Assistive Training Case Study

The Special Education team for learning disabilities will test the student. These students have shown signs of continuous problems with interventions in place. Psychologist, psychiatrist, and any other testing will be conducted with parental consent have evaluated the student. Parents will be mandated to attend all assessment evaluations and the team shall review the findings for referral back to tier two or upgrade student to tier four for special educational services based on educational or problematic behaviors.

I have coordinated tests like PSAT, PARCC, and the ACCESS 2.0 tests in an elementary school and at the high school level to meet the requirements set by the state in administering this annual assessment. In this experience, I had to learn to work through multiple obstacles and ask for feedback and communicate with all stakeholders to ensure a smooth administration of these

6. After looking at the data, the grade span and population that should be of most concern to the district is grades 3-5 IEP-special education. The reading proficiency decreased from 57.8% to 46.7% and the mathematic proficiency decreased from 70.2% to 54.1%. This data could indicate there was a change in the special education program that is affecting the instruction of the students.

This year my district is required to submit a new technology plan. The final draft of this plan has been completed and this needs analysis focuses specifically on “Objective 3.4: Increase the number of teachers with updated websites meeting district standards as recommended by ISTE-T”.

To begin my evaluation, I wanted to find out what my teaching peers already knew about the ELA shift kits. I was also curious as to overall knowledge of our school’s focus on literacy and our student’s literacy needs. Therefore, I created a needs assessment to collect this information. I distributed to the needs assessment to our high school teachers and staff, which is twenty-three total members, not including myself. These members consist of eighteen teachers, two classroom aides, one guidance counselor, and two building administrators.

Nationally, there has been a large movement for providing help in the school setting for children special needs, which now includes

The instructional setting is an elementary school located in a middle class neighborhood. Technological information will be presented to an audience of educators, administrators, specialist, and instructional aids.

Joni had worked for over 25 years in the local school system as an Educational Tech II, otherwise known as a teacher’s aide. In this capacity, she got to know generations of teachers, students and their families. In addition, working with high needs students with challenging intellectual disabilities, she sought to identify opportunities for her students to gain practical knowledge in local organizations and life skills to ensure their dignity as adults. To create these connections she often interacted with numerous small businesses, non-profits, and community-based organizations.

The Toms River High School East Child Stud Team (CST) would like to provide comments and concerns relating to the Elementary and Secondary Education Act (ESEA), No Child Left Behind, and Individuals with Disabilities Education Act (IDEA) of 2004 requirement of assessments in public schools and that all students must participate, with the sole focus on the state of New Jerseys decision to use the PARCC. Specifically, considering the impact is has on students classified with learning disabilities. I would like to urge you to think about reevaluating the procedure of using the PARCC and other standardized tests that are geared to general education students to assess our students because it seems to be doing more harm than good. During the

I scored the listening and talking topic at 6.67. Helping children understand language received a score of seven because the staff uses a variety of words, including sight words and high frequency words. The staff also does a

In additionally, selecting the most appropriate data was difficult. After lingering through all the statistical numbers between national, state, and county, my brain and eyes were swirling. Additionally, deciphering between which data was the most current verses outdated. Eventually, I believe that all the data needed to fulfill the assessment’s requirements were found.

Part of the challenge is getting buy in from old-time teachers that struggle with technology. It?s a matter of providing the necessary professional development so that teachers are confident. Our professional learning communities? school wide is helping. Last year the district technology director instituted district wide professional learning communities in all 1:1 classrooms. This gave teachers from other schools in the district opportunities to share what has worked in their classroom. We now have a new Technology Director and those same district wide professional learning communities are not in place for 1:1 teachers yet. Bringing back district wide PLC?s specifically for 1:1 classrooms would help improve processes in those educational

In the article, A Common-Core Challenge: Learners with Special Needs, the article outlines the proposed plans and conflicts associated with a common core assessment in education. The article highlights the struggles of reaching students within a regular classroom with diversity, then divides into the accommodations and modifications needed to give the same assessment to a student with a disability. With the introduction of Common Core and Smarter Balance, general assessments have become the norm to track a student and a teacher’s progress. Many teachers are struggling with the accommodations needed and not compromising the assessment. Some accommodations questioned in the article are communication devices and being able to read portions to a visually impaired student. Both sides believe that the accommodations can compromise

Mansfield Public Schools’ Technology Planning Committee has developed the following vision statement to guide its work in creating a five-year strategic plan for technology implementation:

current technology than the school’s staff. Teachers in turn are placing emphasis on the schools to