Summarize the history and evolution of ballet and the culture in which it came from and represents.

June 9, 2023/in Uncategorized /by SK

this assignment is due in 11 hours…… must have done in 11 hours…….

Do the following:

We have read and watched Ballet and Hip Hop in action as dance forms. Each form developed within a certain time period and group of people as a result of specific events and circumstances.

In this short essay, using the information from the lesson and videos, describe what type of culture Ballet and Hip Hop each cultivated then compare and contrast them. Remember, culture is a community or society’s knowledge, beliefs, values, customs, and common heritage.

This essay will be a minimum of three paragraphs (7-10 sentences each). Follow this structure:

Summarize the history and evolution of ballet and the culture in which it came from and represents.

Summarize the history, evolution, and culture of Hip Hop.

Compare and contrast these two cultures. What similarities do they share? Differences?

Which culture do you most identify with and why?

Instructional Interventions

June 9, 2023/in Uncategorized /by SK

Targeted teaching or instructional interventions are activities teachers use to help a classroom, a small group, or individual student become successful in their classwork. They are based on students’ needs and support students in meeting educational objectives. A big part of the targeted teaching process involves closely monitoring student progress through ongoing data collection. As a classroom teacher, you will be expected to provide targeted teaching interventions for all students. Over the next few topics, your assignments will include using your field experience hours to work with your mentor teacher to create a pre-assessment, develop support activities, and report learning outcomes for a targeted literacy or mathematics teaching intervention for one pre-selected student.

For this assignment, create a handout of resources that, as a mentor teacher, you could provide to a new teacher or peers to help them understand where or how to acquire data to inform their instructional interventions. Some examples would be achievement test records, professional learning community (PLC) data, parent input, etc.

Identify and describe five sources of data that a teacher could use to inform their practice for instructional purposes.

When describing each source be sure to include the following:

Where teachers would find or access the assessment data.
How that data source could help inform classroom instruction.
Ideas for organizing (including use of technology), analyzing, or interpreting information from the data source.

Support your document with 2-3 scholarly 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.

STEP 3 Assessment And Data Literacy

June 9, 2023/in Uncategorized /by SK

Pre- and post-assessments are used to assess the learning that takes place from participating in a learning activity. The pre-assessment is given to students before instruction, in order to determine their prior knowledge of the topic, or inaccurate knowledge, which is sometimes the case. After students have participated in the unit, they are given the post-assessment, which can be the same as the pre-assessment, a modified version, or something comparable that measures the same concepts.

Comparing students’ pre- and post-assessment results enables the teacher to determine whether the instruction was effective in increasing student knowledge and performance of the intended learning goals and measurable objectives.

To complete STEP Standard 3, collaborate with your cooperating teacher to design pre- and post-assessments for your instructional unit that align to state content standards and measure the intended learning objectives.

Complete the Pre- and Post-Assessment tables in Standard 3, and arrange with your mentor teacher to administer the pre-assessment to the students in your class. After administering the pre-assessment, answer the questions in STEP Standard 3.

Student Teaching Evaluation of Performance (STEP) Template

Student Teaching Evaluation of Performance (STEP) Template 1 Table of Contents 2 STEP Standard 1 – Contextual Factors: Knowing Your School and Community 3 STEP Standard 2 – Writing Standards-Based Objectives and the Learning Goal 5 STEP Standard 3 – Assessment and Data Literacy 6 STEP Standard 4 – Unit and Lesson Planning 7 STEP Standard 5 – Implementation of Instructional Unit 10 STEP Standard 6 – Analysis of Student Learning 11 STEP Standard 7 – Reflecting on Instruction to Improve Student Progress 13

STEP Standard 1 – Contextual Factors: Knowing Your School and Community

Part I: Community, District, School, and Classroom Factors

You will be completing this portion of the STEP document using the following link:

STEP Standard 1, Part I

After completing the e-doc portion, submit the PDF you receive into the Learning Management System (LMS).

STEP Standard 1 – Contextual Factors: Knowing Your School and Community

Part II: Demographic, Environment, and Academic Factors

You will be completing this portion of the STEP document using the following link:

STEP Standard 1, Part II

After completing the e-doc portion, submit the PDF you receive into the Learning Management System (LMS).

STEP Standard 2 – Writing Standards-Based Objectives and the Learning Goal

Unit Topic: Reading, storytelling The Bee Tree

Unit Title: The Stories That Julian Tells

National or State Academic Content Standards Determining central idea or message, theme development through characters and setting, vocabulary and distinguishing between literal and nonliteral language, and comparison of points of view (R.L. 3.3)

Learning Goal : Students will have a better understanding feelings are more temporary emotions that a character has. Students will be able to understand that traits describe the kind of person someone is and stick with a character for longer than feelings.

Measurable Objectives: Students with help will be able to explain their ubderstanding by explaining how characters learn lessons through their experience with one another and by writing their own story based n illustrations.

STEP Standard 3 – Assessment and Data Literacy

Pre-Assessment – Copy and paste the pre-assessment you plan to use to assess the students’ knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning goal and measurable objectives.

Copy and paste, or insert a picture of the pre-assessment.

Pre-Assessment Data: Whole Class – Once you have assessed your students’ knowledge on the topic, collect and analyze the pre-assessment data to determine if you will need to modify the standards, learning goal, or measurable objectives that will be addressed during instruction. *Pre-Test:* Administer, collect, and score the pre-test. Enter data in the Table for Whole Class Pre-Test Results by LG.Complete. Replace information with your information. Delete or add columns as needed by highlighting the area, right click, enter “De Delete” or Insert.”” “
	Number of Students
Highly Proficient (90%-100%)	#
Proficient (80%-89%)	#
Partially Proficient (70%-79%)	#
Minimally Proficient (69% and below)	#
Pre-Assessment Analysis: Whole Class
Based on the data above, what changes, if any, will you make to your selection of national or state academic content standards, the learning goal, or measurable objectives?
Based on the data above, describe in 1-3 paragraphs the effect this data could have on the planning, delivery, and assessment of your unit.

Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-assessment, a modified version, or something comparable that measures the same concepts. Include the scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning goal and measurable objectives.

Copy and paste, or insert a picture of the post-assessment.

STEP Standard 4 – Unit and Lesson Planning

Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching later in the STEP process,

	Day 1	Day 2	Day 3	Day 4	Day 5
Title of Lesson or Activity	The Twelve Gods of Mount Olympus	Prometheus and Pandora	Demeter and Persephone	Arachne the Weaver	Click here to enter text.
Standards and Objectives	Students will continue to build on their knowledge of Ancient Greek Civilizations. I will remind my students that Ancient Greeks believed in many Gods and Goddess where they all live in Mount Olympus	Students will identify the myth tries to explain.	Students will compare and contrast two Greek Myths. Students will explain the purpose of a myth and what they are tryi ng to explain.		Click here to enter text.
Academic Language and Vocabulary	Students will ask and answer questions with the 5 W such questions as who, what, where, when, why, and how to demonstrate understanding….	Students will demonstrate understanding of the tier 2 word amusing	Students will demonstrate an understanding of the tier 2 vocabulary words retrieve. Students will also learn that there are multiple meanings of the word pine	Click here to enter text.	Click here to enter text.
Summary of Instruction and Activities for the Lesson	When the students enter the room I will introduce them to our read aloud. I will have a map and a globe where I can have the students locate Greece. I will remind them that this is the place where many myths originated. We will go over what we have already learn about fiction and myths I will read the read allow and show the images that goes to the story. This should only take 10 minutes after the story is completed, we will go over comprehension questions takes about 10 minutes. I will also explain what a spectators	Students will come sit on the reading rug. I will have a student locate the country of Greece. I will remind my students that they will hear about myths over the next several days I would remind them about what makes a god or goddess. I have a poster in the classroom of the 12 Greek Gods I will remind the students what are their names and what are they the God of. I will read the read aloud, and ask questions during and after the reading.	I will bring a pomegranate seeds and plants tha t grow in the spring and summer. I will create a season chart showing the seasons where we live. I will ask my students when Persephone would live with Demeter.. I will introduce the read along. I will remind the students that the day before we read Prometheus and Pandora. I will prompt my students to recall what they remember about that story. I will read the story.	Click here to enter text.	Click here to enter text.
Differentiation What are the adaptations or modifications to the instruction/activities as determined by the student factors or individual learning needs?	I will have my ESL students dictate facts using vocabulary that they know as I record their answers. For those students who are transitioning I will have them dictate phrases using familiar vocabulary words with their shoulder partner. For my higher students I will have them write facts using their new vocabulary independently.	I will help my ESL students’ sequences images in the story as well as help them identify key vocabulary words that are related to the images. For those students who are expanding tthese students will be able to sequence images from the story with support for content and transitioning. For those students that are bridging These students will be able to sequence the images and retell the story using words such as first, next and last.	Thumbs up/Thumps Down. I will ask my students if what I say is a characteristic of a Greek myth put your thumbs up if not a characteristic of a Greek myth put your thumb down I will ask them if nonfictional stories about real things that really happened. Their thumbs should be down. Do myth try to explain things that happen in nature thumbs should be up	Click here to enter text.	Click here to enter text.
Required Materials, Handouts, Text, Slides, and Technology	Flip book for Greek Myths, Image cards for Greek Myths, Knowledge workbooks, Map of Greece Globe	A wooden box Flip book for Greek Myths, Image Cards Journal and Knowledge workbook	Pomegranate seed, Flip book for Greek Myths, Image Cards Journal and Knowledge workbook	Click here to enter text.	Click here to enter text.
Instructional and Engagement Strategies ?	I will keep my student engaged in my read aloud by giving my students a secret way to answer questions. This is great for my students who are afraid to answer questions.	I will use think pair share which is a good way to have the kids develop their own thoughts before discussing it with partners. I teach second grade, and although, I will also have partners read a section, think about a question or prompt on their own and then discuss with their partner. I’ll also have them write a response in a journal or sticky note before sharing with the partner. I then have students share their responses with the class for a deeper discussion.”	I will encourage both reading and writing with Interactive Reading Journals. Students use prose, lists, diagrams, etc. to express their ideas, questions and feelings about what they read On one side, during their first reading, they write questions, one per page. (You can give them sentence stems or verbs to make their questions higher-order.) On a second reading (often a partner read,) they pass their journals around and answer each others’ questions. I participate with my own journal as well. My students are ELLs, and I usually sit by a few of the lower ones and transcribe their questions, so others can read them.	Click here to enter text.	Click here to enter text.
Formative Assessments How are you going to measure the learning of your students throughout the lesson?	Students will record key information about Zeus	Students will record information about a characters point of view from the Greek myth. “Prometheus and Pandora	Students will write 2 to 3 sentences about aa character from the Greek Myth Promeheus and Pandora	Click here to enter text.	Click here to enter text.
Summative, Post- Assessment What post-assessment will measure the learning progress? Note: This can be the same as the pre-assessment or a modified version of it.

STEP Standard 5 – Implementation of Instructional Unit

Implement the unit you have designed. You have already implemented and analyzed the pre-assessment. In this topic, you will implement all lesson activities, correlating formative assessments and the summative post-assessment. Choose one of the lesson activities to video record a 5-10 minute segment, review, and reflect on your teaching. Have your cooperating teacher/mentor review the recording and provide feedback, if possible.

Video Recording Link: If you are turning your video in through OneDrive, just note it here.

Summary of Unit Implementation:

Click here to enter text.

Summary of Student Learning:

Click here to enter text.

Reflection of Video Recording:

Click here to enter text.

STEP Standard 6 – Analysis of Student Learning

Post-Test Data: Whole Class – Once you have assessed your students’ learning on the topic, collect and analyze the post-test data to determine the effectiveness of your instruction and assessment.

	Number of Students Pre-Test	Number of Students Post-Test
Highly Proficient (90%-100%)	#	#
Proficient (80%-89%)	#	#
Partially Proficient (70%-79%)	#	#
Minimally Proficient (69% and below)	#	#

Post-Test Analysis: Whole Class

Based on your analysis of the whole class post-test data, what is your interpretation of the student learning? Cite examples and provide evidence of student learning that helped you come to this conclusion.

Based on the whole class post-test data, write one paragraph analyzing the effectiveness of your instruction and assessment and effect on student learning. Cite examples and provide evidence of student learning to support this analysis.

Post-Assessment Analysis: Subgroup Selection Pre-Test – Administer, collect, and score the pre-test. Enter data in the Table for Whole Class Pre-Test Results by LGComplete. Replace information with your information. Delete or add columns as needed by highlighting area, right click, “Delete ” or “Insert.”

Using the information obtained in Standard 1, select one subgroup population to focus on for this analysis. Provide a brief rationale for your selection (1-3 sentences).

Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

	Number of Students Pre-Test	Number of Students Post-Test
Highly Proficient (90%-100%)	#	#
Proficient (80%-89%)	#	#
Partially Proficient (70%-79%)	#	#
Minimally Proficient (69% and below)	#	#
Post-Assessment Analysis: Subgroup
Based on your analysis of the subgroup post-test data, what is your interpretation of the student learning? Cite examples and provide evidence of student learning that helped you come to this conclusion.
Based on the subgroup class post-test data, write one paragraph analyzing the effectiveness of your instruction and assessment and effect on student learning. If there is a student or group of students who have not mastered the objectives, discuss what you will do in future days to aid students’ understanding with respect to the unit’s objectives. Cite examples and provide evidence of student misconceptions to support this analysis.

Post-Assessment Data: Remainder of Class

	Number of Students Pre-Test	Number of Students Post-Test
Highly Proficient (90%-100%)	#	#
Proficient (80%-89%)	#	#
Partially Proficient (70%-79%)	#	#
Minimally Proficient (69% and below)	#	#

Post-Assessment Analysis: Subgroup and Remainder of Class

Analyze the data of the subgroup as compared to the remainder of the class. In one paragraph, describe the effectiveness of your instruction for this unit using the findings from your analysis.

Based on your analysis of student learning, discuss the next steps for instruction, including an objective that would build upon the content taught in this unit of instruction.

STEP Standard 7 – Reflecting on Instruction to Improve Student Progress

Improved Practice Based on the Unit of Study

Based on the experience of developing and delivering your instructional unit, list three short-term goals to improve specific areas of your teaching practice based on the unit of instruction and describe your plan to reach each short-term goal.

Short-Term Goal

Plan to Reach the Goal (i.e., professional development, research on the Internet, observation of a veteran teacher, etc.)

Click here to enter text.

1. Click here to enter text.

Click here to enter text.

Assignment 1: What Is Special About Special Education Research?

June 9, 2023/in Uncategorized /by SK

Assignment 1: What Is Special About Special Education Research?

Effective researchers in the field of special education are acutely aware of the challenges inherent in their investigations. Working with children with exceptionalities brings particularly important responsibilities. These responsibilities include careful attention to the treatment of subjects, validity, and the use of results. Furthermore, theories must be studied using a robust measurement of appropriate variables and a respective statistical analysis.

For this Assignment, you will analyze the challenges facing special education research today as well as evaluate the role and importance of key research elements to the field of special education research.

To prepare:

· Review the required and additional Learning Resources for this module. Pay particular attention to the types of challenges facing the field of special education, research gaps in the literature, and how each may be addressed with valid measurement, theory, and study.

· Consider the role and importance of the following in special education research:

o Measurement

o Theory

o Variables

o Statistical analysis methods

Develop a 5–8 page paper to utilizing the following section headings:

1. Challenges to research practices in special education

a. Explain the challenges posed to those who design, implement, and utilize the results of research in the field of special education.

2. The purpose of measurement in special education

a. Explain the important role and purpose of measurement in supporting valid research in special education.

3. The role of theory and effective practice

a. Explain the importance of a clearly articulated theory in providing a foundation from which to conduct research and identify effective practices.

4. Identification of variables

a. Explain the importance of, and process for, identifying research variables.

5. Statistical methods used in special education

a. Explain the role of specific methods of statistical analysis, and their importance in conducting valid research in special education.

Support your position with specific references to and examples from the Learning Resources, outside peer reviewed research, and personal experience.

Note: For this Assignment and all scholarly writing in this course and throughout your program, you will be required to use APA style (6th edition). Please use the Walden Writing Center as a resource as you complete assignments. Additionally, review the rubric for requirements for the use of APA style and citation. Points will be deducted for each submission if you do not strictly and accurately use correct APA citations each time you submit your work throughout the course.

Learning Resources

Note: To access this module’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Florian, L. (Ed.). (2014). The SAGE handbook of special education (2nd ed.). London, England: Sage.

Chapter 21, “A Disability Studies Frame for Research Approaches in Special Education”(pp. 351–367)
Focus on the promise of disability studies approach to research, addressing policy and socio-cultural context, and disability studies and transformative influence.

O’Neill, R. E., McDonnell, J. J., Billingsley, F. F., & Jenson, W. R. (2011). Single case research designs in educational and community settings. Upper Saddle River, NJ: Pearson.

Chapter 1, “Historical Background and Development of Single Case Research” (pp. 1–13)
Focus on the development of single case research as a valid and reliable method in special education. Note: You will use this reading for your work on your MA.

Rumrill, P. D., Cook, B. G., & Wiley, A. L. (2011). Research in special education: Designs, methods, and applications. Springfield, IL: Charles C. Thomas.

Chapter 1, “Introduction to research in Special Education” (pp. 3–17)
Focus on the elements of research that are common across studies in the field of education. Also pay particular attention to characteristics of research that are unique to special education. Note challenges to the science of special education.
Chapter 4, “Ethical Issues and Guidelines for Special Education Research” (pp. 73–99)
Focus on a review of the underlying ethical principles of special education. Pay particular attention to the treatment of human subjects. Consider that the use of the results of a research study should consider impacts on research participants.
Chapter 5, “Research Validity” (pp. 100–117)
Focus on the general concept and specific types of research validity. Review definitions of internal and external validity and the threats to each. Note how you may apply what you learned to critique your own work, and the studies conducted by other researchers.

Vaughn, S., & Swanson, E. A. (2015). Special education research advances knowledge in education. Exceptional Children, 82(1), 11–24.

Additional Resources

Although every Additional Resource is not required reading, it is highly recommended that you read all of the Additional Resources. Be sure to make note of the Additional Resources which align with the content and focus of Discussions and Assignments.

Note: The resources were selected for the quality of the information and examples that they contain and not the date of publication.

Cook, B. G., Tankersley, M., & Landrum, T. J. (2009). Determining evidence-based practices in special education. Exceptional Children, 75(3), 365–383.