had finished their job and gone away before the bricklayers arrived; or else their hydraulic sys- tems, indestructible, had survived a catastrophe, an earthquake, or the corro- sion of termites.

Abandoned before or after it was inhabited, Armilla cannot be called desert- ed. At any hour, raising your eyes among the pipes, you are likely to glimpse a young woman, or many young women, slender, not tall of stature, luxuriating in the bathtubs or arching their backs under the showers suspended in the void, washing or drying or perfuming themselves, or combing their long hair at a mir- ror. In the sun, the threads of water fanning from the showers glisten, the jets of the taps, the spurts, the splashes, the sponges’ suds.

I have come to this explanation: the streams of water channeled in the pipes of Armilla have remained in the possession of nymphs and naiads. Accustomed to traveling along underground veins, they found it easy to enter into the new aquatic realm, to burst from multiple fountains, to find new mirrors, new games, new ways of enjoying the water. Their invasion may have driven out the human beings, or Armilla may have been built by humans as a votive offering to win the favor of the nymphs, offended at the misuse of the waters. In any case, now they seem content, these maidens: in the morning you hear them singing.

You will have an in-class presentation as well as a written/media-based submission.

You will need to “retell” the story for the class. Remember, your classmates will not have read the story. You can choose to make a video or some other creative product in order to tell the story.

You will need to present a coherent interpretation of the story. You might have a “main idea” that helps you organize the interpretation.

You should also submit a 3–5 page paper/story board/script for your presentation and project.

Aesthetic And Affective Lesson Plan

Your assignment will have three steps:

Step 1: Overview
Provide an overview that includes the following:

  • Summarize the considerations for planning meaningful activities in the affective and aesthetic domains of development. Support this section of your paper with your text and at least one scholarly or credible resource.
  • Explain the teaching strategies that are important to use within each domain of development.

Step 2: Lesson Plan
Complete each section of the Lesson Plan Template, and create one lesson that includes the following:

  • Create a developmentally appropriate lesson plan that incorporates both the aesthetic domain of development, as well as the affective domain of development (into one lesson). Remember to adhere to overall theme (Fruits and Vegetables).
  • Describe which two goals you are implementing into your lesson plan: one goal from pages 282-283 for the aesthetic domain and one goal from pages 316-317 for the affective domain. Place both of these in the “Goal” section of the template.
  • Include the following in your Lesson Plan Template:
    • State the objective of your lesson.
    • List the materials you will need to teach this lesson.
    • Identify how you will introduce the lesson.
    • Describe the procedure for the lesson development.
    • Explain how you will differentiate the lesson based on the needs of your students (e.g., English language learner (ELL), gifted, special needs, etc.).
    • Describe how you will check for understanding.
    • Summarize how you will close the lesson.

Step 3: Conclusion
Provide a conclusion that includes the following:

  • Summarize explicitly how your lesson includes each domain. Support this portion of your paper with your text and at least one scholarly or credible resource.
  • Justify how you connected the affective and aesthetic domains of development to your state (Mississippi) standards

These are the goals to use in the lesson plan:

Aesthetic Domain Goal: Participate in aesthetic criticism

Affective Domain Goal: Begin and pursue a task independently.

Assignment For K-3 Grade

Summative assessment of self-directed student learning is more than just giving students a list of culminating projects from which to select. Allowing students to select a project to demonstrate their mastery of concepts, supports the idea of self-directed learning, gives students ownership of how they grasp the material presented in class, and is an effective strategy for differentiation.

Teachers need to plan how culminating projects will assess learning objectives that are tied to state learning standards. Teachers also need to plan how they will guide students in understanding the learning objectives on which they will be assessed, and how they can provide students with meaningful feedback on their learning. It is also important for teachers to consider methods for assessing the same learning objectives across a variety of culminating projects.

For this assignment, select a grade level K-3 and create a project information sheet to be distributed to students and their families. Because the deliverable will be completed in the home environment, the information sheet must be complete enough for students and families to use as a guide.

The project information sheet must include the following in child-friendly language:

· Explanation of the purpose of the culminating project.

· A minimum of three learning objectives students will need to demonstrate in their projects. The objectives must align with your state’s learning standards in either literacy, mathematics, science, or any combination of the three content areas, for the grade level selected.

· A list of four possible culminating projects from which students can select. At least one must include technology.

· Expectations of the project deliverable including the use of technology.

· Explanation of how students will present the project to their peers during class time.

· A student-friendly rubric that aligns with the expectations, including a line for the presentation deliverable. The rubric must address how you will formatively check for understanding during the student presentation and a summative overview of the project as a whole.

APA format is not required, but solid academic writing is expected.

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