What did you learn about your target child by completing the ASQ ?

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*Introduction

There are as many ways for students to demonstrate what they’ve learned as there are courses, majors, and departments or programs. The type of assessment that makes the most sense in a particular circumstance has partly to do with the type of department or program in question and partly to do with the level at which the assessment is taking place.

The Assignment

Using the observational data you have gathered throughout this semester as evidence, complete ASQ to assess your target child’s learning and development across a variety of domains. Be sure to fill out the version of the ASQ  in its entirety. ASQ forms link is above.

After you have filled out the ASQ (complete the age of your child), complete a write up that answers the following questions:

1. What did you learn about your target child by completing the ASQ  ?

2. What are the goals, benefits, and uses of assessment?

3. What are his strengths or weaknesses?

4. What learning goals should I set for this student?

5. Is additional, more targeted, testing needed?

6. Is the student a candidate for intervention?

7. Which skills is he ready to learn?

8. Is he achieving typical growth?

Grading Criteria

40 points- Completed ASQ in its entirety

30 points – Two paragraphs are included, each paragraph has a minimum of seven sentences

20 points – Paragraph answers the provided questions

10 points – correct grammar and spelling are used

Research Theory Discussion 1 Week 1

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RSCH8110: Research, Theory, and Design Methods

 

Discussion 1: Philosophy of Science

 

The Learning Resources in this first week will help you answer these questions, and they will provide you with a foundation in the philosophy of science that will help you appreciate various research designs and methods. With this foundation, you will be encouraged to reflect on how your assumptions about the acquisition of truth and the nature of the world influence your approach to the research process.

 

For this Discussion, you will identify an area of interest for a possible research topic. As you read about the different philosophical orientations in this week’s readings, consider if one of these orientations most closely aligns with your worldview and a particular approach to research.

With these thoughts in mind:

 

Assignment Task Part 1:

 

Topic of research interest:

“The Impact of Virtual Learning in Early Childhood Education”

 

 

· Post a brief description of your topic of research interest.

· State the philosophical orientation that reflects your worldview and explain the epistemological and ontological assumptions of this orientation.

· Explain how these assumptions lend themselves to one or more research approaches.

· Use In-text citations and include references APA style

· The Discussion questions require a response of no more than two paragraphs long.

 

Assignment Task Part 2:

Respond to a classmate who holds a different philosophical orientation than you and share an insight. Use In-text citations and include references APA style. The Discussion responses require a response to two other student’s posting; it should be no more than two paragraphs long.

 

 

 

 

For all initial Discussion postings, make sure that the first sentence of your posting reads Post. For your responses to others’ response postings, make sure that the first sentence of your response reads Response. These actions will ensure easily identifiable subject lines for your postings and responses.

 

 

 

 

 

 

\Required Readings/Resources

Babbie, E. (2017). Basics of social research (7th ed.). Boston, MA: Cengage Learning.

· Chapter 1, “Human Inquiry and Science”

Burkholder, G. J., Cox, K. A., Crawford, L. M., & Hitchcock, J. H.  (Eds.). (2020). Research designs and methods: An applied guide for the scholar-practitioner. Thousand Oaks, CA: Sage.

· Chapter 1, “Introduction to Research”

· Chapter 2, “Philosophical Foundations and the Role of Theory in Research”

Required Media

Laureate Education (Producer). (2016a). Introduction to research design [Video file]. Baltimore, MD: Author.

 

https://cfvod.kaltura.com/p/2012631/sp/201263100/thumbnail/entry_id/1_x9l4w9ex/version/100001/width/714/height/295

https://cfvod.kaltura.com/p/2012631/sp/201263100/thumbnail/entry_id/1_qdbctzxm/version

Differentiating For Diverse Students Chart

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Maria Thompson

ELM 480

Professor Angie Robins

September 5, 2021

 

Utilizing differentiation strategies in the ELA classroom is vital in meeting the various needs of students and presents an opportunity to address individual personal interests, traits, and goals. Understanding how to differentiate for different learning, linguistic, and cultural needs will increase teaching efficacy. The goal of this assignment is to practice selecting reading texts to support diverse students in the English language arts classroom.

For this assignment, complete the “Differentiating for Diverse Students Chart,” appropriately selecting a reading text (fiction or non-fiction) for each student, and providing a 50-100 word rationale for each selection. The text should be engaging, culturally relevant, and selected based on the student’s unique learning needs.

In addition, in 100-150 words, describe a strategy or activity that utilizes the selected text to teach an ELA skill for each student. Rationalize your instructional choices, supported by one or more scholarly resource (which may include your text and the readings from this course).

Support your findings 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 APA 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.

 

 

 

Differentiating for Diverse Students Chart

Student:

Carmen, Kindergarten
English Language Learner:

No

 Socioeconomic Status:

Mid SES

 Ethnicity:

Native American/Pacific Islander

 Gender:

Female

 IEP/504:

No

 Other:

None

 Reading Performance Level:

At 1st grade level

 Parental Involvement:

Med
Text Selection and Rationale

 

 

ELA Strategy or Activity and Rationale

 

 

References

 
Student:

Eduardo, 2nd grade
English Language Learner:

Yes

 Socioeconomic Status:

Mid SES

 Ethnicity:

Hispanic

 Gender:

Male

 IEP/504:

No

 Other:

Tier 2 RTI for Reading

 Reading Performance Level:

One year below student’s 2nd grade level

 Parental Involvement:

Low
Text Selection and Rationale

 

 

 

ELA Strategy or Activity and Rationale

 

 

 

 

 

References

 
Student:

Jade, 4th grade
English Language Learner:

No

 Socioeconomic Status:

High SES

 Ethnicity:

African American

 Gender:

Female

 IEP/504:

No

 Other:

None

 Reading Performance Level:

At 4th grade level

 

 Parental Involvement:

High
Text Selection and Rationale

 

 

ELA Strategy or Activity and Rationale

 

 

References

 
Student:

Ines, 7th grade
English Language Learner:

No

 Socioeconomic Status:

Low SES

 Ethnicity:

Hispanic

 Gender:

Female

 IEP/504:

Learning Disabled

 Other:

Tier 2 RTI for Math

 Reading Performance Level:

One year below student’s 7th grade level

 Parental Involvement:

Low
Text Selection and Rationale

 

 

ELA Strategy or Activity and Rationale

 

 

References

 

 
Student:

Kent, 8th grade
English Language Learner:

No

 Socioeconomic Status:

High SES

 Ethnicity:

White

 Gender:

Male

 IEP/504:

Emotion-ally Disabled

 Other:

None

 Reading Performance Level:

At 8th grade level

 Parental Involvement:

Med
Text Selection and Rationale

 

 

ELA Strategy or Activity and Rationale

 

 

References

 

 

 

© 2019. Grand Canyon University. All Rights Reserved.

 

© 2019. Grand Canyon University. All Rights Reserved.

Diagnostic Case Scenario

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Each student who participates in the eligibility process for special education services is unique. The Multidisciplinary Evaluation Team (MET) has the responsibility of selecting the appropriate formal and informal assessments that best measure identified student strengths and needs. Teachers must possess the knowledge of the characteristics of informal and formal assessments to fully participate as an active member of the MET and subsequently guide educational decision-making.

Review the “Multidisciplinary Evaluation Team (MET) Case Study.”

Based on your “Diagnostic Assessments Graphic Organizer” assignment from Topic 1, determine which types of assessments should be administered. Identify a minimum of three assessments and justify your decision in a 500-750 word response. Explain how the validity and reliability of each assessment supports your decision and how you will use your findings in your future professional practice.

Support your findings with 2-3 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 APA 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. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.