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At the crux of Response to Intervention (RTI) is the need to regularly assess students to understand their learning rates, standards-based achievement levels, and progress in relation to peers. Any assessment can be added to Illuminate DA (multiple choice, open response, rubric, true/false, etc., or a combination of formats), and sharing it (even collaborating on it, if desired) with colleagues is simple. RTI testing and intervention calendars can be housed along with them, as can any other related components (virtually any file format is accepted).

Students “scan” their own plain paper sheets in their own classrooms via the teacher’s inexpensive (e.g., $8) webcam or document camera, so results for student, teacher, and system (including gradebook) are instantaneous. Since the process is so simple and sheets can be laminated and used over and over again, there is no hassle in garnering formative feedback mid-lesson or prior to homework distribution.

While daily formative assessment was already covered (in the section), this section covers more regulated assessment practices.

Since you can upload virtually any file types to any assessment you put in the Illuminate system, your calendar can accompany each RTI assessment.

You can even point out exactly where that particular assessment falls.

There many different theories concerning what makes a good testing schedule, intervention schedule, etc. Some of these even conflict, and new research is constantly providing more insight. Nonetheless, this sample calendar (above) provides some of the more popular opinions. Here are notes from it:

1. A key explains calendar terms.

2. Dates are provided for each week on the calendar, as well as the week # of the session. The latter makes it easier to “roll over” the calendar for the next year.

3. While other (e.g., repeated) standards and concepts are also covered, the calendar should connect to a pacing guide that tells teachers what main concepts will be assessed at the end of the week(s).

4. Days of the week correspond with what is scheduled below.

5. Tests are frequent (you want to know away if/what intervention is needed) and short.

6. Diagnostic only relates to standards students need to “hit the ground running” so teachers can plan according.

7. Assessments used are common/uniform (everyone in similar courses takes the same test) so results can be compared from one class to the next (showing teachers what is working and what is not, to enhance learning and sharing - with colleagues).

8. Color coding tells teachers when to teach a concept, when it is first assessed, when a reteach (e.g., splitting students between colleagues or handled within the classroom) takes place as needed, when teachers analyze results together, and when any “next tier” interventions occur.

9. Common benchmark assessments also occur at regular intervals to catch old mastery that is slipping, gage progress, etc.

10. If teachers garner their own formative feedback regularly, interim assessments do not have to be formative; if not, this will be a formative tool. Even if designed to be summative, results that reveal any glaring needs should render a response.

Here (above) is the same sample calendar without notations.

As long as you upload your testing calendar to an assessment, anyone to which you give access to the assessment will also have easy access to the calendar.

While multiple choice tests make a good start to an assessment program, especially if your colleagues are resistant, Illuminate also supports multiple measures.

For example , your assessment might feature a of assessment types. You don’t have to mix assessment types like this; just know the Illuminate sheet design is open-ended to accommodate varied needs.

To make the most of your assessments, align your questions to state content standards or national common core standards. In Illuminate, this is easier than ever.

Just pick the standards you want to include

click to add them to your test

then click away on the tab to indicate which standard(s) align to each question (click, click, click… it’s really that simple).

Illuminate also lets you align your questions to any question groups you want to set up. You may still align the same questions to standards, but this way you can also get results back by groups.

For example , you might want to set up (and thus be able to see student results by):

- Content Cluster or Strand (e.g., Word Analysis, Reading Comprehension, etc.)

- Bloom’s Taxonomy Level (e.g., Knowledge, etc.)

- Question Rigor (e.g., Easy, Medium, Hard)

- Vocabulary (e.g., Low vs. High Academic Vocabulary Used)

- Pacing (e.g., Material Already Covered, Material Not Yet Covered, or Fall, Winter, etc.)

- Anything Else You Want (it’s open-ended)

Share any assessment by group (s) (e.g., teacher, principal, etc.), by site (s), by particular user name (s), and/or by grade level (s).

You can also control specifically what any user can (and can’t) do with the assessment.

Any attachments you add to the assessment will also be shared accordingly.

Associate your assessment with a sub-type (e.g., Intervention), subject (e.g., English), grade level, etc. so users can find it easily by filtering their assessment list. They can also search the assessment list (e.g., for “RTI”), and they can sort it (e.g., by date administered, title, etc.).

Read " Analyze Assessment Results to Determine Student Needs ," the next lesson in this " " manual, to help with your RTI implementation.

You might also be interested in other chapters and lessons within the Illuminate Help system for assistance performing the actions described in the " " manual for more help with your RTI implementation. For example, lessons in the " Assessments ," " Reports ," and " Balenciaga Platform PeepToe Pumps outlet authentic clearance best prices largest supplier cheap online amazon online clearance 100% original cj0ZiiRST
," manuals might prove especially helpful, depending on the actions you wish to perform.

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Inspite of the tremendous promise of data visualisation, and the discipline being mainstream for about a decade, it is anything but mature. With a boatload of visualisation tools at disposal and fancy data scientists to play with them, impactful use of data visualisation is still a rarity in enterprises.

Thanks to sustained advances by practitioners and marketing blitzkrieg of the top players, visualisation has reached the deep shores of organisations. The investment and awareness notwithstanding, Business ROI from visualisation initiatives or long-term adoption of tools is hard to come by.

At times, one wonders what makes the visual display of information so tough.

Can we look at the key failure points in visualisation projects? Or, as a visualisation practitioner would you like some funny reflections of shared frustrations? Read on for a sampling of our experience at Gramener , from close to a decade of implementing visual intelligence at enterprises. Lets also discuss how these pitfalls can be tackled.

1. “I embody all the End Users.. look nofurther”

End users are often not directly engaged while defining needs for visualisation projects. One often hears the project sponsor or manager say that they . Either the user’s time is not easily available (CXOs..) or there are too many of them (Ops staff). And they are conveniently ignored with a naive assumption that others can cover for them.

This is a prime reason why visual dashboards often go unused after rollout. If just the listing of common asks or definition of KPIs were sufficient, this challenge woudn’t arise. Whats really needed is maping of user stories, and hearing how users approach business problems. This is the user’s practical wisdom that can’t be transferred, and which is closely linked to actionability.

Its critical to onboard the end users and gather their nuanced business perspectives so that it can be built into dashboards. Build the user persona through interviews, map the user journey by gentle probing, and jointly sketch out the as-is business scenarios. Its also helpful to list the questions that will be answered by the visualisation, and clarify on the ones that will not be.

2. “Can I have all of the above features?”

When proposed with various competing options for visualisation, how often have you heard the answer, ? Users develop an acute sense of insecurity when asked to prioritise, and fear that a future scenario may go unaddressed. If its the first visualisation project for an enterprise, the urge to fit in all possible bells and whistles is heightened.

Sponsors miss to see that the more you dump into an application, the lesser it will get used. While one gets a false sense of satisfaction by checking all boxes, the cognitive load could get so high that users simply stop using it altogether. When it comes to prioritisation, the most knowledgeable users may not have the right perspective to take hard calls, or the gumption to bite the bullet.

Its important to play a consultative role and help whittle down the feature list to the most critical. While screen space is technically unlimited, its useful to impose constraints on data density, such as . Onboard stakeholders who know the priority, who can take hard decisions and also champion the many battles needed to convince other users.

3. “Do you really need data for visualisation?”

It can get outright bizarre when the need for data is questioned in a data visualisation project. One can consider themselves lucky if they have not been told, . Yes, there are challenges in cleaning data and preparing the feeds, but designing dashboards sans any data is like putting a cart before the horse.

Retrofitting data is the root cause for ending up with non-actionable dashboards or weird-looking charts. Without exploratory analysis, charts could be skewed by outliers or worse, end up without patterns. Choice of charts is also driven by data. For example, revenue distribution of upto 4 products can be a stacked bar, but for more, charts like treemap are relevant.

As part of project planning, its critical to account for data upfront. While getting the header rows is a useful start, full data is essential before critical design decisions can be taken. Clients must be educated that data is indeed in the critical path of visualisation, and that data insights drive design decisions.

4. “Please give me my Sunburst”

At times people fall so much in love with a chart, that they fatefully try extending this relationship beyond the scope of cool visualisation examples. This leads to unproductive force-fitting of charts into the solution. The compromises made for this adjustment can wreak havoc on the entire project.

Those who demand exotic or 3D charts even when usecases don’t support it, are doing so for their own satisfaction, and end up alienating users. It's not a buffet where one can pick an assortment of fancy charts to serve up on the platter. One might have a crush on the NIKE AIR HUARACHE RUN 91 QS discount footaction discount best wholesale exclusive online with credit card free shipping Zuuti2yi
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The choice of chart is a science and there are robust disciplines like grammar of graphics that govern it. Factors to pick a chart include: type of representation , data points , user’s role , user’s data familiarity etc. One must actively educate users on the rationale and explain with examples.

5. “I want a rich UI.. can you make everything clickable?”

When designing navigation and interactivity, a common request is to . If dumping the entire world into a single screen is a common fantasy, making it all clickable is closely related. When pushed to prioritise features within a screen, a common excuse is for users to try and hide entire dashboards behind unrelated clicks.

Burying a hundred clicks into a single screen turns visualisations into an easter egg hunt. The user may never know where useful information may be hidden in the dashboard. In most applications, over 90% of clicks are never used, and it's just the 10% that natively fall into a user’s workflow that matter.

Rich UI doesn’t mean many clicks, it means just the right and intuitively placed ones. It may be useful to impose some guidelines, say, no more than 8 clicks per screen. Data stories can be equally powerful in the static format, so carefully question the interactivity needed. Users will be thankful for this call.

6. “I’d like green and blue.. and, throw in somepurple”

While all of the points covered so far can be rationalised, the same cannot be said about color. Statements such as or gives practitioners goosebumps. Whip us if you have to, but don’t leave the feedback hanging.

Each user has their choice of colors and they can get pretty opinionated. Unfortunately, this can have a huge bearing on the application’s acceptance. And color is not just about look-and-feel. We learnt this painful lesson on a project that had users with red-green color blindness. Our rich dashboard with RGB palette showed up as a single blob of colour, making it unusable.

Color theory is more an art than science, though there are standard guidelines to handle the aesthetic, functional and social aspects. Its best to go with the user persona and application requirements, rather than trying to please everyone. One must also take the effort to articulate choices and help resolve disconnect, since most users are unable to explain their colour preferences.


While we’ve seen the 6 critical points of failure in data visualisation projects, they also happen to fall in the six key stages of visualisation engagements. Hence, getting them right by avoiding the pitfalls can tilt scales towards overall success of the initiative.

Visualization should be seen as a medium of story telling using data. A visual story is a perfect blend of art and science. Practitioners must hone their skills to fuse the right aesthetic ingredients with scientific elements. This creates an output that is relevant for users, solves a specific business challenge and delivers ROI for enterprises.

Like what you read? Give Ganes Kesari a round of applause.

From a quick cheer to a standing ovation, clap to show how much you enjoyed this story.

Women everywhere can empathize with Mary. Some 4,000 years earlier, Jehovah had foretold that it would be the common lot of women to suffer pain during childbirth because of inherited sin. ( Genesis 3:16 ) There is no evidence to suggest that Mary was any exception. Luke’s account draws a discreet curtain of privacy around the scene, saying simply: “She gave birth to her son, the firstborn.” ( Luke 2:7 ) Yes, her “firstborn” had arrived​—the first of Mary’s many children, at least seven in all. ( Mark 6:3 ) This one, though, would ever stand apart. Not only was he her firstborn but he was Jehovah’s own “firstborn of all creation,” the only-begotten Son of God!​— Miu Miu Metallic Leather Espadrilles clearance real low shipping fee cheap online official site cheap online sale wiki sale cheap prices STuOfL

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) Nativity plays, paintings, and scenes around the world sentimentalize this setting. Consider, though, the reality. A manger is a feeding trough, a bin from which farm animals eat. The family was thus lodging in a stable, hardly a place to be noted for good air or hygiene​—then or now. Really, what parents would choose such a spot for childbirth if there were any other options? Most parents want the best for their children. How much more so did Mary and Joseph want to provide the best for the Son of God!

However, they did not let their limitations embitter them; they simply did the best they could with what they had. Notice, for instance, that Mary herself cared for the infant, wrapping him up snugly in cloth bands, then laying him carefully in the manger to sleep, ensuring that he would be warm and safe. Mary was not about to let anxiety over her present circumstances distract her from providing the best that she could. She and Joseph both knew, too, that caring spiritually for this child would be the most important thing they could do for him. ( Christian Louboutin Marylineska 100 Eel Skin Sandals clearance genuine sale pay with paypal cheap sale pay with paypal sale outlet outlet 100% guaranteed b7PfdxF
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A Visit Brings Encouragement

A sudden commotion disturbed the peaceful scene. Shepherds rushed into the stable, eager to see the family and the child in particular. These men were bubbling over with excitement, their faces radiating joy. They had hurried in from the hillsides where they were living with their flocks. They told the wondering parents about a marvelous experience they had just had. On the hillside during the night watch, an angel had suddenly appeared to them. Jehovah’s glory had gleamed all around, and the angel told them that the Christ, or Messiah, had just been born in Bethlehem. They would find the child lying in a manger, swaddled in cloth bands. Then, something even more spectacular​—a mighty chorus of angels had appeared, singing of Jehovah’s glory!

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