Handumanan es i
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Handumanan Elementary School in the Philippines is applying to be a T2T classroom for their Grade 5 class. The school has over 3,800 students and teachers that are experienced with mobile technologies from previous ICT trainings. It meets the criteria for the project by having stable electricity, mobile network access, secure facilities, support from the community and local government, and a track record of teacher reporting and student performance.
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3) The AMELSS system was designed to deliver English learning content via automatic emails with quizzes at different stages of the learning cycle.
4) Experiments will test the most effective email frequency and usefulness of customized extended learning content.
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Review
There are 13 categories of special education as defined by the
Individuals with Disabilities Education Act (IDEA). In order to
qualify for special education, the IEP team must determine that a
child has one of the following:
• Autism
• Blindness
• Deafness
• Emotional Disturbance
• Hearing Impairment
• Intellectual Disability
• Multiple Disabilities
• Orthopedic Impairment
• Other Health Impaired
• Specific Learning Disability
• Speech or Language Impairment
• Traumatic Brain Injury
• Visual Impairment
SLDs Seen Most Often in
School:
-Written expression (language)
-Math calculation
-Math problem solving
-Reading fluency
-Reading comprehension
TOPICS:
Response to Instruction and
Intervention (RTII)
Multi-Tiered Systems of Support
(MTSS)
The Discrepancy Model
Progression
Response
to
Intervention
Response
to
Instruction
and
Intervention
Multi-Tiered
Instruction
and
Support
Response to Instruction and
Intervention
• RTIII is the practice of (1) providing high-
quality instruction/intervention matched to
student needs and (2) using learning rate
over time and level of performance to (3)
make important educational decisions.
(Batsche, et al., 2005)
• Uses problem-solving to develop effective
instruction/interventions.
5
1. Criterion-Referenced Benchmark
The benchmark represents a level of proficiency needed for
later school success. A good example of a commonly used
set of benchmarks for reading are those that were
developed for use with the DIBELS [Dynamic Indicators of
Basic Early Literacy Skills].
Using the DIBELS benchmarks, for example, 3rd-grade
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these reading-fluency goals:
– Start of School Year: 77 Correctly Read Words Per Min
– Middle of School Year: 92 Correctly Read Words Per Min
– End of School Year: 110 Correctly Read Words Per Min
6
2. Determine the likely reason(s) for the
student’s depressed academic
performance:
There can be several possible underlying reasons why
a student is doing poorly in an academic area. It is
crucial to determine the reason(s) for poor
performance in order to select an appropriate
intervention:
• Skill Deficit: The student lacks the necessary skills to
perform the academic task.
• ‘Fragile’ Skills: The student possesses the necessary
skills but is not yet fluent and automatic in those skills.
• Performance (Motivation) Deficit: The student has
the necessary skills but lacks the motivation to
complete the academic task.
7
3. Select a scientifically-based intervention
likely to improve the student's academic
functioning:
Any intervention idea chosen for the student
should be backed by scientific research (e.g.,
research articles in peer-reviewed professional
journals) demonstrating that the intervention is
effective in addressing the student’s
underlying reason(s) for academic failure.
8
4. Monitor academic progress frequently to
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Introduction of Cybersecurity with OSS at Code Europe 2024
Handumanan es i
- 1. School name: Handumanan Elementary School I T2T Validation Rank: Person interviewed: Theda F. Limbana Position of person interviewed: Principal IV Other attendees: Proposed T2T classroom: Grade 5 Inside shot of the classroom Window Door School grounds School Gymn Ground Particular Comment(s): • Handumanan Elementary School is the biggest school in the division with its more than 3,800 pupils enrolled for that school year alone. There are 3 LED TV's which are purchased by section PTA officers, 2 in grade VI and 1 in grade V. Feeding programs are Criteria 1 School's openness and capacity to adapt to ICT-enabled instructions • All of the teachers have mobile phones. • Most teachers have mobile phone with camera and video feature. • Most teachers are adept to mobile phone technology. • The following are the trainings attended by the teachers: eClassroom Orientation (PanaBoard Manipulation). • Those who attended the ICT training used the skills learned in: teaching pupils on basic computer operations, researching useful educational IMs and using them as motivation tool in class.
- 2. Criteria 2 Commitment of the school to support and sustain the project • The school provides a safe room and budget allotment for maintenance and repairs of the equipment. • The school keeps the equipment in the principal's office/Stock Room. • The school sustains their operational expense through: Secure funds from MOOE Maintenance Operations and Others Expenditures, PTA Contribution, Solicitation from private individuals/institutions, Canteen Fund, and Organize fundraising events together with PTA. • The community supports and helps as project volunteers and fundraisers in school projects and activities. • The projects fundraised and organized by the community are the following: Brigada Eskwela. Criteria 3 School performance indicators • The school has a low bracket absenteeism rate of (4.0%). • The school's drop-out rate falls on average bracket of (8.5%). • The following interventions are employed to resolve issues on drop-out and absenteeism: Home Visitation and Dialogue with Parents. • The school's over-all mean percentage rating is 39.98% • The school's over-all mean percentage ratings are as follows: English (41.81%); Science (40.44%); and Math (37.68%) • The following are the factors that contributes to result performance in National Achievement Test: Remedial Classes, Learning action cell for teachers (LAC), Additional assignments for students and Compilation of old NAT questions for students drill. • There are 48 Grade 5 students and 42 Grade 6 students as average class size in the school. • The school is a recipient of: E-package (educational DVD) and Child Inc.. Criteria 4 Accessibility to electrical power and Globe mobile phone signals • Electricity in the area is stable. • The GLOBE signal within the proposed T2T classroom is Strong (6-7 bars). • The Globe signal within the school ground is Strong (6-7 bars). Criteria 5 School's ability to provide security • The proposed T2T classroom is a Grade 5. • The size of the proposed T2T classroom is 7 x 8 meters. • The following are present inside the proposed T2T classroom: 2 electrical socket(s), tables and chairs are greater than or equal to average class size and blackboard or whiteboard. • In terms of security the school has the following: Proposed T2T Classroom: Windows are well built and with grills; Door is well built, with doorlock, . School ground: There are security guard/s provided by school/LGU or maintenance serving as security personnel, barangay tanod/s provided by the Barangay, well-built school gate and fence around the school. • There is no case of theft recorded. • There were calamities experienced in school. Criteria 6 External intervention support • The external interventions/support received by the school are the following: Local Government Unit: LGU provided funds to support the concretion of the school pathwalk .
- 3. Criteria 7 Submission of reports • The reports are sent to the DepEd office via hand carry. • The following are the communication equipment present in school: Computer, Mobile Phone and Telephone. • Teachers have no difficulty in submitting reports.