Knowing, valuing and shaping one’s culture: A precursor to acknowledging accepting and respecting the culture of others. Multicultural Education, 14, 15-19. Clay, D. L. (2007). Culturally competent interventions in schools for children with physical health problems. Psychology in The Schools, 44(4), 389-396.
https://www.youtube.com/watch?v=rJxFXjfB_B4 Lastly, here is an example of assessment strategies in practice at Forest Lake Elementary School, Columbia, South Carolina where differentiated instruction is always present. Educators use frequent formative assessments to determine the needs of each student at Forest Lake Elementary School, and then leverage technology to tap into their learning styles. https://www.youtube.com/watch?v=gFXbuE-21I4 div> References 1. Hallahan, D. P., Kauffman, J.M., Lloyd, J.W., Martinez, E.A., & Weiss, M.P. Learning Disabilities: Foundations, Characteristics, and Effective Teaching.
They found that "children 's ability to plan, evaluate and regulate problem solving activities, attend to tasks, persist and resist distraction" closely correlated with their academic achievement (Stipek, Newton, and Chudgar, p.6, 2010). They also found that students work performance such as following directions and completing tasks in kindergarten directly affected their academic performance in kindergarten (Stipek, Newton, and Chudgar, p. 6, 2010). Stipek, Newton and Chudgar also explain that students in third and fifth grade were given two tests. Gender, household income and ethnicity were were kept equal for this trial and students were divided into three distinct categories. The first test measured student 's understanding of decoding individual words.
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.
Through the literature review Early Childhood RtI are examine and explore so that developmentally appropriate practice in early childhood programs keep struggling students on grade level performance. Response to Intervention (RtI) Defining RtI Rudinoff (2011) defines RtI as a tiered model, and the intervention correlates with the student’s needs. The most important component of the RtI is its universal screening tool. The screening tool should employ developmentally and age appropriate assessments (Gersten, Rolhus, Clarke, Decker, Wilkins, & Dimino, 2015 and Watts, Duncan, Siegler, & Davis-Kean, 2014). Tier I foundation is built upon providing high-quality math instruction in a least constricted environment to student experiencing math difficulties (MD).
Response to Intervention (RTI): A Guide for Family Members and Staff Developed for use in k-5 schools Purpose: This guide will outline the “what”, “where”, “who”, “why”, and “how”s of RTI. What is Response to Intervention (RTI)? Response to Intervention (RTI) is an educational model, designed for use in both general education and special education,to advance educational outcomes for all students and aids struggling students by focusing on how students respond to individualized intervention. RTI relies on early identification to support students academic, social-emotional, and behavioral needs by targeting instruction interventions, at increasing levels of intensity, as soon as those needs become apparent. Progress is closely monitored to assess both the learning rate and level of performance of individual students.
Name: _______Aly Daniels_____________________ Classroom: __Inclusive_Preschool ________ Time and Date: ___3/20/18__9:00-11:00_______ Primary Focus for Activity (check one): ____ Physical ____ Social/emotional _X___ Cognitive ____ Language Purpose: The purposes of the lab experiences are: to identify and apply developing teaching skills by engaging a an individual child or group of children in a learning experience; to identify and apply knowledge of child development milestones and processed across all domains through observation, and to identify and apply High Scope key developmental indicators (or other professional standards) exhibited in specific experiences. 1. Name of the engaged experience and description:
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
YM focuses on the student transitional period between elementary and middle school and has its basis in the social development module. According to a study conducted by Jenson, Brisson, Bender and Williford, “ lessons in the YM curriculum identify clear consequences for bullying behavior and teach young people skills that are necessary to enhance their social bonds, improve prosocial attitudes, and increase self-efficacy” (2013, p. 363). This study was conducted to determine the effectiveness of the program among adolescents in grades 5th, 6th and 7th. The study was conducted over the course of two academic school years as students’ transitioned from elementary to middle school, additionally more than 800 students participated. The article study states that, “YM assumes that the best mechanisms for reducing bullying behavior are changing an individual’s perceptions, attitudes, and self-efficacy beliefs (children believe that they can take action to stop bullying in their schools)” (Jenson at el., 2009, p. 363).
According to an article “The Effect Inclusive Education Practice during Preschool Has on the Peer Relations and Social Skills of 5-6-Year Olds with Typical Development”, authors Hulya Gulay Ogelman and Zarife Secer (2012) state their purpose is “to set forth the effect preschool inclusive education practices have on the peer relations of 5-6 year olds with typical development” (p. 169). The Ogelman and Secer’s hypothesis of this article is if the inclusive education affects students with special educational needs, then it improves students with special educational needs’ social skills and peer relationships. Inclusive education is to help students with special educational needs and students with typical developments to improve their social skills and reduce their problem behaviors. Special educational needs are students who have learning disabilities that need a special help. Typical