The document summarizes a presentation given to parents about the Smarter Balanced Assessment Consortium tests being implemented at JJIS Intermediate School. It introduces the school administrators and specialists giving the presentation and outlines the agenda covering the school's mission around student voice, an overview of the Smarter Balanced Test, what it will look like at JJIS, the testing schedule, use of technology, what will be tested in reading and math, and time for questions.
Ese 601 Enhance teaching / snaptutorial.comBaileya3
For more classes visit
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ESE 601 Week 1 Assignment Historical Timeline
Historical Timeline [CLO: 2]. Due by Day 7. In this assignment you will demonstrate your understanding of the learning objectives: Analyze the relevant historical timeline of landmark cases that have influenced special education and the education and treatment of individuals with exceptional needs in the school setting and Identify federal legislation that guides the foundations
Ese 601 Teaching Effectively--tutorialrank.comSoaps106
For more course tutorials visit
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ESE 601 Week 1 Assignment Historical Timeline
Historical Timeline [CLO: 2]. Due by Day 7. In this assignment you will demonstrate your understanding of the learning objectives: Analyze the relevant historical timeline of landmark cases that have influenced special education and the education and treatment of individuals with exceptional needs in the school setting and Identify federal legislation that guides the foundations of special education in the public schools. Additionally,Completion of this assignment represents an introduction
Ese 601 Enhance teaching / snaptutorial.comBaileya3
For more classes visit
www.snaptutorial.com
ESE 601 Week 1 Assignment Historical Timeline
Historical Timeline [CLO: 2]. Due by Day 7. In this assignment you will demonstrate your understanding of the learning objectives: Analyze the relevant historical timeline of landmark cases that have influenced special education and the education and treatment of individuals with exceptional needs in the school setting and Identify federal legislation that guides the foundations
Ese 601 Teaching Effectively--tutorialrank.comSoaps106
For more course tutorials visit
www.tutorialrank.com
ESE 601 Week 1 Assignment Historical Timeline
Historical Timeline [CLO: 2]. Due by Day 7. In this assignment you will demonstrate your understanding of the learning objectives: Analyze the relevant historical timeline of landmark cases that have influenced special education and the education and treatment of individuals with exceptional needs in the school setting and Identify federal legislation that guides the foundations of special education in the public schools. Additionally,Completion of this assignment represents an introduction
Outbound Licensing Strategies: Is Open Source the Right Model for Your Company?Jennifer O'Neill
In the past, companies that invested heavily in software development had the objective of either licensing that software commercially, or enhancing their internal IT environments. There is now a third option: releasing that code under an open source license in order to encourage industry-wide adoption of its functionality, gain valuable input from external experts, and better integrate that software with other common components.
This is the third lecture in a five year lecture series on Russian History. This lecture discussed the turnover in power from Gorbachev to Yelsin. It talks about Yelsin strong points and his problem areas and his place in History.
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In this webinar, Kevin Schaefer, Assistant Director of Special Programs at WestEd's Center for Prevention and Early Intervention, addresses the following topics:
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Presentation at the 2011 National Resource Center for Paraprofessionals Conference by
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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.
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. Introductions
Deb Sandberg, Principal
Jennifer Reynolds, Assistant Principal
Lynne McCune, Literacy Specialist
Linda Santoro, Math Specialist
Barbara Gilbert, Director of Teaching and Learning
2
3. Agenda
Our Mission at JJIS– student voice
Overview of the Smarter Balanced Test
What does the test look like at JJIS?
Schedule
Technology
Reading
Math
Questions
3
3
4. Mission Statement
JJIS is a safe, respectful learning community where
educators, parents, and students collaborate to ensure
every child’s well-being, continuous growth and
educational excellence. We address the needs of the
whole child through the use of an arts infused, academic
curriculum, multiple intelligences and the celebration of
student voice. Student success is reflected by
performance standards and authentic work. Together, we
provide responsive, comprehensive support systems to
ensure every child succeeds and thrives.
4
5. 5
JJIS School Song
From the halls of JJIS,
Come the sounds that shout success.
Be kind, cooperate, stay safe,
And always show respect.
To our highest heights we climb,
With our gold and black we shine.
We are proud to be the jaguars,
Achieving excellence.
6. Chorus:
So many ways to be smart.
So many ways to be smart.
With your hands, your feet, your head, your heart -
So many ways to be smart.
Some folks are good at numbers and math.
Some folks are good at making you laugh.
Some folks are good at building a go-cart -
So many ways to be smart. Ay, ay, ay!
So Many Ways to Be Smart
7. Chorus:
So many ways to be smart.
So many ways to be smart.
With your hands, your feet, your head, your heart -
So many ways to be smart.
Some folks are good at reading deep books.
Some folks are good at reading people’s looks.
Some folks are good at music and art -
So many ways to be smart. Ay, ay, ay!
8. Chorus:
So many ways to be smart.
So many ways to be smart.
With your hands, your feet, your head, your heart -
So many ways to be smart.
Some folks are good at getting along.
Some folks are good at making up songs.
Some folks are good at takings apart
So many ways to be smart. Ay, ay, ay!
9. Chorus:
So many ways to be smart.
So many ways to be smart.
With your hands, your feet, your head, your heart -
So many ways to be smart.
Some folks are good at doing their best,
Though it’s hard to measure on a standardized test.
Some folks have lots of common sense -
It’s all intelligence. Ay, ay, ay!
10. Chorus:
So many ways to be smart.
So many ways to be smart.
With your hands, your feet, your head, your
heart -
So many ways to be smart.
11. Field Test:
A Practice Run of Our New Assessments
Why? Colchester chose the Smarter Balanced test
instead of CMT because it is more closely aligned
to our instruction
Who? Students in grades 3-8 and 11
Test is not timed, and each of the 4 tests
(ELA/literacy and math) is expected to take 60-90
minutes to complete.
This field test will help develop the grade level
proficiency levels based on those taking the test.
11
12. We are preparing students to:
Answer questions that have more than one correct
answer, using evidence from the text
Participate in small group discussions
Take notes while watching a video
Take notes when reading an article, short story, etc.
Analyze, synthesize, evaluate, and integrate
information in order to write a complete essay
Write within a specific time frame
Answer real world math questions
13. Schedule
The day will feel like a regular day for most of the
school.
Students will have specials, lunch, recess as usual
The schedule is less invasive than the CMT’s
Students can take breaks
The test is not timed
Make-ups will be provided throughout the testing
months
13
14. 14
JJIS SBAC SCIENCE CMT ELA CAT MATH CAT MAT PT ELA PT
SCIENCE CMT
M 10-Mar Practice Test during content time
W 12-Mar In Classrooms
Lab 1- Lib/Media Center Lab 2- Rm 23 Lab 3- Rm 95
ELA CAT
T 18-Mar Bakaj Baran Lane Byrne Miller H Desrochers
W 19-Mar Sullivan Falcone Barnett Leonard Barrack Gates
R 20-Mar DiBacco Labrie Hennigan Perry Johnson Putnam
F 21-Mar Cicilline Scibek Kurczy May B.Desrochers
M 24-Mar Ambrosio Bortolan Najar Totten Bech
ELA Performance Task
ELA PT Computer time divided into two one hour sessions on separate days.
Grade 3
T 25-Mar DiBacco Lane Miller
W 26-Mar DiBacco Bakaj Lane Hennigan Miller Johnson
R 27-Mar Bakaj Sullivan Hennigan Barnett Johnson Barrack
F 28-Mar Sullivan Barnett Barrack
15. 15
March 3, 2014
Dear Grade 3 and Grade 4 Parents,
Your child will be taking the Smarter Balanced Assessment this spring instead of CMTs. The assessment is
comprised of four separate tests. Because students will be taking these tests on the computer, we have a wide
testing window, March 18 – May 16, in order to rotate all of our classrooms through our three computer labs.
Students will be allowed to take breaks and will be given the time they need to complete their tests. Below is
the schedule for your child’s class. Every effort has been made to make the least amount of disruptions to the
regular schedule.
Grade: ____________________
Teacher: ___________________
English Language Arts : ______________________________
English Language Arts (Performance Task): ______________________________ (One test, divided into two sessions)
Math : ______________________________
Math (Performance Task): ______________________________
16. Shift 1 Building knowledge through content rich
nonfiction
Shift 2 Reading, Writing and Speaking grounded in
evidence from text, both informational and literary.
Shift 3 Regular practice with complex text and its
academic language
16
The Shifts in ELA/Literacy
17. Language Arts
What Will Be Tested?
Place text
here
• Students can read closely and analytically to
comprehend a range of increasingly
complex literary and informational texts.
Reading
• Students can produce effective and well-
grounded writing for a range of purposes
and audiences.
Writing
• Students can employ effective speaking and
listening skills for a range of purposes and
audiences.
Speaking &
Listening
• Students can engage in research/inquiry to
investigate topics, and to analyze, integrate,
and present information.
Research
18. Reading Standards
Reading Foundational Skills
Literature
Informational
Writing
Language
Speaking/Listening
18
19. Example: Point of View
Grade 1 Identify who is telling the story at various points
in a text.
Grade 3 Distinguish their own point of view from that of
the narrator or those of the characters.
Grade 8 Analyze how differences in the points of view
of the characters and the audience or reader (e.g.,
created through the use of dramatic irony) create such
effects as suspense or humor.
Grade 11-12 Analyze a case in which grasping a point
of view requires distinguishing what is directly stated in a
text from what is really meant (e.g., satire, sarcasm,
irony, or understatement). 19
22. Read the sentences below. Select a sentence from the
passage that best supports each inference. Drag and drop
the sentence into the box below the characteristic it best
supports.
How Janie Changes in the Story
Janie is jealous in the beginning of the story.
Janie is helpful by the end of the story.
Technology Enhanced
23. Performance Tasks
•Demonstrate real world writing and analytical
skills in math and language arts
•30 minute classroom instruction to give a context
prior to the test
24. MATH PERFORMANCE TASK– CLASSROOM ACTIVITY: “The
performance task you will complete is about a lemonade stand.
How many of you have ever come across someone selling
lemonade? Or have you ever had your very own lemonade stand?”
[Allow students to tell stories about seeing people selling lemonade
or about holding their own lemonade stands.]
24
27. Shifts in Math with the CCSS
27
•Learn more about fewer, key topics
•Build skills within and across grades
•Really know it, really do it
•Use it in the real world
•Think fast AND solve problems
28. Practice Standards vs. Content
28
8 Practice standards
•Make sense of problems and persevere in
solving them.
•Reason abstractly and quantitatively.
•Construct viable arguments and critique the
reasoning of others.
•Model with mathematics.
•Use appropriate tools strategically.
•Attend to precision.
•Look for and make use of structure.
•Look for and express regularity in
repeated reasoning.
29. Content Standards
29
•Operations and Algebraic Thinking
•Number and Operations in Base Ten
•Number and Operations – Fractions
•Measurement and Data
•Geometry
30. 30
Math - What Will Be Tested?
• Students can explain and apply mathematical
concepts and interpret and carry out mathematical
procedures with precision and fluency.
Concepts &
Procedures
• Students can solve a range of complex well-posed
problems in pure and applied mathematics, making
productive use of knowledge and problem solving
strategies.
Problem Solving
• Students can clearly and precisely construct viable
arguments to support their own reasoning and to
critique the reasoning of others.
Communicating
Reasoning
• Students can analyze complex, real-world scenarios
and can construct and use mathematical models to
interpret and solve problems.
Modeling and
Data Analysis
31. 31
For this item, a full-credit response (1 point) includes:
- stating that Susan is incorrect and an explanation as to why she is incorrect
For example,
- “No, because parallelograms have two pairs of parallel sides.”
OR
- “She is incorrect, because some of the figures do not have two pairs of parallel
sides.”
33. Thank you for attending!
For further information. . .
http://ctcorestandards.org/
Connecticut Core Standards website with a link to
Smarter Balanced
http://www.engageny.org/parent-guides-to-the-
common-core-standards
A Parent's Guide to the Common Core
http://pta.org/advocacy/content2.cfm?ItemNumber=300
8
National PTA Common Core Information
33