Criteria for a Student-Centered Exam

I looked over the syllabus. It looks great! It's a great start. I like the Kahoot idea (I can help you!)! As of right now the only IEP student that is coming to 11th grade is Stephen Ross. Stephen is very independent and goes very well in class. The only accommodation that Stephen has is extended time (1 day). The rest of my IEP students are going to the CTC. As a whole group, (the students that I was with in class with) the biggest issues that we had with them was completing their work and applying themselves. They had the "I Don't Care" attitude. Hopefully, they are better as 11th graders or they attend the CTC. :)

This artifact supports the standards 4.5 and 4.6. I use my progress monitoring sheets to keep accurate data on the students’ progress towards their IEP objectives. This form allows me to quickly determine the students’ percentage of accuracy for any specific trial. This progress monitoring form allows me to see the students’ progress and make adjustments to my teaching methods as needed.

Student learning is a top priority for parents, guardians, and educators. Phelps is a testing scholar and economist, he made an important point in his book titled, "Defending Standardized Testing,” as it relates to the professionals teaching the courses. No Child Left Behind mandates that all teachers must be considered as highly qualified in the subject area the instructor is teaching. For example, a high school chemistry teacher must be highly qualified and must fully understand and comprehend material being taught to students regarding chemistry. Therefore, not only are they required to take courses in the subject area, but they must also be able to pass the subject area exam for the subject being taught. (Phelps 236). So, if the teachers

In both of the articles, Urban High School Students’ Perspectives on Test-Centered Curriculum by Martin J. Wasserberg, Ph.D. and Amy Rottman, ED.D. and Bullying Victims: The Effects Last into College by Frank D. Adams, ED.D. and Gloria J. Lawrence, Ph.D., one can see how the use of Aristotelian principles and literary devices help shape how the reader infers the information. In Urban High School Students’ Perspectives on Test-Centered Curriculum, the study takes place in a low performing school with a high percentage of minorities in which the school pushed a state-mandated test instead of courses that prepares the students for the workforce or college. Bullying Victims: The Effects Last into College, takes place in a small college in which

Richards, we discussed how the teachers within our school study the data of each student. She explained that data needs to be collected for all interventions and that it is very important to have at least six to eight weeks of data. The intervention should have specific target skills and goals. Student goals should be created so that they can have quantifiable data. For example they should be written as “Jimmy will read 40 out of 46 sight words” instead of “Jimmy will increase his reading skills.” Also the goals should be created so that the target is something that is attainable in a six to eight week intervention period. Many teachers create an intervention binder or folder for their students to collect data in. The school district I am in uses a form that has the goal, skill, date of intervention, data of progress, and other components on it so that teachers use a uniform data sheet that can be understood by everyone (H. Richards, personal communication, March 16,

“ What better way to prove you’ve learned something than to perform a task based on that learning.” Students should take standardized testing, to prove what they already know. Taking standardized testing gets student ready for all the exams and finals that they would have in college, It shows them what they need to work better on, and to help separate the students into accelerated classes and classes they need to improve in.

In the last month, my field class took their first ACT Aspire standardized test, which was completely new to all of them. My teacher received the scores and is able to view each question and the percentage of students who got it correct. She pulled this information up on the SMART Board to discuss with students today. She explained to them what the percentages meant and why she felt the need to go over some of them. She displayed the list of question percentages then let them pick out the lowest ones to review over and discuss. Students seemed engaged in this activity and engaged in discussing these questions. Most of them were able to see where they went wrong or why it was difficult.

With the SMART goal setting I have set my goal which I feel think the time of my lesson two hours I will be able to finish my lesson on Healthy Digestive System and Eating Habits with all the mini activities that I have plan. My goal is specific because I want to teach my student to know how to be healthy from this young age for their future. This is measurable because I can track my student progress thru the journal that I will be giving my student by the end of the class and I believe my students will progress them self to keep their body healthy. My goal is achievable because if my students are determined to stay healthy, they are able to stay healthy till the end without any problem. From my lesson, I feel my students will be able to measure

The class takes place in a special education setting. The students present are identified as Specific Learning Disability (SLD), Emotional Behavioral Disability (EBD), and/or Other Health Impairment(s) (HOI).

In unit four, we learned about the various subjective and objective methods of measurement for assessing physical activity. Learning that each method of measurement has its own advantages and disadvantages. Making it more challenging to accurately measure physical activity. For the activity part of unit four, we were told to take the “International Participation and Activity Questionnaire (IPAQ)” survey. Once completing the survey, we were told to discuss why the last seven days of activity should be assessed instead of a 30-day period. When taking the survey, I realized that it was very easy for me to recall the types of physical activity I had done over the last seven days. However, I experienced trouble with remembering more precise

Going into this assignment I felt as if it was too much work and I would not enjoy it. That was not the case I loved this assignment and the tasks were extremely beneficial. Some tasks I felt as if they were important such as Coping Strategies and the Eating Log. I also found tasks to be difficult for me like Unplugging myself for twenty four hours as well as communication. My fitness log needs improvement throughout my life.

The goal of my study was easy to measure to the quantitative data set that could give me a definitive marker of my progress in respects to the target. The target caloric intake was set at 2200 calories per day, based upon my research on various health publications and websites. I was able to measure my daily intake with the use of the smartphone application My Fitness Pal. I could put in the food items that I consumed to generate data reports about my daily and weekly intake. This was very convenient for keeping myself accountable to progress.

Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted

As a special education teacher, I would adapt this type of measurement to documenting my student’s long term curriculum goals. These are goals that are

and how to register a proctor for my final exam; and with it, a link to