This document outlines a multi-tiered system of academic and behavioral interventions for students. It describes three levels of intervention: level 1 involves classroom interventions by teachers; level 2 adds interventions by support staff and counseling; and level 3 involves alternative placement or special services. The interventions include strategies related to instruction, assessment, parental involvement, dedicated staff support, learner behavior monitoring, and counseling. The goal is to help students improve their academic performance and behavior through increasingly intensive intervention levels until they can exit the system by meeting predetermined performance goals.
Topic: Formative and Summative Assessment
Student Name: Abdul Hafeez
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Formative and Summative Assessment
Student Name: Abdul Hafeez
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
This presentation is designed to help teachers consider assessment strategies by using both summative assessment (assessment of learning) and formative assessment (assessment for learning)
Assesst young learner by child friendly methodsIrma Fitriani
A presentation about how an English teacher should assess their young learner students. It shows the suitable method that teacher could apply and one of its technique.
This presentation is designed to help teachers consider assessment strategies by using both summative assessment (assessment of learning) and formative assessment (assessment for learning)
Assesst young learner by child friendly methodsIrma Fitriani
A presentation about how an English teacher should assess their young learner students. It shows the suitable method that teacher could apply and one of its technique.
This ppt present literature on the meaning, purpose, and characteristics of continuous assessment, rational for adopting and implementing continuous assessment. It goes further to highlight problems of continuous assessment implementation, and present some guidelines of Planning and Organizing Continuous Assessment for more improved learning system.
Life After Stage 5 - HSTW Presentation 4 8 2010 ACornel Smith
See what Bowie High School in El Paso, TX is doing after it exits Stage 5 (academic probation). What direction does a school take when it loses state funding and additional resources won’t be available after it exits a state academic probation? Who gets the keys? What next? What can you do to keep your school competitive and successful? This presentation describes some of the strategies that will be adopted from High Schools That Work (HSTW). The strategies adopted by Bowie High School will be teacher driven and student focus. These strategies are recognize best practices that are research driven and proved to be effective at many schools with different demographics.
Steve Vitto Targeted Interventions Overview 2009Steve Vitto
The following presentation by Steve Vitto is a brief overview of targeted behavior intervention strategies presented in December 2009 for MIBLSI participating schools in Michigan.
Steve can be reached at svitto@muskegonisd.org
Ash edu 645 week 6 final paper curriculum based summative assessment design (...chrishjennies
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Ash edu 645 week 6 final paper curriculum based summative assessment design (...Noahliamwilliam
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Managing a paradigm shift in assessment: a matter or mindsetIsabela Villas Boas
Presenter describes a paradigm shift from traditional, summative assessment of adults to an authentic, formative system in an EFL setting. She then discusses challenges and resistance faced to implement the project and the solutions found. Managing change and nurturing a school that learns is the focus of this session.
Effective positive behavior support techniques and intervention for
Pyramid_Update_0710
1. Entry:
If not making appropriate
progress from
level 2 interventions
Entry:
1)Failure to improve at level 1
2) If a grade stays below 70% for 3 weeks
3) Failing 2 or more classes
Entry:
As soon as grade drops below 70%
Or at teacher discretion when a
need is identified
School Structures
Department team time
Academic eligibility system
Student handbook: clear expectations and
procedures
School day structured to support interventions
Curriculum/Instruction/Assessment
Aligned curriculum
Meets or exceeds state standards
Utilization of frequent common assessments
for power standards
Grading aligned by grade level content area
Common Syllabi
Parental Involvement
PIV
8th Grade Orientation
Parent teacher conferences
Electronic communication
Open house
Huskie Tracks
PNP
Site Based
Dedicated Staff
Commitment to researched best practices
Counselor support
Grade level and departmental collaboration
Professional Development
Special Education Interventions
PIV access for homeroom advocacy
Preferential seating
Teacher prompts and/or proximity
Repeat directions one on one
Before or after school help
Parent call
Extra time to complete assignments
Pair students to assist with time on task
Weekly organizational check
Preview form of test
Provide student with weekly calendar of assignments
Copies of classroom notes
Provide a word bank for assessments
Allow for oral responses on student work
Behavioral check sheet
Instructional
Directed Learning Room
ASSIST Room
Peer Tutoring
Core seminar assignment
Test Outs
Extra set of books at home
Modified Daily Schedule
Learner Behavior
Earn Back time for attendance
Complete all assignments
Attend/Utilize Resources
Check and Sign Planner
Loss of l off campus lunch
Counseling
Graduation Audits
Grade Checks every 3 weeks
Student Opportunity for Success
Classroom learning centered.
Parent / Guardian notified.
Team consisting of Parents, Counselor, teachers, and
Asst. Principal meet to assess support and develop
plan.
After performing a fidelity
check on previous
interventions, referral for
alternative placement or
special services will be made.
Exit:
May exit or return to level 1 if
making progress toward the
predetermined goals set by the
team
Passing grades
Exit:
After three weeks if
grades are above 70%
or is making progress
towards team goal.
Exit:
May return to level 2 if a team meeting
determines that special services are
effective and are no longer needed OR
alternative placement successfully
supports a student return.
Note:
The listed interventions are samples, and are not exhaustive.
Our commitment to the PNHS Foundations provides the framework for all students to find success.