Objective:
To create a pros and cons list regarding 50–50 joint custody parenting from various perspectives and to evaluate your list. 

Assignment incomplete without self reflection

Scenario:
You  are a first-year teacher who has just learned that the parents of Kyla,  a child in your class, have divorced. Kyla’s mother tells you that she  and Kyla’s father are working out the details of a 50–50 joint custody  parenting arrangement for Kyla and her two older brothers. You imagine  that this new arrangement will be stressful for everyone concerned and  would like to have a deeper understanding of the possible implications.  Your director suggests you watch the video Divorce and Children. After  watching the video, you decide to clarify your thinking about what the  pros and cons of 50–50 shared parenting might be from the perspectives  of Kyla and her brothers. Next, you think about the possible  implications for Kyla’s parents. Last, you consider the pros and cons  from your point of view as well as that of the people who interact with  Kyla at school.

Focus Assignment

1.  Create a two-column pros and cons list to help clarify your thinking  about 50–50 joint custody parenting. List three possible pros and three  cons from Kyla and her brothers’ perspectives. Add a few sentences to  elaborate on your thinking about each pro and con. Now, list three  possible pros and three cons from Kyla’s parents’ perspectives. Finally,  list three possible pros and three cons from your perspective as Kyla’s  teacher and from the standpoint of the larger school community.

2.  Be sure to read the SELF-EVALUATION section below to guide your  thinking. Write your self-evaluation after you have completed your pros  and cons list.

Self-Evaluation

1. For each item on your pros and cons list:
     a. Explain how this item addresses the issues in the scenario.
   

2. Describe and justify how your pros and cons list would improve teaching and learning in the scenario.

  create a poster to summarize corporate involvement in child care and to evaluate your poster. Assignment not complete without the self evaluation

Scenario:
As a third-year  teacher, you have become increasingly involved in community events, such  as volunteering in a soup kitchen. Recently, a member of the Chamber of  Commerce, Mr. Rodriguez, invited you to give a talk to local business  leaders about the benefits for everyone when businesses create a culture  that helps families work and care well for their children. During your  talk, you decide to present a poster that outlines the benefits of  family-friendly policies for businesses. Mr. Rodriguez mentions that  some of the business owners in town are particularly concerned about  parents who lose time at work when their children are home sick. He asks  you for your ideas on how businesses can respond in a proactive way to  families who need child care assistance. Losing parents as workers  because they feel they must choose between their child and their  employer is another issue, according to Mr. Rodriguez.

Focus Assignment

1.  Create a poster, either by hand and then scanned in or by using digital  tools. On your poster, highlight three to four key benefits for  businesses when they adopt family-friendly policy policies for their  employees. Next, list three to four policies businesses can adopt to  help parents reduce stress and continue to be productive when their  children need to miss school due to illness. Last, list one to two big  ideas that would help relieve parental anxieties about feeling the need  to choose between their child and their livelihood.

2. Be sure to  read the SELF-EVALUATION section below to guide your thinking. Write  your self-evaluation after you have completed your poster.

Self-Evaluation

1. For each item on your poster:
     a. Explain how this item addresses the issues in the scenario.
     

2. Describe and justify how your poster would improve teaching and learning in the scenario.

Part 1

 How do young children learn to express their feelings appropriately?  What positive guidance methods facilitate children’s positive emotional  development? 

What are two positive guidance methods used by the preschool teachers? Describe how these methods support children’s emotional development. 

Part 2

Click on the link to view https://fod-infobase-com.proxy082.nclive.org/p_ViewVideo.aspx?xtid=10383&tScript=0. 

What are some of the physical, mental, and emotional disabilities brought on by FAS that may impact children in the classroom?

As you watch the film, Colleen Matterelli, a registered nurse and foster parent to children with FAS, brings  to light that children with FAS (and other delays that come from being  exposed to substances while in Utero) present with a variety of issues  that require support. It can be frustrating for the early childhood  provider because children with FAS are often very outgoing and friendly  and usually speak a lot. It is important to understand that when  supporting a child with a substance-induced disorder or delay such as  FAS, a child’s communication ability can be very misleading. There’s  a tendency to believe that because the child is outgoing and talkative,  they are typical in the expectation of their development, but that is  simply not true.  The misconceived assumption is that if a can do that, they understand how to interact appropriately in the classroom. Colleen discusses some markers  for children with fetal alcohol, including their ability to speak more  effectively than they comprehend. She brings to light that these  children often appear brighter than they are when these kids only understand or process about every third word that’s spoken. 

After viewing the video, discuss the significance of this in the early childhood classroom. 

1. How  do your thoughts change about the misconception that a child may be  intentionally misbehaving as opposed to the reality that primary  symptoms are behavioral because FAS and other related substance abuse  these children were exposed to in utero affect areas in the brain that  control behavior? 
2. What  additional strategies do you think you will need to add to guide and  support a child who needs support due to things they may have been  exposed to before they were even born? 

PART 1) A student’s IEP goals should be aligned with their needs described in the Present Levels of Academic Achievement and Functional Performance (PLAAFP). What type of data should a special education teacher include regarding present levels to ensure the IEP team has a comprehensive view of the student’s needs?

PART 2) Part of a students’ IEP is their transition plan. Who should have input into this section? Does this section possibly drive other outside representation to be present at the IEP meeting? If so, who could be some possible outside representatives? 

1.  Could the same math differentiation strategies be effective for students who are performing below grade level as well as those performing above grade level? Why or why not? (ONE RESOURCE)

2.  Students with IEPs often need additional support. What is the difference between making an accommodation and making a modification to address such a student’s needs? Provide examples related to math instruction. (ONE RESOURCE)