Next, review any data on the child from classroom-based assessments and recent state and district-wide assessments to determine where the child is functioning in relation to those standards, benchmarks, and grade-level indicators. This may be formal or informal data. Also, review the child’s most recent ETR and their progress or lack of progress on the IEP being replaced. Finally, it is important to decide how the child’s characteristics of their disability affect their progress in the general education curriculum. Step 3: Develop the Present Level of Performance (PLOP) for academic achievement and functional performance.
Oxford School District (Pennsylvania) uses a six phase cycle that focuses on implementing many layers of professional development throughout the review process. Westwood Public Schools (Massachusetts) uses a three phase review cycle focusing on reviewing, developing, and implementing the curriculum. Critique of Curriculum Review Cycles This section of the paper compares, contrasts, and critiques the curriculum review cycles of three school districts. Oxford Area School District The cycle used by Oxford Area School District (2008) spans six years and includes six phases. The first phase is to review the curriculum and conduct a review of materials.
Reading Assignment: Young Investigators Chapter 1: Project and Young Children Name _______________________________________ Due Date__________ 1. Describe two differences between curriculum planning by theme and the project approach. 2. Describe one benefit of projects in the early years in relationship to each of the following: a. Projects and academic achievement b.
How Young Learners Learn Introduction This assignment aims to examine how young learners develop and learn. The main section of this assignment will present an overview of several theories of child development and learning that appear to have had a profound impact on educational perspectives in the last two centuries. Brewster, Ellis and Girard (2002) stress that every young learner is a unique individual with different learning needs. The ideal learning environment, it seems, would be one which presents the young learner with the opportunity to discover their own learning style, interests and preferences which would lead to independence and success. The overall aim of the assignment is to highlight various theoretical standpoints on learning and first and second language acquisition and the highlight the links between them.
Module Six RDG 583 Comprehension Strategy Integration December 8, 2010 Grand Canyon University Abstract Reading comprehension is an active process between the reader and the text. To help students comprehend information texts, strategies were developed to be used before, during, and after reading. Included in this paper is a discussion about these instructional strategies along with a description of nine selected strategies. A table depicts these strategies in place during the instruction of the topic: Earth’s Land and Water for a third grade classroom. Introduction “Reading comprehension is the act of constructing meaning from text.
The child’s responses (Form C) page 4 5. The paper on which the child has drawn page 6 The essay in Section A: 1. Introduction page 7 2. Importance of psychological assessment in early childhood page 8 3. Factors to consider when assessing children page 9 3.1.
A series of comprehension measures will reflect the extent to which a student can construct meaning from text. Developing positive attitudes and habits and increasing the ability to construct meaning are often seen as major goals for a reading program. Multiple Products Collected over Time Portfolios are multifaceted and begin to reflect the complex nature of reading and writing. Because they are collected over time, they can serve as a record of growth and progress. By asking students to construct meaning from books and other selections that are designed for use at various grade levels, a student's level of development can be assessed.
Secondly, the processes that enable the transition from one stage to another(Assimilation, Accommodation, Equilibrium) and Thirdly, Piaget’s four stages of development from birth which are the Sensorimotor stage(birth to 2 years), The Pre-Operational stage(age 2 to 7), The Concrete Operational stage(age 7-12) and The Formal Operational stage(adolescence through adulthood) (Huitt & Hummel, 2003).He acknowledged that some children might pass through these stages at different stage, but he insisted that cognitive development followed the same sequence and increases in sophistication with development. . Piaget theories are applied to our classroom learning environment each day by providing children open-ended materials like sand, water, blocks etc. to experiment with and conclude their own results. But some of the points in the theory have its own limitations for example, Piaget assumed that all the humans progress through and develop in the same sequence regardless of
It is here that you will practise the skill of planning for young children within the learning domains outlined in the EYFS. Assessment two, Pedagogic Documentation (how a practitioner documents and assesses learning within a planning cycle) will draw on your observations of one child and include an EYFS Profile
A. Infant and Toddler B. Preschool IV. Program and Service Options for Academically “at risk” Students A. Definition of “at risk” B. Program and Service Options V. Research Findings Related to Early Literacy in Areas of Cognitive Research, Oral Language Development, and Phonological Training.