High Stakes Assessment Case Study

He’s heard that he should complete running records with his students. How does he conduct the running records? What information will he gather from them?

All states have a course standard to follow to set goals for teaching and learning (West, 2018). Teachers use these standards as a guide within their classroom to provide the best learning for their students. Today there is a huge debate between Common Core Standards and the Alabama College and Career Readiness Standards. These two standards are highly debated and investigated amongst teachers, government officials, and parents to understand which standards will enhance student’s academic knowledge. Some state political boards do not agree with the new adoption if the Common Core Standards. After researching both standards and gaining my own opinion, I think to adopt the new Common Core Standards is a positive thing for our school systems. Even though it has some negative like difficult transition for students, standards are vague, and unequal access to technology in the classroom and at home (Meador, 2017). Even with all the cons associated with the Common Core Standards, I think the new Common

Figure 1 is a summary of the students’ learning throughout the learning segment. I administrated this test as a pre-assessment prior to the lesson one and administered it again after the completion of lesson 3. This test is a compilation of students’ learning and it demonstration how they met the standards and objectives that were set out for them to achieve. The evaluation criteria in which this assessment and all other assessment in the individual lessons did was not altered. Even though the students have different learning needs, the assessment met all of the needs for all learners. Each of the 20 students’ pre and post-test scores are listed along with the averages of each and growth for the whole class. Students were graded based

By creating cool classes for students with disabilities, schools will be the second home to children with such deficiencies. An environment that is conducive for normal students may not be so for their counterparts with disabilities. A teacher can set a classroom so that it can accommodate everyone, especially children with autism. Children with autism are the most prepared to learn when their learning environment is conducive for them (Kluth, 2010).

2:1 Compare the strengths and limitations of assessments of a range of assessment methods with reference to the needs of individual learners.

Special education as we currently know it has been shaped in large part by court cases and subsequent legislation. After the Brown vs. Board of Education case was decided there was a demand for change. During the 1950’s and 1960’s, a group of researchers began to study the current special education system. These efficacy studies were looking specifically for achievement of the intellectually disabled in general education versus separate (or special) education classes. This 1965 research showed that students with intellectual disabilities who were educated in a general education setting, “achieved more academically than those in special classes,” (Goldstein, Moss & Jordan).

Special education services are individualized to meet the unique needs of students with disabilities and are provided in the least restrictive environment. Special education may include individual or small group instruction, curriculum or teaching modifications, assistive technology,

Knowing their needs is important to adapt the practices and to respect them as individuals. According to the author (Raymond, 2012), the perception of the students about the services they receive determine the outcome of the education efforts. For that, the teachers ' role is to guarantee that the student does not feel inferior, unequal, wich would be the negative conotation of the special education placement (Raymond, 2012). Instead of focusing on their difficulties, teachers should focus on reducing the gaps with more inclusive

Special education is a discipline marked by a lot of controversy and which elicits a heated debate among education administrators, parents, and teachers. Full inclusion, which is the belief that disabled students should be incorporated into regular classrooms, regardless of whether they meet conventional curricular standards or not, is the major point of controversy. Full inclusion embraces the idea that disabled students should undertake regular education and only be excluded in a class when important services cannot be offered to them (Nelson, Palonsky, & McCarthy, 2010). This paper seeks to delve into the arguments surrounding full inclusion and establish their validity. It will achieve this by highlighting the arguments for and against

It is imperative for an effective administrator to be able to look at, and interpret a piece of data given to them and to determine how it can be used to assess and evaluate school improvement. The data may not give the administrator precisely the information needed, but a capable leader should be able to determine what statistical tests they could run to gain the information prevalent to their building and its issues with the data provided. For reflection ten, we were shown data containing a student set, the instructional method used, a percentage of correct answers in language, a percentage of correct answers in math, and an average Case 21 score. We were instructed to generate ten questions, determine the test we would use, as well as the data we would need to run the determined tests. Below is

2. Effects of including special education students in the general education classroom with their peers.

The family’s visions of a typical life for their children can come true. All parents want their children to be accepted by their peers, have friends and live “regular” lives. Inclusive settings can make this vision a reality for many children with disabilities. Children develop a positive understanding of themselves and others. When they attend classes that reflect the similarities and differences of people in the real world, they learn to appreciate diversity. It is not possible to reach broad conclusions about all students with disabilities, and even within groupings, caution should be exercised. Distinctions between categories of disability are not absolute. There is a wide range of severity, with and without co-occurring conditions. It is necessary to consider some broad groupings of students with somewhat similar conditions to understand their needs and the services they require. Respect and understanding will be notice when children of differing disabilities and cultures play and learn together. Friendship may also develop. Schools are important places for children to develop friendships and learn social skills. Children with and without disabilities learn with and from each other in inclusive classes. In inclusive classrooms, children with and without

The following paper will present and explain inclusion’s purpose, its benefits for both special and non-special needs students, as well as its drawbacks.

Now, I realize that a student needing special education does not automatically mean that they will need help with everything and have an extremely difficult time learning. Most of the students I observed did not seem any different than the students not in special education. They just needed extra help in certain subjects. They picked up on the material much more quickly than I had thought they would and were able to do more on their own than I had originally thought. Before this class and project, I also did not think about the fact that students with special needs often stay in the general education classroom as well as working in the special education

Mayflower Elementary School District is coming under criticism from the community in regards to low achievement scores of its students. The school district is getting flack regarding the perception that the quality of instruction by the instructional staff is poor as well. Superintendent Ralph Jones, in an effort to be more sensitive to stakeholder needs, decided that parents and guardians would complete surveys regarding their opinion of the effectiveness of instructional staff. Every teacher was told that the results will be the driving force behind the district’s teacher improvement and evaluation program. The survey asked parents to rate teacher effectiveness on the following criteria: