Author: Massachusetts. Department of Elementary and Secondary EducationPublisher:
ISBN:
Category : Education
Languages : en
Pages : 171
Book Description
Resource Guide to the 2011 Massachusetts Curriculum Frameworks for Students with Disabilities
Author: Massachusetts. Department of Elementary and Secondary EducationPublisher:
ISBN:
Category : Education
Languages : en
Pages : 171
Book Description
Resource Guide to the 2011 Massachusetts Curriculum Frameworks for Students with Disabilities
Author: Resource Guide to the 2011 Massachusetts Curriculum Frameworks for Students with Disabilities
Author: Massachusetts. Department of Elementary and Secondary EducationPublisher:
ISBN:
Category : Education
Languages : en
Pages : 209
Book Description
College Success for Students With Learning Disabilities
Author: Cynthia G. SimpsonPublisher: Routledge
ISBN: 1000491188
Category : Education
Languages : en
Pages : 166
Book Description
College Success for Students With Learning Disabilities (2nd ed.) offers students the knowledge, guidance, and strategies they need to effectively choose a college, prepare for university life, and make the most of their collegiate experience. This revised edition: Outlines the rights and responsibilities of students with learning disabilities Gives advice on talking to professors and peers, getting involved, and asking for and receiving accommodations. Helps students utilize their strengths to meet and exceed academic standards. Provides additional information on autism spectrum disorders (ASD) and ADHD. Includes a handy guide to universities with special programs and advice from current college students with disabilities. Planning for college can be one of the biggest moments in any student's life, but for students with disabilities, the experience can be challenging on many different levels. This book will empower future students and provide them with hope for success. Grades 9-12
Teaching Strategies GOLD
Author: Cate HeromanPublisher:
ISBN: 9781606173121
Category : Cognitive styles in children
Languages : en
Pages : 219
Book Description
Resources in Education
Author: Massachusetts Adult Basic Education Curriculum Framework for Mathematics and Numeracy
Author: Massachusetts Department of EducationPublisher:
ISBN:
Category :
Languages : en
Pages : 116
Book Description
This resource is one of several curriculum frameworks created for ABE tutors in the US state of Massachusetts. Each framework provides a common roadmap for what learners should learn about the subject covered. The frameworks are not curricula themselves. Rather, the frameworks offer a basic structure for how and what to teach in adult basic education programs. They describe the components with which each program and tutor can design a curriculum that is relevant to the needs of their particular group of learners. The frameworks were developed by teams of experienced ABE educators, and encompass both statewide learning standards and educational practices developed at the classroom level. Each framework provides examples of learning activities and instructional strategies that have proven successful for other tutors and have been field-tested with learners. The Mathematics and Numeracy Curriculum covers four learning strands: Number Sense; Patterns, Functions, and Algebra; Statistics and Probability; Geometry and Measurement. The strands and standards are arranged by performance levels so that each level can build on the previous ones. Table of contents: * Introduction (The development of the Massachusetts ABE curriculum framework. What is numeracy? A definition of numerate behavior.) * How to use this document (teacher's guide) * Connecting curriculum, instruction, and assessment * Core concepts * Guiding principles * Habits of mind * Content strands and learning standards (The strand number sense. The strand patterns, functions, and algebra. The strand statistics and probability. The strand geometry and measurement.) Outline of learning levels: * Level 1. Beginning adult numeracy * Level 2 : Beginning ABE mathematics * Level 3 : Intermediate ABE mathematics * Level 4 : Pre-GED / ABE standards * Level 5 : ASE / GED standards * Level 6 : ASE/ bridge to college standards Appendices: * Appendix A. Suggested readings * Appendix B. Sample instructional units * Appendix C. Instructional resources and materials (Adult numeracy curriculum. Number sense. All strands. Problem-solving. GED preparation. Learning differences and disabilities. Internet resources.) * Appendix D. Criteria for evaluating instructional materials and programs * Appendix E. Massachusetts common core of learning (thinking and communicating. Gaining and applying knowledge. Working and contributing.) * Appendix F. Equipped for the future role maps and domain skills (Parent/Family Role Map. Worker Role Map. Citizen/Community Member Role Map. Lists of Skills from the Four Domains in the EFF Standards.) * Content Framework for EFF Standards.
2011 Massachusetts Curriculum Framework for Mathematics
Author: Assessing Students in the Margin
Author: Michael RussellPublisher: IAP
ISBN: 1617353167
Category : Education
Languages : en
Pages : 493
Book Description
The importance of student assessment, particularly for summative purposes, has increased greatly over the past thirty years. At the same time, emphasis on including all students in assessment programs has also increased. Assessment programs, whether they are large-scale, district-based, or teacher developed, have traditionally attempted to assess students using a single instrument administered to students under the same conditions. Educators and test developers, however, are increasingly acknowledging that this practice does not result in valid information, inferences, and decisions for all students. This problem is particularly true for students in the margins, whose characteristics and needs differ from what the public thinks of as the general population of students. Increasingly, educators, educational leaders, and test developers are seeking strategies, techniques, policies, and guidelines for assessing students for whom standard assessment instruments do not function well. Whether used for high-stakes decisions or classroom-based formative decisions, the most critical element of any educational assessment is validity. Developing and administering assessment instruments that provide valid measures and allow for valid inferences and decisions for all groups of students presents a major challenge for today’s assessment programs. Over the past few decades, several national policies have sparked research and development efforts that aim to increase test validity for students in the margins. This book explores recent developments and efforts in three important areas. The first section focuses on strategies for improving test validity through the provision of test accommodations. The second section focuses on alternate and modified assessments. Federal policies now allow testing programs to develop and administer alternate assessments for students who have not been exposed to grade-level content, and thus are not expected to demonstrate proficiency on grade-level assessments. A separate policy allows testing programs to develop modified assessments that will provided more useful information about achievement for a small percentage of students who are exposed to grade-level content but for whom the standard form of the grade-level test does not provide a valid measure of achievement. These policies are complex and can be confusing for educators who are not familiar with their details. The chapters in the second section unpack these policies and explore the implications these policies have for test design. The third and final section of the book examines how principles of Universal Design can be applied to improve test validity for all students. Collectively, this volume presents a comprehensive examination of the several issues that present challenges for assessing the achievement of all students. While our understanding of how to overcome these challenges continues to evolve, the lessons, strategies, and avenues for future research explored in this book empower educators, test developers, and testing programs with a deeper understanding of how we can improve assessments for students in the margins.
School, Family, and Community Partnerships
Author: Joyce L. EpsteinPublisher: Corwin Press
ISBN: 1483320014
Category : Education
Languages : en
Pages : 508
Book Description
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.