Question.1810 - Instructions1. Click the link to the IRIS website: https://iris.peabody.vanderbi lt.edu/modu le/agc/#content View the videos and read the articles under the four sections of the Module: Asses'Sing the General Education Curriculum.The four sections are: Challenge, Initial Thoughts , Perspective & Resources and Wrap Up. After you have reviewed all four tabs,go to the last tab "Assessment " and answer the four questions in a word document.
Answer Below:
Interpreting results from high-stakes tests requires several essential phases. First, comprehending the assessment measures' precise objectives and su...
Interpreting xxxxxxx from xxxxxxxxxxx tests xxxxxxxx several xxxxxxxxx phases xxxxx comprehending xxx assessment xxxxxxxxx precise xxxxxxxxxx and xxxxxxx matter xx critical xxxxxxx the xxxx in xxxxxxx aids xx putting xxx outcomes xx perspective xxxx assessing xxxxx and xxxxxxxxxx performance xxxxx predetermined xxxxxxxxx reveals xxxxx of xxxxxxxx and xxxxxxxx Moreover x student's xxxxxxxxxx the xxxxxxxx environment xxx any xxxxxxxxxxxx anxiety xxxxxx interpretation xxxx it xx crucial xx take xxx larger xxxxxxx into xxxxxxx Experts xxxxxxx and xxxxxxxxx working xxxxxxxx on xxxxxxxxxxxxx analysis xxxxxxx knowledge xx is xxxxxxxx to xxxxxxxxxxx between xxxxxxxxx and xxxxxxxxx assessment xxxx Summative xxxxx measure xxxxx performance xxxxxxx formative xxxxx provide xxxxxxxxxxx for xxxxxxxxxx education x comprehensive xxxx is xxxxxxx by xxxxxxxxx individual xxxxxxxx and xxxxxxxxx patterns xxxx time xxxxxxx applying xxxxxxxxxx insights xx improve xxxxxxx learning xxx guide xxxxxxxxxxx decision-making xxxxxxxx converting xxxx into xxxxxxxx solutions xxxx targeted xxxxxxxxxxxxx or xxxxxxxxxx instruction xxxxxxx Dymond xxx Individuals xxxx Disabilities xxxxxxxxx Act xxxx outlines xxx laws xxxxxxxxx the xxxxxxxxxxx and xxxxxxxxxx of xxxxxxxx with xxxxxxxxxxxx Students xxxx disabilities xxx required xx IDEA xx have xxx right xx a xxxxx restrictive xxxxxxxxxxx LRE xxx a xxxx and xxxxxxxx public xxxxxxxxx FAPE xx order xx permit xxxxx participation xx the xxxxxxx education xxxxxxxxxx alongside xxxxxxxx who xxx not xxxxxxxx schools xxxx make xxxxxxxxxxxxxx and xxxxxxxxxxx For xxxxxxxx with xxxxxxxxxxxx IDEA xxxxxxxx emphasises xxxxxxxx individualised xxxxxxxxx programmes xx IEPs xxxxx documents xxxxxxx the xxxxxxx adjustments xxxxxxxxxxxxxx and xxxxxxx services xxxxxxxx for xxxxx student xx achieve xxxxxxxx success xxx law xxxx guarantees xxxx students xxxx disabilities xxxx access xx appropriate xxxxx providing xxxxxxxxxxx assessments xxx individuals xxx despite xxxxxxxxxxxxx cannot xxxxxx in xxxxxxx examinations xxxxxx primary xxxx is xx ensure xxxx children xxxx disabilities xxxxxxx a xxxxxxxxxx inclusive xxxxxxxxx Roach xx al xx foster xxxxxxxxxxxxx and xxxxxx equip xxxx for xxxx after xxxxxx it xx imperative xxxx children xxxx disabilities xxxx access xx the xxxxxxx education xxxxxxxxxx The xxxxx curriculum xxxxxxxx equality xx opportunity xxxxxx skill xxxxxxxxxxx and x sense xx belonging xxxxxxx the xxxxxxxxx of xxxxxxxxx and xxxxxxx inclusive xxxxxxxxx serves xxxxxxxxxx without xxxxxxxxxxxx as xxxx as xxxxxxxx with xxxxxxxxxxxx Teachers xxx use xxxxxxxxxxxxxx instruction xxxxx adapts xxxxxxxx strategies xx each xxxxxxxxx unique xxxxxxxx style xx make xxxxxxxx more xxxxxxxxxx Peer xxxxxxxxxx collaborative xxxxxxxx spaces xxx assistive xxxxxxxxxx all xxxxxxxxxx to xxxxxxxxx accessibility xxxx use xxxxxxx teaching xxxxxxxxx and xxxxxxxx good xxxxxxxxxxxxx to xxxx the xxxxx of xxxxxxxx with xxxxxxxxx learning xxxxxx Furthermore xxxxxxxxx adaptable xxxxxxxxxxx adapting xxxxx and xxxxxxxxx a xxxxxxxx classroom xxxxxxxxxxx help xxxx education xxxx inclusive xxx students xxxx disabilities xxxxx et xx Accommodation xxxxxx students xxxx impairments xx attend xxx general xxxxxxxxx curriculum xxxxxxx changing xxx content xxxxx modifications xxxxx include xxxxxxx to xxx learning xxxxxxxxxxx or xxx assessment xxxxxxxxx They xxxx equal xxxxxxxxxxx to xxx students xx removing xxxxxxxxxxx barriers xxxxxxxx accommodations xxxxxxx extended xxxxxxx periods xxxxxxxxx seating xxxxxxxxxxxx and xxxxxxxxx technology xxxxxxxxxxxxx for xxxxxxxx with xxxxxxxxxxxx entail xxxxxxxx the xxxxxxxxxxxx expectations xx material xx each xxxxxxxxx needs xxxx can xxxxxxx simplifying xxx tasks xxxxxxxxx the xxxxxxx requirements xx providing xxxx assistance xxxxxxxxxx education xxxxx IEPs xxx students xxxxxxxxx include xxxxxxxxx about xxx revisions xxxxxxxxx assessments xxx available xxx children xxx even xxxx adaptations xxxxxx participate xx standard xxxxx due xx severe xxxxxxxxx problems xxxxx assessments xxxxxx intellectual xxxxxxxxxxx regardless xx style xx topic xxxxx exams xxxxxx be xxxx when x student xxxxxx engage xxxxxxxxxxxx in xxxxxxx exams xxxxx to xxxxxxxxx limitations xxxxxxx adjustments xxxxxxx and xxxxxxxxxxx assessments xxx be xxxx depending xx each xxxxxxxxx particular xxxxxxxxxxxx and xxxxxx The xxxxxxxxx process xx guided xx individualised xxxxxxxx as xxxxxxxxx in xxx student's xxx to xxxxxxxxx a xxxxxxxxxx strategy xxxx supports xxxxx achievement xx the xxxxxxx education xxxxxxxxxx Elliott xx al xxxxxxxxxxxxxxxxx S x Dymond x K xxxxxxxxxx the xxxxxxx education xxxxxxxxxx in xxxxxxx education xxxxxxxx with xxxxxxxx with xxxxxx disabilities xxxxxxxx and xxxxxxxx for xxxxxxx with xxxxxx Disabilities xxxxx doi xxx Olson x Leko x M xxxxxxx C x Providing xxxxxxxx with xxxxxx disabilities xxxxxx to xxx general xxxxxxxxx curriculum xxxxxxxx and xxxxxxxx for xxxxxxx with xxxxxx Disabilities x https xxx org xxxxxxx S x Kettler x J xxxxx A x Alternate xxxxxxxxxxx of xxxxxxxx achievement xxxxxxxxx More xxxxxxxxxx and xxxx difficult xxxxx to xxxxxxx assessment xxxxxxxxx Journal xx Disability xxxxxx Studies xxxxx doi xxx Roach x T xxxxxxxx E x LaSalle x P xxxxxxxxx D xxxxxxxx M x and xxxx A xxxxxxxxxxxxx and xxxxxxx for xxxxxxxxxxxx and xxxxxxxxxx access xx the xxxxxxx curriculum xxx students xxxx disabilities xxxxxxx Journal xx Education xx - xxxxx doi xxxPaying someone to do your management assignment has become a practical solution for students managing tight deadlines, academic pressure, and personal responsibilities. 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