B. Andrews Making Sure They Are Learning Timeline
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This document discusses Response to Intervention (RTI) and assessments for special education students. It outlines the three tiers of RTI and interventions used at each level. Benchmark assessments and progress monitoring tools are used to measure student progress through the tiers. Students are assessed weekly and data is compiled to determine if modifications are needed to help students meet goals and move between tiers appropriately. The focus is on celebrating students' strengths and cultural backgrounds rather than just disabilities.
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This document discusses assessment tools and progress monitoring used in the RTI process for special education students. It outlines the purpose and interventions used in each of the three tiers of RTI. Tier 1 involves universal screening of all students in general education. Tier 2 provides supplemental small group instruction. Tier 3 involves individualized interventions. The document describes interventions used at each tier and how student progress will be monitored weekly through data collection to determine if students need to move between tiers based on their response to interventions.
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Response to Intervention (RTI) is a multi-tiered approach used to identify students who may need learning or behavioral support. It begins with high-quality classroom instruction and universal screening of all students. Students who struggle receive interventions of increasing intensity, and their progress is closely monitored to determine the best support. The approach uses tiered levels of instruction, with Tier 1 focusing on quality classroom teaching, Tier 2 providing small group interventions, and Tier 3 involving individualized support. The goal is to accelerate student learning through interventions based on their response to instruction.
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Braun, H. (2004, January 5). Reconsidering the impact of high-stakes testing, Education Policy Analysis Archives, 12(1). Retrieved [Date] from http://epaa.asu.edu/epaa/v12n1/.
Nichols, S. L., Glass, G. V, & Berliner, D. C. (2006). High-stakes testing and student achievement: Does accountability pressure increase student learning? Education Policy Analysis Archives, 14(1). Retrieved [date] from http://epaa.asu.edu/epaa/v14n1/.
Supovitz, Jonathan. 2010. Is High-Stakes Testing Working? Penn GSE. Retrieved from http://www.gse.upenn.edu/review/feature/supovitz.
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Braun, H. (2004, January 5). Reconsidering the impact of high-stakes testing, Education Policy Analysis Archives, 12(1). Retrieved [Date] from http://epaa.asu.edu/epaa/v12n1/.
Nichols, S. L., Glass, G. V, & Berliner, D. C. (2006). High-stakes testing and student achievement: Does accountability pressure increase student learning? Education Policy Analysis Archives, 14(1). Retrieved [date] from http://epaa.asu.edu/epaa/v14n1/.
Supovitz, Jonathan. 2010. Is High-Stakes Testing Working? Penn GSE. Retrieved from http://www.gse.upenn.edu/review/feature/supovitz.
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Supovitz, Jonathan. 2010. Is High-Stakes Testing Working? Penn GSE. Retrieved from http://www.gse.upenn.edu/review/feature/supovitz.
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Braun, H. (2004, January 5). Reconsidering the impact of high-stakes testing, Education Policy Analysis Archives, 12(1). Retrieved [Date] from http://epaa.asu.edu/epaa/v12n1/.
Nichols, S. L., Glass, G. V, & Berliner, D. C. (2006). High-stakes testing and student achievement: Does accountability pressure increase student learning? Education Policy Analysis Archives, 14(1). Retrieved [date] from http://epaa.asu.edu/epaa/v14n1/.
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The ppt deals with the Nature and the Purposes of Evaluation. This is going to help B.Ed. trainees a lot.
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This document discusses formative and summative assessment. It defines formative assessment as assessment for learning that is used to adjust teaching and learning, while summative assessment measures achievement after instruction. The document provides examples of formative assessment methods like questions, discussions, and feedback. It also discusses using assessment to guide instruction and involve students in self-assessment. Cooperative learning is presented as an example of formative assessment that can effectively evaluate student understanding through group work and feedback. The document aims to help teachers incorporate more effective assessment practices.
OFSTED& J ELEY
This document summarizes a teaching observation of a plastering course. The observer notes that the teacher planned thoroughly, with clear learning outcomes and assessment methods. During the session, high expectations were set and learners were engaged through challenging questions, practical tasks, and opportunities to develop literacy and numeracy skills. The teacher demonstrated specialist knowledge of plastering and facilitated learning effectively. Learners of all abilities progressed well through differentiated support. The observer concluded this was an excellent lesson demonstrating commitment to professional teaching standards.
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This document discusses traditional and progressive notions of curriculum monitoring and evaluation. It begins by defining curriculum monitoring as a process of systematically observing a curriculum to evaluate its effectiveness. Curriculum evaluation refers to an ongoing process of analyzing student learning.
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The document compares traditional and progressive notions of curriculum monitoring, noting that tradition focuses on teachers and static goals while progressive focuses on students, flexible goals, and viewing school as part of life rather than preparation for it.
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This document outlines a group project for students to complete on Montana Native American tribes. Students will work in groups to create an essay and presentation covering aspects of Native American life such as recreation, home life, religion, and more. They will learn about locating, selecting, organizing, and presenting information by researching in the library with instruction from the teacher and librarian. Students will be assessed based on meeting requirements, effective use of information, and mastery of information literacy standards through their completed project.
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B. Andrews Making Sure They Are Learning Timeline
- 1. Britney Andrews APES/514: Survey of Special Populations Instructor Gina Coffaro July 12, 2021
- 2. • Benchmark assessment and progress monitoring tools • During the RTI process, establishing benchmark assessments and progress monitoring tools will aid in measuring student progress. Student “goals are supplemented by benchmarks used to measure the progress they’ve made towards reaching their goals” (Friend & Bursuck, 2018, pg. 146). -Language sample Analysis-Language production -Get it, Got it, Go-rapid naming, rhyming, and alliteration -Narrative Assessment Procedure (NAP)-Language production -Problem Based Learning
- 3. Classroom Assessments Special education students bring an immense amount of strengths to learning. Cultural and family values are impacted in a way that creates a positive bond with teachers and families through the focus on the student’s gifts rather than their disabilities. The family of special education students is “influenced by their cultural background” and loved one’s disability instead of being defined by them (Gargiulo & Bouck, 2016, pg. 214). Equitable Instruction for all students. Positive Relationships between teacher and families. Awareness to their disability. Influential Cultural Knowledge. Stimulates meaningful and appropriate social interactions. Enhances Communication Skills. Opportunities for all students to grow and shine. Differentiated Learning.
- 4. • Detailed description of Tiers 1, 2, and 3 and their purpose Tier 1 (80%)-Assessing all students on particular skills and techniques using basic instruction. This Tier “includes universal screening and is included in the general education setting” (Burton & Kappenberg, 2011, pg. 127). Tier 2 (15%)-Students use cooperative learning to work on certain skills in small groups. This Tier is where students “receive supplemental small-group instruction using differentiated instruction for an extended period” (Burton & Kappenberg, 2011, pg. 127). Tier 3 (5%)-Students receive rigorous individual instruction to reach learning goals and target skill level through one-on-one interventions. In this Tier, students receive individual support for “increased periods of time using different materials and instructional strategies” (Burton & Kappenberg, 2011, pg. 127).
- 5. Two or Three Interventions at Each Tier • Tier 1- alternate seating arrangements, rewards, technology resources • Tier 2- cooperative learning, small group instruction, check and connect (meet with a school mentor sporadically), peer tutoring • Tier 3-individual instruction, after school program, skills assessment.
- 6. Frequency of assessment and progress monitoring … • Students will be assessed weekly and all data will be recorded on share document. Data will be compiled using matrices with the date of the assessment, student’s progress level, the intervention used, and goals for students to meet before the next assessment date. Student progress will be monitored to track the efficiency of the interventions and determine if modifications to instruction and/or interventions are needed.
- 7. How movement between tiers will occur … • The data collected from the progress monitoring will be used to determine movement between tiers. Tier 1 students will be given 6-8 weeks to make progress and reach goals. Students displaying progress will be assessed at 6 weeks and moved accordingly. Those students who are showing no signs of progress or making minimum progress will be given the additional 2 weeks before they are assessed for tier movement decisions. Modifications will be made and additional assistance will be provided.
- 8. References Burton, D., & Kappenberg, J. (2011). The complete guide to rti. SAGE Publications. Friend, M., & Bursuck, W. D. (2018). Including students with special needs: A practical guide for classroom teachers, 8/e (8th ed.). Pearson Education. Gargiulo, R. M., & Bouck, E. C. (2016). Special education in contemporary society: An introduction to exceptionality (6th ed.). SAGE Publications.)