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RTI in the General Education Classroom
Bowling Green State University ScholarWorks@BGSU Honors Projects Honors College Spring 5-3-2016 Inclusive Settings: RTI in the General Education Classroom Brittany Graves [email protected] Follow this and additional works at: https://scholarworks.bgsu.edu/honorsprojects Part of the Curriculum and Instruction Commons, Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Educational Psychology Commons, Elementary Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, and the Special Education and Teaching Commons Repository Citation Graves, Brittany, "Inclusive Settings: RTI in the General Education Classroom" (2016). Honors Projects. 314. https://scholarworks.bgsu.edu/honorsprojects/314 This work is brought to you for free and open access by the Honors College at ScholarWorks@BGSU. It has been accepted for inclusion in Honors Projects by an authorized administrator of ScholarWorks@BGSU. Inclusive Settings: RTI in the General Education Classroom Brittany N. Graves Advisor 1 Chris Fluckinger, Ph.D. Advisor 2 Alfred DiVencenzo, M.Ed. Table of Contents Table of Contents pg. 1 Abstract pg. 3 The Dilemma as Presented Through My Pendulum Theory pg. 4 The Pendulum Theory [Figure 1] pg. 6 Overview of Response to Intervention (RTI) pg. 8 Response to Intervention Pyramid [Figure 2] pg. 9 Tier 1 pg. 10 Howard Gardner’s Multiple Intelligences [Figure 3] pg. 13 Tier 2 pg. 15 Tier 3 pg. 17 Field Work Setting pg. 19 Field Work Data Collection Methods & Results pg. 22 Staff Interview [Table 1] pg. 23 Staff Interview [Table 2] pg. -
A Parent's Guide to Response to Intervention
A Parent’s Guide to Response to Intervention (RTI) illions of school-age children experience diffi culties with learning. Their struggles in school may be due to factors such as cultural or language differences, poor attendance or a lack of appropriate instruction. In some cases, a disability Msuch as a learning disability can make learning diffi cult for a child. For years schools have attempted to provide help to these students using a variety of approaches — including programs such as special education and Title I. In recent years, Congress has added new provisions to our nation’s federal education laws — the Elementary and Secondary Education Act (ESEA) and the Individuals with Disabilities Education Act (IDEA 2004) — that are designed to encourage school districts to provide additional support for struggling students within general education. This support should be provided as early as possible — when students show the earliest signs of diffi culty. When students are allowed to fail, they often get further and further behind, making it more and more diffi cult to get them back on grade level. By helping students early, schools can keep every student on grade level and on track to graduate. While schools have attempted many ways to help struggling students, including those with disabilities, the current focus is on an improved, research-based process known as Response to Intervention (RTI). RTI is not a special kind of program or book. It is a way to help all students succeed, including struggling learners. Ultimately, the goal of RTI is to prevent failure and make all students successful learners. -
Michael Stephen Peachey
MICHAEL STEPHEN PEACHEY San Mateo, CA www.peachey.com . [email protected] . 415-786-7322 SUMMARY • User experIence advocate, product vIsIonary, executIve producer, and Internet technologIst wIth 15+ years of proven experIence building and leading cross-functional experience desIgn, product management, and engineerIng teams for enterprIse software products and mobIle and web end-user applIcatIons. • SenIor manager wIth P&L responsIbIlIty and a Total QualIty Management focus. • LeadershIp success wIth both start-up and enterprIse-grade teams. PROFESSIONAL EXPERIENCE SUMO LOGIC – ENTERPRISE SAAS, REDWOOD CITY, CA 2015 – PRESENT Business-to-developer cloud log management and analytics software. Vice President, Product Experience 01/2015 - present Built and led global user experience design and development team of 22. Redesigned processes and tools to enable Product and Engineering team success. Led HR and culture development projects. • Recruited and hired top desIgn and UI development talent to focus on cloud-based enterprIse software desIgn problems, successfully onboarding 15 candidates from 16 offers presented In 2015. • Championed a culture of mutual DesIgn and Development accountabilIty, reducIng effort, rework, and cycle times. • StandardIzed desIgn patterns to reduce desIgn rework, delIver a consIstent user experIence, and Increase development velocIty. • Re-engineered UI development processes and re-archItected GUI from Backbone to Angular and MaterIal, signIfIcantly Increasing output per developer and reducing design and dev rework. • Pivoted tech pubs from a homegrown Madcap Flair to Mindtouch, a modern SaaS platform integrated with CX touchpoints In Community, Support and Onboarding, and added capabIlItIes for user tracking and feedback analytics, and SEO optImIzatIon. • Gave voIce to CTO and Product teams though prototypIng of Ideas before desIgn and ImplementatIon, greatly acceleratIng consensus on product dIrectIon before engineerIng kickoff. -
Questions and Answers on Response to Intervention (RTI) and Early Intervening Services (EIS). (PDF)
Questions and Answers On Response to Intervention (RTI) and Early Intervening Services (EIS) January 2007 The final regulations for the reauthorized Individuals with Disabilities Education Act (IDEA) were published in the Federal Register on August 14, 2006, and became effective on October 13, 2006. Since publication of the final regulations, the Office of Special Education and Rehabilitative Services (OSERS) in the U.S. Department of Education has received requests for clarification of some of these regulations. This is one in a series of question and answer documents prepared by OSERS to address some of the most important issues raised by requests for clarification on a variety of high-interest topics. Generally, the questions, and corresponding answers, presented in this Q&A document required interpretation of IDEA and the regulations and the answers are not simply a restatement of the statutory or regulatory requirements. The responses presented in this document generally are informal guidance representing the interpretation of the Department of the applicable statutory or regulatory requirements in the context of the specific facts presented and are not legally binding. The Q&As are not intended to be a replacement for careful study of IDEA and the regulations. The statute, regulations, and other important documents related to IDEA and the regulations are found at https://sites.ed.gov/idea/. The final regulations incorporate new requirements regarding identifying children with specific learning disabilities (SLD) and early intervening -
Investigating Choices of Appropriate Devices for One-To-One Computing Initiatives in Schools Worldwide
International Journal of Information and Education Technology, Vol. 6, No. 10, October 2016 Investigating Choices of Appropriate Devices for One-to-One Computing Initiatives in Schools Worldwide M. Sirajul Islam and Annika Andersson schools should be governed by “creating an environment in Abstract—The use of technology in schools is rapidly which the child will become highly involved in experience of increasing – today most notably through the one-to-one (1:1) a kind to provide rich soil for the growth in intuitions and programs that are being implemented all around the world. concepts for dealing with thinking, learning, playing, and so Considering how new technologies are emerging fast and obsoleting others in schools, there is a need to continuously on” [5]. In this direction, one of the first practical initiatives monitor and understand the features of various devices in terms on implementing constructionist learning for children with of embedded technology and interaction with users. This paper computers was the development of programming language therefore presents the nature of computing devices used in 1:1 called „Logo‟ in 1967. Following such initiatives, Alan C. computing programs in schools around the world, including Kay, who was closely associated with Papert for promoting investigating the benefits and drawbacks, by means of a and implementing computer based educational constructivism, systematic literature review and a survey conducted in some schools in Sweden. The paper also presents findings based on developed a laptop computer for children in 1970 based on how the various uses of technology affect cooperation practices the sketches of the KiddiComp called „Daynabook‟ as well as personal exploration. -
Getting Started Computing at the Al Lab by Christopher C. Stacy Abstract
MASSACHUSETTS INSTITUTE OF TECHNOLOGY ARTIFICIAL INTELLI..IGENCE LABORATORY WORKING PAPER 235 7 September 1982 Getting Started Computing at the Al Lab by Christopher C. Stacy Abstract This document describes the computing facilities at the M.I.T. Artificial Intelligence Laboratory, and explains how to get started using them. It is intended as an orientation document for newcomers to the lab, and will be updated by the author from time to time. A.I. Laboratory Working Papers are produced for internal circulation. and may contain information that is, for example, too preliminary or too detailed for formal publication. It is not intended that they should be considered papers to which reference can be made in the literature. a MASACHUSETS INSTITUTE OF TECHNOLOGY 1982 Getting Started Table of Contents Page i Table of Contents 1. Introduction 1 1.1. Lisp Machines 2 1.2. Timesharing 3 1.3. Other Computers 3 1.3.1. Field Engineering 3 1.3.2. Vision and Robotics 3 1.3.3. Music 4 1,3.4. Altos 4 1.4. Output Peripherals 4 1.5. Other Machines 5 1.6. Terminals 5 2. Networks 7 2.1. The ARPAnet 7 2.2. The Chaosnet 7 2.3. Services 8 2.3.1. TELNET/SUPDUP 8 2.3.2. FTP 8 2.4. Mail 9 2.4.1. Processing Mail 9 2.4.2. Ettiquette 9 2.5. Mailing Lists 10 2.5.1. BBoards 11 2.6. Finger/Inquire 11 2.7. TIPs and TACs 12 2.7.1. ARPAnet TAC 12 2.7.2. Chaosnet TIP 13 3. -
Identifying Learning Disabilities in the Context of Response to Intervention
3/7/2016 Identify Children with LD Within ResponsetoIntervention | RTI Action Network About Us Checklists SLD ID Toolkit Blog Contact Us Glossary Login PARENTS & FAMILIES PREK K5 MIDDLE SCHOOL HIGH SCHOOL HIGHER ED Learn About RTI What is RTI? Identifying Learning Disabilities in the Context of Response to Research Support for RTI Intervention: A Hybrid Model LD Identification by Jack M. Fletcher, Ph.D., University of Houston Diversity and Disproportionality PRINT EMAIL SHARE Behavior Supports RTI in PreKindergarten The formal incorporation of ResponsetoIntervention (RTI) models in the RTI in Secondary Schools 2004 reauthorization of the Individuals with Disabilities in Education Act ADDITIONAL ARTICLES (IDEA 2004; USDOE, 2004) signals a major change in approaches that The Role of RTI in LD Identification Get Started schools may use to identify students as eligible for special education in the Position Statement on Determination learning disability (LD) category. Schoolbased interdisciplinary teams must of Specific Learning Disabilities contend with these changes to identify children with LD, determine their Making Decisions About Adequate Include Essential Components Progress in Tier 2 eligibility for special education, and most importantly, develop effective intervention approaches. Reviewing the historical definitions of LD and Connect With Others articulating the scientific basis for the changes in identification and intervention introduced by IDEA 2004 may provide some insight into how ADDITIONAL RESOURCES Professional Learning National Center for Learning the recent changes affect the accuracy and utility of diagnostic decision Disabilities making in the area of LD. National Research Center on Learning Disabilities Get Email Updates Changes in IDEA: 1968 to 2004 Response to Intervention A Primer RTI Talk: Response to Intervention Sign up to receive the RTI Action and IDEA LD Identification in the RTI Network enewsletter. -
Edutainment Case Study
What in the World Happened to Carmen Sandiego? The Edutainment Era: Debunking Myths and Sharing Lessons Learned Carly Shuler The Joan Ganz Cooney Center at Sesame Workshop Fall 2012 1 © The Joan Ganz Cooney Center 2012. All rights reserved. The mission of the Joan Ganz Cooney Center at Sesame Workshop is to harness digital media teChnologies to advanCe Children’s learning. The Center supports aCtion researCh, enCourages partnerships to ConneCt Child development experts and educators with interactive media and teChnology leaders, and mobilizes publiC and private investment in promising and proven new media teChnologies for Children. For more information, visit www.joanganzCooneyCenter.org. The Joan Ganz Cooney Center has a deep Commitment toward dissemination of useful and timely researCh. Working Closely with our Cooney Fellows, national advisors, media sCholars, and praCtitioners, the Center publishes industry, poliCy, and researCh briefs examining key issues in the field of digital media and learning. No part of this publiCation may be reproduCed or transmitted in any form or by any means, eleCtroniC or meChaniCal, inCluding photoCopy, or any information storage and retrieval system, without permission from the Joan Ganz Cooney Center at Sesame Workshop. For permission to reproduCe exCerpts from this report, please ContaCt: Attn: PubliCations Department, The Joan Ganz Cooney Center at Sesame Workshop One Lincoln Plaza New York, NY 10023 p: 212 595 3456 f: 212 875 7308 [email protected] Suggested Citation: Shuler, C. (2012). Where in the World is Carmen Sandiego? The Edutainment Era: Debunking Myths and Sharing Lessons Learned. New York: The Joan Ganz Cooney Center at Sesame Workshop. -
Review Dell Latitude D430 Subnotebook - Notebookcheck.Net Reviews Page 1 of 5
Review Dell Latitude D430 Subnotebook - Notebookcheck.net Reviews Page 1 of 5 Home News Reviews FAQ / Tips / Technics Purchase Consultation Library Search Jobs Contact Review Dell Latitude D430 Subnotebook Road Warrior. The Dell Latitude D430 proves to be an exemplary companion in our review. The up to now smallest no the Latitude series is quiet, compact, light, and its workmanship is good. The runtime of the small 42 Wh is due to special energy-saving components up to 6 hours. Despite being equipped with low-energy com the frugal Core 2 Duo processor with 1.2 GHz clock rate combined with very fast SSD hard disk is suffic powerful for daily business. Reviewed: Dell Latitude D430 Subnotebook Notebook specifications Dell Latitude D430 :: Processor Intel Core 2 Duo U7600 1.2 GHz (Intel Core 2 Duo) Working for Notebookcheck :: Mainboard Are you a loyal reader of notebookcheck? Are you the one Intel 945GMS all your friends turn to when they want to buy a laptop or :: Memory tablet-PC? Are you a techie who knows how to write? 1024 MB, PC2-4200, 266 MHz Case Then join our Team! :: Graphics adapter The 12 inch Dell Latitude D430 by Dell, an American direct shipper, is up to now the smallest notebook Intel Graphics Media Accelerator Especially wanted: Latitude series. It was especially designed for business customers. So, the choice of forms and colou (GMA) 950 Senior Editor - Details here German-English-Translator - Details here business-like too. Bright grey and black dominate the look of this light portable computer, which weigh :: Display 1.5 kg. -
Selected Filmography of Digital Culture and New Media Art
Dejan Grba SELECTED FILMOGRAPHY OF DIGITAL CULTURE AND NEW MEDIA ART This filmography comprises feature films, documentaries, TV shows, series and reports about digital culture and new media art. The selected feature films reflect the informatization of society, economy and politics in various ways, primarily on the conceptual and narrative plan. Feature films that directly thematize the digital paradigm can be found in the Film Lists section. Each entry is referenced with basic filmographic data: director’s name, title and production year, and production details are available online at IMDB, FilmWeb, FindAnyFilm, Metacritic etc. The coloured titles are links. Feature films Fritz Lang, Metropolis, 1926. Fritz Lang, M, 1931. William Cameron Menzies, Things to Come, 1936. Fritz Lang, The Thousand Eyes of Dr. Mabuse, 1960. Sidney Lumet, Fail-Safe, 1964. James B. Harris, The Bedford Incident, 1965. Jean-Luc Godard, Alphaville, 1965. Joseph Sargent, Colossus: The Forbin Project, 1970. Henri Verneuil, Le serpent, 1973. Alan J. Pakula, The Parallax View, 1974. Francis Ford Coppola, The Conversation, 1974. Sidney Pollack, The Three Days of Condor, 1975. George P. Cosmatos, The Cassandra Crossing, 1976. Sidney Lumet, Network, 1976. Robert Aldrich, Twilight's Last Gleaming, 1977. Michael Crichton, Coma, 1978. Brian De Palma, Blow Out, 1981. Steven Lisberger, Tron, 1982. Godfrey Reggio, Koyaanisqatsi, 1983. John Badham, WarGames, 1983. Roger Donaldson, No Way Out, 1987. F. Gary Gray, The Negotiator, 1988. John McTiernan, Die Hard, 1988. Phil Alden Robinson, Sneakers, 1992. Andrew Davis, The Fugitive, 1993. David Fincher, The Game, 1997. David Cronenberg, eXistenZ, 1999. Frank Oz, The Score, 2001. Tony Scott, Spy Game, 2001. -
TAXONOMY for MOBILE TERMINALS a Selective Classification Scheme
TAXONOMY FOR MOBILE TERMINALS A Selective Classification Scheme Gunther Schiefer and Michael Decker Institute of Applied Informatics and Formal Description Method, University Karlsruhe (TH), 76128 Karlsruhe, Germany Keywords: Simple Phone, Feature Phone, Smartphone, Handheld, Web-Tablet, Netbook, Mobile PC, Tablet-PC, classification, mobile Terminal. Abstract: There is a great number of different types of mobile computing devices like cellular phones, Handhelds and notebooks. However in literature so far there is no common accepted definition for these terminal types. Es- pecially the term “Smartphone” is used for very different types of mobile phones. In our article we therefore propose a comprehensive taxonomy for mobile terminals that clearly distinguishes between different classes of terminals. 1 MOBILE TERMINALS is that mobile computing is a rather new technology so a market consolidation like that for personal desk- Everyday life without mobile terminals is almost top computers didn't take place yet. There are also unthinkable. With the increasing use of them for a many application scenarios for mobile computers multiplicity of tasks the equipment variants increase with different requirements so it is necessary to have likewise. At present the most popular mobile termi- mobile terminals especially developed for individual nals with the highest penetrations rates are mobile fields of applications. To get an impression of the great variety of mobile terminals one can refer to the phones and Feature Phones. According to Kuhn 1 (Kuhn, 2004) a mobile terminal is a portable com- WURFL project which assembles a profile database puter-assisted communication system with inde- with information about capabilities of different mo- pendent data processing capacity, which can com- bile terminals: the file comprehends over 5.000 municate as endpoint of a wireless connection with different profiles. -
(12) United States Patent (10) Patent No.: US 9.408,076 B2 Chen Et Al
USOO9408076B2 (12) United States Patent (10) Patent No.: US 9.408,076 B2 Chen et al. (45) Date of Patent: Aug. 2, 2016 (54) SENSOR-ASSISTED BIOMETRIC (56) References Cited AUTHENTICATION FOR SMARTPHONES U.S. PATENT DOCUMENTS (71) Applicant: The Regents of the University of California, Oakland, CA (US) 8,542,879 B1* 9/2013 Nechyba ............ GO6K9/00228 382,103 (72) Inventors: Shaxun Chen, Menlo Park, CA (US); 8,805,110 B2 * 8/2014 Rhoads ......................... 382/255 Amit Pande, Davis, CA (US); Prasant 8,913,004 B1* 12/2014 Bozarth ............. GO6K9/OO604 Mohapatra, Davis, CA (US) 345,156 20080118152 A1* 5/2008 Thorn ................... G06F 1,3218 (73) Assignee: The Regents of the University of 382,190 California, Oakland, CA (US) 2014/0025973 A1* 1/2014 Schillings ................ H04Q 9/00 T13,323 (*) Notice: Subject to any disclaimer, the term of this 2015/00 19440 A1* 1/2015 Yang ...................... G06Q 20/36 patent is extended or adjusted under 35 705/65 U.S.C. 154(b) by 0 days. 2015,0055821 A1* 2, 2015 Fotland ................ GO6K 9,3241 382,103 (21) Appl. No.: 14/711,631 * cited by examiner (22) Filed: May 13, 2015 Primary Examiner — Khai MNguyen (65) Prior Publication Data (74) Attorney, Agent, or Firm — Park, Vaughan, Fleming & US 2015/0334567 A1 Nov. 19, 2015 Dowler LLP, Laxman Sahasrabuddhe (57) ABSTRACT Related U.S. Application Data During a technique for authenticating a user using a portable (60) Provisional application No. 61/993,017, filed on May electronic device (such aS a smartphone) while preventing 14, 2014. Successful 2D media attacks and virtual-camera attacks, the portable electronic device provides an instruction to a user to (51) Int.