Education

first 2 pages: Select two or three instructional practices that meet the needs of students with diverse needs. Explain why you think these practices are effective and describe the ways that you will monitor students learning and progress. (Johnson, Musial, Hall & Gollnick, 2018) last 2 pages: In 1 – 2 written pages: Examine a teacher’s lesson plans in order to see the connections to curriculum and instructional strategies as well as to the learning objectives for the lesson(s) you are observing. What are the clear themes in terms of expectations for student learning? In what ways does the lesson facilitate students’ learning? (Johnson, Musial, Hall & Gollnick, 2018)

In your assignment this week, you will develop the learning scenario on which you will base most of your other assignments in this course. Your learning scenario can focus on a problem that exists in your current or past organization or a change requested by key stakeholders in the organization. Focus on who in the organization is being asked to change (target audience); what is currently taking place (“as is” state); and what stakeholders want to take place after a training or educational intevention (“to be” or “future” state). Keep your learning scenario simple with a focus on a single problem or change that you believe can be solved by training or education. Your learning scenario can be based on previous, present, or fictitious experiences. For example, if you are not an instructional designer, but have participated in a course or training program that did not meet the learning goals or close a performance gap, you might choose that learning scenario as your example. If you are currently an instructional designer or working in that role, you might choose an upcoming project or a portion of that project to work on for this assignment. As always, consult your professor if you need help formulating your learning scenario so that the scenario includes a clear learning need. Be sure to include the following components in your assignment: ·         Describe the learning scenario with comprehensive detail. Be sure to identify the current state (“as is”) and the desired future state (“to be”). Use fictitious names of individuals and organizations, even if the scenario is not based on actual events. Developing your own learning scenario is how you get to tailor the assignment to your interests and experiences. This approach is often referred to as a learner-centered design. ·         Analyze the learning need in the scenario. Start by describing the learning need and how you know it is a learning need. ·         Justify which model (problem, innovation, discrepancy) you think would be most appropriate in conducting the needs assessment. ·         Discuss any ethical, legal, or political factors that might influence the identification or analysis of the learning need or needs assessment model. For example, would the organization be liable to pay penalties if your analysis revealed than mandated safety training had not occurred and was necessary? What if executives put pressure on you to overlook certain findings in favor of their own perspectives? Length: 4 pages, excluding title and reference pages References: Include a minimum of 3 scholarly resources. BELOW IS SOME INFORMATION THAT WILL HELP Your learning scenario can focus on a problem that exists in your current or past organization or a change requested by key stakeholders in the organization.         Problem Developmental Courses how community colleges are moving away from Developmental courses and using a new model called. “Guided Pathways” Focus on who in the organization is being asked to change (target audience); what is currently taking place (“as is” state); and what stakeholders want to take place after a training or educational intervention (“to be” or “future” state).         Students and Faculty Keep your learning scenario simple with a focus on a single problem or change that you believe can be solved by training or education.         Single problem “Developmental Courses the need or the to get rid of them” Your learning scenario can be based on previous, present, or fictitious experiences   The learning experience for this assignment comes from a study that I as the student did for a research project.

i want to write a paper comparing the education system in singapore and india and then on finland and india and be able to infer what are the distinguishing factors that make those two countries be at the top in school education and see how the same can be adopted for india my topic is ‘unification of syllabus across schools in India’ ie., research on whether having a common curriculum and syllabus for the whole country will help the country come to the top in education or not for which i want to write a paper comparing the education system in singapore and india and then on finland and india and be able to infer what are the distinguishing factors that make those two countries be at the top in school education and see how the same can be adopted for india the above is what i want to write the first paper on i do not have a good guide, he has left it all to me, so i need to first submit one good paper for publication in order to move forward with my work i dont know if the expert team will later on find fault with my work. if they do, i’m planning to take in all the inputs for the next submission

A career action plan is a document that thoughtfully outlines steps you plan to take to reach your specific career/life goals. For this class, you will develop career action plan that clearly describes goals you hope to achieve in order to reach degree completion. Your action plan will also plot the career path you wish to initiate and follow over the next five years (post-graduation) so that you can achieve career success.  The action plan will: describe goals that are realistic, measurable and attainable identify responsibilities of the student propose a specific timetable for completing goals identify resources needed to complete the goals identify potential barriers to achieving the goals and describe actions to overcome these barriers The career action plan, which must be written in complete paragraphs, should be at least 4 -5 pages in length.  It will highlight your primary career interest(s), long and short term goals, resources available to help you achieve your goals and possible barriers you may encounter.  Your plan must also include a realistic timeline for you to follow. For ideas on developing your plan, you might want to check out available academic resources at Mapping Your Future at http://mappingyourfuture.org/Undergraduates/  and career resources by visiting Science Careers atscjobs.sciencemag.org/ , Careers in Science at www.sciencebuddies.org/science-fair-projects/science_careers.shtml, or New Scientist jobs at http://jobs.newscientist.com/ .    Clearly state your main academic and career goals: (At least three goals must be mentioned)(long term and short term goals must be identified). NB: I AM A BIOTECHNOLOGY MAJOR. I WANT TO ENTER OPTOMETRY SCHOOL. I AM ALSO IN THE ARMY   Clearly state your main academic and career goals : (At least three goals must be mentioned (long term and short term goals must be identified).   Describe goals that are realistic, measurable and attainable :(Fully explain your goals and the actions needed to achieve those goals) The actions must be realistic and must demonstrate how the activities you propose will help you reach your goals.   Propose a specific timetable for completing goals: Develop a realistic time table that demonstrates you have researched how long your goals will take.   Identify resources needed to complete the goals: Clearly explain what people, organizations, activities, support structures, etc. you have available or might access to help you reach your goals. Identify potential barriers to achieving the goals and describe actions to overcome these barriers   ***Clearly explain any barriers that could hinder your progress or that could threaten your ability to achieve your goals.  Also, identify realistic solutions that you could put in place to oppose those barriers

Caregiving Paper – Students will read an assigned article, complete a summary chart and then write a summary and reflection of the importance of responsive caregiving in the early experiences of children. The rubric will be useful in knowing how to complete the assignment and can be found in the Projects folder along with the assignment.

Secondary Post Length: minimum of 200 words per post NCAA 23 hours ago Intercollegiate athletic programs benefit highly from the formation of the NCAA as an organization. Smith (2000) highlighted, “In the years before the formation of the NCAA, schools wrestled with the same issues that we face today: the extreme pressure to win, which is compounded by the commercialization of sport, and the need for regulations and a regulatory body to ensure fairness and safety“ (p. 12). Because we live in such a dynamic world that is everchanging, the rules of sports seem to be in question each year. “Member representatives serve on committees that propose rules and policies surrounding college sports. Members ultimately decide which rules to adopt – everything from recruiting and compliance to academics and championships – and implement them on campus” (NCAA, n.d.-a, Who Makes the Rules?, para. 1). This area becomes a challenge because you still want to respect the foundation of the sport and the pure joy that athletes experience while playing but still finding a healthy balance with safety. Smith (2000) reiterated, “This proliferation of rules and the development of increasingly sophisticated regulatory systems necessary to enforce those rules, together with the importance that attaches to enforcement decisions, both economically and in terms of an institution’s reputation (and derivatively its chief executive officer’s career), places great strain on the capacity of the NCAA to govern intercollegiate athletics“ (p. 22). Previously being on the academic support end of intercollegiate athletics had its perks and downfalls. Numerous of the athletes had been continuously passed through the educational system due to their highly respected talents. Unfortunately, that all came to light when they were thrown into an independent academic environment in college. I wish that there was more of an impact at the secondary level so athletes would feel more prepared and successful with their academics. The most positive and recent change I came across was that as of the past school year, a portion of NCAA’s revenue is being disbursed to D1 schools in support of their student-athletes’ academic performance (NCAA, n.d.-b). I think this is an area where the NCAA has room for growth and will continue to strive for a well-rounded experience for all student-athletes. “The values of hard work, striving for excellence, respect for others, sportsmanship and civility, team play, persistence, and resilience that underlie the ideal of sport should be brought into the developmental aspects of a college education affecting all students” (Brand, 2006, p. 19). “Over the past 150 years, the desire to win at virtually any cost, combined with the increases in public interest in intercollegiate athletics, in a consumer sense, have led inexorably to a highly commercialized world of intercollegiate athletics” (Smith, 2000, p. 21). Intercollegiate athletics will only continue to grow in the future; these programs are the driving force of publicity and marketing to increase admissions for many colleges and universities. “Public interest in sport at the intercollegiate level, which had always been high, continued to increase in intensity, particularly as successful and entertaining programs developed, and also with increasing access to higher education on the part of students from all segments of society“ (Smith, 2000, p. 13). Many humans have an instinct to be competitive personally or to support a competitive environment. The NCAA is built on a set of values that has the chance to withstand the pressure from society. Brand (2006) concludes, “Intercollegiate athletics can, and should be, a positive part of undergraduate education and campus culture” (p. 19). References Brand, M. (2006). The Role and Value of Intercollegiate Athletics in Universities. Journal of the Philosophy of Sport, 33(1), 9–20. http://eds-b-ebscohost-com.tu.opal-libraries.org/eds/pdfviewer/pdfviewer?vid=2&sid=d76a6951-6eb9-47c2-a13d-e7aacace842c%40sessionmgr103 NCAA. (n.d.-a). NCAA 101: What is the NCAA? http://www.ncaa.org/about/resources/media-center/ncaa-101/what-ncaa NCAA. (n.d.-b). NCAA 101: Where does the money go? http://www.ncaa.org/about/where-does-money-go Smith, R. K. (2000). A Brief History of the National Collegiate Atheltic Association’s Role in Regulating Intercollegiate Athletics. Marquette Sports Law Review, 11(1), 9–22. http://scholarship.law.marquette.edu/cgi/viewcontent.cgi?article=1393&context=sportslaw

General Directions: Review instructions for written assignments in the course syllabus. Review the rubric for further clarity of expectations. This follow up requires a reference page.  Make sure that the assignment is well written, free of technical errors, is clearly organized, and uses APA format appropriately. Please label each part and develop the parts in the order given.  Remember to carefully proof your work before handing it in.   Standards:  This follow-up aligns to the following Professional Standards for Educational Leaders 2015 (PSEL):               Standard 1:  Mission, Vision, and Core Values             Effective educational leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality education and academic success and well-being of each student. a)     Develop an educational mission for the school to promote the academic success and well-being of each student. b)    In collaboration with members of the school and the community and using relevant data, develop and promote a vision for the school on the successful learning and development of each child and on instructional and organizational practices that promote such success. c)     Articulate, advocate, and cultivate core values that define the school’s culture and stress the imperative of child-centered education; high expectations and student support; equity, inclusiveness, and social justice; openness, caring, and trust; and continuous improvement. d)    Strategically develop, implement, and evaluate actions to achieve the vision for the school. e)     Review the school’s mission and vision and adjust them to changing expectations and opportunities for the school, and changing needs and situations of students. f)     Develop shared understanding of and commitment to mission, vision, and core values within the school and the community. g)    Model and pursue the school’s mission, vision and core values in all aspects of leadership.   Standard 3. Equity and Culturally Responsiveness a)  Ensure that each student is treated fairly, respectfully, and with an understanding of each student’s culture and context. b)  Recognize, respect, and employ each student’s strengths, diversity, and culture as assets for teaching and learning. c)  Ensure that each student has equitable access to effective teachers, learning opportunities, academic and social support, and other resources necessary for success. d)  Develop student policies and address student misconduct in a positive, fair, and unbiased manner. e)  Confront and alter institutional biases of student marginalization, deficit-based schooling, and low expectations associated with race, class, culture and language, gender and sexual orientation, and disability or special status. f)  Promote the preparation of students to live productively in and contribute to the diverse cultural contexts of a global society. g)  Act with cultural competence and responsiveness in their interactions, decision making, and practice. h)  Address matters of equity and cultural responsiveness in all aspects of leadership.               Standard 8d:  Meaningful Engagement of Families and Communities             d) Maintain a presence in the community to understand its strengths and needs, develop productive relationships, and engage its resources for the school.               Standard 9a: Effective educational leaders manage school operations and resources to promote each student’s academic success and well-being. a)     Institute, manage, and monitor operations and administrative systems that promote the mission and vision of the school.          Parts A – D       Part A: Development of the student’s values, mission and vision statements   Your written statement of your values/principles as an educator. Your mission statement for your classroom/office. Your vision statement for your classroom/office. All statements should be developed using relevant data, and practices that promote successful learning and development for every student.    Part B: Plan for Involving the School Community in the Developing, Implementing and Monitoring Shared Values, Vision, and Mission Develop a plan that will facilitate the development, implementation and evaluation of your shared values, vision, and mission by the entire school community (parents, business partners, and community services).  The plan shall include: A.    Action steps B.    A timeline C.    Person(s) responsible D.    Be sure to reference course materials used to develop your statements.   Be sure to specify strategies for equity of educational opportunity and culturally responsive practices and gaining community support and involvement. (Reviewing strategies in FNO, Principle 5 may be helpful) The plan may be done as a chart.   Part C:  Standards Alignment How do your written shared values, vision, and mission statements, as well as your implementation plans align with the PSEL standards 1, 8d and 9a? Be sure to reference course materials used to develop your response.   Part D:  Writing/Editing Your writing is free from errors APA 6 format is used Your submission is appropriately labeled by sections A reference page is included                                 Name__________________________________    Date____________________________   RUBRIC: ED 671 Follow Up 1:  Parts A – D   Score Possible Score Parts   11 – 15 Part A.  Development of the student’s values, mission and vision statements The values, mission, and vision statements demonstrate a thorough, accurate, and highly insightful understanding of each type of statement, including data, and successful practices.    6 – 10 The values, mission, and vision statements demonstrate an adequate, and somewhat accurate, and insightful understanding of each type of statement including data, and successful practices.   2 – 5 The values, mission, and vision statements demonstrate an inaccurate and limited understanding of each type of statement including data, and successful practices.   0-1 The values, mission, and vision statements demonstrate an incomplete understanding of the three types of statements including data, and successful practices.    11 – 15 Part B. Plan for Involvement, Implementation, and Evaluation The plan is described with thorough detail and the necessary steps/actions needed to implement, evaluate, and promote community involvement of the shared values, vision, and mission.   6 –  10 The plan is described with adequate detail the necessary steps/actions needed to evaluate, and promote community involvement of the shared values, vision, and mission.   2 – 5 The plan is described with little detail the necessary steps/ actions needed to implement, evaluate, and promote community involvement of the shared values, vision, and mission.   0 – 1 There is no plan for implementation, evaluation or promotion of community support.     11 – 15 Part C Standards Alignment A clear and thorough explanation is provided on how the shared values, vision, and mission statements align with Standards 1, 3 and 8d. There is a clear and thorough explanation of how the implementation plan aligns with Standard 9a.   6 – 10 A clear and adequate explanation is provided on how the shared values, vision, and mission statements align with Standards 1, 3 and 8d. There is a clear and adequate explanation of how the implementation plan aligns with Standard 9a.   2 – 5 A limited explanation is provided on how the shared values, vision, and mission statements align with Standards 1, 3 and 8d. There is a limited explanation of how the implementation plan aligns with Standard 9a.   0 – 1 There is no evidence provided to show how the shared values, vision, and mission statements align with Standards 1, 3 and 8d. There is no evidence provided to show how the implementation plan aligns with Standard 9a.   4 -5 Part D. Communication The document is very well written, free of technical errors, is clearly organized, uses APA format appropriately including the references page.   3 The document is generally well written and organized.  Some additional editing is needed to correct technical writing errors.   APA format is not always used appropriately including the references page.   2 The document lacks clarity and/pr needs to be better organized.  Much additional editing is needed.  APA format is not used appropriately and/or the references page is incomplete.   0 -1 The document is not well organized, and/or the writing lacks clarity.  Extensive editing is needed.  APA format is not used and/or the references page is missing. Grand Total A – D   Possible points 50

(2500 words, 50 percent of module mark).   General instructions: 15 Social Research method books and 10 journal, books, newspapers, academic papers. If you do not use Social research methods books, your work is not acceptable.   The proposal must show extensive engagement with both topic specific and research methods literature; and be properly referenced throughout. Anything less than 25sources would be a source of concern. Each section marked * should be given equal weight and be about 700-750 words in length.   That will leave about 250-400 words for the Preliminary Time table. The word limit does not include the bibliography or the 335 words of the form itself.   Full title of dissertation Education and youth unemployment in Afghanistan since, 2001 to 2018.   Dissertation question How can the post Education unemployment problems in Afghanistan can be solved?   OBJECTIVES:   1.     Does Afghanistan education match international standard? 2.     How the students prepared for gainful employment in Afghanistan? 3.     Is it better to establish more colleges and vocational training for students to study compare to university? 4.     why the graduated students are unemployed and what are the main causes of unemployed students?   Aims: what is the purpose of your research and what do you aim to discover or establish? The purpose of this paper is to investigate How can the post Education unemployment problems in Afghanistan can be solved? And what are the solution for these problems?  The solution is Afghanistan education system need to be up to date for current business market. In Afghanistan children should start English when they go to kindergarten or 7 years old,  in Afghanistan children start school when they are 7 years old. Research context, relevance and novelty: What is the background to your research? What existing research or debates will you be engaging with?   ·      Afghanistan Education history since, King Amanullah to present ·      Afghanistan education compare to international standard ·      Comparing Afghanistan and Pakistan education system and success ·      What is the role of Afghanistan economy in providing jobs for graduate students? ·      ( I believe, it is unnecessary for the majority students to study at university, while they can study in college and gain some experience in the companies and organisations. In compare to going to university and being unemployed after the graduation. ·        ·      How is Afghanistan education compare with Pakistan? ·      How Pakistan is successful in preparing students to getting jobs on international market?   ·      Homework method in Finland compare with Afghanistan ·      Afghanistan literacy and the impact on the job market and security   ·      Data of unemployment students in Afghanistan and Pakistan ·      The impact of war on Afghanistan education ·      Theory education ·      Empirical data that shows the current Afghanistan educations does not answer the demand of unemployment in Afghanistan   Here use the data that provide information about Afghanistan education system, unemployed graduated students from 2001 to 2018 and the data that can answer the research question   Existing research and debates on my project   Set your topic within the wider debate/existing literature and explain its relevance.  Provide the literature for the education in Afghanistan and debate your arguments?   Here the discussion will be that most of the students who graduated from high school and university are unemployed. And seeking jobs across the country. When they cannot find job then migrate to neighbouring countries, EU and USA and the rest of the world. Some of these student join Afghanistan army and others join Taliban for the purpose to feed their families.   Identify the original contribution of your project to the body of existing knowledge. What is new? Interviewing the top officials from ministry of education, head of the schools, teachers and students.       What is different about your project to what has gone before? Most of the papers I have read have used secondary data, whereas on this research will be used primary and secondary data. On this research will be interviewed top officials from ministry of education, and the head of the school, teachers and students across the country. Compare this paper to other papers?  Make sure you refer to some of the core texts used in your main courses.     *Theoretical framework:   i.e. the body of theories and paradigms which will be underpinning your research / AND which you will be testing during your research OR using to explore new evidence. Remember that no interpretations are theory neutral!       *Data, methods, and research design: is Mix-methods   Discussion of you will actually go about doing the project. Reflect on your own views of the reality under investigation, including any assumptions about its nature (ontology) and the appropriate means of gaining knowledge about that reality (epistemology). Outline the specific types of methods to be used in your research.   Explain the methods of data collection and justify them. What methods will you use? Qualitative and quantitative methods / Mix-methods   A case study on Afghanistan and Pakistan education system In this research it will be finding the primary and secondary sources.   How will you gather information? In this research I will be using Primary interviews, online data bases, searching on i-Cat library search, using Refworks on Kingston university. Reading book, Journal articles, Google scholar, newspapers. the journal articles and books.     During this project I am going to interview people who are or were in charge in Afghanistan education system. The interview method will be by Skype, Facebook messenger and What’s app. I was planning to travel to Afghanistan but unfortunately is not possible now, because of the pandemic. The COVID 19 has changed all the research programme I had before. Unfortunately, I have to use digital method as has mentioned earlier.   Identify suitable sources, differentiating between primary and secondary sources, and to offer details on primary sources. Are you going to be doing a case study? What kind of case study?     Will your research have any ethical implications? Ethical principles: You can use the ethical implications or you can find in social research method books This is an example for you   Example of ethical implication According to Diener and Crandall (1978) Whether there is harm to participants; Whether there is a lack of information consent; Whether there is an invasion of privacy; Whether there is deception is involved According to above ethical principles my research will not have any ethical implications, because when I ask a participant, I will ask their permission for interview them for the purpose of this research and it will not be shared with third party. According to the data protection UK Act (1998) it is illegal to not follow these eight principles. (Bryman, 2012) According to data protection UK Act (1998) confers obligation on people and organisation who hold personal data on others and it confers rights on those about whom such information is held. The information commissioner’s website points out the following about the Act. In the data protection has written that firstly, [it the data protection Act] states that anyone who processes personal information must comply with eight principles, which make sure that (Bryman, 2012)       Consider the practical side if the research. What will you have to do in practice to complete the project; by when will you have to do it?   Preliminary timetable:   15 March and April   Researching Data Main data collection and analyse data, 1, 2. First, and second draft Proof and check spelling  Writing research proposal completed 1 May and June Chapter 1,2 Complete data collections Analyse data  Analyse data   I will begin with first draft    July and August: final draft chapter 2 and 3 Complete first draft Chapter 2,3 Discuss draft with Dr Second draft Final draft Proofing/checking   September Complete data collection for chapter 4, 5 Analyse data   Analyse data Meeting with Dr Andy Proofing/checking   September Complete first draft Chapter 4,5 Discuss draft with Dr Second draft 10 September Final draft Proofing/checking   18 September the deadline.   This is an example for you how to make for this paper   Contents Chapter 1 Introduction 1.1      1.2      Explanation of how your research fits into this broad area – 1.3      The research question, hypotheses and the specific objectives of your research – 1.3.1    A sub-sub-heading Chapter 2 A Justification of the Research Methods Used Chapter 3 Review of Literature Chapter 4 Results Chapter 5 Analysis Chapter 6 Discussion Chapter 7 Conclusions Chapter 8 Future Work References         Bibliography:

5 Slide POWERPOINT Discipline Authority:  LINDA DARLING-HAMMOND As you prepare for your presentation, you will become an “expert” on your selected topic. You should consult at least 5 resources, one of which may be the course text. Properly cite your sources at the end of your PowerPoint. (use 7th Edition APA format: Publication Manual of the American Psychological Association, 7th ed.; for current information and examples of electronic references, see www.apastyle.org). PowerPoint Presentations: Presentations should be as innovative and interesting as possible. As you share your knowledge with the class, you will have a great opportunity to demonstrate effective instructional strategies that encourage the development of classroom management strategies that build a warm, safe, respectful, and loving environment where students can learn. • Slide 1: Title, Photo of your Authority, Your Name, Course Number, Date • Slide 2: Background knowledge about your Authority (References required) • Slide 3: Specific Examples of Authority’s Management Philosophies (References required) • Slide 4: Three examples to apply the Authority’s philosophies to classrooms today • Slide 5: APA 7th edition references  You should consult at least 5 resources, one of which may be the course text.  *There must be one image on every slide! Presentation is IMPORTANT!

Part 1: Wellness Unit Mini-Lessons In preparation for the end of unit event for students and families, review feedback received from your instructor regarding the health and nutrition and safety mini-lessons. Revise each lesson based on the feedback received, making sure that each is developmentally appropriate and addresses the multiple influences on early development and learning depicted within the “Class Profile.” In addition, design a fitness mini-lesson appropriate for the “Class Profile” kindergarten students. Lesson topics may include, but are not limited to: Healthy lifestyle Muscle strength Being active For this mini-lesson, complete the Planning section of the “COE Lesson Plan Template.” Make sure that each lesson is developmentally appropriate and addresses the multiple influences on early development and learning. In addition, research one community organization, agency, or resource appropriate for families and colleagues that is related to fitness to use in Part 3 of this assignment. In a separate 250-500 word summary, rationalize instructional decisions for each wellness lesson, making sure to include how decisions directly support the development and learning of the “Class Profile” kindergarten students, citing “Class Profile” data. Part 2: End of Unit Wellness Event Using your completed mini-lessons, design an end of unit interactive family event for your kindergarten “Class Profile” students. Design an outline to navigate families through this opportunity to learn about wellness. Include the following in your outline: Welcome statement Event agenda with timelines: Opening Activity: This activity explores the purpose of the wellness event with the community and promotes shared values and expectations in creating a healthy, respectful, and challenging learning environment. Be sure to include this activity within the event agenda. Wellness Activities: Descriptions of each wellness event activity in the rotation, including activity purpose. Be sure to incorporate your mini-lesson activities. Closing Activity: This activity explores strategies and opportunities to ensure future collaboration with families while pursuing the well-being of students in the areas of health, nutrition, safety, and fitness. Be sure to include this activity within the event agenda. Part 3: Community Resource Create a digital resource for families, community members, and colleagues that features the previously researched community organizations, agencies, and resources. The resource may be in the form of, but not limited to, an infographic, brochure, public service announcement video, digital comic book, podcast, digital short, time-lapse video, photo essay, blog, wiki, webpage, or flyer. Your digital resource should include information on the following: Typical and atypical development Health and safety issues Nutritional food and guidelines Physical activity and fitness  BS Early Childhood Special Education 1.3: Collaborate with students and colleagues to develop shared values and expectations to create healthy, respectful, supportive, and challenging learning environments for young children. [CEC 7.3; NAEYC 1c; InTASC 3(c), 3(f)] 1.6: Collaborate with students, colleagues, families, and the larger community to plan for children’s development and learning using data-based information. [CEC 7.1; NAEYC 2c; InTASC 1(a), 1(c), 2(f)] 5.8: Collaborate with students, peers, families, and community members using digital tools and resources to support student success and innovation. [CEC 7.2; NAEYC 2c, 6c; InTASC 9(d), 10(d), 10(e), 10(g), 10(k); ISTE-T 3b] 5.9: Use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators. [CEC 7.3; NAEYC 2c, 6c; InTASC 10(j)]