1) Effective instruction for students with behavioral disorders is based on 7 core beliefs, including that all students can learn and benefit from frequent progress monitoring.
2) Basic reading, math, and writing skills are best taught using a mastery-fluency approach involving modeling, repeated practice to achieve accuracy, and increasing speed of response.
3) Effective fluency instruction includes selecting skills students have mastered, developing practice sheets, setting daily performance goals, and charting progress through timed trials.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Using Assessment that Support the Curriculum
How do I link curriculum to assessment?
Assessment for children is a critical piece of the puzzle. Curriculum, standards and assessment join together to help you provide the best learning experiences for children. Practitioners should assess children’s progress on the curriculum content that is presented to children. The information teachers gather about children’s progress helps determine how to design the classroom, the kinds of experiences, and the content that will help children learn new skills. Regular (or ongoing) assessment gives you the information you need for lesson planning and helps you create stimulating learning environments for children.
Driving student outcomes and success: What’s next for the retention pilot pro...LearningandTeaching
As part of the Navitas 2020 Strategic Project on Retention, Learning and Teaching Services has been investigating and evaluating current practice both within our colleges and externally, developing a Retention Driver Tree to identify the activities that make a difference to the student experience.
In a recent webinar, Maria Spies and Suneeti Rekhari unpacked retention strategies and explored deeper into the impact of current retention pilots at Deakin and La Trobe Colleges.
Maria Spies outlined the Retention Driver Tree and the factors contributing to student experience and success. Suneeti Rekhari explained the processes used to plan, implement and evaluate the retention interventions, and the early indicators and outcomes emerging from the Colleges. Through this presentation, they discussed what these initial findings mean for the Retention Driver Tree and the next steps in addressing retention.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
3. Based on 7 Core Beliefs Students with BD can learn. The use of scientifically based instructional programs and procedures are especially important for students with BD. Students with BD experience the worst social, academic and vocational outcomes relative to all other disability groups. Universal screening benefits all students. The use of multitiered models of service delivery, in which each tier represents increasing levels of support based on learner need(s) benefits all students. Decisions about learner interventions happen within a problem solving team approach and are based on tri-angulated data.
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5. Optimal Learning…occurs in students when instruction is carefully designed to help them master and then overlearn basic skills to the point that they can apply them fluently. Cognitive Resources Used to Master Basic Skills vs. When Fluent
6. Effective MasteryInstruction Components From Simple to Complex Complexity of Skill Instructional Sessions Solid Scope and Sequence is Required, aka task analysis
7. Effective Mastery Instruction Components Cont. The instructor starts with modeling the skill being taught and immediately ask the students to copy the modeled example. You take the student through the solid scope and sequence providing them multiple models and repeated lessons to achieve mastery. We know teachers’ instructional presentation is more effective when: …….....see next slide please! It is critical teachers detect errors immediately and reteach the skill. Always prompt a “try again” approach because as in everything in life ‘practice makes perfect.’ Share your examples of ‘practice makes perfect’ with your students.
14. Effective Fluency Instruction Components; Six Steps Cont. Establish daily performance standards in conjunction with your student, this should be reset daily as an interactive activity. Conduct a series of short, timed instructional trails. Small groups are likely used in Tier II while Tier III may likely be more 1:1 or 1:2 instruction in a multi-tiered prevention model. Students chart their progress and work toward their contracted reinforcement. {that is tied to performance} Progress should be charted in ways that allow our students to learn skills that will help them succeed in a 21st Century world. Our limits should not be our students’ limits; we should show our kiddos how to grow their strengths and their weaknesses, this is a life-time endeavor if we do it right.
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16. Problem Analysis: Question to Address >>> Why is there a discrepancy between current and expected performance? Focus >>>> Identifying the mismatch between current instruction and those needed for the student to master the skill. Teams need to center on the factors that schools can control, such as instructional delivery methods. Here the student’s rate of learning must be established as well.
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18. Plan Evaluation: Question to Address >>> Are the changes made in instruction and interventions working?Focus >>>> Systematic, frequent (weekly or bi-weekly) progress monitoring is conducted. Student rate of progress, relative to the goal set, is analyzed. In the case of a downward trend, new intervention must be planned.
