Thailand ebooks Market Research Study and White Paper. Determining Thai readership motivations and habits in order to determine market viability of a dedicated e-reader - ThailandeBooks.net
Thailand ebooks Market Research Study and White Paper. Determining Thai readership motivations and habits in order to determine market viability of a dedicated e-reader - ThailandeBooks.net
The second in our Pieces of Success Workshop Series - "Starting the Term Off Right". This workshop covers the following topics:
- Student & Academic Support Resources
- Organizing Yourself : Learning Contracts,
- Assignments, & Maintaining a Balanced Life
- Student Panel : Study Smart & Other Success Tips
Getting the Term Started Off Right
Are you a busy student with competing personal, professional, and educational demands?
This workshop will provide you with practical advice and effective techniques to help you balance your priorities and take control of your time to become better prepared to tackle the challenges of being an effective learner.
Empowering Pre-Service & New Math Teachers to Use the Common Core Practice St...DreamBox Learning
How prepared are the K-12 teachers of tomorrow to inspire the next generation of young mathematicians? In this webinar for the edWeb.net Adaptive Math Learning community, attendees learned how essential it is for pre-service teachers to learn, develop, and model the Standards for Mathematical Practice to improve learning for their future students. Ben Braun, Associate Professor of Mathematics at the University of Kentucky, and Tim Hudson, Senior Director of Curriculum Design at DreamBox Learning, discussed ways to ensure that pre-service teachers start their careers understanding how mathematical proficiency requires more than simply content knowledge. Tim and Ben shared ideas for K-12 school leaders and mentor teachers who are responsible for new teacher induction, as well as, implications for college and university faculty teaching both math methods and content courses. They also discussed potential disconnects between pre-service content and methods courses and also eventual in-service expectations, while providing examples of math problems to engage pre-service and new teachers. View the webinar to better understand how to use the Standards for Mathematical Practice.
Methods of collecting data
Survey, methods and type, response rate, variable language
Hands on: Graphical techniques II, SPSS
Questionnaire design
Tips on writing a research paper
Individual project: article critique
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Assessment Cover page Page 1 of 1
Version 1.0 05/18
ASSESSMENT COVER PAGE
STUDENT DETAILS / DECLARATION:
Course Name:
Unit / Subject Name: BSBLED802 Lead Learning Strategy Implementation
Trainer’s Name: Assessment No: Task 1, Task 2, Task 3
I declare that:
o I fully understand the context and purpose of this assessment.
o I am fully aware of the competency standard/criteria against which I will be assessed.
o I have been given fair notice of the date, time and venue for the assessment.
o I am aware of the resources I need and how the assessment will be conducted.
o I have had the appeals process and confidentiality explained to me.
o I agree that I am ready to be assessed and that all written work is my own.
o This assessment is my:
o First submission o Re-submission (Attempt ___ )
Student Name: Student ID:
Student’s Signature: Submission Date: / /
ASSESSOR USE ONLY: (ACADEMIC DEPARTMENT)
Result:
Assessment Task 1: o Satisfactory o Not Satisfactory
Assessment Task 2: o Satisfactory o Not Satisfactory
Assessment Task 3: o Satisfactory o Not Satisfactory
Final Assessment Result for this unit C / NYC
Feedback: Feedback is given to the student on each
Assessment task & final outcome of the unit Yes / No
Assessor’s
Feedback:
Assessor’s
Signature:
Date: / /
ASSESSMENT FIRST SUBMISSION/RE-SUBMISSION RECEIPT:
It is student’s responsibility to keep the assessment submission receipt as a proof of submission of assessment tasks.
Student Name: Student ID:
Unit / Subject Code: Assessment No:
Trainer Name: Date: / /
Signature:
BSBLED802 Assessment Instruction
Assessment/evidence gathering conditions
Each assessment component is recorded as either Satisfactory (S) or Not Yet Satisfactory (NYS). A student can only achieve
competence when all assessment components listed under procedures and specifications of the assessment section are Satisfactory.
Your trainer will give you feedback after the completion of each assessment. A student who is assessed as NYS is eligible for re-
assessment. Should the student fail to submit the assessment, a result outcome of Did Not Submit (DNS) will be recorded.
Student should be provided with an appropriate time frame in which to resubmit their work, according to the RTO’s re-assessment
policy and procedure.
Plagiarism, cheating and collusion.
Where a trainer/assessor believes there has been an incident of academic misconduct involving plagiarism, cheating, and/or
collusion, they should report this along with reasons for the allegation. Assessors should refer to their RTO’s policy and procedures
regarding training and assessment for further information.”
When all unit’s assessment tasks have been submitted and assessed (including resubmissions), print out a copy of this unit’s Final
Results Record, included as the last page of this document. Record the result f.
Assessment Cover page Page 1 of 1 Version 1.0 0518 .docxfestockton
Assessment Cover page Page 1 of 1
Version 1.0 05/18
ASSESSMENT COVER PAGE
STUDENT DETAILS / DECLARATION:
Course Name:
Unit / Subject Name: BSBLED802 Lead Learning Strategy Implementation
Trainer’s Name: Assessment No: Task 1, Task 2, Task 3
I declare that:
o I fully understand the context and purpose of this assessment.
o I am fully aware of the competency standard/criteria against which I will be assessed.
o I have been given fair notice of the date, time and venue for the assessment.
o I am aware of the resources I need and how the assessment will be conducted.
o I have had the appeals process and confidentiality explained to me.
o I agree that I am ready to be assessed and that all written work is my own.
o This assessment is my:
o First submission o Re-submission (Attempt ___ )
Student Name: Student ID:
Student’s Signature: Submission Date: / /
ASSESSOR USE ONLY: (ACADEMIC DEPARTMENT)
Result:
Assessment Task 1: o Satisfactory o Not Satisfactory
Assessment Task 2: o Satisfactory o Not Satisfactory
Assessment Task 3: o Satisfactory o Not Satisfactory
Final Assessment Result for this unit C / NYC
Feedback: Feedback is given to the student on each
Assessment task & final outcome of the unit Yes / No
Assessor’s
Feedback:
Assessor’s
Signature:
Date: / /
ASSESSMENT FIRST SUBMISSION/RE-SUBMISSION RECEIPT:
It is student’s responsibility to keep the assessment submission receipt as a proof of submission of assessment tasks.
Student Name: Student ID:
Unit / Subject Code: Assessment No:
Trainer Name: Date: / /
Signature:
BSBLED802 Assessment Instruction
Assessment/evidence gathering conditions
Each assessment component is recorded as either Satisfactory (S) or Not Yet Satisfactory (NYS). A student can only achieve
competence when all assessment components listed under procedures and specifications of the assessment section are Satisfactory.
Your trainer will give you feedback after the completion of each assessment. A student who is assessed as NYS is eligible for re-
assessment. Should the student fail to submit the assessment, a result outcome of Did Not Submit (DNS) will be recorded.
Student should be provided with an appropriate time frame in which to resubmit their work, according to the RTO’s re-assessment
policy and procedure.
Plagiarism, cheating and collusion.
Where a trainer/assessor believes there has been an incident of academic misconduct involving plagiarism, cheating, and/or
collusion, they should report this along with reasons for the allegation. Assessors should refer to their RTO’s policy and procedures
regarding training and assessment for further information.”
When all unit’s assessment tasks have been submitted and assessed (including resubmissions), print out a copy of this unit’s Final
Results Record, included as the last page of this document. Record the result f ...
Assessment Cover page Page 1 of 1 Version 1.0 0518 .docx
Cue at team e3
1.
2.
3.
4.
5.
6.
7.
8. AT/AAC Assessment Pre-Referral/Referral Process
Assistive Technology (AT)
STEP 1: Provide Pre-Referral Interventions
When considering AT implementation, what questions should we ask
ourselves as an IEP team?
What are the areas of need? What problem needs to be solved?
How is this problem impacting educational performance?
What types of interventions are currently in use?
What other types of AT are currently available to the student which may
meet his/her needs?
The Etiwanda School District Assistive Technology Pre-Referral Checklist
should be completed to facilitate this discussion and guide interventions.
If adequate progress is not achieved through full implementation of the AT
Pre-Referral Checklist strategies and current specialized services, continue
to Step 2.
9. STEP 2: Determine if an AT Assessment is Needed
How do I know when an AT assessment referral is appropriate?
Does the student require additional tools in order to achieve his/her
IEP goals?
Are the tools which are necessary to the student beyond what are
currently available to him/her?
If the answer to one or both questions is “no,” an AT assessment is not
warranted. If the answer to both questions is “yes,” then it is time to
make a referral for AT assessment. Continue to Step 3.
10. STEP 3: Submit a Referral for AT Assessment
Must include:
ESD AT Pre-Referral Checklist, including answers to all of the questions
above
The following SEIS pages:
o Referral for Special Education and Related Services
o Signed Assessment Plan
“Other” box checked
Evaluation Area: AT Assessment,
Examiner Title: AT/AAC Staff
o Prior Written Notice
Under “Reason for proposed action,” indicate what problem is
hoped to be resolved through AT.
Copy of most recent signed IEP
Copy of most recent assessments
Be prepared to be involved in the AT assessment, as it requires a team
effort.
11. Alternative Augmentative Communication (AAC)
STEP 1: Provide Pre-Referral Interventions
When a student is already receiving Speech/Language services but is
not yet able to effectively communicate his/her needs, what questions
should we ask ourselves as an IEP team?
How does the child currently communicate?
What aspect of communication is most challenging to this student?
What problem needs to be solved?
How is this problem impacting educational performance?
What types of interventions are currently in use?
What other types of communication supports are currently available to
the student which may meet his/her needs?
The Etiwanda School District Alternative Augmentative Communication
Pre-Referral Checklist should be completed to facilitate this discussion
and guide interventions.
If adequate progress is not achieved through full implementation of the
AAC Pre-Referral Checklist strategies and current specialized services,
continue to Step 2.
12. STEP 2: Determine if an AAC Assessment is Needed
How do I know when an AAC assessment referral is appropriate?
Does the student require additional communication tools in order to
achieve his/her IEP goals?
Are the tools which are necessary to the student beyond what are
currently available to him/her?
If the answer to one or both questions is “no,” an AAC assessment is not
warranted.
If the answer to both questions is “yes,” then it is time to make a referral
for AAC assessment. Continue to Step 3.
13. STEP 3: Submit a Referral for AAC Assessment
Must include:
ESD AAC Pre-Referral Checklist, including answers to all of the
questions above
The following SEIS pages:
o Referral for Special Education and Related Services
o Signed Assessment Plan
“Other” box checked
Evaluation Area: AAC Assessment,
Examiner Title: AT/AAC Staff
o Prior Written Notice
Under “Reason for proposed action,” indicate what problem
is hoped to be resolved through an AAC device
Copy of most recent IEP
Copy of most recent assessments
Be prepared to be involved in the AAC assessment, as it requires a
team effort.
14.
15.
16.
17. HI-TECH
Computer •
Electronic tablet •
Electric wheelchair •
Portable word processor •
Text to speech • Speech to text •
Alternative Augmentative Communication
(AAC) device • Mouse alternative • Smart board •
Alerting device • Keyboard alternative
MID-TECH
Electrical device • Screen magnifier • Audio book • Text telephone
• Adapted CD player • Voice amplification system • Scooter • Gait
trainer • Braille translation software • Switch adapted game or
toy • Adapted switch • Adapted TV remote • Adapted chair or
table • Adapted keyboard • Calculator • Electronic speller • Word
prediction software • Manual wheelchair
SAMPLE
LOW-TECH
Graphic organizer • Visual schedule • Adaptive pencil/writing utensil (i.e. weighted, fat, skinny,
triangular, golf, etc) • Adaptive paper (i.e. graph, special spacing or texture, HWT, etc.) • Pencil grip •
Adaptive eraser • Number line • Multiplication chart • White board • White board with place value •
White board with grids • Slant board • Post-It • Highlighter •Modified file folder • Rubber stamps (for
spelling or writing) • Rug lock (for book stability) • Squishy ball (fidget) • Tactile ruler • Velcro • Page
protector or Colored transparency • Magnetic strips (to create magnetic numbers, letters, words, etc. as
manipulatives) • Magnetic picture frame (for home reminder of target, goal, or concept) • Bookmark
with open transparent center for reading guide • Binder clip (for grip for turning pages) • Jumbo ruler
(for enlarged numbers) • Jumbo anything (for magnification) • Any manipulative
Tri-Tech
Triangle of Assistive Technology
Note: If in doubt as to how a
particular device could be used
as AT,try googling
“___ as assistive technology.”