Using Data to Drive Instruction: A Comparative Study of Lexia Scores to Other Reading Assessments, Attendance, Grades, and Behavior

2018 ◽  
Vol 9 (04) ◽  
pp. 20318-20344
Author(s):  
Dr. Felicia Sawyer ◽  
Dr. Bobbie Little ◽  
Dr. Darlene Cantey ◽  
Principal Lionel Martin
Keyword(s):  
Kindergarten Readiness ◽  
Reading Program ◽  
Assessment System ◽  
Independent Practice ◽  
Office Referrals ◽  
Readiness Assessment ◽  
Student Progress ◽  
Benchmark Assessment ◽  
Report Card Grades ◽  
Using Data

The purpose of this study is to analyze student progress after the frequent usage of a computerized reading program that provides phonics instruction and gives students independent practice in basic reading skills. Further, the study observes and analyzes the correlation between student progress in Lexia to progress report grades, report card grades, attendance, office referrals for poor behavior, the Fountas and Pinnell Benchmark Assessment System (BAS) scores, Kindergarten Readiness Assessment (KRA) language and social scores, and the Reading Inventory scores (RI).     

scholarly journals Polypharmacy Increases Risk of Dyspnea Among Adults With Serious, Life-Limiting Diseases

2019 ◽  
Vol 37 (4) ◽  
pp. 278-285 ◽  
Author(s):  
Kathleen M. Akgün ◽  
Supriya Krishnan ◽  
Shelli L. Feder ◽  
Janet Tate ◽  
Jean S. Kutner ◽  
...  
Keyword(s):  
Symptom Assessment ◽  
Assessment System ◽  
Advanced Illness ◽  
Cross Sectional ◽  
Chronic Medication ◽  
Parallel Group ◽  
Increased Risk ◽  
Dyspnea Score ◽  
The Mean ◽  
Using Data

Background: Polypharmacy is associated with dyspnea in cross-sectional studies, but associations have not been determined in longitudinal analyses. Statins are commonly prescribed but their contribution to dyspnea is unknown. We determined whether polypharmacy was associated with dyspnea trajectory over time in adults with advanced illness enrolled in a statin discontinuation trial, overall, and in models stratified by statin discontinuation. Methods: Using data from a parallel-group unblinded pragmatic clinical trial (patients on statins ≥3 months with life expectancy of 1 month to 1 year, enrolled in the parent study between June 3, 2011, and May 2, 2013, n = 308/381 [81%]), we restricted analyses to patients with available baseline medication count and ≥1 dyspnea score. Polypharmacy was assessed by self-reported chronic medication count. Dyspnea trajectory group, our primary outcome, was determined over 24 weeks using the Edmonton Symptom Assessment System. Results: The mean age of the patients was 73.8 years (standard deviation [SD]: ±11.0) and the mean medication count was 11.6 (SD: ±5.0). We identified 3 dyspnea trajectory groups: none (n = 108), mild (n = 130), and moderate–severe (n = 70). Statins were discontinued in 51.8%, 48.5%, and 42.9% of patients, respectively. In multivariable models adjusting for age, sex, diagnosis, and statin discontinuation, each additional medication was associated with 8% (odds ratio [OR] = 1.08 [1.01-1.14]) and 16% (OR = 1.16 [1.08-1.25]) increased risk for mild and moderate–severe dyspnea, respectively. In stratified models, polypharmacy was associated with dyspnea in the statin continuation group only (mild OR = 1.12 [1.01-1.24], moderate–severe OR = 1.24 [1.11-1.39]) versus statin discontinuation (mild OR = 1.03 [0.95-1.12], and moderate–severe OR = 1.09 [0.98-1.22]). Conclusion: Polypharmacy was strongly associated with dyspnea. Prospective interventions to decrease polypharmacy may impact dyspnea symptoms, especially for statins.

scholarly journals Is more child-initiated always better? Exploring relations between child-initiated instruction and preschoolers’ school readiness

2022 ◽  
Author(s):  
Julie Vaisarova ◽  
Arthur J. Reynolds
Keyword(s):  
School Readiness ◽  
Instructional Practices ◽  
Measurement Tool ◽  
Learning And Development ◽  
Readiness Assessment ◽  
Main Effect ◽  
Sociodemographic Risk ◽  
Using Data ◽  
Shaped Pattern ◽  
Activity Report

AbstractAlthough research suggests that the use of child-initiated vs. teacher-directed instructional practices in early childhood education has implications for learning and development, the precise nature of these effects remains unclear. Using data from the Midwest Child-Parent Center (CPC) Expansion Project, the present study examined the possibility that a blend of child- and teacher-directed practices best promotes school readiness among preschoolers experiencing high levels of sociodemographic risk and explored whether the optimal blend varies based on child characteristics. Sixty-two CPC preschool teachers reported their instructional practices throughout the year, using a newly developed questionnaire—the Classroom Activity Report (CAR). The average reported proportion of child-initiated instruction was examined in relation to students’ end-of-year performance on a routine school readiness assessment (N = 1289). Although there was no main effect of child-initiated instruction on school readiness, there was a significant interaction between instruction and student age. Four-year-olds’ school readiness generally improved as the proportion of child-initiated time increased, while 3-year-olds showed a U-shaped pattern. The present findings add to the evidence that child-initiated instruction might support preschoolers’ school readiness, although they also suggest this relation may not always be linear. They also point to the importance of examining instructional strategies in relation to student characteristics, in order to tailor strategies to the student population. The CAR has potential as a brief, practical measurement tool that can support program monitoring and professional development.

scholarly journals Patterns of Islamic Education Learning in Applying 2013 Curriculum in SMPN 27 Medan

2020 ◽  
Vol 3 (3) ◽  
pp. 1551-1557
Author(s):  
Ali Imran Sinaga ◽  
Salamuddin Salamuddin ◽  
Dewi Khairini
Keyword(s):  
Data Collection ◽  
Learning Strategies ◽  
Religious Education ◽  
Assessment System ◽  
Interview Method ◽  
Active Learning Strategies ◽  
Research Findings ◽  
The Media ◽  
Using Data ◽  
Observation Method

The research objectives were to find out: (1) how teachers implement Islamic religious education learning in the 2013 curriculum, (2) steps in applying the 2013 curriculum, and (3) problems related to the pattern of Islamic religious education in implementing the 2013 curriculum. The research method used is qualitative research, data collection is carried out in natural conditions and using data collection methods, namely: interview method, observation method, documentation method. Activities in data analysis are: data reduction, data presentation, and drawing conclusions. The research findings show: (1) the teacher first makes a Learning Implementation Plan by paying attention to the aspects of the life skills developed, the media used and the assessments carried out, (2) the learning process is carried out by applying a scientific approach, as well as active learning strategies, including modeling the way, reading aloud, reading guide, group resume, and (3) evaluations conducted by the teacher using an authentic assessment system which includes cognitive aspects, skills aspects, and affective aspects (spiritual and social).

scholarly journals Basic education teachers in Brazil in one possible reading of educational policies

2011 ◽  
Vol 19 ◽  
pp. 35
Author(s):  
Angelo Ricardo Souza ◽  
Andréa Barbosa Gouveia
Keyword(s):  
Public Education ◽  
Basic Education ◽  
Assessment System ◽  
Educational Policies ◽  
Education Assessment ◽  
National Education ◽  
Using Data ◽  
And Training

This article presents a reading of educational policies which have impact and/or relate to teachers’ work. Using data from Basic Education Assessment System (SAEB) and Brazilian National Education Census, this work builds a personal, professional and training profile of basic public education teachers in Brazil, and compares this profile with the demands for jobs in basic education and with the current national educational policies, so as to consider the challenges for public education in the country.

Recommendations for Building a Valid Benchmark Assessment System: Second Report to the Jackson Public Schools

2007 ◽  
Author(s):  
David Niemi ◽  
Jia Wang ◽  
Haiwen Wang ◽  
Julia Vallone ◽  
Noelle Griffin
Keyword(s):  
Public Schools ◽  
Assessment System ◽  
Benchmark Assessment

Racial and Ethnic Disparities in School Discipline: The Interactive Effects of Gender and Parental Educational Attainment

2021 ◽  
pp. 001112872110298
Author(s):  
Peter S. Lehmann ◽  
Andia M. Azimi ◽  
Kiarra Fortney ◽  
Kayla Alaniz
Keyword(s):  
Educational Attainment ◽  
Minority Students ◽  
Ethnic Disparities ◽  
Interactive Effects ◽  
Office Referrals ◽  
Race Ethnicity ◽  
Monitoring The Future ◽  
Using Data ◽  
Parental Educational Attainment ◽  
Racial Ethnic

Prior research has provided consistent evidence that minority students are more likely than White youth to experience punitive forms of discipline in schools. Scholars have theorized that these disadvantages are closely connected to gender and socioeconomic status, but little research has explored how these factors independently and jointly might moderate the effects of race/ethnicity. Using data from the 2012 to 2018 8th and 10th grade cohorts of the Monitoring the Future survey ( N = 53,986), these analyses find that minority students are more likely than Whites to experience suspension/expulsion and office referrals, and this pattern is especially prominent among females. Further, racial/ethnic disparities are amplified for youth whose parents have higher levels of educational attainment, though some differences by gender also emerge.

Developments in the Assessment of Social Skills and Social Competence in Children

1991 ◽  
Vol 8 (4) ◽  
pp. 148-166 ◽  
Author(s):  
Susan H. Spence
Keyword(s):  
Social Skills ◽  
Social Competence ◽  
Reliability And Validity ◽  
Assessment System ◽  
Cognitive Behavioural ◽  
Wide Range ◽  
Cognitive Levels ◽  
Recent Developments ◽  
Assessment Measures ◽  
Using Data

The present paper reviews recent developments in the assessment of children's social competence and social skills. Current conceptual models of social competence and social skills are discussed and provide a basis against which assessment measures can be evaluated. Although many measures are now available, there is a lack of integration of assessment devices within a conceptually sound framework of an assessment system. Such an assessment system should distinguish between social competence and social skills, should take into account developmental, sex and cultural factors, and should assess at micro-versus macro-skill and overt versus cognitive levels of behaviour. The system should then integrate information within a cognitive-behavioural analysis, using data from a wide range of informants, from a range of settings. Greater attention to matters of reliability and validity of assessment measures is also necessary in the development of such a system.

The Impact of Lexia Reading Program on Early Childhood Literacy: A Case Study of Kindergarten Students

2018 ◽  
Vol 9 (02) ◽  
pp. 20296-20309
Author(s):  
Dr. Felicia Sawyer ◽  
Dr. Sharon Hunter ◽  
Dr. Bobbie Little ◽  
Dr. Gloria Elliott
Keyword(s):  
Early Childhood ◽  
Reading Skills ◽  
Reading Program ◽  
Kindergarten Students ◽  
Independent Practice ◽  
Phonics Instruction ◽  
Basic Reading Skills ◽  
Early Childhood Literacy ◽  
The Impact

The purpose of this study is to analyze student progress after the frequent usage of a computerized reading program that provides phonics instruction and gives students independent practice in basic reading skills.

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