Resource: Appendix D of Reading Diagnosis and Improvement.
Consider the characteristics of struggling readers and the factors that predispose students to reading difficulties.
Presented by Dan Thompson, Manager of Instructional Design and Educational Technology, Oklahoma State University Center for Health Sciences
Exam statistics are far more than an evaluation of student knowledge and retention. Assessment data provide limitless insights into curricular structure, our performance as instructors, and teaching methods. While there is great utility in reviewing how we can improve our teaching and assessment methods, we are selling ourselves short as professionals if we stop there. The robust statistics that can be extracted from student assessment can also be used for scholarly research projects and to prove our successes in the classroom. This presentation will address the process of utilizing ExamSoft categorization techniques to both harness useful exam statistics and then apply them in data-driven research projects—creating scholarly activities to build a professional portfolio and prepare for promotion and tenure.
Presented by Dan Thompson, Manager of Instructional Design and Educational Technology, Oklahoma State University Center for Health Sciences
Exam statistics are far more than an evaluation of student knowledge and retention. Assessment data provide limitless insights into curricular structure, our performance as instructors, and teaching methods. While there is great utility in reviewing how we can improve our teaching and assessment methods, we are selling ourselves short as professionals if we stop there. The robust statistics that can be extracted from student assessment can also be used for scholarly research projects and to prove our successes in the classroom. This presentation will address the process of utilizing ExamSoft categorization techniques to both harness useful exam statistics and then apply them in data-driven research projects—creating scholarly activities to build a professional portfolio and prepare for promotion and tenure.
Retiring Exam Questions? How to Use These Items in Formative AssessmentsExamSoft
Presented by: Dan Thompson, Manager of Instructional Design and Educational Technology, Oklahoma State University Center for Health Sciences
As semesters come and go, new exams are created and used items are retired, never to be used again. While moving on to new exam items due to poor performing statistics or to ensure exam security are sound practices, these retired items can still positively impact student learning. Retired summative assessment items can serve new purposes as formative assessment items that engage students with course content while preparing them for course exams. This presentation addresses the process of using retired exam items in creative ways to develop formative assessments to increase student self-awareness of their content knowledge and improve student retention.
For more classes visit
www.snaptutorial.com
EED 465 Week 1 Assignment Interview and Standards Investigation
Details:
Interview
Interview a teacher in the elementary grades regarding the teacher’s social studies instruction. Include at least eight questions.
English for Academic Purposes Assessment Two : reflective journal.
Free English for Academic Purposes (EAP) certificate and diploma course. Assessment One: Discussion Forum.
http://www.thefreeschool.education/free-diploma.html
http://chat.thefreeschool.education/forum86.html
Resource: Appendix D of Reading Diagnosis and Improvement.
Consider the characteristics of struggling readers and the factors that predispose students to reading difficulties.
Create a checklist to include the following:
Characteristics of struggling readers
Educational factors that predispose students to literacy difficulties
Noneducational factors that predispose students to literacy difficulties
Write a 350- to 700-word letter to the administrator of Horace Mann Elementary School as if you were Laura Lund, the teacher depicted in the Pressures from Higher Ups scenario. Include the following in the letter:
Write a 350- to 700-word letter to the administrator of Horace Mann Elementary School as if you were Laura Lund, the teacher depicted in the Pressures from Higher Ups scenario. Include the following in the letter:
Your decision to continue with developmentally appropriate instruction or to return to your former teaching methods
Week 5 Assignment Instructional PlanningIn this assignment you .docxhelzerpatrina
Week 5 Assignment Instructional Planning
In this assignment you will demonstrate your understanding of the learning objectives: Evaluate various assessment data the drives classroom instruction for the individual student and Describe the factors to consider when planning appropriate research-based instructional approaches for student with mild to moderate disabilities. Additionally, completion of this assignment represents an introduction to Course Learning Outcome 3 and MASE Program Learning Outcomes 1, and 4.
In order to create dynamic lesson plans that engage all students at their present levels of performance, instructional planning must be driven by formal and informal assessment results. Formal assessments include data collected through standard scores that are collected by trained professionals such as the school psychologist. This can include educational assessments such as Henry’s assessment in Week 3.
Informal assessments, on the other hand, are typically content-based and are administered by the teacher to measure a student’s achievement on classroom instruction. For example, can include a ‘thumbs up or thumbs down’, a morning warm-up of information from the day before, or a brief quiz at the end of a lesson. Teachers also assess students through informal observations by walking around the classroom during group activities and independent practice or during whole group instruction.
Mr. Franklin and you spend quite a bit of time together planning instruction to meet the needs of all your students. Because he is considered the content expert while you are the content delivery expert (access specialist), he looks to you for guidance on creative and engaging lesson plans that are determined by assessment data results and the student’s IEP written plan. The lesson you are creating must meet the needs of your 28 students, with seven who have been identified as having specialized academic and/or behavioral needs.
Instructions
Choose three assessments from Informal Assessment Strategies (Links to an external site.) to rationalize how each one meets the needs of the students in your class.
Content Expectations
· Using support from your assignment reading, the Instructor Guidance, and the discussions, your written paper will:
· Identify three informal assessments.
· Explain how the informal assessment you’ve chosen will accurately evaluate the needs of all the students in your class.
· Examine how the assessment results will inform instructional planning.
· Summarize at least one additional resource that provides more information on one of the three assessments you’ve chosen.
Written Expectations
· Syntax and Mechanics: Exhibit meticulous use of grammar, spelling, organization, and usage throughout your submission.
· Source Requirement: Reference at least two scholarly sources in addition to the course textbook in order to provide compelling evidence to support your ideas.
· Page Requirement: Your submission must be two to three page ...
Wk 8 Team - Program Evaluation Paper and PresentationAssignment .docxhelzerpatrina
Wk 8 Team - Program Evaluation Paper and Presentation
Assignment Content
Develop a program evaluation study based on the following information about Stoneybrook Middle School:
· Stoneybrook Middle School is currently implementing a new peer tutoring program.
· The program pays eligible eighth-grade students $5 per hour to tutor sixth-grade students who are struggling in mathematics.
· Student tutors must have a B+ average or better in math courses and no history of conduct problems in school.
· Parental permission for tutors and students is required.
· Thus far, 60 eighth-grade tutors have been employed to tutor 75 sixth-grade students. The tutors meet with their sixth-grade pupils at least one hour per day. They work with the sixth graders on understanding math concepts and building math skills.
· The tutors have been trained to build confidence, provide positive reinforcement, and allow their pupils plenty of time to think. The tutors act as role models socially and academically. Tutors also model good study habits such as keeping notebooks organized, completing homework on time, and preparing effectively for quizzes and tests.
· The program has been running for 3 months, and it is time for the first evaluation. Continued funding of the peer tutoring program is contingent upon demonstration of its effectiveness.
Design an outcome study focusing on the effectiveness of Stoneybrook Middle School's peer tutoring program. In your program evaluation design, you must include the following information:
· Statement of the problem: Introduce the reader to the problem to be studied. Provide sufficient background information so that the reader has a grasp of the situation.
· Review of literature: Provide the reader with a review of salient literature, beginning with general information, and narrowing the focus to the specific issues under consideration in the study. Use subheadings to organize your information. This section should be two to three pages in length. Provide brief reviews of four or five similar studies.
· Purpose of the study: Clearly state the purpose of the study. Identify why the study is needed.
· Hypotheses research questions: List these as simple statements. Make sure they are measurable.
· Definition of terms: Operationally define terms the average reader may not know or that have a specific meaning in your study.
· Research methods and procedures: word count 233
· Population: Describe the population sample under study.
· Procedure: Discuss how the study will be carried out.
· Instruments: Describe the specific measurements used to test each hypothesis research question.
· Data analysis: Describe the statistical tests or procedures that would be most appropriate to analyze the data produced from your instruments. Word count 233
· Conclusion: Summarize the problem and the proposed evaluation strategy. Discuss the advantages of the strategy that you have developed. Discuss any known limitations of your program evaluation plan.
...
Check this A+ tutorial guideline at
https://www.uopassignments.com/eed-465-grand-canyon-university
For more classes visit
http://www.uopassignments.com/
Retiring Exam Questions? How to Use These Items in Formative AssessmentsExamSoft
Presented by: Dan Thompson, Manager of Instructional Design and Educational Technology, Oklahoma State University Center for Health Sciences
As semesters come and go, new exams are created and used items are retired, never to be used again. While moving on to new exam items due to poor performing statistics or to ensure exam security are sound practices, these retired items can still positively impact student learning. Retired summative assessment items can serve new purposes as formative assessment items that engage students with course content while preparing them for course exams. This presentation addresses the process of using retired exam items in creative ways to develop formative assessments to increase student self-awareness of their content knowledge and improve student retention.
For more classes visit
www.snaptutorial.com
EED 465 Week 1 Assignment Interview and Standards Investigation
Details:
Interview
Interview a teacher in the elementary grades regarding the teacher’s social studies instruction. Include at least eight questions.
English for Academic Purposes Assessment Two : reflective journal.
Free English for Academic Purposes (EAP) certificate and diploma course. Assessment One: Discussion Forum.
http://www.thefreeschool.education/free-diploma.html
http://chat.thefreeschool.education/forum86.html
Resource: Appendix D of Reading Diagnosis and Improvement.
Consider the characteristics of struggling readers and the factors that predispose students to reading difficulties.
Create a checklist to include the following:
Characteristics of struggling readers
Educational factors that predispose students to literacy difficulties
Noneducational factors that predispose students to literacy difficulties
Write a 350- to 700-word letter to the administrator of Horace Mann Elementary School as if you were Laura Lund, the teacher depicted in the Pressures from Higher Ups scenario. Include the following in the letter:
Write a 350- to 700-word letter to the administrator of Horace Mann Elementary School as if you were Laura Lund, the teacher depicted in the Pressures from Higher Ups scenario. Include the following in the letter:
Your decision to continue with developmentally appropriate instruction or to return to your former teaching methods
Week 5 Assignment Instructional PlanningIn this assignment you .docxhelzerpatrina
Week 5 Assignment Instructional Planning
In this assignment you will demonstrate your understanding of the learning objectives: Evaluate various assessment data the drives classroom instruction for the individual student and Describe the factors to consider when planning appropriate research-based instructional approaches for student with mild to moderate disabilities. Additionally, completion of this assignment represents an introduction to Course Learning Outcome 3 and MASE Program Learning Outcomes 1, and 4.
In order to create dynamic lesson plans that engage all students at their present levels of performance, instructional planning must be driven by formal and informal assessment results. Formal assessments include data collected through standard scores that are collected by trained professionals such as the school psychologist. This can include educational assessments such as Henry’s assessment in Week 3.
Informal assessments, on the other hand, are typically content-based and are administered by the teacher to measure a student’s achievement on classroom instruction. For example, can include a ‘thumbs up or thumbs down’, a morning warm-up of information from the day before, or a brief quiz at the end of a lesson. Teachers also assess students through informal observations by walking around the classroom during group activities and independent practice or during whole group instruction.
Mr. Franklin and you spend quite a bit of time together planning instruction to meet the needs of all your students. Because he is considered the content expert while you are the content delivery expert (access specialist), he looks to you for guidance on creative and engaging lesson plans that are determined by assessment data results and the student’s IEP written plan. The lesson you are creating must meet the needs of your 28 students, with seven who have been identified as having specialized academic and/or behavioral needs.
Instructions
Choose three assessments from Informal Assessment Strategies (Links to an external site.) to rationalize how each one meets the needs of the students in your class.
Content Expectations
· Using support from your assignment reading, the Instructor Guidance, and the discussions, your written paper will:
· Identify three informal assessments.
· Explain how the informal assessment you’ve chosen will accurately evaluate the needs of all the students in your class.
· Examine how the assessment results will inform instructional planning.
· Summarize at least one additional resource that provides more information on one of the three assessments you’ve chosen.
Written Expectations
· Syntax and Mechanics: Exhibit meticulous use of grammar, spelling, organization, and usage throughout your submission.
· Source Requirement: Reference at least two scholarly sources in addition to the course textbook in order to provide compelling evidence to support your ideas.
· Page Requirement: Your submission must be two to three page ...
Wk 8 Team - Program Evaluation Paper and PresentationAssignment .docxhelzerpatrina
Wk 8 Team - Program Evaluation Paper and Presentation
Assignment Content
Develop a program evaluation study based on the following information about Stoneybrook Middle School:
· Stoneybrook Middle School is currently implementing a new peer tutoring program.
· The program pays eligible eighth-grade students $5 per hour to tutor sixth-grade students who are struggling in mathematics.
· Student tutors must have a B+ average or better in math courses and no history of conduct problems in school.
· Parental permission for tutors and students is required.
· Thus far, 60 eighth-grade tutors have been employed to tutor 75 sixth-grade students. The tutors meet with their sixth-grade pupils at least one hour per day. They work with the sixth graders on understanding math concepts and building math skills.
· The tutors have been trained to build confidence, provide positive reinforcement, and allow their pupils plenty of time to think. The tutors act as role models socially and academically. Tutors also model good study habits such as keeping notebooks organized, completing homework on time, and preparing effectively for quizzes and tests.
· The program has been running for 3 months, and it is time for the first evaluation. Continued funding of the peer tutoring program is contingent upon demonstration of its effectiveness.
Design an outcome study focusing on the effectiveness of Stoneybrook Middle School's peer tutoring program. In your program evaluation design, you must include the following information:
· Statement of the problem: Introduce the reader to the problem to be studied. Provide sufficient background information so that the reader has a grasp of the situation.
· Review of literature: Provide the reader with a review of salient literature, beginning with general information, and narrowing the focus to the specific issues under consideration in the study. Use subheadings to organize your information. This section should be two to three pages in length. Provide brief reviews of four or five similar studies.
· Purpose of the study: Clearly state the purpose of the study. Identify why the study is needed.
· Hypotheses research questions: List these as simple statements. Make sure they are measurable.
· Definition of terms: Operationally define terms the average reader may not know or that have a specific meaning in your study.
· Research methods and procedures: word count 233
· Population: Describe the population sample under study.
· Procedure: Discuss how the study will be carried out.
· Instruments: Describe the specific measurements used to test each hypothesis research question.
· Data analysis: Describe the statistical tests or procedures that would be most appropriate to analyze the data produced from your instruments. Word count 233
· Conclusion: Summarize the problem and the proposed evaluation strategy. Discuss the advantages of the strategy that you have developed. Discuss any known limitations of your program evaluation plan.
...
Check this A+ tutorial guideline at
https://www.uopassignments.com/eed-465-grand-canyon-university
For more classes visit
http://www.uopassignments.com/
Assignment 1 is the first part of a five-part project to plan the .docxfelicitytaft14745
Assignment 1 is the first part of a five-part project to plan the various elements of a program evaluation for education. Select a program target from your school district, workplace, (e.g., business training program) or your university (where you are a student). For you to gain the most from the assignment, you should select a program that you are interested in, would like to see evaluated, and are able to obtain information about. (Possible programs include: student assessment, teacher assessment, pay for student achievement, new teacher or employee training, online classrooms, anti-bullying, gender equity for girls in math and science, school to work, retention of at-risk students, and schools of choice (charter schools), etc.). As you develop the entire plan, gather information, and receive feedback from your professor (or others), you should revise and refine each part of the project. Think of your professor as your project evaluator and supervisor who will help guide you so that you produce an outstanding, well-developed evaluation plan for the stakeholders.
Write a three to four (3-4) page paper in which you:
Describe three (3) elements of a worthy object for program evaluation - its type, the department administrating it, and target population.
Describe the program's history, primary purpose(s), and / or expected outcomes.
Explain three (3) reasons for selecting the program (e.g., program's value or lack of it, issues surrounding it, age, relevance, cost, impact on students, etc.).
Discuss three (3) advantages of evaluating the program at this time.
Discuss two (2) major constraints in conducting an evaluation on this program and a method of addressing them.
Use at least three (3) peer-reviewed academic resources in this assignment. Note: Wikipedia and many Websites do not qualify as academic resources. Peer-reviewed academic resources refer to articles and scholarly journals that are reviewed by a panel of experts or peers in the field. Review the video titled Research Starter: Finding Peer-Reviewed References for more information on obtaining peer-reviewed academic resources through your Blackboard course shell.
Format your assignment according to the following formatting requirements:
Typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides.
Include a cover page containing the title of the assignment, the student's name, the professor's name, the course title, and the date. The cover page is not included in the required page length.
Include a reference page. Citations and references must follow APA format. The reference page is not included in the required page length.
The specific course learning outcomes associated with this assignment are:
Explore the need for evaluating school programs.
Develop a program evaluation plan for education.
Write clearly and concisely about education program evaluation using proper writing mechanics.
Use technology and information resources to research issues .
Course Project Overview: Effective Education Practices
This course explores the changing student population and introduces key concepts surrounding their persistence and achievement. This body of research has serious implications for the success of higher education as a whole. Researchers at the National Center for Education Statistics (NCES) (Horn, Peter, & Rooney, 2002) have identified 7 significant “ risk attributes” that have a negative impact on whether students stay in college and attain their degrees. These factors characterize an increasing number of today’s undergraduates. They include:
· Delayed post-secondary enrollment (by one or more years)
· Part-time or full-time employment
· Financial independence
· Parenthood (or custody of other dependents—especially single parenthood
· High school dropout or GED status
Your Course Project: Effective Education Practices described below requires you to investigate learning and development challenges for a particular subgroup of students. Also, you will look at research on learning environments that promote student engagement, and you will recommend an educationally effective practice for a subgroup of students at your institution.
Consider this scenario:
The Board of Regional U. has charged the University President with increasing the number of students who graduate each year. Regional U. boasts a very diverse student body, and the Board has observed that graduation rates seem to vary among different student groups. Leaders of the University have decided that the best and most equitable way to improve the general graduation rate is to improve graduation rates for those subgroups.
As a first step in the process, the University President has convened a Taskforce to gather information on the different student groups and present the findings at a joint faculty/staff training session. She has appointed 10 members to the Taskforce, including you. Each member is charged with recommending an educational practice that will promote the success of a particular subgroup.
To accomplish this task, you will need to research learning/development challenges for the subgroup and educationally effective practices that have been implemented at other universities. You will deliver your recommendation (with supporting references) in the form of a PowerPoint presentation at a joint faculty/staff training session.
You’ll have the opportunity to work on pieces of this project throughout this course. More detailed instructions for each piece will be provided in the appropriate week. You will not need to submit something to your Instructor each week; in some cases, you’ll work on a piece one week and submit it in a later week.
Here is an outline of the major project elements:
Week 1: Select a student group for further research based on descriptive and demographic data.
Week 2: Research the learning and development challenges facing your group. Create a 3- to 4-page Annotated Bibliography in which you cite and describe .
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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
A Strategic Approach: GenAI in EducationPeter 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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
RDG 502 Massive Success / snaptutorial.com
1. RDG 502 Week 1 Individual Assignment Checklist and Struggling Readers Presentation
For more classes visit
www.snaptutorial.com
Resource: Appendix D of Reading Diagnosis and Improvement.
Consider the characteristics of struggling readers and the factors that predispose students
to reading difficulties.
Create a checklist to include the following:
Characteristics of struggling readers
Educational factors that predispose students to literacy difficulties
Noneducational factors that predispose students to literacy difficulties
Select one of the following:
Your school’s current program for struggling readers Thank you for providing a clear
presentation
University of Phoenix Material: Literacy Program: Elementary School located on the
student website
Review the following scenario:
Your principal has just retired and his replacement, knowing that you recently completed
a continuing education course on reading, has asked you to compare the research-based
assessment, diagnosis, and intervention for struggling readers at your school with what
you recently learned in your course. The principal wants you to explain what is working
for struggling readers at your school and what needs improvement.
Select one of the following delivery mediums:
Microsoft® PowerPoint® presentation
2. Paper
Brochure
com
Other format approved by instructor
Address the following elements:
· Explain how your school’s program for these learners compares to the
recommendations provided in the Workshop One course readings.
· Summarize the guiding principles of Response to Intervention (RTI). Explanation
is complete for those faculty members who are not familiar with the RtI process Identify
which guiding principles are present and which must be added.
· Identify principles of research-based assessment intervention and diagnosis found
in the program.
· Make recommendations for your school’s program using course readings and other
sources as rationale.
=======================================
RDG 502 Week 2 Individual Assignment Early Literacy Matrix
For more classes visit
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RDG 502 Week 2 Individual Assignment Early Literacy Matrix
====================================
RDG 502 Week 3 Individual Assignment Four Lesson Plans for Literacy
For more classes visit
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3. Resource: University of Phoenix Material: Lesson Plan Template located on the student
website.
Use the provided lesson plan template or use a lesson plan from your school approved by
your instructor.
Create four lesson plans, one for each of the following:
Early literacy: Decoding and word analysis
Early literacy: Vocabulary instruction
Comprehension in a content area: Social studies, mathematics, or science
Writing in the content areas
Include the following in your lesson plans:
Research-based strategies
Instructional routines
Accommodations for English language learners
Cite the source of the strategies.
==============================
RDG 502 Week 4 Individual Assignment Record-Keeping Methods for Informal
Assessments
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Collaborate on the following:
Form small groups of three or four participants.
Share two or three record-keeping methods for informal assessments.
4. Work individually on the following:
Write a 350- to 700-word summary of record-keeping methods for informal assessments.
===============================
RDG 502 Week 5 Individual Assignment Tiers Comparison
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Create a deliverable to increase parental understanding of Tiers I, II, and III interventions.
Select one of the following formats:
Graphic organizer
Pamphlet
Flowchart
====================================
RDG 502 Week 6 Individual Assignment Culminating Project Student Literacy
Assessment Report
For more classes visit
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Select one of the following to use as a resource(found on UOP materials page for this
course):
University of Phoenix Material: Elementary Student
University of Phoenix Material: Secondary Student
This assignment should cover the following:
5. Create an assessment report, based on elementary or secondary student information
provided.
Include the following elements in your assessment report:
Title page
Data from the elementary or secondary student information provided
A 1,050- to 1,400-word analysis of the student information in which you do the
following:
Analyze the results of informal and formal assessments administered to the student.
Explain the placement decision made for the student.
Recommend interventions for the student that addresses the needs identified in the
assessments.
Identify formal assessments to be used in the future for progress monitoring and
placement of the student.
Describe the benefits and challenges of continuous assessment and progress monitoring
for the student.
Present a plan for communicating these results to parents and for involving them in the
proposed literacy interventions.
=================================
6. Create an assessment report, based on elementary or secondary student information
provided.
Include the following elements in your assessment report:
Title page
Data from the elementary or secondary student information provided
A 1,050- to 1,400-word analysis of the student information in which you do the
following:
Analyze the results of informal and formal assessments administered to the student.
Explain the placement decision made for the student.
Recommend interventions for the student that addresses the needs identified in the
assessments.
Identify formal assessments to be used in the future for progress monitoring and
placement of the student.
Describe the benefits and challenges of continuous assessment and progress monitoring
for the student.
Present a plan for communicating these results to parents and for involving them in the
proposed literacy interventions.
=================================
