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Assessment Description
Educators have the responsibility of fostering caring classroom environments that promote acceptance and understanding for all students regardless of their culture, cultural heritage, ethnicity, language, religion, socioeconomic status, gender identity/expression, sexual orientation, or abilities/disabilities. Additionally, teachers need to be prepared when students or communities experience trauma or adverse situations. Having an awareness of these factors can help educators support an inclusive classroom and students’ social-emotional well-being. Being able to effectively implement strategies for such diversified settings will promote a safe and inclusive environment for all to learn and thrive.
Create a 12-15 slide digital presentation for educators on supporting the social-emotional health of students, adverse childhood experiences (ACEs), and incorporating trauma-informed practices into the classroom. Include the following information in your presentation:
· Discuss the importance of supporting elementary students’ social-emotional health, including during ACEs, and how ACEs can affect students’ learning in the classroom.
·.
· Explain how national events, such as a pandemic, can affect students’ social-emotional health.
· Provide 2-3 trauma-informed practices that would support students’ social-emotional development in the classroom.
· Provide at least two community resources to support students struggling with mental health challenges or other ACEs, (e.g., trauma, homelessness, foster care, incarceration, and/or are medically fragile).
Presenter’s notes are required for each content slide. Presentation must include a title slide at the beginning, and a reference slide with documentation of resources at the end. The title slide and reference slide are not included in the total number of slides.
The presentation should include graphics that are relevant to the content, visually appealing, and use space appropriately.
Support your presentation with 2-3 scholarly resources.
While APA Style format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.
Rubric Criteria
Total115 points
Criterion | 1. No Submission | 2. Insufficient | 3. Approaching | 4. Acceptable | 5. Target |
Supporting Students’ Social-Emotional Health Supporting Students’ Social-Emotional Health | 0 points Not addressed. | 15.87 points Discussion of the importance of supporting elementary students’ social-emotional health, including during ACEs is insufficient. Explanation of how ACEs can affect students’ learning in the classroom is poor. | 17.02 points Discussion of the importance of supporting elementary students’ social-emotional health, including during ACEs is shallow. Explanation of how ACEs can affect students’ learning in the classroom is surface level. | 20.01 points Discussion of the importance of supporting elementary students’ social-emotional health, including during ACEs is sound. Explanation of how ACEs can affect students’ learning in the classroom is solid. | 23 points Discussion of the importance of supporting elementary students’ social-emotional health, including during ACEs is advanced. Explanation of how ACEs can affect students’ learning in the classroom is insightful. |
Mental Health Challenges Mental Health Challenges | 0 points Not addressed. | 11.9 points Description of mental health challenges students can face related to diversity is irrelevant. Explanation of how these challenges can affect development and learning are unrelated. | 12.77 points Description of mental health challenges students can face related to diversity is artificial. Explanation of how these challenges can affect development and learning are inexplicit. | 15.01 points Description of mental health challenges students can face related to diversity is credible. Explanation of how these challenges can affect development and learning are considerable. | 17.25 points Description of mental health challenges students can face related to diversity is comprehensive. Explanation of how these challenges can affect development and learning are substantial. |
Positive Classroom Community Positive Classroom Community | 0 points Not addressed. | 11.9 points A way to build a positive classroom community and foster a sense of belonging is inappropriately provided in the presentation and ineffectively provides emotional safety for all students. | 12.77 points A way to build a positive classroom community and foster a sense of belonging is weakly provided in the presentation and minimally provides emotional safety for all students. | 15.01 points A way to build a positive classroom community and foster a sense of belonging is appropriately provided in the presentation and successfully provides emotional safety for all students. | 17.25 points A way to build a positive classroom community and foster a sense of belonging is thoughtfully provided in the presentation and skillfully provides emotional safety for all students. |
Supporting Social -Emotional Health with Trauma-Informed Practices Supporting Social -Emotional Health with Trauma-Informed Practices | 0 points Not addressed. | 15.87 points Explanation of how national events, such as a pandemic, can affect students’ social-emotional health is unconvincing. Trauma-informed practices identified are unfitting and would poorly support students’ social-emotional development in the classroom. | 17.02 points Explanation of how national events, such as a pandemic, can affect students’ social-emotional health is vague. Trauma-informed practices identified are unfocused and would inconsistently support students’ social-emotional development in the classroom. | 20.01 points Explanation of how national events, such as a pandemic, can affect students’ social-emotional health is logical. Trauma-informed practices identified are noteworthy and would properly support students’ social-emotional development in the classroom. | 23 points Explanation of how national events, such as a pandemic, can affect students’ social-emotional health is thought-provoking. Trauma-informed practices identified are superior and would meaningfully support students’ social-emotional development in the classroom. |
Community Resources Community Resources | 0 points Not addressed. | 7.94 points Community resources identified are inadequate and fail to provide support to students struggling with mental health challenges or other ACEs. | 8.51 points Community resources identified are cursory and minimally support students struggling with mental health challenges or other ACEs. | 10.01 points Community resources identified are apt and suitably support students struggling with mental health challenges or other ACEs. | 11.5 points Community resources identified are advanced and exceptionally support students struggling with mental health challenges or other ACEs. |
Title Slide, Slide Notes, and Research Citations Title Slide, Slide Notes, and Research Citations | 0 points Not addressed. | 3.97 points No title slide or slide notes are present. Reference slide includes errors and/or inconsistently used citations. Sources are noncredible. | 4.26 points Title slide, and/or slide notes, and/or reference slide are not present. Sources do not fully support claims, or sources are not all credible. Sources are documented, although several errors are present. | 5 points Title slide and slide notes are present. In-text citations have few errors. References used are reliable and reference slide lists all cited sources with few errors. | 5.75 points Title slide and thorough slide notes are present. In-text citations and a reference slide are complete and correct. Sources are credible. The documentation of cited sources is free of error. |
Language Use and Audience Awareness Language Use and Audience Awareness | 0 points Not addressed. | 3.97 points Inappropriate word choice is evident. Language is not reflective of the targeted audience. | 4.26 points Some distracting inconsistencies or repetitions in word choice are present. Language is lacking awareness of the targeted audience. | 5 points Word choice is reflective of the intended audience, uses a variety of appropriate vocabulary, and communicates clearly. | 5.75 points Word choice is distinctive, creative, and well-suited to the purpose, discipline, scope, and audience of the presentation. |
Presentation Presentation | 0 points Not addressed. | 3.97 points The work is sloppy or chaotic. Work would not be presentable for public dissemination. | 4.26 points The work is somewhat disheveled and includes several organizational flaws. Work would barely be presentable for public dissemination. | 5 points The overall appearance is generally neat, with a few minor organizational flaws. Work would be desirable for public dissemination. | 5.75 points The work is well presented. The overall appearance is neat and professional. Work would be highly desirable for public dissemination. |
Mechanics of Writing Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc. | 0 points Not addressed. | 3.97 points Presentation and speaker’s notes include errors in grammar or syntax that are pervasive and impede meaning. Incorrect sentence structure errors are found throughout. | 4.26 points Presentation and speaker’s notes include frequent and repetitive mechanical errors. Inconsistencies in sentence structure are recurrent. | 5 points Presentation and speaker’s notes include a few mechanical errors. Suitable sentence structure is used. | 5.75 points Presentation and speaker’s notes are free of mechanical errors. Skilled control of sentence structure is used throughout. |
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