Evaluation Of A Program Based Assessment Data For The Calculation Of Multi Year Averaging

Unit 401 – Understanding the Principles and Practice of Internally Assuring the Quality of Assessment

The Northwest Evaluation Association (NWEA) is a nonprofit organization committed to helping school districts improve instruction and learning for all students. Their aim is to give teachers data they can use to inform classroom instruction, and their ambition is to transform education. NWEA’s mission: “As a not-for-profit organization, we continue to honor our founders’ spirit and their collaborative approach to improving teaching and learning. Our mission, Partnering to help all kids learn®, informs all aspects of our work.” (NWEA, 2014)

This is called due process. This procedure of obtaining consent for an assessment insures the fairness of educational decisions and the responsibility of both the school professionals and the parents. McLoughlin (2008) Once the consent has been given in writing, a systematic plan for assessment is developed, called the Individualized Assessment Plan or IAP. The IAP focuses on three main areas of concern; the student’s skills and abilities, the curriculum, and the learning environment. This allows the assessment to concentrate on the areas pertinent to education, provide information about instructional design, placement, and other aspects of the educational program. These assessments include a general IQ test (WISC), an academic proficiency test (Woodcock Johnson III), and a social-emotional test (BASC). Additional non-formal testing such as speech and language assessments and academic indicator exams may also be administered depending on the IAP and the specific concerns of the student. The IAP must be completed within 30 days to prevent the prolonged delay of services for students who are eligible and need special education

Unit 401 - Understanding the principles and practices of internally assuring the quality of assessment.

Prior to 1975, no federal requirements existed for students with disabilities to attend school, or requirements for schools to attempt to teach students with disabilities (Salvia, Yesseldyke, & Bolt, 2013, p. 25). However, upon the enactment of several federal laws, such as Individuals with Disabilities Education Act (IDEA) and No Child Left Behind (NCLB), student with disabilities received access to free, appropriate public education which in turned required students with disabilities to participate in statewide assessments. According to Public Law 94-142 (now included in IDEA), it requires an individual education program (IEP) for students with disabilities. As part of the IEP, it contains items such as present levels of academic achievement and functional performance, measurable annual goals, criteria of progress, special education and related services as well as documenting any necessary accommodations needed for statewide assessments. The author provides a comparison of statewide assessments including items such as participation, accommodations and types of assessments between the states of Texas and Massachusetts.

Adequate Yearly Progress was an evaluation of year-to-year student performance on statewide assessments. Schools, school systems, and states had to demonstrate a specific level of performance on Reading/English Language Arts and Mathematics. To make AYP, schools, and/or systems had to have participation rate of ninety-five percent, meet annual objective measures in view of assessment results, and meet the criteria for a second indicator. Schools that do not make AYP for two consecutive years in the same subject area are assigned as schools in needs improvement (Georgia Department of Education,

Prior to 1975, no federal requirements existed for students with disabilities to attend school, or requirements for schools to attempt to teach students with disabilities (Salvia, Yesseldyke, & Bolt, p. 25, 2013). However, upon the enactment of several federal laws, such as Individuals with Disabilities Education Act (IDEA) and No Child Left Behind (NCLB), students with disabilities received access to free, appropriate public education which in turn required students with disabilities to participate in statewide assessments. According to Public Law 94-142 (now included in IDEA), it requires an individual education program (IEP) for students with disabilities. The IEP contains items such as present levels of

Prior to 1975, no federal requirements existed for students with disabilities to attend school, or requirements for schools to attempt to teach students with disabilities (Salvia, Yesseldyke, & Bolt, p. 25, 2013). However, upon the enactment of several federal laws, such as Individuals with Disabilities Education Act (IDEA) and No Child Left Behind (NCLB), students with disabilities received access to free, appropriate public education which in turn required students with disabilities to participate in statewide assessments. According to Public Law 94-142 (now included in IDEA), it requires an individual education program (IEP) for students with disabilities. The IEP contains items such as present levels of

All work handed in by the learner, they must sign and date and confirm that it is their own work.

After talking with my host teacher, any students who have an IEP he assesses in order to determine his or her weaknesses and strengths in sports skills, fitness, and basic motor skills. Based on the results he creates long term goals that relate to the students overall program goal in order to be successful and meet the objectives for the class. The teacher stated that he mostly encounters advanced or gifted students. These abilities can range from physical abilities and performance or cognitive ability in regards to the use of knowledge and understanding

The Paragould School of the 21st Century was the first site implementing the Zigler model in August 1992. Startup funds were initially provided by Paragould businesses to renovate an older elementary campus. The district has grown from the Elmwood campus of seven classrooms infants – four year olds to opening the Oakwood building housing 5 additional classrooms. S21C is an integral part of the Paragould School District. By August, 2013, seven preschool classrooms will join kindergarten and first grade students at the new Paragould Primary building

Randy May works for a small airline based on Nantucket Island, Massachusetts. He recently won two million in the New England Lottery and decided to invest his winnings, ultimately, in a chain of ice cream shops in the Cape Cod area to gain potential future earnings. Figuring he had enough money to open up ice cream shops in both islands of Nantucket and Martha’s Vineyard, as well as two shops in Falmouth and Buzzards Bay, he signed a contract with a local builder and began construction of the shops. After beginning the process of construction, he was faced with the next task of hiring employees to staff the four ice cream shops. Throughout his calculations, he estimated

Developing a program can be a difficult task to achieve. You have to take many things into consideration and think about short- and long-term operation of the program. To make a program successful you have to evaluated the program, and share program results to get feedback.

As part of work allocation, managers would assign employees with objectives and tasks to be completed during the evaluation period based on their existing Knowledge, Skills, and Abilities (KSA). Managers would come to recognise such KSAs through monitoring of their employees work activities of the previous evaluation period. With partially (or fully) changed objectives for the new evaluation period, managers might identify new KSAs that were not known to them previously. In addition, managers might realise that employees lack certain required KSAs as well.

A second review of the measuring items for each TQM principle was conducted to minimize the redundancy of items that provided the same measurement. . As a result of the review, some measuring items were reduced. There were no modifications or translation for the measuring items. Table 2 includes the final number of items used after the pilot study was conducted. The pilot study gave a chance to the researchers to ensure the tool is measuring what it was intended to measure.