Week+5

__**﻿ ﻿ **__  __**Stages of Learning **__
 * Acqusistion Stage || The instructional goal focuses on helping the student perform the skill accuratly. This is done using physical guidence, shaping, demonstrating, modeling and cueing and prompting. ||
 * Proficiency Stage || The learner is learning a skill at almost an automatic level. Tactics at this level focus on increading performance speed. At this stage uses goal setting, teacher expectations, rationales for increasing rate, positive reinforcement and progress monitoring. ||
 * Maintenance Stage || The goal of this stage is to maintain the high level of performance. At this stage learners are expected to retain both accuracy and fluency with the skill once direct instruction or reinforcement has been withdrawn. Learning in the maintenance stage involves periodic practice. ||
 * Generalization Stage || Ther learner performs the skill in different times and situations, which means the learner demonstrates proficiency in the skill in different settings and with different people. Acquisition, proficiency, and maintenance are prerequisites of generalization. ||
 * Adaption Stage || The learner applies a previously learned skill in a new area of application without direct instruction or guidence. This stage is also known as problem solving. ||

__﻿ __ __Data Collection __
 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Direct Measurement || <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Direct, continuous and precise measurement of behavior that is relevant to classroom behavior ||
 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Repeated Measurement || <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Behavior that is counted and recorded over a period of time; then it can be seen if student is staying the same, getting better or regressing ||
 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Graphing Data || <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Information is displayed in an easy-to-read format. This involves creating a visual display so that raw data can be analyzed. Three important factors of graphing 1- summarize data 2- communicate intervention and 3- provide feedback ||

<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">﻿Grading Alternatives <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: 0px; overflow: hidden;"> __<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Test Modifications Chart __
 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">IEP Grading Approach || <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Grades on the basis of a student's progress on goals and objectives specified on the student's IEP. ||
 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Pass/Fail Systems || <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Student either earns a P grade for passing. When a student fails to achieve minimum course competencies results in a F grade. ||
 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Mastery Level/criterion systems || <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Mastery is acheived when a student reaches a criterion level. ||
 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Point Systems || <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Points are assigned for various activities. Minimum number of points are needed to earn a passing grade. ||
 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Contract Grading || <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Teacher and student sign a contract that specifies the work to be completed, how the grade determined, and the timeline for completion. ||
 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Multiple Grading || <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Teacher grades student in areas such as ability, effort and acheivement. ||
 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Shared Grading || <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">When two or more teacher collaborate, each teacher's observations of progress according to established guidelines for assessing performance. ||
 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Student Self-Comparison || <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Teachers and students meet to determine appropriate instructional goals within the curriculum. ||
 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Level Grading || <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">1= above grade level, 2= grade level and 3= below grade level. Example; student gets a B1, they got a B on work above grade level. ||
 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Descriptive Grading || <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Teacher write descriptive comments regarding each student's performance, attitude, effort, and learning preferences. ||


 * Test Modifications || Percentage of Use by Teachers ||
 * 1. Provide ample space for students to respond to items on test protocol. || 96.9% ||
 * 2. Space items so as not to interfere with one another || 95.3% ||
 * 3. Prepare tests that are types and not hand written. || 90.6% ||
 * 4. Allocate more time to complete the test. || 90.6% ||
 * 5. Place a blank beside each item on matching test questions rather than have students draw lines. || 90.6% ||
 * 6. Monitor students' performance during tests. || 82.8% ||
 * 7. Limit the number of choices to a maximum of 4 on a multiple choice test. || 81.3% ||
 * 8. Present items in a predictable hierarchical sequence. || 79.7% ||
 * 9. Give shorter more frequent tests instead of fewer tests rather than fewer more complex tests. || 79.7% ||
 * 10. Read directions || 79.7% ||
 * 11. Use clues to enhance understanding of the major elements and directions. || 76.6% ||
 * 12. Require only brief response or outline form on essay test questions || 74.4% ||
 * 13. Define infamiliar or abstract words. || 71.9% ||
 * 14. Limit the number of matching items to 10. || 71.9% ||
 * 15. Provide a pool of responses for fill-in-the-blank test questions. || 70.3% ||
 * 16. Change the setting in which the student takes the test. || 62.5% ||
 * 17. Allow students to choose the number of questions they must answer. || 62.5% ||
 * 18. Avoid using never, not, sometimes or always in true-false test questions. || 60.9% ||
 * 19. Adjust the reading level of test to meet students needs. || 59.4% ||
 * 20. Decrease number of test items. || 57.8% ||
 * 21. Place answers vertically under multiple choice test questions. || 57.8% ||
 * 22. Place an equal number of choices in both columns on matching test questions. || 57.8% ||
 * 23. Avoid ambiguous choices such as all of the above or none of the above. || 54.7% ||
 * 24. Employ subsections that divide open-ended essay test questions. || 54.7% ||
 * 25. Allow students to dictate their responses. || 50.0% ||