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Response To Intervention Program History Assignment Example

Intervention Programs

The value, characteristics, and purpose of an RTI program to a professional educational environment.

What are the advantages of an RTI (“Response to Intervention”) program for an inner city school environment? A peer-reviewed article in Learning Disabilities Research & Practice explains that first of all, RTI refers to a “school-wide prevention framework” that provides a way for school staff to make the right decisions for students when students need help academically and behaviorally (Prewett, et al., 2012). Typically the RTI strategy will use accumulated data and other resources so that instructors can make well-educated decisions about which interventions are working, which are not effective, and which ones are needed in particular student situations.

Basically, teachers and administrators and of course counselors use certain interventions to “maximize student achievement” and “reduce behavior problems” (Prewett, 136). Then there must be a response to those interventions to see how helpful they were in smoothing out behavior problems and encouraging better academic outcomes. Students that are at-risk or have learning disabilities can be helped dramatically through RTI: is the strategy working so that the student is improving his or her social studies, science, history and language arts competencies? That’s the big question being pursued through RTI (Prewett, 136).

In this article the authors located middle schools that were implementing RTI (that was phase one); next, the schools that were using RTI were contacted and monitored as to their screening, their tiered intervention practices, as well as “their implementation fidelity checking procedures” (phase two). In phase three of this investigation 52 of the 65 schools that the authors contacted agreed to allow the authors to investigate the success of the RTI programs that had been launched. The authors sought “qualitative indicators of RTI implementation,” and they preferred schools where the RTI practices were “more precisely defined” and used “specific tools” and “clear administration” (Prewett, 138). In phase four the authors conducted 90-minute phone conversations with the schools they had selected as good examples of the use of RTI; in this phase the selected schools were “required to provide verbal and documented evidence” of their data collection and other procedures (Prewett, 138).

Phase five included an even deeper investigation into how the schools chosen had conducted the RTI program; observations were made of the intervention procedures and more interviews were conducted. What was the outcome of this research? It was determined that there is a great deal of value for schools when they incorporate RTI. Indeed, RTI has “the potential” to be the basis for a “effective school-wide framework” that can help schools ensure that at risk students (and others) find success (academically and in terms of student deportment) (Prewett, 146). In other words, just intervening in schools to help under-achieving, at risk, and learning disability students is not sufficiently thorough without the follow-up response to those interventions.

Qualifying the Value of RTI — There are Potential Flaws

Maria E. Hernandez Finch has researched the RTI programs and she finds — through a “detailed qualitative study” of a school that is heavily populated with Latino students — that the use of RTI “gave false confidence that assessmentand instructional practice were aligned” (Finch, 2012, 286). Another research project looking into the helpfulness of RTI (Orosco and Klingner, 2010) referenced by Finch showed that teachers “too easily blur pre-referral processes and RTI”; and hence those teachers “wrongly assume that their implementation removes bias from assessments and special education determinations” (Finch, 286).

Another very important consideration when implementing RTI or in reviewing the success or failure of RTI is how it works when ethnic minorities are part of the original intervention. In her Abstract, Finch claims that there is “insufficient researchto support full implementation of an RTI model” with students that are ethnically diverse (285). In other words, to be responsive to culturally and linguistically diverse (CLD) populations in schools, efforts must be made to develop strategies appropriate for that milieu. “What works with whom?” is a question Finch raises on page 286, and it is germane to the RTI because some estimates project that CLD students “will be the majority as soon as 2023.”

Part TWO: select an educational environment to modify including a plan of action to accommodate a response to intervention.

Certainly inner city schools like those in Trenton, New Jersey, need modification because these schools are constrained by community issues such as gangs, crime in the streets, a sense of hopelessness, dysfunctional families (resulting in low parental participation in educational activities) and poverty. Hence, interventions should be designed help prevent the poor academic and behavioral problems found in those inner city schools. And moreover, a “Smart RTI” should be part of the process, because Smart RTI can make “efficient use of school resources while maximizing students’ opportunities for success” (Fuchs, et al., 2012, 263). The whole point of Smart RTI is to “implement tertiary preventionfeaturing data-based individualized instruction, or experimental teaching” that includes “meaningful access to the general education curriculum” (Fuchs, 276).

The educational environment suggested in this paper — which should perhaps implement Smart RTI features — is an after-school intervention program “in an alternative education setting” designed to serve “urban African-American youth at high-risk for life-long problem behaviors” (Carswell, et al., 2009). The authors reference an after-school program of alternative education called “The Village Model of Care,” which entailed a number of aspects both in clinical and school settings, Carswell explains (445). The program consisted of: a) structured group mentoring; b) parental support; and c) community outreach services “administered to alternative education students and their primary caregivers during the school year” (Carswell, 445).

Many inner city young people (notably boys) experiment with tobacco, alcohol, and various drugs — and they also are known to be involved with “risky sexual behaviors” — hence, schools have a responsibility to intervene in any way that can prove to be helpful (Carswell, 449). Studies show that there are thousands of alternative educational programs (AEPs) around the country, but still the graduation rates of African-American males hovers around 43% and more pertinent to this issues is the fact that “a significant number of African-American youth who drop out of high school” are subsequently arrested and end up in prison in their lifetime. So, how will an after-school program emulating the “Village Model of Care” do what other AEPs have not done?

The “Village Model” includes the following: a) structured group mentoring (adult mentors meet with students five days a week for 3 hours daily; mentors help with homework, discuss the need for social skills; and teach “personal competence”); b) parental support services (families gather at the after-school program for 2-hours on a bi-monthly basis; parents network with other parents and “bond with project staff”; parents “directly communicate” with teachers and administrators); and c) community outreach services (families receive assistance through school resources and students are taken on field trips that are both recreational and culturally relevant).

In conclusion, the RTI program has been put in place in a number of schools and from the literature it is clear that when done correctly, RTI programs can verify if an intervention is working or not working, and this is important for schools that offer interventions. Also, it is clear that after-school interventions that involve parents and caregivers can be effective in the inner city schools in Trenton and other cities. But it takes resources, courage, and trained staff to create a meaningful after school environment, so going into a program like this should be backed up with Smart RTI ideas, well-thought-out interventions, and quality staff as well.

Works Cited

Carswell, S.B., Hanlon, T.E., O’Grady, K.E., Watts, A.M., and Pothong, P. (2009). A

Preventative Intervention Program for Urban African-American Youth Attending an Alternative Education Program: Background, Implementation, and Feasibility. Education and Treatment of Children, 32(3), 445-469.

Finch, M.E.H. (2012). Special Considerations With Response to Intervention and Instruction

For Students With Diverse Backgrounds. Psychology in the Schools, 49(3), 285-295.

Fuchs, D., Fuchs, L.S., and Compton, D.L. (2012). Smart RTI: A Next-Generation Approach to Multilevel Prevention. Exceptional Children, 78(3), 263-279.

Prewett, S., Mellaard, D.F., Deshler, D.D., Allen, J., Alexander, R., and Stern, A. (2012).

Response to Intervention in Middle Schools: Practices and Outcomes. Learning Disabilities

Research & Practice, 27(3), 136-147.

Internet sites Research Paper 3 pages global history essay help: global history essay help

Internet sites that provide herbal drub information (including advice and specifics on the use of herbal medicine). The two Internet sites chosen for this assignment are: a) the University of Chicago Medicine “Herbal Medicine” site; and b) Medline Plus, a service of the United States National Library of Medicine and the National Institutes of Health (NIH).

Purpose of University of Chicago Site (www.uchospitals.edu).

The University of Chicago Medicine site states that it is “at the forefront of medicine” and the site is clearly intended to provide helpful information but not necessarily a long list of all available herbal remedies. The first impression a user to this website gets is that it is informative and actually provides warning and precautions; it offers specific advice before choosing herbal supplements.

For example, the site warns that the FDA does not scrutinize herbal supplements, and herbal supplements “are not for everyone”; moreover, the site recommends that when attending a doctor’s appointment the user of herbal supplements should always let the doctor know what herbal medicines are being taken. Before the site presents some of the more common herbal drugs, it provides a bulleted list of “precautions.”

Some of those bullet points include: a) be educated about any herbs before consuming them; b) never take more than the label recommends; c) “Watch for side effectsnausea, dizziness, headache, or upset stomach”; reduce the dosage if these occur; d) be alert for “allergic reactions” (if breathing is difficult call 911); e) do the homework on every company whose herbs you take (do they make outrageous claims? Are there thorough instructions and does the label have a toll-free number and web address?) (www.uchospitals.edu). The U. Of Chicago site also lists 12 herbal supplements, including Green Tea, Garlic, Ginseng, and “Black Cohosh,” which is a “shrub-like plantused for alleviating menopausal conditionsuterine spasms”

Purpose of Medline Plus Site (www.nim.nih.gov).

The Medline Plus site is not as informative in terms of generalized precautions as the University of Chicago site, but it has an enormously impressive list of herbal supplements that are listed alphabetically. Actually the site is designed to do several things. It has links to “Health Topics,” “Drugs & Supplements,” and “Videos & Cool Tools”; so it is a one-stop site for a number of important aspects of health and medicine.

Under “Drugs & Supplements” there is a category “Herbs and Supplements” and there is an a-Z listing of perhaps 100 herbal supplements. Hit any of the supplements / herbal drugs and a page comes up with specific information about that drug (also, the source for the information is presented). For example, “Asian Ginseng” is native to China and Korea, and has been used for centuries. A long fact sheet explains the science of ginseng, and lists six bullet points regarding “Side Effects and Cautions” (it can cause allergic reactions; it can cause breast tenderness, menstrual irregularities, and high blood pressure).

Readability for intended audience

The University of Chicago website is very well organized and the sentences are well-spaced so it is very easy to navigate and read the pertinent information. The Medline Plus site is also attractively laid out for easy access and linkage.

Credentials of each source

The University of Chicago is a world-renowned health and medicine institution, so there is no question as to the authenticity and accuracy of its narratives and information. Medline Plus is part of the National Institutes of Health so it too has impeccable credentials.

Accuracy (is it fact or opinion?)

While there may be some opinion within the narrative provided by the University of Chicago, one can be reasonably assured that everything in the site is based on and backed by factual medical knowledge. The Medline Plus site has the backing of institutions that are highly respected in the field of medicine; hence, a reader can trust the accuracy of the materials.

Date of Issue or Revision’

The date presented on the University of Chicago site is 2013, and one can expect that the information is thoroughly contemporary. The date for the Medline Plus is posted at the end of the information section: “Page last updated on 27 February, 2013.”

Bias of the organization or person posting the information’

There is no apparent bias in either of the sites chosen for this paper. Both sites appear to be objectively factual and straight forward.

Comparable information (do both sides reflect similar content?)

Both sites offer a list of commonly used herbal drugs, although the Medline Plus site has many more herbal supplements than the U. Of Chicago site. And though the Medline Plus doesn’t feature a list of precautions on the home page, in each link to all of the 100 or so herbal supplements (a-Z) there is a thorough fact sheet giving minute details and cautions.

In conclusion, both of these websites are very easy to navigate and are both very thorough in their coverage. The Medline Plus offers many more herbal drugs to research than the U. Of Chicago does, but the U. Of Chicago site is very helpful in providing good consumer information relating to possible problems with each of the herbal drugs listed.

Works Cited

Medline Plus. (2013). Herbs and Supplements. Retrieved April 10, 2013, from http://www.nim.nih.gov.

The University of Chicago Medicine. (2013). Herbal Medicine. Retrieved April 10, 2013, from http://www.uchospitals.edu.

Social problems affecting academic achievement ap art history homework help

social problems affecting academic achievement are as many and as varied as the ways of defining “academic achievement.” Often, those factors are inextricably intertwined, such that none may untangle them. Sometimes, they present themselves as an impassable jungle lying between a student and his or her goals, preventing him or her from achieving. Sometimes, those same outside influences are better represented as a sweeping, blue sky of opportunity. These social problems that I make mention of are fighting, bullying, peer pressure, single parent household, obesity, and poverty.

Fighting is widely held to have become a serious problem in recent decades in many schools. especially in poverty stricken areas. Fighting involves violence between school students as well as physical attacks by students on school staff. Educators have rung the alarm bell over the school violence, while parents have called on the society to take necessary measures to stop the violence to promote a safer learning environment.

School bullying is not an uncommon sighting in schools throughout America. Whether the child is a bully or being bullied, almost 30% of children experience bullying. Bullying can include many things such as physical violence, name-calling, threatening, and stealing. There can be one person or a group of people involved in bullying someone usually weaker than himself or herself. In recent surveys, researches found out that younger children, in grades from 6-10, are the main grades of bullying. As children grow older, they are less likely to bully others. Bullying does not just disappear after the child grows older. The behavior stems into adulthood, and leads to a path of delinquency and aggression if it is not fixed. They are also four times more likely than non-bullies to be convicted of crimes by age 24.

One of the societal issues that many of students face is peer pressure. Students face pressure from their peers to be part of social clicks and even violent gangs. Students are pressured to do drugs and do things that are legally immoral. Classrooms are overflowing with students who are socially driven to be something more than they are, students are constantly facing the difficult task of fitting in with the in crowd an staying on top. I believe that many students would become more academically successful if schools were able to provide more resources to their students. These resources could include more social organizations that are run through the school and maybe even breaking down popular activities into smaller groups that offer a greater chance of individual recognition and social success.

Some students who come from a single parent home are determined different from the “normal” ideal family structure. For those students that have both parents at home are not familiar with the aspects of only having one parent. It also leaves the children who only have one parent at home more susceptible to making bad choices. These choices include not doing homework, talking back to the teacher, and misbehaving inside the classroom.

Obesity is another social problem in the classroom. Obese children are twice as likely to be talked about as non-obese children. It is very uncomfortable for these individuals to attend school for various reasons. First, these individuals are uncomfortable with how they look. Second, they are talked about constantly on a daily basis. Third, they stand out among their peers.

Poverty is the final social problem that I will make mention of. Children that are poverty stricken are at a great disadvantage. They tend to do poor in school and cause disruptive behavior in the classroom. However, this is not the case for all poverty stricken students. Some rise above expectations.

In conclusion, I believe that many students would become more academically successful if schools were able to provide more resources to their students. These resources could include more social organizations that are run through the school and maybe even breaking down popular activities into smaller groups that offer a greater chance of individual recognition and social success. I also think that students need more adults that they can trust and depend upon to guide them in directions that will make them better people now and forever. In conclusion many students could benefit from schools becoming a place of security and guidance. Schools should be able to provide a student with anything that they may need in order to lead a life that will allow them to focus solely on their academics.

Virtual Religious Service Essay history assignment help company: history assignment help company

Virtual Religious Service

Islam is a religion of great misconceptions and of immense misunderstanding. It was because of this same notion that this religion in particular was of great interest. With all the negative publicity that Islam receives in the media, people only get exposed to the violent extremists that represent a minute minority of this religion. A picture of violence and death is flashed on the television daily, forcing many to create negative misconceptions about Muslims. Their portrayal of how their females are treated is an aspect that has also come under speculation. The media portrays oppressed hopeless females, which induces viewers to think that this is actually true. These are both misconceptions that I had prior to my viewing of the online religious service and research.

Violence and terrorism are shown constantly across the television screen whenever extremist Muslims are depicted. This creates a sense of misconception as viewers tend to focus only on the negative portion of what is being showed; overgeneralizations are made. Instead of realizing that just as any other religion, there is a violent past associated with it, individuals concentrate on the acts of violence that are being committed now. The media flashes images of blood and innocent death, that people don’t really have the opportunity to form an educated opinion about the truth when it comes to Islam. People’s Islamic education comes from what they are told and shown on a daily basis; this has all become very negative publicity.

Islam also has a bad reputation for treating their women as objects rather than as human beings. This maltreatment has become a hot topic as civil rights groups have come to the front and have confronted Muslim leaders for their unfair and unequal treatment of women (“http://abcnews.go.com,” 2008). The misconception that they are not allowed to do much of anything still exists. Women’s clothing, their attitude, and their complete devotion to her husband, make them targets. However, unlike the attitudes of many individuals, there is a chance to learn the truth about misconceptions toward this religion.

Education is a social equalizer. It is however, also a way to inform individuals who have negative misconceptions about a religion. In order to get more people to understand each other and to reduce the tension that exists among religious believers, those strong misconceptions need to be deleted. The main misconception aforementioned was Muslim’s portrayal of being violent. Although this is the depiction of Islam on television and on the Internet, the truth is that violence is only a part of the belief of very few Muslim individuals (Lawrence, 1998). Just as Christianity is full of a violent and deadly history, and they too have a small population that still believe in violence as the sacred answer to their problems, Muslims do as well. The Qur’an preaches forms of peace as the way of coming up with a solution to social problems (Lawrence, 1998). Just as with the majority of religions, Islam preaches hope, faith, and peace. Followers are encouraged to do good onto others and to seek peaceful justice (“http://abcnews.go.com,” 2008). Islamic leaders themselves advocate for the reduction of violent terrorists that have become the centerpiece in their religion.

The other main misconception that comes to forth whenever Islam is thought of is their unfair treatment of women. In the mind of many individuals who do not completely understand the Islamic traditions, women are seen as being objects that have to will down to their more powerful male counterparts. However, the case is that unequal and unfair treatment of females is completely against their religious text (“http://abcnews.go.com, ” 2008). The Qur’an speaks out against the abuse of women and give women the right to be equal to men in terms of property ownership and personal freedom. Contrary to popular belief, most oppression and maltreatment against women is actually a cultural and a regional belief, and not a religious one. Islam does not advocate unequal, abusive treatment of women (Lawrence, 2008). Family law, although influenced by the Qur’an, deviates because of personal cultural beliefs, not because of a religious misconception.

Misconceptions about other people’s religions are vast. This stems from people’s inability to relate to others, or inability to want to try. The lack of understanding that people are willing to provide to other individuals contributes to the misconceptions that arise when it comes to accepting other peoples’ religions. This phenomenon is quite common and aside from the religious warfare that this belief alone has caused on a global and international level, on a local and national level, people are still living in fear because of other individual’s misconceptions about their particular religion.

The media has contributed greatly to the misconceptions that surround particular religions. The news depicts horror stories about people starting up riots and making themselves out to be human bombs, and once all this news is processed and stored, anyone who has been listening to this non-stop starts to believe that all people who follow this particular religion are like that. This becomes part of the person’s reality and therefore their misconception of the particular religion stems from the media’s inability to focus on the positive aspects of a religion.

Another medium by which misconceptions about a religion could arise from is the Internet. Although the Internet has provided many ways for people to become more accepting and more appreciative of particular religions, it has also contributed greatly to the nonsense that people believe about religions. From websites that show horrific graphics of individuals who have been victims of religious attacks to websites that give nothing but false information in hopes of attracting more people to their cause — the Internet has become a detrimental tool by which individuals can spread their inaccurate information. It is because of these sorts of incidents that misconceptions about certain religions tend to exist and thrive.

There are plenty of possible solutions that can solve the discrimination and misconceptions that people have about certain religions. In order for there to be more understanding among different types of individuals who each follow unique and different religions, everyone needs to be willing to work with each other. The best solution to this dilemma lies in education. In order to minimize the misconceptions that people have about religions not their own, there needs to be a sort of religious education system worked into the public education system (Adams, Bell & Griffin, 2007). This will enable children to become exposed at an early age to the different types of religions that exist and will give everyone an equal opportunity for being exposed to other types of cultures.

Implementing a system such as the one aforementioned will target a group that is still growing, physically, emotionally, and socially. These children are the future and will shape the world in years to come (Adams, Bell & Griffin, 2007). Why not educate them on the diverse religions that exist so that a new generation educated in acceptance can take over the world. The curriculum could be based more on the historical and educational portions of religion. Just as one learns about scientific theories and historical occurrences in nations, religion education could also be implemented as well. These educational forums do not need to be focused on converting children to particular religions, but instead on giving them an understanding of the underlying beliefs that guide many of the world’s religions (Adams, Bell & Griffin, 2007). By providing them with an educational foreground from which to stem their opinions, they will be able to make a more succinct, factual-based opinion if they were to have one about a particular religion. The religious education could be based more on factual evidence than on belief in the actual faith.

By targeting children, adults will also be benefitting. The parents of these children will have to discuss these religions with their children as they help their children with homework assignments (Adams, Bell & Griffin, 2007). If the target of this step in reducing religious misconceptions were to be adults only, than the choice to spread this religious education to their children would be left up to the parents, and that may just continue the pattern of misconception that exists now. Children are still being molded and still have hope. An attitude change in a young child could make the difference in understanding and accepting individuals of diverse backgrounds.

References:

Adams, M., Bell, L.A., & Griffin, P. (2007). Teaching for diversity and social justice. CRC Press.

Common misunderstandings of muslims [Web log message]. (2008, February 26). Retrieved from http://abcnews.go.com/Primetime/WhatWouldYouDo/story?id=4339516&page=1

Lawrence, B.B. (1998). Shattering the myth: Islam beyond violencec. Princeton, NJ: Princeton University Press.

Mission and Vision Statement term paper university history essay help

Instructional Technology Enhances Learning

Mission and Vision Statement

Being a teacher I believe that when it comes to the use of technology for the benefit of children in a classroom, we should use it not only to teach the students the basic computer skills (Massachusetts Software Council Inc., 1998) or the usual drill-and-practice exercises that have been used since the 1980s but to also help them in understanding the actual value that education can have in one’s life and how it could change a society as a whole.

Therefore the use of technology especially in a school or classroom should be encourages in a manner that would better the quality of teaching by implementing new and effective teaching strategies and help in eliminating the things that reduce the chances of quality education being delivered to the students (Dexter, 2002).

Following is the vision that I have regarding the technology plan for this classroom:

It should be understood by the administration of school that technology is not used as something extra or apart from the regular course of the class rather it should be integrated in the education system in such a manner that it would help in achieving the goals of the course. It needs to be understood by the staff that technology is not just a beneficial add-on in the education system rather that in order to keep up with the changing world technology needs to be adopted to maintain and improve the quality of education being delivered to the students (Dexter, 2002).

It needs to be understood by people that in order to ensure that the positive things being taught to the students will be used by them once they enter the practical world and technology can go a long way in making this possible (Dexter, 2002).

Therefore, technology needs to be infused, integrated and recognized as a very important part of the course plan of a class (Dexter, 2002).

The things that I will be focusing on with regards to this technology plan are what kinds of technology will I be implementing to achieve the curriculum goals? How I am going to implement this technology? How will I need to develop and adjust my own teaching skills in order to not only integrate the technology in class but to also take maximum benefit from it (Dexter, 2002)?

Section Two: Communications Plan

With the help of the technology plan it will become a lot easier for the parents of the students in my class to keep an eye on the progress of their child in the school (International Society for Technology in Education, 2002).

How this plan will work is the way that since in today’s world a lot of parents use internet and therefore have email ids, so regular information will be sent to the parents through emails about their children. The parents will also have the option to limit the amount of information being received through the emails (International Society for Technology in Education, 2002).

The parents who don’t have an email id will be contacted through the phone whenever they need to be contacted about the performance of their child (International Society for Technology in Education, 2002).

The School Managers that are made use of at the district level will be used in the technology plan for my class as well. These managers will enable me to contact all or a particular number of parents with the help of an auto-dialling phone message system. The messages can be recorded on the machine with information or queries about the students and later on sent to all the parents that it concerns (International Society for Technology in Education, 2002).

There are online grading systems that are being used by the many secondary as well as elementary schools and the one that has been standardized by the district is Easy Grade Pro-however, there are a very few teachers who are making use of this system. I will be using this system in my technology plan for the class to grade the performance of my students (International Society for Technology in Education, 2002).

The importance of motivating children regarding the work done by them and the achievements made by them is often ignored by the parents as well as the teachers. I will be making use of the Web in order to publish the achievements of my students online. This will not only help me in motivating the students to do better but will also give the world an opportunity to see how the students in my class and school are doing (International Society for Technology in Education, 2002).

I will be making use of the tools that are now being given in a lot of schools to enable the students and the parents to communicate with the teachers online. This will not only enable the parents to keep a close look at the performance of the kids in the class but will also allow the students to communicate with me in case they have some confusions or queries about their homework or coursework (International Society for Technology in Education, 2002).

E-Rate is being used by the school which acts as a source to fund the eligible services. Therefore, I too will be making use of E-Rate in my technology plan for the class as this will help me with the telephone service, internet and the cellular service.

Rationale:

It is the strategic goal of XYZ School to enhance the communication between the stakeholders. The Technology Audit being used by the school requires that the parents access the internet in order to get to know about the performance of their children in a timely manner. There are also many researches that have been conducted on the communication among the parents and the teachers which suggests that the timely communication among the parents and teachers improves the quality of education being given to the students and this also helps the parents and teachers in finding out how well the technology is being used by the students and to what extent are they benefiting from it and what else could be done to enhance the level of education (NCES, 2002; NEIRTEC, 2002).

It is our plan to increase the use of XYZ Online Student Information System (OSIS) by the parents. The school also plans on shifting from SASIxp student information system to Aeries as, Aeries not only allows you to grade the performance of the students online but it will also enable the parents to view the performance of their kids online (NCES, 2002; NEIRTEC, 2002).

Therefore, I will be integrating Aeries in the technology plan for my class the moment that the school starts using it. A baseline will be established by us regarding the number of parents using Aeries in 2010-2011 and it is after this that we will be monitoring and reporting the annual usage (NCES, 2002; NEIRTEC, 2002).

I will be making use of a web-based interface for the interim as well as course grade for my class. At the moment this will be done by using OASIS however, the moment that Aeries is implemented in the school I will shift from Easy Grade Pro-grading system to Aeries grading. The parent use baseline data will be established (NCES, 2002; NEIRTEC, 2002).

For the purpose of collecting the data regarding attendance, discipline and demographics a web-based interface will be established by me (NCES, 2002; NEIRTEC, 2002).

I will also make efforts to encourage the administration of the school to provide the other staff members with the training on the usage of web-based interfaces as this will help me communicate the performance of my students in other courses to their parents (NCES, 2002; NEIRTEC, 2002).

I will also be encouraging the administration of the school to form a Website Standards team that will help in keeping the staff up-to-date about the schools web site (NCES, 2002; NEIRTEC, 2002).

When it comes to the safety of the students regarding the content that is posted about them on the internet a web content filter is used by the district. This software scans the information before it gets posted on the internet and sees the chances of any student getting bullied due to the information. This web content filter will be used by me in the technology plan as well as, I want the student to feel comfortable and motivated when it comes to the use of technology and not grow a negative attitude towards it (NCES, 2002; NEIRTEC, 2002).

Section Three: Integrating Instructional Technology

In this section I will basically be evaluating the hardware and the software being used by the teachers in our school with regards to the technology and the kind of impact that had on the quality of education being provided to the students.

My basic focus in making this plan is to strengthen the collaboration between home and school, improve the quality of teaching which would ultimately improve the quality if learning. It is my basic focus to implement all the basic sorts of technology in my course plan that would help me in achieving the targets that I have set regarding my class (Cradler, 2013).

The four pillars that must be included in a technology plan are: Infrastructure, software, hardware and the professional development (Cradler, 2013).

There are two basic categories that the software instruction and curriculum can be divided into:

Teaching and Learning Software Tools: the use of technology to improve the quality of education for the students as well as the teachers. Subscription-based electronic learning resources have enabled the teachers as well as the students to access more reliable and vast sources of information like they were never before able to do (Cradler, 2013).

Productivity Software Tools: the basic technology tools that have increased the usage of technology to the extent that it has changed the landscape of how work was done in the past and how it is being done today. Student information systems and the electronic gradin systems are an example of such tools (Cradler, 2013).

Productivity Tools

The most important thing when it comes to the use of technology even the most basic technology is to be able to understand hoe computer works in general. Therefore, only an individual who is literate with regards to the technology can make use of the productivity tools in an effective manner (Cradler, 2013).

Given below are some of the applications that are used in the productivity software:

word processing, e.g. Word, StarOffice

Graphics, e.g. Fireworks, PhotoShop, Gimp

e-mail, e.g. Novell GroupWise

Presentation, e.g. PowerPoint, StarOffice, SMART Notebook

Semantic mapping, e.g. Inspiration spreadsheet and graphing, e.g. Excel, StarOffice

Internet, e.g. browsers such as Internet Explorer, Safari, Firefox and the expertise of “search” tools and evaluation methods

Database, e.g. Access, MySQL

Streaming, e.g. Podcasting

Electronic grading, e.g. Easy Grade Pro

Collaboration tools, e.g. Adobe Acrobat, Webinars, Adobe Connect, Ning

Web authoring, e.g. DreamWeaver, NVu, Contribute, PHP, CSS Desktop publishing, e.g. Publisher, InDesign (Cradler, 2013).

Learning Tools

When the technology is used in order to learn and gain knowledge it is usually done is a manner that is in accordance with the different core curriculum practices and standards. Following are the learning tools that will be made use of by me in to facilitate the achievement of class goals:

Renaissance Learning: Accelerated Reader, Accelerated Math, STAR Reading, STAR Math Study Island: improvement software that works on the concept of subscription-based learning and is used at many schools GALE and other library databases: subscription-based reference tools

SMART Notebook software and supplemental “Gallery”

Distance learning and credit recovery: PLATO Online and Cyber High Learning Environment

Inspiration concept mapping

The availability of extensive reference and instructional resources through ed1stop

Rosetta Stone language learning software: used mainly for the learners of English but used in World Languages as well (Cradler, 2013).

ISTE Foundation of Technology Literacy

A lot of efforts have been made by the International Society for Technology Education (ISTE) to ensure that technology is made a part of our education system. ISTE is a national organization. The National Education Standards for Students/Teachers/Administrators have been created and altered by ISTE for a long time in order to ensure that technology plays a positive role in our education system (International Society for Technology in Education, 2002). http://www.iste.org/AM/Template.cfm?Section=NETS

The curricular framework is provided by the “Technology Foundation Standards for All Students” regarding the level of expectation for the students from kindergarten to grade 12 (International Society for Technology in Education, 2002).

Mentioned below are the six areas according to which the required skills are formed (International Society for Technology in Education, 2002):

Technology research tools

Basic operations and concepts

Technology communication tools

Social ethical and human issues

Technology problem-solving and decision-making tools.

Technology productivity tools

These six areas are in various stages of implementation in various schools in the district. However, right now there exists a strong need for the administration of our school to realize the fact that in order to take full advantage of the technologies available to us we need to transform our learning practices in a way that they become more research -based and investigative as, doing this would increase the quality of education being provided to the students (International Society for Technology in Education, 2002).

Section Four: Software to Support Assessment

It was in 2006 that a lot District Initiatives were launched. Some of these initiatives are data-driven decision-making; student centred learning; Learning Communities (PLC) and research-based interventions. The work that was done by Richard DuFour helped in the modelling of the PLC process. The basic idea behind the development of this process was to increase the learning experiences of the students as well as the way that the knowledge is being communicated to the students by the teacher. Therefore, I will be integrating this process in my technology plan as; it is already in accordance with my goals of sharing the data regarding the students which is a very important part of this process (Massachusetts Department of Education, 2007).

The current SASIxp system being used by the school will be replaced by Aeries, which will take effect on July 1, 2010. There are a lot of schools that are now using the electronic grading systems, in my opinion using Aeries will be very beneficial for my class as through it I will not only be able to do the grading online but the parents will be able to view the performance of their students on a regular basis too (Massachusetts Department of Education, 2007).

Results Now is another feature of Aeries which will highlight not only the STAR students but the ones that lacked behind as well. The program can work on group of students or individual students as well. Therefore, with the help of this feature of Aeries I will be able to understand in a better manner which students need my help the most and what are the areas that I need to focus more upon (Massachusetts Department of Education, 2007).

Grading:

Easy Grade Pro-is the grading system that is currently being used by our school and it helps the teachers in not only grading the students online but they can also post the grade online which helps the students in finding out about their performance in a timely manner. This grading system will be replaced by Aeries’ grading system ones it gets implemented in the school (Massachusetts Department of Education, 2007).

Another technology that I will be taking help of in order to access the performance of students is Exam View. This is software that would allow me to create tests and quizzes according to the difficulty level that is appropriate for my class and the courses that will be taught to them. The test can be conducted on papers or electronically. However, electronic tests would need for me to arrange enough computers for the students present in the class which can be a tough thing to do (Massachusetts Department of Education, 2007).

Rationale:

It is the strategic goal of XYZ to enhance the communication between the stakeholders. The Technology Audit being used by the school requires that the parents access the internet in order to get to know about the performance of their children in a timely manner. There are also many researches that have been conducted on the communication among the parents and the teachers which suggests that the timely communication among the parents and teachers improves the quality of education being given to the students and this also helps the parents and teachers in finding out how well the technology is being used by the students and to what extent are they benefiting from it and what else could be done to enhance the level of education (NCES, 2002; NEIRTEC, 2002).

Section Five: Technology Ethics in the Classroom

The teachers in XYZ school are very strict about the policies when it comes to plagiarism and the parents as well as students are given guidelines regarding the actions that will be taken against them in case that they commit plagiarism (McKenzie, 1998). The students are told about the disadvantages of using someone else’s work without giving them credit for it. However, there needs to be some software that would be able to observe the plagiarism being committed by the students and this software should be used from the smaller grade so that the children would learn it from the beginning to not commit plagiarism (McNabb et al., 1999).

I will be making use of such software to catch the plagiarism and I will explain the consequences of getting caught with plagiarism to the students beforehand so that they would understand what is at stake.

Section 6: A Reflective Essay

With the rapid growth in technology it has become very important for the schools to not only remain up-to-date but also ensure that the technology that they are implementing is accessible by the students and teachers whenever they need to use it (Valdez, 2013).

In today’s world the role played by the students in education industry has changed as they have now become prosumers meaning they are the consumers as well as the producers. Since, the students today are a lot more technology savvy then the teachers as they it is the younger generation that stays more up-to-date with the technology. Therefore, the teachers can take the help of the students in getting to know about the technology in a better manner (Valdez, 2013).

Encouragement can be given to the students to enable them to become more self-confident and involved with the teachers. Discussions and various other forms of exercises could he arranged in the classes to motivate the students to stay in touch with technology and use it for educational purposes along with entertainment. All this will help the students in learning to incorporate technology in their educational lives and this will help the teachers in a manner that they will be able to stay up-to-date about technology with the help if their students (Vedra, 2003).

Comprehensive Classroom Technology Plan

The technology that I will be integrating into my teaching plan will be done in such a manner that it would act in the enhancement of the quality of education being given by me and the knowledge being learned by the student rather than feeling like an add-on. This is only possible if appropriate technological tools are made use of and that too in a manner that they sync in with the curriculum.

Another important factor that I will be focusing upon is regular communication with the parent. This will right now be done with the help of emails and phone. However, once the school starts using Aeries the process will get a lot easier as the parents will then have access to the grades being assigned by me to the students on their day-to-day class performance. With the help of this electronic grading system the students too will be able to view their performance in class and find out their weak areas that they need to work upon.

There are a number of technological tools that I will be making use of such as the productivity software tools as well as the teaching and learning software tools. However, in order to use these tools I, myself will have to be able to stay up-to-date with the technology.

I will also be making use of the software to detect plagiarism and letting the students know what will happen to their grades in case plagiarism is detected in their work. This will help in building the sense of ethics in the students and they will also become used to making efforts to do their work rather than copy and pasting it from internet.

Conclusion

Incorporating latest technology into my teaching plan would help me as a teacher in accessing the performance of student as well as the quality of education being delivered by me as a teacher. This will also help the parents in keeping a proper check on the students and their day-to-day class activities. Therefore, in this teacher, student and the parents will know the weak areas that need to be worked upon.

References

Cradler, J. (n.d.). WestEd. Retrieved February, 2013, from Implementing Technology in Education: Recent Findings from Research and Evaluation Studies: http://www.wested.org/techpolicy/recapproach.html

Dexter, S. (2002). ETIPs — Educational technology integration and implementation principles. In P. (Rogers, Designing instruction for technology-enhanced learning (pp. 56-70). Hershey: Idea Group Publishing.

International Society for Technology in Education. (2002). NETS for Teachers. Retrieved November 2007, from National Education Technology Standards Project: http://cnets.iste.org/

Massachusetts Department of Education. (2007). Technology Self-Assessment Tool (TSAT). Retrieved February, 2013, from the Office of Instructional Technology: http://www.doe.mass.edu/odl/

Massachusetts Software Council Inc. (1998). Switched on Classroom. Retrieved February, 2013 from the Software Council: http://web.archive.org/web/19980614105406/www.swcouncil.org/136.stm

McKenzie, J. (1998, March). The WIRED classroom. Retrieved November, 2013 From Now on: http://www.fno.org/mar98/flotilla.html#anchor275428

McNabb, M.L., Valdez, G., Nowakowski, J., & Hawkes, M. (1999). Technology Connections for School Improvement: Planner’s Handbook. U.S. Department of Education. North Central Regional Educational Laboratory.

NCES. (2001, January). Technology @ Your Fingertips, Version 2.0. Retrieved February, 2013 from National Centre for Education Statistics: http://nces.ed.gov/pubs98/tech/ack.asp

Northeast and the Islands Regional Technology Consortium (NEIRTEC) project. (2002). Technology Briefs for No Child Left Behind Planners. United States of America: Education Development Centre, Inc.

Valdez, G. (n.d.). Building a Knowledge Base: Approaches to Learning. Retrieved February, 2013 from North Central Regional Educational Laboratory: http://web.archive.org/web/20050310062717/http://www.ncrel.org/tandl/build2.htm

Vedra, M. (May 2003). Englewood School District Comprehensive Plan for Educational Technology and Information Literacy. Englewood School District.