Answer & Explanation:Q1 The Internet has become an integral way schools and teachers communicate with students, families, and community members. Compare the online communication efforts of two teachers working in different schools and different districts.Assume you are a parent or guardian of at least one elementary student enrolled in each of your selected teacher’s classes, and complete and submit the “Survey of Teacher Websites and Communication Efforts” document from that point of view. Conclude this assignment by writing a 250-500-word summary of what you thought worked and what did not with the websites. Include one to three recommendations for each teacher to improve or make valuable additions to his or her website.APA style is not required, but solid academic writing is expectedQ2Using the “Class Profile” document Below, choose a grade
level and develop a comprehensive classroom and communication management plan.
Many of your prior assignments can be complied and revised, based on your
instructor’s feedback, to complete this benchmark. Your comprehensive classroom-
and communication-management plan should include the following elements:
1.
Introduction
with purpose statement for creating a classroom and communication management
plan and table of contents.
2.
Drawing
of your classroom arrangement.
3.
Description
of five classroom routines and how you will teach them, including the use of
technology.
4.
Description
of three classroom expectations and rules and how you will teach them.
5.
Description
of behavior reduction strategies and how they will be utilized.
6.
Description
of how you will communicate with and establish and maintain positive
relationships with families.
7.
Description
of how data related to student behaviors and responses will be collected and
used to inform classroom-management practices.
8.
An
overall intent to create a positive, student-centered, supportive learning
environment.
Your plan should be supported by
research.
Prepare this
assignment according to the APA
week_6.docx
week_6_survey.docx
Unformatted Attachment Preview
Using the “Class Profile” document Below, choose a grade level and develop a comprehensive classroom and communication management plan.
Many of your prior assignments can be complied and revised, based on your instructor’s feedback, to complete this benchmark. Your comprehensive
classroom- and communication-management plan should include the following elements:
1. Introduction with purpose statement for creating a classroom and communication management plan and table of contents.
2. Drawing of your classroom arrangement.
3. Description of five classroom routines and how you will teach them, including the use of technology.
4. Description of three classroom expectations and rules and how you will teach them.
5. Description of behavior reduction strategies and how they will be utilized.
6. Description of how you will communicate with and establish and maintain positive relationships with families.
7. Description of how data related to student behaviors and responses will be collected and used to inform classroom-management practices.
8. An overall intent to create a positive, student-centered, supportive learning environment.
Your plan should be supported by research.
Prepare this assignment according to the APA
Arturo
Yes
Bertie
No
Low
SES
Asian
Female
No
None
Grade
level
Beryl
No
Mid
SES
White
Female
No
NOTE: School
does not have
gifted program
Grade
level
Brandie
No
Low
SES
White
Female
No
Tier 2 RTI for
Math
Grade
level
Hispanic
Male
One year
below grade
level
One year
above grade
level
Two years
above grade
level
At grade level
At grade level
Med
No
At grade level
Low
Yes
At grade level
Med
Yes
One year
below grade
level
Low
No
Internet
Available
at Home
Parental
Involvement
Age
Grade
level
Math
Performance
Level
Other
No
Tier 2 RTI for
Reading
Low
SES
Reading
Performance
Level
IEP/504
Gender
Ethnicity
Socio-economic
Status
English Language
Learner
Student Name
Class Profile
Gender
IEP/504
Other
Age
Reading
Performance
Level
Math
Performance
Level
Parental
Involvement
No
Mid
SES
White
Female
No
Tier 2 RTI for
Math
Grade
level
Grade level
One year
below grade
level
Med
Yes
Diana
Yes
Low
SES
White
Female
No
Tier 2 RTI for
Reading
Grade
level
One year
below grade
level
At grade level
Low
No
Donnie
No
Mid
SES
African
American
Female
No
Hearing Aids
Grade
level
At grade level
At grade level
Med
Yes
Eduardo
Yes
Low
SES
Hispanic
Male
No
Tier 2 RTI for
Reading
Grade
level
One year
below grade
level
At grade level
Low
No
Emma
No
Mid
SES
White
Female
No
None
At grade level
At grade level
Low
Yes
Enrique
No
Low
SES
Hispanic
Male
No
Tier 2 RTI for
Reading
At grade level
Low
No
Fatma
Yes
Low
SES
White
Female
No
Tier 2 RTI for
Reading
One year
above grade
level
Low
Yes
Frances
No
White
Female
No
Diabetic
At grade level
At grade level
Med
Yes
Francesca
No
White
Female
No
None
At grade level
At grade level
High
No
Fredrick
No
Low
SES
White
Male
Learning
Disabled
Tier 3 RTI for
Reading and
Math
Grade
level
Grade
level
One year
above
grade level
No
No
Low
SES
Hispanic
Female
Learning
Disabled
Tier 2 RTI for
Math
Grade
level
Low
No
Jade
No
Mid
SES
African
American
Female
No
None
Grade
level
Two years
below grade
level
One year
below grade
level
One year
above grade
level
Very
High
Ines
Two years
below grade
level
One year
below grade
level
High
Yes
Mid
SES
Low
SES
Grade
level
One year
above
grade level
Grade
level
One year
below grade
level
One year
below grade
level
At grade level
Internet
Available
at Home
Ethnicity
Socio-economic
Status
English Language
Learner
Student Name
Dessie
Gender
IEP/504
Other
Age
Reading
Performance
Level
Math
Performance
Level
Parental
Involvement
High
SES
White
Male
Emotionally
Disabled
None
Grade
level
At grade level
One year
above grade
level
Med
Yes
No
Mid
SES
Native
American/
Pacific
Islander
Female
No
None
Grade
level
At grade level
At grade level
Med
Yes
Maria
No
Mid
SES
Hispanic
Female
No
NOTE: School
does not have
gifted program
Grade
level
At grade level
Two years
above grade
level
Low
Yes
Mason
No
Low
SES
White
Male
No
None
Grade
level
At grade level
At grade level
Med
Yes
Nick
No
Low
SES
White
Male
No
None
Grade
level
One year
above grade
level
At grade level
Med
No
Noah
No
Low
SES
White
Male
No
None
Grade
level
At grade level
At grade level
Med
Yes
Sharlene
No
Mid
SES
White
Female
No
None
Grade
level
One year
above grade
level
At grade level
Med
Med
Sophia
No
Mid
SES
White
Female
No
None
Grade
level
At grade level
At grade level
Med
Yes
Stuart
No
Mid
SES
White
Male
No
Allergic to
peanuts
Grade
level
One year
above grade
level
At grade level
Med
Yes
Terrence
No
Mid
SES
White
Male
No
None
Grade
level
At grade level
At grade level
Med
Yes
Wade
No
Mid
SES
White
Male
No
None
Grade
level
At grade level
Med
Yes
Wayne
No
High
SES
White
Male
Learning
Disabled
Tier 3 RTI for
Math
Grade
level
One year
below grade
level
High
Yes
Lolita
One year
above grade
level
Two years
below grade
level
Internet
Available
at Home
Ethnicity
Socio-economic
Status
English Language
Learner
Student Name
No
Kent
Other
Age
Learning
Disabled
Tier 3 RTI for
Math
Grade
level
Yung
No
Mid
SES
Asian
Male
No
NOTE: School
does not have
gifted program
One year
below
grade level
One year
below grade
level
Two years
above grade
level
Two years
below grade
level
Two years
above grade
level
Internet
Available
at Home
IEP/504
Male
Parental
Involvement
Gender
African
American
Math
Performance
Level
Ethnicity
Mid
SES
Reading
Performance
Level
Socio-economic
Status
English Language
Learner
No
Student Name
Wendell
Med
Yes
Low
Yes
Survey of Teacher Websites and Communication Efforts
Conclude this assignment by writing a 250-500-word summary of what you thought worked and what did not with the
websites. Include one to three recommendations for each teacher to improve or make valuable additions to his or her website.
APA style is not required, but solid academic writing is expected.
Teacher
website #1
Teacher
website #2
Informational Overview: What important facts are readily apparent?
What questions do you have for which you cannot find an answer?
First Impressions: What initial conclusions do you draw?
Strengths and Weaknesses: Describe the ease of navigation and
clarity,
how current and relevant the information is, and the scope of the site.
Second Look: How has your view of the district/school/teacher
changed as a result of your review and why?
Suggested Improvements: What are specific recommendations you
would make to change the sites. What is your rationale for these
changes.
Make note of any information or hyperlinks you would like to include on your classroom website.
Compare and
contrast your
findings
…
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