Phase+4+Implementation+of+Solution

Before implementation, it is important to gather and secure the data to determine student success. Student assessment offers information to students about the knowledge, skills, and other attributes they can expect to possess after successfully completing coursework and academic programs. Assessment helps to improve student achievement and the educational process and for teachers to engage in self-reflection of learning goals and objectives, to determine the degree to which these goals/objectives correspond to student and academic improvements and to evaluate if students’ activities, products, or performances coincide with the academic community’s expectations. Many measures can evaluate the objectives for learning, but it is important not to depend on a single measure to provide data about what and how well students are learning. According to Arter, et al. (2004) there are four basic categories of methods that can be used to gather and collect data to determine students’ success. These categories are: Selected response and short answer, Extended written response, Performance assessment and Personal communication. 1. Selected Response Selected response and short answer methods consist of those in which students select the correct or best response from a list provided. Formats include multiple choice, true/false, matching, short answer, and fill-in questions. (Although short answer and fill-in-the-blank do require students to generate an answer, they call for a very brief answer that is counted right or wrong, so we include these options in the selected response category.) For all selected response assessments, students’ scores are figured as the number or proportion of questions answered correctly and can be used for grading. Gathering information to detect student learning impediments, difficulties, or prerequisite skills are examples of diagnostic assessment. Information collected on a frequent basis to provide student feedback and guide either student learning or instruction are formative purposes for assessment, and collecting information to gauge student attainment at some point in time, such as at the end of the school year or grading period, is summative assessment. According to my objective, Students will imitate and repeat ten sounds of short vowels, with 100% accuracy from the help of the teacher and recorded audio on the PowerPoint, students will be reading the vowels on flash cards to the teacher. At the same time, the teacher will be grading them to see how many vowels they can read and identify. Students fill in vowel to make a word like shown on the printed cards below like /a/ in ant. > 2. Extended Written Response Extended written response assessment is one of the categories which require students to construct a written answer in response to a question or task rather than to select one from a list. For a Kindergarten/1st Graders one or two sentences are extended enough for them. Examples include drawing a picture and write something about it from a story read or free writing. The teacher has to judge correctness of extended written responses by applying one of two types of predetermined scoring criteria. One type gives points for specific pieces of information that are present. Effective literacy centers can increase students’ motivation to read. As students read, write, speak, listen, and work with letters and words they develop an intrinsic desire to initiate, sustain, and direct one’s activity. Motivated students feel challenged, competent, and successful. (Morrow, 2002, p. 5) The center activities are sufficiently open-ended to allow for creativity while structured enough for students to know when they have met expectations. The center provides an opportunity for students to work independently and successfully without supervision. The center allows students of varying abilities to work together. Furniture and dividers are arranged so that the teacher has a full view of the classroom. Noisy and quiet areas are distinct. Books are integrated into the literacy centers and are easy to locate and return. Effective literacy centers provide a variety of readily available materials (poems, charts, big books, and other print materials) so that students can work successfully and independently. 

3. Performance Assessment
Performance assessment is assessment based on observation and judgment. I will look at how students are performing and make judgments as to its quality. Examples include the following: reading aloud with fluency and working productively in a group. In these cases it is the doing—the process—that is important. (Arter, et al. 2004) As with extended written response assessments, performance assessments have two parts: a performance task or exercise and a scoring guide. I will use a short rubric on this URL:[] I have prepared it to award points for specific features of a performance during Literacy stations. For example, to assess the ability to do a simple process such as to use the A.A.C. to respond to instructions. The rubric will be judging quality that has several dimensions of voice, word choice, sentence fluency and use of language in an oral presentation. Again, scores could be reported in a number or percent of points earned, or in terms of a rubric score. Open the document below to see the results of students' performance during Literacy centers.
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Respects Others || Student listens quietly, does not interrupt, and stays in assigned place without distracting fidgeting. || <span style="color: #000080; font-family: Georgia,serif; font-size: 17px;">Student listens quietly and does not interrupt. Move a couple of times, but does not distract others. || <span style="color: #000080; font-family: Georgia,serif; font-size: 17px;">Student interrupts once or twice, but comments are relevant. Stays in assigned place without distracting movements. || <span style="color: #000080; font-family: Georgia,serif; font-size: 17px;">Student interrupts often by whispering, making comments or noises that distract others OR moves around in ways that distract others. ||
 * <span style="color: #000080; font-family: Georgia,serif; font-size: 17px;">Comprehension || <span style="color: #000080; font-family: Georgia,serif; font-size: 17px;">Student seems to understand entire story and accurately answers 3 questions related to the story. || <span style="color: #000080; font-family: Georgia,serif; font-size: 17px;">Student seems to understand most of the story and accurately answers 2 questions related to the story. || <span style="color: #000080; font-family: Georgia,serif; font-size: 17px;">Student understands some parts of the story and accurately answers 1 question related to the story. || <span style="color: #000080; font-family: Georgia,serif; font-size: 17px;">Student has trouble understanding or remembering most parts of the story. ||
 * <span style="color: #000080; font-family: Georgia,serif; font-size: 17px;">Participates Willingly || <span style="color: #000080; font-family: Georgia,serif; font-size: 17px;">Student routinely volunteers answers to questions and willingly tries to answer questions s/he is asked. || <span style="color: #000080; font-family: Georgia,serif; font-size: 17px;">Student volunteers once or twice and willingly tries to all questions s/he is asked. || <span style="color: #000080; font-family: Georgia,serif; font-size: 17px;">Student does not volunteer answers, but willing tries to answer questions s/he is asked. || <span style="color: #000080; font-family: Georgia,serif; font-size: 17px;">Student does not willingly participate. ||
 * <span style="color: #000080; font-family: Georgia,serif; font-size: 17px;">Thinks about Characters || <span style="color: #000080; font-family: Georgia,serif; font-size: 17px;">Student describes how a character might have felt at some point in the story, and points out some pictures or words to support his/her interpretation without being asked. || <span style="color: #000080; font-family: Georgia,serif; font-size: 17px;">Student describes how a character might have felt at some point in the story, and points out some pictures or words to support his/her interpretation when asked. || <span style="color: #000080; font-family: Georgia,serif; font-size: 17px;">Student describes how a character might have felt at some point in the story, but does NOT provide good support for the interpretation, even when asked. || <span style="color: #000080; font-family: Georgia,serif; font-size: 17px;">Student cannot describe how a character might have felt at a certain point in the story. ||
 * <span style="color: #000080; font-family: Georgia,serif; font-size: 17px;">Sharing with others and collaborating. || <span style="color: #000080; font-family: Georgia,serif; font-size: 17px;">Switching to the next station on time. || <span style="color: #000080; font-family: Georgia,serif; font-size: 17px;">Taking turns in the group. || <span style="color: #000080; font-family: Georgia,serif; font-size: 17px;">Accepting some responsibilities. || <span style="color: #000080; font-family: Georgia,serif; font-size: 17px;">Cleaning stations before transition. ||

<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">When working with instructional reading groups, I observed the students taking notes on how well students were reading the text and asked questions to determine students’ understanding and use of skills. Teachers use assessment and observation to determine student needs and then design specific literacy center activities to address these needs. The centers are designed so that students can manage and complete the work independently. They understand the rules and procedures of the center. An example of a rule is, “Use quiet voices when working together.” An example of a procedure is, “Clean up the center when you are finished.” The activities emphasize application of previously taught skills rather than teach new skills. The activities are open-ended. There are multiple entry points, paths to solutions, and possible outcomes.
 * [|Details]
 * [[file:edtc670portifolio/Students rubrics.docx|Download]]
 * 66 KB
 * <span style="background-color: #ffffff; font-family: 'Century Gothic',sans-serif; font-size: 12pt;">Rubric Analysis of the Observation results on Literacy Stations: **

<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Looking at the rubric results, students enjoy working in groups because they have time to themselves and learning how to share things with others. Student A and F did not score high because they are both in wheelchairs and need adult assistance all the time. The other students did well although they have limited access to some areas of the classroom because of some disabilities. On the other hand, their disabilities will not stop them from learning. With the help of technology, teachers, Para educators etc. these students continue to learn and prosper every day. <span style="background-color: #ffffff; color: #0000ff; font-family: Georgia,serif; font-size: 20px;">4. Personal Communication <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">I will as well gather information about students through personal communication that is to find out what students have learned through interacting with them. Examples include asking questions during instruction, listening to students as they participate in class and giving examinations orally. It is an informal way of assessment. However, as long as the learning target and criteria for judging response quality are clear, information gathered via personal communication can be used to provide descriptive feedback to students, for instructional planning, and for student self-reflection and goal setting. If planned well and recorded systematically, information from personal communication can be used as the basis for assessments of learning. (Arter, et al. (2004) <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Student responses are evaluated in one of two ways. Sometimes the questions we ask require students to provide a simple, short answer, and all we’re looking for is whether the answer is correct or incorrect. This is parallel to scoring for written selected response questions. Questions during instruction usually call for these short answer oral responses. Other times, student oral responses are longer and more complex, parallel to extended written response questions. Just as with extended written response, we evaluate the quality of oral responses using a rubric or scoring guide. Longer, more complicated responses would occur, for example, during oral examination or oral presentations. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">A demonstration on this communication device: [|Play AT and Classroom Integration video - Part 6]:

<span style="font-family: Georgia,serif; font-size: 20px;">Implementation, what actually happened in the classroom.
<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">The classroom is organized to assess three broad domains of interactions among teachers and children: Emotional Support, Classroom Organization, and Instructional Support. Each domain includes several dimensions such as the classroom climate, interactions of students and teachers, instruction, concept development and use of technology devices. Collectively, these dimensions assess the extent to which teachers are effectively supporting children’s development, both social and academic. Mrs. Donohue’s classroom has so much space to accommodate the special students and their different materials such as wheelchairs, walker, stroller and the A.A.C. devices.

<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">The official start time at the school is 8:30 a.m. Children are allowed in the building starting at 9:00 a.m. The teacher and the Para Educators are responsible of picking the special students from the bus. As children enter the classroom each day, they are greeted by the teachers. The children put away their backpacks and jackets and got out any notes or other items that the teacher requested with the help of the Para Educators. They are then allowed to eat the breakfast already set for them, socialize, quietly, with one another as they played with puzzles, read books, or took a turn on the computer. Some of the students need help to eat and so the Para educators are there to assist them with limited help, making them comfortable the whole school day but at the same time having them do most of the activities on their own. They have to learn to be as independent as possible.

<span style="font-family: Georgia,serif; font-size: 20px;">At 8:30 to 9:30 it will be time for Working on Accommodations.
<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">To begin the day, I made sure the day schedule was on the flip chart and it looks like this: <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px; line-height: 1.5;">The first page showed the schedule with the calender, weather and all activities for the day. I read the schedule with the class explaining the daily schedule on the Promethean board. After that, students filled up the date on the board and picked the weather icon on the board as well as on their devices and teacher had to help the students to put the A.A.C. devices on choosing the correct pages. The next step was to assign everyday tasks such as tallying the days in school, counting the coins on the board, and going over the word wall, which took about 5 to 7 minutes. A different child was assigned to these tasks each day in a preset rotation. As a child performed the tasks, he or she would add the current day’s date to the calendar, usually predicting the date and what part of the pattern was being continued.

<span style="font-family: Georgia,serif; font-size: 20px;">9:30 to 10:00 Writing time:
<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">The class had an interview with Mrs T. (one of the Para Educators) Using their talkers they asked so many questions and Mrs. T. was responding and typing on the Electronic board, then print it out and display in the classroom for students to read. Questions such as were asked: <span style="background-color: #ffffff; color: #ff0000; font-family: Georgia,serif; font-size: 18px;">What is your full name? Where do you work? Do you have any pets? When is your birthday? Where do you live? What is your favorite place to visit? <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">This is just a morning activity to practice asking question correctly and making full sentences. After that, I demonstrated to the class how to shape the letter uppercase and lowercase "A" on the board. Students had time to demonstrate on the board and in their handwriting packets. The students listened to some recorded alphabet songs on the Promethean board. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">**10:00 to 10:30 Reading Time** <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 20px;">**Teach phonemes** <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">I demonstrated the vowel phonemes/sounds to the whole group and students identified and produced the vowel phonemes from the Power Point. We used the examples below for Reading Manipulative [|Phoneme Songs and Blending] program. Long vowels are easier to master. Students had time to say their names to the class. <span style="background-color: #ffffff; display: block; font-family: Georgia,serif; font-size: 18px; text-align: center;">Students click on the pictures to hear the Short Vowel Phoneme Songs on the Promethean board and on their devices practicing the phonemes: <span style="background-color: #ffffff; display: block; font-family: Georgia,serif; font-size: 22px; text-align: center;">[] <span style="background-color: #ffffff; display: block; font-family: Georgia,serif; font-size: 18px; text-align: center;">h[|ttp://www.youtube.com/watch?v=9VH1MOOfeTI] []
 * [[image:http://edtech2.boisestate.edu/goodfellowj/Images/506/short%20vowel%20tree%20map.gif width="756" height="504" align="left" caption="http://edtech2.boisestate.edu/goodfellowj/506/final3/shortvowelshome3.html"]] ||
 * http://edtech2.boisestate.edu/goodfellowj/506/final3/shortvowelshome3.html ||


 * [[image:http://edtech2.boisestate.edu/goodfellowj/Images/506/rhyme%20review.gif width="808" height="817" caption="image"]] ||
 * image ||

<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 20px;">Later students had to read the long vowel <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 20px;">a, e, i, o <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 20px;"> and <span style="background-color: #ffff00; font-family: Georgia,serif; font-size: 20px;">u <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 20px;">on flashcards while saying the letter name and letter sound to the teacher as an assessment. Rhyme poems for students to practice on a wall chart.

<span style="font-family: Georgia,serif; font-size: 20px;">10:30 to 11:25 Literacy Stations
<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Before the literacy centers, I pronounced each student's name, syllable by syllable, while clapping it out. Next, had the students repeated the name, clapping each syllable. Then asked the students how many syllables they heard. Then proceeded to clap out lots of names, together as a group and individually. Once students clapped their own names, then put pictures in a bag, or the names of each student in a bag. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Then, we switched the students to the Literacy stations: <span style="background-color: #f6bf5b; font-family: Georgia,serif; font-size: 18px;">Station 1. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">To read the sentences first to the adult. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Have students substitute the /-ill/ words in the sentences to fully practice word and sound recognition in context. Students used the Promethean board to make words and sounds. More body parts rhyming words on the electronic board. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">For assessment, students completed the Copy-Change Worksheet using the original Jack and Jill rhyme and many more rhymes with the help of the teachers and Para educators. The associated picture guide assist students in creating their adapted versions and reading the rhyming words.
 * <span style="font-family: Georgia,serif; font-size: 18px;">1. || <span style="font-family: Georgia,serif; font-size: 18px;">The class listened to a story from the teacher on the Promethean board and became familiar with the tune and rhyme of Jack and Jill. ||
 * <span style="font-family: Georgia,serif; font-size: 18px;">2. || <span style="font-family: Georgia,serif; font-size: 18px;">I presented a Big Book copy of the rhyme and used a computer-assisted presentation to display the words from the rhyme. Highlighted the words Jill and hill. ||
 * <span style="font-family: Georgia,serif; font-size: 18px;">3. || <span style="font-family: Georgia,serif; font-size: 18px;">Students read-a-long and then sang-a-long as I pointed to each word in the rhyme. Initially, this was done by the whole class and then within small groups. ||
 * <span style="font-family: Georgia,serif; font-size: 18px;">4. || <span style="font-family: Georgia,serif; font-size: 18px;">Pointed out the two highlighted words and asked students to say or read the words aloud. ||
 * <span style="font-family: Georgia,serif; font-size: 18px;">5. || <span style="font-family: Georgia,serif; font-size: 18px;">Asked students to repeat the words Jill and hill, and focused students' attention on the final sound and spelling of the two words. ||
 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Jill is ill.
 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Jill will need a pill.
 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Jill will pay the bill.
 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Bill will go up on the hill.
 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Jill and Bill will sit on the sill.
 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">The mill is on a hill.
 * <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Bill will till the soil.

<span style="background-color: #f6bf5b; font-family: Georgia,serif; font-size: 18px;">Station 2. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Playing letter/word games on the computers. (Assigned websites such as Starfall, and the websites below) <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">[] <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">[]

<span style="background-color: #f6bf5b; font-family: Georgia,serif; font-size: 18px;">Station 3. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Reading rhyming words using an electronic card reader. More fun activities to do on these websites: <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">[] <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">[]



<span style="background-color: #f6bf5b; font-family: Georgia,serif; font-size: 18px;">Station 4. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Matching words and beginning letters. This station had to do the Scavenger hunt. They moved around the classroom making a lists of five short vowel words on the word wall or anywhere else in the classroom even from the classroom library. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">For assessment, the teacher graded students' performance on: <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">(i) Filling up the table with words that rhyme with the four body parts. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">(ii) Reading the twenty-eight words to the teacher. Here are the assessment results document:

<span style="background-color: #f3f3f3; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">(iii) Matching the body part to the words that rhyme on the computer.
 * [|Details]
 * [[file:edtc670portifolio/Assessment Results for students.docx|Download]]
 * 42 KB



<span style="background-color: #ffffff; display: block; font-family: Georgia,serif; font-size: 18px; text-align: center;">Analysis of the Assessment <span style="background-color: #ffffff; display: block; font-family: Georgia,serif; font-size: 18px; text-align: center;">Being a special class, the students are doing really well with the help of technology especially the Augmentative and Alternative Communication (AAC) “talkers” and also the teachers in the classroom. They are so much dependent on Assistive technology for everything and at the end of each day, they definitely learn something. <span style="background-color: #ffffff; display: block; font-family: Georgia,serif; font-size: 18px; text-align: center;">Student <span style="background-color: #0076ff; display: block; font-family: Georgia,serif; font-size: 25px; text-align: center;">A <span style="background-color: #ffffff; display: block; font-family: Georgia,serif; font-size: 18px; text-align: center;">- He uses a wheelchair and a walker. His computer is programmed on the echo print. He managed to look for the words and read them by showing on his talker to the Para educator. <span style="background-color: #ffffff; display: block; font-family: Georgia,serif; font-size: 18px; text-align: center;">Student <span style="background-color: #ff3d00; display: block; font-family: Georgia,serif; font-size: 25px; text-align: center;">B <span style="background-color: #ffffff; display: block; font-family: Georgia,serif; font-size: 18px; text-align: center;">- She missed three words but can read slowly well. The teacher needs to be patient with her and give her all the time she needs at the same time keeping her focus. <span style="background-color: #ffffff; display: block; font-family: Georgia,serif; font-size: 18px; text-align: center;">Student <span style="background-color: #f6bf5b; display: block; font-family: Georgia,serif; font-size: 25px; text-align: center;">C <span style="background-color: #ffffff; display: block; font-family: Georgia,serif; font-size: 18px; text-align: center;">- She is physical handicapped but talks well. She managed to read them all with no problems. She also uses the talker well. <span style="background-color: #ffffff; display: block; font-family: Georgia,serif; font-size: 18px; text-align: center;">Student <span style="background-color: #00ff00; display: block; font-family: Georgia,serif; font-size: 25px; text-align: center;">D <span style="background-color: #ffffff; display: block; font-family: Georgia,serif; font-size: 18px; text-align: center;">- She has delay in language but talks and can write well. She missed one because she is very hyper and has to be reminded all the time. <span style="background-color: #ffffff; display: block; font-family: Georgia,serif; font-size: 18px; text-align: center;">Student <span style="background-color: #c15590; display: block; font-family: Georgia,serif; font-size: 25px; text-align: center;">E- <span style="background-color: #ffffff; display: block; font-family: Georgia,serif; font-size: 18px; text-align: center;">He is a 1st Grader and delayed in language but talks well. More help is needed when writing. He missed eight words because needs reminders to focus. <span style="background-color: #ffffff; display: block; font-family: Georgia,serif; font-size: 18px; text-align: center;">Student <span style="background-color: #54edf0; display: block; font-family: Georgia,serif; font-size: 25px; text-align: center;">F <span style="background-color: #ffffff; display: block; font-family: Georgia,serif; font-size: 18px; text-align: center;">- She is physical disabled and does not talk verbally, writes or walks. So, she depends on her talker for everything. Teacher has to watch out for gestures and eye contacts for communication. She scored ten. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">**11:30 to 3:20** <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">The class goes for recess then lunch. In the afternoon, they go for specials with other Kindergarten and 1st Grade classes until dismissal for the day.
 * <span style="display: block; font-family: Georgia,serif; font-size: 18px; text-align: center;">Names of students: || <span style="background-color: #0076ff; font-family: Georgia,serif; font-size: 18px;">A || <span style="background-color: #ff3d00; font-family: Georgia,serif; font-size: 18px;">B || <span style="background-color: #f6bf5b; font-family: Georgia,serif; font-size: 18px;">C || <span style="background-color: #00ff00; font-family: Georgia,serif; font-size: 18px;">D || <span style="background-color: #c15590; font-family: Georgia,serif; font-size: 18px;">E || <span style="background-color: #54edf0; font-family: Georgia,serif; font-size: 18px;">F ||  ||
 * <span style="font-family: Georgia,serif; font-size: 18px;">Scores out of possible 28 words. || <span style="font-family: Georgia,serif; font-size: 18px;">28 || <span style="font-family: Georgia,serif; font-size: 18px;">25 || <span style="font-family: Georgia,serif; font-size: 18px;">28 || <span style="font-family: Georgia,serif; font-size: 18px;">27 || <span style="font-family: Georgia,serif; font-size: 18px;">20 || <span style="font-family: Georgia,serif; font-size: 18px;">10 ||  ||

<span style="color: #000080; font-family: Georgia,serif; font-size: 21px;">References:
<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">[|http://explore.kent.edu/aa/guide/fulltext.html#Step4] <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">[] <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px; line-height: 1.5;">Arter, J., Chappuis, J., Chappuis, S. and Stiggins, R. (2004) Assess How? Designing Assessments to Do What You Want. In Classroom Assessment for Student Learning: Doing it Right-using it Well. Portland, Oregon: Assessment Training Institute. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">[] <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">[] <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Guthrie et al., (1999); Morrow, 1992; Wigfield & Guthrie, 1997, from Edmunds & Bauserman, 2006, Designing Effective Literacy Centers for the Kindergarten Classroom. National Institute of Child Health and Human Development, 2000Region 4 Education Service Center. All rights reserved. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Hamre, B. K., Goffin, S. G., and Kraft-Sayre, M. (December, 2009) Classroom Assessment Scoring System (CLASS) Implementation Guide. Measuring and Improving Classroom Interactions in Early Childhood Settings. Teachstone. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Jackson, L. A. (2009) Observing Children’s Stress Behaviors in a Kindergarten Classroom. Georgia State University. [|Volume 11 Number 1] []