Rt I+Fair+Presentation+E1 B+10+1+08+Email
•Download as PPT, PDF•
0 likes•723 views
This document provides an overview of response to intervention (RTI), including its definition, origins, core principles, and essential components for implementation. RTI is defined as providing high-quality instruction matched to student needs and using student performance data to make educational decisions. It originated from several problem-solving models and aims to provide early intervention. The core principles are intervening early, using a multi-tier model and problem-solving methodology, and making data-driven decisions. Essential components for implementation include using a multi-tier model, problem-solving methods, integrated assessment systems, and data-driven decision making.
Report
Share
Report
Share
![Overview, Considerations, and Implementation ,[object Object],[object Object],[object Object]](https://image.slidesharecdn.com/rtifairpresentatione1b10108email-1223408799392098-8/85/Rt-I-Fair-Presentation-E1-B-10-1-08-Email-1-320.jpg)
![Cautions… ,[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Assessment Presentation
This document categorizes and describes different types of literacy assessments: screening, diagnostic, progress monitoring, and outcome measurements. Screening assessments are administered to all students to identify those needing additional support, are quick, and provide minimal instructional guidance. Diagnostic assessments follow up on students who perform poorly on screenings and assess specific literacy skills and needs. Progress monitoring assessments periodically measure student response to interventions. Outcome measurements are standardized, summative assessments used to compare student and school performance.
Achievement Test
Achievement test for career planning and development, the definition, the types, and some examples of achievement tests. Also included the strengths and limitations of achievement tests, and how they can be used in career counselling.
SITE 2014 - Applying the ESPRI to K-12 Blended Learning
SITE 2014 Presentation. Abstract: Blended learning in K-12 classrooms is growing at an enormous rate. While the Educational Success Prediction Instrument (ESPRI) has been used to predict the success of students in online courses, it has yet to be applied to blended courses. This study examined the use of the ESPRI to predict the success of students enrolled in a secondary advanced biology course where the first half of the course was offered in a traditional format and the second half was offered in a blended format. Differences in student performance between the two portions of the course were not statistically significant (p = .35). The ESPRI correctly predicted approximately 88% of the outcomes. Limitations of the study included a small sample size (N = 43) relative to the number of items in the instrument. Additional research should examine the effectiveness of the instrument on students from across the achievement spectrum and not what is considered the ideal online learner.
Academic Assessment 8
This document discusses different types of academic assessments used to evaluate students, including ability tests, achievement tests, norm-referenced tests, and curriculum-based assessments. It provides details on two specific achievement tests: the WIAT-III and Woodcock-Johnson III Test of Achievement. These tests measure academic skills in areas like reading, math, writing, and oral language. The document stresses the importance of selecting the appropriate assessment based on the purpose of testing and a student's individual needs to inform instruction and interventions.
Slic Vs Control Data
The document analyzes data from a Striving Readers program that provides literacy intervention for 94 7th grade and 100 8th grade students. Students were randomly assigned to either the intervention or control group. Assessment results show that 7th grade intervention students outperformed controls in 8 skill areas, while 8th grade intervention students outperformed in 5 areas. Key findings indicate that increasing reading frequency, teaching text structure, independent meaning-making, consistent literacy expectations, and use of process questions can improve adolescent literacy.
Power Standards In Education
Power standards are the most essential academic standards that students must know according to their grade level as determined by individual states. They are intended to focus teachers' instruction on the key concepts that will be assessed and ensure students have mastered the minimum required knowledge. While not all school districts have fully adopted power standards, they are becoming a trend as a way to prioritize the most important topics across subjects in light of limited classroom time and the growing importance of standardized test scores.
Case study guidelines
The document provides guidelines for a case study report on a student's reading performance. It outlines sections to include on the student's background, results of interest and reading inventories administered, comparisons of performance on different assessments, identification of reading levels, areas of weakness to target for remediation, and proposed remediation strategies and activities.
Case study guidelines
The document provides guidelines for a case study report on a student's reading performance. It outlines sections to include on the student's background, results of interest and reading inventories administered, comparisons of performance on different assessments, identification of reading levels, areas of weakness to target for remediation, and proposed remediation strategies and activities.
Recommended
Assessment Presentation
This document categorizes and describes different types of literacy assessments: screening, diagnostic, progress monitoring, and outcome measurements. Screening assessments are administered to all students to identify those needing additional support, are quick, and provide minimal instructional guidance. Diagnostic assessments follow up on students who perform poorly on screenings and assess specific literacy skills and needs. Progress monitoring assessments periodically measure student response to interventions. Outcome measurements are standardized, summative assessments used to compare student and school performance.
Achievement Test
Achievement test for career planning and development, the definition, the types, and some examples of achievement tests. Also included the strengths and limitations of achievement tests, and how they can be used in career counselling.
SITE 2014 - Applying the ESPRI to K-12 Blended Learning
SITE 2014 Presentation. Abstract: Blended learning in K-12 classrooms is growing at an enormous rate. While the Educational Success Prediction Instrument (ESPRI) has been used to predict the success of students in online courses, it has yet to be applied to blended courses. This study examined the use of the ESPRI to predict the success of students enrolled in a secondary advanced biology course where the first half of the course was offered in a traditional format and the second half was offered in a blended format. Differences in student performance between the two portions of the course were not statistically significant (p = .35). The ESPRI correctly predicted approximately 88% of the outcomes. Limitations of the study included a small sample size (N = 43) relative to the number of items in the instrument. Additional research should examine the effectiveness of the instrument on students from across the achievement spectrum and not what is considered the ideal online learner.
Academic Assessment 8
This document discusses different types of academic assessments used to evaluate students, including ability tests, achievement tests, norm-referenced tests, and curriculum-based assessments. It provides details on two specific achievement tests: the WIAT-III and Woodcock-Johnson III Test of Achievement. These tests measure academic skills in areas like reading, math, writing, and oral language. The document stresses the importance of selecting the appropriate assessment based on the purpose of testing and a student's individual needs to inform instruction and interventions.
Slic Vs Control Data
The document analyzes data from a Striving Readers program that provides literacy intervention for 94 7th grade and 100 8th grade students. Students were randomly assigned to either the intervention or control group. Assessment results show that 7th grade intervention students outperformed controls in 8 skill areas, while 8th grade intervention students outperformed in 5 areas. Key findings indicate that increasing reading frequency, teaching text structure, independent meaning-making, consistent literacy expectations, and use of process questions can improve adolescent literacy.
Power Standards In Education
Power standards are the most essential academic standards that students must know according to their grade level as determined by individual states. They are intended to focus teachers' instruction on the key concepts that will be assessed and ensure students have mastered the minimum required knowledge. While not all school districts have fully adopted power standards, they are becoming a trend as a way to prioritize the most important topics across subjects in light of limited classroom time and the growing importance of standardized test scores.
Case study guidelines
The document provides guidelines for a case study report on a student's reading performance. It outlines sections to include on the student's background, results of interest and reading inventories administered, comparisons of performance on different assessments, identification of reading levels, areas of weakness to target for remediation, and proposed remediation strategies and activities.
Case study guidelines
The document provides guidelines for a case study report on a student's reading performance. It outlines sections to include on the student's background, results of interest and reading inventories administered, comparisons of performance on different assessments, identification of reading levels, areas of weakness to target for remediation, and proposed remediation strategies and activities.
Power standards slideshow
Power standards are a subset of academic standards that are essential for student success. They prioritize the most important standards and distinguish them from nice-to-know standards. Power standards narrow the focus to the core understandings and skills students need. They do not remove other standards but help identify the critical ones. Assessments should be tied to power standards to provide evidence of student proficiency. Power standards aim to prevent superficial coverage of all standards and instead emphasize depth of learning on the most important concepts.
Final Math
The document summarizes strategies and technologies that can be used to support students within a multi-tiered system of support (MTSS) framework, particularly for mathematics instruction. It discusses recommendations from research including explicit instruction, visual representations, formative assessment, and peer-assisted learning. It also provides examples of graphic organizers, visual learning tools, math games, and text-to-speech technologies that can help meet varied student needs when incorporated into a differentiated MTSS approach.
Assessment presentation
This document discusses the importance of various types of literacy assessments: screening assessments identify students at risk for reading difficulties, diagnostic assessments determine strengths and weaknesses, progress monitoring assessments check adequate progress and need for extra instruction, and outcome/summative assessments evaluate reading program effectiveness. Examples are provided for each type: screening includes the Scholastic Reading Inventory; diagnostic includes the Core Phonics Survey; progress monitoring includes EasyCBM; and outcome includes standardized tests like FCAT. Assessments inform individualized instruction to meet diverse student literacy needs.
Comparison of criterion referenced and norm referenced assessment
Norm-referenced tests compare a test-taker's performance to others in a group, with the goal of creating a normal distribution of scores. They are designed so that half of test-takers must pass and half must fail. Criterion-referenced tests compare performance to a set of objectives or benchmarks, allowing all test-takers the potential to achieve mastery and a high score if they meet the criteria. The document then provides further details on the characteristics and purposes of each type of test.
Standardized testing.pptx 2
Standardized tests are designed to have consistent objectives and criteria across different forms of the test. They measure students' mastery of prescribed grade-level competencies. Developing a standardized test involves determining its purpose, designing test specifications, creating and selecting test items, evaluating items, specifying scoring procedures, and ongoing validation studies. The document outlines these steps and provides examples of standardized language proficiency tests like TOEFL and IELTS.
Know how of question bank development
The document discusses developing effective test questions or items. It explains that questions should be carefully planned and executed to objectively measure students' abilities. The document provides guidelines for writing clear, appropriately difficult questions that reliably discriminate between high- and low-performing students. It also discusses analyzing questions based on difficulty level, discrimination index, and effectiveness of answer options. The goal is to include questions that accurately assess learning objectives.
Students as producers, of high quality engaging assessments to support learning
Students produced high quality assessments to support learning in their physics course. Engagement with the PeerWise assessment system was high, with students participating beyond minimum requirements and providing mostly positive feedback. Correlation between PeerWise participation and learning gains was observed. The majority of student-generated questions and explanations were of good or excellent quality according to a rubric. The resources allow similar implementations in other courses beyond multiple choice questions.
Pbl lesson plan a
This lesson plan aims to teach 11th and 12th grade students about teen health problems like STDs. Students will start by sharing what they already know about STDs in a KWL chart. They will then complete a survey about personal health and available resources. The class will discuss how to evaluate the teen STD problem and propose solutions. Students will be put into groups to complete three collaborative projects over the unit. The teacher will provide accommodations for students with disabilities, language barriers, or other needs.
Ed103 ppt
1) The document discusses common grading-related problems such as grade inflation, which is an increase in average grades assigned to students even with the same achievement levels. It identifies causes of grade inflation such as institutional pressure to retain students and changing grading policies.
2) Some questionable grading practices are also examined, including averaging scores, using zeros, and lowering grades for behavioral issues. Guidelines for appropriate grading emphasize using the most recent, comprehensive evidence related to important learning goals.
3) In conclusion, grade inflation and questionable grading practices can undermine an accurate assessment of student achievement. Appropriate grading priorities should be given to recent, comprehensive evidence aligned with learning objectives.
7.1 ealta guidelines
The European Association for Language Testing and Assessment (EALTA) aims to promote understanding of language testing principles and improve testing practices across Europe. EALTA's guidelines provide best practices for those involved in teacher training, classroom assessment, and test development. The guidelines stress respect, responsibility, fairness, reliability, and validity. They also recommend clarifying purposes and ensuring appropriateness, accuracy, feedback, and stakeholder involvement in the assessment process. EALTA encourages engagement with decision makers to enhance quality of assessment systems.
Dr. G. Sawarkar qualitative & quantitative evaluation methode
This document discusses quantitative and qualitative methods for evaluation. Both methods provide important information but are rarely used alone and generally provide the best overview when combined. Quantitative data answers questions like "how many" through surveys and statistics, while qualitative data answers questions like "why" or "how" through interviews, observations, and focus groups. Both have strengths like precision for quantitative and context for qualitative, but also limitations such as generalizability for qualitative and complexity for quantitative. Using both methods together can provide the fullest picture of a project for evaluation purposes.
Measurement and Assessment in Teaching 11th Edition Miller Test Bank
Full download : https://goo.gl/bkwNwJ
Measurement and Assessment in Teaching 11th Edition Miller Test Bank
Math and r ti best
1. The document recommends screening all students to identify those at risk for math difficulties and focusing instructional materials on whole numbers for K-5 and rational numbers for grades 4-8.
2. It also recommends that intervention instruction be explicit and systematic, including modeling problem-solving strategies, guided practice, and fact fluency building.
3. Progress should be monitored for students receiving supplemental instruction and other at-risk students.
Chapter 4 testing aima
The document discusses strategies for adopting, developing, or adapting language tests for a specific language program. It provides considerations for selecting commercially available tests or adapting existing tests to better fit the needs and objectives of the program. Developing new tests requires the most resources but allows for perfect customization. Adapting tests involves administering them, selecting well-performing items, and creating new items to develop a revised test tailored to the target population. Proper test administration, scoring, and result interpretation are also discussed.
Test construction
The document outlines the stages of test construction: planning, preparing, reviewing, and revising. In the planning stage, test objectives and techniques are determined. The preparing stage involves developing test items addressing content, format, and scoring procedures. Experts then review the test for validity, reliability, and usability, providing feedback. In the revising stage, test items are modified based on the review before pretesting. The stages ensure tests accurately measure learners' knowledge and skills.
Validity, reliablility, washback
This document discusses validity, reliability, and washback in language testing. Validity refers to a test measuring what it intends to measure, which includes content validity (testing relevant skills and concepts) and criterion-related validity (how test results agree with other assessment results). Reliability means a test is repeatable, which can be measured through reliability coefficients. Washback refers to how a test influences teaching and learning, with the goal of achieving positive washback that encourages effective preparation. Ensuring validity, reliability, and beneficial washback requires careful test construction and use of techniques like setting test specifications, direct testing of objectives, and providing clear scoring criteria.
Blueprint of exam questions
This document provides guidelines for developing a blueprint for the 1st Professional Examination of the MD Program at Universiti Putra Malaysia. It defines what a blueprint is and its purposes, which include providing an overview of the exam format and content areas. The document outlines the structural components of a blueprint, which include tables showing exam question types and weightings, topics and learning objectives, and the number and distribution of questions. It emphasizes ensuring content validity and coverage of learning objectives. Developing a blueprint can guide students' learning approaches and influence how assessment defines the curriculum.
Standardized Test
Do the standardized tests perform an accurate assessment and reach the main goal of learning? In spite of the fact that standardized testing seems to be an inaccurate assessment, it is still used to evaluate a pattern of knowledge in order to certify certain proficiency. Despite the studies that indicate standardized tests can have positive effects on students, it is the disadvantageous aspects of this phenomenon that needs more scrutiny. The purpose of this presentation is to elaborate on the reasons why the standardized testing system is more harmful than effective considering that it is unfair and discriminatory against non-English speakers, an unreliable measure of students’ performance and instruction time which is being consumed by monotonous prolonged test preparation courses.
Brown, chapter 4 By Savaedi
This document discusses various methods for analyzing items on language tests, including item facility (IF), item discrimination (ID), difference index (DI), and B-index. IF measures the percentage of correct answers on an item. ID measures how well an item separates high-scoring from low-scoring students. DI compares pre-test and post-test IFs to measure sensitivity to instruction. B-index compares pass/fail groups' IFs. While norm-referenced tests aim for a normal score distribution, criterion-referenced tests use DI and B-index to relate items to instructional objectives and passing standards.
Nyscate Presentation
The document discusses an EETT grant that was awarded to support 21st century learning in 19 school districts and 20 non-public schools. The grant has three main components: face-to-face workshops, coordinators providing online support, and learning showcases to share progress. The goal is to help education leaders adopt 21st century strategies, collaborate, develop inquiry-based lessons, and support technology integration and literacy. Over 40 team projects will focus on integrating technology and 21st century skills into classrooms to improve student achievement.
Nyscate Presentation 5-2009
The document discusses an EETT grant that was awarded to support 21st century learning in 19 school districts and 20 non-public schools. The grant has three main components: face-to-face workshops to build community and provide professional development, coordinators to support online environments, and over 40 individual team projects to integrate technology and 21st century skills into classrooms. The overall goals are to develop technology leaders, provide professional development, and support administrators in innovative ways to improve student achievement through technology and 21st century skills.
Audacity 101
This document provides an overview of how to use the free audio editing software Audacity. It explains how to open Audacity, record sound, edit recordings using selection, envelope, zoom and drawing tools, apply effects, import and export audio files, and delete sections of recordings. The document encourages users to have fun experimenting with effects and provides links to learn more about contributing to the Audacity community.
More Related Content
What's hot
Power standards slideshow
Power standards are a subset of academic standards that are essential for student success. They prioritize the most important standards and distinguish them from nice-to-know standards. Power standards narrow the focus to the core understandings and skills students need. They do not remove other standards but help identify the critical ones. Assessments should be tied to power standards to provide evidence of student proficiency. Power standards aim to prevent superficial coverage of all standards and instead emphasize depth of learning on the most important concepts.
Final Math
The document summarizes strategies and technologies that can be used to support students within a multi-tiered system of support (MTSS) framework, particularly for mathematics instruction. It discusses recommendations from research including explicit instruction, visual representations, formative assessment, and peer-assisted learning. It also provides examples of graphic organizers, visual learning tools, math games, and text-to-speech technologies that can help meet varied student needs when incorporated into a differentiated MTSS approach.
Assessment presentation
This document discusses the importance of various types of literacy assessments: screening assessments identify students at risk for reading difficulties, diagnostic assessments determine strengths and weaknesses, progress monitoring assessments check adequate progress and need for extra instruction, and outcome/summative assessments evaluate reading program effectiveness. Examples are provided for each type: screening includes the Scholastic Reading Inventory; diagnostic includes the Core Phonics Survey; progress monitoring includes EasyCBM; and outcome includes standardized tests like FCAT. Assessments inform individualized instruction to meet diverse student literacy needs.
Comparison of criterion referenced and norm referenced assessment
Norm-referenced tests compare a test-taker's performance to others in a group, with the goal of creating a normal distribution of scores. They are designed so that half of test-takers must pass and half must fail. Criterion-referenced tests compare performance to a set of objectives or benchmarks, allowing all test-takers the potential to achieve mastery and a high score if they meet the criteria. The document then provides further details on the characteristics and purposes of each type of test.
Standardized testing.pptx 2
Standardized tests are designed to have consistent objectives and criteria across different forms of the test. They measure students' mastery of prescribed grade-level competencies. Developing a standardized test involves determining its purpose, designing test specifications, creating and selecting test items, evaluating items, specifying scoring procedures, and ongoing validation studies. The document outlines these steps and provides examples of standardized language proficiency tests like TOEFL and IELTS.
Know how of question bank development
The document discusses developing effective test questions or items. It explains that questions should be carefully planned and executed to objectively measure students' abilities. The document provides guidelines for writing clear, appropriately difficult questions that reliably discriminate between high- and low-performing students. It also discusses analyzing questions based on difficulty level, discrimination index, and effectiveness of answer options. The goal is to include questions that accurately assess learning objectives.
Students as producers, of high quality engaging assessments to support learning
Students produced high quality assessments to support learning in their physics course. Engagement with the PeerWise assessment system was high, with students participating beyond minimum requirements and providing mostly positive feedback. Correlation between PeerWise participation and learning gains was observed. The majority of student-generated questions and explanations were of good or excellent quality according to a rubric. The resources allow similar implementations in other courses beyond multiple choice questions.
Pbl lesson plan a
This lesson plan aims to teach 11th and 12th grade students about teen health problems like STDs. Students will start by sharing what they already know about STDs in a KWL chart. They will then complete a survey about personal health and available resources. The class will discuss how to evaluate the teen STD problem and propose solutions. Students will be put into groups to complete three collaborative projects over the unit. The teacher will provide accommodations for students with disabilities, language barriers, or other needs.
Ed103 ppt
1) The document discusses common grading-related problems such as grade inflation, which is an increase in average grades assigned to students even with the same achievement levels. It identifies causes of grade inflation such as institutional pressure to retain students and changing grading policies.
2) Some questionable grading practices are also examined, including averaging scores, using zeros, and lowering grades for behavioral issues. Guidelines for appropriate grading emphasize using the most recent, comprehensive evidence related to important learning goals.
3) In conclusion, grade inflation and questionable grading practices can undermine an accurate assessment of student achievement. Appropriate grading priorities should be given to recent, comprehensive evidence aligned with learning objectives.
7.1 ealta guidelines
The European Association for Language Testing and Assessment (EALTA) aims to promote understanding of language testing principles and improve testing practices across Europe. EALTA's guidelines provide best practices for those involved in teacher training, classroom assessment, and test development. The guidelines stress respect, responsibility, fairness, reliability, and validity. They also recommend clarifying purposes and ensuring appropriateness, accuracy, feedback, and stakeholder involvement in the assessment process. EALTA encourages engagement with decision makers to enhance quality of assessment systems.
Dr. G. Sawarkar qualitative & quantitative evaluation methode
This document discusses quantitative and qualitative methods for evaluation. Both methods provide important information but are rarely used alone and generally provide the best overview when combined. Quantitative data answers questions like "how many" through surveys and statistics, while qualitative data answers questions like "why" or "how" through interviews, observations, and focus groups. Both have strengths like precision for quantitative and context for qualitative, but also limitations such as generalizability for qualitative and complexity for quantitative. Using both methods together can provide the fullest picture of a project for evaluation purposes.
Measurement and Assessment in Teaching 11th Edition Miller Test Bank
Full download : https://goo.gl/bkwNwJ
Measurement and Assessment in Teaching 11th Edition Miller Test Bank
Math and r ti best
1. The document recommends screening all students to identify those at risk for math difficulties and focusing instructional materials on whole numbers for K-5 and rational numbers for grades 4-8.
2. It also recommends that intervention instruction be explicit and systematic, including modeling problem-solving strategies, guided practice, and fact fluency building.
3. Progress should be monitored for students receiving supplemental instruction and other at-risk students.
Chapter 4 testing aima
The document discusses strategies for adopting, developing, or adapting language tests for a specific language program. It provides considerations for selecting commercially available tests or adapting existing tests to better fit the needs and objectives of the program. Developing new tests requires the most resources but allows for perfect customization. Adapting tests involves administering them, selecting well-performing items, and creating new items to develop a revised test tailored to the target population. Proper test administration, scoring, and result interpretation are also discussed.
Test construction
The document outlines the stages of test construction: planning, preparing, reviewing, and revising. In the planning stage, test objectives and techniques are determined. The preparing stage involves developing test items addressing content, format, and scoring procedures. Experts then review the test for validity, reliability, and usability, providing feedback. In the revising stage, test items are modified based on the review before pretesting. The stages ensure tests accurately measure learners' knowledge and skills.
Validity, reliablility, washback
This document discusses validity, reliability, and washback in language testing. Validity refers to a test measuring what it intends to measure, which includes content validity (testing relevant skills and concepts) and criterion-related validity (how test results agree with other assessment results). Reliability means a test is repeatable, which can be measured through reliability coefficients. Washback refers to how a test influences teaching and learning, with the goal of achieving positive washback that encourages effective preparation. Ensuring validity, reliability, and beneficial washback requires careful test construction and use of techniques like setting test specifications, direct testing of objectives, and providing clear scoring criteria.
Blueprint of exam questions
This document provides guidelines for developing a blueprint for the 1st Professional Examination of the MD Program at Universiti Putra Malaysia. It defines what a blueprint is and its purposes, which include providing an overview of the exam format and content areas. The document outlines the structural components of a blueprint, which include tables showing exam question types and weightings, topics and learning objectives, and the number and distribution of questions. It emphasizes ensuring content validity and coverage of learning objectives. Developing a blueprint can guide students' learning approaches and influence how assessment defines the curriculum.
Standardized Test
Do the standardized tests perform an accurate assessment and reach the main goal of learning? In spite of the fact that standardized testing seems to be an inaccurate assessment, it is still used to evaluate a pattern of knowledge in order to certify certain proficiency. Despite the studies that indicate standardized tests can have positive effects on students, it is the disadvantageous aspects of this phenomenon that needs more scrutiny. The purpose of this presentation is to elaborate on the reasons why the standardized testing system is more harmful than effective considering that it is unfair and discriminatory against non-English speakers, an unreliable measure of students’ performance and instruction time which is being consumed by monotonous prolonged test preparation courses.
Brown, chapter 4 By Savaedi
This document discusses various methods for analyzing items on language tests, including item facility (IF), item discrimination (ID), difference index (DI), and B-index. IF measures the percentage of correct answers on an item. ID measures how well an item separates high-scoring from low-scoring students. DI compares pre-test and post-test IFs to measure sensitivity to instruction. B-index compares pass/fail groups' IFs. While norm-referenced tests aim for a normal score distribution, criterion-referenced tests use DI and B-index to relate items to instructional objectives and passing standards.
What's hot (19)
Comparison of criterion referenced and norm referenced assessment
Comparison of criterion referenced and norm referenced assessment
Students as producers, of high quality engaging assessments to support learning
Students as producers, of high quality engaging assessments to support learning
Dr. G. Sawarkar qualitative & quantitative evaluation methode
Dr. G. Sawarkar qualitative & quantitative evaluation methode
Measurement and Assessment in Teaching 11th Edition Miller Test Bank
Measurement and Assessment in Teaching 11th Edition Miller Test Bank
Viewers also liked
Nyscate Presentation
The document discusses an EETT grant that was awarded to support 21st century learning in 19 school districts and 20 non-public schools. The grant has three main components: face-to-face workshops, coordinators providing online support, and learning showcases to share progress. The goal is to help education leaders adopt 21st century strategies, collaborate, develop inquiry-based lessons, and support technology integration and literacy. Over 40 team projects will focus on integrating technology and 21st century skills into classrooms to improve student achievement.
Nyscate Presentation 5-2009
The document discusses an EETT grant that was awarded to support 21st century learning in 19 school districts and 20 non-public schools. The grant has three main components: face-to-face workshops to build community and provide professional development, coordinators to support online environments, and over 40 individual team projects to integrate technology and 21st century skills into classrooms. The overall goals are to develop technology leaders, provide professional development, and support administrators in innovative ways to improve student achievement through technology and 21st century skills.
Audacity 101
This document provides an overview of how to use the free audio editing software Audacity. It explains how to open Audacity, record sound, edit recordings using selection, envelope, zoom and drawing tools, apply effects, import and export audio files, and delete sections of recordings. The document encourages users to have fun experimenting with effects and provides links to learn more about contributing to the Audacity community.
21st Century Education Tonawanda
Technology drives societal change, requiring different skill sets in the 21st century compared to the past. Success now relies on skills like consuming, analyzing, connecting, synthesizing, interacting and creating using new learning tools across multiple modalities. Schools must bridge the gap between how students live and learn by embracing collaboration, active learning, higher-order thinking, outcome-based assessments and making the curriculum relevant to students' interests.
Principal led change in a web 2
This document summarizes Catherine Huber's work leading change as the principal of West Seneca Central School District. It describes how she helped shape the school's culture into a "guaranteed, viable culture around teaching and learning" by focusing on developing the curriculum, learning structures, environment, and learner dispositions. Over several years, the school implemented initiatives like curriculum mapping, writing and reading workshops, differentiated instruction, and data-driven instruction. Cultural norms were established around collaboration, feedback, and celebrating the work of teachers and students. Professional development involved book studies, planning processes, and using an online platform called the Northwood Moodle to support ongoing, collaborative learning.
Jerry Riordan from CEVA Americas; ‘Develop a Culture of Innovation: Dissemina...
Jerry Riordan discusses developing a culture of innovation at CEVA Logistics. Some key points:
1) CEVA has a balanced global portfolio across regions and sectors to drive value through innovation.
2) True innovation comes from small differences, like the 3% of DNA that separates humans from dinosaurs.
3) The logistics industry needs innovation to breakthrough fragmentation and inconsistency, as other industries like automotive and retail did through companies like Toyota and Walmart.
4) CEVA fosters innovation through operational excellence pillars like lean solutions, zero defect startups, and strategic partnerships that transfer best practices across sectors.
Viewers also liked (6)
Jerry Riordan from CEVA Americas; ‘Develop a Culture of Innovation: Dissemina...
Jerry Riordan from CEVA Americas; ‘Develop a Culture of Innovation: Dissemina...
Similar to Rt I+Fair+Presentation+E1 B+10+1+08+Email
The National Center on Response to Intervention and Implementation Science: B...
The National Center on Response to Intervention and Implementation Science: B...National Center on Response to Intervention
The National Center on Response to Intervention and Implementation Science (NCRTI) aims to build state capacity to implement Response to Intervention (RTI) frameworks in schools. The NCRTI provides technical assistance and disseminates information on RTI, which is an instructional framework that uses universal screening, progress monitoring, and increasingly intensive interventions to improve outcomes for all students. The NCRTI promotes the use of implementation science to successfully integrate new initiatives like RTI by addressing barriers, evaluating infrastructure needs, and structuring support systems.Steve Vitto Response to Intvervention (RTI) in School-wide Behavior Support 2009
This is an overview of the RTI process presented by Steve Vitto in East Grand Rapids in November 2008. Steve can be contacted at svitto@muskegonisd.org
Steve Vitto Response to Intervention (RTI)
A recent presentation on Response to Intervention and relating the three tier model to evidenced based behavioral supports (i.e., as it applies to classroom management , strategic interventions and interventions for intensive behaviors).
Essay Response Format
Response To Intervention Paper
Response To Intervention
Response To Intervention In Education
Army Alc Phase 1 Essay example
Response Post Assignment
Emotional Response Essay
Emergency Response Essay
Resume Reflection
How to Resolve Conflict Essay
Relationship Between RTI And Test LD Students
Summary: Response To Intervention
Summary: Response To Intervention
Informative Response Paper
Summary: Response To Intervention
Response To Feedback
Examples Of Response To Literature
Argumentative Analysis: They Say I Say
Correct Response In Research
Connecting evidence based instructional practices to rti
This document summarizes information from a presentation on connecting evidence-based instructional practices to response to intervention (RTI). It reviews the basics of RTI including its multi-tiered framework and key components. It then discusses instructional practices for math, writing, and reading that have evidence from research and the courts. Specific math practices summarized include explicit instruction, formative assessment, cooperative learning approaches, and the use of real-world contexts and technology-based tools.
RTI Fall 2013 C & I Meeting
This document provides information about Response to Intervention (RTI) including:
- RTI is a multi-tiered system of support that provides increasingly intensive interventions based on student need. Tier 1 involves core classroom instruction, Tier 2 involves supplemental interventions, and Tier 3 involves intensive individualized interventions.
- Effective Tier 1 instruction is critical and involves differentiated instruction, engaging students, using standardized curricula, and creating a positive learning environment.
- The RTI process involves universal screening, progress monitoring, using data to make instructional decisions, and evaluating the effectiveness of interventions. Key components are screening, multi-level instruction, progress monitoring, and data-based decision making.
Rt i training module.ppt nelson
The document provides an overview of Response to Intervention (RtI) for Rich Township High School District 227. It acknowledges those who have supported the RtI initiative and defines RtI as using data-driven interventions matched to student needs. The purpose of RtI in secondary schools is to provide early identification and support for at-risk students through ongoing progress monitoring and review of intervention effectiveness. Key components of RtI include high-quality instruction, universal screening, and a multi-tiered model of increasingly intensive services.
Classroom diagnostic tools training 9.23.14
This document provides an overview of a training for educators on the use of Classroom Diagnostic Tools (CDTs). The training is facilitated by Jimmy Strand and Nick Paolini and aims to provide information about the CDTs and a plan for successful implementation. The agenda covers topics such as CDT reports and demonstrations, benefits for students and teachers, roles and responsibilities, and professional development modules. CDTs are computer adaptive tests designed to provide diagnostic information to guide instruction. They assess students in grades 3-12 in subjects like math, reading, science, and writing. Educators were involved in developing the tools to ensure alignment with state standards.
Assessment presentation final2
The document discusses various aspects of assessment including formative and summative assessment, reliability and validity, bias and fairness. It provides definitions and examples of key assessment terminology and outlines factors to consider when designing assessments, such as ensuring they accurately reflect student achievement and are representative of abilities. The document also references sources for further information on educational assessment.
Identifying and Serving Students with Behavior Problems
The document discusses identifying and serving students with behavior problems. It describes the process of assessing student needs, determining appropriate intervention levels using response to intervention (RTI) and school-wide positive behavior support (SWPBS) frameworks. These include universal, targeted, and intensive supports matched to student response. The document also examines evidence-based practices, legislation affecting student behavior, definitions of emotional/behavioral disorders, and the process of identifying and placing students in appropriate educational environments.
Excell rti2 tier i instruction workshop
The document provides an overview of Response to Instruction and Intervention (RTI) at the Tier 1 level, including universal screening and initial identification procedures, delivering quality core instruction with differentiated instruction and in-class monitoring, using data to identify professional development needs, and allowing time for teams to plan implementation of RTI at their sites. It discusses research supporting the effectiveness of RTI frameworks and outlines the core principles of multi-tiered systems of support to ensure all students receive high-quality instruction matched to their needs.
Rti response to intervention ny
This powerpoint is a great tool to use to introduce RTI and best practices for the three tier approach. Citations are included.
Extending an RtI Approach to Schoolwide Behavior Support
This document discusses linking school-wide behavior support with academic support using a Response to Intervention (RTI) framework. It describes how establishing a positive social culture can improve student achievement and academic outcomes. The key points are that investing in prevention, using multi-tiered support systems, and making data-driven decisions can improve both behavior and academic outcomes for students. Implementing universal screening, targeted interventions, and progress monitoring for both behavior and academics is suggested.
Response To Intervention Presentation
The document presents a Success Through Levels intervention plan to address behavioral issues at Carmel Middle School. It proposes a three-tiered approach including primary (school-wide), secondary (targeted), and tertiary (individual) levels of intervention. The primary level utilizes the CHAMPS model for positive behavior support. The secondary level adds peer mediation. The tertiary level implements Functional Family Therapy for students not responding to other interventions. The plan aims to reduce office referrals through systematic positive behavioral supports and early intervention.
DetailsThis assignment is a presentation that allows you to apply.docx
Details:
This assignment is a presentation that allows you to apply what you have learned in this course, as well as strengthen your presentation skills.
Introduction
Provide an overview of the portfolio.
Professional Presentation
1. Choose a topic from the course and define
an audience (e.g., educators, administration, parents, students, legislators)
for the presentation.
2. Design a professional presentation in the
format of a PowerPoint, workshop, or video. Within the presentation, include
specific evidence from coursework that demonstrates mastery of understanding in
the following areas: foundations and models (EBD), assessment, causes, facets,
interventions, and teaching strategies for students with EDB.
3. Conduct the presentation with at least one
member of your SPED team. Obtain feedback from participant(s). On the last slide before the reference page, include
a summary of the feedback you received.. Include the strengths and areas of
improvement.
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9501235198&site=ehost-live&scope=site
http://www.ed.gov/about/offices/list/osers/index.html
http://www.ccbd.net
http://www.eric.ed.gov/
http://www2.ed.gov/offices/OSERS/Policy/IDEA/index.html
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=17308777&site=ehost-live&scope=site
http://files.eric.ed.gov/fulltext/ED386854.pdf
Assessment and Evaluation of Students With EBD
Introduction
Ambiguity and difficulty in defining emotional/behavioral disorders (EBD) causes the numbers of students with EBD to vary widely. Often this group can be the most under-identified category in a school. As stated in the previous lecture, factors causing students to exhibit emotional and behavioral disorder can be from five different theoretical frameworks, including
biological, psychoanalytical, behavioral, phenomenological,
and
sociological/ecological
(Smith, Polloway, Patton, Dowdy, 2004). The aforementioned factors may lead to numerous disorders that are all classified under the heading of
emotional disturbance
.
The debate ranges over which assessments to use and why. The purpose of assessment is not only to identify the disabilities but also to use that information to create a more individualized program for intervention and remediation. "Assessment of problem behaviors requires that the team collect and interpret functional information from a variety of sources" (Yell, Meadows, Drasgow, & Shriner, 2009, p. 76). These assessments include both formal and informal types, and the mandated team determines eligibility.
Overall, when considering students with ED, there are times when the team must determine if the behaviors are truly manifestations of students' disabilities in order to protect them from some disciplinary measures such as suspension and expulsion. No matter what assessments are used, there needs to be clear-cut guidelines and procedur.
Psy kirby wehr
This document discusses Response to Intervention (RTI) implementation in Pennsylvania schools. It covers three main points:
1. The connection between supplementary aids and services (SAS) and RTI, explaining that RTI organizes assessment, instruction, and interventions to provide support to students at all tier levels.
2. Identifying robust instructional strategies and interventions, emphasizing the importance of effective core instruction and using data to inform classroom practices.
3. Applying lessons learned about successful RTI implementation, such as the need for continuous professional development, a focus on instructional quality, and cross-role collaboration to close the "what-how" gap.
Designing Early Alert Programs Aimed at Fostering Student Success and Persist...
This document provides an overview of designing early alert programs aimed at fostering student success and persistence. It discusses defining early intervention, the history and purpose of early intervention programs, how they have developed on a national level, and the theoretical underpinnings that guide their design. The document outlines an agenda for a workshop on early intervention that will explore recent research, help participants identify at-risk students at their institutions, design systematic early alert programs, and develop networks to support students through bottlenecks in their first year.
Response to intervention in practice (rti)
This document discusses Response to Intervention (RTI) and provides guidance on its implementation. The goals of RTI are to review principles, examine steps for planning and strengthening RTI programs, and look at resources for interventions, data collection, and using technology to graph and analyze data. RTI involves providing research-based instruction and interventions matched to student needs, monitoring progress frequently to make decisions about changes, and applying student response data to educational decisions. A multi-tiered model is presented involving school-wide, targeted small group, and intensive individual interventions.
RtI to MTSS
This document outlines an agenda for a presentation on Response to Intervention (RtI) and the transition to Multi-Tiered Systems of Support (MTSS). The presentation will define RtI and MTSS, discuss the rationale for moving from RtI to MTSS, and explore the three big ideas of MTSS: a multi-tiered service delivery model, data-based decision making, and a problem-solving process. Participants will engage in activities to understand myths and truths about RtI, uncover key points about MTSS, and discuss what assessment and support looks like at their schools. The goal is for participants to be able to describe RtI and MTSS and name the three big ideas of
What counts as response and intervention in RTI
This document discusses Response to Intervention (RTI) and how it defines student response and intervention. It notes that while RTI has received increased attention, questions remain about how it addresses diversity and equity. The document conducts a sociocultural analysis of the core concepts of response and intervention in RTI. It argues that RTI models often view response narrowly based on instruction rather than the complex sociocultural nature of learning. By failing to consider factors like student engagement and classroom context, RTI may overlook important aspects of how and why students learn.
Similar to Rt I+Fair+Presentation+E1 B+10+1+08+Email (20)
The National Center on Response to Intervention and Implementation Science: B...
The National Center on Response to Intervention and Implementation Science: B...
Steve Vitto Response to Intvervention (RTI) in School-wide Behavior Support 2009
Steve Vitto Response to Intvervention (RTI) in School-wide Behavior Support 2009
Connecting evidence based instructional practices to rti
Connecting evidence based instructional practices to rti
Identifying and Serving Students with Behavior Problems
Identifying and Serving Students with Behavior Problems
Extending an RtI Approach to Schoolwide Behavior Support
Extending an RtI Approach to Schoolwide Behavior Support
DetailsThis assignment is a presentation that allows you to apply.docx
DetailsThis assignment is a presentation that allows you to apply.docx
Designing Early Alert Programs Aimed at Fostering Student Success and Persist...
Designing Early Alert Programs Aimed at Fostering Student Success and Persist...
Recently uploaded
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
How to Download & Install Module From the Odoo App Store in Odoo 17
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
NIPER JEE PYQ
NIPER JEE QUESTIONS
MOST FREQUENTLY ASK QUESTIONS
NIPER MEMORY BASED QUWSTIONS
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as discipline
Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How to Manage Reception Report in Odoo 17
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
How to Fix [Errno 98] address already in use
This slide will represent the cause of the error “[Errno 98] address already in use” and the troubleshooting steps to resolve this error in Odoo.
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Recently uploaded (20)
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
How to Download & Install Module From the Odoo App Store in Odoo 17
How to Download & Install Module From the Odoo App Store in Odoo 17
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Rt I+Fair+Presentation+E1 B+10+1+08+Email
- 16. Essential Component 1: Multi-tier Model
- 17. Essential Component 2: Problem-Solving Method What is the problem? Why is it happening? What should be done about it? Did it work?
Editor's Notes
- I would like to welcome you all of you to what I am sure will be a stellar opportunity to consider what has the potential to be a unifying force in public education, Response to Intervention or RtI. You may also hear it called Response to Instruction and in its early beginnings some referred to is as Resistance to Intervention. My name is Sharon Hance and I work here at Erie 1 BOCES for the Special Education Training and Resource Center and have been here five years. I have the good fortune of working in the Erie 1 Districts and am grateful for the conversations and work that is going on in the region as we figure out how we will move forward. We have a little bit of time together to set the stage for the rest of the day. Here is where we are going to go…quickly!