The webinar covers Colorado's early access process for highly advanced gifted children under age 6. It defines early access as entrance to kindergarten or first grade early, outlines the referral and assessment process, and lists the criteria for determining if a child qualifies. This includes aptitude in the 97th percentile or higher on standardized tests, advanced achievement, performance above peers, and evidence of readiness. If approved, an Advanced Learning Plan must be made within 30 days and annually reviewed to ensure funding. The deadline for applications is April 1.
3. A Study on “Teacher’s satisfaction of assessment process of competency based curriculum in primary school education in Sri Lanka” with P.Senevirathna, paper presented at Jaffna University International research conference 2012 head on 20-21 July 2012 at Jaffna University. Abstract published in the conference proceedings.
3. A Study on “Teacher’s satisfaction of assessment process of competency based curriculum in primary school education in Sri Lanka” with P.Senevirathna, paper presented at Jaffna University International research conference 2012 head on 20-21 July 2012 at Jaffna University. Abstract published in the conference proceedings.
This slideshow is exploring the new things happening in the field of evaluation. This was the first session for a 3-day workshop on "Question Bank" for the faculty members of SNDT Women's University.
This slideshow is exploring the new things happening in the field of evaluation. This was the first session for a 3-day workshop on "Question Bank" for the faculty members of SNDT Women's University.
Microcontroladores(Definición, Características, Arquitecturas, Elementos del Microcontrolador, Memoria-Interrupciones, Resumen, Summary, Recomendaciones, Conclusiones, Apreciación del equipo, Glosario de términos, Bibliografía)
This presentation outlines best practices regarding IDEA, Child Find, Evaluations, Eligibility, Individualized Education Programs, and procedural safeguards when working in the area of special education.
This is the slide Presentation shown to parents on September 22, 2015.
The video clip in slide 45 can be found at: https://www.youtube.com/watch?v=89frRi8GgGA
Guided Response Review and respond to two of your classmates’.docxaidaclewer
Guided Response:
Review and respond to
two of your classmates’ posts
. After reading the different procedures described for GATE and Special Education, what is one significant difference that you notice between the district you select and those your peers selected? Discuss why it is important to ensure educators know these procedures for testing and identifying students.
EACH TWO CLASSMATES HAVE THEIR OWN FEEDBACK, PLEASE DON’T MAKE IT TO ONE BIG PARAGRAPH.
Tawana Parker
Protocol for Identifying a GATE or Special Education Student
In researching the procedures to identify a GATE or Special Education Student I located the following information.
First the child must be identified of possibly "needing special education or some other related service". Children can't just be assessed, the permission of the parent or guardian must be given before any testing can be done. The IDEA (Individuals with Disabilities Education Act) gives them 60 days to complete evaluations. Once the child has been evaluated there are questions that have to be answered that relates only to the evaluation of that one child not another. The questions consist of whether or not the child has a disability that requires supervision, their specific educational needs, and what appropriate services are available to assist this child specifically? The parents can agree or not with the findings. The parents and professionals that are qualified in this area take a look at the final assessment and if assistance is found to be needed and accepted then there will be an IEP (Individualized Education Program) developed for this specific child. The meeting consist of school staff, parents, and parental support that may have more knowledge on the situation. Once the IEP is written services are then provided to assist the child. The IEP is assessed again at a later date to see if a service needs to be added or taken away.
Reference
http://www.parentcenterhub.org/steps/
(Links to an external site.)Links to an external site.
http://www.parentcenterhub.org/steps/
(Links to an external site.)Links to an external site.
Carolina Saravia-Gordash
In education, there are various intelligence tests available to determine if a student needs special services for being gifted or for other specialized services. However, before these services can be established there are protocols that must be followed to see if the student qualifies. For this discussion, look up the procedures in a nearby district relating to qualifying a student for GATE or Special Education.
What are these procedures?
A child may be diagnosed with a disability by either their teacher at a school district or their pediatrician. Either way once a child is diagnosed by one or the other, does not guarantee of services under the IDEA (Individuals with Disabilities Education Act). The parents, teachers and/or pediatrician needs to see if the child is not progressing academically or cognitively if not in school yet ...
This slideshow was presented at the AEI conference in Fredericton during the summer of 2014 by Stephen Parks. It deals with the topic of Assessment - particularly Math.
Topic: Test Testing and Evaluation
Student Name: Abdul Rauf Ansari
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Local school board members are a key link between school districts and communities. They represent public concerns around testing and can hold district officials accountable. Given the critical role that local school boards play, Achieve and the National School Boards Association have developed “Assessment 101” resources for school board members. This professional development module is designed to:
· outline the critical role school boards play in supporting high quality assessment systems;
· introduce school board members to key assessment concepts and issues;
· provide an introduction to the Student Assessment Inventory for School Districts as a process to streamline testing and support limited, high-quality assessments for all students.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
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?
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
2. Webinar Content/Agenda
• Early Access Definition and Purpose
• Early Access Notification Process
• Parent communication, Fees and Deadlines
• Early Access Screening
• Early Access Referral and Collection of Evidence
• Early Access Criteria
• Early Access Decision Making
• ALP Development and Monitoring
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3. What is Early Access?
• Early Access means early entrance to kindergarten or
first grade for highly advanced gifted children under the
age of six.
• Four years of age and for whom early access to kindergarten is
deemed appropriate by the AU [12.08(1)(a)(i)]; and
• Five years of age and for whom early access to first grade is
deemed appropriate by the AU [12.08(1)(a)(ii)].
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4. Purpose of Early Access
• Early access is not be an acceleration pattern
recommended for the majority of age 4 or age 5 gifted
children.
• The purpose of early access is to identify and serve the
few highly advanced gifted children who require
comprehensive academic acceleration.
• This is defined as students scoring above the 97th percentile.
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5. Early Access Communication
• School need to communicate with parents and community
members information about the Early Access Process.
• Schools should communicate:
• Information about the criteria and process for identifying a highly
advanced gifted child
• Time frames and deadlines
• Portfolio referral
• Specific tests and threshold scores used
• The deadline for Early Access applications is April 1
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6. Early Access Fees
• The school may charge parents a reasonable fee for the
assessment and identification process related to Early Access.
• No fee will be charged if the child who is the subject of such
assessments is eligible for a reduced-cost meal or free meal.
• When evaluating the need for fees, the school will:
• Integrate the costs of assessment and decision making into the
ongoing general instructional and assessment practices
• Take into account the economic circumstances of the community
and applicant’s family; and
• Consider test results within three months of application from
outside licensed professionals paid by the parent.
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7. Early Access Screening
• Parents are responsible for collecting the information required
for an early access portfolio application, and for submitting
the portfolio to the school.
• The portfolio must include:
• Applicant contact information
• A developmentally appropriate screening tools (e.g Gifted Rating
Scales for Preschool and Kindergarten or the Kingore Observation
Scale) completed by the parent and the child’s current teacher
• Information about the performance of the child that provides
evidence of a need for early access evaluation
• e.g., work samples, data from the child’s current teacher or an adult
from early childhood experiences, or indicators of early access
readiness factors, anecdotal information regarding specific abilities
• Any available assessment data which may include private testing
• Any other items the parents may deem appropriate
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8. Early Access Referral and
Collection of Evidence
• Referral
• Each school must designate the gifted education coordinator,
principal, or other qualified person, to accept the referral
portfolio provided by the parent, and make an initial decision as
to whether early access assessment should continue.
• If a fee is collected the fee is paid following this initial determination.
• Collection of Evidence
• If the early access assessment is continued the school will
conduct the necessary tests and collect student information,
including test regarding the criteria and factors for early access
• The body of evidence is complete if data regarding all criteria,
and other considerations deemed necessary by the school are
compiled for data analysis and decision making. 8
9. Early Access Criteria
• The evaluation will lead to a student profile of strengths,
performance, readiness, needs and interests, and a
determination of appropriate placement.
• All criteria must be considered in making the determination –
test scores alone do not meet the standards of a
determination
• Criteria include:
• 1. Aptitude
• 2. Achievement
• 3. Performance
• 4. Readiness, Social Behavior and Motivation
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10. Early Access Criteria
• Aptitude
• Highly advanced level of performance or 97th percentile
• Every child with a score above 97th percentile may not benefit from
early access to kindergarten or first grade.
• Measured using a developmentally appropriate tool
• e.g., individualized ability test, such as the Differential Ability Scales
(DAS), Wechsler Preschool and Primary Scale of Intelligence or
Woodcock Johnson Cognitive Ability Scale, or Kaufman Brief
Intelligence Test.
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11. Early Access Criteria
• Achievement
• Highly advanced level of performance or 97th percentile
• Typically, early access children function two or more years above
their age peers.
• Measured using an assessment that determines knowledge and
skills in reading, writing and mathematics
• e.g., curriculum-based assessment, above-level testing, and
individualized achievement tests, such as the test of early math
ability/reading ability, Woodcock Johnson III Tests of achievement, or
Iowa Tests of basic skills).
11
12. Early Access Criteria
• Performance
• Performance supporting early access is indicated by work
samples and informal teacher and/or parent data indicating
demonstrated ability above age peers.
• Measured using actual demonstration of the student’s work
e.g., work samples, independent reading, advanced
vocabulary, observational data).
12
13. Early Access Criteria
• Readiness, Social Behavior and Motivation
• Readiness, social behavior and motivation for early access are
determined by the child’s ability to demonstrate the indicators
deemed necessary for kindergarten or first grade by the district’s
standards or national standards.
• Measure the child’s readiness for kindergarten or first grade,
social maturity, and eagerness to learn.
• e.g., district readiness checklist, normed checklists and rating scales,
such as the California Preschool Competency Scale or the
Preschool/Kindergarten Behavioral and Social Scale or Bracken
School Readiness).
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14. Early Access Decision Making
• Early access decisions must be made through a consensus process
by a determination team consisting of a gifted education resource
person, a teacher in early childhood, and others as identified by the
school (e.g., principal, psychologist, counselor)
• The team will analyze the body of evidence resulting in a student
profile of strengths, needs and interests of the child against the
criteria.
• Test scores alone will not determine early access.
• Determination decisions will be communicated with parents and
teachers.
• Parents may accept or decline the offer of early access.
• If the determination team does not find that the child meets the
criteria for early access, the team can refer the student for gifted
identification.
14
15. ALP Development and
Monitoring
• When a child is deemed appropriate for early access, an
advanced learning plan (ALP) must be developed according to
the schools procedures.
• This must be done no later than the end of the first month after
the start of school.
• The ALP shall include academic and transition goals.
• If the student transfers during the first year of an early access
placement the new school should maintain the placement.
• The student’s teacher shall monitor student performance at
least every five weeks during the student’s first year of early
access.
• The monitoring process shall be based on the ALP and
performance reports shared with the parents and child.
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16. State Education Funding
• Four-year-old students entering Kindergarten may receive part
time funding
• Five-year-old students entering first grade may receive full
time funding.
• Eligibility/Audit Evidence
• An Advanced Learning Plan (ALP) for the early access child
created no later than 30 days after the start date of school
• ALP must note “early access” or “grade acceleration” on the front
cover of a paper file or at beginning of electronic file
• Gifted code for the child on the enrollment report to CDE
• ALP must document annual reviews with a date notated on the
front of the paper file or electronic file
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17. Questions and Contact Info
• Questions?
• Contact information
• Ryan Marks
• 303-866-2572
• ryanmarks@csi.state.co.us
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