LU6 Assignment: Using the information provided from the videos, MTSS information and previous slide, please respond to Question 1 Chapter 9 on pages 88 and 90. LU6 Question 1:“Meaningful Monitoring” by Joy Dye, Chapter 9 p. 88: What are some of the changes Mr. Lind can make in order to achieve his desire to have a more visual and accurate system of monitoring how his students are progressing toward their goals? (CC854)? Response: Mr. Lind, a two year special education teacher (junior high students), prepares for his parent report card conferences. He is seeking more than samples of work from the students to show the parents.
Assessment and/or Outcomes: • Students will be informally assessed during the group work. The teacher will circulate around the classroom to make sure those students have an understanding how the events and people in the situations develop over time. • Students will be given a formative assessment based off of their answers with the definition of terrorism handout. • Students will be given a formative assessment based off of the Group Work Rubric. Students will be graded based on how well they are able to work together to draw a conclusion from their situation(s).
Observation 3 consisted of observing an English 10 class reviewing chapters 13 and 14 of To Kill a Mocking Bird. The observation lasted 9 minutes where I observed the administering of reading quiz on the chapters at hand. The students were tasked with reading the appropriate chapters prior to the day’s class. The instructional decision to quiz students on their reading is important as it provides the means to hold students accountable. As a supervisor, I learned teachers and various school staff must be given the resources or means to carry out their professional duties, but like students in the classroom, accountability must be ensured.
The purpose of this part of the lesson is for students to realize that though something may seem harmless to one person can be painful and inaccurate account of the past for someone else. Students will then discuss the possibilities for a solution; do they think Columbus Day should stay, should we get rid of it, alter it, and who should be involved in making this decision? The goal is to get students thinking about social action in their community and ways they can make an impact. This activity will take forty minutes to complete. In the remaining ten minutes of class students will write a paragraph about their opinion on Columbus Day or other issues brought up in class, which will be turned in at the end of class.
The data is measured at specific times that relate to the student’s demographics and student performance on a standard. The progress data helps to show the individual students academic growth and success throughout the school year. Moreover, it helps the teacher identify what strategies benefit the student growth the best. Overall, progress data and measuring achievement helps the teacher find out which student is advanced and which one is not advanced in the classroom. This
Ridenour (2006) tried to examine gender-awareness training as part of a school administrator preparation program and its effects on students preparing to become school leaders and the main purpose was investigating whether the students who took this course, became more aware of gender discrimination, power differences and gender stereotyping, or not. For starting qualitative study, 122 graduate students were chosen for attending in a cultural diversity course maintained journals of their experience at the University of Dayton. The authors kept records of teaching the course and selected written assignments given to the students, according to Interstate School Leaders Licensure Consortium standards, which drive reform in school leadership. To sum up, the results of qualitative study were becoming obvious of gender stereotypes, students’ showing greater awareness of gender discrimination and power differences based on gender, exhibiting the importance of gender-biased language and students’ changing practice in the classroom toward more gender
Students are actively involved in the process of assessment as they assess the performance of their peers carrying out a particular task or skill. It has gained much importance in educational learning and educational research in recent times with several studies denoting this alternative form of assessment as extremely effective in improving learning in students (Patton & Marty-Snyder, 2014). It has also shown to help increase motivation and engagement levels, improve communication and self-regulation skill as well as helping to empower students (Azarnoosh, 2013; Harrison, O’hara, & McNamara, 2015; Karami & Rezaei, 2015). One example of a type of peer assessment is a check list handout. Attached to this document is an example of a peer assessment checklist that could be used for the chest pass lesson demonstrated in the video.
All immediate family is encouraged to attend the child’s IEP meeting. The IEP will help the student get the best and most appropriate education possible. The IEP will help outline the students strengths and weaknesses as well as his or hers goals for the current school year. After each school year the students educational and or speech/occupational goals will be revisited and redone to help the student grow in his or her educational realm. The students’ goals are always time based and appropriate for the child.
On Monday, October, 12, 2015 I had the opportunity to attend a RTI (Response-to -Intervention) meeting with my cooperating general education teacher. The Response-to-Intervention model consists of the use of tiered instructional processes. Although the assessment components of RTI are crucial to the process, it is the instruction that takes place that truly affects the changes teachers hope to see in students who are identified as being on some level of risk for not meeting academic standards. Tiered instruction represents a approach where the instruction delivered to students varies is related to the severity and type of the student's difficulties. The meeting included all of the second grade educators and the assistant principal.
Students are the best group who knows their actual level and teachers are the best group with regard to specifying educatonal goals. The following is a way of assessment in which teachers give student the opportunity to make their educational objectives based on their current situation.This can be done through the following steps: Student Created Rubrics of their success with the help of teacher. Learning Contract that specify the objectives of each educational process by specifying the current situation and the final product of that process. Muddy Point Board in which students discuss certain points or ask questions about a certain point. This gives them active role in their learning.