Classroom Strategies

In early childhood education classrooms, teachers utilize assessments for a variety of reasons. Assessments are used to detect strengths in weaknesses in a specific area of study as well as the differences in the students’’ learning the classroom (Stiggins, 2007). Teachers utilize this information in order to direct instruction in the classroom to best benefit the students in it. There are various types of assessments for education, many geared toward early literacy skills. Two of the more common literacy skill tests for early childhood education are the Gray Oral Reading Test (GORT) and the Early Reading Diagnostic Assessment (ERDA), both of which assess reading for young students. Using the information from the GORT and the ERDA, a teacher can create a pre-assessment and a post assessment for phonics and phonemic awareness.

The curriculum based measures for each student's reading is based on their basic reading skills, each of their reading fluency and reading comprehension. All students by grade three should have the basic

The two quantitative instruments that will be use are a standardized test and an attitude measurement tool. “It is a means for improving achievement by teaching diverse students through their own cultural filters” (Gay 50). The standardized test will be a running record. The running record that will be used to measure their reading level to establish if any growth has occurred over the course of the six weeks of the study. The running record would reflect the current system that teacher and school use to test the students reading levels of the students participating. The running record will be ordered if the teacher is unable to provide a copy of a running record. By using the same running record the students already have in the class

Principals and administration are encouraged to work with teachers to find solutions on better helping students progress rather than be retained in the same grade. Interventions such as response to intervention (RTI) and positive behavioral interventions and supports (PBIS) models facilitate the king of problem-solving and progress monitoring approaches needed (Jimerson and Renshaw, 2012). Outside of those schoolwide interventions to prevent retention, there are also classroom-based interventions and home and community-based interventions to help students

In researching and finding information to develop a graphic organizer that could provide an overview of various types of assessments was insightful. Reading assessments are often mandated by a school district or state to determine where student are academically. In the case of reading test, the data received is supposed to give the assessor and idea of defects and growth of the reader. But is the information received from just one assessment tool giving an accurate and complete picture of reading skills. Assessments may determine if a student is reading with fluency, can comprehend what they have read, are able to decode words, and so on. Because of the variety of assessments it was difficult to narrow the field and select just five. Familiarity with the assessments assisted in my selection. The final five selected were; 1. Collection Portfolio Assessment, 2.Miscue Analysis, 3.Running Record, 4. Criterion-Referenced Tests and 5. Each tool assesses reading in a variety of ways. The data they provide can determine the direction of current and future reading instruction.

Response to Intervention (RTI) according to Kauffman and Landrum (2013) is a multi-tiered approach for the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and collective screening of all students in the general education classroom. Struggling learners are provided with interventions at growing levels of concentration to speed up their rate of learning. These services may be provided by a variety of personnel: (e.g.: including general education teachers, special educators, and specialists). The progress is carefully monitored to evaluate both the learning ratio and level of performance of each individual student. Educational decisions around the concentration and time of interventions are based on the individual students’ response to instruction. RTI was designed for use when making decisions in both general education and special education classrooms, creating a well-integrated scheme of instruction and intervention guided by student outcome data.

|Of Basic Early Literacy |assessing the acquisition of early literacy |measures used to regularly monitor the development of |

Response to Intervention (RTI) is a system-wide approach in general education to prevent and/or resolve lack of student success. RTI provides the framework and means to meet the needs of all learners, especially struggling learners, by using data-based decisions to identify the students, link interventions and instruction to their needs, monitor their progress, and make adjustments as needed based on an ongoing review of the data. Schools are restructuring to include the formation of data teams at the school and/or grade level. The team is responsible for analyzing achievement and behavior data, setting norms to determine expected growth for students, determining

"The following questions should be asked: Based on all existing data, which instructional variables (curricular, instructional, student, environment) can be hypothesized as potential areas for intervention? ,Has an intervention been designed based on the data collected and on the hypothesized variables? ,Has a data monitoring system been devised to track the student‘s rate of improvement and maintenance of skills? Who will develop and implement the intervention and monitor the student‘s progress?, How can the classroom teacher and/or other team member incorporate the strategy into the daily routine?” (Response to Intervention (RtI) Best Practices Handbook ,p.127).

The authors procedure began in the fall of 2009 late September to early October where all the students in the experimental (EMERGE) and control classrooms were administered the individual literacy measures. From October-December, teachers in EMERGE classrooms took part in monthly professional development sessions and weekly coaching related to implementation of universal Tier 1 instruction and differentiated and Tier 2 instruction matched to student's needs based on pretest screen data. During the month January and April, students in the EMERGE group were given the curriculum-based progress-monitoring measures monthly and the information from these measures where used by teachers to form small groups and plan instruction. Outcome measures which are the same as pretest measures were administrated to all children in experimental and control groups.

Students are frequently exposed to concepts and principles of practice which are not a direct representation of real clinical situations that they will encounter as graduates. Effective learning interventions can provide adequate practice to enhance skills of application (Salas et al, 1999). Dennis (2010) highlighted that the strategy for dental students to gain more experience in managing medical problem skills is to expose students to those patients in hospitals for 2-3 months as community-based experiential learning. They can learn how to deal with various cases of medical problems from senior clinicians and understand pathogenesis of diseases in real patients including hospital systems. It is possible to develop their abilities to take accurate medical history with evaluating medical conditions efficiently and confidently including judgment relative to medical risk assessment.

The way a person perceives information depends on the delivery and perception of the learner. The awareness of instruction makes me think about my education as a child, how my teachers would give us a workbook to work problems. Everything seemed so “one size fits all.” The teacher would read directly from a script, and day after day the same routine. Even the way my parents presented consequence or chores to my siblings and I seemed traditional. It was not until the late 90’s, when I was in high school that I saw my teachers have their own diversified way of presenting information. From a parental standpoint, I noticed my maternal approach with my children was different from my parents. The simple task of distributing chores for example consisted of me giving the oldest child a to-do list, the child middle verbal instruction, and the youngest child motivating instruction along with a chronological list with an explanation of to complete the chores. Once I became an educator, this concept I discovered while raising my children stood true for my students, as well. There was no cookie cutter approach to teaching my students due to their individual differences in learning and instruction. According to Jonassen, and Grabowski, student learning is impacted by the following: (1) Student

Teaching, both as a teacher and as a student, has changed drastically over the years. Even as a student for the past 16 years of my life, I have found that even my classroom / learning style has developed as I age. Not only has my learning style changed, but the way that teachers teach has evolved over time. On another personal note, within my student observation classroom, I spoke with my cooperating teacher about her varying teaching style and how she incorporates all types of learning across various subject areas. Ms. F mentioned that she has had to change the way she teaches a variety of times depending on the learning capabilities of her students. Much like the psychologists and theorists of the past, Ms. F has come to base her

Doing this helps a teacher plan learning experiences that best harmonises with the needs of the child (Winch, Johnston, March, Ljungdahl, & Holliday, 2014). It is good practise to retain these assessment results as the commencement of a running record on each child. Utilising running records enables teachers to secure a comprehensive and accurate assessment of a student’s reading ability (Department of Education and Child Development, 2012). As this assessment information follows the progression of a student’s reading development throughout their primary years it helps identify children that are struggling early in their journey (Department of Education and Child Development, 2012).

The greatest perception of what strategies work in the classrooms come from teachers because they are daily working in them. The CCSS (Common Core Standards) was implemented as a guide for teachers what students need to be learning in school. It doesn’t show how teachers should teach in the classroom. The people that decide how to teach in the administration of schools and teachers. They decide what strategies will work best to help the students to learn better. Professional Development for teachers are very important to discuss and collaborate about teaching strategies and what works for students. This workshops are imperative for teachers to learn from experts on the educations field. With teacher grade level collaboration can develop professionally by analyzing common core standards. These can create encouragement proficiency for the standards. The development of an instruction map can assist with instructional planning. Schools need to prioritize Professional Development in school, it is important learning time for teachers-. It need to be a priority for administrators because is the key for teachers to grow professionally and school to succeed. This valuable information can be transmitted to our classrooms for daily practice. The administration and coaches have the obligation to support teachers by giving them the new knowledge and providing with time and tools to implement the standards. Teachers need strong leadership people that will respect teachers and