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Kelly Nuthak

What is the meaning of PTE? - thePTE - 1 views

  • What is the meaning of PTE?
  • earson Test of English.
  • computer-based English Competency test.
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    Pearson test of English
nikkilh

Progress Test in English - GL Education - 0 views

  • The Progress Test in English (PTE) assessment enables you to accurately measure how your school and your students are performing – student by student, class by class and year by year. 
    • nikkilh
       
      Definition of Progress Test in English (PTE)
  • The tests can be used initially at the start of the year to set a baseline and from then on at the end of the year to measure and track progress
  • Detailed reports for teachers analyse key dimensions of learning and provide a question-by-question breakdown to help identify those students who may need extra support, and in which areas.
Katelyn Karsnia

English-Language Learner Definition - 0 views

  • English-language learners, o
  • students who are unable to communicate fluently or learn effectively in English, who often come from non-English-speaking homes and backgrounds,
  • o not have the English-language ability needed to participate fully in American society or achieve their full academic potential in schools and learning environments in which instruction is delivered largely or entirely in English.
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  • fastest-growing segment of the school-age population in the United States, but they are also a tremendously diverse group representing numerous languages, cultures, ethnicities, nationalities, and socioeconomic backgrounds
  • overty, familial transiency, or non-citizenship status,
  • p
  • underperform on standardized tests, drop out of school at significantly higher rates, and decline to pursue postsecondary education.
  • For example, states and national organizations have developed standards to guide curriculum and instruction in English-as a second language programs, while customized teaching and learning materials for English-language learners are now routinely introduced into regular academic courses.
  • Dual-language education
  • English as a second language
  • Sheltered instruction
clwisniewski

Accommodations & Modifications - Teaching Students with Visual Impairments - 2 views

  • Accommodations do not reduce grade level standards but rather help provide access to the course content. They do not alter the amount or complexity of the information taught to the student. Accommodations are changes in the program from a way things are typically done so that a student with a disability can have equal opportunity to participate and allow the student to be successful. These changes do not substantially or fundamentally lower or alter the standards.
    • sadielaurenn
       
      A group thing to remember, not only with this impairment, but when making all accommodations.
  • Be based on current individualized needs;Reduce the effect of the disability to access the current curriculum;Be specific about where, when, who and how the accommodations will be provided;Include current input from parents, teachers, student, and therapists;Be based on current specific needs in each content area.
    • sadielaurenn
       
      Again, great to remember with all accommodations!
  • Changes in the medium used:braillelarge printaudiotapeelectronic textoral testing/scribing Changes made in the way materials are presentedCopies of overhead projector/smartboard activities to be viewed at his/her desk as needed.The teacher or presenter should verbalize all information as it is written on the board or overhead. Information presented on the board should be in a high contrast color. Use a slant-board to position papers appropriately for reduced visual strain and to avoid glare.The computer screen should be eye level and tilted to avoid glare.Use recorded text as needed.Classroom recording of lectures/instruction by the student.Large Print textbooks/materials.Braille textbooks/materials.Clear, dark copies of worksheets.Use of a reading guide to assist in keeping place while reading and completing worksheets.Present materials against a plain backgroundUse a good contrast background and present on a contrasting tray or mat. Time requirements:Time and a half or double timeConsideration for the student's reading/writing speedConsideration for the time needed to use adaptive equipmentConsideration for eye fatigue and scanning ability Changes in the way students demonstrate learningModified assignments (when appropriate and needed) to accommodate visual fatigue (extended time and/or shortened amount of assignments).Avoid activities requiring extensive visual scanning.Avoid visually cluttered materials.Allow students to use (bold marker, 20/20 pen, mechanical pencil, or another unique writing tool) to complete assignments.Use of bold line paper.Use of raised line paper.Abbreviated homework assignment (includes all concepts, just fewer items).Shorter written assignment.Oral testing. Changes in Setting: preferential seating in the classroom for all films, assemblies and demonstration lessons.seated facing away from windows.permission to move about the room as needed to see information presented away from his/her desk. Changes in the Setting: EnvironmentAvoid glare in general from overhead lights. Consider placing light filters on fluorescent lights.Open and close doors fully (a half-open door can be a dangerous obstacle).Eliminate unnecessary background noise. Consider isolation headphones.Eliminate clutter from the room, particularly in aisles and movement paths.Place materials in consistent places so that students know where particular items are always located.Preferential locker position and locks with keys vs. combination locks.Use of task lighting as needed.
    • sadielaurenn
       
      An INCREDIBLE list of accommodations that are available when/if working with a student that has a visual impairment
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  • Modifications lower the learning expectations and should only be used if this is the only way for the student to be successful. Parents must understand if modifications to grade level standards are being made, their child may be at risk for not meeting graduation requirements.
    • clwisniewski
       
      Important to remember! We can make accommodations for students, but not to change the expectations unless approved by the school
  • Reducing assignments so a student only completes the easiest problems;Altering assignments to make them easier;Requiring a student to learn fewer materials that are required by the State's academic content standards; Providing help to a student via hints or clues to the correct answers on assignments and tests.
    • clwisniewski
       
      If we have a visually impaired student that needs modifications, these are ways to help, which can be indicated on their IEP
Siri Anderson

U.S. Religious Knowledge Quiz - 0 views

  •  
    Another pre-test of baseline knowledge, this one on major world religions.
Bill Olson

For Effective Schools, Teamwork Is Not Optional | Edutopia - 0 views

  • The greatest resource that teachers have is other teachers. But sadly, teamwork and collaboration are not commonly found in schools. Having taught for 20 years myself, I know how it works. Teachers have very challenging and stressful jobs, and part of what contributes to their level of challenge and stress is a teacher's tendency to isolate him- or herself. How many teachers close their door and feel like they are all alone in fighting their overwhelming battle against ignorance and apathy and paperwork and standardized testing?
  • began by adopting those exact habits of preparing alone and working in isolation. I was a lonely superhero who went home exhausted each day without the encouragement or support of my more experienced peers
  • I had assumed that I could be more effective when planning and working alone, but I eventually found that, when working with people, efficient is rarely truly effective.
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  • To alleviate this feeling, instead of being tucked neatly away in separate rooms all the time, school administrations should give teachers the time and opportunity to talk and plan together, and to share laughter, encouragement, and ideas.
  • Effective administrations ensure that teachers can work together to plan, share ideas, and support each other. Once educators experience the benefits of collaboration, they will appreciate the camaraderie and creativity it provides.
Bill Olson

Inclusive Teaching Strategies | Poorvu Center for Teaching and Learning - 0 views

  • Inclusive teaching refers to pedagogy that strives to serve the needs of all students, regardless of background or identity, and support their engagement with subject material. Hearing diverse perspectives can enrich student learning by exposing everyone to stimulating discussion, expanding approaches to traditional and contemporary issues, and situating learning within students’ own contexts while exploring those contexts. Students are more motivated to take control of their learning in classroom climates that recognize them, draw relevant connections to their lives, and respond to their unique concerns (Ambrose et. al, 2010).
  • Examine Implicit Biases - Instructors can consider their own attitudes towards students and strive to minimize negative impacts. This process can involve actively monitoring interactions with different types of students, implementing policies like name-blind grading and inter-rater grading to minimize the impact of bias, and maintaining high expectations for all students.
  • Maintain Awareness of Classroom Diversity - Instructors can develop and maintain their awareness and understanding of various racial and socioeconomic factors in their classes, as a way to test their implicit bias, ensure equal access for all their students, and even enrich classroom discussion.
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  • Add a Diversity Statement to Syllabus - Instructors can address diversity issues head-on during the first class session by inviting students to discuss the syllabus in earnest; explaining the teaching philosophy with regards to other inclusive teaching methods; and outlining classroom ground rules for respectful classroom discussions and an inclusive community.
emerickjudy

https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf - 0 views

  • So how can you help?
  • Listening to children’s feelings.
  • Rewarding effort, not just “the product.”
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  • Helping students set realistic goals for themselves.
  • it is critical that school personnel, parents, and outside professionals working with the child with dyslexia communicate on an on-going basis to provide the support needed,
  • Accommodations Involving Materials
  • The teacher can help by underlining or highlighting the significant parts of the directions.
  • tear pages from workbooks and materials to present small assignments to students
  • a blank sheet of paper can be used to cover sections of the page n
  • a blank sheet of paper can be used to cover sections of the page
  • asking them to repeat the directions in their own words.
  • Teachers then must supplement the material with practice activities.
  • a glossary of content
  • A reading guide helps the reader understand the main ideas
    • emerickjudy
       
      Graphic organizers
  • Directions, stories, and specific lessons can be recorded. The student can replay the tape to clarify understanding of directions or concepts.
  • text to speech programs,
  • audio books,
  • Accommodations
  • Accommodations Involving Interactive Instruction
  • Highlight essential information
  • break down the directions into subsets
  • Accommodations
  • Accommodations Involving Student Performance
  • response mode can be changed to underlining, selecting from multiple choices, sorting, or marking.
  • respond on individual chalkboards/whiteboards
  • graphic organizers.
  • graphic organizers
  • lace students close to the teacher.
  • use of assignment books or calendars
  • Have students turn lined paper vertically for math. Lined paper can be turned vertically to help students keep numbers in appropriate columns while computing math problems.
    • emerickjudy
       
      TRY THIS!
  • peer-mediated learning. The teacher can pair peers of different ability levels to review their notes, study for a test, read aloud to each other, write stories, or conduct laboratory experiments. Also, a partner can read math problems for students with reading problems to solve.
  • Students can be allowed to complete projects instead of oral reports or vice versa.
  • Screenings should be used with all children in a school, beginning in kindergarten,
  • There are numerous types of screeners; one simple one we recommend is the Colorado Learning Disabilities Questionnaire – Reading Subscale (CLDQ-R) School Age Screener.
  • School Age Dyslexia Screener – CLDQ-R Please read each statement and decide how well it describes the child. Mark your answer by circling the appropriate number. Please do not leave any statement unmarked. Scoring Instructions: Add up the circled numbers and record that as the Total Score _______________ The following cutoffs apply:  Total Score <16 = Minimal Risk  Total Score 16-21 = Moderate Risk  Total Score >21 = Significant Risk
    • emerickjudy
       
      Scoring Instructions: Add up the circled numbers and record that as the Total Score _______________ The following cutoffs apply:  Total Score 21 = Significant Risk *See Colorado Learning Disabilities Questionnaire for more descriptive results
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    Teacher handbook for dyslexia
Kelly Nuthak

Do2Learn: Educational Resources for Special Needs - 0 views

Katelyn Karsnia

What is PTE ? Pearson Test of English - PTE Academic Exam Preparation - 1 views

  • PTE is a computer-based exam that access your English capabilities and the entire exam format comprises of four sections. A) SpeakingB) WritingC) ReadingD) Listening The entire exam takes two and a half hours to complete. Let’s take a look at different sections of PTE.
    • Katelyn Karsnia
       
      Definition of PTE
  • – Read Aloud– Repeat Sentence– Describe Image– Re-Tell Lecture– Answer Short Questions
    • Katelyn Karsnia
       
      Speaking Section of PTE
  • focus on Describe Images and Retell Lecture
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  • first being Summarize Written Text and the second being writing Essay
  • Summarize Written Text– PTE Essay Topics
    • Katelyn Karsnia
       
      two components of the writing section of PTE
  • focus on the Re-Order Paragraphs and Fill In The Blanks
  • – Multiple Choice (Choose Single Answer)– Multiple Choice (Choose Multiple Answer)– Re-order Paragraph– Reading: Fill In The Blanks
    • Katelyn Karsnia
       
      Components of reading section
  • – Summarize Spoken Text– Multiple Choice (Choose Multiple Answers)– Fill In The Blanks– Highlight Correct Summary– Multiple Choice (Choose Single Answer)– Select Missing Word– Highlight Incorrect Words– Write From Dictation
    • Katelyn Karsnia
       
      Components of the listening section
nikkilh

PLAAFP, PLOP and PLP | Important IEP Terms | Understood - For learning and thinking dif... - 0 views

  • If your child has an Individualized Education Program (IEP), the IEP team will meet every year to bring it up to date. One of the first steps is to update your child’s present levels of academic achievement and functional performance. Some states/school districts refer to this as PLAAFP, some as PLOP and others as PLP.
    • nikkilh
       
      Present Levels of Academic Achievement and Functional Performance (PLAAFP) definition
  • What does PLOP include?
  • To write the PLOP, the IEP team draws information from several sources. They should include teacher observations and objective data, such as test results and scores.
nikkilh

What Is Included in an IEP | Understood - For learning and thinking differences - 0 views

  • IEPs are developed by a group of professionals at school. One member of this IEP team typically acts as a case manager and oversees the IEP. You’re part of your child’s IEP team, too. That means you’ll be involved in the process as the IEP is made. The IEP team will use the results of your child’s evaluation testing to design the plan. The scores show the specific areas your child struggles with. Having that information allows the IEP team to provide the individualized instruction and supports your child needs.
    • nikkilh
       
      How IEPs are developed and whom they help
  • Here are some of the things the IEP will include: Your child’s present level of performance in school (PLOP) Individualized instruction and related services , such as occupational therapySupports like accommodations and
    • nikkilh
       
      What an IEP is likely to include
  • Your role in creating your child’s IEP doesn’t stop once the plan is done. In fact, it’s very important that you go over the IEP carefully and make sure it has everything it should have, and that you agree with what the school has proposed.
    • nikkilh
       
      Parents role in creating an IEP.
drewevanaho

Down Syndrome | Center for Parent Information and Resources - 0 views

  • Down syndrome is the most common and readily identifiable chromosomal condition associated with intellectual disabilities. It is caused by a chromosomal abnormality: for some unknown reason, an accident in cell development results in 47 instead of the usual 46 chromosomes. This extra chromosome changes the orderly development of the body and brain. In most cases, the diagnosis of Down syndrome is made according to results from a chromosome test administered shortly after birth.
    • drewevanaho
       
      Down Syndrome Definition
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