New York City Department of Education Individualized Education Program (IEP) sample for Thomas Green, an 8 year old student with autism (Staffing ratio: 6:1:1)
New York City Department of Education Individualized Education Program (IEP) sample for Joseph Thompkins, an 18 year old student with Multiple Disabilities (Mental Retardation, Orthopedic Impairment) (Staffing ratio: 12:1:1)
New York City Department of Education Individualized Education Program (IEP) sample for James Adams, an 8 year old student with an Emotional Disturbance (Staffing ratio: 8:1:1)
New York City Department of Education Individualized Education Program (IEP) sample for Kevin brown, a 16 year old student with autism (Staffing ratio: 6:1:1)
This document is from a presentation on assessment given to teachers. It discusses how assessment drives instruction and the teaching/learning cycle. It emphasizes the importance of collecting reliable and valid data through standardized assessments in order to effectively plan instruction and monitor student progress. Several specific assessments are described, including screening tools for early literacy skills, measures of language and literacy abilities, and progress monitoring tools. The use of data to understand class and student performance is also covered.
The document provides information about the Peabody Picture Vocabulary Test-III (PPVT-III), a standardized test to measure receptive vocabulary and hearing vocabulary. It is individually administered to people ages 2.5 to 90+ years old. The test materials include record booklets, manuals, norms booklets. Scores are presented as standard scores, percentile ranks, age equivalents, and more. Strengths are that it is untimed and easy to administer, weaknesses include limitations for some populations.
The document discusses testing communicative competence and communicative language tests. It defines communicative competence as the ability to use language appropriately in real situations, beyond just grammatical knowledge. Communicative language tests aim to measure how test-takers use language in real-life contexts, emphasizing appropriateness over grammatical accuracy. Such tests often involve tasks that combine language skills, like listening and speaking, and simulate real-world interactions through activities like information gaps, role plays, and integrated reading/writing tasks. While not perfectly communicative due to reliability issues, these tests are judged on how well they mimic authentic communication situations.
LETTER SPINNER APPROACH AND LETTER SOUNDS OF KINDERGARTEN PUPILS WayneRavi
This study aims to find out whether the letter spinner approach is effective on kinder pupils. The Participants of this study are the 30 kinder section one pupils of Paradise Embac Elementary School, Paquibato Davao City SY 2014-2015. Descriptive causal comparative research design was employed in the study. Results in the study showed that there was a significant difference between the pretest and post test result of the pupils of Paradise Embac Elementary School.
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handout: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/91428246
Presentation Abstract:
Tasks have captured the attention of testers and educators for some time (e.g., Cureton, 1951, Wiggins, 1994), because they present goal-oriented, contextualized challenges that prompt examinees to deploy cognitive skills and domain-related knowledge in authentic performance rather than merely displaying what they know in selected-response and other discrete forms of tests (Kane, 2001; Wiggins, 1998). For language testing, in particular, interest in task-based performance assessment reflects the need to incorporate language use into assessments, such that interpretations about learners’ abilities to communicate are warranted (Brindley, 1994; Norris et al., 1998). Over the past several decades, tasks have come to play a crucial role in language assessments on a variety of levels, from classroom-based tests to large-scale language proficiency exams to research on second language acquisition. In this webinar, I will provide an overview of the incorporation of tasks into contemporary language assessment practice across diverse contexts, with a particular emphasis on examples of tasks used for distinct (formative and summative) assessment purposes in language classrooms and programs. Participants will encounter the basic steps in developing task-based assessments, including needs analysis, task selection, performance elicitation, rubric creation, scoring, and score reporting/feedback. We will also address the benefits of task-based assessment for language learners, teachers, and programs, and we will consider the potential that emerging technologies hold for enabling authentic assessments of language use. Finally, we will consider both research-based and educator-relevant insights into some of the challenges in doing task-based language assessment, and I will suggest a variety of solutions.
Webinar Date: April 3, 2014
New York City Department of Education Individualized Education Program (IEP) sample for Joseph Thompkins, an 18 year old student with Multiple Disabilities (Mental Retardation, Orthopedic Impairment) (Staffing ratio: 12:1:1)
New York City Department of Education Individualized Education Program (IEP) sample for James Adams, an 8 year old student with an Emotional Disturbance (Staffing ratio: 8:1:1)
New York City Department of Education Individualized Education Program (IEP) sample for Kevin brown, a 16 year old student with autism (Staffing ratio: 6:1:1)
This document is from a presentation on assessment given to teachers. It discusses how assessment drives instruction and the teaching/learning cycle. It emphasizes the importance of collecting reliable and valid data through standardized assessments in order to effectively plan instruction and monitor student progress. Several specific assessments are described, including screening tools for early literacy skills, measures of language and literacy abilities, and progress monitoring tools. The use of data to understand class and student performance is also covered.
The document provides information about the Peabody Picture Vocabulary Test-III (PPVT-III), a standardized test to measure receptive vocabulary and hearing vocabulary. It is individually administered to people ages 2.5 to 90+ years old. The test materials include record booklets, manuals, norms booklets. Scores are presented as standard scores, percentile ranks, age equivalents, and more. Strengths are that it is untimed and easy to administer, weaknesses include limitations for some populations.
The document discusses testing communicative competence and communicative language tests. It defines communicative competence as the ability to use language appropriately in real situations, beyond just grammatical knowledge. Communicative language tests aim to measure how test-takers use language in real-life contexts, emphasizing appropriateness over grammatical accuracy. Such tests often involve tasks that combine language skills, like listening and speaking, and simulate real-world interactions through activities like information gaps, role plays, and integrated reading/writing tasks. While not perfectly communicative due to reliability issues, these tests are judged on how well they mimic authentic communication situations.
LETTER SPINNER APPROACH AND LETTER SOUNDS OF KINDERGARTEN PUPILS WayneRavi
This study aims to find out whether the letter spinner approach is effective on kinder pupils. The Participants of this study are the 30 kinder section one pupils of Paradise Embac Elementary School, Paquibato Davao City SY 2014-2015. Descriptive causal comparative research design was employed in the study. Results in the study showed that there was a significant difference between the pretest and post test result of the pupils of Paradise Embac Elementary School.
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handout: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/91428246
Presentation Abstract:
Tasks have captured the attention of testers and educators for some time (e.g., Cureton, 1951, Wiggins, 1994), because they present goal-oriented, contextualized challenges that prompt examinees to deploy cognitive skills and domain-related knowledge in authentic performance rather than merely displaying what they know in selected-response and other discrete forms of tests (Kane, 2001; Wiggins, 1998). For language testing, in particular, interest in task-based performance assessment reflects the need to incorporate language use into assessments, such that interpretations about learners’ abilities to communicate are warranted (Brindley, 1994; Norris et al., 1998). Over the past several decades, tasks have come to play a crucial role in language assessments on a variety of levels, from classroom-based tests to large-scale language proficiency exams to research on second language acquisition. In this webinar, I will provide an overview of the incorporation of tasks into contemporary language assessment practice across diverse contexts, with a particular emphasis on examples of tasks used for distinct (formative and summative) assessment purposes in language classrooms and programs. Participants will encounter the basic steps in developing task-based assessments, including needs analysis, task selection, performance elicitation, rubric creation, scoring, and score reporting/feedback. We will also address the benefits of task-based assessment for language learners, teachers, and programs, and we will consider the potential that emerging technologies hold for enabling authentic assessments of language use. Finally, we will consider both research-based and educator-relevant insights into some of the challenges in doing task-based language assessment, and I will suggest a variety of solutions.
Webinar Date: April 3, 2014
An Introduction to International English Language Testswahaj unnisa
The document provides an overview of the IELTS and TOEFL exams, which assess English proficiency for academic or professional purposes. IELTS measures listening, reading, writing and speaking skills, and can be taken in general or academic versions. TOEFL also measures these skills but focuses on skills needed for university study in English. Both exams report scores to help applicants meet English requirements for education or work abroad.
Online version 20151003 main issues in language testingenglishonecfl
The document discusses various types of language tests used at universities including placement tests, achievement tests, proficiency tests, and diagnostic tests. It describes the key considerations for each type of test such as purpose, content, and administration. The document also covers important concepts in language testing such as reliability, validity, practicality, comparability, and fairness. It provides details on validity types including content validity and construct validity. Finally, it discusses steps that would be taken to design a language test aligned with the Common European Framework of Reference (CEFR) and the Vietnamese National Language Normalization Framework (KNLNN).
Variables Affecting Listening Comprehension in English Among Third Year High ...Jivanee Abril
This chapter outlines the research methodology used in the study, including the descriptive correlational research design. Questionnaires were used to collect data on students' profiles, perceptions of their English teacher's competency and methods, and their school's classroom and technology resources. Students also took a listening comprehension test sourced from ESL materials. Twenty-eight third year high school students participated. Their responses were analyzed using frequency counts, percentages, and Pearson's correlation to determine relationships between listening comprehension and student, teacher, and school variables.
Reading 2 guideline for item writing writing testenglishonecfl
The document provides guidelines for designing effective writing prompts for language tests. It discusses:
1. Clearly defining the intended writing skills and specifying them using directive verbs to guide the expected response.
2. Clearly defining the task and limiting its scope to provide boundaries for test takers' responses. An example shows how a question became more focused.
3. Creating a problem situation to situate the clearly defined task, delimiting the appropriate content for the test takers' level.
Investigating the implementation of BOAR to develop secondary school students...CherylLimMingYuh
This document summarizes a research paper investigating the implementation of a thinking framework called B.O.A.R to develop secondary school students' conversation skills in Singapore. It begins with an introduction outlining the importance of integrating thinking and speaking for meaningful conversations. It then reviews literature on the Singapore education system's focus on oral proficiency, the O-Level oral examination format, research on students' conversation skills, and the relationship between thinking and speaking. The paper proposes that teaching thinking skills can help students structure their thoughts and experiences to produce more developed responses. It introduces B.O.A.R as a thinking framework to help students in organizing their ideas, generating responses, and practicing thinking in speaking. The goal is to help
1) The document discusses the key aspects of constructing valid and reliable tests, including determining the purpose and objectives, selecting appropriate test types and items, and using statistical assessments.
2) It provides details on different types of tests - language aptitude tests, proficiency tests, placement tests, diagnostic tests, and achievement tests - including examples like the MLAT and TOEFL.
3) Step-by-step guidelines are outlined for developing test specifications, tasks, and multiple choice questions, emphasizing clear objectives, appropriate difficulty, and effective distractors. Statistical measures like item facility and discrimination are also introduced.
1. Discrete point testing refers to testing language skills and components individually, one at a time, such as testing a single grammatical structure.
2. Examples of discrete point tests include multiple choice questions, fill-in-the-blank questions, true/false questions, spelling tests, and tests of phoneme recognition.
3. Discrete point tests are easy to score objectively but take more time and energy to create and do not capture real-world language use.
This document summarizes the key activities and discussions from a workshop on developing VSTEP listening test items in Hanoi, Vietnam in December 2015. It describes four main activities: 1) familiarizing participants with CEFR listening descriptors, 2) defining the test construct, 3) reviewing test specifications, and 4) practicing item writing techniques. It also covers preparing listening texts, working with native speakers, and a hands-on practice session where participants wrote test items using short base texts. Throughout, it emphasizes expert approaches and best practices for writing high-quality listening test items.
Language testing (Testing Vocabulary)-Adapted from MadsenMelva Simangunsong
The document discusses different types of vocabulary tests:
1. Limited response tests involve students giving simple physical or verbal responses to demonstrate understanding of vocabulary words. They are good for beginners and avoid skills like reading/writing.
2. Multiple choice completion tests present sentences with a missing word and students select the correct word from options. They provide context but can be difficult to construct and allow cheating.
3. Multiple choice paraphrase tests underline a word in a sentence and students choose its closest meaning from options. They are easier to score but hard to find good synonyms.
4. Simple completion tests require students to write missing words that appear in example sentences. They reflect teaching approaches but fewer words can be tested
This summary provides the key details from the document in 3 sentences:
The document discusses a study that investigated the English pronunciation competence of 48 second semester civil engineering students in Samarinda State Polytechnic, Indonesia. The students were tested on pronouncing 100 words of varying syllable lengths. The results found the average score was 75 (classified as "fair"), with no students scoring below 50, though some exercises could help students improve pronunciation.
Reading 2 - test specification for writing test - vstepenglishonecfl
This document provides guidelines for designing effective writing prompts for tests. It recommends clearly defining the intended writing skills being assessed and the specific task, such as writing an essay. The task should be situated within a problem or scenario to provide context. An example compares a less focused prompt about social media's impact to a more focused one about its impact on young people. Overall, the document stresses the importance of crafting clear, specific writing prompts that guide test takers to demonstrate the intended writing skills.
Oscar poster power point the perception of test of english foreign languageOscar Ririn
This study investigated 178 accounting students at Samarinda State Polytechnic to understand their perspectives on the effectiveness of TOEFL as a graduation requirement. A questionnaire was used to collect data. The results showed that most students had a positive view of TOEFL, believing it enhanced their English proficiency and motivation. Students felt measures like English counseling, a standard TOEFL score, and extracurricular activities were effective, but lacked confidence in passing TOEFL. The study concluded TOEFL preparation should be included in the curriculum and more support given to increase students' confidence and preparation.
Summary on LANGUAGE TESTING & ASSESSMENT (Part I) Alderson & Banerjee MissJillSmith
Summary on article by Ch. Alderson & J.Banerjee regarding Language Testing & Assessment. Diferent types of language testing, authors, hypothesis, conclusions and expectations. Ethics, politics and standards impact on language testing.
This document discusses various approaches to language testing, including the essay-translation method, structuralist approach, integrative approach, and communicative approach. It provides examples of language tests that assess different skills like listening, speaking, reading, writing, grammar, and vocabulary. The key aspects of a good language test are that it samples a representative range of language skills and areas, relates to classroom instruction, and avoids traps that could mislead students. Overall, the document outlines the evolution of language testing approaches and considerations in developing effective language assessments.
Language Anxiety among Selected Grade 7 ESL Learners in the Division of North...ijtsrd
This descriptive correlational study determined the language anxiety experienced by Grade 7 ESL learners from four selected junior high schools in the first district of the Division of Northern Samar, Philippines for School Year 2018 2019. The respondents of the study were 286 Grade 7 students who were determined using Slovin's formula. The instrument used in the study was composed of three parts the socio demographic profile of the respondents the factors causing second language anxiety and the language anxiety scale adopted from Horwitz, Horwitz, and Cope's 1986 model of language anxiety. The English performance of the respondents was based on their grades in the English subject. The data were treated statistically using frequency counts, percentages, weighted mean and Pearson r correlation. The findings revealed that in the English performance of the respondents, a majority of them obtained very satisfactory rating in English. Students' second language anxiety especially on language anxiety and fear of negative evaluation were found to be “either anxious or relaxedâ€. On the test of relationship, a significant relationship was found between demographic profile and their English performance. There was also a significant relationship between the demographic profile and the respondents second language anxiety. Age and sex were found significantly related with classroom related factors and teacher related factors. English performance was also found significantly related with communication anxiety and test anxiety. Dr. Rogelio A. Banagbanag ""Language Anxiety among Selected Grade 7 ESL Learners in the Division of Northern Samar, Philippines"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25074.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/25074/language-anxiety-among-selected-grade-7-esl-learners-in-the-division-of-northern-samar-philippines/dr-rogelio-a-banagbanag
The document provides an overview of key considerations for developing a reading test, including:
1. Defining the constructs being assessed and their purpose, as well as test taker characteristics and how results will be interpreted.
2. Specifying the overall test structure and individual task formats, number of tasks, and scoring methods.
3. Guidelines for writing test items including text selection, item types, language use, and common errors to avoid in multiple choice questions.
This document summarizes Tim McNamara's presentation on occupation-specific language assessments. It discusses two studies conducted as part of a larger research project on developing language proficiency standards for non-native English speaking health professionals.
The first study identified criteria used by health professionals to evaluate clinical communication skills through analyzing feedback on interactions between trainees and patients. It found that criteria valued by health professionals differ from traditional linguistic criteria assessed in language tests.
The second study investigated applying these newly identified, interaction-focused criteria to the speaking component of the Occupational English Test (OET). It found assessors could reliably apply the new criteria and they capture a different but related dimension of competence compared to existing criteria. Implementation would change pass
This article discusses selecting the appropriate language assessment tests. It recommends focusing on the assessment process rather than just tests, clarifying the intended use of tests, and evaluating test outcomes. The intended use involves specifying who will use the test, what information the test should provide, why the test is being used, and what consequences the test may have. Evaluating outcomes means reflecting on whether the test helped make appropriate decisions and actions. Specifying intended use provides a basis for evaluating current practices and selecting tests that fulfill assessment purposes.
Phoneme deletion is not considered a priority skill for developing
phonological awareness according to scientific reading research. The document
you provided discusses phoneme deletion but recommends it is not a priority
skill to assess or instruct. I would refrain from directly assessing or instructing
students on phoneme deletion.
Baphomet da origem templária à associação ao satanismo – gaveta de bagunçasAndre Silva
O documento discute a origem e significado do símbolo de Baphomet, desde sua associação com a Ordem dos Templários até a representação mais famosa criada por Eliphas Levi. Menciona várias teorias sobre a origem do nome Baphomet e seu possível significado para os Templários, como representando sabedoria, conhecimento ou o Cristo Cósmico. Também descreve a figura de Baphomet criada por Levi, com corpo humano e cabeça de bode.
Post gastrectomy diet for gastric bypass surgery powerpoint2KaciCorey
The document discusses the post gastrectomy diet for gastric bypass surgery. It provides an overview of the diet, noting that it changes over time based on how long after surgery a patient is. The diet is heavily based on protein needs and consists of small portions over 3 meals a day. Examples are given of how the diet changes from clear liquids and full liquids in the first few weeks to soft foods and regular foods after 2 months. Guidelines are listed for appropriate portion sizes and types of foods at each stage of recovery.
An Introduction to International English Language Testswahaj unnisa
The document provides an overview of the IELTS and TOEFL exams, which assess English proficiency for academic or professional purposes. IELTS measures listening, reading, writing and speaking skills, and can be taken in general or academic versions. TOEFL also measures these skills but focuses on skills needed for university study in English. Both exams report scores to help applicants meet English requirements for education or work abroad.
Online version 20151003 main issues in language testingenglishonecfl
The document discusses various types of language tests used at universities including placement tests, achievement tests, proficiency tests, and diagnostic tests. It describes the key considerations for each type of test such as purpose, content, and administration. The document also covers important concepts in language testing such as reliability, validity, practicality, comparability, and fairness. It provides details on validity types including content validity and construct validity. Finally, it discusses steps that would be taken to design a language test aligned with the Common European Framework of Reference (CEFR) and the Vietnamese National Language Normalization Framework (KNLNN).
Variables Affecting Listening Comprehension in English Among Third Year High ...Jivanee Abril
This chapter outlines the research methodology used in the study, including the descriptive correlational research design. Questionnaires were used to collect data on students' profiles, perceptions of their English teacher's competency and methods, and their school's classroom and technology resources. Students also took a listening comprehension test sourced from ESL materials. Twenty-eight third year high school students participated. Their responses were analyzed using frequency counts, percentages, and Pearson's correlation to determine relationships between listening comprehension and student, teacher, and school variables.
Reading 2 guideline for item writing writing testenglishonecfl
The document provides guidelines for designing effective writing prompts for language tests. It discusses:
1. Clearly defining the intended writing skills and specifying them using directive verbs to guide the expected response.
2. Clearly defining the task and limiting its scope to provide boundaries for test takers' responses. An example shows how a question became more focused.
3. Creating a problem situation to situate the clearly defined task, delimiting the appropriate content for the test takers' level.
Investigating the implementation of BOAR to develop secondary school students...CherylLimMingYuh
This document summarizes a research paper investigating the implementation of a thinking framework called B.O.A.R to develop secondary school students' conversation skills in Singapore. It begins with an introduction outlining the importance of integrating thinking and speaking for meaningful conversations. It then reviews literature on the Singapore education system's focus on oral proficiency, the O-Level oral examination format, research on students' conversation skills, and the relationship between thinking and speaking. The paper proposes that teaching thinking skills can help students structure their thoughts and experiences to produce more developed responses. It introduces B.O.A.R as a thinking framework to help students in organizing their ideas, generating responses, and practicing thinking in speaking. The goal is to help
1) The document discusses the key aspects of constructing valid and reliable tests, including determining the purpose and objectives, selecting appropriate test types and items, and using statistical assessments.
2) It provides details on different types of tests - language aptitude tests, proficiency tests, placement tests, diagnostic tests, and achievement tests - including examples like the MLAT and TOEFL.
3) Step-by-step guidelines are outlined for developing test specifications, tasks, and multiple choice questions, emphasizing clear objectives, appropriate difficulty, and effective distractors. Statistical measures like item facility and discrimination are also introduced.
1. Discrete point testing refers to testing language skills and components individually, one at a time, such as testing a single grammatical structure.
2. Examples of discrete point tests include multiple choice questions, fill-in-the-blank questions, true/false questions, spelling tests, and tests of phoneme recognition.
3. Discrete point tests are easy to score objectively but take more time and energy to create and do not capture real-world language use.
This document summarizes the key activities and discussions from a workshop on developing VSTEP listening test items in Hanoi, Vietnam in December 2015. It describes four main activities: 1) familiarizing participants with CEFR listening descriptors, 2) defining the test construct, 3) reviewing test specifications, and 4) practicing item writing techniques. It also covers preparing listening texts, working with native speakers, and a hands-on practice session where participants wrote test items using short base texts. Throughout, it emphasizes expert approaches and best practices for writing high-quality listening test items.
Language testing (Testing Vocabulary)-Adapted from MadsenMelva Simangunsong
The document discusses different types of vocabulary tests:
1. Limited response tests involve students giving simple physical or verbal responses to demonstrate understanding of vocabulary words. They are good for beginners and avoid skills like reading/writing.
2. Multiple choice completion tests present sentences with a missing word and students select the correct word from options. They provide context but can be difficult to construct and allow cheating.
3. Multiple choice paraphrase tests underline a word in a sentence and students choose its closest meaning from options. They are easier to score but hard to find good synonyms.
4. Simple completion tests require students to write missing words that appear in example sentences. They reflect teaching approaches but fewer words can be tested
This summary provides the key details from the document in 3 sentences:
The document discusses a study that investigated the English pronunciation competence of 48 second semester civil engineering students in Samarinda State Polytechnic, Indonesia. The students were tested on pronouncing 100 words of varying syllable lengths. The results found the average score was 75 (classified as "fair"), with no students scoring below 50, though some exercises could help students improve pronunciation.
Reading 2 - test specification for writing test - vstepenglishonecfl
This document provides guidelines for designing effective writing prompts for tests. It recommends clearly defining the intended writing skills being assessed and the specific task, such as writing an essay. The task should be situated within a problem or scenario to provide context. An example compares a less focused prompt about social media's impact to a more focused one about its impact on young people. Overall, the document stresses the importance of crafting clear, specific writing prompts that guide test takers to demonstrate the intended writing skills.
Oscar poster power point the perception of test of english foreign languageOscar Ririn
This study investigated 178 accounting students at Samarinda State Polytechnic to understand their perspectives on the effectiveness of TOEFL as a graduation requirement. A questionnaire was used to collect data. The results showed that most students had a positive view of TOEFL, believing it enhanced their English proficiency and motivation. Students felt measures like English counseling, a standard TOEFL score, and extracurricular activities were effective, but lacked confidence in passing TOEFL. The study concluded TOEFL preparation should be included in the curriculum and more support given to increase students' confidence and preparation.
Summary on LANGUAGE TESTING & ASSESSMENT (Part I) Alderson & Banerjee MissJillSmith
Summary on article by Ch. Alderson & J.Banerjee regarding Language Testing & Assessment. Diferent types of language testing, authors, hypothesis, conclusions and expectations. Ethics, politics and standards impact on language testing.
This document discusses various approaches to language testing, including the essay-translation method, structuralist approach, integrative approach, and communicative approach. It provides examples of language tests that assess different skills like listening, speaking, reading, writing, grammar, and vocabulary. The key aspects of a good language test are that it samples a representative range of language skills and areas, relates to classroom instruction, and avoids traps that could mislead students. Overall, the document outlines the evolution of language testing approaches and considerations in developing effective language assessments.
Language Anxiety among Selected Grade 7 ESL Learners in the Division of North...ijtsrd
This descriptive correlational study determined the language anxiety experienced by Grade 7 ESL learners from four selected junior high schools in the first district of the Division of Northern Samar, Philippines for School Year 2018 2019. The respondents of the study were 286 Grade 7 students who were determined using Slovin's formula. The instrument used in the study was composed of three parts the socio demographic profile of the respondents the factors causing second language anxiety and the language anxiety scale adopted from Horwitz, Horwitz, and Cope's 1986 model of language anxiety. The English performance of the respondents was based on their grades in the English subject. The data were treated statistically using frequency counts, percentages, weighted mean and Pearson r correlation. The findings revealed that in the English performance of the respondents, a majority of them obtained very satisfactory rating in English. Students' second language anxiety especially on language anxiety and fear of negative evaluation were found to be “either anxious or relaxedâ€. On the test of relationship, a significant relationship was found between demographic profile and their English performance. There was also a significant relationship between the demographic profile and the respondents second language anxiety. Age and sex were found significantly related with classroom related factors and teacher related factors. English performance was also found significantly related with communication anxiety and test anxiety. Dr. Rogelio A. Banagbanag ""Language Anxiety among Selected Grade 7 ESL Learners in the Division of Northern Samar, Philippines"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25074.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/25074/language-anxiety-among-selected-grade-7-esl-learners-in-the-division-of-northern-samar-philippines/dr-rogelio-a-banagbanag
The document provides an overview of key considerations for developing a reading test, including:
1. Defining the constructs being assessed and their purpose, as well as test taker characteristics and how results will be interpreted.
2. Specifying the overall test structure and individual task formats, number of tasks, and scoring methods.
3. Guidelines for writing test items including text selection, item types, language use, and common errors to avoid in multiple choice questions.
This document summarizes Tim McNamara's presentation on occupation-specific language assessments. It discusses two studies conducted as part of a larger research project on developing language proficiency standards for non-native English speaking health professionals.
The first study identified criteria used by health professionals to evaluate clinical communication skills through analyzing feedback on interactions between trainees and patients. It found that criteria valued by health professionals differ from traditional linguistic criteria assessed in language tests.
The second study investigated applying these newly identified, interaction-focused criteria to the speaking component of the Occupational English Test (OET). It found assessors could reliably apply the new criteria and they capture a different but related dimension of competence compared to existing criteria. Implementation would change pass
This article discusses selecting the appropriate language assessment tests. It recommends focusing on the assessment process rather than just tests, clarifying the intended use of tests, and evaluating test outcomes. The intended use involves specifying who will use the test, what information the test should provide, why the test is being used, and what consequences the test may have. Evaluating outcomes means reflecting on whether the test helped make appropriate decisions and actions. Specifying intended use provides a basis for evaluating current practices and selecting tests that fulfill assessment purposes.
Phoneme deletion is not considered a priority skill for developing
phonological awareness according to scientific reading research. The document
you provided discusses phoneme deletion but recommends it is not a priority
skill to assess or instruct. I would refrain from directly assessing or instructing
students on phoneme deletion.
Baphomet da origem templária à associação ao satanismo – gaveta de bagunçasAndre Silva
O documento discute a origem e significado do símbolo de Baphomet, desde sua associação com a Ordem dos Templários até a representação mais famosa criada por Eliphas Levi. Menciona várias teorias sobre a origem do nome Baphomet e seu possível significado para os Templários, como representando sabedoria, conhecimento ou o Cristo Cósmico. Também descreve a figura de Baphomet criada por Levi, com corpo humano e cabeça de bode.
Post gastrectomy diet for gastric bypass surgery powerpoint2KaciCorey
The document discusses the post gastrectomy diet for gastric bypass surgery. It provides an overview of the diet, noting that it changes over time based on how long after surgery a patient is. The diet is heavily based on protein needs and consists of small portions over 3 meals a day. Examples are given of how the diet changes from clear liquids and full liquids in the first few weeks to soft foods and regular foods after 2 months. Guidelines are listed for appropriate portion sizes and types of foods at each stage of recovery.
The document provides examples and exercises to practice using the past simple and past continuous tenses in English. It gives sample sentences demonstrating how to talk about finished past actions and actions in progress at a specific time in the past. The exercises that follow ask the reader to correct errors, choose the right option in multiple choice questions, write sentences in the negative or interrogative form using given verbs in the past tenses.
This document provides examples of verbs used with the infinitive "to" and verbs used with the gerund form ending in "ing". For the infinitive, examples are given such as "I need to buy some new clothes" and "What do you want to do tonight?". For the gerund, examples include "I love reading in bed" and "One thing that always makes me happy is swimming in the sea". The document contrasts the uses of verbs followed by the infinitive versus verbs followed by the gerund form.
Visual.ly is a tool for creating infographics online, though creating infographics requires a paid account. While exploring and viewing already created infographics is easy, the authors had difficulty actually creating an infographic themselves. The tool allows for account creation but subsequent steps to design an infographic were not straightforward for the authors to figure out.
This document provides a recipe for a snack saucer made with fish, purple onion, chili serrano, soy sauce, lemon, and pepper. The main ingredient is fish cut into thin rectangular slices at 500 grams layered with onion cut into half-moons, chili cut into small squares, 100 milliliters of soy sauce, a pinch of pepper, and 10 small lemons. The ingredients are prepared by layering the fish with the onion, chili, lemon, soy sauce, and pepper.
El documento habla sobre multimedia e incluye definiciones de multimedia, los medios utilizados comúnmente en obras multimediales como texto, imágenes estáticas, imágenes en movimiento y audio. También define la Web 2.0 como una segunda generación de la Web basada en comunicaciones de usuario entre redes sociales, blogs, wikis y RSS. Menciona algunos servicios como SlideShare, YouTube y Flickr y provee detalles sobre sus funcionalidades. Finalmente, discute sobre la Web 2.0 educativa y el desafío de aprovechar la tecnología para mejorar
This short document promotes the creation of Haiku Deck presentations on SlideShare. It features a stock photo and a call to action encouraging the reader to get started making their own Haiku Deck presentation. In just a few words, it pitches the idea of using Haiku Deck on SlideShare to easily make engaging presentations.
This document provides an overview of common graphic file types including raster and vector graphics. It discusses the features and uses of specific file formats such as PNG, JPG, GIF, BMP, TIFF, SVG, PSD, AI, PSP and CPT. Raster graphics are made of pixels while vector graphics use shapes and math. PNG is replacing GIF for quality images online. JPG is good for photos but loses quality with compression. GIF is best for animations and low color graphics due to its small file sizes. BMP creates large uncompressed files best for Windows. TIFF retains quality but is large. SVG supports animation and interactivity online. PSD, AI, PSP and CPT save layers and data
New York City Department of Education Individualized Education Program (IEP) sample for Samantha Jackson, an 18 year old student with Mental Retardation, Other Health Impaired (Staffing ratio: 12:1:4)
New York City Department of Education Individualized Education Program (IEP) sample for John Smith, a 7 year old student with Multiple Disabilities (Visual Impairment, Mental Retardation, Orthopedic Impairment) (Staffing ratio: 12:1:4)
1) Teachers are responsible for ensuring students meet state standards in core subjects like language arts, math, science, and social studies.
2) In Texas, the TEKS outline the essential knowledge and skills students should master in each grade, including strands for reading, writing, research, listening, speaking, and conventions.
3) When meeting with parents, teachers should be prepared to discuss the student's performance levels based on assessments and how they relate to the grade-level standards.
This document discusses using communicative language teaching (CLT) to improve students' speaking skills in Vietnam. It summarizes the context of English education in Vietnam, which focuses mainly on grammar rather than speaking. This has resulted in students graduating without strong speaking abilities. The researcher aims to conduct a study applying CLT at a private language center. CLT places students in authentic communicative situations and changes the teacher's role to a facilitator. The study will observe the impact of CLT on 25 students' speaking over 10 weeks and collect feedback from teachers to evaluate the innovative approach.
THIS IEP INCLUDES:
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Transitions
FORMCHECKBOX
Interim Service Plan
NEW YORK CITY
BOARD OF EDUCATION
INDIVIDUALIZED EDUCATION PROGRAM
CONFERENCE INFORMATION
CSE Case# -
Home District:
Service District:
Date: //
Type:
STUDENT INFORMATION
*Age as of the date of the conference
Name:
NYC ID# - -
Date of Birth / /
Gender FORMDROPDOWN
Address:
Age:
Phone: ( ) -
English LAB
Year
Spanish LAB
Year
Grade FORMDROPDOWN
Language(s) Spoken/Mode of Communication
FORMDROPDOWN
Primary Agency with whom student is involved
Name of Contact
FORMTEXT
Phone: ( ) -
Agency Case#
PARENT/GUARDIAN INFORMATION
Relationship to Student
Name:
FORMDROPDOWN
Address:
Phone (Home): ( ) -
Phone (Work): ( ) -
Interpreter Required
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Yes
FORMCHECKBOX
No
Preferred Language/ Mode of Communication
FORMDROPDOWN
SPECIAL MEDICAL/PHYSICAL ALERTS
(Refer to Health & Physical Development Page for additional details.)
The student has
FORMCHECKBOX
medical conditions and/or FORMCHECKBOX
physical limitations which affect his/her FORMCHECKBOX
learning FORMCHECKBOX
behavior and/or FORMCHECKBOX
participation in school activities.
The student requires FORMCHECKBOX
medication and/or FORMCHECKBOX
health care treatment(s) or procedure(s) during the school day.
Other alerts:
SUMMARY OF RECOMMENDATIONS
Eligibility
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Yes FORMCHECKBOX
No
Recommended Services
Classification of Disability FORMDROPDOWN
FORMDROPDOWN
Staffing Ratio
FORMDROPDOWN
Twelve Month School Year
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Yes FORMCHECKBOX
No
Recommended Services for the Twelve Month School Year
FORMDROPDOWN
Staffing Ratio
FORMDROPDOWN
Other Recommendations (Check all that apply) *Details are provided in relevant sections of IEP
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Program Accessibility
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Adaptive Phys. Ed.*
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Bilingual Instruction
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Related Services
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Assistive Technology
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Monolingual Services with ESL
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Monolingual Services without ESL
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Special Education Transportation – Comment
Students who are blind or visually impaired:
Students who are deaf or hard of hearing
Braille instruction needed
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Yes FORMCHECKBOX
No
Language of Instruction
Mode of Communication
Copy for
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CSE
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Parent
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School
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Student
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Page 1
Student:
NYC ID# - -
CSE Case# -
Date of Conference: //
CONFERENCE INFORMATION
Referral Type:
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Initial
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Annual Review
Conference Type:
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EPC
FORMCH ...
Kari Kling has over 5 years of experience as an ESL teacher. She is certified in TEFL and has endorsements in ESL and elementary education. Kari has experience teaching English, science, bible stories and crafts to students of various ages and ability levels. She is skilled in curriculum development, assessment, and classroom management. Kari strives to create a motivating learning environment and works well with students, parents, and colleagues.
[removed]THIS IEP INCLUDES FORMCHECKBOX Transitions.docxDustiBuckner14
[removed]
THIS IEP INCLUDES:
FORMCHECKBOX
Transitions
FORMCHECKBOX
Interim Service Plan
NEW YORK CITY
BOARD OF EDUCATION
INDIVIDUALIZED EDUCATION PROGRAM
CONFERENCE INFORMATION
CSE Case#
-
Home District:
Service District:
Date:
/
/
Type:
STUDENT INFORMATION
*Age as of the date of the conference
Name:
NYC ID#
- -
Date of Birth
/ /
Gender
FORMDROPDOWN
Address:
Age:
Phone:
( ) -
English LAB
Year
Spanish LAB
Year
Grade
FORMDROPDOWN
Language(s) Spoken/Mode of Communication
FORMDROPDOWN
Primary Agency with whom student is involved
Name of Contact
FORMTEXT
Phone:
( ) -
Agency Case#
PARENT/GUARDIAN INFORMATION
Relationship to Student
Name:
FORMDROPDOWN
Address:
Phone (Home):
( ) -
Phone (Work):
( ) -
Interpreter Required
FORMCHECKBOX
Yes
FORMCHECKBOX
No
Preferred Language/ Mode of Communication
FORMDROPDOWN
SPECIAL MEDICAL/PHYSICAL ALERTS
(Refer to Health & Physical Development Page for additional details.)
The student has
FORMCHECKBOX
medical conditions and/or FORMCHECKBOX
physical limitations which affect his/her FORMCHECKBOX
learning FORMCHECKBOX
behavior and/or FORMCHECKBOX
participation in school activities.
The student requires FORMCHECKBOX
medication and/or FORMCHECKBOX
health care treatment(s) or procedure(s) during the school day.
Other alerts:
SUMMARY OF RECOMMENDATIONS
Eligibility
FORMCHECKBOX
Yes FORMCHECKBOX
No
Recommended Services
Classification of Disability
FORMDROPDOWN
FORMDROPDOWN
Staffing Ratio
FORMDROPDOWN
Twelve Month School Year
FORMCHECKBOX
Yes FORMCHECKBOX
No
Recommended Services for the Twelve Month School Year
FORMDROPDOWN
Staffing Ratio
FORMDROPDOWN
Other Recommendations (Check all that apply) .
Which Test of Which English and Why by Tayyiba Hanif and Colleagues. A very important topic in World Englishes. It may help a lot while understanding the concept/topic. Thanks!
Which test of which english and why (1)TayyibaHanif
Which test of which English and why by Tayyiba Hanif and colleagues. It is a very important topic in World Englishes. This material help you a lot in understanding the topic. Thanks!
This document discusses language and communication issues in students with emotional and behavioral disorders (EBD). It notes that approximately two-thirds of adults formerly classified as EBD had contact with police and 43% were arrested. Students with EBD often have deficiencies in language skills that go unrecognized, as assessments focus on behavior. The document examines types of language difficulties EBD students face, such as poor topic maintenance and social interaction skills. It stresses the importance of including language assessments and interventions for EBD students.
This document contains information about a student named Marty Smith, including demographic details, dates of IEP meetings, participants, and assessments of his academic performance and needs. It notes that Marty qualifies for special education services due to a learning disability in reading, writing and math. He struggles with writing organization, spelling, punctuation and developing ideas in writing. In math, he has difficulty with calculation, problem solving and fractions. Annual goals and short-term objectives are provided to address Marty's writing skills.
1. The document analyzes common errors made by Bangladeshi SSC students in writing English, collecting 513 student samples.
2. It finds that students most often make mistakes with tense, prepositions, articles, and verbs. Bangla medium students struggle more with these areas compared to English medium students.
3. The document recommends students focus on grammar rules, vocabulary, and communicative language teaching to improve their English writing abilities and reduce errors.
A_STUDY_OF_ENGLISH_PROFICIENCY_TEST_AMONG_THE_FIRS.pdfLaylie Guya
This study analyzed the results of an English Proficiency Test taken by 30 first-year university students in Indonesia. The test consisted of three sections: listening, structure/writing, and reading. Based on an analysis of test scores, the students performed best in the listening section (36% correct answers) and worst in the reading section (24% correct answers), indicating that reading was their major weakness. Specifically, the students struggled most with questions that required inferring information not directly stated in the text. The study suggests that students need training in top-down reading strategies to help with comprehending overall meaning and anticipating the author's purpose.
The document describes the development of a typical 6-year-old child. Physically, cognitively, emotionally, and socially they are gaining more independence but still learning. They can count to 10, understand time concepts, and express themselves well through language. Socially, they enjoy friendships and team activities. Their fine motor skills allow them to dress themselves and write letters and numbers. They enjoy reading, drawing, games, and collecting things.
The diverse learners in polytechnic and teaching strategies to suit their needsNoreen Nastasha
This document discusses a study that aims to identify the learning styles and English language anxiety levels of diploma students in Malaysian polytechnics. The study will administer questionnaires adapted from existing learning styles and anxiety instruments to a random sample of students across 15 randomly selected polytechnics. The findings will be analyzed to understand students' preferences and how they can be used to improve English teaching methods, particularly for speaking. The goal is to better cater teaching strategies to students' diverse needs and learning styles to enhance their English language learning outcomes.
Assessment tools are used by various professionals and parents to evaluate child development. A speech therapist uses the CELF-4 to assess language skills. A preschool teacher uses Teaching Strategies Gold to document progress in social, physical, and cognitive domains. An ECEAP teacher administers the DIAL-3 to measure motor, concepts, and language skills. Parents complete screening questionnaires like the Denver II to help pediatricians identify any delays. The tools provide consistent data to guide instruction, identify needs, and promote each child's full potential through collaboration between home and school.
This document discusses strategies for teaching speaking skills. It begins by noting that speaking proficiency is a major concern for many language learners and teachers. However, grammar and vocabulary often receive more focus than speaking skills. The document then explores several strategies teachers can use to develop students' speaking abilities, including:
1. Using activities that combine language input and opportunities for students to communicate, in order to move beyond just learning forms to practicing communication.
2. Helping students learn scripts for common speaking situations and strategies for clarification, to build confidence in managing conversations.
3. Creating role-plays and discussions that simulate real-world contexts and tasks, allowing students to practice a range of communicative functions.
This document discusses strategies for teaching speaking skills. It begins by noting that speaking proficiency is a major concern for many language learners and teachers. However, grammar and vocabulary often receive more focus than speaking skills. The document then explores several strategies teachers can use to develop students' speaking abilities, including:
1. Using activities that combine language input and opportunities for students to communicate, in order to move beyond just learning forms to practicing communication.
2. Helping students build stocks of minimal responses and familiarizing them with common conversational scripts to increase confidence and participation.
3. Teaching clarification strategies so students are comfortable acknowledging misunderstandings.
4. Creating information-gap and role-playing activities
Implementation of a RTI Model with ELLs: An Urban Case StudyClaudia Rinaldi
This session present the implementation of a RTI model in urban education. Student achievement in reading and teacher perceptions of adoption are presented. Practical implications provided.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Community pharmacy- Social and preventive pharmacy UNIT 5
Thomas g
1. NEW YORK CITY
DEPARTMENT OF EDUCATION
INDIVIDUALIZED EDUCATION PROGRAM
THIS IEP INCLUDES :
Transition
Interim Service Plan
CONFERENCE INFORMATION
10-33333CSE Case#
10Home District 75Service District
3/22/2004Date
Annual ReviewType
Green, ThomasName
2356 University Avenue Apt. 3FAddress
(718) 444-2233Phone
333333333NYC ID# 8/28/95Date of Birth
8.7Age*
English LAB Year UngradedGrade
MaleGender
Spanish LAB Year
English; picture symbolsLanguage(s) Spoken/Mode of Communication
Quality Services of the Autism CommunityPrimary Agency with whom student is involved:
STUDENT INFORMATION
Janice RogersName of Contact (718) 293-5809Phone
*Age as of date of the conference.
Agency Case #
PARENT/GUARDIAN INFORMATION
Angela GreenName
same as aboveAddress
same as abovePhone (Home) (212) 339-3134Phone (Work)
EnglishPreferred Language / Mode of Communication:
Yes NoInterpreter Required
Relationship to Student
SPECIAL MEDICAL/PHYSICAL ALERTS
(Refer to Health & Physical Development Page for additional details)
The student has
The student requires
medical conditions and/or physical limitations which affect his/her learning behavior and/or participation in school activities
medication and/or health care treatment(s) or procedure(s) during the school day.
seasonal allergies; asthmaOther alerts:
yes noEligibility
Classification of Disability:
Yes NoTwelve Month School year:Summary Of Recommendations
Recommended Services
6:1:1
Staffing Ratio
same as above Staffing Ratio
Recommended Services - Twelve Month School Year
mini bus, air conditioned bus
Other Recommendations (Check all that apply) *Details are provided in relevant sections of IEP.
Program Accessibility*
Related Services*
Special Education Transportation -Comment
Adapted Phys. Ed.*
Assistive Technology*
Bilingual Instruction
Monolingual Services with ESL
Students who are blind or visually Impaired :
Yes NoBraille instruction needed
Students who are deaf or hard of hearing:
Language of Instruction
Mode of Communication
Page 1Copy For ___ CSE ___ Parent ___School ___Student ___Other
2. Green, ThomasStudent 333333333NYC ID# 3/22/2004Date of Conference
10-33333CSE Case#
CONFERENCE INFORMATION
Initial
Triennial
Annual Review
Requested Review
Referral type: EPC
CSE Review
Annual Review
CPSE Review
Conference type:
Attendance at Conference
Please note that your signature reflects your participation at the conference and does not necessarily indicate agreement with the
Individualized Education Program.
Signature/Title
Role
(Indicate if Bilingual)
Parent/Legal Guardian
District Representative
General Education Teacher
Student
Education Evaluator
Signature/Title
Role
(Indicate if Bilingual)
Parent/Legal Guardian
Special Education Teacher
or Related Service Provider
Parent Member (CPSE/CSE)
Other
School Psychologist
Social Worker
Other
Other
Use an asterisk (*) to signify the participant who interprets the instructional implications of evaluation results.
Use the letter (T) to signify participation by teleconference.
Conference Results
Initiate Service Modify Service Change Program / Service Category No Change
Indicate Modifications
Initiation, Duration, and Review of IEP
4/5/2004Projected Date of Initiation of IEP:
1 yearDuration of Services:
3/22/2005Projected Date Of Review of IEP:
Contacts with Parent / Guardian
Date IEP and Notice of Recommendation
Page 2.1 ___
Angela Green
Sybil Andrews, AP Amy Kravitz
Tom Jones
Juan Hernandez
Jonathan Cummings
Erica Mitchell
Speech Therapist Other
Physical Therapist
Occupational Therapist
Guidance Counselor
Given To Parent:
Sent To Parent : 2/29/2004
3/8/2004Date Notice of Meeting Sent:
3/15/2004
Date of Follow-up (if any):
Letter Telephone
Type of Follow- up
Letter Telephone
Copy For : CSE ___ PARENT ___ SCHOOL ___ STUDENT ___ OTHER ___
3. Green, ThomasStudent 333333333NYC ID# 3/22/2004Date of Conference
10-33333CSE Case#
CONFERENCE INFORMATION
Initial
Triennial
Annual Review
Requested Review
Referral type: EPC
CSE Review
Annual Review
CPSE Review
Conference type:
Attendance at Conference
Please note that your signature reflects your participation at the conference and does not necessarily indicate agreement with the
Individualized Education Program.
Signature/Title
Role
(Indicate if Bilingual) Signature/Title
Role
(Indicate if Bilingual)
Other
Other
Other
Use an asterisk (*) to signify the participant who interprets the instructional implications of evaluation results.
Use the letter (T) to signify participation by teleconference.
Conference Results
Initiate Service Modify Service Change Program / Service Category No Change
Indicate Modifications
Initiation, Duration, and Review of IEP
4/5/2004Projected Date of Initiation of IEP:
1 yearDuration of Services:
3/22/2005Projected Date Of Review of IEP:
Contacts with Parent / Guardian
Date IEP and Notice of Recommendation
Page 2 .1b ___
1:1 Paraprofessional
Other
Other
Other
Other
Other
Other
Other
Other
Other
Other
Ronald James Other
Given To Parent:
Sent To Parent : 2/29/2004
Copy For : CSE PARENT SCHOOL STUDENT OTHER
3/8/2004Date Notice of Meeting Sent:
3/15/2004
Date of Follow-up (if any):
Letter Telephone
Type of Follow- up
Letter Telephone
4. Green, ThomasStudent 333333333NYC ID#
3/22/2004Date of Conference
10-33333CSE Case#
ACADEMIC PERFORMANCE AND LEARNING CHARACTERISTICS
Page 3 ___
Describe the student’s present levels of academic achievement, language development, cognitive development and learning style in English and the other than English
language for LEP students. Discuss how the student’s disability affects his/her involvement and progress in the general curriculum or,
for preschool students, as appropriate, how the student’s disability affects participation in appropriate activities.
Thomas is following the alternate curriculum. Thomas will make eye contact only when he is told “Look at me” or “Look at the .......”. He will
sustain it for 2-3 seconds. Thomas communicates by gestures, crying, screaming and the use of pictures symbols as part of a formalized
exchange system. He repeats certain words and phrases numerous times, beyond the point when they are meaningful to activity or situation.
Thomas manipulates objects repeatedly, moving hands rapidly in a random fashion. Thomas focuses on an actvitiy only with constant
redirection. He needs to attend to familiar activities for longer periods of time. When he is attending, Thomas can rote count to 100 by 1s, 2s,
5s, and 10s. He can write numbers 1-100 without a model but has difficulty staying within a boundary. He is currently learning to add single
digit numbers up to 18. Thomas can recognize and write common and functional sight words. He is working on increasing his sight word
vocabulary. Thomas likes to look at books about animals and sports. At times he will demonstrate inappropriate behaviors by repeatedly and
idl i d l i th b k hil th i ht i f t f hi
PRESENT PERFORMANCE:
Reading And Writing
Area Date Test/Evaluation Score Instructional Level
Decoding
Listening
Comprehension
Writing
3/1-3/15
Teacher
Observation
Alternate Performance
Indicators
Reading
Comprehension
Area Date Test/Evaluation Score Instructional Level
3/1-3/15
Alternate Performance
Indicators
3/1-3/15
Alternate Performance
Indicators
3/1-3/15
Alternate Performance
Indicators
3/1-3/15Computation
Alternate Performance
Indicators
Problem
Solving
3/1-3/15
Alternate Performance
Indicators
Math
ACADEMIC MANAGEMENT NEEDS
( Environmental modifications and human/material resources )
Thomas requires a highly stuctured, orderly instructional environment that utilizes discreet trial instructional methodologies. Auditory and/or
tactile stimuli need to be kept to a minimum as Thomas has difficulty processing information from these sources. Sensory stimuli need to
introdced very carefully. Thomas needs to wear a weighted vest to aide in keeping him centered during activities. Thomas needs to be
prepared prior to transition from one activity to another. Thomas uses picture symbols as part of a formalized exchange system. Individualized
instruction should be used for optimum learning. Staff need to support appropriate student to student interaction.
Teacher
Observation
Teacher
Observation
Teacher
Observation
Teacher
Observation
Teacher
Observation
Copy For : CSE ___ PARENT ___ SCHOOL ___ STUDENT ___ OTHER ___
5. Green, ThomasStudent 333333333NYC ID#
3/22/2004Date of Conference
10-33333CSE Case#
Social/Emotional PerformanceDescribe the student’s strengths and weaknesses in the area of social and emotional development in English and the other than English language for LEP students.
Consider the degree and quality of the student’s relationships with peers and adults, feelings about self and social adjustment to school and community environments.
Discuss how the student’s disability affects his/her involvement and progress in the general curriculum or, for preschool students, as appropriate, how the
student’s disability affects participation in appropriate activities.
Thomas will greet his classmates and teachers by name only when prompted to do so. He inconsistently responds to his name and makes eye contact only
when directed and re-directed during activities. Thomas is hesitant to work with another student, preferring to remain with the 1:1 paraprofessional. He does
not seem to take interest in other students and will not initiate contact with his peers. At times, Thomas can be aggressive toward others, squeezing hands,
pulling hair or kicking. When Thomas does not get what he wants/likes or wants to leave an activity, he begins to cry, cover his ears, screams loudly, jumps up
and down and at times will throw himself to the ground. Thomas needs to develop a more consistent, appropriate way of making his needs known and
demonstrate these skills across all environments. Thomas works best when he is one on one with an adult. He needs to begin to develop basic student to
student interactions and become less reliant on the paraprofessional.
Present Performance :
Behavior is age appropriate
Behavior does not seriously interfere with instruction AND
Can be addressed by General Education OR
Can be addressed by special education teacher
Behavior seriously interferes with instruction and requires additional adult support.
Behavior requires highly intensive supervision.
Behavior And The Instructional Process
1:1 paraprofessional; consistent communication system; counseling;
system of positive reinforcement; weighted vest.
Describe the present levels of support including personnel
responsible for providing behavioral support.
Thomas requires a highly structured, orderly learning environment that utilizes discreet trial instructional methodologies, picture symbols as part of a
formalized exchange system and clear physical, social and environmental boundaries. He requires support to begin interacting appropriately with peers. 1:1
paraprofessional to provide immediate reinforcement of appropriate behaviors and student to student interactions. Counseling as a means of coordinating a
consistent, collaborative approach to managing and modifiying Thomas’ social behaviors and responses.
Social Emotional Management Needs
Environmental modifications and human/material resources
Yes NoA behavior intervention plan has been developed.
Page 4__Copy For : CSE ___ PARENT ___ SCHOOL ___ STUDENT ___ OTHER ___
6. Green, ThomasStudent 333333333NYC ID# 3/22/2004
Date of Conference
10-33333CSE Case#
Page 5__
Thomas suffers from seasonal allergies. Thomas also reacts to smells such as paint, colognes and perfumes by coughing and rubbing his eyes. He is not
taking medication at this time. He has been diagnosed with exercize induced asthma. He should be watched during and after physical activity. Thomas
should be in an air conditioned room in hot weather and when ozone alerts are issued.
Present Health Status And Physical Development:
Yes NoOral medication
Medical/Health Care Needs
During the school day, the student requires :
(If yes, functionally describe the condition for which medication is required.)
Yes NoTreatment(s) or other health procedure(s)
(If yes, functionally describe the condition for which treatments(s) or
procedure(s) are required.)
Yes NoHealth as a related service
(If yes, specify in related service recommendations.)
does does not have mobility limitations
Physical Needs
The student:
(If yes, functionally describe the limitation(s).
yes noAccessible program
Adaptive physical education
if yes indicate staffing ratio: yes no
6:1:1
Assistive technology device(s)
Assistive technology service(s)
yes no
yes no
(If assistive technology device(s) or service(s) are required, specify in
management needs)
Health/Physical Management Needs
(Environment modifications, human/material resources or specialized equipment)
Thomas needs to be watched during allergy season and during and after any sustained physical activity.
Health And Physical Development
Describe the student’s health and physical development including the degree or quality of the student’s motor and sensory development,health,vitality and
physical skills or limitations which pertain to the learning process, behavior and participation in physical education or other school activities. Discuss how the
student’s disability affects his/her involvement and progress in the general curriculum or, for preschool students, as appropriate,
how the student’s disability affects participation in appropriate activities.
`
Copy For : CSE ___ PARENT ___ SCHOOL ___ STUDENT ___ OTHER ___
7. 1. While seated at a table in a corner of the room, with his view obscured, and wearing a weighted vest, Thomas will attend to a familiar activity in a familiar environment for 3
minutes with 2 redirections to task, 4/5 opportunities over a 2 week period.
2. While seated at a table in a corner of the room, and wearing a weighted vest, Thomas will attend to a familiar activity in a familiar environment for 5 minutes with 1
redirection, 4/5 opportunities over a 2 week period.
3. While seated at a table and wearing a weighted vest, Thomas will attend to a familiar activity in a new environment for 5 minutes 4/5 opportunities over a 2 week period.
10-33333
Thomas will demonstrate increased time on task for familiar activities and routines
across all environments.
Student: Date of ConferenceNYC ID #Green, Thomas 333333333
SHORT-TERM OBJECTIVES:
ANNUAL GOAL:
SHORT-TERM OBJECTIVES:
ANNUAL GOAL:
EXPLANATION OF CODING SYSTEM
METHODS OF MEASUREMENT REPORT OF PROGRESS PROGRESS TOWARD GOAL REASONS FOR NOT MEETING GOAL
1. Teacher Made Materials 6. Performance Assessment Task 1. Not applicable during this grading period A. Anticipate meeting goal 1. More time needed
2. Standardized Test 7. Check Lists 2. No progress made 2. Excessive absence or lateness
3. Class Activities 8. Verbal Explanation 3. Little progress made B. Do not anticipate meeting goal 3. Assignments not completed
4. Portfolio(s) 9. Other (Specify)________________ 4. Progress made; goal not yet met (Note reason) 4. Other(Specify)_________________
5. Teacher/Provider Observations__________________________ 5. Goal met C. Goal met
3/22/2004
Page 6.1
Thomas will demonstrate improvement in his ability to communicate his wants and
needs.
1. Using picture symbols as part of a picture exchange system, Thomas will pick a preferred activity from 2 choices placed within his reach in response to the question “What
do you want to do?” 4/5 opportunities over a 2 week period.
2. Using a picture symbol of a “clock” as part of a picture exchange system, Thomas will request a break before leaving an activity area by pointing to the symbol at least 5
seconds before leaving his seat, 4/5 opportunities over a 2 week period.
3. Using a picture symbol of the manual sign for “finished”, Thomas will indicate that he is finished with an activity or routine before leaving his seat, 4/5 opportunities over a 2
week period.
Other:
Other:
CSE Case#
There will be reports of progress this school year.
ANNUAL GOALS AND SHORT-TERM OBJECTIVES
3
*While a review of your child's educational program occurs every year please be advised that you have a right to request a review of your child's program at any time.
The student's performance is approaching his/her promotion criteria as set forth on page 9 of the IEP:
For students who are not anticipated to meet their annual goals and/or promotion criteria: We recommend that the IEP Team be reconvened:
Use a Y (Yes) or N (No) in the appropriate column.
7th 8th1st 2nd 3rd 4th 5th 6th
Date
Mon/Yr
7th 8th1st 2nd 3rd 4th 5th 6th
PROGRESS
Methods of Measurement
Report of Progress
Progress Toward Annual Goal
Reasons for not Meeting Annual Goal
Date
Mon/Yr
7th 8th1st 2nd 3rd 4th 5th 6th
PROGRESS
Methods of Measurement
Report of Progress
Progress Toward Annual Goal
Reasons for not Meeting Annual Goal
Copy For : CSE ___ PARENT ___ SCHOOL ___ STUDENT ___ OTHER ___
8. 1. Using an anticipation board with 2 picture symbols representing current and next activity, Thomas will remove the picture of the current acitivity (that was attached with
velcro) and place it in the receptacle within 5 seconds of the prompt “we’re finished, it’s time to change” 4/5 opportunities over a 2 week period.
2. Using an anticipation board with 2 pictures representing the next 2 activities, Thomas will remove the correct picture (that was attached with velcro) and take it with him to
the next activity within 5 seconds of the prompt “it’s time to change, where do we go next”, 4/5 opportunities over a 2 week period.
3. Using an anticipation board with picture symbols representing 4 consecutive activities, Thomas will transition from one activity to the next at the conclusion of each activity
with only the naturally occurring cue (completion of the activity) 4/5 opportunities over a 2 week period.
10-33333
Thomas will demonstrate improvement in his ability to transition from one activity to
another throughout the day.
Student: Date of ConferenceNYC ID #Green, Thomas 333333333
SHORT-TERM OBJECTIVES:
ANNUAL GOAL:
SHORT-TERM OBJECTIVES:
ANNUAL GOAL:
EXPLANATION OF CODING SYSTEM
METHODS OF MEASUREMENT REPORT OF PROGRESS PROGRESS TOWARD GOAL REASONS FOR NOT MEETING GOAL
1. Teacher Made Materials 6. Performance Assessment Task 1. Not applicable during this grading period A. Anticipate meeting goal 1. More time needed
2. Standardized Test 7. Check Lists 2. No progress made 2. Excessive absence or lateness
3. Class Activities 8. Verbal Explanation 3. Little progress made B. Do not anticipate meeting goal 3. Assignments not completed
4. Portfolio(s) 9. Other (Specify)________________ 4. Progress made; goal not yet met (Note reason) 4. Other(Specify)_________________
5. Teacher/Provider Observations__________________________ 5. Goal met C. Goal met
3/22/2004
Page 6.2
Thomas will demonstrate improvement in his ability to interact appropriately with
peers.
1. During preferred daily activities and routines involving 1 other student, with auditory stimuli kept to a minimum, Thomas (in his weighted vest) will remain seated within 1 foot
of the student for at least 1 minute with hands remaining in his “space”, 4/5 opportunities over a 2 week period.
2. During preferred daily activities and routines involving 1 other student, with auditory stimuli kept to a minimum, Thomas (in his weighted vest) will remain seated within 6
inches of the student for at least 3 minutes with hands remaining in his “space”, 4/5 opportunities over a 2 week period.
2 During a play activity involving 1 other student, with auditory stimuli kept to a minimum, Thomas (in his weighted vest) will take turns with the student (2 turns for each
student), 4/5 opportunities over a 2 week period.
Other:
Other:
CSE Case#
There will be reports of progress this school year.
ANNUAL GOALS AND SHORT-TERM OBJECTIVES
3
*While a review of your child's educational program occurs every year please be advised that you have a right to request a review of your child's program at any time.
The student's performance is approaching his/her promotion criteria as set forth on page 9 of the IEP:
For students who are not anticipated to meet their annual goals and/or promotion criteria: We recommend that the IEP Team be reconvened:
Use a Y (Yes) or N (No) in the appropriate column.
7th 8th1st 2nd 3rd 4th 5th 6th
Date
Mon/Yr
7th 8th1st 2nd 3rd 4th 5th 6th
PROGRESS
Methods of Measurement
Report of Progress
Progress Toward Annual Goal
Reasons for not Meeting Annual Goal
Date
Mon/Yr
7th 8th1st 2nd 3rd 4th 5th 6th
PROGRESS
Methods of Measurement
Report of Progress
Progress Toward Annual Goal
Reasons for not Meeting Annual Goal
Copy For : CSE ___ PARENT ___ SCHOOL ___ STUDENT ___ OTHER ___
9. Green, ThomasStudent 333333333NYC ID#
3/22/2004Date of Conference
10-33333CSE Case#
Page 7__
SCHOOL ENVIRONMENT AND SERVICE RECOMMENDATIONS
GENERAL EDUCATION ENVIRONMENT
Area of
Instruction
Language(s) or
Communication mode
Periods
per week
Supplementary Aids and Service Program Modifications and Supports
for School Personnel
Area of
Instruction
Language(s) or
Communication mode
Periods
per week
Special Class and
Staffing Ratio
Supports Reasons for Non-Participation in
General Education Environment
All English; picture
symbols
All 6:1:1 Related Services
1:1 Crisis Management
Paraprofessional
system of positive reinforcement
weighted vest
Thomas’ significant academic, behavioral
and language/ commuinication needs
require the intensive support of a
specialized school.
SPECIAL CLASS ENVIRONMENT
Copy For : CSE ___ PARENT ___ SCHOOL ___ STUDENT ___ OTHER ___
10. Green, ThomasStudent 333333333NYC ID#
3/22/2004Date of Conference
10-33333CSE Case#
OTHER PROGRAMS/SERVICES CONSIDERED AND REASONS FOR REJECTION
Provide an explanation of the programs/services considered and the reason for rejection. Specify why the student cannot achieve the goals
of his/her IEP within a general education program with the assistance of supplementary aids and services.
General Education with Related Services: Thomas requires staff with knowledge of and the ability to adapt and modify
instruction while addressing his significant behavioral and language/communication needs.
Special Class in a Community School: Thomas’ significant academic, behavioral and language/communication needs
require the intensive supports of a specialized school.
Thomas is following the alternate curriculum.
Second language instruction: If the student is exempt from second language instruction, explain why:
Page 8__Copy For : CSE ___ PARENT ___ SCHOOL ___ STUDENT ___ OTHER ___
11. Green, ThomasStudent 333333333NYC ID# 3/22/2004Date of Conference 10-33333CSE Case#
PARTICIPATION IN SCHOOL ACTIVITIES, RELATED SERVICE RECOMMENDATIONS
AND PARTICIPATIONS IN ASSESSMENTS
Thomas can participate in all activities with his mandated supports in place. Special consideration to health issues and the
impact of activities on well being.
PARTICIPATION IN SCHOOL ACTIVITIES
If the student cannot participate in lunch, assemblies, trips and/or other school activities with non-disabled students, indicate the activity and reason(s) for non-participation.
C Crisis Management Para English
Status* Related Service Language of service Location** Session/
week
Duration Group size
Separate Location 5 99+ 1
C Speech English Separate Location 2 30 1
C Speech English Separate Location 2 30 2
C Occupational Therapy English Separate Location 1 30 1
C Counseling English Separate Location 1 30 1
C Special Transportation Para English Separate Location 10 30 2
* Indicates status of recommendation: Initiate; Continue; Modify; or Terminate ** Indicate whether service is provided outside the general education classroom
PARTICIPATION IN ASSESSMENTS
The student WILL PARTICIPATE in state and local assessments. The student will participate in Alternative Assessment.
Without Accommodations With Accommodations
Describe accommodations, if any that will be used consistently
throughout the student’s educational program:
Thomas is following an instructional program based on The Learning
Standards and Alternate Performance Indicators for Students with Severe
Disabilities
Reason for participation in Alternative Assessment:
In addition to Alternative Assessment, describe how the student will be assessed:
Teacher Observation, Videos, Data Collection.
Page 9_
PromotionPromotion * Describe the modified promotion criteriaStandard Criteria Modified Criteria*
Copy For : CSE ___ PARENT ___ SCHOOL ___ STUDENT ___ OTHER ___
12. Green, ThomasStudent 333333333NYC ID#
3/22/2004Date of Conference
10-33333CSE Case#
Transition
LONG TERM ADULT OUTCOMES
Community Integration:
Post-Secondary Placement
Independent Living
Employment:
(Beginning at age 14 or younger if appropriate, state long term outcomes based on the student’s preferences, needs and interests.)
Regents Diploma Advanced Regents Diploma Local Diploma IEP Diploma
Diploma Objective
Expected High School Completion Date Credits Earned As Of Date
Transition Services
(Required for students 15 years of age and older.)
Instructional Activities
Parent School Student AgencyResponsible Party:
Community Integration
Parent School Student AgencyResponsible Party:
Post High School
Parent School Student AgencyResponsible Party:
Independent Living
Parent School Student AgencyResponsible Party:
Aquisition of Daily Living Skills Functional Vocational Assessment Needed Not Needed
Responsible Party: Parent School Student Agency
Page 10__
Fall Spring Summer
Fall Spring Summer
Fall Spring Summer
Fall Spring Summer
Copy For : CSE ___ PARENT ___ SCHOOL ___ STUDENT ___ OTHER ___