Chapter 4a
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The document summarizes results from piloting a new reading program with 5th grade students and a 3rd grade class compared to the old program used with the rest of the school. While the percentage of students scoring at level 3 remained similar, more students achieved the higher level 4 with the new program. The new program also decreased the number of students scoring at level 2 while neither program had students at level 1. The largest gains were seen in the number of students reaching the highest level 4.
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Chapter 4a
This document summarizes ELA predictive results from piloting a new reading program with 5th grade and 3rd grade students. It found that the largest gains were in reading for information and understanding, with more students attaining level 4. Both programs showed high rates of students reaching level 4 in critical analysis and evaluation, though program B lessened the number at level 2. It stresses that teachers must use long-term assessments to strengthen student skills and instruct effectively, and that administration must provide ongoing staff training to support consistency in scheduling, following the program, and monitoring progress.
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This document discusses using the Rocket Math program to help third grade students at Peaks Mill Elementary School, a Title 1 school, improve their multiplication fact fluency to meet the Common Core standards. The Rocket Math program incorporates daily partner practice, 1-minute assessments, and weekly 2-minute assessments. A previous study found the program helped 93% of fifth graders improve their multiplication facts. At Peaks Mill, students improved dramatically from an average pre-assessment score of 4.12% to a mid-year average of 65.96%, above the district average of 34%. Based on these results, the teachers plan to continue using Rocket Math and recommend it to other grades.
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The document discusses using mobile apps like Google Classroom, Google Forms and Sheets, Remind messaging app, and Desmos graphing app to increase student interaction in math classrooms. It provides examples of how each app can be used, such as creating Google forms to pose daily questions, using Remind to share links and notify students, and using Desmos interactive sliders to investigate parameters on graphs. The apps allow students to access and submit material on their phones to enhance classroom lectures and discussions.
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Recommended
Chapter 4a
This document summarizes ELA predictive results from piloting a new reading program with 5th grade and 3rd grade students. It found that the largest gains were in reading for information and understanding, with more students attaining level 4. Both programs showed high rates of students reaching level 4 in critical analysis and evaluation, though program B lessened the number at level 2. It stresses that teachers must use long-term assessments to strengthen student skills and instruct effectively, and that administration must provide ongoing staff training to support consistency in scheduling, following the program, and monitoring progress.
Edol 562 project
This document discusses using the Rocket Math program to help third grade students at Peaks Mill Elementary School, a Title 1 school, improve their multiplication fact fluency to meet the Common Core standards. The Rocket Math program incorporates daily partner practice, 1-minute assessments, and weekly 2-minute assessments. A previous study found the program helped 93% of fifth graders improve their multiplication facts. At Peaks Mill, students improved dramatically from an average pre-assessment score of 4.12% to a mid-year average of 65.96%, above the district average of 34%. Based on these results, the teachers plan to continue using Rocket Math and recommend it to other grades.
ExitTicket (Scot Edsurge L.A.)
This document discusses using real-time assessment data and intervention strategies to help low-performing students in urban high schools achieve grade level skills. It provides an example of Leadership Public Schools, which uses ExitTicket systems to collect assessment data from over 80,000 questions to track student and teacher performance and target instruction. The results show significant improvements, with 87-96% of students passing the 10th grade math proficiency exam after entering 9th grade below grade level.
Hazley Project1
Report findings on the use of American Reading Company's Level Reading System. Presentation if for Graduate School purposes.
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Ken Goldberg, Artist and UC Berkeley Professor's presentation on "Cloud Robotics" as part of our Cognitive Systems Institute Speaker Series.
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Compass Learning Odyssey is a web-based, interactive tool that differentiates instruction for students based on their individual MAP test results. It imports student MAP data to assign customized activity folders targeting each student's specific areas for growth or enrichment. Teachers can monitor student progress and assign additional activities. The program allows students to work at their own pace to improve skills through individualized, interactive activities.
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The document discusses using mobile apps like Google Classroom, Google Forms and Sheets, Remind messaging app, and Desmos graphing app to increase student interaction in math classrooms. It provides examples of how each app can be used, such as creating Google forms to pose daily questions, using Remind to share links and notify students, and using Desmos interactive sliders to investigate parameters on graphs. The apps allow students to access and submit material on their phones to enhance classroom lectures and discussions.
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The document discusses the implementation of Response to Intervention (RtI) at GCMS Elementary to address low reading scores. It implemented RtI using a multi-tiered model with three tiers to identify student needs through assessments and provide research-based interventions. Tier 1 involves core instruction for 80% of students. Tiers 2 and 3 provide supplemental instruction of increasing intensity for 15% and 5% of students respectively based on progress monitoring. The school uses assessments such as DIBELS and MAP to track student progress and determine the need for tier changes. It has seen success with ISAT reading scores but still aims to improve further through continued efforts.
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2. In the initial pilot, 20 students volunteered and 16 completed annotating E. coli genes on EcoliWiki in teams over 2.5 weeks with training meetings. Students enjoyed the competitive aspect.
3. Lessons learned include needing more training on finding appropriate papers for evidence and allowing more time for challenges and mentoring. The program will be expanded in Fall 2010 to recruit more participants from various institutions to annotate non-E. coli genes as well.
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This document summarizes an initiative to implement the Learnia software program in an elementary school district to improve standardized test scores. It found that the implementation lacked clear communication of goals, support for teachers, and accountability. Teachers felt data was not influencing practice and time was taken from planning. The prescription section recommends developing a timeline, ensuring technology and training, communicating the vision, modeling data use, providing support and making accountability benchmarks to successfully institutionalize the program.
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Criterion is a writing assessment tool that provides automated feedback on student writing submissions. Several studies found that Criterion helped improve student writing in the following ways:
1) Students who submitted multiple drafts to Criterion had higher average writing scores than those who only submitted one draft.
2) Students with lower initial scores were able to improve their writing to the level of students with higher initial scores by submitting multiple drafts to Criterion.
3) Classes that used Criterion showed greater overall improvements in student writing from first to last drafts, especially when instructors engaged in discussions about how to use Criterion's feedback.
LLI Procedures Flowchart
The document outlines the steps for selecting students for an LLI (Leveled Literacy Intervention) program and monitoring their progress. It includes:
1) The school LLI team will select students for the program based on F&P (Fountas and Pinnell) data and records, and submit their selections to the LLI coach.
2) The LLI teacher will carry out the intervention program following district expectations, with support from literacy coaches and regular meetings with classroom teachers.
3) Upon completion of each LLI group, the school LLI team will update the student grouping template and submit it to the LLI coach within one week.
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The district's 2011 annual progress report showed strong student performance across reading, math, and science assessments. Key results included:
- Reading performance ranged from 94-99% across grades 3-8, with 6th and 8th grade achieving record highs. The low SES and IEP subgroups saw significant gains over time.
- Math performance was also high, ranging from 94-98% across grades 3-8. Scores have remained consistently high when tracking the same cohort of students over time.
- Science and ACT scores performed well with most groups above 95% and trends showing improvement over time, including a record number of AP scores of 4's and 5's for the class of 2011.
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This research investigated the effects of different learning modes (traditional, online, distributed) on students' performance, confidence, and motivation in an introductory computer science course. Students were randomly assigned to one of the three learning modes. Their pre-existing computer knowledge was assessed with a pre-test, and their performance, confidence, and motivation were measured with a post-test and questionnaire at the end of the semester. Data analysis using ANOVA would determine if any learning mode led to better outcomes.
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The Port Washington-Saukville school district has implemented a collaborative approach to Response to Intervention (RTI) using data to improve student outcomes in reading. They began with the Early Ongoing Collaboration and Assistance Initiative to collect baseline data in reading fluency and provide targeted interventions. Over time, the district expanded data collection to include kindergarten literacy assessments, DIBELS screening, and additional grade-level assessments. Staff analyze assessment data collectively to inform instruction and interventions. The district also utilizes assessment walls, solution team meetings, and a future computerized system to effectively monitor student progress within a multi-tiered system of support.
DER literature review
1) Studies have found that students in 1:1 laptop programs had increased test scores in writing, English, and GPAs compared to students without laptops. However, the benefits were not uniform and best realized after multiple years of use.
2) Simply providing students with laptops is not enough; teachers must be trained to incorporate the technology into their lessons in ways that promote problem-solving, collaboration, and other 21st century skills.
3) For 1:1 programs to be successful, principals must provide leadership by fostering collaboration, innovation, and setting high expectations for educational technology use. Professional development for teachers should focus on pedagogy and changing beliefs about teaching and learning with technology.
Research Proposal
1. The study examined the effects of cooperative learning strategies versus traditional instruction on student motivation and academic performance in learning application software.
2. 80 students from two classes were assigned to work in groups of 4 on a PowerPoint presentation project, with the experimental group using cooperative learning and the control using traditional instruction.
3. Data was collected through questionnaires, performance assessments, interviews, and observations to analyze the impact of different learning styles on student motivation.
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Ppt 2011 food
The document discusses an agenda for an English lesson about ordering food and drinks in a restaurant. The purpose is to discuss what to eat and recall food vocabulary. The lesson includes warm-up activities to review food and drink words, instructions for students to practice short dialogues ordering food in pairs, and a wrap-up discussion about what they learned.
Ppt2011
1) The document discusses an agenda for an ESL class on discussing food orders in a restaurant.
2) The purpose is to discuss what to eat and recall vocabulary about foods, appetizers, entrees, drinks and main dishes.
3) The agenda includes warming up with a food vocabulary matching activity, practicing dialogues for taking orders, and wrapping up with a discussion of what was learned.
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The document discusses GCMS Elementary's implementation of Response to Intervention (RtI) to address low reading scores, with only 75% of students meeting state standards. The school introduced RtI to provide students with tools to increase their reading success through data-driven assessment and targeted instruction. The core components of their RtI implementation included a multi-tiered model of instruction, a problem-solving method, integrated data collection and assessments, and a focus on the five elements of reading instruction. The school assessed students using DIBELS and MAP assessments and provided interventions in increasing intensities to students based on their risk levels and needs. While proud of initial gains, the school remained committed to ongoing improvement and helping more students succeed
Go camp 2010_cacao
1. CACAO is a program that engages undergraduates in functional gene annotation using the Gene Ontology by framing it as a teaching activity with incentives like competition and potential publications.
2. In the initial pilot, 20 students volunteered and 16 completed annotating E. coli genes on EcoliWiki in teams over 2.5 weeks with training meetings. Students enjoyed the competitive aspect.
3. Lessons learned include needing more training on finding appropriate papers for evidence and allowing more time for challenges and mentoring. The program will be expanded in Fall 2010 to recruit more participants from various institutions to annotate non-E. coli genes as well.
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The document discusses an institution's efforts to improve success rates for at-risk online students from 2005-2010. It identifies factors that placed students at risk and implemented interventions like tracking student activity and providing personalized outreach. As a result, the percentage of at-risk students completing courses increased by 2% to 84% over three years and the percentage earning a C or higher increased by 2% to 68%. The institution aims to further improve success in core subjects and enhance case management and instructor dashboards.
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Iswi reception dec 2010
Criterion is a writing assessment tool that provides automated feedback on student writing submissions. Several studies found that Criterion helped improve student writing in the following ways:
1) Students who submitted multiple drafts to Criterion had higher average writing scores than those who only submitted one draft.
2) Students with lower initial scores were able to improve their writing to the level of students with higher initial scores by submitting multiple drafts to Criterion.
3) Classes that used Criterion showed greater overall improvements in student writing from first to last drafts, especially when instructors engaged in discussions about how to use Criterion's feedback.
LLI Procedures Flowchart
The document outlines the steps for selecting students for an LLI (Leveled Literacy Intervention) program and monitoring their progress. It includes:
1) The school LLI team will select students for the program based on F&P (Fountas and Pinnell) data and records, and submit their selections to the LLI coach.
2) The LLI teacher will carry out the intervention program following district expectations, with support from literacy coaches and regular meetings with classroom teachers.
3) Upon completion of each LLI group, the school LLI team will update the student grouping template and submit it to the LLI coach within one week.
CSAL UX Sessions in Atlanta - Part 1
This is the Part 1 of a User Experience testing presentation from June 2014. Project Manager Whitney Baer and I traveled to Atlanta to test with adult learners currently enrolled at a literacy center.
Board annual performance report 2011
The district's 2011 annual progress report showed strong student performance across reading, math, and science assessments. Key results included:
- Reading performance ranged from 94-99% across grades 3-8, with 6th and 8th grade achieving record highs. The low SES and IEP subgroups saw significant gains over time.
- Math performance was also high, ranging from 94-98% across grades 3-8. Scores have remained consistently high when tracking the same cohort of students over time.
- Science and ACT scores performed well with most groups above 95% and trends showing improvement over time, including a record number of AP scores of 4's and 5's for the class of 2011.
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The document discusses a project that aimed to engage students in the marking process through the use of GradeMark. It describes how the researchers worked with students to develop marking criteria and provided feedback linked directly to the criteria using GradeMark's commenting tools. Students provided feedback indicating that the detailed criteria and formative comments helped them to understand expectations and improve. The researchers plan to continue refining criteria development and integrating it across more modules, and have additional questions about best practices for criteria writing and engaging students in the process.
0 overview of our redesign
This document provides an overview of a course redesign at Montana State University Billings. It discusses basics such as instructors, class size, and classroom resources. It describes a multi-module system where students take pre-tests to determine initial placement and must score at least 80% on assignments and tests to progress through modules within 15-day time blocks. The goal is to allow students to advance at their own pace through four modules over four time blocks with a final exam.
Title of Research
This research investigated the effects of different learning modes (traditional, online, distributed) on students' performance, confidence, and motivation in an introductory computer science course. Students were randomly assigned to one of the three learning modes. Their pre-existing computer knowledge was assessed with a pre-test, and their performance, confidence, and motivation were measured with a post-test and questionnaire at the end of the semester. Data analysis using ANOVA would determine if any learning mode led to better outcomes.
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The Port Washington-Saukville school district has implemented a collaborative approach to Response to Intervention (RTI) using data to improve student outcomes in reading. They began with the Early Ongoing Collaboration and Assistance Initiative to collect baseline data in reading fluency and provide targeted interventions. Over time, the district expanded data collection to include kindergarten literacy assessments, DIBELS screening, and additional grade-level assessments. Staff analyze assessment data collectively to inform instruction and interventions. The district also utilizes assessment walls, solution team meetings, and a future computerized system to effectively monitor student progress within a multi-tiered system of support.
DER literature review
1) Studies have found that students in 1:1 laptop programs had increased test scores in writing, English, and GPAs compared to students without laptops. However, the benefits were not uniform and best realized after multiple years of use.
2) Simply providing students with laptops is not enough; teachers must be trained to incorporate the technology into their lessons in ways that promote problem-solving, collaboration, and other 21st century skills.
3) For 1:1 programs to be successful, principals must provide leadership by fostering collaboration, innovation, and setting high expectations for educational technology use. Professional development for teachers should focus on pedagogy and changing beliefs about teaching and learning with technology.
Research Proposal
1. The study examined the effects of cooperative learning strategies versus traditional instruction on student motivation and academic performance in learning application software.
2. 80 students from two classes were assigned to work in groups of 4 on a PowerPoint presentation project, with the experimental group using cooperative learning and the control using traditional instruction.
3. Data was collected through questionnaires, performance assessments, interviews, and observations to analyze the impact of different learning styles on student motivation.
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The JumpStart Program aims to bring a comprehensive school counseling curriculum to all middle school students in the district to address the transition from middle school to career. There is currently no formal program to help with this transition. The program covers topics like high school exploration, career exploration, and social emotional learning. It has been piloted at three middle schools, where 100% of participating students completed career and high school planning activities. Next steps include standardizing the curriculum across schools and creating a formal timeline and materials for teachers.
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Analysis of student understanding of AKO, three storey intellect and the language of NCEA achievement.
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The MAP test is an adaptive online test administered in the fall and spring to measure student performance in reading, language usage, and math. It is aligned to state standards and provides detailed data to teachers within a few days to better inform instruction and student grouping. Teachers can use MAP test data to measure individual student growth over time, understand program strengths and weaknesses, and differentiate instruction based on student needs.
Final Fall Symposium Poster
This document discusses the design of online assessments to measure metacognition. It aims to compare online assessments, like games measuring strategy and reflection, to traditional offline self-assessments. Two online games discussed are Oregon Trail, which assesses qualitative thinking aloud, and Frog Escape, which quantitatively measures performance. The goals are to align the assessments with an established model of metacognition and address limitations of offline measures like recall failure or inability to directly observe metacognitive skills. Challenges include implementing the assessments at scale, the labor required, technological issues, and whether metacognition can be directly measured during cognitive tasks.
Sip presentation
This document outlines a plan to hold ESL Technology Nights at NB Mills Elementary School to increase parental involvement from Hispanic families and improve student achievement. The goals are to establish 4 technology nights, encourage stronger relationships between Hispanic parents and teachers, and close communication gaps. Surveys will collect feedback and student performance data will evaluate the effectiveness on increasing student growth. Challenges include gaining teacher support and coordinating the events with limited assistance. Resources needed are cooperation from school staff, interpreters, computer labs, and materials to communicate information to Spanish-speaking families. The intended outcomes are higher scores on assessments through greater parental awareness of classroom content.
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Ppt 2011 food
The document discusses an agenda for an English lesson about ordering food and drinks in a restaurant. The purpose is to discuss what to eat and recall food vocabulary. The lesson includes warm-up activities to review food and drink words, instructions for students to practice short dialogues ordering food in pairs, and a wrap-up discussion about what they learned.
Ppt2011
1) The document discusses an agenda for an ESL class on discussing food orders in a restaurant.
2) The purpose is to discuss what to eat and recall vocabulary about foods, appetizers, entrees, drinks and main dishes.
3) The agenda includes warming up with a food vocabulary matching activity, practicing dialogues for taking orders, and wrapping up with a discussion of what was learned.
salinan permendikbud no. 66 th 2013 ttg standar penilaian
salinan permendikbud no. 66 th 2013 ttg standar penilaian
Chapter 2
The document discusses different types of reading assessments that can inform instruction, including formal tests as well as informal teacher observations of students' behaviors, word game play, and oral reading fluency. It notes that teacher observations should be combined with more formal assessment information to give teachers a well-informed picture of students' reading abilities. The document then provides a form that teachers can use during meetings to assess the effectiveness of their reading programs.
Wikipresentation
The document discusses education law and reading assessments. It notes that the No Child Left Behind Act mandated closing the achievement gap for all students, including those with disabilities. Effective reading instruction and targeted assessments are important to address core weaknesses, especially in foundational reading skills. Both formal and informal assessments provide teachers information to guide reading instruction. Long-term assessments allow ongoing monitoring of student progress and whole-student instruction, while short-term assessments provide periodic snapshots of reading levels to group students. Key components of an effective reading program include phonics, vocabulary, fluency, comprehension, and phonemic awareness.
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Similar to Chapter 4a
Wikipresentation
The document summarizes key aspects of assessing reading programs and their effectiveness in closing achievement gaps for students with disabilities. It discusses two types of reading program assessments - short-term/periodic assessments and long-term/ongoing assessments. Short-term assessments provide a snapshot of student reading levels but do not allow for ongoing instruction, while long-term assessments allow teachers to instruct the whole student and monitor progress over time. The document also analyzes data from a school that implemented both types of assessments in its reading programs and found that the ongoing assessment program was more effective at increasing the number of students performing at higher reading levels.
Program and Evaluation Tool PlanningLua ShanksDr.docx
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Dr. Johnson
EDSD7900
10-23-2022
Program and Evaluation Tool Planning
Part 1
Identified Program in Early Childhood Education
Becoming part of Mayor Keller’s taskforce places one in a pivotal role of influencing the change process in matters that affect Grand City area. Early childhood education as a specialization area has programs that need to be evaluated in readiness for the change process. One such program that needs evaluation is the English language literacy program. The goal of English language literacy program is to improve basic writing, reading, and speaking skills from kindergarten level all the way to grades 3 to 5. The stakeholders involved in the program are early childhood educators, school administrators, district education officers, and parents. The current goals of the program include improving English language proficiency among the learners and advancing writing and reading skills of the learners from kindergarten to fifth grade.
Current Program Data
According to the current Grand City data the number of students in grades 3-5 who do not meet expectations have increased in the last 5 years from 40.3% to 50.7%. The number of students in grades 3-5 who meets or exceeds expectations when it comes to English State test scores declined from 34.4% to 25.7% in the last 5 years. The number of students who nearly meets expectations in State test scores for English language declined from 25.3 to 23.6% in the last 5 years (Walden University, 2016). Other than this category of data, additional data on the number of students who access English reading materials at home need to be looked into. There is also a need to look into the number of families involved in English language development of early childhood learners while at home. Based on the data, it is evident that English language literacy program has not been effective, especially within the last five years. The related data on this that indicate ineffectiveness of the program is that only 13.5% of 11th grade students in Grand City meet or exceed the expectations when it comes to English Language Arts (Walden University, 2016). This is related to the language literacy program at the early childhood education level since language development starts at the early stages of life. Additionally, the performance of students in grades 6-8 in State tests scores for English language arts declined within the last 5 years (Walden University, 2016). These are indications that language and literacy programs in early childhood education are not effective thus the need for change.
Strategies, Activities, or Initiatives to make the Program Effective
While the program has not been effective in the achievement of its goals, there are classroom strategies that are in place to improve its effectiveness. Provision of explicit and systematic kind of instruction in vocabulary ensures that children are exposed to words so as to acquire a prop.
PAM English
This document provides information on using a tracking system to monitor pupil progress in reading, writing, and speaking/listening against long-term targets. It describes setting targets using a formula, tracking progress half-termly, identifying gaps in learning, and modifying teaching to address gaps. Impact examples from schools show increases in SATs scores from using this approach, such as a 25-35% rise in English scores and improvements in the percentage of pupils achieving Level 4 or above.
High School Online Credit Recovery
An overview of the ZBTHS credit recovery research conducted between traditional, programmed and online instruction in 2004 & 2005. Originally presented at the Illinois Computing Educators Conference in February 2005.
Final evaluation report booth
The document provides an evaluation of supplemental virtual direct instruction sessions on the topic of Jacksonian Democracy for students in a virtual school. Based on low exam scores previously, instructors created three new instructional sessions totaling three hours. Ninety-three students completed all sessions and assessments. Evaluation found that instructor and student surveys showed the sessions were effective in increasing understanding and exam scores met the goal of a 5 percentage point increase. The evaluation provided both qualitative and quantitative data through multiple surveys and assessments.
EDTECH 505 Final Evaluation Report Booth
The document provides an evaluation of supplemental virtual direct instruction sessions on the topic of Jacksonian Democracy for students in a virtual school. Based on low exam scores previously, instructors created three new instructional sessions totaling three hours. Ninety-three students completed all sessions and assessments. Evaluation found that instructor and student surveys showed the sessions improved understanding and increased exam scores by over 5 percentage points, meeting the program objectives.
EDTECH 505 Final evaluation report booth
The evaluation assessed the effectiveness of supplemental virtual direct instruction sessions for a unit on Jacksonian Democracy. Instructors created 3 live sessions to address low exam scores. 93 students who completed the sessions, assessments, and exam were included. Student and instructor surveys found the sessions benefited understanding. Discussion scores increased from 84.2% to 88.6% and exam scores increased by 7 percentage points, meeting the goal of a 5 point increase. While results suggest sessions improved understanding and scores, some variables could also have impacted outcomes. The evaluation determined the program objectives were achieved.
Read to Achieve Report
This report analyzes the impact of North Carolina's Read to Achieve (RtA) program on student reading performance after five years of implementation. The RtA program provides supports for students who do not demonstrate reading proficiency by 3rd grade, including optional reading camps and supplemental tutoring. Analyzing test scores for students first impacted as 3rd graders in 2013-14 and 2014-15, the report finds:
1) Students who participated in RtA showed no significant difference in reading scores one or two years later compared to similar students who did not participate.
2) Students who were retained in 3rd grade also showed no significant difference in later scores compared to students who just missed being retained.
2014-english-proficiency-assessments -of-primary-and-secondary-teachers-parti...
The document summarizes the results of a study assessing the English language proficiency of primary and secondary students participating in the English in Action program in Bangladesh. It found that over two-thirds of primary students and over four-fifths of secondary students achieved a passing grade. While primary student performance saw substantial gains over the baseline, secondary students saw higher pass rates but fewer achieving the highest grades. Girls and boys benefited equally at primary level, though girls outperformed boys at secondary. Rural students did better than non-rural at primary but worse at secondary. Overall, the program improved student learning outcomes despite increasing greatly in scale.
Read to Achieve Report Addendum
This document provides additional analyses and recommendations for the evaluation of North Carolina's Read to Achieve initiative. It summarizes that students identified as proficient based on local assessments performed worse on subsequent assessments than those identified by other measures. It also finds that different 4th grade placement options for students not demonstrating proficiency, such as 3rd grade accelerated reading classes, yielded better outcomes than traditional 3rd grade retention. The document recommends collecting more detailed data on local assessments and 4th grade placement options to better evaluate the initiative.
Room_to_Read_2014_Global_Monitoring_Report
Room to Read's Literacy Program aims to help children become independent readers through establishing libraries and literacy instruction in schools. The 2014 Global Monitoring Report found:
1) Children in Room to Read program schools read more fluently than children in comparison schools across 8 countries, showing the Literacy Program is improving reading skills.
2) A cross-national evaluation found students in schools with Room to Read libraries are more likely to read for enjoyment at home than students in other schools.
3) The average number of books checked out per student increased for the fifth consecutive year, demonstrating libraries are strengthening children's reading habits.
PAM Maths
This document provides guidance for teachers on implementing a minimum of 3 levels of pupil progress in maths each year using tracking sheets, target setting, regular assessments and intervention. Key points include:
1) Setting long term targets for all pupils assuming at least 4 sublevels of progress in KS1 and 7 sublevels in KS2.
2) Using pupil tracking sheets to monitor progress against targets with half-termly assessments.
3) Providing weekly basic skills assessments, target sheets, and prompt sheets to help pupils achieve their targets with support from teachers and TAs.
4) Analyzing assessment data to identify gaps and modify teaching to address weaknesses.
Psy dewitz2
Early intervention programs that begin in kindergarten or first grade and work with students for more than five months up to a year have been shown to be more successful than shorter programs. Successful programs have smaller instructional groups, with one-on-one intervention being the most effective. Core reading programs now offer supplemental intervention programs to provide extra support to struggling readers. These programs should be evaluated based on criteria such as explicit instruction of reading strategies, scaffolding of new skills, integration of strategies, priming of background knowledge, judicious review, and well-paced lessons. Two intervention programs described in the document, My Sidewalks and Strategic Intervention Kit, meet some criteria but lack scaffolding and explicit explanation of linking strategies
thesis-lilibethrollon-presentation.pptx
This document summarizes a research study that examined teachers' perceptions of the effectiveness of play-based learning on reading comprehension among Grade II learners in the Day-as Elementary School in Cordova District, Cebu Province, Philippines. The study found that most teacher respondents were female, aged 31-40 years old, married, had been teaching for 4-6 years, had a master's degree, received a performance rating of very satisfactory, and had attended relevant trainings. It also found that play-based learning was highly effective in improving reading comprehension, and that its use had a positive relationship with student reading performance. The study proposed several play-based class activities to enhance reading instruction and student performance.
The North Carolina Science of Teaching Reading Project
The document summarizes the findings of a survey sent to North Carolina K-3 teachers to assess their knowledge of the science of reading. Key findings include:
1) Teachers performed better on factual knowledge questions than application questions, suggesting they would benefit from professional development on how to apply their knowledge to classroom instruction.
2) Survey results showed particular need for support in teaching phonemic awareness, a foundational reading skill.
3) The report provides recommendations to help North Carolina strengthen teacher professional development, support, and implementation of evidence-based reading instruction practices.
Leveled Literacy Intervention
LLI is a short-term literacy intervention developed by Fountas and Pinnell to prevent literacy difficulties. It works to bring students to grade-level performance through 30-minute small group lessons 5 times a week that include rereading, phonics, introducing new books, and word work. Students' progress is monitored weekly through running records to determine when they are ready to advance to the next level. LLI is designed to be completed within 12-18 weeks.
RtIMTSS SPE 501-Spr
The progress monitoring process involves (1) administering formative assessments to monitor student learning over time, (2) choosing appropriate measures and collecting data through progress monitoring assessments, and (3) using data to evaluate student performance against goals, make instructional decisions, and communicate progress to students and parents. Progress monitoring allows teachers to evaluate the effectiveness of instruction and determine if students are making adequate progress toward learning goals.
Impact 2011 annual report
This document provides an annual performance report for a program called Teachers for a Competitive Tomorrow (TCT) that provides master's degrees in STEM or foreign language education. The report discusses accomplishments over the past year, including recruiting and admitting a second cohort of 10 teachers, teachers completing required coursework and research projects, and teachers participating in professional conferences. Evaluation data is also presented on program objectives such as increasing the number of quality science teachers, improving student academic achievement, and increasing student enrollment in advanced science courses.
Inside Teacher Training: What Works to Make It Better?
I prepared this talk on how to improve the quality of in-service teacher training -- with a light treatment of pre-service training -- last week for a conference with the Ministry of Education in Brazil.
Chapter4
The school's reading program was assessed and found to only address some of the essential reading components for different grade levels, missing the vocabulary component entirely. A new reading program was researched that addresses all five essential reading components according to the National Reading Panel: phonemic awareness, phonics, vocabulary, fluency, and comprehension. Teachers were asked whether the previous periodic assessment program or new ongoing assessment program better helps close the reading gap between special education and general education students.
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- 1. ELA Predictive Results ELA Predictive Results
- 2. Reading for Information and Understanding
- 3. Reading for Critical Analysis and Evaluation
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