Similarities About The DRA Assessment

RC II-2 Language and Literacy and balancing. RC II-6 Self-Concept Age: 3-years-old Activity: Story Time Goal: To help children accept and appreciate themselves and others. Materials and processes: Storybook “We are All Different” Teaching Strategies: During whole group time, read the story “We are All Different”. Discuss the story with the children. Afterward, show them pictures of people from different parts of the world. Let them discuss the differences that they see.

While 99% of the country is literate, a test conducted by National Assessment of Adult Literacy 14% of US residents have increased difficulty reading at their level. According to the afore stated definition, these people can be classified as illiterate, because they don’t met the standards of what is considered literate, since they have difficulty reading at their proficiency level. Is the lack of literacy due to lack of focus in class while the foundation for reading and writing were being laid, or does 1% of the United States Population that are classified as illiterate completely comprised of people who live with dyslexia? I can’t imagine that the government would knowingly incorporate people with documented learning disabilities when it comes time to calculate our nation’s literacy rate. That would be almost intentionally miscuing the results, because you’re including people who have hindrances that keep them from reading and writing at a level equal with their age. It’s also just downright insulting. Can you imagine not only having the s disability that makes you work twice as hard, but to be called illiterate for something you have no control over?

DIBELS: The One-Minute Fear Factor Assessment These DIBELS screening assessments were developed to help educators identify struggling, at-risk readers, so that appropriate types and levels of support can be implemented within the school system. They were designed to support efforts at the primary grade levels (K-6th) to prevent reading struggles as

The LDA organization offers specific information on a number of disabilities that children are afflicted with, including dyslexia, dyscalculia, central auditory processing disorder, non-verbal learning disorders, language disorders and writing disorders (dysgraphia). The LDA site notes that "learning disabilities" is actually an "umbrella" term alluding to a number of disabilities.

Tier Three The Special Education team for learning disabilities will test the student. These students have shown signs of continuous problems with interventions in place. Psychologist, psychiatrist, and any other testing will be conducted with parental consent have evaluated the student. Parents will be mandated to attend all assessment evaluations and the team shall review the findings for referral back to tier two or upgrade student to tier four for special educational services based on educational or problematic behaviors.

When I came to the school that day, I could not help but be reminded of my past experience of standardized assessment when I went to public school. I have never been a true support of high-stakes testing, which can to students to become frustrated. With the population I work with, students do have assessment accommodations, but the PARCC assessment still is challenging for students to take. Mrs. Corcoran did warn me how students may become overwhelmed and I will need support these students. On site visit fifteen, I assisted with administering the PARCC ELA by redirecting one student with autism. The assessment directions state to not read the students the ELA assessment, which the student kept asking me the following questions: “Miss B is this right” and “Is that how you say it?” I kept informing the students, “[Student’s name], I can’t tell you the answer.” Not only did I feel guilty by not helping the student, but I still feel the assessment does not truly authentically assess what he knows. When I have viewed at the student’s IEP summary, he is at the second-grade reading level, which the PARCC ELA assessment assessed students at the third-grade level. The emerging question asked, “By knowing the student receive accommodations and assistance with read alouds and the PARCC ELA restricts teachers to not read aloud the assessment, how will the student’s results be evaluated by the state, school,

• The teacher stated, "I'm not against her reading, but the director wants the kids to be resting even if they don't take a nap."

1. What are the two options for identifying students with learning disabilities? Briefly summarize each. The two options for identifying students with disabilities are RTI model and the IQ-Achievement discrepancy model. The RTI model is a multi-tiered approach to identifying students with disabilities. With this approach the amount of students who are identified as having a learning disability has decreased because of the support students receive at different tiers and it eliminates inadequate instruction as the reason for reading problems. Universal screening and high quality teaching is done for all students. Students who show that they need additional help receive tier 1 services where frequency and intensity increases. Students are monitored and receive research based instruction in the general education classroom. Some students may still struggle and have to receive more intensive and frequent service. Those students will receive supplemental support from an educational professional. Tier 3 services are provided to students who still struggle and need even more intensive service. Students may also qualify for special education services. The IQ-Achievement discrepancy model is used to determine if a disability is present. Standardized tests are used to eliminate low intellectual ablity as a determining cause for reading problems. With this model, a professional assess whether there is a discrepancy between a student’s scores on an iq test and scores obtained from areas

Currently I work at a school that I have been at for the ten years. As a former Special Education teacher and second grade teacher, I have been able to view the academic picture from multiple vantage points. As a campus, we have consistently seen success in the area of math, however, reading has been an area of inconsistencies. When I began to look at data from recent years I noticed something in particular regarding third grade.

Goal 1: Lizzie will improve her emotional and behavioral regulation. • Lizzie and her mother were in a pleasant mood when the QP arrived for the session. • Lizzie’s mother informed the QP “my friend refused to contact me with the address to his beach after giving us permission to come and I

6. After looking at the data, the grade span and population that should be of most concern to the district is grades 3-5 IEP-special education. The reading proficiency decreased from 57.8% to 46.7% and the mathematic proficiency decreased from 70.2% to 54.1%. This data could indicate there was a change in the special education program that is affecting the instruction of the students.

When determining whether a child has a specific learning disability as defined in § 602 (29), a local educational agency shall not be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual

Here’s what- The student I performed the DIEBALS Benchmark Assessment on was a fourth-grade girl who can sometimes be hyper, but overall is well behaved and willing to learning. For privacy purposes, we will call her Jane Doe. Jane accurately read 26 words out of 31 on the first reading passage, 25 out of 44 on the second, and 30 out of 40 on the last reading passage. After finding the median of the scores, Jane had a 72% accuracy reading on the Oral Reading Assessment with a Median Retell Quality score of 1. Additionally, Jane answered 6 out of 8 questions correctly on the DAZE assessment. Jane’s scores placed her below the cut point of risk for the first benchmark assessment of her fourth grade year.

In my school the types of school-wide reading assessments utilized are the DRA and FAIR. The type of district level reading assessment used in our school district is the Florida Standard Assessment known as the FSA. The FSA is utilized in the intermediate grades for promotion.

Data Analysis and Application (DAA) This paper will examine a data analysis and application for an independent t test comparing the mean GPAs of a sample of male and female students. It will pose a research question that the data will set out to answer. It will provide