Criteria Ratings Pointsmissionstatementcaep 13cec 710 To 80 Pts ✓ Solved

Criteria Ratings Points Mission Statement CAEP 1.3, CEC to >8.0 pts Advanced The mission statement clarifies priorities and gives direction to the organization. 8 to >6.0 pts Proficient The mission statement clarifies priorities but gives limited direction to the organization. 6 to >0.0 pts Developing The mission statement is vague and does not clarify priorities or give direction to the organization. 0 pts Not Present 10 pts Character Education CEC to >18.0 pts Advanced Character traits are identified in learning experiences that are morally purposeful and engaging. 18 to >16.0 pts Proficient Character traits are identified in learning experiences that are morally purposeful but not engaging.

16 to >0.0 pts Developing Character traits are unclear. Minimal and vague description of learning experiences. 0 pts Not Present 20 pts Standards Comparison CAEP 1.1; 1.3 InTASC 4 MCEE 2 CEC to >18.0 pts Advanced Detailed general to specific comparison of standards. Assertions are clear and effectively supported with citation of specific standards. 18 to >16.0 pts Proficient Some general to specific comparison of standards--Assertions are vague and/or minimally supported with citation of specific standards.

16 to >0.0 pts Developing Minimal and vague comparison of standards. Assertions are unclear and unsupported by citation of specific standards. 0 pts Not Present 20 pts Standards Integration CAEP 1.1; 1.3 InTASC 4 MCEE 2 CEC to >18.0 pts Advanced Learning activities address state standards. Activities are engaging and interdisciplinary. 18 to >16.0 pts Proficient Learning activities address state standards and are engaging.

Most activities are interdisciplinary. 16 to >0.0 pts Developing Learning activities are engaging but do not fully address state standards. Few activities are interdisciplinary. 0 pts Not Present 20 pts Curriculum Project: Curriculum Essentials Project Grading Rubric | EDUC571_D03_202220 Criteria Ratings Points Spelling and Grammar 20 to >18.0 pts Advanced Spelling and grammar are correct. Sentences are complete, clear, and concise.

Paragraphs have varied sentence structure. 18 to >16.0 pts Proficient Some spelling and grammar errors are present. Sentences are presented well. Paragraphs contain some varied sentence structures. 16 to >0.0 pts Developing Spelling and grammar errors distract.

Sentences are incomplete or unclear. Paragraphs are poorly formed. 0 pts Not Present 20 pts Current APA Formatting and Citation 10 to >8.0 pts Advanced Title page, headings, and pagination are current APA format. References are provided for each template section. References are cited in current APA format.

8 to >6.0 pts Proficient Some mistakes in current APA format for the title page, headings, and/or pagination. References are provided for some template sections. References have some mistakes in current APA formatting. 6 to >0.0 pts Developing Several errors in current APA format for the title page, headings, and/or pagination. References are not cited.

0 pts Not Present 10 pts Total Points: 100 Curriculum Project: Curriculum Essentials Project Grading Rubric | EDUC571_D03_202220 CURRICULUM ESSENTIALS PROJECT 1 CURRICULUM ESSENTIALS PROJECT 9 Curriculum Project: Curriculum Essentials Project School of Education, Liberty University Author Note I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Email: PART I: MISSION STATEMENT Create your own school mission statement that clarifies priorities and gives direction to the school organization. Situate your creativity and original mission statement from a school’s mission statement and reference accordingly. References PART II: CHARACTER EDUCATION List 8 character principles that should be taught throughout the curriculum.

Write a corresponding learning experience that could be used to teach and practice each of the 8 character principles. References PART III: STANDARDS COMPARISON Analyze standards within a content area from general comparison to specific comparisons. Provide thorough detail and note the specific state standards you are comparing. Contrast within a content area from general comparison to specific comparisons. Provide thorough detail and note the specific part(s) of the state standards you are contrasting.

Summarize what you have learned through this comparison. References PART IV: STANDARDS INTEGRATION Interdisciplinary Learning Activity 1 State Standard Integrative Activity Interdisciplinary Learning Activity 2 State Standard Integrative Activity Interdisciplinary Learning Activity 3 State Standard Integrative Activity Interdisciplinary Learning Activity 4 State Standard Integrative Activity Interdisciplinary Learning Activity 5 State Standard Integrative Activity References EDUC 571 Curriculum Project: Curriculum Essentials Project Assignment Instructions The Curriculum Essentials Project template has four sectioned parts (Mission Statement, Character Education, Standards Comparison, and Standards Integration).

PART I: MISSION STATEMENT A mission statement clarifies priorities and gives direction to everyone in the organization. Curriculum learning experiences must support the mission statement. For example: Thomas C. Miller Elementary School for Innovation is a partnership for children, parents, teachers, and the community that recognizes the special gifts of each child. We promote the intellectual, creative, social, and physical well-being of each student with a commitment to academic excellence.

Our distinctive interdisciplinary curriculum provides for thematic units, innovative teaching and evaluation practices, and inclusive education with an emphasis on science, math, technology and the performing arts. Found at: In viewing curriculum written for this school, a curriculum evaluator will look for learning experiences that are integrative in nature and meet the needs of the whole child (intellectual, creative, social, and physical). For the Part I Mission Statement section of the assignment template you should create a school mission statement that clarifies priorities and gives direction to the school organization. Situate your creativity and original mission statement from a local school’s mission statement.

Reference that school’s mission statement in the mission statement reference section. PART II: CHARACTER EDUCATION Character education highlights character principles throughout the curriculum. Learning experiences should be engaging, active, and morally purposeful. For example: Character Principle 1: Integrity: The teacher will use the literature story, The Empty Pot by Demi, to demonstrate the importance of integrity. Students will read the story and then create a sequence flip-book of the main events of the story.

On the last page of the flip book, the students will write a summary sentence on “the moral of the storyâ€; they will then write a few sentences on how they can show integrity in their own life experiences and actions. Character Principle 2: Work Ethic: The teacher will introduce a unit the rise of industrialism in the United States. Students will study concepts in efficiency, division of labor, free enterprise, etc. For a home/school connection activity, students will complete a service learning project of their choice that demonstrates work ethic. Results of this project will be made into a “Social Studies Fair.†For the Part II Character Education section of the assignment template you should create an abbreviated plan for implementing character education by listing 8 character principles that should be taught throughout the curriculum.

Then create a corresponding learning experience that could be used to teach and practice each of the 8 character principles. PART III: STANDARDS COMPARISON National and state standards are the basis for planning, implementing, and assessing differentiated instruction. To complete the Part III Standards Comparison section of the assignment template you should: First, consult the national standards at Education World – Curriculum: National and State Standards (located under Curriculum Project: Curriculum Essentials Project Resources ); study those areas which pertain to the degree you are seeking (MAT for Elementary and SPED candidates review all four core areas (eg. Mathematics, Language Arts, Science, Social Science) since you will be endorsed and/or required to teach all core subject areas; MAT candidates in Secondary read through their specific content standards).

Second, read your state standards at your state department of education website ( Ed Standards , located under Curriculum Project: Curriculum Essentials Project Resources may be a help to you if you are not familiar with your state standards; MAT for Elementary and SPED candidates review all four core areas since you will be endorsed and/or required to teach all core subject areas; MAT candidates in Secondary read through their specific content standards). Third, compare your state’s standards to the VDOE Standards of Learning (SOL) and Testing , located under Curriculum Project: Curriculum Essentials Project Resources . (If you live in VA use the Virginia SOLs and compare them to another state of your choice.) Fourth, write a standards comparison for one content area in the Part III Standards Comparison section of the assignment template.

Compare and contrast within a content area from general comparison to specific comparisons. Provide thorough detail and note the specific state standards you are comparing. Summarize what you have learned through this comparison. This section should be one to two pages, single-spaced. PART IV: STANDARDS INTEGRATION Developing curriculum involves integrating standards across content areas.

An interdisciplinary approach allows students to make connections among concepts, procedures, and applications to understand complex issues. For the Part IV Standards Integration section of the assignment template you should provide five interdisciplinary learning activities that are hands-on and creative. Paste in the state standard you are addressing. Note the content area and the interdisciplinary nature of the activity. For example: Activity One State Standard VUS.10 The student will demonstrate knowledge of World War II by a) identifying the causes and events that led to American involvement in the war, including military assistance to Britain and the Japanese attack on Pearl Harbor . Integrative Activity ART – During US History class, students can work in groups to create murals that showcase the events that led to American involvement in WWII.

Paper for above instructions

Author Note

I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Email:

PART I: MISSION STATEMENT

At Liberty Ridge Academy, our mission is to empower every student to reach their highest potential by fostering a supportive and inclusive environment. We believe in a holistic education that integrates intellectual growth, emotional well-being, and character development. Emphasizing collaborative learning, creative problem-solving, and community involvement, our vision is to cultivate lifelong learners who are prepared to thrive in a diverse and ever-evolving world.
Referencing the mission statement of Maplewood Middle School, which promotes academic excellence and student's individual growth, we aim to clarify our priorities around nurturing the unique gifts of every child while providing a comprehensive and innovative curriculum.

References

- Maplewood Middle School. (2023). Mission statement. [http://maplewoodmiddleschool.com](http://maplewoodmiddleschool.com)
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PART II: CHARACTER EDUCATION

Character education is essential in teaching students values that are fundamental to their personal and academic growth. Below are eight character principles along with learning experiences to help instill these traits:
1. Integrity: Students will read “The Empty Pot” by Demi and complete a creative flip book summarizing key events, focusing on how they can demonstrate integrity in their lives.
2. Respect: Through a classroom role-play activity, students will illustrate different scenarios demonstrating respect and analyze the consequences of each action.
3. Responsibility: Students will engage in a week-long project where they take on classroom jobs. They'll reflect on their responsibilities via journaling to understand the impact of accountability.
4. Empathy: By conducting a community service project, students will interact with different community members, documenting their experiences through essays that reflect empathetic understanding.
5. Perseverance: In a science project on plant growth, students will encounter various challenges. They will document their process and discuss the importance of persistence when facing obstacles.
6. Kindness: Each student will participate in a “Kindness Week,” where they perform daily acts of kindness and reflect on their experiences in a class discussion.
7. Honesty: Students will analyze morals in stories such as "Pinocchio" through discussions and group activities focused on the importance of honesty.
8. Collaboration: In groups, students will work to create a class magazine, where they learn the importance of teamwork and compromise while reflecting on their collaborative efforts.

References

- Character Education Partnership. (2023). Creating a Culture of Character. [https://character.org](https://character.org)
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PART III: STANDARDS COMPARISON

Comparison of national and state educational standards is crucial for ensuring effective curriculum alignment. For this analysis, I will examine the Common Core State Standards (CCSS) for Mathematics (National) against the Virginia Standards of Learning (SOL) for Mathematics.

General Comparison

The CCSS emphasizes understanding varied problem-solving approaches, fluency in basic operations, and application of mathematics in real-life contexts. Conversely, the Virginia SOL stresses similar skills but places greater emphasis on state-specific historical contexts and cultural relevance.

Specific Comparison

CCSS.Math.Content.3.OA.A.1 states that students should interpret products of whole numbers, while Virginia SOL 3.4 emphasizes problem-solving with single and multi-step addition and subtraction. Both aim for fluency, but Virginia’s standards specify multi-step processes demonstrated through contextualized problems.
Through this comparison, I've learned that while both standards aim for high academic achievement in mathematics, emphasizing real-world applications, the SOL has a more defined contextual approach, directly linking mathematics to Virginia's history and culture.

References

- Council of Chief State School Officers. (2023). Common Core State Standards. [http://www.corestandards.org](http://www.corestandards.org)
- Virginia Department of Education. (2023). Virginia Standards of Learning. [http://doe.virginia.gov](http://doe.virginia.gov)
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PART IV: STANDARDS INTEGRATION

Incorporating interdisciplinary learning activities supports holistic education, enabling students to connect different content areas while fostering critical thinking and creativity. Below are five activities designed to integrate standards across content areas:

Activity One

State Standard: VUS.10. The student will demonstrate knowledge of World War II...
Integrative Activity: In art class, students create murals depicting key events leading to America's involvement in WWII. This integrates U.S. History and Visual Arts, allowing students to showcase understanding creatively.

Activity Two

State Standard: English SOL 6.1. The student will engage in and facilitate a variety of collaborative discussions...
Integrative Activity: Students will discuss themes of friendship and conflict in literature during English class and relate these themes through drama, facilitating a deeper understanding of character motivations and conflicts.

Activity Three

State Standard: Science SOL 3.1. The student will demonstrate an understanding of scientific reasoning...
Integrative Activity: In a project focused on the water cycle, students will use art to create models and poems that explain how water moves through the cycle. This project combines Science and Language Arts as students engage in both scientific and creative expressions.

Activity Four

State Standard: Math SOL 4.7. The student will add and subtract decimals...
Integrative Activity: Students will run a mock store where they create and manage budgets. This activity incorporates Mathematics and Social Studies, integrating economic principles with mathematical applications.

Activity Five

State Standard: Health SOL 5.5. The student will explain the importance of healthy relationships...
Integrative Activity: In health class, students will create a video campaign promoting kindness and respect. This activity links Health Education with Media Studies and encourages students to reflect on and promote positive relationships.

References

- Virginia Department of Education. (2023). Virginia Standards of Learning. [http://doe.virginia.gov](http://doe.virginia.gov)
- National Council of Teachers of English. (2023). Position Statement on Interdisciplinary Instruction. [http://ncte.org](http://ncte.org)
 
In crafting this curriculum essentials project, I sought to establish a mission statement, integrate character education principles, conduct a standards comparison, and propose interdisciplinary activities, serving as a holistic framework to enhance learning and development for all students. These foundational components affirm the commitment to nurturing well-rounded individuals prepared to contribute positively to society.

References (continued)

9. American Psychological Association. (2021). Publication manual of the American Psychological Association (7th ed.).
10. Character.org. (2023). Principles of effective character education. [https://character.org/principles](https://character.org/principles)
This assignment serves as a comprehensive framework for developing a cohesive and integrative educational experience for students, encompassing academic rigor and essential character development.