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Tag: Education

  • [Solved] s hinton week 2

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    Darr writes, " To transform the organization so that its culture is a living reflection of values that facilitate the mission and vision, management must know what values are present in the culture" . Create a hypothetical organizational philosophy statement. Include a mission statement, vision stat…

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    Assignment Prompt & Instructions

    Darr  writes, " To transform the organization so that its culture is a living  reflection of values that facilitate the mission and vision, management  must know what values are present in the culture" .
    Create  a hypothetical organizational philosophy statement. Include a mission  statement, vision statement, and core principles/values.
    Reference:
    Darr, K. (2011). Ethics in Health Services Management. (5th Edition). Baltimore, MD: Health Professions Press, Inc.

  • [Solved] jameire

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    Begin by selecting an individual elite level athlete. This athlete will be the focus on your final project and they will be used throughout the course in discussions. This athlete must participate in a sport or event where a minimum of 2 dynamic movements take place. For example: A 100m sprinter doe…

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    Assignment Prompt & Instructions

    Begin by selecting an individual elite level athlete.
                This athlete will be the focus on your final project and they will be used throughout the course in discussions.
                This athlete must participate in a sport or event where a minimum of 2 dynamic movements take place.
                             For example: A 100m sprinter does not use multiple dynamic  skills during his/her sprint. In contrast, a tennis player uses skills  such as serving and a back hand shot during their game.
                             Another example: A marathon runner does not use multiple  dynamic skills during his/her run. In contrast a triathlete must bike,  run, and swim, using 3 dynamic skills during competition.
    I  would even argue not to use an MLB pitcher, unless they play for the  National League, nor use a softball pitcher, as they have a DH rule in  place at every level of Elite International play. Possibly, use a  softball or baseball infielder or outfielder as they are required to  field, throw, hit, and run which is more than 3 skills.
    You may **NOT** choose  an Olympic weightlifting athlete. These lifts have been over analyzed  and will not provide a deeper understanding of the dynamic movements of  the human body.
    A great place to search for an athlete who uses more than 2 dynamic skills during competition is the  [https://www.olympicchannel.com/en/sports/](https://www.olympicchannel.com/en/sports/)   Olympic Channel All sports list. From there, find an athlete that participates in the sport you are interested in.
    To  assist you in your final project, specifically data collection and  analysis, be sure your chosen athlete has multiple photos, videos,  interviews, etc of them performing fundamental skills within in their  sport.  If the athlete has instructional videos, books, articles, etc,  they would be a great choice, as they will assist you with your analysis  process.
    **Assignment 1 Instructions:**
    **Part 1.**
    In a word document provide the following…
    – Name  of athlete, followed by an introduction, explaining their situation,  environment, movements, and why you chose this athlete, including the  following identifiers:
    Gender
    – Age
    – Home/Competition Country
    – Sport
    – Level of competition
    – Position(s)
    – Dynamic skills involved in the fundamental aspects of their position(s)
    **Part 2.**
    Using  the information from week two, identify primary skeletal and muscular  involvement in your subject’s movement. Consider your week eight  analysis, what are the prime movers and supporting skeletal structure  required to perform?

  • [Solved] I&T W5 REPLIES

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    In-depth study guidance and analytical solution covering I&T W5 REPLIES.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Morphology

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    Define Morphology (morphemes) – ## MorphologyEssay515rev.docx **## MorphologyEssay515rev.docx** Assignment: The Importance of Morphology Instruction in Elementary Education Write a minimum 1.5-page essay explaining what morphology is and why it is important for elementary students to learn about mor…

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    Assignment Prompt & Instructions

    Define Morphology (morphemes)

    – ## MorphologyEssay515rev.docx

    **## MorphologyEssay515rev.docx**

    Assignment: The Importance of Morphology Instruction in Elementary Education

    Write a minimum 1.5-page essay explaining what morphology is and why it is important for elementary students to learn about morphology. Your essay should demonstrate a clear understanding of the concept and provide specific examples of how knowledge of morphology can enhance reading, writing, and vocabulary development in young learners. Include a minimum of four credible sources, see suggestions below. View the rubric in Blackboard before you submit. Proofread well to avoid a loss of points for writing errors. Suspicion of AI technology use will result in a grade of zero.

    The essay must include:

    introductory paragraph

    · define morphology in your own words

    · explain why morphology is relevant for teaching elementary students

    body paragraphs

    · explain the components of morphology (morphemes, prefixes, suffixes, root words, etc.)

    · explain how understanding morphology supports literacy skills such as decoding, spelling, and comprehension

    · provide examples of ways to teach morphology (teaching word parts, word play, word families (not rime: writ
    **er**, writ
    **ten**, writ
    **ing**, etc.)

    conclusion

    · summarize the key points discussed/explained

    · reflect on long-term benefits of morphological awareness/knowledge for students

    Formatting:

    Must be a minimum of 1.5 pages, double-spaced, Times New Roman 12-point font, 1-inch margins, APA 7th edition formatting. Remember to cite properly within the text and on the references page.

    Reliable sources: The Reading League, Reading Rockets, Reading Universe, Readworks, Edutopia, Reading Research Quarterly, International Literacy Association, Colorín Colorado, Florida Center for Reading Research, 95% Group, Really Great Reading, NEA, IDA.

    **## MorphologyEssay515rev.docx**

    Assignment: The Importance of Morphology Instruction in Elementary Education

    Write a minimum 1.5-page essay explaining what morphology is and why it is important for elementary students to learn about morphology. Your essay should demonstrate a clear understanding of the concept and provide specific examples of how knowledge of morphology can enhance reading, writing, and vocabulary development in young learners. Include a minimum of four credible sources, see suggestions below. View the rubric in Blackboard before you submit. Proofread well to avoid a loss of points for writing errors. Suspicion of AI technology use will result in a grade of zero.

    The essay must include:

    introductory paragraph

    · define morphology in your own words

    · explain why morphology is relevant for teaching elementary students

    body paragraphs

    · explain the components of morphology (morphemes, prefixes, suffixes, root words, etc.)

    · explain how understanding morphology supports literacy skills such as decoding, spelling, and comprehension

    · provide examples of ways to teach morphology (teaching word parts, word play, word families (not rime: writ
    **er**, writ
    **ten**, writ
    **ing**, etc.)

    conclusion

    · summarize the key points discussed/explained

    · reflect on long-term benefits of morphological awareness/knowledge for students

    Formatting:

    Must be a minimum of 1.5 pages, double-spaced, Times New Roman 12-point font, 1-inch margins, APA 7th edition formatting. Remember to cite properly within the text and on the references page.

    Reliable sources: The Reading League, Reading Rockets, Reading Universe, Readworks, Edutopia, Reading Research Quarterly, International Literacy Association, Colorín Colorado, Florida Center for Reading Research, 95% Group, Really Great Reading, NEA, IDA.

  • [Solved] Lesson plan update

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    Attached I have my lesson plan that got scored 19/28. I also have attached the feedback given to me directly from my professor. I only need my lesson plan edited and revised based on the feedback my professor provided. If you look at feedback page scroll down to wear it says "FEEDBACK REPORT" this s…

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    Assignment Prompt & Instructions

    Attached I have my lesson plan that got scored 19/28. I also have attached the feedback given to me directly from my professor. I only need my lesson plan edited and revised based on the feedback my professor provided. If you look at feedback page scroll down to wear it says "FEEDBACK REPORT" this section onward will provide you with the information needed to be revised in the lesson plan.
    \
    700.5PBPTemplateApril2025-4-Literacy.docx](https://www.sweetstudy.com/files/700-5pbptemplateapril2025-4-literacy-docx-10316061 "700.5PBPTemplateApril2025-4-Literacy.docx")
    \
    700.5PBPTemplateApril2025-4-Literacy-Feedback1.pdf](https://www.sweetstudy.com/files/700-5pbptemplateapril2025-4-literacy-feedback1-pdf-10316063 "700.5PBPTemplateApril2025-4-Literacy-Feedback1.pdf")

  • [Solved] Portfolio

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    – ## Instructions.docx – ## GradingRubric.docx – 6thEdition.pdf **## Instructions.docx** **Instructions** 1. NELP 2.1, 2.2, 2.3, PSEL 2a, 2b, 2c, 2d, 2e, 2f, 3h, 9h Field Experience Hours: 10 **Overarching Question:** How does a principal advocate and model ethical decisions and cultivate professio…

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    Assignment Prompt & Instructions

    – ## Instructions.docx

    – ## GradingRubric.docx

    – 6thEdition.pdf

    **## Instructions.docx**

    **Instructions**

    1. NELP 2.1, 2.2, 2.3, PSEL 2a, 2b, 2c, 2d, 2e, 2f, 3h, 9h

    Field Experience Hours: 10

    **Overarching Question:** How does a principal advocate and model ethical decisions and cultivate professional norms to build a strong learning community committed to the success of every student?

    You will complete a portfolio in which examples of how ethical behavior and professional norms in your personal conduct and relationships have been modeled and cultivated in others. Professional norms may include, but are not limited to integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn. The portfolio will include a minimum of five artifacts or descriptions of a situation or experience and the ethical behavior(s) or norms you demonstrated that influenced the outcome of the situation. The five examples will be selected from those listed below. If you are unable to connect to five of those listed, provide an example of your choosing. The influence of your behavior as a model for others will also be included in the reflection.   Any negative response or lack of influence will also be shared along with a plan to strengthen influencing behaviors that promote strong professional dispositions and ethics among members of the school community.   The portfolio will also include a summary describing how your professional dispositions are demonstrated on a day-to-day basis.   The summary should include personal strengths and areas for growth.

    **An example that demonstrated**

    1. a decision made to ensure stewardship of resources.

    2. how you built trust and strengthened a collaborative culture among colleagues.

    3. your effort to place students’ needs first and acceptance of responsibility for their success.

    4. how you promoted and reinforced the values of equity and social justice.

    5. your social-emotional insight and understanding of either student or staff members backgrounds and cultures and how that was communicated to others.

    6. your commitment to lifelong learning.

    7.  how you support the educational success and well-being of your students.

    8. your advocacy for a legal or policy decision.

    **Structure your assignment in no more than 6 pages (title page excluded) as follows:**

    9. Pages 1 – 5: Five situations or experiences summarized using the 3 points listed below (one page per situation)

    a. Brief description of the experience and the ethical dimensions of the issue or situation (either linked to an item from the list provided or of your choosing.

    b. Your personal ethical behaviors that you believe were modeled.

    c. Your reflection on the experience including both positive and negative influences on others or on the situation.

    10. Page 6:  Summary reflection: share how you model professional dispositions and ethical behaviors on a day-to-day basis, your overall strengths, and a plan for addressing those areas in need of growth.  How will you advocate for ethical decisions that support the cultural norms of your school and the well-being of every student and adult?

    **## GradingRubric.docx**

    **EDL 502**

    **Assessment 1: Portfolio and Reflection of Leadership Ethics and Professional Norms**

    | | | | |
    | — | — | — | — |
    | **Standard**<br>**20 points Total** | **Level 1**<br>**Approaching Standard**<br>**0-14 points** | **Level 2**<br>**Meets Standard**<br>**15-17 points** | **Level 3**<br>**Exceeds Standard**<br>**18-20 points** |
    | Reflect on, communicate about, cultivate, and model professional dispositions and norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) that support the educational success and well-being of each student and adult.<br>NELP 2.1 | Each of the five required portfolio entries and summary reflections provide a limited description of the experience or situation, the personal ethical behaviors modeled, and the positive or negative influences on others. The portfolio, in general, provides evidence of two or less of the following:<br>2.1a knowledge of professional norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) which support student success and well-being.<br>2.1b knowledge of practices that reflect professional norms.<br>2.1c knowledge of and capacity to engage in reflective practice. <br>2.1d capacity to cultivate professional norms among school staff members.<br>2.1e capacity to model professional norms (i.e., integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn). | Each of the five required portfolio entries and summary reflections provide a description of the experience or situation, the personal ethical behaviors modeled, and the positive or negative influences on others. The portfolio, in general, provides evidence of at least three of the following:<br>2.1a knowledge of professional norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) which support student success and well-being.<br>2.1b knowledge of practices that reflect professional norms.<br>2.1c knowledge of and capacity to engage in reflective practice.<br>2.1d capacity to cultivate professional norms among school staff members.<br>2.1e capacity to model professional norms (i.e., integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn). | Each of the five required portfolio entries and summary reflections provide a thorough description of the experience or situation, a working knowledge of the personal ethical behaviors modeled, and the positive or negative influences on others. The portfolio, in general, provides evidence of the following:<br>2.1a knowledge of professional norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) which support student success and well-being.<br>2.1b knowledge of practices that reflect professional norms.<br>2.1c knowledge of and capacity to engage in reflective practice.<br>2.1d capacity to cultivate professional norms among school staff members.<br>2.1e capacity to model professional norms (i.e., integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn). |
    | **Standard**<br>**10 points total** | **Level 1**<br>**Approaching Standard**<br>**0-6 points** | **Level 2**<br>**Meets Standard**<br>**7-8 points** | **Level 3**<br>**Exceeds Standard**<br>**9-10 points** |
    | Evaluate, communicate about, and advocate for ethical and legal decisions.<br>NELP 2.2 | Each of the five required portfolio entries and summary reflections provide some insight into ethical and legal aspects of situations or issues. The portfolio, in general, provides evidence of only one or less of the following:<br>2.2a knowledge of guidelines for ethical and legal decisions.<br>2.2b. capacity to evaluate ethical dimensions of issues.<br>2.2c capacity to communicate advocacy for ethical decisions | Each of the five required portfolio entries and summary reflections provide insight into ethical and legal aspects of situations or issues. The portfolio, in general, provides evidence of at least two of the following:<br>2.2a knowledge of guidelines for ethical and legal decisions.<br>2.2b. capacity to evaluate ethical dimensions of issues.<br>2.2c capacity to communicate advocacy for ethical decisions. | Each of the five required portfolio entries and summary reflections provide deep insight into ethical and legal aspects of situations or issues. The portfolio, in general, provides evidence of the following:<br>2.2a knowledge of guidelines for ethical and legal decisions.<br>2.2b. capacity to evaluate ethical dimensions of issues.<br>2.2c capacity to communicate advocacy for ethical decisions |
    | **Standard**<br>**10 points total** | **Level 1**<br>**Approaching Standard**<br>**0-6 points** | **Level 2**<br>**Meets Standard**<br>**7-8 points** | **Level 3**<br>**Exceeds Standard**<br>**9-10 points** |
    | Model ethical behavior in their personal conduct and relationship and to cultivate ethical behavior in others.<br>NELP 2.3 | Each of the five required portfolio entries and summary reflections provide a lmited description of the experience or situation. The description of the personal ethical behaviors modeled and the positive or negative influences on others is weak. The portfolio, in general, provides evidence of one or less of the following:<br>2.3a knowledge of and capacity to model ethical practice.<br>2.3b knowledge of approaches to cultivating ethical behavior in others.<br>2.3c capacity to cultivate ethical behavior in others. | Each of the five required portfolio entries and summary reflections provide a description of the experience or situation, the personal ethical behaviors modeled, and the positive or negative influences on others. The portfolio, in general, provides evidence of at least two of the following:<br>2.3a knowledge of and capacity to model ethical practice.<br>2.3b knowledge of approaches to cultivating ethical behavior in others.<br>2.3c capacity to cultivate ethical behavior in others. | Each of the five required portfolio entries and summary reflections provide a thorough description of the experience or situation. Reflection of the personal ethical behaviors modeled, and the positive or negative influences on others shows a working knowledge and deep understanding of related leadership behaviors. The portfolio, in general, provides evidence of the following:<br>2.3a knowledge of and capacity to model ethical practice.<br>2.3b knowledge of approaches to cultivating ethical behavior in others.<br>2.3c capacity to cultivate ethical behavior in others. |

    **6thEdition.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/6thedition-pdf-10316117)

    **6thEdition.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/6thedition-pdf-10316117)

    **## Instructions.docx**

    **Instructions**

    1. NELP 2.1, 2.2, 2.3, PSEL 2a, 2b, 2c, 2d, 2e, 2f, 3h, 9h

    Field Experience Hours: 10

    **Overarching Question:** How does a principal advocate and model ethical decisions and cultivate professional norms to build a strong learning community committed to the success of every student?

    You will complete a portfolio in which examples of how ethical behavior and professional norms in your personal conduct and relationships have been modeled and cultivated in others. Professional norms may include, but are not limited to integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn. The portfolio will include a minimum of five artifacts or descriptions of a situation or experience and the ethical behavior(s) or norms you demonstrated that influenced the outcome of the situation. The five examples will be selected from those listed below. If you are unable to connect to five of those listed, provide an example of your choosing. The influence of your behavior as a model for others will also be included in the reflection.   Any negative response or lack of influence will also be shared along with a plan to strengthen influencing behaviors that promote strong professional dispositions and ethics among members of the school community.   The portfolio will also include a summary describing how your professional dispositions are demonstrated on a day-to-day basis.   The summary should include personal strengths and areas for growth.

    **An example that demonstrated**

    1. a decision made to ensure stewardship of resources.

    2. how you built trust and strengthened a collaborative culture among colleagues.

    3. your effort to place students’ needs first and acceptance of responsibility for their success.

    4. how you promoted and reinforced the values of equity and social justice.

    5. your social-emotional insight and understanding of either student or staff members backgrounds and cultures and how that was communicated to others.

    6. your commitment to lifelong learning.

    7.  how you support the educational success and well-being of your students.

    8. your advocacy for a legal or policy decision.

    **Structure your assignment in no more than 6 pages (title page excluded) as follows:**

    9. Pages 1 – 5: Five situations or experiences summarized using the 3 points listed below (one page per situation)

    a. Brief description of the experience and the ethical dimensions of the issue or situation (either linked to an item from the list provided or of your choosing.

    b. Your personal ethical behaviors that you believe were modeled.

    c. Your reflection on the experience including both positive and negative influences on others or on the situation.

    10. Page 6:  Summary reflection: share how you model professional dispositions and ethical behaviors on a day-to-day basis, your overall strengths, and a plan for addressing those areas in need of growth.  How will you advocate for ethical decisions that support the cultural norms of your school and the well-being of every student and adult?

    **## GradingRubric.docx**

    **EDL 502**

    **Assessment 1: Portfolio and Reflection of Leadership Ethics and Professional Norms**

    | | | | |
    | — | — | — | — |
    | **Standard**<br>**20 points Total** | **Level 1**<br>**Approaching Standard**<br>**0-14 points** | **Level 2**<br>**Meets Standard**<br>**15-17 points** | **Level 3**<br>**Exceeds Standard**<br>**18-20 points** |
    | Reflect on, communicate about, cultivate, and model professional dispositions and norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) that support the educational success and well-being of each student and adult.<br>NELP 2.1 | Each of the five required portfolio entries and summary reflections provide a limited description of the experience or situation, the personal ethical behaviors modeled, and the positive or negative influences on others. The portfolio, in general, provides evidence of two or less of the following:<br>2.1a knowledge of professional norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) which support student success and well-being.<br>2.1b knowledge of practices that reflect professional norms.<br>2.1c knowledge of and capacity to engage in reflective practice. <br>2.1d capacity to cultivate professional norms among school staff members.<br>2.1e capacity to model professional norms (i.e., integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn). | Each of the five required portfolio entries and summary reflections provide a description of the experience or situation, the personal ethical behaviors modeled, and the positive or negative influences on others. The portfolio, in general, provides evidence of at least three of the following:<br>2.1a knowledge of professional norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) which support student success and well-being.<br>2.1b knowledge of practices that reflect professional norms.<br>2.1c knowledge of and capacity to engage in reflective practice.<br>2.1d capacity to cultivate professional norms among school staff members.<br>2.1e capacity to model professional norms (i.e., integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn). | Each of the five required portfolio entries and summary reflections provide a thorough description of the experience or situation, a working knowledge of the personal ethical behaviors modeled, and the positive or negative influences on others. The portfolio, in general, provides evidence of the following:<br>2.1a knowledge of professional norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) which support student success and well-being.<br>2.1b knowledge of practices that reflect professional norms.<br>2.1c knowledge of and capacity to engage in reflective practice.<br>2.1d capacity to cultivate professional norms among school staff members.<br>2.1e capacity to model professional norms (i.e., integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn). |
    | **Standard**<br>**10 points total** | **Level 1**<br>**Approaching Standard**<br>**0-6 points** | **Level 2**<br>**Meets Standard**<br>**7-8 points** | **Level 3**<br>**Exceeds Standard**<br>**9-10 points** |
    | Evaluate, communicate about, and advocate for ethical and legal decisions.<br>NELP 2.2 | Each of the five required portfolio entries and summary reflections provide some insight into ethical and legal aspects of situations or issues. The portfolio, in general, provides evidence of only one or less of the following:<br>2.2a knowledge of guidelines for ethical and legal decisions.<br>2.2b. capacity to evaluate ethical dimensions of issues.<br>2.2c capacity to communicate advocacy for ethical decisions | Each of the five required portfolio entries and summary reflections provide insight into ethical and legal aspects of situations or issues. The portfolio, in general, provides evidence of at least two of the following:<br>2.2a knowledge of guidelines for ethical and legal decisions.<br>2.2b. capacity to evaluate ethical dimensions of issues.<br>2.2c capacity to communicate advocacy for ethical decisions. | Each of the five required portfolio entries and summary reflections provide deep insight into ethical and legal aspects of situations or issues. The portfolio, in general, provides evidence of the following:<br>2.2a knowledge of guidelines for ethical and legal decisions.<br>2.2b. capacity to evaluate ethical dimensions of issues.<br>2.2c capacity to communicate advocacy for ethical decisions |
    | **Standard**<br>**10 points total** | **Level 1**<br>**Approaching Standard**<br>**0-6 points** | **Level 2**<br>**Meets Standard**<br>**7-8 points** | **Level 3**<br>**Exceeds Standard**<br>**9-10 points** |
    | Model ethical behavior in their personal conduct and relationship and to cultivate ethical behavior in others.<br>NELP 2.3 | Each of the five required portfolio entries and summary reflections provide a lmited description of the experience or situation. The description of the personal ethical behaviors modeled and the positive or negative influences on others is weak. The portfolio, in general, provides evidence of one or less of the following:<br>2.3a knowledge of and capacity to model ethical practice.<br>2.3b knowledge of approaches to cultivating ethical behavior in others.<br>2.3c capacity to cultivate ethical behavior in others. | Each of the five required portfolio entries and summary reflections provide a description of the experience or situation, the personal ethical behaviors modeled, and the positive or negative influences on others. The portfolio, in general, provides evidence of at least two of the following:<br>2.3a knowledge of and capacity to model ethical practice.<br>2.3b knowledge of approaches to cultivating ethical behavior in others.<br>2.3c capacity to cultivate ethical behavior in others. | Each of the five required portfolio entries and summary reflections provide a thorough description of the experience or situation. Reflection of the personal ethical behaviors modeled, and the positive or negative influences on others shows a working knowledge and deep understanding of related leadership behaviors. The portfolio, in general, provides evidence of the following:<br>2.3a knowledge of and capacity to model ethical practice.<br>2.3b knowledge of approaches to cultivating ethical behavior in others.<br>2.3c capacity to cultivate ethical behavior in others. |

    **6thEdition.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/6thedition-pdf-10316117)

    **## Instructions.docx**

    **Instructions**

    1. NELP 2.1, 2.2, 2.3, PSEL 2a, 2b, 2c, 2d, 2e, 2f, 3h, 9h

    Field Experience Hours: 10

    **Overarching Question:** How does a principal advocate and model ethical decisions and cultivate professional norms to build a strong learning community committed to the success of every student?

    You will complete a portfolio in which examples of how ethical behavior and professional norms in your personal conduct and relationships have been modeled and cultivated in others. Professional norms may include, but are not limited to integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn. The portfolio will include a minimum of five artifacts or descriptions of a situation or experience and the ethical behavior(s) or norms you demonstrated that influenced the outcome of the situation. The five examples will be selected from those listed below. If you are unable to connect to five of those listed, provide an example of your choosing. The influence of your behavior as a model for others will also be included in the reflection.   Any negative response or lack of influence will also be shared along with a plan to strengthen influencing behaviors that promote strong professional dispositions and ethics among members of the school community.   The portfolio will also include a summary describing how your professional dispositions are demonstrated on a day-to-day basis.   The summary should include personal strengths and areas for growth.

    **An example that demonstrated**

    1. a decision made to ensure stewardship of resources.

    2. how you built trust and strengthened a collaborative culture among colleagues.

    3. your effort to place students’ needs first and acceptance of responsibility for their success.

    4. how you promoted and reinforced the values of equity and social justice.

    5. your social-emotional insight and understanding of either student or staff members backgrounds and cultures and how that was communicated to others.

    6. your commitment to lifelong learning.

    7.  how you support the educational success and well-being of your students.

    8. your advocacy for a legal or policy decision.

    **Structure your assignment in no more than 6 pages (title page excluded) as follows:**

    9. Pages 1 – 5: Five situations or experiences summarized using the 3 points listed below (one page per situation)

    a. Brief description of the experience and the ethical dimensions of the issue or situation (either linked to an item from the list provided or of your choosing.

    b. Your personal ethical behaviors that you believe were modeled.

    c. Your reflection on the experience including both positive and negative influences on others or on the situation.

    10. Page 6:  Summary reflection: share how you model professional dispositions and ethical behaviors on a day-to-day basis, your overall strengths, and a plan for addressing those areas in need of growth.  How will you advocate for ethical decisions that support the cultural norms of your school and the well-being of every student and adult?

    **## GradingRubric.docx**

    **EDL 502**

    **Assessment 1: Portfolio and Reflection of Leadership Ethics and Professional Norms**

    | | | | |
    | — | — | — | — |
    | **Standard**<br>**20 points Total** | **Level 1**<br>**Approaching Standard**<br>**0-14 points** | **Level 2**<br>**Meets Standard**<br>**15-17 points** | **Level 3**<br>**Exceeds Standard**<br>**18-20 points** |
    | Reflect on, communicate about, cultivate, and model professional dispositions and norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) that support the educational success and well-being of each student and adult.<br>NELP 2.1 | Each of the five required portfolio entries and summary reflections provide a limited description of the experience or situation, the personal ethical behaviors modeled, and the positive or negative influences on others. The portfolio, in general, provides evidence of two or less of the following:<br>2.1a knowledge of professional norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) which support student success and well-being.<br>2.1b knowledge of practices that reflect professional norms.<br>2.1c knowledge of and capacity to engage in reflective practice. <br>2.1d capacity to cultivate professional norms among school staff members.<br>2.1e capacity to model professional norms (i.e., integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn). | Each of the five required portfolio entries and summary reflections provide a description of the experience or situation, the personal ethical behaviors modeled, and the positive or negative influences on others. The portfolio, in general, provides evidence of at least three of the following:<br>2.1a knowledge of professional norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) which support student success and well-being.<br>2.1b knowledge of practices that reflect professional norms.<br>2.1c knowledge of and capacity to engage in reflective practice.<br>2.1d capacity to cultivate professional norms among school staff members.<br>2.1e capacity to model professional norms (i.e., integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn). | Each of the five required portfolio entries and summary reflections provide a thorough description of the experience or situation, a working knowledge of the personal ethical behaviors modeled, and the positive or negative influences on others. The portfolio, in general, provides evidence of the following:<br>2.1a knowledge of professional norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) which support student success and well-being.<br>2.1b knowledge of practices that reflect professional norms.<br>2.1c knowledge of and capacity to engage in reflective practice.<br>2.1d capacity to cultivate professional norms among school staff members.<br>2.1e capacity to model professional norms (i.e., integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn). |
    | **Standard**<br>**10 points total** | **Level 1**<br>**Approaching Standard**<br>**0-6 points** | **Level 2**<br>**Meets Standard**<br>**7-8 points** | **Level 3**<br>**Exceeds Standard**<br>**9-10 points** |
    | Evaluate, communicate about, and advocate for ethical and legal decisions.<br>NELP 2.2 | Each of the five required portfolio entries and summary reflections provide some insight into ethical and legal aspects of situations or issues. The portfolio, in general, provides evidence of only one or less of the following:<br>2.2a knowledge of guidelines for ethical and legal decisions.<br>2.2b. capacity to evaluate ethical dimensions of issues.<br>2.2c capacity to communicate advocacy for ethical decisions | Each of the five required portfolio entries and summary reflections provide insight into ethical and legal aspects of situations or issues. The portfolio, in general, provides evidence of at least two of the following:<br>2.2a knowledge of guidelines for ethical and legal decisions.<br>2.2b. capacity to evaluate ethical dimensions of issues.<br>2.2c capacity to communicate advocacy for ethical decisions. | Each of the five required portfolio entries and summary reflections provide deep insight into ethical and legal aspects of situations or issues. The portfolio, in general, provides evidence of the following:<br>2.2a knowledge of guidelines for ethical and legal decisions.<br>2.2b. capacity to evaluate ethical dimensions of issues.<br>2.2c capacity to communicate advocacy for ethical decisions |
    | **Standard**<br>**10 points total** | **Level 1**<br>**Approaching Standard**<br>**0-6 points** | **Level 2**<br>**Meets Standard**<br>**7-8 points** | **Level 3**<br>**Exceeds Standard**<br>**9-10 points** |
    | Model ethical behavior in their personal conduct and relationship and to cultivate ethical behavior in others.<br>NELP 2.3 | Each of the five required portfolio entries and summary reflections provide a lmited description of the experience or situation. The description of the personal ethical behaviors modeled and the positive or negative influences on others is weak. The portfolio, in general, provides evidence of one or less of the following:<br>2.3a knowledge of and capacity to model ethical practice.<br>2.3b knowledge of approaches to cultivating ethical behavior in others.<br>2.3c capacity to cultivate ethical behavior in others. | Each of the five required portfolio entries and summary reflections provide a description of the experience or situation, the personal ethical behaviors modeled, and the positive or negative influences on others. The portfolio, in general, provides evidence of at least two of the following:<br>2.3a knowledge of and capacity to model ethical practice.<br>2.3b knowledge of approaches to cultivating ethical behavior in others.<br>2.3c capacity to cultivate ethical behavior in others. | Each of the five required portfolio entries and summary reflections provide a thorough description of the experience or situation. Reflection of the personal ethical behaviors modeled, and the positive or negative influences on others shows a working knowledge and deep understanding of related leadership behaviors. The portfolio, in general, provides evidence of the following:<br>2.3a knowledge of and capacity to model ethical practice.<br>2.3b knowledge of approaches to cultivating ethical behavior in others.<br>2.3c capacity to cultivate ethical behavior in others. |

    **6thEdition.pdf**

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    – ## annotated-MSMath-StudentAchievementChart-1.docx1.pdf – ## Module9-DataCollectionfromFormativeAssessmentimplementationwithfinalformativeassessment.docx – EDSN640FormativeAssessmentAssignment310-29-24-31.docx – EDSN640FORMATIVEASSESSMENTTEMPLATE11-14-24-8c1263f2-3042-4a18-a707-06db7fc775651.docx …

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    – ## annotated-MSMath-StudentAchievementChart-1.docx1.pdf

    – ## Module9-DataCollectionfromFormativeAssessmentimplementationwithfinalformativeassessment.docx

    – EDSN640FormativeAssessmentAssignment310-29-24-31.docx
    – EDSN640FORMATIVEASSESSMENTTEMPLATE11-14-24-8c1263f2-3042-4a18-a707-06db7fc775651.docx

    **## annotated-MSMath-StudentAchievementChart-1.docx1.pdf**

    Student Achievement Chart (SAC)

    Standard(s):
    Content: 7.RP.3 – Use proportional relationships to solve multistep ratio and percent problems.
    Examples: simple interest, tax, markups, and markdowns, gratuities and commissions, fees,
    percent increase and decrease, and percent error.

    Literacy (6-12): Craft & Structure – Interpret words and phrases as they are used in a text,
    including determining technical, connotative, and figurative meanings, and analyze how
    specific word choices shape meaning or tone.

    Objective/LT for Pre-assessment:
    Leaming Target: I can calculate and interpret percent error, with an accuracy of 3 out of 4 times.
    Objectives: Students will be able to …

    calculate the actual value when given the percent error by organizing the given information
    appropriately with an accuracy of 3 ( out of 4) or better.
    calculate the percent error when given the actual value by organizing the given information
    appropriately with an accuracy of 3 ( out of 4) or better.
    draw conclusions about the percent error, actual value, and accepted value in the context of the
    situation by analyzing various real-world applications with an accuracy of 3 ( out of 4) or
    better.

    Objective/LT for Post-assessment:
    Leaming Target: I can calculate the discount, sales price, and original price of items, and compare the two
    to determine the difference, at least 3 out of 5 times.
    Objectives: Students will be able to …

    interpret word problems by organizing key information in word problems; at least 2-3 key
    pieces of information for setting up the proportions.
    calculate the sale price; (1) Relating clue words in the word problems, (2) Recalling the
    Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
    values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
    better.
    calculate the original price; (1) Relating clue words in the word problems, (2) Recalling the
    Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
    values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
    better.
    calculate the discount;(!) Relating clue words in the word problems [Discount is subtraction],
    (2) Recall the Percentage Formula, (3) Setting up the proportion appropriately [substituing in
    the given values], (4) Solving for the variable in the proportion, (5) Subtracting the discount

    from the original; Mastery is an accuracy of 4 ( out of 5) or better.

    Description of Student Work in Each
    A Mastery Levels Mastery Category

    ssessment

    Data Outcomes:

    **## Module9-DataCollectionfromFormativeAssessmentimplementationwithfinalformativeassessment.docx**

    Instruction:

    For this submission make sure that you include your approved Formative Assessment (on the
    [formative assessment template](https://touro.instructure.com/courses/137899/files/11191605?wrap=1) [Download formative assessment template](https://touro.instructure.com/courses/137899/files/11191605/download?download_frd=1)) with all of the components (These should be the ones you previously submitted) :

    · Learning Standards

    · Learning Targets

    · Developmental Learning Targets

    ·
    [Formative Assessment](https://touro.instructure.com/courses/137899/files/11189326?wrap=1) [Download Formative Assessment](https://touro.instructure.com/courses/137899/files/11189326/download?download_frd=1) including: directions given to students, instructional materials,
    [completed SAC  (sample)](https://touro.instructure.com/courses/137899/files/11189892?wrap=1) [Download completed SAC  (sample)](https://touro.instructure.com/courses/137899/files/11189892/download?download_frd=1), preassessment, all rubrics/answer keys/data collection sheets, as appropriate. (All sections are completed on the template).

    Discuss the method in which you will evaluate students as they (Where will they be? How will the data be collected? etc) and how you will keep ongoing records.

    This should be at least two paragraphs long and include samples of instructional materials, data collection sheets/checklists used during the lesson.

    **Formative Assessment Data Collection**

    | | | |
    | — | — | — |
    | Formative Assessment Data Collection |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeFormative Assessment Sections Included | **4 ptsFull Marks** Plan includes ALL: standards, measurable and aligned LO/LTs, activation of prior knowledge, academic vocabulary, Questioning (EQ/GQs to produce HOT), technology applications, all assessments (preassessment, formative/summative- includes peer and self assessment), step by step instructional delivery instructions.<br> <br>**3 ptsProficient** Four of the five sections are included : Lesson plan includes: standards, measurable and aligned LO/LTs, activation of prior knowledge, academic vocabulary, Questioning (EQ/GQs to produce HOT), technology applications, all assessments (preassessment, formative/summative- includes peer and self assessment), step by step instructional delivery instructions.<br> <br>**2 ptsNovice** Three of five sections are included : Lesson plan includes: standards, measurable and aligned LO/LTs, activation of prior knowledge, academic vocabulary, Questioning (EQ/GQs to produce HOT), technology applications, all assessments (preassessment, formative/summative- includes peer and self assessment), step by step instructional delivery instructions.<br> <br>**1 ptsMarks** Two of five sections are included : Lesson plan includes: standards, measurable and aligned LO/LTs, activation of prior knowledge, academic vocabulary, Questioning (EQ/GQs to produce HOT), technology applications, all assessments (preassessment, formative/summative- includes peer and self assessment), step by step instructional delivery instructions.<br> <br>**0 ptsNo Marks** One or less of five sections are included : Lesson plan includes: standards, measurable and aligned LO/LTs, activation of prior knowledge, academic vocabulary, Questioning (EQ/GQs to produce HOT), technology applications, all assessments (preassessment, formative/summative- includes peer and self assessment), step by step instructional delivery instructions. | 4 pts |
    | This criterion is linked to a Learning OutcomeData Collection | **3 ptsFull Marks** Each step, four (4) of the formative assessment includes: 1. preassessment and postassessment data from SAC, 2. provides a detailed explanation on how data is collected and used throughout the assessment, 3. describes the types of differentiation used and 4. describes the student outcomes and next steps gleaned from the assessment data.<br> <br>**2 ptsProficient** Three (3) steps of the formative assessment includes: 1. preassessment and postassessment data from SAC, 2. provides a detailed explanation on how data is collected and used throughout the assessment, 3. describes the types of differentiation used and 4. describes the student outcomes and next steps gleaned from the assessment data.<br> <br>**1.5 ptsPartically Proficient** Two (2) steps of the formative assessment includes: 1. preassessment and postassessment data from SAC, 2. provides a detailed explanation on how data is collected and used throughout the assessment, 3. describes the types of differentiation used and 4. describes the student outcomes and next steps gleaned from the assessment data.<br> <br>**0 ptsNo Marks** One (1) piece or the formative assessment does not include data collection. | 3 pts |
    | This criterion is linked to a Learning OutcomeStudent Artifacts included | **3 ptsFull Marks** Examples of data collection include: 4 or more student work samples of formative assessment artifacts for 3 or more formative strategies used in the lesson with 2 or more students.<br> <br>**1.5 ptsProficient** Examples of data collection include: <4 student work samples of formative assessment artifacts for <4 formative strategies used in the lesson with 2 or more students.<br> <br>**1 ptsPartially Proficient** Examples of data collection include: <2 student work samples of formative assessment artifacts for <2 formative strategies used in the lesson with 2 or more students.<br> <br>**0 ptsNo Marks** Examples of data collection, student work samples are not included OR assessment completed with one (1) student. | 3 pts |
    | This criterion is linked to a Learning OutcomeGrammar | **2 ptsFull Marks** 0-2 mistakes are present<br> <br>**1 ptsProficient** 3-4 mistakes are present<br> <br>**0 ptsNo Marks** 5 plus mistakes are present | 2 pts |

    **EDSN640FormativeAssessmentAssignment310-29-24-31.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn640formativeassessmentassignment310-29-24-31-docx-10315751)

    **EDSN640FORMATIVEASSESSMENTTEMPLATE11-14-24-8c1263f2-3042-4a18-a707-06db7fc775651.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn640formativeassessmenttemplate11-14-24-8c1263f2-3042-4a18-a707-06db7fc775651-docx)

    **EDSN640FORMATIVEASSESSMENTTEMPLATE11-14-24-8c1263f2-3042-4a18-a707-06db7fc775651.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn640formativeassessmenttemplate11-14-24-8c1263f2-3042-4a18-a707-06db7fc775651-docx)

    **## annotated-MSMath-StudentAchievementChart-1.docx1.pdf**

    Student Achievement Chart (SAC)

    Standard(s):
    Content: 7.RP.3 – Use proportional relationships to solve multistep ratio and percent problems.
    Examples: simple interest, tax, markups, and markdowns, gratuities and commissions, fees,
    percent increase and decrease, and percent error.

    Literacy (6-12): Craft & Structure – Interpret words and phrases as they are used in a text,
    including determining technical, connotative, and figurative meanings, and analyze how
    specific word choices shape meaning or tone.

    Objective/LT for Pre-assessment:
    Leaming Target: I can calculate and interpret percent error, with an accuracy of 3 out of 4 times.
    Objectives: Students will be able to …

    calculate the actual value when given the percent error by organizing the given information
    appropriately with an accuracy of 3 ( out of 4) or better.
    calculate the percent error when given the actual value by organizing the given information
    appropriately with an accuracy of 3 ( out of 4) or better.
    draw conclusions about the percent error, actual value, and accepted value in the context of the
    situation by analyzing various real-world applications with an accuracy of 3 ( out of 4) or
    better.

    Objective/LT for Post-assessment:
    Leaming Target: I can calculate the discount, sales price, and original price of items, and compare the two
    to determine the difference, at least 3 out of 5 times.
    Objectives: Students will be able to …

    interpret word problems by organizing key information in word problems; at least 2-3 key
    pieces of information for setting up the proportions.
    calculate the sale price; (1) Relating clue words in the word problems, (2) Recalling the
    Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
    values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
    better.
    calculate the original price; (1) Relating clue words in the word problems, (2) Recalling the
    Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
    values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
    better.
    calculate the discount;(!) Relating clue words in the word problems [Discount is subtraction],
    (2) Recall the Percentage Formula, (3) Setting up the proportion appropriately [substituing in
    the given values], (4) Solving for the variable in the proportion, (5) Subtracting the discount

    from the original; Mastery is an accuracy of 4 ( out of 5) or better.

    Description of Student Work in Each
    A Mastery Levels Mastery Category

    ssessment

    Data Outcomes:

    **## Module9-DataCollectionfromFormativeAssessmentimplementationwithfinalformativeassessment.docx**

    Instruction:

    For this submission make sure that you include your approved Formative Assessment (on the
    [formative assessment template](https://touro.instructure.com/courses/137899/files/11191605?wrap=1) [Download formative assessment template](https://touro.instructure.com/courses/137899/files/11191605/download?download_frd=1)) with all of the components (These should be the ones you previously submitted) :

    · Learning Standards

    · Learning Targets

    · Developmental Learning Targets

    ·
    [Formative Assessment](https://touro.instructure.com/courses/137899/files/11189326?wrap=1) [Download Formative Assessment](https://touro.instructure.com/courses/137899/files/11189326/download?download_frd=1) including: directions given to students, instructional materials,
    [completed SAC  (sample)](https://touro.instructure.com/courses/137899/files/11189892?wrap=1) [Download completed SAC  (sample)](https://touro.instructure.com/courses/137899/files/11189892/download?download_frd=1), preassessment, all rubrics/answer keys/data collection sheets, as appropriate. (All sections are completed on the template).

    Discuss the method in which you will evaluate students as they (Where will they be? How will the data be collected? etc) and how you will keep ongoing records.

    This should be at least two paragraphs long and include samples of instructional materials, data collection sheets/checklists used during the lesson.

    **Formative Assessment Data Collection**

    | | | |
    | — | — | — |
    | Formative Assessment Data Collection |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeFormative Assessment Sections Included | **4 ptsFull Marks** Plan includes ALL: standards, measurable and aligned LO/LTs, activation of prior knowledge, academic vocabulary, Questioning (EQ/GQs to produce HOT), technology applications, all assessments (preassessment, formative/summative- includes peer and self assessment), step by step instructional delivery instructions.<br> <br>**3 ptsProficient** Four of the five sections are included : Lesson plan includes: standards, measurable and aligned LO/LTs, activation of prior knowledge, academic vocabulary, Questioning (EQ/GQs to produce HOT), technology applications, all assessments (preassessment, formative/summative- includes peer and self assessment), step by step instructional delivery instructions.<br> <br>**2 ptsNovice** Three of five sections are included : Lesson plan includes: standards, measurable and aligned LO/LTs, activation of prior knowledge, academic vocabulary, Questioning (EQ/GQs to produce HOT), technology applications, all assessments (preassessment, formative/summative- includes peer and self assessment), step by step instructional delivery instructions.<br> <br>**1 ptsMarks** Two of five sections are included : Lesson plan includes: standards, measurable and aligned LO/LTs, activation of prior knowledge, academic vocabulary, Questioning (EQ/GQs to produce HOT), technology applications, all assessments (preassessment, formative/summative- includes peer and self assessment), step by step instructional delivery instructions.<br> <br>**0 ptsNo Marks** One or less of five sections are included : Lesson plan includes: standards, measurable and aligned LO/LTs, activation of prior knowledge, academic vocabulary, Questioning (EQ/GQs to produce HOT), technology applications, all assessments (preassessment, formative/summative- includes peer and self assessment), step by step instructional delivery instructions. | 4 pts |
    | This criterion is linked to a Learning OutcomeData Collection | **3 ptsFull Marks** Each step, four (4) of the formative assessment includes: 1. preassessment and postassessment data from SAC, 2. provides a detailed explanation on how data is collected and used throughout the assessment, 3. describes the types of differentiation used and 4. describes the student outcomes and next steps gleaned from the assessment data.<br> <br>**2 ptsProficient** Three (3) steps of the formative assessment includes: 1. preassessment and postassessment data from SAC, 2. provides a detailed explanation on how data is collected and used throughout the assessment, 3. describes the types of differentiation used and 4. describes the student outcomes and next steps gleaned from the assessment data.<br> <br>**1.5 ptsPartically Proficient** Two (2) steps of the formative assessment includes: 1. preassessment and postassessment data from SAC, 2. provides a detailed explanation on how data is collected and used throughout the assessment, 3. describes the types of differentiation used and 4. describes the student outcomes and next steps gleaned from the assessment data.<br> <br>**0 ptsNo Marks** One (1) piece or the formative assessment does not include data collection. | 3 pts |
    | This criterion is linked to a Learning OutcomeStudent Artifacts included | **3 ptsFull Marks** Examples of data collection include: 4 or more student work samples of formative assessment artifacts for 3 or more formative strategies used in the lesson with 2 or more students.<br> <br>**1.5 ptsProficient** Examples of data collection include: <4 student work samples of formative assessment artifacts for <4 formative strategies used in the lesson with 2 or more students.<br> <br>**1 ptsPartially Proficient** Examples of data collection include: <2 student work samples of formative assessment artifacts for <2 formative strategies used in the lesson with 2 or more students.<br> <br>**0 ptsNo Marks** Examples of data collection, student work samples are not included OR assessment completed with one (1) student. | 3 pts |
    | This criterion is linked to a Learning OutcomeGrammar | **2 ptsFull Marks** 0-2 mistakes are present<br> <br>**1 ptsProficient** 3-4 mistakes are present<br> <br>**0 ptsNo Marks** 5 plus mistakes are present | 2 pts |

    **EDSN640FormativeAssessmentAssignment310-29-24-31.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn640formativeassessmentassignment310-29-24-31-docx-10315751)

    **EDSN640FORMATIVEASSESSMENTTEMPLATE11-14-24-8c1263f2-3042-4a18-a707-06db7fc775651.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn640formativeassessmenttemplate11-14-24-8c1263f2-3042-4a18-a707-06db7fc775651-docx)

    **## annotated-MSMath-StudentAchievementChart-1.docx1.pdf**

    Student Achievement Chart (SAC)

    Standard(s):
    Content: 7.RP.3 – Use proportional relationships to solve multistep ratio and percent problems.
    Examples: simple interest, tax, markups, and markdowns, gratuities and commissions, fees,
    percent increase and decrease, and percent error.

    Literacy (6-12): Craft & Structure – Interpret words and phrases as they are used in a text,
    including determining technical, connotative, and figurative meanings, and analyze how
    specific word choices shape meaning or tone.

    Objective/LT for Pre-assessment:
    Leaming Target: I can calculate and interpret percent error, with an accuracy of 3 out of 4 times.
    Objectives: Students will be able to …

    calculate the actual value when given the percent error by organizing the given information
    appropriately with an accuracy of 3 ( out of 4) or better.
    calculate the percent error when given the actual value by organizing the given information
    appropriately with an accuracy of 3 ( out of 4) or better.
    draw conclusions about the percent error, actual value, and accepted value in the context of the
    situation by analyzing various real-world applications with an accuracy of 3 ( out of 4) or
    better.

    Objective/LT for Post-assessment:
    Leaming Target: I can calculate the discount, sales price, and original price of items, and compare the two
    to determine the difference, at least 3 out of 5 times.
    Objectives: Students will be able to …

    interpret word problems by organizing key information in word problems; at least 2-3 key
    pieces of information for setting up the proportions.
    calculate the sale price; (1) Relating clue words in the word problems, (2) Recalling the
    Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
    values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
    better.
    calculate the original price; (1) Relating clue words in the word problems, (2) Recalling the
    Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
    values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
    better.
    calculate the discount;(!) Relating clue words in the word problems [Discount is subtraction],
    (2) Recall the Percentage Formula, (3) Setting up the proportion appropriately [substituing in
    the given values], (4) Solving for the variable in the proportion, (5) Subtracting the discount

    from the original; Mastery is an accuracy of 4 ( out of 5) or better.

    Description of Student Work in Each
    A Mastery Levels Mastery Category

    ssessment

    Data Outcomes:

    **## Module9-DataCollectionfromFormativeAssessmentimplementationwithfinalformativeassessment.docx**

    Instruction:

    For this submission make sure that you include your approved Formative Assessment (on the
    [formative assessment template](https://touro.instructure.com/courses/137899/files/11191605?wrap=1) [Download formative assessment template](https://touro.instructure.com/courses/137899/files/11191605/download?download_frd=1)) with all of the components (These should be the ones you previously submitted) :

    · Learning Standards

    · Learning Targets

    · Developmental Learning Targets

    ·
    [Formative Assessment](https://touro.instructure.com/courses/137899/files/11189326?wrap=1) [Download Formative Assessment](https://touro.instructure.com/courses/137899/files/11189326/download?download_frd=1) including: directions given to students, instructional materials,
    [completed SAC  (sample)](https://touro.instructure.com/courses/137899/files/11189892?wrap=1) [Download completed SAC  (sample)](https://touro.instructure.com/courses/137899/files/11189892/download?download_frd=1), preassessment, all rubrics/answer keys/data collection sheets, as appropriate. (All sections are completed on the template).

    Discuss the method in which you will evaluate students as they (Where will they be? How will the data be collected? etc) and how you will keep ongoing records.

    This should be at least two paragraphs long and include samples of instructional materials, data collection sheets/checklists used during the lesson.

    **Formative Assessment Data Collection**

    | | | |
    | — | — | — |
    | Formative Assessment Data Collection |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeFormative Assessment Sections Included | **4 ptsFull Marks** Plan includes ALL: standards, measurable and aligned LO/LTs, activation of prior knowledge, academic vocabulary, Questioning (EQ/GQs to produce HOT), technology applications, all assessments (preassessment, formative/summative- includes peer and self assessment), step by step instructional delivery instructions.<br> <br>**3 ptsProficient** Four of the five sections are included : Lesson plan includes: standards, measurable and aligned LO/LTs, activation of prior knowledge, academic vocabulary, Questioning (EQ/GQs to produce HOT), technology applications, all assessments (preassessment, formative/summative- includes peer and self assessment), step by step instructional delivery instructions.<br> <br>**2 ptsNovice** Three of five sections are included : Lesson plan includes: standards, measurable and aligned LO/LTs, activation of prior knowledge, academic vocabulary, Questioning (EQ/GQs to produce HOT), technology applications, all assessments (preassessment, formative/summative- includes peer and self assessment), step by step instructional delivery instructions.<br> <br>**1 ptsMarks** Two of five sections are included : Lesson plan includes: standards, measurable and aligned LO/LTs, activation of prior knowledge, academic vocabulary, Questioning (EQ/GQs to produce HOT), technology applications, all assessments (preassessment, formative/summative- includes peer and self assessment), step by step instructional delivery instructions.<br> <br>**0 ptsNo Marks** One or less of five sections are included : Lesson plan includes: standards, measurable and aligned LO/LTs, activation of prior knowledge, academic vocabulary, Questioning (EQ/GQs to produce HOT), technology applications, all assessments (preassessment, formative/summative- includes peer and self assessment), step by step instructional delivery instructions. | 4 pts |
    | This criterion is linked to a Learning OutcomeData Collection | **3 ptsFull Marks** Each step, four (4) of the formative assessment includes: 1. preassessment and postassessment data from SAC, 2. provides a detailed explanation on how data is collected and used throughout the assessment, 3. describes the types of differentiation used and 4. describes the student outcomes and next steps gleaned from the assessment data.<br> <br>**2 ptsProficient** Three (3) steps of the formative assessment includes: 1. preassessment and postassessment data from SAC, 2. provides a detailed explanation on how data is collected and used throughout the assessment, 3. describes the types of differentiation used and 4. describes the student outcomes and next steps gleaned from the assessment data.<br> <br>**1.5 ptsPartically Proficient** Two (2) steps of the formative assessment includes: 1. preassessment and postassessment data from SAC, 2. provides a detailed explanation on how data is collected and used throughout the assessment, 3. describes the types of differentiation used and 4. describes the student outcomes and next steps gleaned from the assessment data.<br> <br>**0 ptsNo Marks** One (1) piece or the formative assessment does not include data collection. | 3 pts |
    | This criterion is linked to a Learning OutcomeStudent Artifacts included | **3 ptsFull Marks** Examples of data collection include: 4 or more student work samples of formative assessment artifacts for 3 or more formative strategies used in the lesson with 2 or more students.<br> <br>**1.5 ptsProficient** Examples of data collection include: <4 student work samples of formative assessment artifacts for <4 formative strategies used in the lesson with 2 or more students.<br> <br>**1 ptsPartially Proficient** Examples of data collection include: <2 student work samples of formative assessment artifacts for <2 formative strategies used in the lesson with 2 or more students.<br> <br>**0 ptsNo Marks** Examples of data collection, student work samples are not included OR assessment completed with one (1) student. | 3 pts |
    | This criterion is linked to a Learning OutcomeGrammar | **2 ptsFull Marks** 0-2 mistakes are present<br> <br>**1 ptsProficient** 3-4 mistakes are present<br> <br>**0 ptsNo Marks** 5 plus mistakes are present | 2 pts |

    **EDSN640FormativeAssessmentAssignment310-29-24-31.docx**

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    – ## StudentWorkAnalysis_Math-12.pdf – ## StudentWorkAnalysis_ELA-12.pdf – ## annotated-MSMath-StudentAchievementChart.docx2.pdf – ## StudentWorkAnalysis-ELAelementary-11.pdf – Module12Task3FinalAssignment-AnalyticSummary.docx – MSStudentAchievementPartnersStudentAnalysisSheetSample-11.docx **## S…

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    Assignment Prompt & Instructions

    – ## StudentWorkAnalysis_Math-12.pdf

    – ## StudentWorkAnalysis_ELA-12.pdf

    – ## annotated-MSMath-StudentAchievementChart.docx2.pdf

    – ## StudentWorkAnalysis-ELAelementary-11.pdf

    – Module12Task3FinalAssignment-AnalyticSummary.docx
    – MSStudentAchievementPartnersStudentAnalysisSheetSample-11.docx

    **## StudentWorkAnalysis_Math-12.pdf**

    July 2017

    Student Work Analysis
    Lesson:

    Use this document to record information/evidence from the sample student work. Evidence
    should consider the Core Actions. Evidence recorded will be integrated into the Feedback
    Summary worksheet. Before analyzing student work, be sure to have first completed the
    student assignment.

    General notes and observations about the task:

    1. Which standard(s) and/or cluster(s) are targeted in this assignment? Are they grade-level
    standards?

    2. What is the mathematical purpose of the assignment?

    3. What aspect(s) of Rigor (conceptual understanding, procedural skill and fluency, and
    application) does the assignment address? Explain.

    Analyze the Student Work

    July 2017

    Analyzing Individual Student Samples:

    Student
    Work

    Sample

    What does the student’s work
    demonstrate about his/her

    understanding of the expectations of
    the assignment?

    What does the student’s work demonstrate
    about his/her proficiency with the

    requirements of the targeted standard?

    Student
    A

    Student
    B

    Student
    C

    July 2017

    Student
    D

    Student
    E

    Student
    F

    July 2017

    After looking at student work:

    1. How did the directions and/or prompts for the assignment allow students to demonstrate
    the requirements of the targeted standard(s)?

    2. How did the mathematical content of the assignment allow students to demonstrate the
    requirements of the targeted standard(s)?

    3. What patterns do you notice in the student work?

    ● What did students do consistently well?
    ● Were there any common errors?

    **## StudentWorkAnalysis_ELA-12.pdf**

    July 2017

    Student Work Analysis

    Lesson: _________________________________________

    Use this document to record information/evidence from the sample student work. Evidence should
    consider the Core Actions. Evidence recorded will be integrated into the Feedback Summary
    worksheet. Before analyzing student work, be sure to have first completed the student
    assignment.

    General notes and observations about the task:

    1. Does the task attend to any of the following? Note all that apply.

    ● The structure, concepts, ideas, events or details of the text?
    ● The words, phrases, and sentences within the text?
    ● Understanding the central ideas and development of the text?

    2. How does the task require students to use evidence from text(s) to demonstrate
    understanding and to support ideas about the text?

    3. Do the directions, prompts, and/or scoring guidelines for the task adequately provide or
    indicate opportunities for students to demonstrate the requirements of the targeted
    standard(s) for the task?

    Analyzing individual student samples (worksheet on back):

    1. What does the student’s work demonstrate about his/her understanding of the task?

    2. What does the student’s work demonstrate about the depth of his/her understanding of the
    text and topic?

    3. What does the student’s work demonstrate about his/her proficiency with the requirements of
    the targeted standards?

    (See worksheet on back)

    After looking at student work:

    1. On what aspects of the task have students generally performed well?

    2. Are there common errors made across the collection of student work?

    Analyze the Student Work

    July 2017

    Student Work Analysis Worksheet

    Student
    Work

    Sample

    What does the student’s
    work demonstrate about

    the depth of his/her
    understanding of the text

    and topic?

    What does the student’s
    work demonstrate about
    his/her understanding of

    the task?

    What does the student’s
    work demonstrate about

    his/her proficiency with the
    requirements of the targeted

    standard?

    Student
    A

    Student
    B

    Student
    C

    Student
    D

    Student
    E

    Note: For a collection of more than five samples of student work, print this page multiple times.

    **## annotated-MSMath-StudentAchievementChart.docx2.pdf**

    Student Achievement Chart (SAC)

    Standard(s):
    Content: 7.RP.3 – Use proportional relationships to solve multistep ratio and percent problems.
    Examples: simple interest, tax, markups, and markdowns, gratuities and commissions, fees,
    percent increase and decrease, and percent error.

    Literacy (6-12): Craft & Structure – Interpret words and phrases as they are used in a text,
    including determining technical, connotative, and figurative meanings, and analyze how
    specific word choices shape meaning or tone.

    Objective/LT for Pre-assessment:
    Leaming Target: I can calculate and interpret percent error, with an accuracy of 3 out of 4 times.
    Objectives: Students will be able to …

    calculate the actual value when given the percent error by organizing the given information
    appropriately with an accuracy of 3 ( out of 4) or better.
    calculate the percent error when given the actual value by organizing the given information
    appropriately with an accuracy of 3 ( out of 4) or better.
    draw conclusions about the percent error, actual value, and accepted value in the context of the
    situation by analyzing various real-world applications with an accuracy of 3 ( out of 4) or
    better.

    Objective/LT for Post-assessment:
    Leaming Target: I can calculate the discount, sales price, and original price of items, and compare the two
    to determine the difference, at least 3 out of 5 times.
    Objectives: Students will be able to …

    interpret word problems by organizing key information in word problems; at least 2-3 key
    pieces of information for setting up the proportions.
    calculate the sale price; (1) Relating clue words in the word problems, (2) Recalling the
    Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
    values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
    better.
    calculate the original price; (1) Relating clue words in the word problems, (2) Recalling the
    Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
    values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
    better.
    calculate the discount;(!) Relating clue words in the word problems [Discount is subtraction],
    (2) Recall the Percentage Formula, (3) Setting up the proportion appropriately [substituing in
    the given values], (4) Solving for the variable in the proportion, (5) Subtracting the discount

    from the original; Mastery is an accuracy of 4 ( out of 5) or better.

    Description of Student Work in Each
    A Mastery Levels Mastery Category

    ssessment

    Data Outcomes:

    **## StudentWorkAnalysis-ELAelementary-11.pdf**

    July 2017

    Student Work Analysis

    Lesson: Fantasy Text Features

    Use this document to record information/evidence from the sample student work. Evidence should

    consider the Core Actions. Evidence recorded will be integrated into the Feedback Summary

    worksheet. Before analyzing student work, be sure to have first completed the student

    assignment.

    General notes and observations about the task:

    1. Does the task attend to any of the following? Note all that apply.

    Students in group 1 were supported by the ESL teacher during the lesson. They asked appropriate

    questions during the read aloud and were able to identify 3/4 features of a fantasy text with the visuals

    using the graphic organizer. However, when it came time for individual work, these students struggled

    to meet the criteria for the create your own book cover. For example, students were only able to develop

    1 feature of a fantasy text independently and required explicit modeling and prompting from staff to

    develop a second.

    Level 2 student work example shows that the student was able to identify two features of a fantasy text

    – title and character. The student represented features of a fantasy text through drawing and writing.

    Although this student gave a clear response to the book cover assignment, they were only able to

    identify two features of the fantasy text when the criteria based on the rubric was three. This student

    showed initiative during the group work assignment and actively participated throughout the

    minilesson.

    Level 3 student work example shows that the student has a solid understanding of features of a fantasy

    text based on the create your own fantasy book cover activity. This student met the criterion for the

    assignment through drawing and writing her responses. She was able to use color representation to

    match her drawing, list one fantasy character, one fantasy setting and a fantasy title. This student

    exceeded the expectations and supported her peers positively throughout the group activity.

    Additionally, she participated throughout the lesson as well as asked and answered appropriate

    questions.

    2. How does the task require students to use evidence from text(s) to demonstrate

    understanding and to support ideas about the text?

    The task asks students to develop their own book cover of a fantasy text features. It

    requires them to use examples based on the evidence from the mini-lesson and the

    read aloud. It asks students to carefully analyze those examples and take note of

    which features apply to a fantasy text. By students creating their own fantasy book

    cover, they are playing the role of the author and illustrator. This factor ties into the

    essential question of why authors use certain fantasy text features.

    3. Do the directions, prompts, and/or scoring guidelines for the task adequately provide or

    indicate opportunities for students to demonstrate the requirements of the targeted

    standard(s) for the task?

    Analyze the Student Work

    July 2017

    Yes. The rubric provided a clear guide to students during the You Do portion of the lesson

    where students were asked to work individually. Additionally, the examples and clear

    modeling provide in the mini-lesson, and we do activity provided a solid foundation for

    students to be able to work independently and complete the task.

    Analyzing individual student samples (worksheet on back):

    1. What does the student’s work demonstrate about his/her understanding of the task?

    Level 1 – The student can analyze visuals of an informational text and fantasy text to determine which

    are which. The student also has a solid understanding of informational text features and can connect

    prior knowledge to the current activity/objective.

    Level 2 – The student met the criteria for the lesson objective and was able to identify two fantasy text

    features. The student should be given more concrete examples going forward and continue to have

    explicit modeling from staff.

    Level 3 – The student met the criteria for the activity as well as the objective of the lesson. She was able

    to identify more than 3 fantasy text features and provided clear responses through drawing and writing.

    This student can move on to additional features and begin to make connections to the self or real-world

    by analyzing those features.

    2. What does the student’s work demonstrate about the depth of his/her understanding of the

    text and topic?

    Most students advanced as per the data on the SAC. These students also showed more

    consistency within their work and their participation during the lesson was more active than

    usual. These students have a solid understanding of text features and are able to connect their new

    ideas to prior knowledge.

    3. What does the student’s work demonstrate about his/her proficiency with the requirements of

    the targeted standards?

    Please see the worksheet below.

    (See worksheet on back)

    After looking at student work:

    1. On what aspects of the task have students generally performed well?

    The students collaborated well in group activities. The students displayed creativity as well as

    understanding in their individual work. Students carefully used the rubric as a criterion for their

    assignment.

    2. Are there common errors made across the collection of student work?

    No.

    July 2017

    Student Work Analysis Worksheet

    Student

    Work

    Sample

    What does the student’s

    work demonstrate about

    the depth of his/her

    understanding of the text

    and topic?

    What does the student’s

    work demonstrate about

    his/her understanding of

    the task?

    What does the student’s

    work demonstrate about

    his/her proficiency with the

    requirements of the targeted

    standard?

    Student

    A

    Level 1

    The student can analyze

    visuals of an informational text

    and fantasy text to determine

    which are which. The student

    also has a solid understanding

    of informational text features

    and can connect prior

    knowledge to the current

    activity/objective.

    The student has some

    understanding of other text

    features such as informational

    text but should still work on old

    skills as well as new ones to

    make accurate comparisons or to

    be able to sort features. This

    student should still use concrete

    examples and be provided with

    visual supports as well as

    scaffolding for turn and talks.

    The student met the requirements

    of the objective with minimal

    support from ESL teacher. The

    student showed active

    participation throughout the

    lesson and can recognize two

    features of a fantasy text

    (character and title).

    Student

    B

    Level 2

    The student was able to

    identify two features of a

    fantasy text through drawing

    and writing their responses.

    The student needs more

    support in analyzing features to

    determine why it is being used.

    The student can benefit from

    concrete examples and

    exploring more fantasy texts.

    This student advanced as

    per the data on the SAC.

    These students also

    showed more consistency

    within their work and their

    participation during the

    lesson was more active

    than usual. This student

    has a solid understanding

    of text features and can

    connect their new ideas to

    prior knowledge.

    This student showed proficiency

    in their work and met the criteria

    for the lesson objective.

    However, before advancing to

    more complex skills, the student

    should continue to work on

    fantasy text features beyond

    character and title.

    Student

    C

    Level 3

    This student has a solid

    understanding of the lesson

    objective and can make

    connections using prior

    knowledge. This student is

    ready to advance to more

    complex reading

    comprehension skills that

    require analytical thinking.

    This student advanced as

    per the data on the SAC.

    This student also showed

    more consistency in her

    work. This student is ready

    to take it a step further and

    use text features to analyze

    authors purpose as well as

    make connections to self

    and real world.

    This student met the criteria for

    the lesson objective and is ready

    for more complex skills within

    the HMH curriculum.

    Note: For a collection of more than five samples of student work, print this page multiple times.

    **Module12Task3FinalAssignment-AnalyticSummary.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module12task3finalassignment-analyticsummary-docx)

    **MSStudentAchievementPartnersStudentAnalysisSheetSample-11.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/msstudentachievementpartnersstudentanalysissheetsample-11-docx)

    **MSStudentAchievementPartnersStudentAnalysisSheetSample-11.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/msstudentachievementpartnersstudentanalysissheetsample-11-docx)

    **## StudentWorkAnalysis_Math-12.pdf**

    July 2017

    Student Work Analysis
    Lesson:

    Use this document to record information/evidence from the sample student work. Evidence
    should consider the Core Actions. Evidence recorded will be integrated into the Feedback
    Summary worksheet. Before analyzing student work, be sure to have first completed the
    student assignment.

    General notes and observations about the task:

    1. Which standard(s) and/or cluster(s) are targeted in this assignment? Are they grade-level
    standards?

    2. What is the mathematical purpose of the assignment?

    3. What aspect(s) of Rigor (conceptual understanding, procedural skill and fluency, and
    application) does the assignment address? Explain.

    Analyze the Student Work

    July 2017

    Analyzing Individual Student Samples:

    Student
    Work

    Sample

    What does the student’s work
    demonstrate about his/her

    understanding of the expectations of
    the assignment?

    What does the student’s work demonstrate
    about his/her proficiency with the

    requirements of the targeted standard?

    Student
    A

    Student
    B

    Student
    C

    July 2017

    Student
    D

    Student
    E

    Student
    F

    July 2017

    After looking at student work:

    1. How did the directions and/or prompts for the assignment allow students to demonstrate
    the requirements of the targeted standard(s)?

    2. How did the mathematical content of the assignment allow students to demonstrate the
    requirements of the targeted standard(s)?

    3. What patterns do you notice in the student work?

    ● What did students do consistently well?
    ● Were there any common errors?

    **## StudentWorkAnalysis_ELA-12.pdf**

    July 2017

    Student Work Analysis

    Lesson: _________________________________________

    Use this document to record information/evidence from the sample student work. Evidence should
    consider the Core Actions. Evidence recorded will be integrated into the Feedback Summary
    worksheet. Before analyzing student work, be sure to have first completed the student
    assignment.

    General notes and observations about the task:

    1. Does the task attend to any of the following? Note all that apply.

    ● The structure, concepts, ideas, events or details of the text?
    ● The words, phrases, and sentences within the text?
    ● Understanding the central ideas and development of the text?

    2. How does the task require students to use evidence from text(s) to demonstrate
    understanding and to support ideas about the text?

    3. Do the directions, prompts, and/or scoring guidelines for the task adequately provide or
    indicate opportunities for students to demonstrate the requirements of the targeted
    standard(s) for the task?

    Analyzing individual student samples (worksheet on back):

    1. What does the student’s work demonstrate about his/her understanding of the task?

    2. What does the student’s work demonstrate about the depth of his/her understanding of the
    text and topic?

    3. What does the student’s work demonstrate about his/her proficiency with the requirements of
    the targeted standards?

    (See worksheet on back)

    After looking at student work:

    1. On what aspects of the task have students generally performed well?

    2. Are there common errors made across the collection of student work?

    Analyze the Student Work

    July 2017

    Student Work Analysis Worksheet

    Student
    Work

    Sample

    What does the student’s
    work demonstrate about

    the depth of his/her
    understanding of the text

    and topic?

    What does the student’s
    work demonstrate about
    his/her understanding of

    the task?

    What does the student’s
    work demonstrate about

    his/her proficiency with the
    requirements of the targeted

    standard?

    Student
    A

    Student
    B

    Student
    C

    Student
    D

    Student
    E

    Note: For a collection of more than five samples of student work, print this page multiple times.

    **## annotated-MSMath-StudentAchievementChart.docx2.pdf**

    Student Achievement Chart (SAC)

    Standard(s):
    Content: 7.RP.3 – Use proportional relationships to solve multistep ratio and percent problems.
    Examples: simple interest, tax, markups, and markdowns, gratuities and commissions, fees,
    percent increase and decrease, and percent error.

    Literacy (6-12): Craft & Structure – Interpret words and phrases as they are used in a text,
    including determining technical, connotative, and figurative meanings, and analyze how
    specific word choices shape meaning or tone.

    Objective/LT for Pre-assessment:
    Leaming Target: I can calculate and interpret percent error, with an accuracy of 3 out of 4 times.
    Objectives: Students will be able to …

    calculate the actual value when given the percent error by organizing the given information
    appropriately with an accuracy of 3 ( out of 4) or better.
    calculate the percent error when given the actual value by organizing the given information
    appropriately with an accuracy of 3 ( out of 4) or better.
    draw conclusions about the percent error, actual value, and accepted value in the context of the
    situation by analyzing various real-world applications with an accuracy of 3 ( out of 4) or
    better.

    Objective/LT for Post-assessment:
    Leaming Target: I can calculate the discount, sales price, and original price of items, and compare the two
    to determine the difference, at least 3 out of 5 times.
    Objectives: Students will be able to …

    interpret word problems by organizing key information in word problems; at least 2-3 key
    pieces of information for setting up the proportions.
    calculate the sale price; (1) Relating clue words in the word problems, (2) Recalling the
    Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
    values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
    better.
    calculate the original price; (1) Relating clue words in the word problems, (2) Recalling the
    Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
    values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
    better.
    calculate the discount;(!) Relating clue words in the word problems [Discount is subtraction],
    (2) Recall the Percentage Formula, (3) Setting up the proportion appropriately [substituing in
    the given values], (4) Solving for the variable in the proportion, (5) Subtracting the discount

    from the original; Mastery is an accuracy of 4 ( out of 5) or better.

    Description of Student Work in Each
    A Mastery Levels Mastery Category

    ssessment

    Data Outcomes:

    **## StudentWorkAnalysis-ELAelementary-11.pdf**

    July 2017

    Student Work Analysis

    Lesson: Fantasy Text Features

    Use this document to record information/evidence from the sample student work. Evidence should

    consider the Core Actions. Evidence recorded will be integrated into the Feedback Summary

    worksheet. Before analyzing student work, be sure to have first completed the student

    assignment.

    General notes and observations about the task:

    1. Does the task attend to any of the following? Note all that apply.

    Students in group 1 were supported by the ESL teacher during the lesson. They asked appropriate

    questions during the read aloud and were able to identify 3/4 features of a fantasy text with the visuals

    using the graphic organizer. However, when it came time for individual work, these students struggled

    to meet the criteria for the create your own book cover. For example, students were only able to develop

    1 feature of a fantasy text independently and required explicit modeling and prompting from staff to

    develop a second.

    Level 2 student work example shows that the student was able to identify two features of a fantasy text

    – title and character. The student represented features of a fantasy text through drawing and writing.

    Although this student gave a clear response to the book cover assignment, they were only able to

    identify two features of the fantasy text when the criteria based on the rubric was three. This student

    showed initiative during the group work assignment and actively participated throughout the

    minilesson.

    Level 3 student work example shows that the student has a solid understanding of features of a fantasy

    text based on the create your own fantasy book cover activity. This student met the criterion for the

    assignment through drawing and writing her responses. She was able to use color representation to

    match her drawing, list one fantasy character, one fantasy setting and a fantasy title. This student

    exceeded the expectations and supported her peers positively throughout the group activity.

    Additionally, she participated throughout the lesson as well as asked and answered appropriate

    questions.

    2. How does the task require students to use evidence from text(s) to demonstrate

    understanding and to support ideas about the text?

    The task asks students to develop their own book cover of a fantasy text features. It

    requires them to use examples based on the evidence from the mini-lesson and the

    read aloud. It asks students to carefully analyze those examples and take note of

    which features apply to a fantasy text. By students creating their own fantasy book

    cover, they are playing the role of the author and illustrator. This factor ties into the

    essential question of why authors use certain fantasy text features.

    3. Do the directions, prompts, and/or scoring guidelines for the task adequately provide or

    indicate opportunities for students to demonstrate the requirements of the targeted

    standard(s) for the task?

    Analyze the Student Work

    July 2017

    Yes. The rubric provided a clear guide to students during the You Do portion of the lesson

    where students were asked to work individually. Additionally, the examples and clear

    modeling provide in the mini-lesson, and we do activity provided a solid foundation for

    students to be able to work independently and complete the task.

    Analyzing individual student samples (worksheet on back):

    1. What does the student’s work demonstrate about his/her understanding of the task?

    Level 1 – The student can analyze visuals of an informational text and fantasy text to determine which

    are which. The student also has a solid understanding of informational text features and can connect

    prior knowledge to the current activity/objective.

    Level 2 – The student met the criteria for the lesson objective and was able to identify two fantasy text

    features. The student should be given more concrete examples going forward and continue to have

    explicit modeling from staff.

    Level 3 – The student met the criteria for the activity as well as the objective of the lesson. She was able

    to identify more than 3 fantasy text features and provided clear responses through drawing and writing.

    This student can move on to additional features and begin to make connections to the self or real-world

    by analyzing those features.

    2. What does the student’s work demonstrate about the depth of his/her understanding of the

    text and topic?

    Most students advanced as per the data on the SAC. These students also showed more

    consistency within their work and their participation during the lesson was more active than

    usual. These students have a solid understanding of text features and are able to connect their new

    ideas to prior knowledge.

    3. What does the student’s work demonstrate about his/her proficiency with the requirements of

    the targeted standards?

    Please see the worksheet below.

    (See worksheet on back)

    After looking at student work:

    1. On what aspects of the task have students generally performed well?

    The students collaborated well in group activities. The students displayed creativity as well as

    understanding in their individual work. Students carefully used the rubric as a criterion for their

    assignment.

    2. Are there common errors made across the collection of student work?

    No.

    July 2017

    Student Work Analysis Worksheet

    Student

    Work

    Sample

    What does the student’s

    work demonstrate about

    the depth of his/her

    understanding of the text

    and topic?

    What does the student’s

    work demonstrate about

    his/her understanding of

    the task?

    What does the student’s

    work demonstrate about

    his/her proficiency with the

    requirements of the targeted

    standard?

    Student

    A

    Level 1

    The student can analyze

    visuals of an informational text

    and fantasy text to determine

    which are which. The student

    also has a solid understanding

    of informational text features

    and can connect prior

    knowledge to the current

    activity/objective.

    The student has some

    understanding of other text

    features such as informational

    text but should still work on old

    skills as well as new ones to

    make accurate comparisons or to

    be able to sort features. This

    student should still use concrete

    examples and be provided with

    visual supports as well as

    scaffolding for turn and talks.

    The student met the requirements

    of the objective with minimal

    support from ESL teacher. The

    student showed active

    participation throughout the

    lesson and can recognize two

    features of a fantasy text

    (character and title).

    Student

    B

    Level 2

    The student was able to

    identify two features of a

    fantasy text through drawing

    and writing their responses.

    The student needs more

    support in analyzing features to

    determine why it is being used.

    The student can benefit from

    concrete examples and

    exploring more fantasy texts.

    This student advanced as

    per the data on the SAC.

    These students also

    showed more consistency

    within their work and their

    participation during the

    lesson was more active

    than usual. This student

    has a solid understanding

    of text features and can

    connect their new ideas to

    prior knowledge.

    This student showed proficiency

    in their work and met the criteria

    for the lesson objective.

    However, before advancing to

    more complex skills, the student

    should continue to work on

    fantasy text features beyond

    character and title.

    Student

    C

    Level 3

    This student has a solid

    understanding of the lesson

    objective and can make

    connections using prior

    knowledge. This student is

    ready to advance to more

    complex reading

    comprehension skills that

    require analytical thinking.

    This student advanced as

    per the data on the SAC.

    This student also showed

    more consistency in her

    work. This student is ready

    to take it a step further and

    use text features to analyze

    authors purpose as well as

    make connections to self

    and real world.

    This student met the criteria for

    the lesson objective and is ready

    for more complex skills within

    the HMH curriculum.

    Note: For a collection of more than five samples of student work, print this page multiple times.

    **Module12Task3FinalAssignment-AnalyticSummary.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module12task3finalassignment-analyticsummary-docx)

    **MSStudentAchievementPartnersStudentAnalysisSheetSample-11.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/msstudentachievementpartnersstudentanalysissheetsample-11-docx)

    **## StudentWorkAnalysis_Math-12.pdf**

    July 2017

    Student Work Analysis
    Lesson:

    Use this document to record information/evidence from the sample student work. Evidence
    should consider the Core Actions. Evidence recorded will be integrated into the Feedback
    Summary worksheet. Before analyzing student work, be sure to have first completed the
    student assignment.

    General notes and observations about the task:

    1. Which standard(s) and/or cluster(s) are targeted in this assignment? Are they grade-level
    standards?

    2. What is the mathematical purpose of the assignment?

    3. What aspect(s) of Rigor (conceptual understanding, procedural skill and fluency, and
    application) does the assignment address? Explain.

    Analyze the Student Work

    July 2017

    Analyzing Individual Student Samples:

    Student
    Work

    Sample

    What does the student’s work
    demonstrate about his/her

    understanding of the expectations of
    the assignment?

    What does the student’s work demonstrate
    about his/her proficiency with the

    requirements of the targeted standard?

    Student
    A

    Student
    B

    Student
    C

    July 2017

    Student
    D

    Student
    E

    Student
    F

    July 2017

    After looking at student work:

    1. How did the directions and/or prompts for the assignment allow students to demonstrate
    the requirements of the targeted standard(s)?

    2. How did the mathematical content of the assignment allow students to demonstrate the
    requirements of the targeted standard(s)?

    3. What patterns do you notice in the student work?

    ● What did students do consistently well?
    ● Were there any common errors?

    **## StudentWorkAnalysis_ELA-12.pdf**

    July 2017

    Student Work Analysis

    Lesson: _________________________________________

    Use this document to record information/evidence from the sample student work. Evidence should
    consider the Core Actions. Evidence recorded will be integrated into the Feedback Summary
    worksheet. Before analyzing student work, be sure to have first completed the student
    assignment.

    General notes and observations about the task:

    1. Does the task attend to any of the following? Note all that apply.

    ● The structure, concepts, ideas, events or details of the text?
    ● The words, phrases, and sentences within the text?
    ● Understanding the central ideas and development of the text?

    2. How does the task require students to use evidence from text(s) to demonstrate
    understanding and to support ideas about the text?

    3. Do the directions, prompts, and/or scoring guidelines for the task adequately provide or
    indicate opportunities for students to demonstrate the requirements of the targeted
    standard(s) for the task?

    Analyzing individual student samples (worksheet on back):

    1. What does the student’s work demonstrate about his/her understanding of the task?

    2. What does the student’s work demonstrate about the depth of his/her understanding of the
    text and topic?

    3. What does the student’s work demonstrate about his/her proficiency with the requirements of
    the targeted standards?

    (See worksheet on back)

    After looking at student work:

    1. On what aspects of the task have students generally performed well?

    2. Are there common errors made across the collection of student work?

    Analyze the Student Work

    July 2017

    Student Work Analysis Worksheet

    Student
    Work

    Sample

    What does the student’s
    work demonstrate about

    the depth of his/her
    understanding of the text

    and topic?

    What does the student’s
    work demonstrate about
    his/her understanding of

    the task?

    What does the student’s
    work demonstrate about

    his/her proficiency with the
    requirements of the targeted

    standard?

    Student
    A

    Student
    B

    Student
    C

    Student
    D

    Student
    E

    Note: For a collection of more than five samples of student work, print this page multiple times.

    **## annotated-MSMath-StudentAchievementChart.docx2.pdf**

    Student Achievement Chart (SAC)

    Standard(s):
    Content: 7.RP.3 – Use proportional relationships to solve multistep ratio and percent problems.
    Examples: simple interest, tax, markups, and markdowns, gratuities and commissions, fees,
    percent increase and decrease, and percent error.

    Literacy (6-12): Craft & Structure – Interpret words and phrases as they are used in a text,
    including determining technical, connotative, and figurative meanings, and analyze how
    specific word choices shape meaning or tone.

    Objective/LT for Pre-assessment:
    Leaming Target: I can calculate and interpret percent error, with an accuracy of 3 out of 4 times.
    Objectives: Students will be able to …

    calculate the actual value when given the percent error by organizing the given information
    appropriately with an accuracy of 3 ( out of 4) or better.
    calculate the percent error when given the actual value by organizing the given information
    appropriately with an accuracy of 3 ( out of 4) or better.
    draw conclusions about the percent error, actual value, and accepted value in the context of the
    situation by analyzing various real-world applications with an accuracy of 3 ( out of 4) or
    better.

    Objective/LT for Post-assessment:
    Leaming Target: I can calculate the discount, sales price, and original price of items, and compare the two
    to determine the difference, at least 3 out of 5 times.
    Objectives: Students will be able to …

    interpret word problems by organizing key information in word problems; at least 2-3 key
    pieces of information for setting up the proportions.
    calculate the sale price; (1) Relating clue words in the word problems, (2) Recalling the
    Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
    values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
    better.
    calculate the original price; (1) Relating clue words in the word problems, (2) Recalling the
    Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
    values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
    better.
    calculate the discount;(!) Relating clue words in the word problems [Discount is subtraction],
    (2) Recall the Percentage Formula, (3) Setting up the proportion appropriately [substituing in
    the given values], (4) Solving for the variable in the proportion, (5) Subtracting the discount

    from the original; Mastery is an accuracy of 4 ( out of 5) or better.

    Description of Student Work in Each
    A Mastery Levels Mastery Category

    ssessment

    Data Outcomes:

    **## StudentWorkAnalysis-ELAelementary-11.pdf**

    July 2017

    Student Work Analysis

    Lesson: Fantasy Text Features

    Use this document to record information/evidence from the sample student work. Evidence should

    consider the Core Actions. Evidence recorded will be integrated into the Feedback Summary

    worksheet. Before analyzing student work, be sure to have first completed the student

    assignment.

    General notes and observations about the task:

    1. Does the task attend to any of the following? Note all that apply.

    Students in group 1 were supported by the ESL teacher during the lesson. They asked appropriate

    questions during the read aloud and were able to identify 3/4 features of a fantasy text with the visuals

    using the graphic organizer. However, when it came time for individual work, these students struggled

    to meet the criteria for the create your own book cover. For example, students were only able to develop

    1 feature of a fantasy text independently and required explicit modeling and prompting from staff to

    develop a second.

    Level 2 student work example shows that the student was able to identify two features of a fantasy text

    – title and character. The student represented features of a fantasy text through drawing and writing.

    Although this student gave a clear response to the book cover assignment, they were only able to

    identify two features of the fantasy text when the criteria based on the rubric was three. This student

    showed initiative during the group work assignment and actively participated throughout the

    minilesson.

    Level 3 student work example shows that the student has a solid understanding of features of a fantasy

    text based on the create your own fantasy book cover activity. This student met the criterion for the

    assignment through drawing and writing her responses. She was able to use color representation to

    match her drawing, list one fantasy character, one fantasy setting and a fantasy title. This student

    exceeded the expectations and supported her peers positively throughout the group activity.

    Additionally, she participated throughout the lesson as well as asked and answered appropriate

    questions.

    2. How does the task require students to use evidence from text(s) to demonstrate

    understanding and to support ideas about the text?

    The task asks students to develop their own book cover of a fantasy text features. It

    requires them to use examples based on the evidence from the mini-lesson and the

    read aloud. It asks students to carefully analyze those examples and take note of

    which features apply to a fantasy text. By students creating their own fantasy book

    cover, they are playing the role of the author and illustrator. This factor ties into the

    essential question of why authors use certain fantasy text features.

    3. Do the directions, prompts, and/or scoring guidelines for the task adequately provide or

    indicate opportunities for students to demonstrate the requirements of the targeted

    standard(s) for the task?

    Analyze the Student Work

    July 2017

    Yes. The rubric provided a clear guide to students during the You Do portion of the lesson

    where students were asked to work individually. Additionally, the examples and clear

    modeling provide in the mini-lesson, and we do activity provided a solid foundation for

    students to be able to work independently and complete the task.

    Analyzing individual student samples (worksheet on back):

    1. What does the student’s work demonstrate about his/her understanding of the task?

    Level 1 – The student can analyze visuals of an informational text and fantasy text to determine which

    are which. The student also has a solid understanding of informational text features and can connect

    prior knowledge to the current activity/objective.

    Level 2 – The student met the criteria for the lesson objective and was able to identify two fantasy text

    features. The student should be given more concrete examples going forward and continue to have

    explicit modeling from staff.

    Level 3 – The student met the criteria for the activity as well as the objective of the lesson. She was able

    to identify more than 3 fantasy text features and provided clear responses through drawing and writing.

    This student can move on to additional features and begin to make connections to the self or real-world

    by analyzing those features.

    2. What does the student’s work demonstrate about the depth of his/her understanding of the

    text and topic?

    Most students advanced as per the data on the SAC. These students also showed more

    consistency within their work and their participation during the lesson was more active than

    usual. These students have a solid understanding of text features and are able to connect their new

    ideas to prior knowledge.

    3. What does the student’s work demonstrate about his/her proficiency with the requirements of

    the targeted standards?

    Please see the worksheet below.

    (See worksheet on back)

    After looking at student work:

    1. On what aspects of the task have students generally performed well?

    The students collaborated well in group activities. The students displayed creativity as well as

    understanding in their individual work. Students carefully used the rubric as a criterion for their

    assignment.

    2. Are there common errors made across the collection of student work?

    No.

    July 2017

    Student Work Analysis Worksheet

    Student

    Work

    Sample

    What does the student’s

    work demonstrate about

    the depth of his/her

    understanding of the text

    and topic?

    What does the student’s

    work demonstrate about

    his/her understanding of

    the task?

    What does the student’s

    work demonstrate about

    his/her proficiency with the

    requirements of the targeted

    standard?

    Student

    A

    Level 1

    The student can analyze

    visuals of an informational text

    and fantasy text to determine

    which are which. The student

    also has a solid understanding

    of informational text features

    and can connect prior

    knowledge to the current

    activity/objective.

    The student has some

    understanding of other text

    features such as informational

    text but should still work on old

    skills as well as new ones to

    make accurate comparisons or to

    be able to sort features. This

    student should still use concrete

    examples and be provided with

    visual supports as well as

    scaffolding for turn and talks.

    The student met the requirements

    of the objective with minimal

    support from ESL teacher. The

    student showed active

    participation throughout the

    lesson and can recognize two

    features of a fantasy text

    (character and title).

    Student

    B

    Level 2

    The student was able to

    identify two features of a

    fantasy text through drawing

    and writing their responses.

    The student needs more

    support in analyzing features to

    determine why it is being used.

    The student can benefit from

    concrete examples and

    exploring more fantasy texts.

    This student advanced as

    per the data on the SAC.

    These students also

    showed more consistency

    within their work and their

    participation during the

    lesson was more active

    than usual. This student

    has a solid understanding

    of text features and can

    connect their new ideas to

    prior knowledge.

    This student showed proficiency

    in their work and met the criteria

    for the lesson objective.

    However, before advancing to

    more complex skills, the student

    should continue to work on

    fantasy text features beyond

    character and title.

    Student

    C

    Level 3

    This student has a solid

    understanding of the lesson

    objective and can make

    connections using prior

    knowledge. This student is

    ready to advance to more

    complex reading

    comprehension skills that

    require analytical thinking.

    This student advanced as

    per the data on the SAC.

    This student also showed

    more consistency in her

    work. This student is ready

    to take it a step further and

    use text features to analyze

    authors purpose as well as

    make connections to self

    and real world.

    This student met the criteria for

    the lesson objective and is ready

    for more complex skills within

    the HMH curriculum.

    Note: For a collection of more than five samples of student work, print this page multiple times.

    **Module12Task3FinalAssignment-AnalyticSummary.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module12task3finalassignment-analyticsummary-docx)

    **MSStudentAchievementPartnersStudentAnalysisSheetSample-11.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/msstudentachievementpartnersstudentanalysissheetsample-11-docx)

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  • [Solved] Parent Letter

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Create a parent welcome letter with an overview of your philosophy about how children learn best. Your letter should include your background, communication opportunities and program expectations. A good welcome letter sets a positive start for the school year to build a harmonious relationship betwe…

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    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Assignment Prompt & Instructions

    Create a parent welcome letter with an overview of your philosophy about how children learn best.  Your letter should include your background, communication opportunities and program expectations. A good welcome letter sets a positive start for the school year to build a harmonious relationship between you as a teacher and the family for the child. This should include the philosophy developed in the "Personal Guidance Philosophy" that you previous completed.

  • [Solved] Creating a Family Handbook Section

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    As a future administrator of an early childhood education program, you will be responsible for communicating clearly and professionally with families. One of the most important tools for building trust and ensuring transparency is the **Family Handbook**. For this assignment, you will develop one se…

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    Assignment Prompt & Instructions

    As a future administrator of an early childhood education program, you will be responsible for communicating clearly and professionally with families. One of the most important tools for building trust and ensuring transparency is the **Family Handbook**. For this assignment, you will develop one section of a Family Handbook. Your writing should be inclusive, easy to understand, culturally responsive, and free from professional jargon or overly casual language.
    You will also explain how your section aligns with:
    1. Your **state's licensing requirements** (MY State is Louisiana),
    2. The **NAEYC Accreditation** **Standards**, and
    3. The **NAEYC Code of Ethical Conduct**
    ### **Instructions:**
    #### **Step 1: Choose** **ONE** **of the following handbook topics to write about:**
    – Health and Safety Policies (illness, medication, hygiene)
    – Daily Schedule and Curriculum Overview
    – Family Involvement and Communication
    – Inclusion and Diversity
    – Arrival and Departure Procedures
    – Nutrition and Meal Practices
    #### **Step 2: Write the Handbook Section**
    – **Audience:** Families with children enrolled in an early childhood program
    – Use **clear, accessible, and inclusive** language.
    – Avoid technical or "cute" language (e.g., instead of "our little friends," use "children").
    – Include examples that reflect **diverse family structures and cultural practices**.
    – Write as if this is the **final, professional version** that will be printed and distributed.
    #### **Step 3: Write an Alignment Explanation (short reflection, 1–2 paragraphs):**
    Explain how your section aligns with the following:
    – **State Licensing Requirements:** Find at least one relevant standard or regulation from a state of your choice and briefly cite it.
    – **NAEYC Accreditation Standards:** Identify at least one applicable standard (e.g., Relationships, Health, Curriculum, Assessment, Families).
    – **NAEYC Code of Ethical Conduct:** Choose one core value or ideal that guided your approach.
    **Typed, double-spaced, 12-pt font (Times New Roman or similar), clear section headings (e.g., "Family Communication Policy"), professional tone and grammar, and include references for licensing standards and NAEYC documents.**
    ### **Resources:**
    – NAEYC Accreditation Standards
    – NAEYC Code of Ethical Conduct
    – State licensing regulations (e.g., your state’s Department of Human Services or Child Care Licensing Office)