In the state of Georgia, the Criterion-Referenced Competency Test (CRCT) is used to measure student achievement in reading, English language arts and math in grades 1st through 8th. Also, the CRCT is used in science and social studies for students in grades 3rd through 8th. In the 8th grade the writing assessment, also called the Middle Grades Writing Assessment (MGWA). Students enrolled in the following subjects: algebra 1, geometry, U.S. history, economics, biology, physical science, 9th grade literature and American literature are given the End-of-Course Tests (EOCTs). Students in the 11th grade take the Georgia High School Writing test (GHSWT) in the fall and the Georgia High School Graduation test (GHSGT) in the spring in English Language Arts, math, science and social studies. High School Students must pass all the sections of the GHSGT and GHSWT in order to receive a diploma to graduate. These students are given four opportunities to retake the test before the end of the 12th grade. The CRCT, MGWA, EOCT, GHSWT and the GHSGT are standards-based tests, which measure how well students are mastering specific skills defined by the state of Georgia. These test scores are important for schools in Georgia because the state uses them to identify strengths and areas for improvement.
Personally, I agreed with using these tests to identify students strengths and weaknesses. These students do not need to feel pressured or stressed to pass these tests. The teachers should be allowed to give students more time to learn and understand the material presented to them. Some students need more time to learn the different ideas and concepts presented to them. In other words, it takes time and less pressure for our teachers and students to create a positive learning environment.
In Canada the CAT/3 test is designed to measure student progress in basic skills taught in schools across Canada. These specific skills include, reading, spelling, language, mathematics, and writing. The CAT/3 tests are norm-referenced which means it provide a general picture of a student's abilities by comparing his/her scores to the scores of the national group. The focus is on a certain target group which is selected and the student scores are reported. In the fall, all of the fourth and eighth graders complete the appropriate CAT/3 tests for their grade level. The results are useful both at the classroom and the division levels. At the classroom level, the results provide teachers with information for instructional planning. At the school division leave, the results, are used to monitor student achievement and to help focus resources toward particular skill areas.
Personally, the CAT/3 tests in Canada does not put pressure on the students and teachers to learn in a hurry. The CAT/3 focus on one particular group are students to represent the population. The results of the test are used by the teachers to help with instructional planning. Using the CAT/3 test would be very helpful to use for learning and improving student achievement and provide resources for particular areas.
References:
http://www.greatschools.org/students/local-facts-resources/testing-in-Ga.gs?content=434&print=true&frompa...
http://www.spsd.ca/division/ourresults/catversion3.html
Saturday, February 12, 2011
Saturday, January 29, 2011
A Child's Stressor
Child neglect is the only child stressor that I am familiar with. The situation occurred at work that consisted of a single mother who had four years old twin girls. Most of the time the girls would come to school without clean clothes, uncombed hair, hungry, dirty shoes. The girls would never bring back homework or papers that needed a parent signature. When the teacher asked the girls, where are your homework folders? The girls would say " we lost it". The girls never brought money to school to buy snacks, take pictures, or pay for a school t-shirt. One day, I caught one of the girls stealing out of the classroom, and the other girl was caught eating a snack out of the garbage can. This just broke my heart. I told the teacher what happen. She went to the school counselor. The counselor called Department of Family and Children Services. The Department of Family and Children Services told the school counselor to schedule an appointment to talk to the mother. The mother came to the school and the counselor told her about the situation concerning her twin daughters. The mother told the counselor, "she was a single, unemployed mother with three other children, living on welfare assistance". This is the best she can do. The school counselor told her" she understood her situation, but it is important to provide quality care for all your children." The counselor let the mother know that; the Department of Family and Children Services, could come and take all her children. The mother agreed to let the counselor and the Department of Family Services help her to provide quality care for all her children. After that day, the girls came to school well dressed, brought back homework, stop stealing, and the mother signed papers and attended parent conferences and other school events. All this mother needed was support and understanding from the teachers, school counselor, and the Department of Family and Children Service.
Child Poverty in Canada
Child poverty in Canada has gone from bad to worse. According to UNICEF's report on child poverty in Canada ranks near the bottom for children's well-being. This is unacceptable because Canada prides itself on being the best place in the world to live. Eight-one percent of single mothers with children under the age of seven live in poverty. When children grow up in poverty, they have more illnesses, perform poorly in school, have more mental problems, and earn less money when they become adults. The United Convention on the Rights of the Child obligates Canada to provide sufficient standard of living to all children. Unfortunately, this is not enough because thousands of Canadians children rely on food banks to have enough to eat. In order to provide help to overtake child poverty is to learn more about child poverty during research, write to the president and government to help end child poverty, and speak up for all children (Kielburger, 2010).
Reference
Kielburger, C. (2010), Free the Children -Child Poverty, Retrieved January 14, 2111, from
http://www.freethechildren.com/getinvolved/geteducated/childpoverty.htm
Child Poverty in Canada
Child poverty in Canada has gone from bad to worse. According to UNICEF's report on child poverty in Canada ranks near the bottom for children's well-being. This is unacceptable because Canada prides itself on being the best place in the world to live. Eight-one percent of single mothers with children under the age of seven live in poverty. When children grow up in poverty, they have more illnesses, perform poorly in school, have more mental problems, and earn less money when they become adults. The United Convention on the Rights of the Child obligates Canada to provide sufficient standard of living to all children. Unfortunately, this is not enough because thousands of Canadians children rely on food banks to have enough to eat. In order to provide help to overtake child poverty is to learn more about child poverty during research, write to the president and government to help end child poverty, and speak up for all children (Kielburger, 2010).
Reference
Kielburger, C. (2010), Free the Children -Child Poverty, Retrieved January 14, 2111, from
http://www.freethechildren.com/getinvolved/geteducated/childpoverty.htm
Saturday, January 15, 2011
Childhood Development and Public Health
Child Development and Public Health
Childhood Immunizations are important to me because; as a professional working in the field of education. It is vital that all children receive their vaccinations at an early age. It will help protect children against serious diseases that can cause disabilities and death. It is a family tradition in my house for all babies born to get vaccinated as soon as possible. In today’s society, all my nieces and nephews received their immunizations shots early, too. It is wise and important that children in your family get immunize as soon as possible. According to (Swierzewski, (2008), parents and caregivers should keep an accurate record of their child’s immunizations. This will help them to know when the next shot is due. In addition, it will help school age children from spreading life threatening diseases throughout the school and community.
In today's society it is important for young children to get vaccinated at an early age. Without immunizations, these young children chances of dying will increase tremendously. Measles used to be the most deathly disease in America, but measles have been eliminated. Parents are making sure their children receive their vaccinations (Delaney, 2003). Also, the cost for getting children immunize has declined, and with the help of different organizations working together to make this a world wide effort. Older children who are not immunized increases their risk for exposure to diseases.
Working as a professional in the field of education, I will continue to help make sure parents are educated about early immunization for their young children. Every child needs to gets the vaccines needed to grow up to be healthy, safe and ready to be successful.
Reference
Delaney, J. (2003), Global Action for Children, Vaccines, Retrieved January 11, 2111, from http://www.globalactionforchildren.org/index.php/advocacy/vaccines
Swierzewski, S. J. (2008), Overview of Childhood Immunizations, Retrieved January 11, 2111, from http://www.pediatrichealthchannel.com/childhood-immunizations/overview-of-child-vaccines.shtml
Saturday, January 8, 2011
Childbirth- In My life and Around the World
Write about a personal birthing experience. It can be your own birth, your child's birth, or one you took part in.
Although I have never gave birth to a child, I did go to the hospital with sister to have her first child. It was 6:00 in the morning on December 15, 1997, when my sister and me went to the hospital. My sister had to be put into labor because the baby was a week overdue. It seem like time had stop because it took forever for the medicine to work. Finally, my sister started having contraceptives. When she dilated enough my sister began to push again, and again until she had a regular vaginal delivery. At 3:12 p.m., I welcomed my niece into this world. She was beautiful to me because she had the most beautiful eyes I had ever seen. Also, I took part in naming her. I chose this example, this is the most special event that I took part in because that day I bonded with my niece and I became a mother, too. Giving birth is the most precious moment a mother can have. It means that God had blessed you with the responsibility to love and care for this child for life. Also, as a parent it is important to help this child to grow and develop to become a productive adult.
In India, I learned that most mothers have their baby delivered at home. This leave to complications that increases mothers death rate tremendously. In addition, pregnant mothers lack the right kind of prenatal care during pregnancy and proper medical care after the baby is born. This does not occur during with my sister because she had her baby in a healthy professional setting with educated and trained doctors and nurses. This comparison helped me to see how blessed and thankful we are as a nation to be able to receive the proper health care needed to deliver a health baby. Also, this helped me to see how much India needs our help to make sure future mothers are receiving the proper medical care needed to eliminate deaths in their country.
Although I have never gave birth to a child, I did go to the hospital with sister to have her first child. It was 6:00 in the morning on December 15, 1997, when my sister and me went to the hospital. My sister had to be put into labor because the baby was a week overdue. It seem like time had stop because it took forever for the medicine to work. Finally, my sister started having contraceptives. When she dilated enough my sister began to push again, and again until she had a regular vaginal delivery. At 3:12 p.m., I welcomed my niece into this world. She was beautiful to me because she had the most beautiful eyes I had ever seen. Also, I took part in naming her. I chose this example, this is the most special event that I took part in because that day I bonded with my niece and I became a mother, too. Giving birth is the most precious moment a mother can have. It means that God had blessed you with the responsibility to love and care for this child for life. Also, as a parent it is important to help this child to grow and develop to become a productive adult.
In India, I learned that most mothers have their baby delivered at home. This leave to complications that increases mothers death rate tremendously. In addition, pregnant mothers lack the right kind of prenatal care during pregnancy and proper medical care after the baby is born. This does not occur during with my sister because she had her baby in a healthy professional setting with educated and trained doctors and nurses. This comparison helped me to see how blessed and thankful we are as a nation to be able to receive the proper health care needed to deliver a health baby. Also, this helped me to see how much India needs our help to make sure future mothers are receiving the proper medical care needed to eliminate deaths in their country.
Wednesday, December 22, 2010
A Note of Thanks and Support
I want to thank all my fellow colleagues in Group 2. All of my fellow colleagues helped me to grow as a person, and gained new knowledge in the early childhood field. I enjoyed the eight weeks we spent together, and I am looking forward to working together again in future classes. Continue Sucess!
Merry Christmas and Happy Holidays
Merry Christmas and Happy Holidays
Saturday, December 18, 2010
Ideals in the NAEYC and the DEC Codes of Ethics
Ideals
1-1.9 - To advocate for and ensure that all children, including those with special needs, have access to the support services needed to be successful.
This is important to me because all children need someone to protect them and offer support as they began their education journey. All children are vulnerable and expects teachers and parents to make the right decisions that will lead them to become successful adults.
1-1.12 - To work with families to provide a safe and smooth transition as children and families move from one program to the next.
This is important to me because developing a open relationship with parents and teachers is a positive step in creating a healthy learning environment for children to learn. When parents and teachers are working together, children will be able to move from one program to the next. Parental involvement is important for all children to become good learners.
1-3A. 1 - To establish and maintain relationships of respect, trust, confidentiality, collaboration, and cooperation with co-workers.
This is important to me because when co-workers are not happy, our children can sense the turmoil. This will cause a lot of conflict in the work place. From personal experience, the teacher and me are not on the same page, and our children can sense the turmoil. When I say a child will give me five minutes of their recess time, the child will ask the teacher and she will say you can go play. This type of environment is not a healthy learning environment for children to learn.
Professional and Interpersonal Behavior
3. We shall serve as advocates for children with disabilities and their families and for the professionals who serve them by supporting both policy and programmatic decisions that enhance the quality of their lives.
Working in the field of early childhood education, it our duties to make sure all children and their families receive support that will help them to live successful lives, regardless of their disabilities.
1-1.9 - To advocate for and ensure that all children, including those with special needs, have access to the support services needed to be successful.
This is important to me because all children need someone to protect them and offer support as they began their education journey. All children are vulnerable and expects teachers and parents to make the right decisions that will lead them to become successful adults.
1-1.12 - To work with families to provide a safe and smooth transition as children and families move from one program to the next.
This is important to me because developing a open relationship with parents and teachers is a positive step in creating a healthy learning environment for children to learn. When parents and teachers are working together, children will be able to move from one program to the next. Parental involvement is important for all children to become good learners.
1-3A. 1 - To establish and maintain relationships of respect, trust, confidentiality, collaboration, and cooperation with co-workers.
This is important to me because when co-workers are not happy, our children can sense the turmoil. This will cause a lot of conflict in the work place. From personal experience, the teacher and me are not on the same page, and our children can sense the turmoil. When I say a child will give me five minutes of their recess time, the child will ask the teacher and she will say you can go play. This type of environment is not a healthy learning environment for children to learn.
Professional and Interpersonal Behavior
3. We shall serve as advocates for children with disabilities and their families and for the professionals who serve them by supporting both policy and programmatic decisions that enhance the quality of their lives.
Working in the field of early childhood education, it our duties to make sure all children and their families receive support that will help them to live successful lives, regardless of their disabilities.
Saturday, December 4, 2010
Course Resources/Additional Resources
Part 1: Position Statements and Influential Practices
The National Association for Family Child Care: http://www.nafcc.org/
The National Association for Family Child Care is a non-profit organization dedicated to promoting quality care by strengthening the profession of a family child care.
The National Association of Child Care Resources & Referral Agencies: http://www.naccrra.org/
The NACCRA is our nation's leading voice for child care. This program provide training and technical assistance to local and state CCR&R's that support high quality, accountable services. Early Childhood Focus, a Web site featuring daily news, clippings about child care and child welfare issues around the country.
Early Childhood News: http://www.earlychildhoodnews.com/
Early childhood News is an online resource for Teachers and Parents of children, from infants to age 8 years. Also, the latest topics in early childhood education discussed by experts, state licensing requirements, and a free newsletter Earlychildhood Newslink.
- NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from http://sylvan.live.ecollege.com/ec/courses/53036/CRS-CW-4603357/educ6005_readings/naeyc_dap_position_statement.pdf
- NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
- NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
- NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
- NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
- NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf
- Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, from http://www.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller
- FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snapshot, No. 33). Retrieved May 26, 2010, from http://www.fpg.unc.edu/~images/pdfs/snapshots/snap33.pdf
Note: The following article can be found in the Walden University Library databases.
- Turnbull, A., Zuna, N., Hong, J. Y., Hu, X., Kyzar, K., Obremski, S., et al. (2010). Knowledge-to-action guides. Teaching Exceptional Children, 42(3), 42–53.
Use the Academic Search Complete database, and search using the article's title.
- Article: UNICEF (n.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the Child. Retrieved May 26, 2010, from http://www.unicef.org/crc/files/Rights_overview.pdf
- Websites:
- World Forum Foundation
http://www.worldforumfoundation.org/wf/about.php
This link connects you to the mission statement of this organization. Make sure to watch the video on this webpage
- World Organization for Early Childhood Education
http://www.omep.org.gu.se/English/about_OMEP/
Read about OMEP’s mission.
- Association for Childhood Education International
http://acei.org/about/
Click on “Mission/Vision” and “Guiding Principles and Beliefs” and read these statements.
- World Forum Foundation
Note: Explore the resources in Parts 3 and 4 in preparation for this week’s Application assignment.
Part 3: Selected Early Childhood Organizations - National Association for the Education of Young Children
http://www.naeyc.org/
- The Division for Early Childhood
http://www.dec-sped.org/
- Zero to Three: National Center for Infants, Toddlers, and Families
http://www.zerotothree.org/
- WESTED
http://www.wested.org/cs/we/print/docs/we/home.htm
- Harvard Education Letter
http://www.hepg.org/hel/topic/85
- FPG Child Development Institute
http://www.fpg.unc.edu/main/about.cfm
- Administration for Children and Families Headstart’s National Research Conference
http://www.acf.hhs.gov/programs/opre/hsrc/
- HighScope
http://www.highscope.org/
- Children’s Defense Fund
http://www.childrensdefense.org/
- Center for Child Care Workforce
http://www.ccw.org/
- Council for Exceptional Children
http://www.cec.sped.org//AM/Template.cfm?Section=Home
- Institute for Women’s Policy Research
http://www.iwpr.org/index.cfm
- National Center for Research on Early Childhood Education
http://www.ncrece.org/wordpress/
- National Child Care Association
http://www.nccanet.org/
- National Institute for Early Education Research
http://nieer.org/
- Pre[K]Now
http://www.preknow.org/
- Voices for America’s Children
http://www.voices.org/pages/page.asp?page_id=22807
- The Erikson Institute
http://www.erikson.edu/
The National Association for Family Child Care: http://www.nafcc.org/
The National Association for Family Child Care is a non-profit organization dedicated to promoting quality care by strengthening the profession of a family child care.
The National Association of Child Care Resources & Referral Agencies: http://www.naccrra.org/
The NACCRA is our nation's leading voice for child care. This program provide training and technical assistance to local and state CCR&R's that support high quality, accountable services. Early Childhood Focus, a Web site featuring daily news, clippings about child care and child welfare issues around the country.
Early Childhood News: http://www.earlychildhoodnews.com/
Early childhood News is an online resource for Teachers and Parents of children, from infants to age 8 years. Also, the latest topics in early childhood education discussed by experts, state licensing requirements, and a free newsletter Earlychildhood Newslink.
Subscribe to:
Posts (Atom)