Sld Overview
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1) The document outlines the 4-component process used to determine if a student has a Specific Learning Disability (SLD) and is eligible for special education services. 2) The 4 components are: historical review/educational assessment, area of concern/evaluation method, exclusionary factors, and observation. 3) All parts of all 4 components must be completed and reviewed at an eligibility meeting to determine if the student qualifies for an IEP under the SLD category.
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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.
What is a student success team
A Student Success Team (SST) is a group that develops plans to help students who are struggling academically but may not qualify for special education. The SST includes the parent and develops classroom interventions over 4-8 weeks. If interventions are unsuccessful, the SST may refer the student for special education evaluation. The SST process aims to identify student needs and improve progress through general education supports before considering special education.
University Assignment Literacy Assessment
Literacy is described as the ability to communicate effectively through reading, writing, speaking and listening. It allows people to make sense of messages in text, pictures, audio and other formats. Literacy is important for every subject as it is required to perform tasks and improve knowledge. Literacy assessments can help identify areas of concern, though not all are diagnostic. A literacy assessment may reflect issues across subjects depending on how it is designed. Suggestions to improve literacy include focusing more on literacy within subjects, using literacy circles to set goals, and allowing more time for exploring literacy in each subject.
Presentation #4
This presentation reviews the definition and components of a standards-based elementary report card. It explores the reporting keys used to evaluate students' pro-social skills and academic development in various content areas like English, math, science, and social studies. Standards are grouped into levels that describe whether students are meeting, partially meeting, or not meeting learning standards. The report card is designed to communicate how well students have mastered important grade-level skills in each subject.
Strategies used by Selected Grade 12 Students in Academic Track Before and Du...
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Rti pd powerpoint 2017 18
This document provides information about Response to Intervention (RTI) including what RTI is, the RTI model, and guidance on implementing the different tiers of support within an RTI framework. It describes RTI as a system that provides tiered academic and behavioral supports based on data. The three tiers include Tier 1 (core instruction), Tier 2 (targeted instruction for students needing additional support), and Tier 3 (intensive, individualized instruction for students not responding to Tier 1 or 2). It provides examples of interventions, documentation, and processes for referring students who are not making progress within a given tier.
OFSTED& J ELEY
This document summarizes a teaching observation of a plastering course. The observer notes that the teacher planned thoroughly, with clear learning outcomes and assessment methods. During the session, high expectations were set and learners were engaged through challenging questions, practical tasks, and opportunities to develop literacy and numeracy skills. The teacher demonstrated specialist knowledge of plastering and facilitated learning effectively. Learners of all abilities progressed well through differentiated support. The observer concluded this was an excellent lesson demonstrating commitment to professional teaching standards.
Instructional design plans 11 5-18
This document outlines the key elements needed for designing an effective training program, including a need analysis, design document, learning resources, implementation strategy, and evaluation plan. It discusses collecting information on learners' needs prior to, during, and after a program through methods like questionnaires, interviews, and observations. The design document establishes the purpose and scope of the training upfront. Learning resources can include materials like books, videos, and software. An implementation strategy prepares both teachers and students for the instruction, while the evaluation plan assesses the program's effectiveness through knowledge tests and feedback surveys. The goal is to ensure the training meets its objectives and transfers learning to job performance.
Assessing students and giving feedback
The document discusses various methods for assessing students, including formative and summative assessment. It describes tools for direct observation, rubrics, and portfolios that can be used to assess students. Direct observation allows for authentic assessment in clinical settings but has issues with standardization. Rubrics provide guidance to learners on improving and reinforce learning outcomes. Portfolios demonstrate competencies through case histories and other materials. The document emphasizes choosing an appropriate assessment method and providing effective feedback to improve learner performance.
Assessment in Kto12 Education - KPUP
This document discusses standards-based assessment in the K-12 education system in the Philippines. It explains that standards-based assessment involves assessing students' knowledge, process, understanding, and performance based on learning outcomes defined in four levels. The document provides details on each of the four levels and how they are assessed through various testing methods and classroom activities. It also discusses how the four levels of assessment relate to the grading system, with each level being assigned a percentage weight to comprise the student's overall grade.
Sst district powerpoint
The document provides information about a school district's Student Success Team (SST) process and forms. It outlines the rationale for developing new SST procedures, including findings of disproportionate identification of Hispanic students for special education and the district entering program improvement. It describes the old and new SST procedures. The new process involves more documentation of parent interviews, student interventions, and SST meetings. It provides examples of SST forms and explains how to complete them. The document aims to guide teachers through the SST process, including when to make referrals to higher-level SST meetings.
Assessment Overview Formatted
1. The document discusses assessing student understanding in science and the difference between assessment and grading. Assessment is intended to further student learning while grading is more summative and judgmental.
2. The purposes of assessment are outlined as focusing student learning, teaching, improving systems, and influencing policy and planning. Different types of assessment include formative and informal to get a broader view of student understanding.
3. The document then discusses domains of learning, types of assessments, and Bloom's taxonomy, which categorizes cognitive learning objectives from simplest to most complex. Formal assessments examine products while informal assessments use classroom questioning.
Essay Response Format
Response To Intervention Paper
Response To Intervention
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Argumentative Analysis: They Say I Say
Correct Response In Research
Lecture 4 COPD Course: Educationg the patient with COPD
This document discusses educating patients with COPD. It explains that patient education is a 4-step process of assessment, planning, implementation, and evaluation. The assessment step involves identifying barriers to learning like health literacy levels, language, and readiness to change. Planning establishes goals and teaching methods based on cognitive, psychomotor, and affective learning domains. Implementation involves teaching using various styles aligned with visual, auditory, and tactile learner preferences. Evaluation assesses whether education improved patient understanding and skills. Key principles of adult learning that enhance teaching include making it relevant, giving feedback, and incorporating active and multi-sensory techniques.
Secondary Session 4 A 09
This document outlines an agenda for a professional development session that covers several topics:
1. It begins with an icebreaker asking teachers about student needs and their own questions. Various logistical topics are then addressed.
2. Teachers review the components of providing quality feedback and share examples from their own classes.
3. Presentations are given on balancing one's personal and professional responsibilities over the school year and on the stages teachers go through in their first year.
4. The remainder of the session focuses on assessment and intervention strategies, including an overview of the tiered approach to helping struggling students. Case studies are used to demonstrate how to develop profiles and intervention plans for individual students.
INTELLIGENT TUTORING ININFORMAL SETTINGS:EMPIRICAL STUDY
The document discusses factors that influence informal learning in environments like cafes, homes, parks, and public transportation. It examines how environmental conditions, emotional states, personality, and techniques can impact attention, motivation, and cognition. An empirical study analyzed these factors through surveys and identified techniques to support an intelligent tutor for informal learning settings. Key findings include that positive emotions like joy and confidence tend to facilitate learning while negative emotions like anger can decrease it. The study also found that personality, environment, and the types of tasks assigned should be considered to maximize informal learning outcomes.
ReviewThere are 13 categories of special education as define.docx
Review
There are 13 categories of special education as defined by the
Individuals with Disabilities Education Act (IDEA). In order to
qualify for special education, the IEP team must determine that a
child has one of the following:
• Autism
• Blindness
• Deafness
• Emotional Disturbance
• Hearing Impairment
• Intellectual Disability
• Multiple Disabilities
• Orthopedic Impairment
• Other Health Impaired
• Specific Learning Disability
• Speech or Language Impairment
• Traumatic Brain Injury
• Visual Impairment
SLDs Seen Most Often in
School:
-Written expression (language)
-Math calculation
-Math problem solving
-Reading fluency
-Reading comprehension
TOPICS:
Response to Instruction and
Intervention (RTII)
Multi-Tiered Systems of Support
(MTSS)
The Discrepancy Model
Progression
Response
to
Intervention
Response
to
Instruction
and
Intervention
Multi-Tiered
Instruction
and
Support
Response to Instruction and
Intervention
• RTIII is the practice of (1) providing high-
quality instruction/intervention matched to
student needs and (2) using learning rate
over time and level of performance to (3)
make important educational decisions.
(Batsche, et al., 2005)
• Uses problem-solving to develop effective
instruction/interventions.
5
1. Criterion-Referenced Benchmark
The benchmark represents a level of proficiency needed for
later school success. A good example of a commonly used
set of benchmarks for reading are those that were
developed for use with the DIBELS [Dynamic Indicators of
Basic Early Literacy Skills].
Using the DIBELS benchmarks, for example, 3rd-grade
students are at ‘low risk’ for reading problems if they reach
these reading-fluency goals:
– Start of School Year: 77 Correctly Read Words Per Min
– Middle of School Year: 92 Correctly Read Words Per Min
– End of School Year: 110 Correctly Read Words Per Min
6
2. Determine the likely reason(s) for the
student’s depressed academic
performance:
There can be several possible underlying reasons why
a student is doing poorly in an academic area. It is
crucial to determine the reason(s) for poor
performance in order to select an appropriate
intervention:
• Skill Deficit: The student lacks the necessary skills to
perform the academic task.
• ‘Fragile’ Skills: The student possesses the necessary
skills but is not yet fluent and automatic in those skills.
• Performance (Motivation) Deficit: The student has
the necessary skills but lacks the motivation to
complete the academic task.
7
3. Select a scientifically-based intervention
likely to improve the student's academic
functioning:
Any intervention idea chosen for the student
should be backed by scientific research (e.g.,
research articles in peer-reviewed professional
journals) demonstrating that the intervention is
effective in addressing the student’s
underlying reason(s) for academic failure.
8
4. Monitor academic progress frequently to
evaluate the impact ...
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).
IEP Writing Guide
Handout material provided in concert with FCSN workshop Understanding the IEP, hosted October 19, 2021.
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
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centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
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Accurate understanding of land use and cover is imperative for the development planning
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Sld Overview
- 1. SHREWSBURY PUBLIC SCHOOLS OVERVIEW OF SPECIFIC LEARNING DISABILITY (SLD) ELIGIBILITY PROCESS Slides based on DESE PPT that can be accessed on main page of Shrewsbury Public Schools website
- 5. The four central components of the SLD determination process : Component 1: Historical Review and Educational Assessment Component 2: Area of Concern and Evaluation Method Component 3: Exclusionary Factors Component 4: Observation All parts of all four of these central components must be completed
- 14. Thank you for taking your valuable time to learn about specific learning disabilities and the process for diagnosis. Additional information about specific learning disabilities, information on the four components, and access to the forms utilized in the process can be found within the full SLD PowerPoint at http://schools.shrewsbury-ma.gov/ Information related to specific learning disabilities provided by the DESE can be accessed at: http://www.doe.mass.edu/sped/links/learndisability.html Additional information can also be provided by building principals and team chairs.