Hearing analysis assignment i have provided a an OK model as an example if you have any question please ask thank you
Running head: HEARING ANALYSIS 1
Grade 0
Adam,
The assignment description includes the following:
. Your job as a writer is not to simply answer or report on the answers to the questions given. Your job is to integrate your understanding of the legislative process, cultural and subject knowledge, and a social work lens to create a paper that supports your thesis. You will be graded on depth of analysis and ability to think constructively about what you witnessed.
What you have submitted seems to be little more than poorly paraphrased excerpts from the Hearing Transcript. Indeed, in the absence of citations, this is essentially plagiarism.
Additionally, you have not provided information or answers to the following:
Subject, date, and time of the hearing.
Description of the hearing agenda.
Description of the efficacy of a specific witness, or of the interactions between the witnesses.
Description of the committee members’ responses.
You have also ignored the page guidelines: instead of 2 – 4 pages, you have submitted over six pages.
Finally, you did not take advantage of the ‘revise and resubmit’ deadline. It is unclear how I might be able to provide a grade for your submission.
Most importantly, this represents a serious breach of academic honesty as described in the student handbook.
Committee of Indian Affairs
United States Senate
Adam Ali
University of
Statement of Jacquelyn Power Superintendent of Blackwater Community School On behalf of the Family and Child Education Program
The Committee members
Chairman Tester, Vice Chairman Barrasso and individuals from the advisory group my name is Jacquelyn Power and I have been the Superintendent/Principal at the Blackwater Community School for as far back as twenty years. Blackwater Community School is a youth through evaluation two Bureau of Indian Education (BIE) award school. Much obliged to you for welcoming us to take part in this significant hearing on youth instruction and to remark explicitly on the effects of the FACE program.
Our school has taken an interest in the Family and Child Education program for as far back as twenty-one years. We have been perceived twice by the BIE for quality execution of this program and our pre-teacher, Ms. Gwendolyn Paul, has been perceived by the National Center for Families Learning as the Toyota Teacher of the Year.
The FACE program as I would like to think is the most huge instruction activity in the Bureau of Indian Education's (BIE) history. In the Bureau of Indian Education time after time programs travel every which way, numerous without positive outcomes. Anyway, FACE has proceeded in light of the fact that it depends on the most recent research and best practices and has long haul information to show its prosperity. FACE has legitimately affected the nature of our school with the outcome that our school has made AYP since the start of the No Child Left Behind enactment.
The FACE program was executed to deliver the need to plan children for school as most of children taking a crack at BIE schools were not set up for kindergarten. It was likewise begun because of the absence of assets, monetary and offices, to extend the Head Start Program. This circumstance despite everything exists in numerous areas all through Indian nation. For instance, in our school's participation zone we don't have one Head Start Program. On the off chance that it was not for FACE, children would not approach a quality pre-natal through youth program before entering kindergarten at Blackwater Community School.
FACE is the main proof-based program in the BIE, having been assessed for as long as twenty-three years by an outside evaluator.
Starting in 1990, in light of a broad inborn interview process, FACE was actualized at six destinations, serving right around 500 members. The FACE program fundamentally serves families with children pre-birth to 5 years old by giving child rearing training administrations, grown-up instruction or youth administrations. The objectives of the FACE program are to:
Bolster guardians/essential parental figures in their job as their child's first and most compelling educator.
Fortify family-school-network associations.
Increment parent investment in their child's learning and desires for scholarly accomplishment.
Support and praise the novel social and semantic decent variety of every American Indian people group served by the program.
Advance long lasting learning.
During the 23-year history of FACE, the program has progressively expanded to 43 locales and has served roughly 41,000 grown-ups and children. The structure of the program since has been to help children and their families from birth through age four. It is a complete program comprising of home visiting, parent training to build guardians' proper instruction levels to set them up for business, pre-school for three and multi-year old children, and parent and child time, when guardians and children cooperate in an organized learning condition. Note that this far reaching approach is basic as every segment without anyone else isn't adequate to improve school status all alone.
Two home visiting guardian teachers are generally utilized at each site and are required to serve 12 family’s weeks after week or 24 families every other week, arriving at a limit of 48 families served at a site anytime. These prepared parent instructors work with families in their own homes, to assist guardians with settling on age and formatively proper decisions in regard to the early education exercises, medicinal services, and improvement of their children. FACE preschools can serve a limit of 20 children and 15 guardians in the grown-up instruction segment.
At the point when FACE began, two national models were chosen for usage. The Parents as Teachers Home Visiting Model was chosen dependent on their educational program's emphasis on expanding guardian inclusion in their child's turn of events and learning; early identification of formative postponements; and helping bolster guardians set up their child for school. The National Center for Families Learning was chosen as the inside based model that contained both a pre-school and grown-up instruction segment that proceeded with the job of guardians as fundamental to the achievement of their child in school. Both of these models concentrated on parent commitment that exploration show is basic to a child's accomplishment in school. Since FACE began each site has gotten proceeded with specialized help and expert advancement from these two broadly perceived associations. Their responsibility to quality preparing and bolster make it feasible for FACE to create positive results a seemingly endless amount of time after year.
Like these national outcomes, in my 20 years at the school I have seen direct the effect of this program in our locale and in our families. Blackwater's FACE program serves a normal of 95 grown-up and children every year in the locally situated and focus based projects. This figures to 1995 members in the 21 years of activity at the school.
Since 1993, 65 grown-ups finished their GED recognition, 77 grown-ups have been drafted into the National Adult Education Honor Society, 15 grown-ups got school grants, and one parent presently sits on the educational committee. Truth be told, a run of the mill class is made out of guardians who dropped out of secondary school and other people who take on school classes just because. Much progressively significant is the guardians' duty to reconnecting to instruction for themselves and their child in the FACE program.
To see this data is basic to this conversation on Early Childhood Education. One understudy that I have known since she was in primary school hangs out from multiple points of view. She had a learning inability in grade school. Be that as it may, as she entered a feeder school she got disheartened and felt segregated and disengaged to class. Regardless of her folks best endeavors she dropped out of secondary school. It wasn't long after that this understudy turned into a high school mother. Throughout the following barely any years, she turned into a mother of five children with little trust in a future. For her, the main beam of expectation was the FACE program. She burned through four long stretches of difficult work getting ready for the GED and in December 2013 she passed. On such huge numbers of events we would discuss her future and what she planned to achieve. So often she communicated her enthusiasm for working with uncommon requirements children due to her own life and difficulties. Today, this understudy is working at Blackwater as a homeroom helper to an extraordinary need’s child. Without FACE, her fantasies would have never been acknowledged and her future and that of her children would be undermined.
Generally, most of guardians who try out FACE with their children are moms; be that as it may, throughout the years I have seen more dads go to class with their children. One dad that stands apart entered FACE without a secondary school confirmation and was a dad of five children. Truth be told, both he and his better half shared the obligation to go to the FACE program with one of their children throughout the years. The two finished their GEDs. His better half is in school and working for Gila River. The dad finished his GED, yet additionally got the lofty Friedlander Award in grown-up instruction for his achievements in FACE. Other than attempting to finish his GED, he went into business as a DJ, which is exceptionally fruitful. He additionally works all day for Blackwater Community School in nourishment administration and offices. The entirety of their children has flourished in school and their prospects will be made sure about due to the dedication their folks made to FACE.
The Home-based program is similarly effective and its emphasis on early screening for inabilities is a sign of this segment. Because of these early intercessions, I have seen a decrease in referrals to a specialized curriculum. Truth be told, the school's normal custom curriculum populace has dropped from a high of over 20% to a normal of 10%.
Similarly, significant is the achievement the FACE children exhibit when they enter kindergarten. These children are set up to learn and exhibit steady capability in perusing and math. Since the start of NCLB the school has constantly made AYP. In addition, in 2013 Blackwater was granted a B letter grade by the Arizona Department of Education for its exhibition on the Stanford 10 test.
At long last, the FACE program bolsters the conservation of Native dialects. For Gila River this is basic in light of the fact that the O'Odham language is practically wiped out. Inside FACE, the guardians and preschool children are utilizing the PC to create O'Odham/English electronic books that are then added to the school library and brought home to rehearse the language. Both the guardians and children are learning their Native language at school just as their way of life. This is basic to the endurance of the rich inheritance of this clan and the FACE program gives the establishment to this exertion. The pledge to the safeguarding of the language proceeds in the K-2 program too.
Families require and require a thorough proficiency program that perceives instruction starts during childbirth, as guardians are their first and most significant educators. It is a demonstrated model dependent on twenty-three years of data. I am accommodating the record the Executive Summary from Program Year 2012 for your data just as some fundamental Program Year 2013 data that will be discharged sooner rather than later that shows current results like those in the earlier year. We express gratitude toward Congress for its proceeded with help of this program is so imperative to fruitful training accomplishment of Indian children and urge Congress to extend this model to all BIE schools.
References:
Hearings. (2020, March 4). The United States Senate Committee on Indian Affairs. https://www.indian.senate.gov/hearings4
