Category: Education

Testing Holding Environment Handout for Staff Handout Sections: Daily Schedule for Checking Out and Returning Material: – Check-Out Time: Materials checked out by 8:00 AM. – Return Time: Materials returned by 3:00 PM. – Responsible Person: Designated staff member to oversee the process. Classroom Rules: – Walls & Posters: Ensure no instructional materials visible. – Electronic Devices: No cell phones allowed; calculators only if specified. – Food and Drinks: Water bottles allowed, food prohibited. Public Spaces During Assessments: – Hallway Movement: Minimal movement with designated quiet zones. – Library and Study Areas: Ensure silent study spaces are available. Make-Up Policy: – Notice for Absentees: Inform parents/students about make-up sessions within 24 hours. – Scheduled Make-Up: Make-up sessions to be conducted within a week. Teacher Break Protocols: – Relief Teacher Schedule: Assign specific times and relief teachers. – Emergency Breaks: Immediate relief for emergencies. Emergency Procedures: – Illness: Escort sick students to the designated room. – Fire Drills & Power Outages: Follow the pre-established evacuation and backup plans. Signages and Materials: – Door Signs: “Testing In Progress” signs for all doors. – Supply List: Detailed list of allowed and prohibited items in the testing room. This plan and handout provide comprehensive guidelines for creating an effective and secure testing environment, ensuring fairness and orderliness during assessments.

Testing Holding Environment Handout for Staff Handout Sections: Daily Schedule for Checking Out and Returning Material: – Check-Out Time: Materials checked out by 8:00 AM. – Return Time: Materials returned by 3:00 PM. – Responsible Person: Designated staff member to oversee the process. Classroom Rules: – Walls & Posters: Ensure no instructional materials visible. – Electronic Devices: No cell phones allowed; calculators only if specified. – Food and Drinks: Water bottles allowed, food prohibited. Public Spaces During Assessments: – Hallway Movement: Minimal movement with designated quiet zones. – Library and Study Areas: Ensure silent study spaces are available. Make-Up Policy: – Notice for Absentees: Inform parents/students about make-up sessions within 24 hours. – Scheduled Make-Up: Make-up sessions to be conducted within a week. Teacher Break Protocols: – Relief Teacher Schedule: Assign specific times and relief teachers. – Emergency Breaks: Immediate relief for emergencies. Emergency Procedures: – Illness: Escort sick students to the designated room. – Fire Drills & Power Outages: Follow the pre-established evacuation and backup plans. Signages and Materials: – Door Signs: “Testing In Progress” signs for all doors. – Supply List: Detailed list of allowed and prohibited items in the testing room. This plan and handout provide comprehensive guidelines for creating an effective and secure testing environment, ensuring fairness and orderliness during assessments.

Respond your colleague by providing them with additional resources as well as commenting on the resources you would like to add to your own resource list. Give your feedback about their post.
Sashanne’s post:
Progress Monitoring Tools Resource List
Books
“Progress Monitoring and Data-Based Decision-Making in Inclusive Schools” by Matt Burns and Tilly (2018)
Focuses on methods for monitoring student progress in inclusive settings.
Discusses tools and techniques for effective data-based decision-making.
“RTI Applications: Volume 1: Academic and Behavioral Interventions” edited by T. Chris Riley-Tillman (2013)
Provides practical guidance on implementing RTI (Response to Intervention) strategies.
Includes chapters on progress monitoring for academic and behavioral interventions.
“The RTI Guide: Developing and Implementing a Model in Your Schools” by John E. McCook (2006)
Offers a comprehensive guide to RTI and its components, including progress monitoring.
It contains templates and examples to aid in the development of RTI models.
Websites
National Center on Intensive Intervention (NCII)
National Center on Intensive Intervention Links to an external site.
Provides resources, tools, and guides on progress monitoring and data collection.
Intervention Central
Intervention Central: Response to Intervention | RTI | RTI Links to an external site.
Offers free tools and resources for RTI, including progress monitoring tools and intervention strategies.
RTI Action Network
RTI Action Network – A Program of the National Center Links to an external site.
A comprehensive resource for information on RTI implementation, progress monitoring, and best practices.
Journal Articles
“Progress Monitoring Within a Response-to-Intervention Model” by Doug Fuchs and Lynn S. Fuchs, Theory Into Practice, 2006
Discusses the role of progress monitoring within RTI and provides evidence-based practices.
“Curriculum-Based Measurement of Oral Reading: An Indicator of Growth in Fluency” by Stanley Deno, Reading & Writing Quarterly, 2003
Explores the use of curriculum-based measurement as a tool for monitoring reading progress.
“Using Curriculum-Based Measurement to Establish Growth Standards for Students with Learning Disabilities” by Mark R. Shinn, Journal of Special Education, 1998
Examines the application of curriculum-based measurement for setting growth standards in special education.
Additional Resources
EasyCBM
Offers assessments and progress monitoring tools for reading and mathematics.
easyCBM Links to an external site.
DIBELS (Dynamic Indicators of Basic Early Literacy Skills)
Provides a set of procedures and measures for assessing the acquisition of early literacy skills.
Official DIBELS Home Page | DIBELS Links to an external site.

Explanation of How These Resources Meet Student Needs
Progress monitoring tools and resources are essential for special education teachers to ensure that student needs are met effectively. Here’s how these tools and resources help:
Individualized Instruction: Progress monitoring allows teachers to track each student’s progress and tailor instruction to meet their needs. Books like “Progress Monitoring and Data-Based Decision-Making in Inclusive Schools” provide strategies for implementing personalized instruction based on data.
Data-Driven Decision Making: Using data from progress monitoring tools, teachers can make informed decisions about instructional strategies and interventions. Websites like the National Center on Intensive Intervention (NCII) offer tools and guides that support data-driven practices.
Early Identification and Intervention: Resources like DIBELS help in the early identification of learning difficulties, allowing for timely interventions. This proactive approach can prevent minor issues from becoming major obstacles.
Goal Setting and Measurement: Progress monitoring tools such as those discussed in the journal articles provide a way to set measurable goals and track student growth. This is crucial for maintaining high expectations and ensuring that students with special needs are progressing appropriately.
Consistency and Accountability: Tools like EasyCBM provide consistent methods for assessing student progress, ensuring accountability in the educational process. This consistency helps in maintaining a reliable record of student performance over time.
Professional Development: Books and articles on progress monitoring also serve as professional development resources, helping teachers stay informed about the latest research and best practices in special education.
Overall, these resources equip special education teachers with the knowledge and tools necessary to monitor student progress effectively, adapt instruction to meet individual needs, and ultimately improve educational outcomes for students with disabilities.

I will attach all resources that is needed, add more from your end but it has to be peer- reviewed also from 2015 and onwards, 10 years old. 10 resources in total. i also attached couple examples in how it should be structured and written. make sure turnitin is right
Directions
Literature Review, and an Observation Action Research Assessment,
1800 words of literature review and 800 words of an Observation action research, 2000 words in total
It’s a group assessment but don’t worry about that part, its sorted from my end, however the group topic is called “ what educational strategy can improve students behaviors”?
My part (topic) in the group is about:
HOW STUDENTS’ INTERACTION IMPROVES STUDENTS BEHAVOIUR?)
What is needed from you is to follow the following
1. Cover page
2. Overarching topic for the group and then a list of group members and their individual topics
3. The literature review (1,200 words not including references)
4. References (eight different peer-reviewed articles nothing earlier than 2015 unless a seminal piece of work)
5. Action Research protocol (800 words not including references)
(a) The action research cycle and how parts (b) & (c) contribute to this process. (100 words)
(b) Data collection method chosen for your individual topic (500 words) (Use appendices for all materials)
(c) Data Analysis Method chosen for your individual topic (200 words) (use appendices to show an example) (d) References for Step 5 ( not included in word count)
6. Appendices:
Appendix A: Data Collection Materials such as ethics consent, surveys, interview questions ( must be referred to in your method statement). Appendix
B: Data Analysis Materials such s coding examples or statistical methods used ( must be referred to in your method statement).
The topic is about:
Question
HOW STUDENTS’ INTERACTION IMPROVES STUDENTS BEHAVOIUR, in history lessons
1) The topic should focus on classroom practice (including peda gogical strategies) (i.e. what a teacher does in the classroom). The topic can focus on how students learn, classroom management, strategies for building classroom community, instructional strategies, or instructional programs you can implement in your class or after-school (as opposed to a school-wide program).
Important information
2) Determine you data collection Method. Identify from your literature review which is the most effective method to achieve data on your particular topic (Methods include quantitative; qualitative and mixed methods).
3) From your Literature review:
– What is known in the field of knowledge in (how students interaction improves students behavior) topic? Relate it to history subject
– How does this knowledge contribute to the Action Research?
– How can you critically analyse and synthesize the literature to improve the cohesion of the Action Research?
4) You will develop an Observation Action Research protocol by collecting primary data. The Data Collection Protocol includes the actual steps of how you will carry out your specific research that contributes to the Action Research intervention in terms of contextual data.
This includes
– who you will be researching,
– how you will gain informed consent
– how many people you will be including as participants in your research. – Using research to support your choices.
6. Ensure that your literature review and Action Research protocols reference list are written according to guidelines established by APA, 7th edition.

Read the two research articles provided to you. One article will be a mixed-methods research example and the other will be an action research example. Write a critique on one of the articles. Five sections have been identified: An introduction, a review of the literature, method, findings, and conclusions. * Please keep your writing concise by including the required element for each section.

Read “Academic Discourse and PBL” from Edutopia. Watch video sections 6 and 7 of “Topic C: Offering Intensive Supports Using Pull-Out Lessons” from Educational Impact in this week’s Learning Activities folder. Respond to the following in a minimum of 175 words: How does the teacher differentiate their instruction between the lower-level English learners and the upper-level English learners? How does the teacher model and guide academic discourse and academic language? Provide examples. How does the teacher have the students apply the vocabulary words they are discussing? Provide examples. https://www.edutopia.org/blog/sammamish-6-academic-discourse-PBL-danielle-lynch

Instructions: In a presentation to your mentor and key faculty members of your school you will present 3 types of program evaluation. Your presentation should provide an overview of the specific model. Detail the application and implementation of each model. Explain the conditions under which it should be used. Discuss the strengths and weaknesses of the specific model. Develop a chart that compares and contrasts each model. This should be your last slide.
*Please use the following Program Evaluations: Formative Evaluation, Performance Evaluation, and Summative Evaluation*

Write a reflection on legislation and legal responsibilities.
Address the following in your reflection:
– Federal and state protections provided to special populations.
– Legal responsibilities and liabilities of education professionals.
– Explain how you will work within these parameters.
Include a cover page, in-text citations, and a reference page following APA format.
Foundations of American Education Webb, L. D., & Metha, A. (2017). Foundations of American education. (8th ed.). Pearson. ISBN: 978013402641
• Ch. 11: Legal Frameworks for the Public Schools
• Ch. 12: Teachers, Students, and the Law
• Ch. 13: Governance and Financing of Elementary and Secondary Schools

Select a small extra-curricular program to propose to your supervisor/principal. Identify the major expenses that the district would have to incur. (At least 20 items) Create a budget proposal. Utilizing the Uniform Minimum Chart of Accounts, create a table or spreadsheet with the following columns:
Account Number
Item Description
Quantity
Cost/Per
Total
Enter a grand total for the project
Prepare a justification for the project and support the value of the expenditure to the students.
Examine the costs and identify any areas where a different method or concept might reduce the program cost and compare the costs if those options were possible.

Alrighty! First formal assignment for this course is short and sweet and to the point. You are going to create a powerpoint presentation. The slides should be in this order: 1. Slide One = Title Slide with APA correct Student Title Page formatting 2. Slide Two = The difference between speech and language – PARAPHRASE this information, do not copy and paste it from somewhere. The slide must contain an APA in-text citation. 3. Slide Three through Slide Six = There are 8 major body parts that are involved in the production of speech (larynx is one of them also). Hint – go back to the Read and View section for this module and read what is there. Name two of these body parts on one slide for a total of 4 slides (2 per slide). Name the part and tell what it does, not where it is located, what it does. Yes, each slide must have in-text citations. 4. Slide Seven = List all your APA references for your information. Please disable the automatic button function so that you can indent your references correctly. So, seven slides, maybe eight depending on how may references you have.