Finalizing Reading Growth Data
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There are several steps to finalize reading growth data from end-of-year assessments: 1) verify guidance from the assessment template, 2) walk through sample tracker steps including adding name and finalized roster, 3) ensure at least two assessment rounds were administered and input, 4) check for complete data on all students, and 5) review the tracker for errors and progress toward goals. Accurate, complete, and error-free data is important for teachers and students.
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2. The assessment calendar should show that at least four rounds have been administered and entered for all students. Absent students should make up assessments.
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2) Verifying the assessment calendar reflects four assessments being administered and four rounds of data entered for all students.
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1. The tracker should include the teacher's full name and have a finalized roster on the goal tab for the chosen reading assessment. Students missing more than 50% of instruction should be removed.
2. The assessment calendar should show that at least four rounds have been administered and entered for all students. Absent students should make up assessments.
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Similar to Finalizing Reading Growth Data
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.” After choosing a child, write an analysis of the child. Your analysis should include the following:
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The age of the child
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domains, choose a learning standard that relates to an area of need for the child you choose based on their checklist. Create a clear learning objective that aligns with this standard, which you can use to measure the child’s performance on the assessment you will create in Step 3.
For example
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LED514 Module 3 Session Long Project Checklist (Rev. 5-3-15)INST.docx
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INSTRUCTIONS FOR STUDENT: After you complete your references section in your assignment, copy and paste this grading rubric to your Word document and use it as a checklist to help make sure you covered all the required content, structure, and mechanical expectations.
Content (Student should structure the paper into sections below.)
Student should use mark the box below as a checklist.
Student Notes
Section 1- Introduction ( Use this header): describes what the memo is going to be about; it mentions the upcoming sections.
Section 2- Goal 1 of 3( Use this header): Answer these questions:
· What is the goal?
· Why is it important?
· How does the goal connect to your personal values?
· How do you measure you achieved it?
· What is the timeline for this goal?
· How will you hold yourself accountable for finishing the goal?
· What resources do you need?
· What specific steps/actions do you need to take to complete the goal?
Section 3- Goal 1 of 3 ( Use this header): Answer these questions:
· What is the goal?
· Why is it important?
· How does the goal connect to your personal values?
· How do you measure you achieved it?
· What is the timeline for this goal?
· How will you hold yourself accountable for finishing the goal?
· What resources do you need?
· What specific steps/actions do you need to take to complete the goal?
Section 4- Goal 1 of 3 ( Use this header): Answer these questions:
· What is the goal?
· Why is it important?
· How does the goal connect to your personal values?
· How do you measure you achieved it?
· What is the timeline for this goal?
· How will you hold yourself accountable for finishing the goal?
· What resources do you need?
· What specific steps/actions do you need to take to complete the goal?
Section 5- References ( Use this header): has 2 peer-reviewed/scholarly references from the databases within the CyberLibrary. The references are also integrated within the paper.
Section 6- Grading Rubric ( Use this header): contains this grading rubric.
Organization / Development
Student should use mark the box below as a checklist.
Student Notes
The 6 required sections are organized separately in sequence as listed in the Content section.
The memo is at least 2 full pages in length (excluding references and headers) size 12 Times New Roman font with double spacing text.
Each section is labelled with the header prescribed above.
Mechanics
Student should use mark the box below as a checklist.
Student Notes
Formatting or layout and graphics are pleasing to the eye (font, colors, spacing).
Rules of grammar, word usage, punctuation, capitalization, and spelling are followed.
Sentences are complete, clear, varied, and concise with proper syntax.
Used size 12 Times New Roman font for main body text and References.
Used double spacing between sentences and in References section.
35 Slides Presentation about the Corporate Governance in C ...
Exe 504 week 2 plop
The document outlines the steps to develop a unit plan, including identifying a group or student, collecting baseline data through assessment, writing a present level of performance (PLOP) statement, developing goals and objectives, designing an instructional management plan and daily routine, planning for progress monitoring and daily reflection, designing daily lessons, and summarizing progress. Key aspects include assessing the student's skills, prioritizing needs, writing a parent-friendly PLOP statement, and creating measurable goals and objectives based on the assessment data.
Design For InstructionTeacher will now design the instruction
Design For Instruction
Teacher will now design the instruction for the learning goals provided in previous chapter. How will you teach the learning goals you have designed
The following will be discussed At this point you have administered the pre-assessment
Remember to include charts to report the findings of the pre assessment
Page length 3 + visual organizer
Pre Assessment Results
Don’t forget to label your responses using subheadings in the TWS outline
Discuss what your pre-assessment scores revealed about your students
You could discuss but is not limited to:
Range of scores for each student showing percentages
Be specific about what learning goals you are using ( Question 10, & 12 addressed LG 2 that showed a low percentage (12%) of students that mastered
Use charts to show the results/ could show graph for each learning goal
Restate learning goals as you discuss results
Show target performance set for each learning goal
Show lowest and highest mastery of each goal
Show graph with mastery of each question for each student
Remember your sub headings are
Results of pre- assessment ( discussed on the first few pages)
Unit Overview- discuss what your unit will include (you may use your outline here of your unit. Explain your unit and alignment with goals. List topics for each day. Include activity for each day
Activities – what activities will you use for each unit. Discuss and explain/ Review page 10 of TWS to include explanation of activity
Technology – What technology will you use for this unit
MUST HAVE
Analyzed descriptions of student performance
Activities linked to learning goals
Identify patterns of student performance
Show activity you are doing each day
Use visual organizer
Describe a minimum of 3 activities using a variety of instructional strategies
Analyze student performance related to the goals
Show how you will score assessments
Show how activity relates to goals
What materials are needed for activity
Can use scoring rubrics, observation, checklist, rating scales ect.
How will you check on student progress
Instructional Decision-Making FIVE
Describe Modifications
Give 2 examples of when student learning or response caused you to modify your lesson
Describe in detail the activity that you modified and why
Explain why you thought this would improve student learning of
the goal. Explain in detail
Give a second example of when a student’s learning or response
caused you to modify the lesson. Explain in detail
Suggested page length 3-4 pages
Review page 13 TWS
Analysis of Student Learning
Teacher uses assessment data to profile student learning giving information about student achievement
Now you will analyze data
Show performance of whole class, subgroups and individual students
Conclusions will be drawn in Factor 7
Focus student achievement
Subheadings
Whole Cl ...
Module 4, ed 103
This document discusses scoring rubrics and portfolio assessments. It provides definitions of scoring rubrics and discusses their significance and advantages, such as increasing objectivity and consistency in student evaluations. The document also outlines the two main types of rubrics: holistic rubrics, which use a single scale to evaluate all criteria together, and analytic rubrics, which evaluate different criteria separately. Finally, the advantages and disadvantages of each rubric type are presented.
Lesson Plan Template – OverviewFor a more detailed explanati.docx
Lesson Plan Template – Overview
For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please view the Lesson Plan Handbook.
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal
The goal is the purpose of the lesson.
Objective
The objective is what students will be able to know or do at the end of the lesson.
Standards Included
Standards are the knowledge or skills that students will be expected to demonstrate. Depending on the age of the children you are working with, you will choose the appropriate standard from the list below:
Birth to Age 3: Developmental Milestones. Click HERE to locate a developmental milestone checklist that includes developmental standards.
Ages 3 to 5: Early Learning Guidelines. Click HERE to locate the Early Learning Guidelines for your state.
Head Start Framework: If you work in a Head Start program, please click HERE to choose a standard from the Head Start Early Learning Framework.
K-3: Click HERE to locate the Kindergarten through 3rd grade standards for your state.
Materials
The materials section lists all items needed throughout a lesson.
Introduction
The introduction is how you will introduce the activity so your students are interested, engaged, and have the opportunity to think about any background knowledge/experience that they may have.
Lesson Development:
The lesson development section includes the steps that you will take to teach the lesson including any modeling, direct instruction, centers, etc. that will be utilized. Sometimes this is also referred to as the “procedures” section of the lesson plan.
Differentiation
Often times you will have students that you will need to include modifications for when you are developing a lesson. In this section you will need to explain how you could modify your lesson to meet the needs of the different children you are working with. These modifications may apply to the lesson development section, the practice/check for understanding section, or both.
Assessment
(Practice/ Checking for
Understanding)
Students are given the opportunity to apply what they have learned in a formal or informal way. You will need to describe what you will do to assess student learning. It can be through guided practice and/or independent practice. Guided practice allows students to demonstrate their understanding of the material while the teacher is present and can provide needed assistance. Independent practice might be group work, projects, or homework.
Closing
Here the ECE teacher/provider reviews the highlights of the lesson and brings closure to the activity.
Lesson Plan Template
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal
Objective
Standards Included
Materials
Introduction
Lesson Development
Differentiation
Assessment
(Practice/ Checking for
Understanding)
Closing
References
Center on Enhancing Ea.
Comm101 Online Course Menu
This document provides an overview of the menu options for an interactive presentation for a COMM 101 course. The menu includes 14 buttons that link to course documents like the syllabus, faculty info, assignments, lectures, quizzes/exams, group discussions, exercises, speech details, self-evaluation paper, grades, asking the instructor questions, student resources, extra credit opportunities, and a course evaluation.
Ech 211 ech211 ech 211 education for service uopstudy.com
This document outlines the weekly assignments for an early childhood education course. It includes assignments such as writing a reflection paper on an experience with young children, creating learning goals and objectives for different content areas and age groups, designing an assessment for kindergarten students, observing and interviewing a teacher to reflect on lesson plan implementation, developing an original early childhood lesson plan, and completing a self-assessment of teaching dispositions. The course uses a learning management system and students must submit assignments through the online portal.
Measurement -final.pptx
The document discusses measurement and evaluation in education. Measurement is the process of assigning a numerical value to quantify something, while evaluation involves making a qualitative judgment about the quality or extent to which objectives are achieved. Evaluation considers past results and goals, and can be objective-based. Formative evaluation provides feedback for improvement, while summative evaluation assesses achievement at the end. Various tools are used for educational evaluation, including tests, records, checklists, scales, and observations. Both measurement and evaluation are important for assessing student learning.
Reporting on Mid Year Data - Reading Growth
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Parent teaching newborn care assignment course nur4545 03wo
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This is a two-part assignmentPart 1 Locate five peer-reviewe.docx
This is a two-part assignment:
Part 1: Locate five peer-reviewed articles published within the past 5 years related to a topic of interest you wish to explore for your dissertation research. Do not include book chapters, books, editorials, white papers, trade magazine articles, or non-peer-reviewed sources. Then, complete the following for each source in the form of an annotated bibliography:
1. Begin each annotation with an APA formatted reference.
2. Then, annotate the source with a block paragraph. The annotation should be double spaced, 200-250 words, including a brief synopsis of the article, the problem, the purpose, a description of the methodology, the findings, the recommendations for future research, and any particular strengths or weaknesses of the article.
Part 2: After reviewing each annotation, describe the topic you wish to explore for your dissertation research. This topic should logically flow from the gaps in the literature noted in your annotations.
Total Length: 5-7 pages, not including title and reference pages
Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic.
PLEASE READ: I WANT A POTENTIAL TOPIC TO BE: A STUDY OF AFRICAN AMERICAN MALES IN FINANCIAL SERVICES.
· Please develop the paper around this or a similar topic.
MIS500-Assign3 Page 1 of 3
ASSESSMENT BRIEF
Subject Code and Name MIS500 Foundations of Information Systems
Assessment Assessment Three – Reflective Portfolio
Individual/Group Individual
Length 3000 words
Learning Outcomes This assessment addresses the following subject learning
outcomes:
d) Develop own professional practice and ethical
standards around business problems and
implementation of solutions
Submission By 11:59 PM AEST/AEDT Friday of Module 6.1 (week 11)
Weighting 40%
Total Marks 40 marks
Context:
The assessment suite in this subject is built on top of skills you are building in your learning activities.
Although the learning activities do not carry any assessable weight by themselves, completing them
and seeking input from your peers and the learning facilitator is essential for you to achieving a
positive result in the subject. Before beginning this assessment, be sure that you have completed the
learning activities in all of the modules.
Instructions:
As you begin this subject, start and keep a learning journal that you add to during the process of
learning about the foundations of information systems. A suggested format for the learning journal
is as follows:
Date Learning Activity Impact Evidence
(You are free to have another format of your choosing, and if you do, the following comments will
need to be adjusted.)
MIS500-Assign3 Page 2 of 3
For each day in your learning journey, write the date and then the learning activity you engaged in.
Detail what impact the learning had on you and then inclu ...
Rubric
A rubric is a scoring guide used to evaluate performance on a project or product. It has three parts: performance criteria, a rating scale, and indicators. The rubric defines expectations and allows for transparent and fair grading. When designing a rubric, the creator identifies criteria, develops a rating scale, and writes indicators to describe the quality of work at each level of the scale. An effective rubric clearly defines expectations and ensures consistent scoring. Self-reflection and peer evaluation are processes to provide feedback and improve teaching and learning.
Intro to rubrics
The document provides an introduction to using rubrics for assessing student work. It defines key terms related to rubrics and their purposes. It then outlines a five step process for developing rubrics, including deciding on dimensions of quality, achievement levels, descriptions for each level, rating schemes, and reviewing/revising. An example rubric for grading research papers is also included.
Intro to rubrics
The document provides an introduction to using rubrics for assessing student work. It defines key terms related to rubrics and their purposes. It then outlines a five step process for developing rubrics, including deciding on dimensions of quality, achievement levels, descriptions for each level, rating schemes, and reviewing/revising. An example rubric for grading research papers is also included.
Hbel 3203 teaching of grammar asgnmt qns
1. The document provides instructions for an assignment on teaching grammar for an education course. Students are asked to write a report analyzing their use of tenses in short essays and describing the grammar instruction methods used.
2. The assignment requires students to teach present and past tenses to others, have them write short essays, and analyze their ability to use tenses accurately. Students must justify their choice of explicit or implicit grammar instruction methods.
3. The report will be evaluated based on introduction, data collection method, analysis of instruction methods, analysis of tense use in essays, conclusion, and organization. Students must attach at least 5 essays for full marks.
Assignment DetailsEvaluating Your Own Risk for Inherited Disease.docx
Assignment Details
Evaluating Your Own Risk for Inherited Disease
This two-part assignment will allow you to evaluate the role our genes play in the development of certain diseases. Additionally, you will demonstrate your ability to use electronic database for research purposes.
First, think about your individual health and health risks, by considering what genetic diseases or problems are prevalent in your family. Do you have a predisposition to breast cancer, diabetes, hypertension or any other disease? You may consider your own health risks or those of other individuals such as a family member or friend. Then, in a paper of 750–1,000 words, address the following:
Part I: Evaluating Risk for Disease
· What genetic diseases or problems did you identify to be potential issues?
· Choose one of these diseases and provide an introduction of the disease, including the reason why this would be considered to be a genetic/inherited disease?
· Discuss the major signs/symptoms of the disorder. Research the mode of inheritance for your chosen disease and provide a thorough discussion of the mode of inheritance. If you are not able to find a specific mode of inheritance, provide a hypothesis for the mode of inheritance. Explain your reasoning thoroughly.
· What information would help an individual who has been recently diagnosed with the disease?
· What would you say to a family member who is also at risk for developing the disease? What should they know about passing this disease trait to their children?
Part II: Purdue Global Library Search
Finally, visit the library by clicking on My Studies and then selecting the “Library” link on the Campus homepage. Select the option to perform an advanced search by scrolling down to Quick Links and selecting “Advanced Search: EBSCO Discovery Service". Answer the following questions:
· Search for the disease/trait you selected in Part I of this assignment. What search term(s) did you use?
· Use a combination of search terms. Which method resulted in the most “hits” or results?
· What is the difference between this PG library search and a search on a search engine (e.g., Google)?
· Which search is more appropriate for academic research? Why?
· Select two credible sources from your Purdue Global Library Search and briefly explain whether these references support or contradict your previous conclusions regarding your selected disease. Please ensure that you have included these sources in your references page.
BHR 4680, Training and Development 1
Course Learning Outcomes for Unit VI
Upon completion of this unit, students should be able to:
4. Examine performance appraisal information in order to obtain individual analysis data.
4.1 Identify how performance appraisals contribute to employee development and career
management.
7. Explain the importance of succession planning.
7.1 Identify the need for a succession plan.
Course/Unit
Learning Outcomes
Learning Activity
4.1
Unit VI Lesso.
Blackboard tour
The document provides an overview of the key areas and features of the Blackboard online learning platform. It explains that the dashboard displays announcements, the course menu buttons lead to different course areas like the instructor's contact information and syllabus, lessons and assignments are contained within modules and destinations, and grades can be viewed. It emphasizes that students should complete lessons, assignments, and assessments in the order presented within each module to be successful.
Eed 465 all weeks discussion and assignments – entire course
This document provides an overview of the EDU 450 (Classroom Engagement and Management) course. The course covers various topics related to classroom management models, procedures, rules and consequences, communication with parents, and student engagement strategies. Students complete discussion questions and assignments on these topics to develop a Personal Classroom Management Plan that incorporates their learning. The plan addresses the student's philosophy of classroom management, procedures, rules and rewards system, communication, engagement strategies, and approach to professionalism.
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Finalizing Reading Growth Data
- 1. FINALIZING READING GROWTH DATA
- 2. There are a few steps to take to verify your EOY reading growth data
- 3. Your assessment template provides guidance for all the steps you will take
- 4. Let’s walk through them step by step in a sample tracker
- 5. Your tracker should include your full name
- 6. Your tracker should have a finalized roster Note: Your roster is entered on the goal tab for the reading assessment you have chosen. This may be a different assessment (and tab) than referenced here.
- 7. Your tracker should have a finalized roster Note: Students who have missed more than 50% of instructional time should be removed from the dataset with supporting documentation.
- 8. Your assessment calendar should reflect that at least two rounds have been administered and inputted
- 9. For ALL students Note: If you are missing data for even one student, your data are not complete!
- 10. Your tracker should be error-free Oops! I think this was supposed to be a “2”
- 11. And finally, you should check your progress to Goal! Note: This class achieved an average reading growth of .53 years. The class met the Proficient Goal, but not the Ambitious Goal. This teacher found this information by scrolling to the bottom of the Reading Growth Final tab.
- 12. Treating your data with care is a critical part of your role as a teacher and a graduate student
- 13. Your students deserve it! Honest Accurate Complete Error-Free