Nt1310 Unit 2 Assignment

I staffed the situation with Nikki and was referred to Minimum Standards, which states the following:

I have chosen project three in which I had to review several books that had a character with an exceptionality as the main character. I asked the professor if I could have the high schoolers in my English language arts class do this as part of my lesson plans and she agreed. I have formatted it in such a way that each book will have some differentiation if several students reviewed the same book. Student 1 will be a 10th grade boy with a visual impairment, Student 2 will be a 11th grade girl with a visual impairment, Student 3 will be a 9th grade girl with a visual impairment and behavior disorder, lastly, Student 4 will be 10th grade girl with a visual impairment as well as a learning disability she uses voice to text on her iPad to respond

The data collected reveals that Holly Grove High School has an extensive STEM focused program that requires students to apply for admission during their final year of middle school. For entrance, the school also requires an above average performance on the 8th grade examinations for reading, writing, mathematics and science, which is mandated by the state, community involvement, and extracurricular activities. The data presented is descriptive statistics. The scales of measurement that are used in this data set are nominal, ratio, and interval. The participants in the data set are nominal because the information is listed as numbers and are used for labeling variables, without any quantitative value. (Salkind, 2017) The GPA is ratio data

At first, there would be a mid-term exam in March, weighting 30%. Secondly, there would be a final exam in April, weighting 40%. Thirdly, the textbook reading quizzes would still be assessed in this course, weighting 2%. To be specific, a total of 8 perfect quizzes out of 10 blackboard lecture reading quizzes on time worth 2%, otherwise, the quizzes would be assessed based on a corresponding proportion of 2%. Fourthly, a library assignment in the course would be assigned, weighing 5%. Fifthly, a total of five laboratories worth 23% would be conducted. As for this part, Lab 1, namely, the Pre Lab would be 2%, and all of the other four labs, namely, Lab 2, Lab 3, Lab 4, and Lab 5 would be 3%. In addition, this course would involve 4 lab quizzes, and take the best 3 from the 4 quizzes. Each of the best 3 quizzes would worth

Teachers should ensure that students have access to valid data ahead of class if students plan on using topics such as GPA, SRI score with the use of a student consent form, or data provided

Paste your student achievement data into the space below. If you wish, you may also attach it as a separate document.

First to answer this question all you need to mention is how we can use additional worksheets, complex formulas (NESTED IF, for allocation of grades and formula to calculate the attendance percentage), cell linkage, data validation, drop down list and cell protection, such advanced features to help you solve complex problems.

Identification occurs annually based on student performance, in which students are expected to increase their achievement level which is identified for every child.

Attached is a Power Point document contained data on five students’ grades over the course of one semester that I will reference in following paragraphs. The students will be referred to as A, B, C, D, and E. Throughout this essay, I will discuss the pros and cons of using mean, median, and mode to calculate a student’s final grade.

Students grades five through eight completed a pre-test consisting of 25 multi-part questions. The assessment was graded using a rubric and the scores were recorded to determine the performance of the class overall.

Attached is a Power Point document with five students’ grades for a semester that I will be referring to. Students are A, B, C, D, and E.

Each graded course component will be normalized by the class mean on each component. The

I collected data on my students from two different sources. The first was a standardized test we give all students at the beginning of the year as a benchmark to see growth for each student. The second was an integer quiz given to my class to see specific areas where students were making mistakes.

The 4 step analysis was graded according to a rubric (see Table 1). The scores were tallied and categorized and placed into four performance groups, 0-2 points demonstrate beginning analysis skills, 3-4 basic, 5-6 proficient and 7-8 mastery level. The analysis shows student performance and mastery of analysis skills.

The initial approach uses three numerical variables: the scoreobtained by students in the course’s activities, the proposed scores by students and the difference between these two previous scores.