Data Analysis / Progress Monitoring Results

Student 2 increased their score four out of the six times of the intervention period. They reached proficiency one out of the six times but also reached the benchmark goal on the Daze assessment.

Initially in this assignment, I intend to describe and evaluate two different assessment methods, which I use to assess the progress of my learners.

For the progress monitoring assignment, I first reviewed the students’ assessments data provide for the assignment, and using the provided decision tree guide I determined the students’ levels based on the FSP (RC, Maze, and WA) scores. Once I had determined their level or “box results” I filled the decision tree form in by order of the box results column. I chose to order the results by that column to help make choosing student groups easier. Once all the students’ data was filled in the next step I took was to fill in the suggested curriculum and suggested strategies for each student based on their maze and word analysis assessment results. Once I had all that information entered I decided to create an extra column on the decision tree form

This report detailing issues in behavior intervention first reviews information regarding the use of functional behavior assessments and then explains intervention strategies which may be effective in dealing with behavior issues in schools. In addition, issues that impede treatment are discussed. This source appears to be objectively written with the goal to inform the reader of functional behavior assessments, treatment for problem behavior and issues which may cause treatment to fail. This source may be useful when researching Behavior Intervention Plans because team members and

The goal of this program is to 1. Change a student’s behavior, 2. Change the behavior of the teacher, 3. Or a combinations of both. The behavior modification approaches are directed toward helping a teacher manage the behaviors in the children in the classroom.

Juan suggested that taking tests in another room, being allowed more time to take the tests and having a tutor help him study would help his anxiety. The third problem is Juan’s parent’s marital difficulties. Since this problem is affecting the whole family, Juan could see

Intervention: MHP reinforced the importance of maintaining good grades. MHP educated Osvaldo on the consequences of having failing grades. MHP utilized academic enabling skills to assist Osvaldo in improving his academic performance. MHP provided Osvaldo with additional strategies to improve his study habits. MHP provided Osvaldo with additional educational worksheets. MHP instructed Osvaldo on employing his educational strengths. MHP provided Osvaldo with information on cooperative learning skills. MHP asserted positive reinforcements for improved grades.

2. Intervention and Enrichment is another improvement initiative for SJH. The school has chosen to focus on intervention instead of enrichment, which is somewhat of a discussion that needs to be had. The idea is that you have both, intervention and enrichment. One of the initiatives is to create a process for both, but San Juan’s focus is interventions at this time. For several years, SJH has made changes to the master schedule in attempt to find ways of creating intervention for all students. Currently, SJH does not have intervention for all, it has intervention for some. The success of the intervention system has also had an impact on the Pass/Fail rates of the freshman. Students that have access to intervention are given additional time to explore and go beyond the regular assignment, as well as additional enhancement on their knowledge and skills. Another success from intervention is more students are graduating because they are getting individual teacher time and small group help throughout the school year.

Napavine’s goal is to engage and inspire critical thinking skills in every student through instruction that is individually relevant, motivating, aligned and diverse. Our action plan is for both the elementary and junior/senior high schools to utilize the Marzano Instructional Framework as a guide to student learning and professional growth. We have established that building administrators and teachers will utilize the Marzano Frameworks to guide professional growth discussions, goal setting meetings, and to identify future professional development opportunities. We have also established a Teacher/Principal Evaluation Program (TPEP) committee who will plan and guide professional development that includes a teacher leader to provide evaluation and framework training. Our School Improvement Plan (SIP) identifies Marzano instructional practices on a yearly basis as a school-wide focus for implementation and/or improvements. We also hold student growth meetings each fall between school administrators and teachers to revolve around students at risk of falling behind their peers and student sub-groups who may be collectively behind the total student population (closing the achievement gap). We plan to make time for instructional rounds during the school year to facilitate professional growth among teachers.

The purpose of Response to Intervention is early detection and identification of learning concerns of students and the development of an individualized plan that addresses the appropriate prescription for resolving the students’ academic or behavioral issue. In our twenty-first century learning communities, students are required to participate and are engaged in educational activities that may challenge their ability to grasp the concept in manners conducive to their learning styles. Schools are challenged to examine their methods of instruction to meet the needs of all children making them successful in all areas of academic content. “A quality school is a place where students learn to think and apply knowledge to new situations, where students are involved in and excited about their learning, where students make individual gains in process and knowledge, where adults know they care about individual students,

Originally the Standard Based Assessment exam was used from 2012 to 2014 in order to evaluate the students’ proficiency on content-based material ( ). Just last year a new testing method, the Alaska Measures of Progress testing in the areas of mathematics, reading, and writing was adopted ( ). The shift from the Standard Base Assessment to the Alaska Measure of Progress was the Department of Education desire to have students prepared for secondary education or work placement expectations set for in the statement. The Alaska Measure of Progress exam are drastically different in questioning, scoring, achievement definitions, and score parameters then the preceding testing assessment ( ) This lack of comparison leaves the educators in a glitch as they try to educate their students in content-based material without having reliable proficiency testing results. As of this writing the educator will only have the snapshot of last year’s results to direct, guide, and implement their teaching strategies to facilitate the learning process in the classroom. However these test results scores are presently being debated in open forum to the public to set cutoff scores for the four categories in which the student will show proficiency ( ) . So without adequate guidance the teacher is hampered in their efforts to educate a diverse

Results-based monitoring and evaluation is a set of concepts associated with performance management or results based management (RBM) strategy, which evolved in 1990’s. During that period, many countries introduced extensive management reforms in responding social, political and economic pressures that were triggered by the factors of globalisation, budget deficits, structural adjustments and competitiveness (Binnendijk, 2000). Central feature to most of those reforms has been an emphasis on ‘performance improvement’ and ‘achievement of targeted/expected results’ which were the core features of RBM. RBM has been used by many development agencies, governments, and donor agencies in delivering development interventions and has become an emerging trend in contemporary development practice.

This will be on a scale of 1 to 5, 1 being poor behavior and 5 being excellent behavior. To keep the students identity confidential all students in the school will be graded on this scale and researchers will only use the scales needed. The hopes of this research will show that students who are receiving help will have improved behavior, while the control group will stay the same or decrease. The researcher’s theory in coming to this conclusion is that the students receiving help will show an increase in motivation, because they see and learn that people of authority actually do care about their and their families’

Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development (Palomba & Banta, 1999). Educational assessments are carried out to measure the efficiency of the program, the quality of instruction and progress of a child’s learning. The purpose is to determine the growth and development.

Observations from Jose took place on his science and math classrooms respectively. At the beginning of the class, the teacher asked a question to the group, Jose quickly raised his hand to answer. He quietly remained at his desk while the teacher explained the lesson in detail to the whole class. During the rest of the period, he calmly remained at his desk and participated in the discussion at the proper time. The teacher showed a video to the class and asked some questions, most of the class tried to answer them, but Jose didn’t seem interested as he was with his head down on his arms. The next day during math period, students were working in small groups. Jose actively participated in the class discussion. He carefully reviewed his paperwork with his peers and asked a few questions to the teacher’s assistant. Jose followed the teacher commands until the class finished. During the interview process, Jose mentioned that his favorite subjects were reading and science, conversely the subject that gives him most trouble is English because kids in the class laugh at him. Jose thinks that learning is natural for him and he can complete assigned work, however, doesn’t feel being as smart as the other students. When with his friends, he likes to hang out, play games and soccer. About his other classmates, he stated not getting along with them because they are always pushing or tickling him. Jose reported having no problems with the teachers or at school in general. On weekends, he