The document provides steps to finalize reading growth data in a sample tracker:
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.
3. The tracker should be error-free. Data should be treated with care as it is critical to the teacher's role and students deserve honest, accurate, complete and error-free data.
The Use of Rubrics to Support Assessment
What, Why, How?
This presentation examines the assessment rubric as a powerful tool to support student engagement, consistent academic practice and high quality feedback.
Classroom will be observed through following aspects:
Physical Setting, Context and Organization, Communication Skills, Questioning Skills, Rapport with Students, Teaching Methods, Overview Assessment, Classroom Management
The Use of Rubrics to Support Assessment
What, Why, How?
This presentation examines the assessment rubric as a powerful tool to support student engagement, consistent academic practice and high quality feedback.
Classroom will be observed through following aspects:
Physical Setting, Context and Organization, Communication Skills, Questioning Skills, Rapport with Students, Teaching Methods, Overview Assessment, Classroom Management
Curriculum-Linked AssessmentIn the discussion forums this week wjeniihykdevara
Curriculum-Linked Assessment
In the discussion forums this week we learned about the use of screening assessments as a tool to indicate a potential concern about a child’s learning and development. After administering screening assessments, a typical next step is to evaluate any areas of concern that were indicated on the screener. One way in which this is accomplished is through creating learning activities and curriculum linked assessments. “If every intentional activity that goes on in education is part of the curriculum, then these activities should be assessed to determine if children are making progress in the curriculum” (text, section 7.1) Doing this allows for opportunities to assess and evaluate the child’s performance to see where his/her true areas of need are and to determine what further steps might need to be taken. Your assignment this week will give you the opportunity to put the process we just discussed into action. There are four steps to your assignment.
Step 1 (1.5 points):
Choose one child from the example document, “
Developmental Checklist Birth to Five
.” After choosing a child, write an analysis of the child. Your analysis should include the following:
Which checklist you are using
The age of the child
The information that you have learned from the checklist about the child’s strengths and developmental concerns you would have about this child that includes at least three different developmental areas from the checklist.
Step 2 (3 points):
Create a learning objective from the child. Using this child and the domain of your choice from
The Head Start Child Development and Early Learning Framework (Links to an external site.)Links to an external site.
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
, if the screener indicated that the child struggles with identifying shapes, you would choose to focus on a shape skill from the Mathematics Knowledge and Skills Domain. Your objective might be the child will be able to identify shapes correctly at least 80% of the time.
Another example
would be if the screener indicates that the child struggles to cooperate with others, you would choose a cooperation skill from the Social and Emotional Development Domain. Your objective for this might be the child will be cooperating when playing with a partner at least 90% of the time.
If you need assistance with how to create effective learning objectives, please view the Objectives section of the ECE/CD Lesson Planning Handbook that is available with your Constellation materials for the course or review section 7.1 of the course text. In your assignment include the following:
The learning standard you chose from the The Head Start Child Development and Early Learning Framework ...
Parenting In the Black Community Why Raising Children Is Differen.docxdanhaley45372
Parenting In the Black Community: Why Raising Children Is Different for Us
July 14, 2015 | Posted by Tamiya King
It’s no secret that Black and White parents often raise their children differently. White children are frequently allowed to “explore the world,” which is exhibited by running free in public places or expressing their displeasure with a decision a parent has made. Black children, on the other hand, are taught to accept the word of their parents above all else, and are often taught to be quiet and polite when in public.
It’s also no surprise that the way a child is raised shapes the way he/she sees the world. Discipline and child-rearing (or lack thereof) also determines how the world sees a child. For example, many older Black parents and grandparents do their best to ensure that the children and grandchildren “behave” in public. This stems from a desire for Black children to be seen as non-threatening and civilized. So, in essence, part of the reason Black parents are so hard on their children is because they don’t want to perpetuate the Black stereotypes perpetuated by a racist society.
In the study Parenting Styles African American and White Families with Children–Findings From an Observational Study, research reveals that male children are parented more harshly than female children. While some Black parents do this in an attempt to prepared their sons for the realities of white Supremacy, this style of parenting often sends the message that aggression and violence are acceptable forms of behavior.
The American Sociological Association also published a 2002 study that indicates African American parents favor the disciplinarian or authoritarian approach to parenting. The study involved 302 African American adolescents and their mothers, and revealed that Black parents have more a take-charge philosophy to parenting than their white, middle-class counterparts.The study states that Black parents may be more harsh on their children in an attempt to prepare them for a world that is filled with discrimination and societal biases that do not favor people of color.
There is also a strong religious component to Black parenting when compared to white parenting. Another study conducted by the American Sociological Association reveals that regardless of social class, Black parents were more likely to send their children to Bible camp and Sunday school, while their white peers encouraged their children to participate in activities such as piano lessons and soccer camp.
These factors reveal that not a great deal has changed in terms of the values African Americans hold dear in terms of child-rearing. While raising children who are structure and hard-working is important, regardless of ethnicity, the data suggests that a balance of discipline and encouragement is necessary for Black children.
Spending quality time with children, learning their interests, and enforcing chores and household duties while encouraging social time are among the w.
Lesson Plan Template – OverviewFor a more detailed explanati.docxmanningchassidy
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.
Assignment 04EC410 Cultural DiversityDirections Be sure to m.docxjane3dyson92312
Assignment 04
EC410 Cultural Diversity
Directions: Be sure to make an electronic copy of your answer before submitting it for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages in length; refer to the "Format Requirements" page for specific format requirements.
This assignment is comprised of two different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Identify and discuss six values about life and success that you vividly recall learning from your family. For each, explain how the particular value is supported by or at odds with your current community setting; community setting may mean current family framework, school, job, peer group, etc. You will want to refer back to Lesson 1 and 2.
Part 2
To practice lesson planning, create an age appropriate activity for the early childhood aged student. Then, create a section of your lesson plan that describes three strategies that can be implemented to modify/adapt this lesson to meet the needs of dual language learners. Your lesson plan should include a learning objective (what the students will be able to do), materials, a step-by-step guide on how to complete the activity, and a description of the modifications/adaptations. You will want to refer back to Lesson 4.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
30 points20 points10 points2 points
The student wrote a clear
paper discussing six values
that were instilled by family.
The student wrote a
somewhat clear paper
discussing the six values
that were instilled by family
or only discussed four to five
values.
The student wrote an
unclear paper discussing
the six values that were
instilled by family or only
discussed two to three
values.
The student wrote a poor
paper discussing the six
values that were instilled
by family or only discussed
one value.
15 points10 points5 points2 points
The student clearly
explained how all of the six
(6) particular values are
supported by or at odds with
parts of his or her personal
and/or professional life.
The student mostly
explained how all of the six
(6) particular values are
supported by or at odds with
parts of his or her personal
and/or professional life.
The student somewhat
explained how four or five
(4 or 5) of the particular
values are supported by or
at odds with parts of his or
her personal and/or
professional life.
The student poorly
explained how three or
four (3 or 4) of the
particular values are
supported by or at odds
with parts of his or her
personal and/or
professional life.
30 points20 points10 points2 points
The student created a clear
lesson plan integrating three
strategies to meet the needs
of dual language l.
Reasons for Not EvaluatingReasons from McCain, D. V. (2005). Eva.docxcatheryncouper
Reasons for Not Evaluating
Reasons from McCain, D. V. (2005). Evaluation basics. Arlington, VA: ASTD Press, pp. 14-16.
Below are reasons to not evaluate, but there are things you can do to overcome these reasons!
· Click Edit (upper right on the tool bar) to get into edit mode.
· Add at least 2 ideas to the page to overcome one or more of these reasons for not evaluating. Please explain in enough detail that someone reading this wiki will be able to understand it!
· Add your name in parenthesis after your idea so we know who contributed which idea!
· Click Save (upper right on tool bar) to save your changes.
1. Evaluation requires a particular skill set.
· Doing evaluation requires no particular skill. It only requires a desire to look into it a course or program and ask the right questions that would answer the whether or not the course was effective. There are many tools that would help in doing an evaluation. (D. Clark)
· Skills can be learned. Learning to evaluate is simply another avenue of training. If the skills to evaluate do not exist in your organization then the training may need to start at the Trainer level before moving on to more organizational specific training, (D Casper)
2. Evaluation is not a priority.
· In order to make progress in any learning environment, it is necessary to initiate check points and measurements producing an evaluation of knowledge (Valle)
· Evaluation is never a priority until things are going bad and the reason is not clear, Evaluation helps us understand where the issues are. (Jim K)
3. Evaluation is not required.
· Currently, as students we are being evaluated to check in our progress ion order to measure our understanding of the tasks given. We get a grade, it is required for this course.(Valle)
· Why are you only providing what is required? Why not go a little further and make the training better? (J. Sprague)
4. Evaluation can result in criticism.
· In order to grow as a person or a company we all need criticism, of course this needs presented in a positive light and in a way that people can learn and grow. (Jim K)
· In today's culture where everybody gets a trophy or everybody gets an "A" no matter how they perform it is not "PC" to criticize someone and hurt their feelings! Criticism is what motivated me to succeed and go beyond just what is normal! We need to stop equating "Criticism" with "Fault Finding" and realize we do more harm than good by not pointing out shortcomings and errors. (D Casper)
5. You can't measure training.
· In my place of work in the industry, we had to measure training. Time was spent in educating employees into new ways to create a product, cost effectiveness, supply management chain and distribution. Measuring effectiveness of the training was in direct correlation with the success of the given product into market.(Valle)
· You can always measure whether or not the training was successful. The key is to look for the right types of measurements. It may be measured ...
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
5. 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 an assessment (and tab) other than referenced here.
6. 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.
7. Your assessment calendar should reflect that at least
four rounds have been administered and entered
8. For ALL students
Note: If you are missing data for even one student, your data are not complete!
The only explanation for missing data is that the student was not enrolled at that
time, in which case you may leave the field blank.
Absent students should make up the assessment!
9. Your tracker should be error-free
Oops! I think this
was supposed to be
a “2”
10. And finally, you should check your progress to Goal!
Note: This class achieved an average reading growth of 1.14 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.
11. Treating your data with
care is a critical part of
your role as a teacher
and a graduate student
