Differentiated Learning Assessment Strategies

Consequence is the presentation or removal of aversive stimuli or the stimuli which the child’s like to increase or decrease the target behavior. Intertrial interval comes after the consequence, it’s a pause given by the teacher consist of 1-5 seconds. Smith (2001), stated that research have proven that DTT is the effective intervention to teach imitation skills, receptive language, new vocabulary, conversation, grammar and syntax. According to Smith (2001) there are many uses of Discrete Trial Teaching. The main uses of DTT are that it teaches new behaviors, new discrimination and also alternative communication system.

Quantifiable information may include showing the frequency of inviting community members in the classrooms; various communication channels between school and home; recognizing student success by displaying trophies; and use of a team approach to monitor student progress. By measuring and reporting on these efforts, we can see the influence of outside factors in the classroom. An optimal accountability system is a collective effort. All stakeholders - students, teachers, parents, administrators in schools, districts and states - take responsibility by telling their story and by opening up the possibility of being scrutinized for their role in supporting student achievement. For Voke (2002), students take responsibility for their learning, ask and answer their own questions, solve problems by addressing local issues, engage in simulations, work cooperatively to complete projects, and apply their understandings to real­world

The Journal of Psychology, 142(6), 645-655. doi:10.3200/jrlp.142.6.645-655 The Development of Gender Identity, Gender Roles, and Gender Relations in Gifted Students Kerr, B. A., & Multon, K. D. (2015). The Development of Gender Identity, Gender Roles, and Gender Relations in Gifted Students. Journal of Counseling & Development, 93(2), 183-191. doi:10.1002/j.1556-6676.2015.00194.x Racial Identity Development in Middle School: A Case for School Counselor Individual and Systemic Intervention. Akos, P., & Ellis, C. M. (2008).

This method allows teachers to work with students who need extra help or attention in certain areas including behavioral. In each tier the article gives different strategies for teachers to choose from that will help with behavioral management. The three tiers include: preventative classroom management, first-line interventions, and intensive, individualized interventions. Some strategies that Sayeski provides for tier

Progress is closely monitored to assess both the learning rate and level of performance of individual students. Collaborative Educational decisions about the intensity and duration of interventions are based on frequent monitoring of individual student response to instruction. The RTI approach can identify an at-risk child and assist a teacher in developing an educational plan based on that student’s weaknesses and strengths. (http://www.rtinetwork.org)

This is a case study of one after-school program on young bilingual students’ language and literacy learning using preservice teachers. This after school program is a one-on-one tutoring program in which preservice teachers in cohorts from local universities work with children to assist in the development of literacy to improve reading. The study addresses the questions of what are preservice teachers’ understanding of the purposes, goals, and implementation methods of strategy instruction for struggling bilingual young readers and how effective do preservice teachers perceive their instruction of literacy strategies to be with struggling elementary students? Qualitative analysis was utilizing to discover findings that frontloading teachers with knowledge of and attention to expanded and extended interactive opportunities allowed for increased literacy for bilingual students. The results included themes in teachers’ changing approaches toward revealed statically significant positive changes in students’ literacy

Annotated Bibliography Allisha Bass CED 605 Delta State University Annotated Bibliography Larkin, R., & Thyer, B. A. (1999). Evaluating cognitive–behavioral group counseling to improve elementary school students ' self-esteem, self-control, and classroom behavior. Behavioral Interventions, 14(3), 147-161.

Teacher educators and K-12 public school educational leaders recognize the need to provide specific culturally responsive teaching (CRT) training to pre-service and in-service teachers to better prepare these individuals to teach culturally diverse student populations. According to Brown (2012) and Gonzalez (2012), teacher preparation programs are training teachers in the use of CRT. For example, Gonzalez (2012) asserts that pre-service teachers need training in classroom-based assessments that address the learning needs of culturally diverse students. This study explored teachers’ lived experiences with teaching a culturally diverse student body and fills the gap in the literature on teachers’ lived experiences using CRTS with culturally diverse

Results HyperRESEARCH was used to analyze interview transcripts with grounded theory analysis (Esterberg, 2002). As part of grounded theory analysis, an open and focused coding was used to identify factors that capture parent’s experiences and perspective on the school. The interview transcripts were read line by line using open and focused coding to create a master code list that identifies common experiences and perspectives among parents about school. The first open coding scheme contained 24 variables such as Academia, Barriers to Involvement in School, Communicating effectively, communication between students and parents, lack of communication, lack of involvement, language barriers, need for connection, need for culture integration,

To study about the schools set up for autistic individuals and the role played by them in shaping and molding future of such autistic individuals. 4. To study how the setting up of Resource Centres in certain schools has been of great aid in assisting autistic individuals. 5. To study the role played by the Non Governmental Organizations (NGOs) in aiding and assisting individuals affected by autism.