700.2

Example Slides for
TNT 700.2PBP
Your Name Here

Yeung Yi and Anxiety
Yeung Yi feels a great deal of pressure to be perfect and
this is manifesting itself in panic attacks and angry
outbursts.

GT children tend to be sensitive and perfectionists, putting
a great deal of pressure on themselves. “They feel they
should perform and achieve at the highest possible levels in
everything and fear making mistakes and failing.” (Peters,
2012). Anxiety is a common byproduct of these tendencies.

Anxiety that causes panic attacks can impact development
in multiple ways. Students may have difficulty
concentrating, miss instruction due to coping issues, and
“feel self-conscious or isolated, avoiding situations that they
think may cause a panic attack” (Hasan, 2019).

• Gifted children often have asynchronous development,
meaning that they have uneven development. “Often,
cognitive development will leave physical or affective
development in the dust, resulting in even more ‘out of
place’ feelings – and more potential for anxiety” (The
Anxiety Free Child, n.d..)

• Gifted students may experience more frustration,
isolation, and higher levels of stress and anxiety
(Harrison, 2011).

• A study from Hungary found an association between high
academic performance, creativity and the T/T genotype, a
gene that has been linked to an increased risk of mental
illness (Keri, 2009).

How to Recognize a Panic Attack

Knowing symptoms of a panic attack can help
you act quickly. They include the following:

 Feeling choked or dizzy

 Increased heart rate or heart palpitations

 Shortness of breath or difficulty breathing

 Sweating

 Numbness or tingling in limbs

 Needing to “escape”

 Fear of going crazy, losing control, or dying.

Classroom Supports
 Educate students about anxiety and teach

positive coping techniques

 Use an anxiety checklist to help determine the
level your student is experiencing

 Practice deep breathing techniques

 Exercise
(From Turnaround: Turning Fear into Freedom)

Resources for Understanding
Anxiety Disorders in Children brochure
from the Anxiety Disorders Association
of America.

Is Your Child Anxious Because They’re
Gifted? from The Anxiety Free Child

Resources for Helping
Panic Attacks in Children: 15 Effective
Tips to Help Them

Find a Therapist Near Me – locator
service from Psychology Today

Checklist for Child Anxiety

https://https/www.turnaroundanxiety.com/how-teachers-can-help-anxious-children/.turnaroundanxiety.com/how-teachers-can-help-anxious-children/

https://adaa.org/sites/default/files/Anxiety%20Disorders%20in%20Children

Is Your Child Anxious Because They’re Gifted?

Panic Attacks in Children: 15 Effective Tips to Help Them

https://www.psychologytoday.com/us?tr=Hdr_Brand

TNT700.2P KNOWLEDGE OF STUDENTS AND STUDENT NEEDS

Effective teaching begins with understanding your students: how they learn, their background
and issues that they might face. In the course, TCR 300 Meet Your Students, you were
introduced to twenty-four students who are representative of the students in Texas. Several of
these students have significant academic issues and/or emotional issues that may impact their
performance. This performance-based assessment requires you to identify and research the
societal or cultural issues that are faced by four of these students and how they impact their
achievement.

Using PowerPoint or Google Slides, you are to create a presentation appropriate for use with
other educators or parents. In this presentation you are to do the following:

• Identify each student and the issue he or she is facing.
• Identify the developmental impact of each issue. You will need to include the

research that is directly related to the issues and aligned to the developmental goals for
the students. For example, you might include a statement such as “According to Dr. I.
M. Expert, cyber-bullying is detrimental to a student’s development because it makes
students feel unsafe.”

• Research and provide resources that are directly related to the issue and are aligned
to the developmental goals for students. These are resources a parent or teacher could
use to learn more about the issue and how to address the impact of the issue. These
are resources that may be available in your community, such as food banks, language
lessons for parents, etc. You may also choose to include resources that are available
from federal, state, and local governments. These are NOT the resources used in your
research.

• You will suggest supports teachers can use in the classroom to mitigate the impacts of
the issue.

• Your presentation should be at least 10 slides long. You are expected to have an
introductory slide, two slides per student, and a closing slide.

• The presentation must be your original work, and professional in its use of images,
language and formatting. Use of another’s work will earn an automatic zero and may be
grounds for dismissal from the program.

For this performance-based assessment, you will be scored according to the 700.2P Rubric.
Please review this rubric carefully before beginning and submitting the project.

1. Nelly: Nelly is economically disadvantaged and at risk because she did not pass the
standardized state math test. She lives with her grandparents since her mother is in jail.
Unfortunately, the apartment complex where she lives is riddled with drugs and crime. It
is common to hear gunfire and police sirens at night. It is also located in a food desert,
with no direct route to a full grocery store. School is her safe place; she is terrified
when she is not in school but tries to act tough so that she won’t be picked on. Her
grandparents are well-meaning, but unsure of how to best help her.

2. Brandon: When Brandon was nine years old, his mother was killed in an automobile

accident. His father recognized that he would not be able to care for Brandon or his

three younger siblings and reluctantly put them under the care of the Department of

Family and Protective Services. There were no foster homes available to take all four

children, and they were split up between families. Brandon’s emotional state became

quite fragile following the separations from his family. He was angry, depressed and

began acting out both at school and in the foster home, at which time he was placed in

a group home. During this time, Brandon was bullied and beaten by older boys in the

home. Two months ago, Brandon was moved to the home where he now resides. His

foster family reports he is quiet at home, compliant with their requests, but generally

exhibits little interest in family activities or school, though he seems to be slowly

warming up to the family. He doesn’t talk about his past three years or his siblings or

parents. The family has not seen evidence of anger but do believe he is depressed.

3. Ellie: Ellie is a sweet girl but very anxious. Her parents divorced because of her

mother’s alcoholism. Her father is a long-haul trucker who is not around very much. As

a result, Ellie often has to be the adult at home – shopping, cooking, and cleaning. She

worries about her mother being alone and having an accident. Though her father sends

money regularly, she worries about paying the bills. She cries often and does not have

the space to be a kid. In addition, there was an incident last year when her mom came

to school after drinking and yelled obscenities at the principal and teacher. Some of her

classmates noticed, and it embarrassed Ellie terribly. She is constantly worried this will

happen again. Though not diagnosed, she appears to be suffering from anxiety.

4. Ian: Ian’s mother left the family when he was five. Ian lives with his dad and does not

know where his mother is. Ian’s father works long hours and attempts to compensate

for the time away by buying Ian the latest technology. Once, when he was angry, Ian’s

father blamed him for his mother leaving. Ian is an avid gamer but is usually angry and

is known around school as a bully. He has few friends. Ian does just enough work to

get passing grades. In class, he just wants to be left alone.

CriteriaRatings

EXEMPLARY 10 pts PROFICIENT 8 pts DEVELOPING 6 pts NOVICE 4 pts

Issues Identified
and Explained

Standard 4: Learning
Environment

(A) Teachers create a
mutually respectful,
collaborative, and safe
community of learners
by using knowledge of
students’ development
and backgrounds

Identifies each student and the

issues he or she is facing,
includes the complexity of
each issue in the explanation.

Identifies each student and the

issues he or she is facing,
explanations capture some of
the complexity of each issue

Identifies each student and the

issues he or she is facing but
there is not an adequate
explanation, no complexity.

Not every student and
issue are identified
and/or there is no
explanation provided.

Developmental
Impact

TAC 228.35 (b) (2)

(B) ensuring high levels

of learning, social-

emotional

development, and

achievement for all

students through

knowledge of students,

proven practices, and

differentiated

instruction

Clearly identifies the impact of

each issue; how the issue

affects the achievement of the
student, behavior in the
classroom, and any other
developmental impact;
recognizes the complexity of
impact in multiple areas;
References research correctly,
makes connection explicit.

Identifies the impact of each
issue, and correctly identifies
most cognitive, affective and
physical impacts of the issue
on the student. References
most research correctly.

Recognizes impacts of some
issues on student learning or

behavior. Research is
mentioned but may not be

referenced correctly.

Recognizes impacts of 2
or fewer issues on
student learning or
behavior. Research is
not mentioned or is
incorrect.

Supports –

Resources and
Teacher

Resources are directly
related to the issue and
aligned to developmental

goals for the student.

Resources are related to the

issue and somewhat aligned
to developmental goals for the
student.

Resources are lacking or not

all aligned to the issues or the
developmental goals for the
student.

Resources are lacking,
no alignment with issues
or developmental goals.

Suggestions

Standard 6:
Professional
Practices and
Responsibilities

(A) Teachers model
ethical and respectful
behavior and
demonstrate integrity
in all situations.

(ii)Teachers serve as
advocates for their
students, focusing
attention on students’
needs and concerns
and maintaining
thorough and accurate
student records.

The classroom supports

suggested are explicitly
matched to the needs of each
student.

The classroom supports

suggested are matched to the
needs of each student.

Some of the classroom

supports suggested are
matched to the needs the

students.

The classroom supports
suggested are
inadequate and not
matched to the needs of
each student.

Presentation

TAC 228.35 (b) (2)
(J) effectively
communicating with
students, families,
colleagues, and
community members

Presentation is focused and

organized, visually pleasing and

clear.

All images, language and
formatting are appropriate for
a professional setting.

At least 11 slides are used.

Presentation is adequately
focused and organized; visual
attractiveness is adequate; No
inappropriate images,
language and formatting are
used.

At least 11 slides are used.

Presentation is loosely

focused, lacking in

organization and detail, dull
to view

Images, language, and

formatting are not all

appropriate for a professional

setting.

May use fewer than 11 slides.

Presentation lacks focus,
organization, and detail.
Unattractive.

Inappropriate images,
language and/or
formatting.

Does not include at least
11 slides.