Evaluation Of A Classroom Referral Records

During the school visit, many of the teachers expressed the high expectations they have not only for the students, but for themselves also. They used methods and resources, which engage students’ interest and accelerate their progress as well. Students are provided with interesting tasks and activities, which stimulate higher order thinking skills. The relationships are excellent and students respond to their teachers as well. As far as assessment, students of all abilities are addressed equable along with self-assessment and peer group assessment. The teachers are pleased with their strong curriculum, therefore; they are successful in motivating students and developing their independent learning and personal qualities. In addition, the quality of leadership and management is outstanding. The principal has distributed leadership responsibilities effectively throughout the staff; consequently, there is effective teamwork in within the school activities and staff turnover is

The test is administered in the spring and the results provide students, teachers, and parents with an objective view of the student’s strengths and weaknesses. The listening and speaking scores are combined to obtain an overall scale score, as are the reading and writing scores. The overall performance is determined by the scores in each combined area. A conversion chart is provided in each grade band, to convert the raw score to a scale score. Then depending on where the scale scores land will give you the placement level that the student is at. To move from one level to another both component scores must land in the upper level range. A student, who advances in only one

The Texas Academic Performance Reports is a detailed report of a district’s academic performance, financial information, and data reports as long as information about staff programs and demographics. Although the final and official ratings have not been released, a preliminary analysis for 2016 was available for review. From the results collected, I was able to create a detailed data analysis and summary over Channelview ISD’s STAAR/EOC scores for 2016 at all grade levels.

4.Conduct assessments that describes the children’s ongoing systemic, formal, and informal progress to assist the teacher in planning appropriate activities that responds to each child’s strengths and weaknesses.

With the help of the test results and the parent’s input, our program director maps out the personalized curriculum and schedules the student’s lesson dates.

Five hundred sixty five students ranging from grade 7 to grade 11 took part in this study. All students enrolled in an

Members are assigned a site supervisor for them to report to and look towards for support. Members are then placed in classrooms and work with students who do not benchmark on initial assessments. Members utilize their training and other resources to provide individual and small group intervention. Members track the time spent with students throughout the school year and report using time sheets. Students are assessed two other times throughout the year for progress monitoring and that data is sent to the LTR director.

The Comprehensive Needs Assessment was completed through analysis of student achievement data on the MEAP assessment. The results are from 2014 and prior as the MEAP assessment has now been replaced by MStep assessment. The results were used to gain a clear understanding of the effectiveness of school programs/process and curriculum in order to be able to fully support the students at Universal Academy.

An information letter was sent to families, making clear that the intervention would be delivered during regular class time at no cost to parents, and anonymity would be preserved. Informed consent was obtained. A week before the implementation of the program, the school’s Guidance Officer went to the each Year 6 and 7 class to administer the student’s pre-assessment package during school hours. Each question was read aloud to the group and their understanding of each item checked. Each child, then individually rated each question in their own assessment pack.

Stated in the school improvement plan at the end of every section is a list of assessments for monitoring student progress and evaluating the effectiveness of

Needs assessments are conducted every spring and is administered by each LEA which includes input from the teachers, paraprofessionals, administrators, parents, recruiters, and other service providers. Interviews/focus groups are held every year to determine the needs and satisfaction regarding the LEA’s program. The Language proficiency assessment is given to all ELL students for placement in the LEP programs. The content achievement assessments are given by the state to student in grades 3-12 which are administered annually and measure the student’s abilities in reading, writing, math, computer skills, and other content areas. K-2 assessments are used to provide data of student’s development and progress in reading and math using formative and summative assessments (http://www.dpi.state.nc.us).

Due to a diverse population of students, the school/family relationship can become difficulty to handle due to language barriers. Trying to communicate with a family member is challenging; not knowing if they have understood what they have been told. The quality of the relationship between school and community is positive. Support of the community is valued by the school for the success of the students. the connectedness to the school from the students is strong. The school exhibited connectedness among the students by awarding them for going through a week with positive attitudes. That being that the week passed without student conflicts and less

Annually review the established curriculum of the program and make comments in regard to the objectives, content, length, and the adequacy of facilities and equipment.

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.

The purpose of this non-experimental quantitative study will be to examine the relationship between teacher’s assessment of their school’s implementation of EBS, teacher’s demographic information, and student referrals. This chapter will discuss the proposed research methods of this study. First, the research design and rationale of the study will be discussed, followed by a restatement of the research questions. Next, data collection and analysis will be discussed.