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MTeach is developing a mobile app for educators to assign standardized multiple choice math quizzes to students to test their proficiency. This will help address issues where teachers don't know why students don't understand material, parents want more frequent updates on student progress, and homeschooled students have no way to measure their progress against public school standards. The app will give students quizzes and suggest areas for improvement to help form customized lesson plans based on their performance.
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Presentation 1
The document describes an iOS app called MTeach that allows parents to assign standardized multiple choice math quizzes from state curricula to their third grade children via mobile devices. This takes the burden of testing student proficiency off teachers and allows parents to monitor their child's progress more frequently. It aims to help homeschool students stay on track with public school curricula and ease their transition back to public schools.
SMS PTA DATA
Mrs. Smith leads the math department and has helped raise math scores over the past few years. Reading scores have also increased from 2010 to 2011 for 6th grade and the school's 8th grade reading scores are higher than the district's average over the past 5 years. To address low reading scores, the school hired permanent reading teachers, implemented afterschool programs, reading intervention classes, and workshops to improve teacher effectiveness.
Presentation 2 persona ppt
An iOS app called AssessME aims to help students like Tim Jones, a third grader performing below average in math, improve their math proficiency through self-directed, state-standardized quizzes on their iPhone. Tim needs to score better on math tests to pass third grade but is failing practice questions. The app hypothesizes that by engaging Tim in mobile testing of his proficiency level and targeted practice through AssessME, his math scores will increase and he will find it easy to use.
Presentation 2 persona ppt
An iOS app called AssessME aims to help students like Tim Jones, a third grader performing below average in math, improve their math proficiency through self-directed, state-standardized quizzes on their iPhone. Tim needs to score better on math tests to pass third grade but is failing practice questions. The app hypothesizes that by engaging Tim in mobile testing of his proficiency level and targeted practice through AssessME, his math scores will increase and he will find it easy to use.
Assure method day4
This document provides information about 7th grade students and the materials and methods that will be used to teach them to solve equations with two variables using a function table with 100% accuracy by the 5th day. It notes that the class has 20 students who are mostly white with a few who have ADHD. The teacher will use a smartboard, worksheets, and social media like Facebook and Twitter to engage students in pairs and groups, post notes, and encourage helping each other. The teacher will evaluate how well working in pairs helped students learn compared to groups, which students interacted, and if students were sufficiently challenged.
Technology infusion
This document summarizes the technology resources available in an urban elementary school classroom, including a Promethean Board, ActivSlate, student computers, and Activote student response system. The teachers received training on the technology and collaborate to design lessons using the different tools to engage various learning styles. They are able to rapidly assess student understanding through activities on the board and the response system, identifying those needing extra support. Both teachers feel the technology keeps students engaged and allows flexible, fast-paced instruction tailored to today's students.
Online Credit Recovery
This document discusses an online credit recovery program implemented at Zion-Benton Township High School to address high failure rates in traditional remedial courses. It provides statistics showing the online program called STARS achieved higher pass rates and allowed more students to catch up on credits than previous options. Teachers felt the program was reaching students who may have otherwise dropped out. Students also reported finding the online format easier to succeed in than traditional classes. The document considers areas for further refinement but overall found the program was having a positive impact on student success and graduation.
Presentation1
Tahlequah Public School's mission is to provide students with a quality and safe education. Test scores show math remediation rates increased from 34.6% in fall 2011 to 46% for 7th grade and 8th grade. Surveys of teachers found that 60% feel they need additional math content training and 63% need more technology training to integrate tools like interactive whiteboards into math instruction. The KESAM training program works to improve teacher math knowledge and skills through activities aligned to state standards and peer mentoring.
Recommended
Presentation 1
The document describes an iOS app called MTeach that allows parents to assign standardized multiple choice math quizzes from state curricula to their third grade children via mobile devices. This takes the burden of testing student proficiency off teachers and allows parents to monitor their child's progress more frequently. It aims to help homeschool students stay on track with public school curricula and ease their transition back to public schools.
SMS PTA DATA
Mrs. Smith leads the math department and has helped raise math scores over the past few years. Reading scores have also increased from 2010 to 2011 for 6th grade and the school's 8th grade reading scores are higher than the district's average over the past 5 years. To address low reading scores, the school hired permanent reading teachers, implemented afterschool programs, reading intervention classes, and workshops to improve teacher effectiveness.
Presentation 2 persona ppt
An iOS app called AssessME aims to help students like Tim Jones, a third grader performing below average in math, improve their math proficiency through self-directed, state-standardized quizzes on their iPhone. Tim needs to score better on math tests to pass third grade but is failing practice questions. The app hypothesizes that by engaging Tim in mobile testing of his proficiency level and targeted practice through AssessME, his math scores will increase and he will find it easy to use.
Presentation 2 persona ppt
An iOS app called AssessME aims to help students like Tim Jones, a third grader performing below average in math, improve their math proficiency through self-directed, state-standardized quizzes on their iPhone. Tim needs to score better on math tests to pass third grade but is failing practice questions. The app hypothesizes that by engaging Tim in mobile testing of his proficiency level and targeted practice through AssessME, his math scores will increase and he will find it easy to use.
Assure method day4
This document provides information about 7th grade students and the materials and methods that will be used to teach them to solve equations with two variables using a function table with 100% accuracy by the 5th day. It notes that the class has 20 students who are mostly white with a few who have ADHD. The teacher will use a smartboard, worksheets, and social media like Facebook and Twitter to engage students in pairs and groups, post notes, and encourage helping each other. The teacher will evaluate how well working in pairs helped students learn compared to groups, which students interacted, and if students were sufficiently challenged.
Technology infusion
This document summarizes the technology resources available in an urban elementary school classroom, including a Promethean Board, ActivSlate, student computers, and Activote student response system. The teachers received training on the technology and collaborate to design lessons using the different tools to engage various learning styles. They are able to rapidly assess student understanding through activities on the board and the response system, identifying those needing extra support. Both teachers feel the technology keeps students engaged and allows flexible, fast-paced instruction tailored to today's students.
Online Credit Recovery
This document discusses an online credit recovery program implemented at Zion-Benton Township High School to address high failure rates in traditional remedial courses. It provides statistics showing the online program called STARS achieved higher pass rates and allowed more students to catch up on credits than previous options. Teachers felt the program was reaching students who may have otherwise dropped out. Students also reported finding the online format easier to succeed in than traditional classes. The document considers areas for further refinement but overall found the program was having a positive impact on student success and graduation.
Presentation1
Tahlequah Public School's mission is to provide students with a quality and safe education. Test scores show math remediation rates increased from 34.6% in fall 2011 to 46% for 7th grade and 8th grade. Surveys of teachers found that 60% feel they need additional math content training and 63% need more technology training to integrate tools like interactive whiteboards into math instruction. The KESAM training program works to improve teacher math knowledge and skills through activities aligned to state standards and peer mentoring.
Ip xc a1
Cell phones provide immediate access to research information and are useful tools to have in school, as they can help answer student questions that teachers may not know the answers to. However, each student is responsible for their own cell phone and how it is used during school.
Smart lessons
The teacher will use a SMART Exchange template to create a Jeopardy review game for a 6th grade social studies unit. The class will be split into two teams who will compete to answer questions using individual SMART Response systems, with the team with the highest percentage of correct answers winning points. Each student will be engaged through the competition and required to answer questions individually. The lesson supports universal design in education by allowing all students to participate regardless of speaking ability or reading disorders through use of the response systems without time limits and questions read aloud.
There's an app for that
The document describes several apps that can be used in K-12 classrooms, including Edmodo for collaboration between teachers and students; RAZ-Kids and Spelling City to help with literacy skills; Read With Me Fluency and ExitTicket for assessments; and Socrative, Math Champ Challenge, and Scoodle Jam to engage students in various subjects. Many of the apps provide feedback and track student progress.
Correlation Research (re-do)
This document outlines a study investigating the relationship between student academic achievement in social science and the use of information and communication technology (ICT) in the classroom. The study will collect test score and ICT usage data from a sample primary school class and compute the correlation coefficient to determine the strength of the relationship. If a positive correlation greater than 0.5 is found, it may indicate that increasing ICT use could improve student performance in social science. However, the study does not account for other factors that influence academic achievement.
District 30 - 2011 ISAT
The document summarizes the 2011 performance of District 30 students on the Illinois Standards Achievement Test (ISAT). Key points:
- 792 students in the district took the ISAT in reading and math. Some also took the science portion.
- The district met all criteria for Adequate Yearly Progress and subgroups like Asian/Pacific Islander, White, and Students with Disabilities performed well.
- Analysis of results found strong performance across grades and subjects, with more students exceeding than meeting standards in recent years.
Correlation Research
This document discusses conducting research to determine the correlation between time spent reading English books and student achievement on the English language portion of standardized tests. It proposes collecting reading time data from students over half a year and administering an English test to analyze the relationship. If a positive correlation is found, the document suggests schools may consider designating more mandatory reading time for students, such as an after-school reading lesson. It notes reading is one of several factors that can improve English and does not account for the difficulty level of books students read.
MNETC
The document discusses technology usage and data-informed decision making in the Marple Newtown School District. It provides data on the amount of time students in different grade levels spend using technology for learning, with most spending less than an hour per week. It also notes that teachers use electronically-accessed student data to make decisions about instructional plans.
Einstruction Insight 360 success story
Here is a success story about Insight 360.
I am the authorized K-12 representative in South Carolina for eInstruction by Turning Point.
Bill McIntosh
Authorized K-12 Consultant for eInstruction by Turning Technologies
Phone :843-442-8888
Email :WKMcIntosh@Comcast.net
Twitter : @OtisTMcIntosh
SchoolVision Website on Facebook: https://www.facebook.com/WKMIII
Website : www.einstruction.com
Stay Connected - @eInstruction • Facebook
Turning Technologies | 255 West Federal Street | Youngstown, OH Main: 330-746-3015 | Toll Free: 866-746-3015 | Fax: 330-884-6065
www.TurningTechnologies.com
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The document describes Wasan Abu-Baker, a functional tool designed for children with limited fine motor skills. It can be used as a communication tool in the classroom with pictures or symbols. Students are able to work independently with Wasan Abu-Baker as an alternative to paper and pencil. It is an effective tool for increasing literacy skills such as math, spelling, reading, and writing. Wasan Abu-Baker consists of a magnetic whiteboard, magnetic paper, color-coded magnetic pegs, and dry erase markers. It allows students to participate in classroom activities and succeed in their learning.
Ms. Richardson's 3rd Grade Data Analysis of Student Improvement 2015
Ms. Richardson's 3rd grade class showed notable improvements in their benchmark scores from the 1st to 2nd trimester. In math, more students improved from below basic to basic or basic to proficient levels. This was attributed to supplementing the math curriculum with Engage NY materials. In ELA, more students improved from below basic to proficient or advanced levels after switching from Imagine It! to supplementing with Engage NY, which better teaches common core standards. Most students' reading levels also increased by 2-7 months according to STAR Reading assessments over this time period.
Positive Effects Of Interactive Whiteboards In Education 2003
The document discusses research on the benefits of interactive whiteboards in classrooms. It finds that students have more positive attitudes towards school and higher achievement when interactive whiteboards are used. Teachers also have more positive perspectives when using the technology. Research shows the average improvement in student scores is 17 percentile points for those using interactive whiteboards regularly, and over 30 percentile points for teachers who have two years of experience, use the boards 75% of the time, and have sufficient training. Full implementation requires professional development, boards in all classrooms, additional planning time, and changing teaching methods.
Wikitool
Garrison Middle School is looking to improve math scores, particularly for 8th grade. Currently, only 14.1% of 8th graders are proficient or advanced in math, compared to 19.8% of the school overall. The presentation proposes increasing the proficient and advanced percentage for 8th grade to 35% by 2012 through interventions like daily homework help sessions, tutoring from higher-performing students, examining other schools' curricula, and ensuring teachers understand performance targets and student progress.
Measuring the Success of a 1:1 Initiative
The document discusses implementing a 1:1 iPad initiative in a 3rd, 4th, or 5th grade class to see if technology integration can be successful. Success will be measured through teacher and student surveys at the beginning and ongoing teacher surveys to collect data on iPad usage, time spent using iPads, and student creation of projects and presentations. The results will be shared with administrators, technology staff, and curriculum staff to determine if the initiative helped students become 21st century learners through creating, publishing work online, and mobile connectivity.
Nyc doe expectations and implications for 2011 2012
BGMS Professional Development Session - NYC DOE Citywide expectations and implications for the 2011 - 2012 school year for teaching and learning.
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The document summarizes discussions from breakout sessions at the 4th Singapore Math Institute on teaching mathematics using Singapore's approach. It provides tasks and problems from Singapore classrooms related to practicing skills through problem-solving, using anchor tasks to structure lessons, and teaching geometry in grades 4-6. The goals are to emulate Singapore's emphasis on problem-solving and multi-step word problems to develop students' mathematical thinking.
Effective Technology in Education by Grant Gigstad
The document discusses the need for effective technology in classrooms. It provides evidence that the use of laptops and technology in middle school classrooms led to higher GPAs and improved national test scores, especially for struggling students. Teachers struggle without proper technology as it limits their ability to engage students through diverse teaching methods. However, some teachers have difficulties implementing and adapting to new classroom technologies. The document argues that more technology integration is needed in schools to better prepare students for their futures.
Wikitool
Garrison Middle School's math scores need improvement, with only 19.8% of students scoring proficient or advanced. The 8th grade scores are particularly low, at 14.1% proficient/advanced. The presentation proposes increasing the 8th grade proficiency rate to 35% by 2012 through interventions like dedicating class time for homework help and peer tutoring. Teachers will closely track student performance against content standards to better inform instruction.
Melinda Eichhorn - Exploring the use of a screening tool to investigate stude...
This document discusses a study that investigated the use of a mathematical screening tool with second grade students in Kolkata, India. The screening tool was designed to identify students' grade-level math skills, number sense, and common error patterns. The study found that the screening tool provided teachers with valuable information about their students' mathematical understanding and misconceptions. This allowed teachers to better target instruction and interventions to support students who were struggling. The screening tool empowered teachers to identify issues and begin interventions earlier than waiting for a formal diagnosis. Overall, the screening tool was an effective way for teachers to assess their students' math abilities and tailor instruction accordingly.
Data-Based IndividualizationUsing Data-BasedIndividualiz
Data-Based Individualization
Using Data-Based
Individualization to
Intensify Mathematics
Intervention for Students
With Disabilities
Sarah R. Powell and Pamela M. Stecker
Riverview Middle School serves students
in Grades 5 through 8. Molly, a sixth
grader at the school, receives special
education services on the basis of a
specific Learning disability in
mathematics. Molly's special education
teacher, Mr. Drummond. works with
Molly five days a week, but Molly
is demonstrating minimal progress
with the current intervention.
Mr. Drummond is especially concerned
about Molly's understanding of
fractions because of the emphasis on
fractions with new standards and
standardized assessments at the school.
Mr. Drummond does not want to ignore
all of the intervention work already
conducted with Molly, so he decides to
use principles for intensifying
instruction as well as Molly's progress
monitoring data to try to better meet
her individual needs and to inform his
decision making about whether these
intervention changes are working as
desired for Molly.
Data-based individualization (DBI)
is a continuous process connecting
assessment and intervention (see Fuchs,
Fuchs, & Vaughn, this issue). DBI
provides teachers like Mr. Drummond
with an evidence-based method for
individualizing interventions for
students who do not demonstrate
adequate response. Assessment data
gathered through flie use of progress
monitoring help teachers analyze and
determine ways to modify components
of intervention. After teachers make
instructional modiflcations, they
continue to use progress monitoring
data to determine whether these
adaptations are acceptable or whether
subsequent adaptations must be made.
Consequently, DBI is an iterative
process that involves (a) adapting
instruction using principles of
intensive intervention and
evidence-based practices and
(b) implementing these
adaptations consistently and
regularly. Progress monitoring
probes used to evaluate the
success of each intervention
should be technically sound
and conducted at least
weekly. At periodic intervals
(depending upon the
frequency of data collection
and the length of the
intervention), a progress check
helps teachers compare
individual student progress to goal
expectations. In addition, teachers
may use informal diagnostic assessment,
such as analyzing student responses on
the probes and following up with an
interview while the student works
selected problems, to gain insight about
student strengths and weaknesses.
This process is repeated, as the teacher
continues to build a more effective
instructional program for a particular
student across time.
The National Center on Intensive
Intervention (NCII; www.intensiveinter
vention.org) has identifled the
TEACHING EXCEPTIONAL CHILDREN | MARCH/APRIL 2014 31
principles of and processes for
intensive intervention (Fuchs et al.,
2008: Vaughn, Wanzek, Murray, &
Roberts, 2012):
• smaller steps,
• precise language,
• repeat language,
• student explains ...
Building successful students using lab classes
How Taft Middle School designed and implemented Lab classes to enhance student learning in project based language arts and math lab classes
My Teacher, The Computer Screen
A summary of ideas that explore the benefits of using computers as instructional aids not just as mediums to turn homework in on.
Mathematical Concepts & Skills in Primary 1 Mathematics
The document discusses Singapore's primary school mathematics curriculum and how children learn mathematics. It focuses on problem solving and using concrete materials and visualizations before abstract concepts. Children learn basics like counting, addition and multiplication through word problems and are engaged through varied teaching strategies like working independently and in social environments with structured and relaxed elements. The goal is developing logical reasoning and visualization skills through mathematics.
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Ip xc a1
Cell phones provide immediate access to research information and are useful tools to have in school, as they can help answer student questions that teachers may not know the answers to. However, each student is responsible for their own cell phone and how it is used during school.
Smart lessons
The teacher will use a SMART Exchange template to create a Jeopardy review game for a 6th grade social studies unit. The class will be split into two teams who will compete to answer questions using individual SMART Response systems, with the team with the highest percentage of correct answers winning points. Each student will be engaged through the competition and required to answer questions individually. The lesson supports universal design in education by allowing all students to participate regardless of speaking ability or reading disorders through use of the response systems without time limits and questions read aloud.
There's an app for that
The document describes several apps that can be used in K-12 classrooms, including Edmodo for collaboration between teachers and students; RAZ-Kids and Spelling City to help with literacy skills; Read With Me Fluency and ExitTicket for assessments; and Socrative, Math Champ Challenge, and Scoodle Jam to engage students in various subjects. Many of the apps provide feedback and track student progress.
Correlation Research (re-do)
This document outlines a study investigating the relationship between student academic achievement in social science and the use of information and communication technology (ICT) in the classroom. The study will collect test score and ICT usage data from a sample primary school class and compute the correlation coefficient to determine the strength of the relationship. If a positive correlation greater than 0.5 is found, it may indicate that increasing ICT use could improve student performance in social science. However, the study does not account for other factors that influence academic achievement.
District 30 - 2011 ISAT
The document summarizes the 2011 performance of District 30 students on the Illinois Standards Achievement Test (ISAT). Key points:
- 792 students in the district took the ISAT in reading and math. Some also took the science portion.
- The district met all criteria for Adequate Yearly Progress and subgroups like Asian/Pacific Islander, White, and Students with Disabilities performed well.
- Analysis of results found strong performance across grades and subjects, with more students exceeding than meeting standards in recent years.
Correlation Research
This document discusses conducting research to determine the correlation between time spent reading English books and student achievement on the English language portion of standardized tests. It proposes collecting reading time data from students over half a year and administering an English test to analyze the relationship. If a positive correlation is found, the document suggests schools may consider designating more mandatory reading time for students, such as an after-school reading lesson. It notes reading is one of several factors that can improve English and does not account for the difficulty level of books students read.
MNETC
The document discusses technology usage and data-informed decision making in the Marple Newtown School District. It provides data on the amount of time students in different grade levels spend using technology for learning, with most spending less than an hour per week. It also notes that teachers use electronically-accessed student data to make decisions about instructional plans.
Einstruction Insight 360 success story
Here is a success story about Insight 360.
I am the authorized K-12 representative in South Carolina for eInstruction by Turning Point.
Bill McIntosh
Authorized K-12 Consultant for eInstruction by Turning Technologies
Phone :843-442-8888
Email :WKMcIntosh@Comcast.net
Twitter : @OtisTMcIntosh
SchoolVision Website on Facebook: https://www.facebook.com/WKMIII
Website : www.einstruction.com
Stay Connected - @eInstruction • Facebook
Turning Technologies | 255 West Federal Street | Youngstown, OH Main: 330-746-3015 | Toll Free: 866-746-3015 | Fax: 330-884-6065
www.TurningTechnologies.com
Strategy presentation
The document describes Wasan Abu-Baker, a functional tool designed for children with limited fine motor skills. It can be used as a communication tool in the classroom with pictures or symbols. Students are able to work independently with Wasan Abu-Baker as an alternative to paper and pencil. It is an effective tool for increasing literacy skills such as math, spelling, reading, and writing. Wasan Abu-Baker consists of a magnetic whiteboard, magnetic paper, color-coded magnetic pegs, and dry erase markers. It allows students to participate in classroom activities and succeed in their learning.
Ms. Richardson's 3rd Grade Data Analysis of Student Improvement 2015
Ms. Richardson's 3rd grade class showed notable improvements in their benchmark scores from the 1st to 2nd trimester. In math, more students improved from below basic to basic or basic to proficient levels. This was attributed to supplementing the math curriculum with Engage NY materials. In ELA, more students improved from below basic to proficient or advanced levels after switching from Imagine It! to supplementing with Engage NY, which better teaches common core standards. Most students' reading levels also increased by 2-7 months according to STAR Reading assessments over this time period.
Positive Effects Of Interactive Whiteboards In Education 2003
The document discusses research on the benefits of interactive whiteboards in classrooms. It finds that students have more positive attitudes towards school and higher achievement when interactive whiteboards are used. Teachers also have more positive perspectives when using the technology. Research shows the average improvement in student scores is 17 percentile points for those using interactive whiteboards regularly, and over 30 percentile points for teachers who have two years of experience, use the boards 75% of the time, and have sufficient training. Full implementation requires professional development, boards in all classrooms, additional planning time, and changing teaching methods.
Wikitool
Garrison Middle School is looking to improve math scores, particularly for 8th grade. Currently, only 14.1% of 8th graders are proficient or advanced in math, compared to 19.8% of the school overall. The presentation proposes increasing the proficient and advanced percentage for 8th grade to 35% by 2012 through interventions like daily homework help sessions, tutoring from higher-performing students, examining other schools' curricula, and ensuring teachers understand performance targets and student progress.
Measuring the Success of a 1:1 Initiative
The document discusses implementing a 1:1 iPad initiative in a 3rd, 4th, or 5th grade class to see if technology integration can be successful. Success will be measured through teacher and student surveys at the beginning and ongoing teacher surveys to collect data on iPad usage, time spent using iPads, and student creation of projects and presentations. The results will be shared with administrators, technology staff, and curriculum staff to determine if the initiative helped students become 21st century learners through creating, publishing work online, and mobile connectivity.
Nyc doe expectations and implications for 2011 2012
BGMS Professional Development Session - NYC DOE Citywide expectations and implications for the 2011 - 2012 school year for teaching and learning.
2014 WSU Handouts
The document summarizes discussions from breakout sessions at the 4th Singapore Math Institute on teaching mathematics using Singapore's approach. It provides tasks and problems from Singapore classrooms related to practicing skills through problem-solving, using anchor tasks to structure lessons, and teaching geometry in grades 4-6. The goals are to emulate Singapore's emphasis on problem-solving and multi-step word problems to develop students' mathematical thinking.
Effective Technology in Education by Grant Gigstad
The document discusses the need for effective technology in classrooms. It provides evidence that the use of laptops and technology in middle school classrooms led to higher GPAs and improved national test scores, especially for struggling students. Teachers struggle without proper technology as it limits their ability to engage students through diverse teaching methods. However, some teachers have difficulties implementing and adapting to new classroom technologies. The document argues that more technology integration is needed in schools to better prepare students for their futures.
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Similar to Presentation 1 3
Wikitool
Garrison Middle School's math scores need improvement, with only 19.8% of students scoring proficient or advanced. The 8th grade scores are particularly low, at 14.1% proficient/advanced. The presentation proposes increasing the 8th grade proficiency rate to 35% by 2012 through interventions like dedicating class time for homework help and peer tutoring. Teachers will closely track student performance against content standards to better inform instruction.
Melinda Eichhorn - Exploring the use of a screening tool to investigate stude...
This document discusses a study that investigated the use of a mathematical screening tool with second grade students in Kolkata, India. The screening tool was designed to identify students' grade-level math skills, number sense, and common error patterns. The study found that the screening tool provided teachers with valuable information about their students' mathematical understanding and misconceptions. This allowed teachers to better target instruction and interventions to support students who were struggling. The screening tool empowered teachers to identify issues and begin interventions earlier than waiting for a formal diagnosis. Overall, the screening tool was an effective way for teachers to assess their students' math abilities and tailor instruction accordingly.
Data-Based IndividualizationUsing Data-BasedIndividualiz
Data-Based Individualization
Using Data-Based
Individualization to
Intensify Mathematics
Intervention for Students
With Disabilities
Sarah R. Powell and Pamela M. Stecker
Riverview Middle School serves students
in Grades 5 through 8. Molly, a sixth
grader at the school, receives special
education services on the basis of a
specific Learning disability in
mathematics. Molly's special education
teacher, Mr. Drummond. works with
Molly five days a week, but Molly
is demonstrating minimal progress
with the current intervention.
Mr. Drummond is especially concerned
about Molly's understanding of
fractions because of the emphasis on
fractions with new standards and
standardized assessments at the school.
Mr. Drummond does not want to ignore
all of the intervention work already
conducted with Molly, so he decides to
use principles for intensifying
instruction as well as Molly's progress
monitoring data to try to better meet
her individual needs and to inform his
decision making about whether these
intervention changes are working as
desired for Molly.
Data-based individualization (DBI)
is a continuous process connecting
assessment and intervention (see Fuchs,
Fuchs, & Vaughn, this issue). DBI
provides teachers like Mr. Drummond
with an evidence-based method for
individualizing interventions for
students who do not demonstrate
adequate response. Assessment data
gathered through flie use of progress
monitoring help teachers analyze and
determine ways to modify components
of intervention. After teachers make
instructional modiflcations, they
continue to use progress monitoring
data to determine whether these
adaptations are acceptable or whether
subsequent adaptations must be made.
Consequently, DBI is an iterative
process that involves (a) adapting
instruction using principles of
intensive intervention and
evidence-based practices and
(b) implementing these
adaptations consistently and
regularly. Progress monitoring
probes used to evaluate the
success of each intervention
should be technically sound
and conducted at least
weekly. At periodic intervals
(depending upon the
frequency of data collection
and the length of the
intervention), a progress check
helps teachers compare
individual student progress to goal
expectations. In addition, teachers
may use informal diagnostic assessment,
such as analyzing student responses on
the probes and following up with an
interview while the student works
selected problems, to gain insight about
student strengths and weaknesses.
This process is repeated, as the teacher
continues to build a more effective
instructional program for a particular
student across time.
The National Center on Intensive
Intervention (NCII; www.intensiveinter
vention.org) has identifled the
TEACHING EXCEPTIONAL CHILDREN | MARCH/APRIL 2014 31
principles of and processes for
intensive intervention (Fuchs et al.,
2008: Vaughn, Wanzek, Murray, &
Roberts, 2012):
• smaller steps,
• precise language,
• repeat language,
• student explains ...
Building successful students using lab classes
How Taft Middle School designed and implemented Lab classes to enhance student learning in project based language arts and math lab classes
My Teacher, The Computer Screen
A summary of ideas that explore the benefits of using computers as instructional aids not just as mediums to turn homework in on.
Mathematical Concepts & Skills in Primary 1 Mathematics
The document discusses Singapore's primary school mathematics curriculum and how children learn mathematics. It focuses on problem solving and using concrete materials and visualizations before abstract concepts. Children learn basics like counting, addition and multiplication through word problems and are engaged through varied teaching strategies like working independently and in social environments with structured and relaxed elements. The goal is developing logical reasoning and visualization skills through mathematics.
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Problem solving powerpoint no narration
The document discusses several studies that examine the use of open-ended problems and problem-based learning in mathematics education. It describes how open-ended problems that allow for multiple solutions can improve students' divergent thinking skills compared to multiple choice or algorithm-based questions. Several studies found that problem-based learning approaches enhanced students' self-confidence, organization, attention, and willingness to participate when compared to traditional expository teaching methods. However, the document also notes some challenges in implementing problem-based learning, including the need for regular use and connection to multiple disciplines.
Writ3562
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Methods of educational Research concept paper ppt2024
Methods of educational Research concept paper ppt2024
Methods of educational Research concept paper ppt2024
Methods of educational Research concept paper ppt2024
Methods of educational Research concept paper ppt2024
Methods of educational Research concept paper ppt2024
Methods of educational Research concept paper ppt2024
Methods of educational Research concept paper ppt2024
Methods of educational Research concept paper ppt2024
Methods of educational Research concept paper ppt2024
Methods of educational Research concept paper ppt2024
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28 E D U C A T I O N A L L E A D E R S H I P A P R I L .docx
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National Seminar on Social Media Networks and Society organised by Tamil Nadu Teachers Education University, Chennai and Indian Council of Social Science Research (IMPRESS), New Delhi on 3rd February 2021
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Preso 4
This document summarizes an Android app that allows groups of people to easily order customized Chipotle meals. The app provides (1) a simple platform for organizing individualized Chipotle orders for groups of 10-30 people, (2) push notifications and reminders to efficiently collect accurate orders, and (3) a mobile interface unlike Google Forms or the Chipotle website. User testing found certain buttons were confusing and the interface only allowed orders from one restaurant. The next version will include more descriptive instructions, support for multiple restaurants, and options for drinks and sides.
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This document summarizes an Android app that allows groups of people to easily order customized Chipotle meals. The app provides (1) a simple platform for organizing individualized Chipotle orders for groups of 10-30 people, (2) push notifications and reminders to efficiently collect accurate orders, and (3) a mobile interface unlike Google Forms or Chipotle's website. User testing revealed some buttons were confusing and the interface only supported one restaurant. The next version will add more descriptive instructions, support multiple restaurants, and interface for drinks and sides.
Tesla company report
Tesla's mission is to accelerate the world's transition to sustainable energy. Elon Musk has said they will not stop until every car on the road is electric. Tesla produces electric vehicles like the Model S, X, and 3. It was founded in 2003 and went public in 2010. Since then it has released new models and expanded its charging network. Tesla's rise in sales and stock price has been significant in recent years. Its business model focuses on direct sales to consumers. Simplicity is a key part of its secret sauce. Competitors include other automakers moving into electric vehicles. Some controversy surrounds production issues and timelines. The prediction is Tesla will continue to grow and push the transition
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This Android app allows office administrators to easily collect and order customized Chipotle meals for groups of 10-30 people. Unlike Google Forms or Chipotle's website, this mobile app provides push notifications and reminders to efficiently gather accurate food orders. It aims to help busy administrators and directors who want a quick way to order lunch without distractions from having to track down individual orders. A video demonstration shows how the app streamlines the group ordering process on Android devices.
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Tesla's mission is to accelerate the world's transition to sustainable energy. Tesla produces electric vehicles like the Model X and Model S, as well as solar roof tiles. Tesla has seen rising sales revenue and aims to make every car on the road electric. Tesla's business model focuses on direct sales to consumers. The company has faced controversies but its simplicity of design and acceleration of electric vehicles are keys to its success against automotive competitors.
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The document describes an iOS app called OrderUp that allows organizations to easily order customized Chipotle meals for groups of people. It introduces a user persona named James West, a 30-year old office administrator who is tasked with collecting everyone's Chipotle order for their weekly staff meeting but lacks the time to do so. The hypothesis is that James will save time and reduce clutter by using OrderUp to easily collect everyone's lunch requests.
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AssessME is an iOS app that allows K-12 students to assess their math proficiency through self-directed, state-standardized quizzes based on Michigan math standards. The app measures students' abilities through standardized questions and provides dynamic questioning tailored to each student's prior performance. It also provides student performance data and assessment in a simple three-click interface for both students and parents.
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MTeach is developing a mobile app for educators to assign standardized multiple choice math quizzes to students to test their proficiency. This will help address issues where teachers don't know why students don't understand material, parents want more frequent updates on student progress, and homeschooled students have no way to measure their progress against public school standards. The app will analyze student performance and suggest areas of improvement and tailored lesson plans.
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Presentation 1 3
- 1. iOS app for educators to assign students state standardized multiple choice quizzes to test math proficiency. Teach Soroosh Sabouni, Annelise Comai, Yizhou Zhu, Daniel Graw
- 2. 3 Issues 1. Teachers have trouble knowing why students don’t understand the material 2. Parents are worried if students are doing well in school due to infrequent updates 3. Homeschooled kids have no idea if they are on par with public schools and have trouble reintegrating
- 3. Example Tim is a homeschooled due to his parents having to constantly travel due to their job Tim’s parents aren’t sure if they are on track with his education compared to public schools Tim’s parents are worried he will have trouble applying to schools in the future with his education background
- 5. Competition Canvas Quizlet APlus (Fall, 2018) MTeach Allows instructors to upload assignments Suggests areas for improvement Measures student’s aptitude Forms lesson plan based on performance
- 6. Weekly Goals
- 7. Vision Our team, MTeach, is developing a mobile platform to help parents test third grade students for mathematics subject proficiency electronically with short, standardized, multiple choice questions so that students can get classwork that fits their proficiency level.
Editor's Notes
- Title & Problem/Need Soroosh Make up an interesting title; gin up a logo if possible; borrow one as a placeholder Identify an overall problem/need – short, sweet statement – You can present your “one sentence pitch” here. Same as slide 7.
- 3 Issues Yizhou will present Identify 3 issues that are at the core of the problem/need/pain; State them as 3 short bullets (no sentences; phrases)
- Example of 1 issue Yizhou Give a CONCRETE example of one of the 3 issues that is at the core of the problem/need for your app
- Solution of 1 issue + Screen Mock UP Annelise Create a mock up of the screen that addresses the issue in slide 3. The mock up doesn’t have to be beautiful; just good enough to give a CLEAR sense of how your app will address the issue in slide 3.
- Competition Daniel Who else is dealing with the same sort of issues? Make a “feature comparison matrix chart.” See below. Where “product x” are the names of other apps that “do the same thing” – or something similar.
- Weekly Goals Time Line Annelise Fill out the attached “weekly project goals” spreadsheet. Include a screenshot of the spreadsheet in your preso. NOTE: you can’t say the same goal week after week; also you can say EVERY team member is working on the same goal – each team member is work on his/her own goal!
- Your Vision Soroosh Repeat the one sentence pitch – as a summary. You will be practicing your one sentence pitch on Monday, 5/11. (see the references below) This slide should have ONE SENTENCE on it. ONE SENTENCE. Get it? How many sentences on the last slide? Thank you… (Use the format for the one sentence pitch from the Tech Crunch article)