Week+5

= = = Stages of Learning = == Acquisition Stage: instructional goal focuses on helping the student perform the skill accurately (teaching a student math for the first time. From the beginning where they have no idea what to do to the point where they can add 4 + 7 easily and with accuracy.) ==

Maintenance Stage: goal is to retain both accuracy and fluency and maintain the high level of performance. (once a concept is learned leaving it for awhile only to come back to it)
== Generalization Stage: the learner performs the skill in different times and situations where the student demonstrates proficiency in the skill in different settings and with different people. (Having a student learning to pay for purchases on their own use different forms of money at different locations) ==

Adaption Stage: applies previously learned skill in a new area of application without any guidance. (Reading and ordering from a menu)
= = = Individually Referenced Data Systems =

Direct measurement: focusing on relevant classroom behaviors (oral reading rate or math computation rate)
== Repeated measurement: requires that a behavior be counted and recorded over a period of time. (Recording how many times a student yells out in class, how many times in a school day the student has a confrontation with another student) == == Graphing data: are used to summarize data, communicate intervention idea, and provide feedback (ratio graph, line graph, bar graph which all can be used to track a student’s progress in any subject area) ==

Long-range goal performance monitoring: these charts are used to display progress towards a long-range goal. (using a chart you can monitor the progress of such things as math facts)
== Short-range goal performance monitoring: charts used to monitor the progress on short term goals. An example of this could be addition involving 5’s and once this is mastered a new short term goal is chosen and assessed. == == Data analysis and instructional decisions: provides the student and teacher with a framework to analyze data and evaluate student progress. This type of charting can be used for any subject. An example would be math facts incorrect and correct. ==

Descriptive grading: teachers write descriptive comments regarding each students performance, attitude, effort, and learning preference.

 * 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 typewritten rather than handwritten. || 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 the test || 82.8% ||
 * 7. Limit the number of choices to a maximum of four on multiple-choice test questions || 81.3% ||
 * 8. Present items in a predictable hierarchical sequence || 79.7% ||
 * 9. Give shorter, more frequent tests rather than fewer, more comprehensive tests || 79.7% ||
 * 10. Read directions and test items to students || 79.7% ||
 * 11. use cues 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 unfamiliar or abstract words || 71.9% ||
 * 14. limit the number of matching items to ten || 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 the test to meet the students' needs || 59.4% ||
 * 20. Decrease the 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 on multiple-choice test questions || 54.7% ||
 * 24. Employ subsections that divide open-ended essay test questions || 54.7% ||
 * 25. Allow students to dictate their responses. || 50.0% ||

[[file:MulderGraphingData.xlsx]]

 * Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)**