Annotated Bibliography #4

Annotated Bibliography #4

Works Cited:
Lee, E. (2009).  Acuity Learning Based Assessment.  Retrieved October 7, 2010,  from,     http://www.ehow.com/about_5509401_acuity-learning-based-assessment.html.


Summary:
    The article I read this was is entitled Acuity Learning Based Assessment.  I selected this particular article based on my experience utilizing this specific technology tool in the academic areas of Language Arts, Mathematics, and Social Studies.   The Acuity assessment system is based on the assessment standards of each state.   As the article notes, there are three predictive benchmarks per grade for math, reading, and language arts.  Additionally, there are also four diagnostic assessments per grade for math, reading, and language arts.  The assessments utilized are of formative and interim nature.  Instructional exercises are also included with this program for guided practice.   Through the help of this program, teachers can track and evaluate the progress of students at every stage of instruction.  Diagnostic reports specify mistakes made by students.  Consequently, teachers can easily target the skills that students had the most difficulty with in regards to the assessment.  The program also helps educators measure the growth and progress of the performance of each student by indicating the strengths and weaknesses of students.  By implementing the included instructional exercises, students can better meet the needs of the students by targeting skills that need further development.

Discussion/Reflection:
    We utilize the Acuity learning assessment in our corporation.  We have done so for the past several years.  Overall, the students seem to enjoy the opportunity to test on the computer rather than pencil and paper.  One thing that we have started utilizing Acuity for is for data collection in working with our RTI groups.  Acuity specifically targets areas of difficulty for students.  Therefore, we can look at the reports generated once testing has been completed and identify specific standards that are difficult for students.  As a result, we are better able to gear our small group instruction toward those areas of weakness, thus preparing our students for future tests.  Additionally, once testing has been completed, the teachers can develop “tutorials” for individual students or groups of students based on the data obtained from the assessment.  This allows the students to gain additional remediation in areas of weakness while meeting the needs of the other students in the classroom as well.  Again, the students welcome the opportunity to work on the computer to enhance skills in designated areas.  Teachers need to have TK to help the students understand how to progress through the stages of Acuity.  Each student has a login and a password.  Once logged on, students will advance through the various stages depending on whether the students are testing or practicing.  Additionally, the teachers must also have PCK as well.  In order for the students to be successful with Acuity, the teachers must instill the knowledge the students need in regards to the standards.  Acuity is an example of TPACK in that it involves all areas of knowledge specified.  Although there are students that need to be monitored closely so that they do not just rush through, generally the students seem to enjoy and benefit from the practice provided through Acuity.

information

Just checking to see if this is working this evening!  Have a great weekend!

Annotated Bibliography #3

Works Cited:
Dill, Margo.  (2010).  Creative ways to improve reading.  Retrieved September 27, 2010, from
     http://www.ehow.com/print/list_6072231_creative-ways-improve-reading.html

Summary:
The article that I selected to read this week is titled Creative Ways to Improve Reading.  My primary focus throughout each annotated bibliography has been connected to my interest in Response to Intervention (RtI).  As the school year continues, this component continues to be a hot topic in regards to remediating students' abilities in the areas of reading and mathematics.  Consequently, my interest is sparked by all information I can get my hands on to help me better understand and assist students.  This particular article presented a variety of techniques to utilize in the classroom to improve student performance in the area of reading such as Buddy Reading and Book Clubs, Audio Books, and Technology to name a few of the suggestions.  Within the article itself, links are provided under the specified heading to connect readers to incredible information in regards to each suggestion presented in the article.  In addition to this particular article, the website itself is designed to provide teachers, students, and parents with a wide variety of tools to improve student performance in the area of reading.  Included on this website are related topics and articles, all at your fingertips.  The primary focus of this particular article provided me with information that will assist me in developing my skills further so that I may assist my students in the area of reading.

Reflection:
Overall, I found this article/website to be very helpful.  I was amazed at the information I could easily access and obtain by clicking on the various links supplied throughout the article and website.  In addition to related topics and articles, there were also fantastic strategies to incorporate in the classroom readily available.  In my opinion, Response to Intervention (RtI) is a component that is going to be around for quite some time.  I believe that this particular article/website could eliminate some of the stress for teachers as well as provide additional insight for teachers and parents alike.  I am excited to share this information with colleagues.

Annotated Bibliography #2

Annotated Bibliography #2

Works Cited:

RTI Wire:  Your Site for RTI Resources.  (n.d.).  School-Based Intervention Teams Web Site.  Retrieved

           September 14, 2010, from http://jimwrightonline.com/php/rti/rti_wire.php

Summary:

The particular selection I chose to read for this week's annotated bibliography builds off of last week in regards to the subject matter.  However, this specific selection actually incorporates a wide variety of information in regards to technology and RTI.  The selection provides a wealth of information regarding RTI (Response to Intervention) internet resources.  The selection targets areas of interest for "new learners" as well as providing numerous links to explore involving material the successfully implement RTI.  The selection provides information regarding the following areas of interest; understanding the model, utilizing teams to problem-solve, selecting the right intervention, monitoring student progress, and graph data for visual analysis.  The links listed under the heading include valuable information from RTI sites to utilize for students to graphs that keep track and help monitor progress monitoring throughout the RTI process.  This is especially helpful for teachers as they decipher what sites are available for students and what sites are RTI ready and capable.  Furthermore, the sites are broken specifically into subject matter such as reading strategies and interventions, as well as reading, math, and writing interventions.  Overall, this is a tool that could potentially be very useful to all educators implementing RTI.

Reflection:

As I discussed in last week's annotated bibliography, one major obstacle that I face as a special education teacher is utilizing technology in the classroom.  I do not have "my own class", but I do have the opportunity to work with students in the general education setting with their general education teacher.  Nevertheless, I believe that this selection would easily be incorporated to any classroom.  Furthermore, I firmly believe that technology greatly enhances the knowledge and ability of students.  This particular selection is one that can be utilized by all teachers to ensure success for students.  I am especially appreciative of the fact that there are multiple links that include reading interventions and reading strategies, as well as reading, math, and writing interventions.  Taking the "guess work" out of the search really permits me to focus on what I want the students to learn.  The time spent on searching endless sites is taken out of the equation completely with the assistance of this selection.  The one obstacle that I may encounter however, remains to be the lack of access available to this recommended sites.  This is one issue that as a team within our building, we are trying to work through with our Technology Assistant.  In order to appropriately utilize the technology available to us, we must also have access to do so in a functional way.  I firmly believe that technology is very beneficial on many levels, not only to students, but to teachers as well.  With this selection, I have found a way to incorporate technology and RTI without compromising the students' learning.  I have sites and information that is readily available.



Annotated Bibliography #2 (Problem)

Hello everyone!  I just wanted to apologize for the delay in sending out this week's annotated bibliography.  I have attempted several times to copy and paste, however, each time I "paste" my document here, my computer literally shuts down.  I will continue to try to send the document in this fashion.  Thank you for your patience.

Deena

Annotated Bibliography #1

Annotated Bibliography #1

Works Cited:

Hughes, C., Dexter, D. (n.d). Field Studies of RTI Programs. RTI Action Network-


         Home. Retrieved September 8, 2010, from http://rtinetwork.org/


I am a resource teacher for students in Kindergarten through third grade. The special education services utilized by our particular school corporation is that of inclusion. Therefore, I tend to work with students in their general education classrooms. I have the opportunity to co-teach with the general education teachers on a daily basis. However, my role varies from day-to-day. This year my role will change dramatically. This is because of the prevalent push for RTI (Response to Intervention). Although we have been implementing RTI for the last 2 years, this year is different in that we recently moved to a 4-Tier Model with four elementary buildings (grades Kindergarten-third grade); two intermediate buildings (grades four-six); one Jr. High School (grades seven and eight); and one high school (grades nine-twelve). In addition, we decreased our student school day by 30 minutes. Needless to say, that has a significant impact on instruction and the delivery of that instruction. In this regard, my time will be spent implementing appropriate RTI programs and strategies alongside the general education teachers. Together, we will have the opportunity to study and discover what programs are available and which of those programs can be utilized to best meet the needs of our students.



As I mentioned previously, within our building, we have been implementing RTI programs and strategies for the last two years. With the beginning of each year, teachers appear to be more comfortable with this process. In addition, RTI has provided us with some information in regards to test scores and growth over the course of the year that indicate that implementing RTI appropriately and effectively does truly have a profound impact on our students.



Needless to say, I have a great interest in RTI. Consequently, I am eager to learn more about the positive effects of utilizing the programs and strategies involved with RTI. I am learning that there are numerous programs available, but not all programs provide the same support for all students. It is in my quest to learn more that I found my article regarding field studies of RTI programs.



Summary

The article I read looked at RTI in the following areas: reading, math, academically related behaviors, general academic performance, and referral and placement rates. This particular study was conducted to determine what, if any, impact RTI had on students in the previously mentioned areas. Furthermore, the article went into depth in regards to the Tier level in regards to RTI whether it be at a Tier 2 or Tier 3. In Tier 2, instruction groups were small and met three times per week for 10-20 minutes. The Tier 3 small group met daily for 30 minutes. The study reported that, “All students showed large gains on reading measures, especially those exposed to 30 weeks of intervention”, (Hughes, C., Dexter, D. n.d.). Furthermore, the article also indicates that RTI programs did in fact improve student ability especially in the area of reading skills for elementary students. The article also made a direct connection to the impact of implementing RTI programs for at-risk students. One targeted finding that I found compelling was the impact RTI has on referral and placement rates. When implanted correctly, RTI can assist students in areas of weakness. I did experience the benefits of RTI not only in regards to progress made over the course of the year, but also in regards to the referral process for special education. Prior to RTI, referrals were based greatly on observation, behavior, and grades. Not that these referrals were not without merit, but there were occasions when I spent a great deal of time testing students instead of teaching only to find out that the students did not qualify for special education. However, now with RTI, by the time that we actually reach the referral process, we have a good handle on the needs of the student in regards to academics and behavior. Steps have already been taken to assist the student throughout the day. This has helped tremendously.



Overall, I found the article to be insightful and supportive of implementing RTI. Hughes and Dexter (n.d.) did note that as with many issues in education, it is critical to have “Teacher buy-in, extensive, ongoing professional development, administrative support at all levels, involvement of all school personnel, and adequate meeting time for coordination.” This seems to be the movement of education at this point. Consequently, I want to be sure that I am continually learning all that I can about possible programs and strategies to use with the wide variety of students.

Reflective Paper #1

Reflection Paper #1

As a resource teacher for students in Kindergarten through third grade, I have the wonderful opportunity to work with a wide variety of age groups. Additionally, I work with students with a wide variety of needs. Not only do I have the opportunity to work with students who have been identified eligible for special education services, but I also work with general education population as well. Our special education services are provided in an inclusion setting which means that my time is spent co-teaching with other teachers typically in their classrooms. This is truly a very rewarding experience not only for me, but for the students as well.



Regardless of the age or need of the student, one component that remains constant for all students to be successful is that of literacy. To me, literacy is the ability to read and write. These two skills are essential for all people regardless of age, gender, grade, nationality, etc. Literacy involves the ability to communicate through these skills. Therefore, it is critical for all students to begin building a solid foundation in the area of literacy as they begin their educational journey that will eventually extend into adulthood and independence. Developing literacy at an early age is crucial in helping students become life-long learners. Literacy, to me, is the core component of providing a sound education for the students of today as well as tomorrow.



As I mentioned previously, I provide special education services in an inclusion setting which does not lend itself to utilizing technology on a daily basis. I do have the opportunity to co-teach with general education teachers, but typically I am there to provide additional support when needed and not necessarily to develop lesson plans. I certainly believe that technology is very important in assisting the students in their learning. However, I have not really considered the impact that technology potentially could have on literacy. Up until beginning work in the Curriculum and Instruction master’s program, I viewed literacy and technology as two separate entities. That is not to say that I have not utilized technology to enhance literacy, I just have not considered the true power of combining these two elements to help students reach their full potential. Over the course of my journey through this program, I have learned about numerous ways to incorporate technology into the classroom. I have been inspired to take a step into the 21st Century Skills classroom to help my students become learners that are intrinsically motivated to want to learn more. I want my students to become seekers of knowledge! Technology can open the world to the students to ensure that this will actually happen.



Although I do try to utilize some technology in the classroom, overall my knowledge of technology is somewhat limited. I am eager to learn more about utilizing technology in the classroom, but I find that I am a digital immigrant. I did not “grow up” with technology. Nevertheless, times have changed dramatically and in order to help my students reach their full potential, I must take that step into the great unknown and explore all of the wonderful opportunities that await all of us. I am familiar with technology in regards to devices my students have utilized in the classroom such as the Alpha Smart and programs that can be utilized to help students such as software to enlarge print, text to read, large keyboards, etc. Each of these tools have been such an integral part of many students’ education. Utilizing these types of devices make communication more accessible for students. These tools have had such a profound impact for students. I have witnessed first hand the improvement of literacy, the ability to read and write, for several students. What a fantastic experience to see a child begin to excel in an area that was such a struggle previously by introducing this piece of technology. Students, in general, are excited when technology is utilized in the classroom. I believe that the students feel empowered as they set out on a quest for knowledge. Certainly, there needs to be much support and guidance from the start, but if we provide that support and guidance, we have the awesome power to help students begin to take forward steps on their own. Karchmer (2001, p. 448) notes that, “As the Internet becomes an important part of education, and as literacy is redefined by this new technology, it will be mandatory that teachers integrate this new resource with daily instruction so student can learn how to develop the new literacies this technology permits.” This is such a profound statement that we, as educators, need to take to heart.



Literacy and technology are two components that have the capability to provide the ultimate learning environment for students if utilized effectively and appropriately. Unfortunately, although I see the benefits of utilizing technology, I often find myself frustrated by the overwhelming “waves” of information. Information, that if taught and practiced, could benefit students. However, I find that too often the information is just presented then left. Just as Karchmer (2001, p. 449) indicates, “Possibly the most pressing reason teachers do not use technology in their classrooms may be the lack of substantial training provided by the teacher education and staff development programs.” I can completely relate to this. I have had some great introductions to technology, but that is as far as it goes. Unless there are expert teachers in the building, it is difficult to implement technology without proper training. Additionally, another area that I struggle with is utilizing web learning links. Many teachers have created wonderful web pages for their students and their parents. However, many times these web sites cannot be accessed at school because they have been blocked for one reason or another. Frustration really sets in when so much time is spent developing these pages only to find that students are not able to access them. I realize that this may seem like a small dilemma, but is still presents a level of frustration none the less.



Overall, I firmly believe that technology can positively impact literacy when provided with the proper training needed to implement that technology. Generally speaking, many of the students we work with today have grown up in a world full of technology. Their world consists of multiple technology devices. Along with the devices, these students bring with them the knowledge and understanding of how these items work. Students are beyond the days of seat work when worksheets were endless and the “spoon-fed” knowledge was delivered. Today, we live in a world when knowledge is abundant and waiting to be accessed by anyone and everyone. Gone are the days of lecture. Now, students have the ability to interact with others from all around the world. It is only a fingertip away and it is my belief that it is my responsibility to provide my students with the knowledge necessary to be successful in today’s society.
 
 
 
References:
Karchmer, R. (2001). The journey ahead: thirteen teachers report how the internet influences literacy and literacy instruction in their K-12 classrooms. Reading Research Quarterly, 36(4), 442-466.