ANGEL003behsciLOMlcm
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ANGEL talk tweaked for Behavioral Sciences department, and first of two on same day. Also first of two with some Presentation Zen-like slides.
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ANGEL002eduLOMlcm
Second version of ANGEL talk, tweaked for a specific college, but did not apply much Presentation Zen methods yet.
CCCOER Presents: Regional Leaders of Open Education
When: Wednesday, March 4, noon PST/3pm EST:
Launched in fall 2019, the Regional Leadership for Open Education (RLOE) initiative was inspired by CCCOER members’ growing need to collaborate across institutional and state boundaries to find solutions for issues impacting OER adoption at diverse, multi-institution systems. Many open education leaders face similar issues of advocacy and implementation beyond their home institution and wish for the opportunity to craft common solutions and eliminate duplication of efforts. Leaders from colleges, universities, library consortia, and government agencies were invited to participate in four workgroups to discuss and build solutions. Each workgroup has developed a focus project for pursuing in 2020 and will share early efforts and invite community feedback
Policy & Strategy: focusing on a bibliography of open education policies and building a video repository of statewide OER policy clips.
Stewardship: focusing on emerging frameworks for stewardship of open education resources and student privacy and data.
Professionalism: focusing on building a matrix of emerging “open education” roles and their associated competencies to better identify training needs.
Sustainability: focusing on building a virtual file cabinet of higher education infrastructure documents/templates integrating open education.
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James Glapa-Grossklag, Dean, Educational Technology, Learning Resources, and Distance Learning, College of the Canyons
Amy Hofer, Coordinator, Statewide Open Education Library Services, Open Oregon
Quill West, Open Education Project Manager, Pierce College District
Lisa Young, Faculty Director, Center for Teaching & Learning, Scottsdale Community College
Moderator: Una Daly, CCCOER Director
ANGEL001lomLCM
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ANGEL002eduLOMlcm
Second version of ANGEL talk, tweaked for a specific college, but did not apply much Presentation Zen methods yet.
CCCOER Presents: Regional Leaders of Open Education
When: Wednesday, March 4, noon PST/3pm EST:
Launched in fall 2019, the Regional Leadership for Open Education (RLOE) initiative was inspired by CCCOER members’ growing need to collaborate across institutional and state boundaries to find solutions for issues impacting OER adoption at diverse, multi-institution systems. Many open education leaders face similar issues of advocacy and implementation beyond their home institution and wish for the opportunity to craft common solutions and eliminate duplication of efforts. Leaders from colleges, universities, library consortia, and government agencies were invited to participate in four workgroups to discuss and build solutions. Each workgroup has developed a focus project for pursuing in 2020 and will share early efforts and invite community feedback
Policy & Strategy: focusing on a bibliography of open education policies and building a video repository of statewide OER policy clips.
Stewardship: focusing on emerging frameworks for stewardship of open education resources and student privacy and data.
Professionalism: focusing on building a matrix of emerging “open education” roles and their associated competencies to better identify training needs.
Sustainability: focusing on building a virtual file cabinet of higher education infrastructure documents/templates integrating open education.
Featured Speakers:
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James Glapa-Grossklag, Dean, Educational Technology, Learning Resources, and Distance Learning, College of the Canyons
Amy Hofer, Coordinator, Statewide Open Education Library Services, Open Oregon
Quill West, Open Education Project Manager, Pierce College District
Lisa Young, Faculty Director, Center for Teaching & Learning, Scottsdale Community College
Moderator: Una Daly, CCCOER Director
ANGEL001lomLCM
Used to present ideas of ANGEL Standards and Master Courses to Deans Council at SBU. Led to follow up meetings with their Colleges and Departments.
2 interpreting and utilizing school records hb lead-conf
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DetailsThis assignment is a presentation that allows you to apply.docx
Details:
This assignment is a presentation that allows you to apply what you have learned in this course, as well as strengthen your presentation skills.
Introduction
Provide an overview of the portfolio.
Professional Presentation
1. Choose a topic from the course and define
an audience (e.g., educators, administration, parents, students, legislators)
for the presentation.
2. Design a professional presentation in the
format of a PowerPoint, workshop, or video. Within the presentation, include
specific evidence from coursework that demonstrates mastery of understanding in
the following areas: foundations and models (EBD), assessment, causes, facets,
interventions, and teaching strategies for students with EDB.
3. Conduct the presentation with at least one
member of your SPED team. Obtain feedback from participant(s). On the last slide before the reference page, include
a summary of the feedback you received.. Include the strengths and areas of
improvement.
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9501235198&site=ehost-live&scope=site
http://www.ed.gov/about/offices/list/osers/index.html
http://www.ccbd.net
http://www.eric.ed.gov/
http://www2.ed.gov/offices/OSERS/Policy/IDEA/index.html
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=17308777&site=ehost-live&scope=site
http://files.eric.ed.gov/fulltext/ED386854.pdf
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Ambiguity and difficulty in defining emotional/behavioral disorders (EBD) causes the numbers of students with EBD to vary widely. Often this group can be the most under-identified category in a school. As stated in the previous lecture, factors causing students to exhibit emotional and behavioral disorder can be from five different theoretical frameworks, including
biological, psychoanalytical, behavioral, phenomenological,
and
sociological/ecological
(Smith, Polloway, Patton, Dowdy, 2004). The aforementioned factors may lead to numerous disorders that are all classified under the heading of
emotional disturbance
.
The debate ranges over which assessments to use and why. The purpose of assessment is not only to identify the disabilities but also to use that information to create a more individualized program for intervention and remediation. "Assessment of problem behaviors requires that the team collect and interpret functional information from a variety of sources" (Yell, Meadows, Drasgow, & Shriner, 2009, p. 76). These assessments include both formal and informal types, and the mandated team determines eligibility.
Overall, when considering students with ED, there are times when the team must determine if the behaviors are truly manifestations of students' disabilities in order to protect them from some disciplinary measures such as suspension and expulsion. No matter what assessments are used, there needs to be clear-cut guidelines and procedur.
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Create a unit plan integrating science and math content of fractio.docx
Create a unit plan integrating science and math content of fractions, decimals, and/or percents.
Ensure you have listed each of the science (NSES)) and math (NCTM) standards to include learning goals and objectives.
Create the unit plan including the following:
1. Clear-cut objectives that align to standards
2. Relevant materials and resources
3. Differentiation of instruction to address the diverse needs of students. Name the differentiation strategies for the specific diverse groups. Problem solving and inquiry strategies
4. The 12 science processes
5. Concrete manipulatives to help develop science and fraction/decimal sense
6. Informal and/or formal assessment that align with objectives
7. Authentic, formative and/or summative assessments
8. Allow for student reflection
Write a narrative of 1,000-1,250 words that addresses the assignment criteria, gives specific examples from the unit plan, and state your rationale.
Prepare this assignment according to the APA Style Guide, located in the Student Success Center. An abstract is not required. Include an appendix to the paper that is a copy of the unit plan.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Submit the assignment to the instructor by the end of Topic 8.
Save Link
Assignment Benchmark- Integrating Science and Mathematics
View Rubric
Due Date: Feb 05, 2017 23:59:59 Max Points: 300
Details:
Create a unit plan integrating science and math content of fractions, decimals, and/or percents.
Ensure you have listed each of the science (NSES)) and math (NCTM) standards to include learning goals and objectives.
Create the unit plan including the following:
1. Clear-cut objectives that align to standards
2. Relevant materials and resources
3. Differentiation of instruction to address the diverse needs of students. Name the differentiation strategies for the specific diverse groups. Problem solving and inquiry strategies
4. The 12 science processes
5. Concrete manipulatives to help develop science and fraction/decimal sense
6. Informal and/or formal assessment that align with objectives
7. Authentic, formative and/or summative assessments
8. Allow for student reflection
Write a narrative of 1,000-1,250 words that addresses the assignment criteria, gives specific examples from the unit plan, and state your rationale.
Prepare this assignment according to the APA Style Guide, located in the Student Success Center. An abstract is not required. Include an appendix to the paper that is a copy of the unit plan.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Submit the assignment to the instructor by the end of Topic 8.
Top of Form
Please Note: Assignment will not be submitted to the faculty member until the "Submit" button under "Final Submission" is clicked.
New Attempt
Bottom of Form
T.
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DetailsThis assignment is a presentation that allows you to apply.docx
Details:
This assignment is a presentation that allows you to apply what you have learned in this course, as well as strengthen your presentation skills.
Introduction
Provide an overview of the portfolio.
Professional Presentation
1. Choose a topic from the course and define
an audience (e.g., educators, administration, parents, students, legislators)
for the presentation.
2. Design a professional presentation in the
format of a PowerPoint, workshop, or video. Within the presentation, include
specific evidence from coursework that demonstrates mastery of understanding in
the following areas: foundations and models (EBD), assessment, causes, facets,
interventions, and teaching strategies for students with EDB.
3. Conduct the presentation with at least one
member of your SPED team. Obtain feedback from participant(s). On the last slide before the reference page, include
a summary of the feedback you received.. Include the strengths and areas of
improvement.
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9501235198&site=ehost-live&scope=site
http://www.ed.gov/about/offices/list/osers/index.html
http://www.ccbd.net
http://www.eric.ed.gov/
http://www2.ed.gov/offices/OSERS/Policy/IDEA/index.html
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=17308777&site=ehost-live&scope=site
http://files.eric.ed.gov/fulltext/ED386854.pdf
Assessment and Evaluation of Students With EBD
Introduction
Ambiguity and difficulty in defining emotional/behavioral disorders (EBD) causes the numbers of students with EBD to vary widely. Often this group can be the most under-identified category in a school. As stated in the previous lecture, factors causing students to exhibit emotional and behavioral disorder can be from five different theoretical frameworks, including
biological, psychoanalytical, behavioral, phenomenological,
and
sociological/ecological
(Smith, Polloway, Patton, Dowdy, 2004). The aforementioned factors may lead to numerous disorders that are all classified under the heading of
emotional disturbance
.
The debate ranges over which assessments to use and why. The purpose of assessment is not only to identify the disabilities but also to use that information to create a more individualized program for intervention and remediation. "Assessment of problem behaviors requires that the team collect and interpret functional information from a variety of sources" (Yell, Meadows, Drasgow, & Shriner, 2009, p. 76). These assessments include both formal and informal types, and the mandated team determines eligibility.
Overall, when considering students with ED, there are times when the team must determine if the behaviors are truly manifestations of students' disabilities in order to protect them from some disciplinary measures such as suspension and expulsion. No matter what assessments are used, there needs to be clear-cut guidelines and procedur.
Future Ready
A Gayle Geitgey presentation for co-asis&t on the topic Future Ready: Preparing for the Third Grade Reading Guarantee and College/ Career Readiness with INFOhio Resources.
For more information visit our website:http://www.asis.org/Chapters/coasis
OK Programs of Study Summit
Presentation was developed and given by multiple presenters. It shows the work from the National Programs of Study Institute to the Oklahoma Programs of Study Institute.
Creating College Ready Students – Tips, Strategies, Examples and Services to ...
Creating College Ready Students – Tips, Strategies, Examples and Services to ...SmarterServices Owen
Webinar discussing challenges of college student readiness, includes resources to combat the challenge and specific examples of what is working for other schools.Using academic data to personalise support in a large faculty (NSW Learning A...
Presentation to the NSW Learning Analytics Group at the University of Sydney on 30th June 2015.
A short introduction to our 'early warning system' and its roll out and impact in the Faculty of Science.
Non-Cognitive Factors as Predictors of Student Success
Non-Cognitive Factors as Predictors of Student Success
OEL7003-8
This is North Central University course OEL-7003-8 (week 8 assignment). It is a sample of a strengths and needs assessment. Components include data analysis, reliability and validity, learning strategies and tools, learning objectives and outcomes, self-directed learning, and standardized posttest. It is written in APA format, includes references, and has been graded by an instructor (A).
Student Assessment in Senior High School Strands V2.pptx
A pre-made concept paper in the form of a powerpoint presentation.
Create a unit plan integrating science and math content of fractio.docx
Create a unit plan integrating science and math content of fractions, decimals, and/or percents.
Ensure you have listed each of the science (NSES)) and math (NCTM) standards to include learning goals and objectives.
Create the unit plan including the following:
1. Clear-cut objectives that align to standards
2. Relevant materials and resources
3. Differentiation of instruction to address the diverse needs of students. Name the differentiation strategies for the specific diverse groups. Problem solving and inquiry strategies
4. The 12 science processes
5. Concrete manipulatives to help develop science and fraction/decimal sense
6. Informal and/or formal assessment that align with objectives
7. Authentic, formative and/or summative assessments
8. Allow for student reflection
Write a narrative of 1,000-1,250 words that addresses the assignment criteria, gives specific examples from the unit plan, and state your rationale.
Prepare this assignment according to the APA Style Guide, located in the Student Success Center. An abstract is not required. Include an appendix to the paper that is a copy of the unit plan.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Submit the assignment to the instructor by the end of Topic 8.
Save Link
Assignment Benchmark- Integrating Science and Mathematics
View Rubric
Due Date: Feb 05, 2017 23:59:59 Max Points: 300
Details:
Create a unit plan integrating science and math content of fractions, decimals, and/or percents.
Ensure you have listed each of the science (NSES)) and math (NCTM) standards to include learning goals and objectives.
Create the unit plan including the following:
1. Clear-cut objectives that align to standards
2. Relevant materials and resources
3. Differentiation of instruction to address the diverse needs of students. Name the differentiation strategies for the specific diverse groups. Problem solving and inquiry strategies
4. The 12 science processes
5. Concrete manipulatives to help develop science and fraction/decimal sense
6. Informal and/or formal assessment that align with objectives
7. Authentic, formative and/or summative assessments
8. Allow for student reflection
Write a narrative of 1,000-1,250 words that addresses the assignment criteria, gives specific examples from the unit plan, and state your rationale.
Prepare this assignment according to the APA Style Guide, located in the Student Success Center. An abstract is not required. Include an appendix to the paper that is a copy of the unit plan.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Submit the assignment to the instructor by the end of Topic 8.
Top of Form
Please Note: Assignment will not be submitted to the faculty member until the "Submit" button under "Final Submission" is clicked.
New Attempt
Bottom of Form
T.
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ANGEL003behsciLOMlcm
- 1. Key Academic Concepts for Behavioral Sciences Department ANGEL, Learning Outcomes Management, and Learning Content Management
- 2. Agenda
Editor's Notes
- About the non-technical side of ANGEL, how it can help us with accreditation and conservation of time & effort