Quality 101: Introduction to Continuous ImprovementMandy Ellis
This interactive session is
designed for those who are getting started with
the continuous improvement model or have been
implementing for years and need to refresh their
thinking. Start your NQEC experience with a
session intended to lay a solid foundation that
will allow you to progress wherever you are
in the process. Get your game on! Join us for
this collaborative, participant-driven session
designed to enhance your understanding of the
continuous improvement model and pave the
way to a dynamic NQEC experience
Learn the 8 components of a classroom learning community to improve student ownership and accountability as you work to develop 21st century learners, critical thinkers and skilled collaborators.
This document discusses assistive technology and accessibility features that can help learning disabled students. It provides tips for ensuring technology purchases are truly accessible, discovering free accessibility options already available, and training teachers to use data from educational technology. Specifically, it recommends:
1) Thoroughly evaluating any new technology's accessibility before purchasing, such as checking reading levels and accommodation options.
2) Leveraging free resources like captions, audiobooks, and students' own devices through BYOT initiatives rather than overspending.
3) Using the SETT framework to select the right tools based on each student's needs, environment, tasks, and abilities.
4) Providing staff training so teachers can maximize built
The following SlideShare is an introduction to personalized learning. It helps teachers make a connection to the management techniques, as described in "The CAFE" by Boushey and Moser, for guiding students in selecting and tracking progress towards goals. Elements from "Visible Learning" by John Hattie are included.
Going to Scale: Implementing Evidence-Based Personalized Learning for Math In...DreamBox Learning
Successful districts are closing learning gaps by identifying and scaling personalized math intervention programs. But what are the conditions and processes that districts should put in place to effectively develop and implement personalized intervention plans?
In this webinar, Debbie Thompson, math curriculum and instructional design, Wichita Public Schools, shares a step-by-step framework for designing and implementing district-wide personalized intervention programs.
CREEP India is a non profiteering organisation working for bringing excellence in education through staff development and student servives. Visit us www.creepindia.org or call 9719146010
Lessons learned video in the online classroom 04_10_14_finalAshford University
As more and more universities implement online courses, instructors continually try to find ways to improve student perceptions, engagement, and learning in the online format while limiting challenges. Instructors often turn to different types of media such as video streaming, pdf files, and YouTube videos to enhance the learning environment. Students indicate a likeness for the convenience of online learning, but clear methods have not been established to improve learning in the online format compared to the traditional face-to-face format. We will present the benefits of adding video, the challenges of using video in the online classroom, and future research that we are considering.
Preparing Administrators for Leadership in the Rural Contextmmcneffnd
This document summarizes Michael McNeff's study on preparing administrators for leadership in rural contexts. McNeff interviewed six rural principals in North Dakota to understand their experiences. He found that principals are drawn to rural schools due to community ties but also feel isolated professionally. Principals rely on other stakeholders for support and find challenges with limited resources, teacher turnover, and accessing relevant professional development due to distance and costs. The study provides recommendations for improving principal preparation and support programs for rural school leaders.
Quality 101: Introduction to Continuous ImprovementMandy Ellis
This interactive session is
designed for those who are getting started with
the continuous improvement model or have been
implementing for years and need to refresh their
thinking. Start your NQEC experience with a
session intended to lay a solid foundation that
will allow you to progress wherever you are
in the process. Get your game on! Join us for
this collaborative, participant-driven session
designed to enhance your understanding of the
continuous improvement model and pave the
way to a dynamic NQEC experience
Learn the 8 components of a classroom learning community to improve student ownership and accountability as you work to develop 21st century learners, critical thinkers and skilled collaborators.
This document discusses assistive technology and accessibility features that can help learning disabled students. It provides tips for ensuring technology purchases are truly accessible, discovering free accessibility options already available, and training teachers to use data from educational technology. Specifically, it recommends:
1) Thoroughly evaluating any new technology's accessibility before purchasing, such as checking reading levels and accommodation options.
2) Leveraging free resources like captions, audiobooks, and students' own devices through BYOT initiatives rather than overspending.
3) Using the SETT framework to select the right tools based on each student's needs, environment, tasks, and abilities.
4) Providing staff training so teachers can maximize built
The following SlideShare is an introduction to personalized learning. It helps teachers make a connection to the management techniques, as described in "The CAFE" by Boushey and Moser, for guiding students in selecting and tracking progress towards goals. Elements from "Visible Learning" by John Hattie are included.
Going to Scale: Implementing Evidence-Based Personalized Learning for Math In...DreamBox Learning
Successful districts are closing learning gaps by identifying and scaling personalized math intervention programs. But what are the conditions and processes that districts should put in place to effectively develop and implement personalized intervention plans?
In this webinar, Debbie Thompson, math curriculum and instructional design, Wichita Public Schools, shares a step-by-step framework for designing and implementing district-wide personalized intervention programs.
CREEP India is a non profiteering organisation working for bringing excellence in education through staff development and student servives. Visit us www.creepindia.org or call 9719146010
Lessons learned video in the online classroom 04_10_14_finalAshford University
As more and more universities implement online courses, instructors continually try to find ways to improve student perceptions, engagement, and learning in the online format while limiting challenges. Instructors often turn to different types of media such as video streaming, pdf files, and YouTube videos to enhance the learning environment. Students indicate a likeness for the convenience of online learning, but clear methods have not been established to improve learning in the online format compared to the traditional face-to-face format. We will present the benefits of adding video, the challenges of using video in the online classroom, and future research that we are considering.
Preparing Administrators for Leadership in the Rural Contextmmcneffnd
This document summarizes Michael McNeff's study on preparing administrators for leadership in rural contexts. McNeff interviewed six rural principals in North Dakota to understand their experiences. He found that principals are drawn to rural schools due to community ties but also feel isolated professionally. Principals rely on other stakeholders for support and find challenges with limited resources, teacher turnover, and accessing relevant professional development due to distance and costs. The study provides recommendations for improving principal preparation and support programs for rural school leaders.
Are You As Smart As A 6th Grader About Digital Learning?Julie Evans
The document discusses findings from Project Tomorrow's Speak Up Research on digital learning and 6th graders. It shares that 6th graders report often taking online tests (63%) but less frequently engaging in other tech-based activities like creating media. Students prefer communicating with teachers via email or messaging apps. While virtual learning has benefits like less drama, students say it also has challenges like not fitting all learning styles and missing social aspects. Students are more engaged in self-directed online learning compared to in-school learning. The document advocates discussing these findings to inform improving education.
This document provides information about a professional learning event on effective self-evaluation using How Good is Our School? (4th edition). The event aims to increase understanding of self-evaluation, support reflection on quality indicators, and provide updates on national developments. It discusses approaches to self-evaluation over time, emphasizing the importance of collaborative approaches, data analysis, and impact on learner outcomes. School staff discuss their self-evaluation processes and how to ensure shared understanding of strengths and needs. The document also examines leadership and management, highlighting self-evaluation, reflection, and using challenge questions and features of highly effective practice.
Teaching with ALL Students in Mind: Collaborative Literacy Practices
Considering the shifts of the re-designed curriculum, including a focus on core competencies, examples of story necklaces in writing classrooms and a sequence guided by an essential question are presented.
Continuing the conversation of working with class and school profiles/reviews to better support inclusion. Includes a focus on what makes a difference in teaching, 'no plan, no point' and co-teaching.
Five Year Study Preparing KentuckyTeachers for Mobile Anytime Anywhere LearningJulie Evans
This document summarizes a presentation about a 5-year study conducted in Kentucky to prepare teachers for mobile learning. The study involved collaboration between a university, school districts, and non-profit to train pre-service teachers and support in-service teachers in effectively using mobile devices. Results showed that teachers developed strong skills and positive mindsets about technology integration, and observed benefits for student engagement, critical thinking, and personalized learning. Next steps involve expanding the model to more schools and refining teacher training to develop competency in mobile learning.
502. Improve Your AIM on School Improvement
"Different Thinking for Different Results" will share common characteristics / practices found in K12 High Performing, Rapidly Improving, and High Reliability Schools. There are no silver bullets, but this session will help schools reflect on their Culture, Leadership, Rigor, Community practices, and the WHY of needing to increase staff's capacity for the sake of improving student learning. CHANGED People, Change People - Be Intentional.
Presenter(s): Norman McDuffie
Location: Grandover West
The document discusses ways to increase student engagement in online learning. It suggests leveraging adaptive learning engines to personalize learning, challenging students with real-world problems, facilitating national and global collaboration on issues, allowing students to co-create courses, engaging the local community, using simulations and games, assessing competencies through video instead of traditional teaching, and making the learning fun. Student engagement is important as it correlates with better learning outcomes and predicts future learning commitments.
The following SlideShare is an introduction for those teachers that are interested in trying out blended learning in their classrooms. Whether you are an elementary teacher or a middle school teacher, you will find tech tools that will help you create engaging lessons for your students. Most importantly, however, you will learn how to effectively flip a lessons that will ensure that your students will engage in deep thinking and experience academic success. Be confident in knowing that you are doing is going to work! ("Visible Learning" by John Hattie is a major source for this presentation)
Langley 4 Igniting a Passion for LIteracyFaye Brownlie
Revisiting purpose and place of sharing levels of text. Two collaborative sequences: grade 2/3 writing and grade 4/5 deeper thinking, both with core competency focus included.
The document discusses the need for continuous improvement in classrooms to better prepare students for the 21st century. It emphasizes developing skills like critical thinking, collaboration, creativity and problem solving. Classrooms should embed these 21st century skills into core subjects, standards, teaching strategies and assessments. The continuous improvement classroom model focuses on student ownership of learning, developing 21st century skills, and increasing academic achievement through teamwork, data analysis, and quality improvement tools.
601. Finally . . . We "Met Growth" Again!
After 3 years of stagnating in school growth, our staff stepped back, regrouped and looked at ourselves differently. While we are not where we want to be, we Met Growth this year and raised our performance grade. The "plan of attack" caused us to take a fresh look at our processes and procedures. We will share how we turned things around.
Presenter(s): Patricia Underwood
Location: Arrowhead
The document discusses design thinking and examples of its application in K-12 education. It describes Stanford's five step design thinking process of empathize, define, ideate, prototype, and test. Examples provided include schools that use whiteboards, laptops, and maker spaces to engage students. The document also discusses blended learning models and their use of technology to personalize learning experiences for students.
Digital Tools to Advance Sustainability Literacy Julie Evans
Digital tools can help develop critical thinking skills needed for sustainability education. These skills include categorization, making connections between ideas, creating new content, and self-reflection. Digital tools that support these skills include videos, games, subscriptions, apps, online curriculum, simulations, and online textbooks. Teachers use digital content for instructional goals like providing background material, assessing knowledge, illustrating concepts, differentiating instruction, engaging students, and activating prior knowledge. Younger students use more games and subscriptions while older students use more online textbooks and simulations.
The document discusses transforming lives through learning and raising attainment for all students. It highlights the importance of having high expectations for all students, focusing on individual student progress, and closing attainment gaps between advantaged and disadvantaged students. It provides strategies for improving learning outcomes, such as focusing on early literacy, using data to inform curriculum design, identifying barriers to learning, and implementing evidence-based interventions. The goal is pursuing excellence and equity so that poverty does not determine students' academic performance.
Rethinking Student Engagement in the Digital ClassroomD2L Barry
Presentation at the D2L Connection: South Carolina Edition on May 10, 2019 at Piedmont Technical College, Newberry Campus.
Presenters Lisa b Martin, Brad Griggs, and Rachel Hollaway, all of PTC.
This document summarizes key points from a presentation on teaching all students to read successfully. It discusses research showing that virtually all students can read on grade level by the end of first grade with the right instruction. Struggling readers need to read more text, form a mental model of what readers do, and read for meaning rather than doing more worksheets or isolated skills practice. The presentation advocates for building independence in students by having them help create criteria for good reading and noticing when they apply those criteria. It also discusses ensuring students read accurately, understand what they read, write about meaningful topics, talk about reading, and listen to adults read aloud.
Connecting and engaging learners in blended/online learningCirculus Education
ways to connect and engage your learners in online learning. Find out what students want from their online experience. Best practice for creating an online learning course. What does you LMS need to engage and connect with learners
This document provides guidance for schools to evaluate their quality and progress using a set of quality indicators. It introduces the revised third edition of "How Good is Our School?" which replaces previous versions and forms part of a series called "The Journey to Excellence." The quality indicators focus on improving educational experiences and outcomes for students in line with the curriculum framework and vision for Scottish children. Schools are encouraged to use self-evaluation to critically reflect on their performance, identify priorities, and drive continuous improvement toward excellence.
This document provides an overview of a pedagogical leadership handbook for principals. It discusses the role of the principal in leading learning at the school. The handbook contains 4 parts: 1) understanding the meaning of school leadership, 2) a pedagogical leadership framework, 3) how to write an annual pedagogical plan, and 4) tools and resources for principals. It emphasizes that the principal's role is to influence, direct, empower and work with others including teachers, students, and parents to improve student learning outcomes. It also provides examples of how to develop a shared vision, SMART goals, and a personal vision statement to guide the principal's leadership.
This document provides information about the professional learning communities (PLCs) at Franklin Elementary School. It discusses how the PLCs were started with support from the district and board of education. It also provides demographic information about the school. The document outlines how teachers have demonstrated commitment to PLCs by meeting regularly and collaborating. It describes the different types of PLCs, including grade-level and cross-grade-level teams. Benefits are discussed such as collaborating with colleagues, analyzing student work, and sharing best practices. Data is presented showing improved student performance on standardized tests over time that PLC proponents attribute to their work.
The document provides information about a presentation given to CUPE members about the School District No. 48 Education Plan. It summarizes that traditional learning models no longer fit the needs of students and input was gathered from community members through surveys. A team then used this input and research over five days to develop the Education Plan. The plan focuses on skills like critical thinking, collaboration, engagement and incorporating play/exploration. It outlines new structures being implemented like pathways programs and building teacher capacity through professional learning. The presentation encourages embracing change and looks for support through work placements, job shadowing and apprenticeships to help grow career and life programs.
Are You As Smart As A 6th Grader About Digital Learning?Julie Evans
The document discusses findings from Project Tomorrow's Speak Up Research on digital learning and 6th graders. It shares that 6th graders report often taking online tests (63%) but less frequently engaging in other tech-based activities like creating media. Students prefer communicating with teachers via email or messaging apps. While virtual learning has benefits like less drama, students say it also has challenges like not fitting all learning styles and missing social aspects. Students are more engaged in self-directed online learning compared to in-school learning. The document advocates discussing these findings to inform improving education.
This document provides information about a professional learning event on effective self-evaluation using How Good is Our School? (4th edition). The event aims to increase understanding of self-evaluation, support reflection on quality indicators, and provide updates on national developments. It discusses approaches to self-evaluation over time, emphasizing the importance of collaborative approaches, data analysis, and impact on learner outcomes. School staff discuss their self-evaluation processes and how to ensure shared understanding of strengths and needs. The document also examines leadership and management, highlighting self-evaluation, reflection, and using challenge questions and features of highly effective practice.
Teaching with ALL Students in Mind: Collaborative Literacy Practices
Considering the shifts of the re-designed curriculum, including a focus on core competencies, examples of story necklaces in writing classrooms and a sequence guided by an essential question are presented.
Continuing the conversation of working with class and school profiles/reviews to better support inclusion. Includes a focus on what makes a difference in teaching, 'no plan, no point' and co-teaching.
Five Year Study Preparing KentuckyTeachers for Mobile Anytime Anywhere LearningJulie Evans
This document summarizes a presentation about a 5-year study conducted in Kentucky to prepare teachers for mobile learning. The study involved collaboration between a university, school districts, and non-profit to train pre-service teachers and support in-service teachers in effectively using mobile devices. Results showed that teachers developed strong skills and positive mindsets about technology integration, and observed benefits for student engagement, critical thinking, and personalized learning. Next steps involve expanding the model to more schools and refining teacher training to develop competency in mobile learning.
502. Improve Your AIM on School Improvement
"Different Thinking for Different Results" will share common characteristics / practices found in K12 High Performing, Rapidly Improving, and High Reliability Schools. There are no silver bullets, but this session will help schools reflect on their Culture, Leadership, Rigor, Community practices, and the WHY of needing to increase staff's capacity for the sake of improving student learning. CHANGED People, Change People - Be Intentional.
Presenter(s): Norman McDuffie
Location: Grandover West
The document discusses ways to increase student engagement in online learning. It suggests leveraging adaptive learning engines to personalize learning, challenging students with real-world problems, facilitating national and global collaboration on issues, allowing students to co-create courses, engaging the local community, using simulations and games, assessing competencies through video instead of traditional teaching, and making the learning fun. Student engagement is important as it correlates with better learning outcomes and predicts future learning commitments.
The following SlideShare is an introduction for those teachers that are interested in trying out blended learning in their classrooms. Whether you are an elementary teacher or a middle school teacher, you will find tech tools that will help you create engaging lessons for your students. Most importantly, however, you will learn how to effectively flip a lessons that will ensure that your students will engage in deep thinking and experience academic success. Be confident in knowing that you are doing is going to work! ("Visible Learning" by John Hattie is a major source for this presentation)
Langley 4 Igniting a Passion for LIteracyFaye Brownlie
Revisiting purpose and place of sharing levels of text. Two collaborative sequences: grade 2/3 writing and grade 4/5 deeper thinking, both with core competency focus included.
The document discusses the need for continuous improvement in classrooms to better prepare students for the 21st century. It emphasizes developing skills like critical thinking, collaboration, creativity and problem solving. Classrooms should embed these 21st century skills into core subjects, standards, teaching strategies and assessments. The continuous improvement classroom model focuses on student ownership of learning, developing 21st century skills, and increasing academic achievement through teamwork, data analysis, and quality improvement tools.
601. Finally . . . We "Met Growth" Again!
After 3 years of stagnating in school growth, our staff stepped back, regrouped and looked at ourselves differently. While we are not where we want to be, we Met Growth this year and raised our performance grade. The "plan of attack" caused us to take a fresh look at our processes and procedures. We will share how we turned things around.
Presenter(s): Patricia Underwood
Location: Arrowhead
The document discusses design thinking and examples of its application in K-12 education. It describes Stanford's five step design thinking process of empathize, define, ideate, prototype, and test. Examples provided include schools that use whiteboards, laptops, and maker spaces to engage students. The document also discusses blended learning models and their use of technology to personalize learning experiences for students.
Digital Tools to Advance Sustainability Literacy Julie Evans
Digital tools can help develop critical thinking skills needed for sustainability education. These skills include categorization, making connections between ideas, creating new content, and self-reflection. Digital tools that support these skills include videos, games, subscriptions, apps, online curriculum, simulations, and online textbooks. Teachers use digital content for instructional goals like providing background material, assessing knowledge, illustrating concepts, differentiating instruction, engaging students, and activating prior knowledge. Younger students use more games and subscriptions while older students use more online textbooks and simulations.
The document discusses transforming lives through learning and raising attainment for all students. It highlights the importance of having high expectations for all students, focusing on individual student progress, and closing attainment gaps between advantaged and disadvantaged students. It provides strategies for improving learning outcomes, such as focusing on early literacy, using data to inform curriculum design, identifying barriers to learning, and implementing evidence-based interventions. The goal is pursuing excellence and equity so that poverty does not determine students' academic performance.
Rethinking Student Engagement in the Digital ClassroomD2L Barry
Presentation at the D2L Connection: South Carolina Edition on May 10, 2019 at Piedmont Technical College, Newberry Campus.
Presenters Lisa b Martin, Brad Griggs, and Rachel Hollaway, all of PTC.
This document summarizes key points from a presentation on teaching all students to read successfully. It discusses research showing that virtually all students can read on grade level by the end of first grade with the right instruction. Struggling readers need to read more text, form a mental model of what readers do, and read for meaning rather than doing more worksheets or isolated skills practice. The presentation advocates for building independence in students by having them help create criteria for good reading and noticing when they apply those criteria. It also discusses ensuring students read accurately, understand what they read, write about meaningful topics, talk about reading, and listen to adults read aloud.
Connecting and engaging learners in blended/online learningCirculus Education
ways to connect and engage your learners in online learning. Find out what students want from their online experience. Best practice for creating an online learning course. What does you LMS need to engage and connect with learners
This document provides guidance for schools to evaluate their quality and progress using a set of quality indicators. It introduces the revised third edition of "How Good is Our School?" which replaces previous versions and forms part of a series called "The Journey to Excellence." The quality indicators focus on improving educational experiences and outcomes for students in line with the curriculum framework and vision for Scottish children. Schools are encouraged to use self-evaluation to critically reflect on their performance, identify priorities, and drive continuous improvement toward excellence.
This document provides an overview of a pedagogical leadership handbook for principals. It discusses the role of the principal in leading learning at the school. The handbook contains 4 parts: 1) understanding the meaning of school leadership, 2) a pedagogical leadership framework, 3) how to write an annual pedagogical plan, and 4) tools and resources for principals. It emphasizes that the principal's role is to influence, direct, empower and work with others including teachers, students, and parents to improve student learning outcomes. It also provides examples of how to develop a shared vision, SMART goals, and a personal vision statement to guide the principal's leadership.
This document provides information about the professional learning communities (PLCs) at Franklin Elementary School. It discusses how the PLCs were started with support from the district and board of education. It also provides demographic information about the school. The document outlines how teachers have demonstrated commitment to PLCs by meeting regularly and collaborating. It describes the different types of PLCs, including grade-level and cross-grade-level teams. Benefits are discussed such as collaborating with colleagues, analyzing student work, and sharing best practices. Data is presented showing improved student performance on standardized tests over time that PLC proponents attribute to their work.
The document provides information about a presentation given to CUPE members about the School District No. 48 Education Plan. It summarizes that traditional learning models no longer fit the needs of students and input was gathered from community members through surveys. A team then used this input and research over five days to develop the Education Plan. The plan focuses on skills like critical thinking, collaboration, engagement and incorporating play/exploration. It outlines new structures being implemented like pathways programs and building teacher capacity through professional learning. The presentation encourages embracing change and looks for support through work placements, job shadowing and apprenticeships to help grow career and life programs.
This document provides tips and strategies for teachers to earn an "excellent" performance rating in their evaluations. It discusses key areas evaluators will assess such as classroom environment, instructional practices, assessment, reflection, professional responsibilities, and planning. Specific tips are given for engaging students, using questioning techniques, communicating expectations, conducting observations, providing feedback, and participating in professional learning communities. Teachers are encouraged to set high expectations, demonstrate content knowledge, use formative assessment, reflect on their teaching, and communicate regularly with families.
The document discusses assessment practices and formative assessment. It provides an overview of assessment types including formative, summative, and diagnostic assessments. Formative assessment identifies student needs, guides ongoing instruction, and provides feedback to improve learning, while summative assessment evaluates learning at the end of a unit. The document emphasizes that formative assessment, when used to adapt teaching to meet student needs, has a strong positive effect on learning.
This document outlines Kristen Joe's teacher leader project at KIPP Heartwood Academy. It discusses the implementation of an advisory period to focus on team building and restorative circles. While intended to be proactive, the time was not consistently used and lacked planning. Joe's goals as the 5th grade SEL coordinator are to improve students' self-reported social-emotional skills and recommend implementing a Second Step curriculum. Analysis of discipline and survey data show improvements in behaviors and interpersonal skills from the curriculum's use.
The document discusses assessment practices and formative assessment. It provides an overview of assessment types including summative, formative, and diagnostic assessments. Formative assessment identifies student needs and guides ongoing instruction, while summative assessment evaluates learning at the end of a unit. The key steps in assessment are determining where students are headed learning-wise, where they are currently, and how to help them progress. Formative assessment and feedback are emphasized as having strong positive effects on student learning.
Tools for Administrators of Blended Learning ProgramsiNACOL
iNACOL, in partnership with the New York City Schools iLearnNYC program, developed administrative tools to assist administrators in support of blended learning teachers.
This document summarizes Dana McGuire's advising practicum at Virginia Tech under the supervision of Dr. Jennifer Clevenger. The objectives were to create a report on student retention, understand advising roles, and gain advising experience. Dana advised students, met with staff, and wrote a report with recommendations. She gained knowledge of advising best practices and feels more prepared for an advising career. Dana wants to seek positions advising probationary students and ones with a teaching component. The practicum experience helped prepare her competitively for such roles.
Professional school counselors have several roles: they help students with social/emotional, academic, and career development needs through individual counseling, classroom lessons, and crisis response. They also consult with teachers and parents. Their duties include supporting students' academic plans and career/college readiness. Counselors use data to evaluate their comprehensive school counseling programs and ensure all students' needs are met.
The document outlines the three phases of the teaching process: plan, teach, and reflect. It describes the key activities teachers engage in during each phase, such as planning lessons using data, teaching through circulating the classroom and using formative assessments, and reflecting by collaborating on lessons and adjusting plans based on student outcomes. Teacher leaders can support each phase by providing resources, co-planning, observing lessons, and asking questions to help teachers with next steps.
This document outlines an agenda and materials for a training workshop on assessment for learning. The workshop will cover:
1. Key principles of formative and summative assessment, including using assessment to provide feedback and adjust teaching.
2. Different teaching contexts and how to plan for various learning styles using formative assessment strategies like questioning, self-assessment, and providing feedback.
3. The role of school and subject leadership in supporting assessment for learning.
The workshop aims to help educators better understand assessment for learning and how to implement practices that actively involve students in assessing their own learning.
Using Problem Solving to Resolve Behaviour ProblemsEcem Cengiz
This document discusses various problem solving methods that can be used to resolve behavior problems in the classroom. It begins by introducing the topic and some relevant quotes. It then outlines the contents which include tools like the Gantt card, fishbone diagram, matrix diagram and surveys. It also provides examples of implementing problem solving approaches like using class meetings and peer mediation. Guidelines are given for facilitating these group processes. The document concludes by listing references for further information.
The document discusses the Group Investigation model, a cooperative learning structure where students plan and carry out a course of study. It involves 6 stages: presenting the topic, planning, investigating, organizing, presenting, and evaluating. Students work in groups to research sub-topics, analyze data, and present their findings to the class. The objectives are to develop skills in dialogue, mutual inquiry, recognizing different opinions, and rational thinking. Self-learning is also discussed, including its advantages of flexibility but disadvantages like lack of discipline, interaction, and input from teachers.
This document provides an overview of differentiated instruction for gifted students. It discusses using pre-assessment to understand students' strengths and needs, flexible grouping strategies to provide appropriate instruction, and adjusting content, process, and products to match students' readiness, interests, and learning profiles. The goal of differentiation is to increase student learning, confidence, motivation, and independence through various instructional methods that create an optimal match between students and their learning experiences.
This document discusses questions to promote self-directed learning. It begins with an introduction on self-directed learners and questioning techniques. It then provides examples of basic and rewritten questions about course content and the use of questioning to support learning. The document also discusses challenges in questioning, connecting questioning to problem-based learning, and how sound questioning techniques can stimulate independent learning. It concludes by explaining how the assignment promotes self-directed learning in students.
This document discusses questions to promote self-directed learning. It begins with an introduction on self-directed learners and questioning techniques. It then provides examples of basic and rewritten questions about course content and the use of questioning to support learning. The document also discusses challenges in questioning, connecting questioning to problem-based learning, and how sound questioning techniques can stimulate independent learning. It concludes by explaining how the assignment promotes self-directed learning in students.
This document outlines the agenda and content for a review session on principles of teaching. It will include 4 practical tests and discussions on various topics like instructional planning, classroom management, questioning techniques, teaching methods, and more. Key concepts that will be covered include Bloom's taxonomy, learning environments, and Gardner's theory of multiple intelligences. The overall goal is to help participants prepare for the licensure exam and provide an overview of important concepts in teaching.
Similar to Empowerment through Engagement: Implementing Student Led IEPs (20)
1) This document provides information for parents about the upcoming school year for a first grade classroom. It outlines the classroom rules, curriculum, schedules, procedures and volunteer opportunities.
2) Core subjects that will be covered include Fundations (word study), Guided Reading, math using the Singapore approach, and Second Step (social-emotional learning).
3) The teacher communicates various logistics including homework, snacks, parties, communication methods, a wish list, and an upcoming parent event. Parents are thanked for their attendance.
This document discusses a school's progress and plans for future events and initiatives. It celebrates past successes in October and looks ahead to upcoming activities in November, including Election Day, a charity event, a conference, a science program, and physical education training.
This document provides information about Title I interventions at Dunlap Grade School. It describes the three-tiered Response to Intervention (RTI) model used to identify and support students academically. Students in Tier II receive targeted classroom or intervention support based on assessments below the 25th percentile. A variety of research-based reading and math interventions are used in 6-8 week cycles, with progress monitored through tools like STAR assessments. Title I staff document intervention implementation to ensure integrity. The document recaps September successes and previews upcoming October activities.
As a parent/guardian of a student at a school receiving funds under Title I of the Elementary and Secondary Education Act, you have the right to request the professional qualifications of the teachers who instruct your child and the paraprofessionals, if any, who assist them. You may request the following information about each of your child's classroom teachers and/or their paraprofessional assistants:
1. Whether the teacher has met State certification requirements;
2. Whether the teacher is teaching under an emergency permit or other provisional status by which State licensing criteria have been waived;
3. The teacher's college major;
4. Whether the teacher has any advanced degrees and, if so, the subject of the degrees; and
5. Whether any instructional aides or paraprofessionals provide services to child and, if so, their qualifications.
If you would like to receive any of this information, please contact Charlotte Ferris (cferris@dunlapcusd.net) at the District Office
I was asked to present to a group of Kindergarten students about what my job entailed during a "Community Helpers" unit. This picture powerpoint is what I shared.
This document provides an overview of a session on the Common Core State Standards for teachers. It includes:
1) Introductions of the presenters and an overview of the session objectives to understand the principles and shifts of the CCSS in English/Language Arts and math.
2) A discussion of the key principles of the CCSS including that it focuses on fewer, clearer, and higher standards that are internationally benchmarked and prepare students for college and careers.
3) An explanation of the three major shifts in both ELA/literacy and math, which emphasize complex texts, evidence-based writing, building knowledge in ELA and focus, coherence and rigor in math.
4) Information about
This document provides information about Dunlap School District 323, including enrollment data from 2002-2012, demographic trends, free and reduced lunch percentages, and test score averages. It discusses the importance of teamwork, collaboration, and shared leadership for successful organizations. It outlines the district's strategic planning process, which includes stakeholder participation, data review, identifying strengths and areas for improvement, and establishing a mission, vision, values, goals and strategies. Key leadership teams at the district, building, and classroom levels are responsible for communicating and monitoring progress on strategic plans.
This document provides an overview of the Dunlap School District strategic plan. It includes enrollment data showing steady growth over 20 years to a current enrollment of 4,080 students across 8 schools. The plan aims to promote 21st century learning and leadership through teamwork, collaboration, and shared leadership across the district. Key elements include developing mission and vision statements for each school aligned to district goals. Leadership teams at the district, school, and classroom levels will monitor progress and provide feedback to ensure continuous improvement.
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2. Objectives
• Benefits of Student-Led IEPs
• Implementation Guidelines
• Obstacles of Implementation
• Stakeholder Involvement
3. •Take a Test Drive
•Read the Owner’s Manual
•Set Direction
•Follow the Map
•Maneuver the Obstacles
•Start their engines
•Provide Opportunity for Feedback
If you don’t know where you are
going, any old road will get you
there….
4. Student Benefits of Student-Led IEPs
• Reading and Writing in Context
• Goal Setting
• Self-Advocating
• Using Presentation Skills
• Listening and Responding
• Compromising
• Summarizing
5. Additional Benefits of Student-Led IEPs
• Structured Meeting
Flow
• Parent Involvement
• Family-Centered
• Increased Team
Dialogue
6. Take a Test Drive
Student Survey
• Ongoing
• Drive
Instruction
• Provide Focus
• Dashboard
View
7. Feedback Drives Improvement
1 1.5 2 2.5 3 3.5 4 4.5 5
I know who attends my IEP meeting
I know why we have an IEP meeting
I know the parts to the IEP meeting
I know what happens at the IEP meeting
I feel involved in the IEP planning process
I know what related services I receive
I know what my accommodations are
I know my goals
I know why I have an IEP
I know what an IEP is
I track my progress towards my goals
I get the help I need to be successful
I can communicate my needs to my teachers
I am proud of who I am
The IEP Meeting
After Annual Reviews
Start of Year
9. Re-Read the Owner’s Manual
• “Introduction to Your IEP”
Presentation by Special Education Teacher
– What an IEP is
– Why you have an IEP
– What goals are written in your IEP
– What accommodations you have
– What related services are
– What an IEP meeting is and how to
present at your own IEP!
10. Set Direction
• Student strengths
• Goals
• Accommodations
• Feedback from stakeholders
• A Plan for Services and Placement
11. Introductions My strengths
My progress towards
current goals
My services and
placement
My IEP
Meeting
My teacher’s
Input
My accommodations
My goals for the
future
My parents’
input
Follow the Map
15. “I love getting ready for exciting things, even if I am nervous.””
4th Grade Student
16.
17. Additional Activities to Consider
• Write a statement regarding their present levels
of performance
• Compose business letters and address envelopes
inviting IEP members to the meeting
• Conduct a self-assessment regarding their
learning styles.
• Through these activities, students become more
aware of their abilities, develop key
communication skills and reinforce 21st century
skills.
18. Maneuver the Obstacles
• Student Concerns
• Parent Concerns
• Student Ability to Present
Soliciting Stakeholder Feedback is vital
throughout the process!
22. Start Your Engines… IEP Day!
• Meetings are allotted 45 minutes
• Students greet the IEP team members
• Students facilitate introductions
• Students begin the IEP meeting
• Students are prompted to engage team
members
• All members of the IEP team provide
feedback.
23. Celebrate Student Success
• Student-led IEPs are the vehicles for driving
continuous improvement and developing 21st
century skills.
• As a special education teacher, there is no
greater victory than seeing a child empowered
through engagement in their learning.
26. References
For electronic resources created and used to implement
student-led IEPs, visit
http://wilderwaiteresourceroom.wikispaces.com/indivi
dualized+education+planning.
For more information about Dunlap School District #323,
visit www.dunlapcusd.net/pages/splash.aspx
Becky Wilson Hawbaker, “Student-led IEP meetings:
Planning and Implementation Strategies,” TEACHING
Exceptional Children Plus, Vol. 3, No. 5, 2007,
http://journals.cec.sped.org/tecplus/vol3/iss5/art4.