Standardized testing has been around for more than a decade, showing how students do compared to other students, but I believe that Standardized testing should be excluded from schools. Standardized testing is a test taken by students all over the country, helping teachers know what kids do and don’t know academically. Additionally, Standardized testing can be an online test, MAP, for example, is a standardized test. The test is corrected by computer, so the questions are usually fill in the blanks, or answering the question by filling in A, B, C, D, etc. This helps make it easier for the computer to check it.
Elementary Methods Course Unit 2: Integrating Literacy Summary: Over the last decade or so, starting with No Child Left Behind, there has been an emphasis on mandatory state testing in reading and mathematics. The Department of Education uses student test scores to evaluate teachers and school districts. With the focus on reading and math, other content areas such as science and social studies classes have been reduced to only a few minutes each week or have completely vanished. In some districts, science and social studies can only be taught if it is integrated into reading and language arts classes. So the question is, how do you cover your reading and science/social studies curriculum in the same class?
According to Learning-Related Behaviors and Literacy Achievement in Elementary School-Aged Children written by Deborah Stipek and Stephen Newton of Stanford University and Amita Chudgar of Michigan State University, "[e[vidence for the benefits of preschool education is strong now, but controversy continues about which dimensions of children 's development should be emphasized" ( Stipek, Newton, Chudgar, p. 3, 2010). They emphasize the importance of good learning behaviors in their early elementary school career to comprehend more and to attain literary proficiency more swiftly. Stipek, Newton, and Chudgar observed children in kindergarten or first grade to third grade and from third grade to fifth grade. They found through close examination of students in these particular grade sequences that the "direction of the relationship between learning-related behavior and literacy skills may change, or at least become more reciprocal in the later grades." 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).
Technology and Arithmetics: The Coming of New Age Technology in Classrooms "Unplugged" is an 1994 essay written for The New Republic magazine by David Gelernter, a Yale University computer science professor. In this essay, Gelernter claims that computers in schools can be good in a certain criteria, but can also be detrimental in actually learning the material. He writes, "While we worry about basic skills, we allow into the classroom software that will do a student's arithmetic or correct his spelling" (309). Gelernter argues that to actually see the potential in computers at school, we must agree on three conditions. There should be a new take on children's software, computers should only be used during a time of relaxation and, finally, computers should be used as a helping tool in academics and not taking the place of a teacher.
The aim of Tier 2 is to catch students’ problems early, provide basic targeted interventions within the general education environment, and prevent long-term negative impact. The goal of a Tier 2 intervention is to support students in meeting grade level benchmarks and catching up to their same aged peers through evidence-based interventions. Examples of Tier 2 interventions are extra reading supports, behavior charts, or home-school notes. After continuous progress monitoring, a problem-solving team may then decide to place a student back into Tier 1, continue Tier 2 interventions, or consider evaluating the student for more intensive Tier 3 services. Ideally, if early intervention is working well at Tiers 1 and 2, only about 5% of children should need services at the intensity of Tier 3.
He reviewed all of the new Baby Einstein programs and how stimulating vocabulary and how reading to a child at an early age was comparing to not reading to them and teaching them positive words rather than negative words help their minds to develop. He used all of these theories in developing a program that he called baby college. later turned into a conveyor belt program which had children working through from birth to graduation. They would start before birth then into all-day kindergarten and into programs that most kids in Harlem would not be eligible for. As time went on Canada was able to have the children take their first placement test into the education program the children of the baby college program scored higher or above that of the kids who were not in the baby college program.
Intervention should start as early as possible, like when parents begin to notice their child is not developing as expected and they voice these concerns. A common response is “they will grow out of it or we will just wait and see”. But, the longer the wait the more difficulties the child and family will have. The earlier a problem is identified, the earlier intervention can begin, which leads to the likelihood of the child learning the skills they need to communicate, engage in social interactions and manage behaviors. Research shows that children who receive early intervention services are more likely to have improved long-term outcomes.
The first program that followed this model was the Perry Preschool Program which resulted in positive effects on social-emotional and cognitive development of the children in the program, as well as parenting practices (Jennings, 2000). If delinquency has already occurred the best way to rehabilitate the adolescent is with Multisystemic Therapy, this is a program that has 24 hour available parental guidance, family therapy, individual therapy, group therapy, educational support and quite importantly influences a change of peer group. (Jennings, 2000). These programs have been proven to reduce juvenile delinquency and is a cost affliction alternative that reduces the likeliness of re-offense than if compared to being sentence to
John noted that “Research shows that students whose parents are involved in their education are more likely to have positive health and education outcomes than those whose parents are not involved. Parents, schools, and communities all need to work together to create an environment that facilitates the healthy development of children and adolescents”. (John Hopkins 2007) Early Intervention is designed to help children with disabilities, be part of a classroom that has a nature environment, treated fairly, to support learning experience in a modify way, in order to receive the same social experiences as his/her peers. The assessments that take place are to determine if a child needs Early Intervention, help find strategies to support the
Studies show that early interventions provided for children with social and behavioural problems which are seen in children diagnosed with conditions such as Autism provides better outcomes(Bruinsma, Koegel, & Koegel, 2004) Literature has also revealed that preterm children who are vulnerable to developmental issues gain benefit from early interventions however it was seen that more improvements of the development of cognition is gained than the other domains (Barrera, Doucet, & Kitching, 1990; Brooks-gunn et al., 2011; Orton, Spittle, Doyle, Anderson, & Boyd, 2009) Advantages of early interventions are gained not only by the children and professionals but the parents’ as well. Studies reveal that families prefer early interventions and actively participate in the programmes. The compliance is more and parents feel that they have a major role in making key decisions about the child which aids in successful implementation of the interventions which in turn improves outcome (Bailey, Hebbeler, Scarborough, Spiker, & Mallik,
Those set of tests are called Massachusetts Comprehensive Assessment System (MCAS) and they are meant to measure students performance based on the Massachusetts Curriculum Framework. Due to Massachusetts requiring all sophomore and some ninth grade students to take the MCAS, students are only
Not only this, but problems can arise in older children with behavioral therapy. Therapies tend to work better among younger children – truly the earlier it can be caught, the better, because "The sooner the child can start the better and if you wait too long it 's much harder to have the good changes that we 've seen" (“Autism Therapy”). Another popular therapy is sensory enrichment therapy. Sensory enrichment uses different sensory experiences to allow the brain to reduce
If research studies can lead to a better understanding of how PA develops in young children with CIs or HAs, then educators and Speech Language Pathologists (SLP) will be able to identify which children are at a higher risk for literacy delays later in life; consequently, preventing these delays by facilitating early development of PA skills. This
Basic cognitive and social skills will both be improved through higher quality care. When a child is able to perform well in school at an early age, it increases their chances of staying successful throughout their lives as a student. Researchers at the Institute for Research on Poverty concluded, “Children who attend higher-quality child care settings display better cognitive, language, and social competencies on standardized tests.” The Cost, Quality, and Outcomes in Child Care Centers Study, which began in 1993, was a study over time of children in four states, it was designed to test if child care affects a child’s readiness for school. The study population was limited to children in families that had elected center-based care and did not include personal child care facilities that people provide from their own homes. The study found that, children in center-based care tend to perform better in mathematics, language, and social skills in early elementary
Dingess Elementary has been participating in Specific Personal Learning (SPL) since 2010 with the focus being the five components of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. We also target writing skills, and math skills. The kindergarten students study phonemic awareness activities from Phonemic Awareness in Young Children. Students in grades 1st and 2nd are given a spelling inventory from Words Your Way and students are placed in groups according to the skills they lack. 3rd and 4th grade students are placed in groups to deal with their weakness on STAR 360 and the WV Summative Test.