LLI Procedures Flowchart
•
1 like•2,574 views
The document outlines the steps for selecting students for an LLI (Leveled Literacy Intervention) program and monitoring their progress. It includes: 1) The school LLI team will select students for the program based on F&P (Fountas and Pinnell) data and records, and submit their selections to the LLI coach. 2) The LLI teacher will carry out the intervention program following district expectations, with support from literacy coaches and regular meetings with classroom teachers. 3) Upon completion of each LLI group, the school LLI team will update the student grouping template and submit it to the LLI coach within one week.
Report
Share
Report
Share
Download to read offline
Recommended
Lli power point december 2011
LLI is a small-group intervention program designed to help struggling readers and writers in grades K-6. It provides daily 30-minute supplemental lessons in groups of no more than 3 students. Lessons focus on developing skills in reading, writing, word study, fluency, and comprehension. The program is designed to bring students up to grade level within 18-24 weeks through a structured, fast-paced curriculum with leveled texts, ongoing assessment, and connections to classroom instruction. Teachers receive training and support through materials such as DVDs, manuals, and ongoing professional development.
Interventions That Work!
This document outlines interventions used at Belleville Township High School East to close achievement gaps. It discusses who the school serves, assessments used, and strategies in three areas: what to teach, how to know if students learned, and what to do if they did not learn. Strategies include curriculum and test prep programs, targeted assistance courses, mentoring, co-teaching, and instructional teams. Assessment results show increases in the percentage of students meeting or exceeding standards from 2003 to 2006.
Simple Ways To Add Active Learning To Your
This document provides suggestions for adding active learning techniques to library instruction sessions. It discusses how using worksheets and assessments at the University of North Texas increased student success at performing subject searches from 11% to 38% after instruction. The document advocates designing instruction around experience, practice, and application. It also acknowledges that active learning requires more effort from instructors but can increase student engagement, participation, and meaningful learning through accommodating different learning styles. Specific low-effort strategies suggested include using wait time, rewarding participation, and ending with informal questions. Worksheets, group searches, and Boolean card games are presented as active learning activities.
Lessons are for Learning
This was part of my previous job when I used to work as a teacher and I was involved in the school's curriculum team to develop the way forward for the School's Development Plan. This presentation is an example and an excerpt.
Blake Institute Spring 2014
The Singapore math workshop consisted of 5 sessions focused on problem solving:
Session 1 introduced problem solving and visualization lessons; Session 2 taught problem solving heuristics; Session 3 covered lesson planning with anchor tasks for problem solving; Session 4 demonstrated differentiated questioning strategies during a Grade 2 problem solving lesson; Session 5 discussed formative and summative assessment strategies.
Caps SI module (2 of 4)
Thank you for the opportunity to introduce Supplemental Instruction to your class. My name is Ted and I will be facilitating weekly study sessions for Chemistry 121.
I want to start by emphasizing that SI is completely voluntary and open to all students enrolled in this course. The sessions are designed to help you review course content and practice applying concepts through activities and group work.
As an SI Leader, I have taken this class before and received an A. I will attend your lectures, take notes, and do all of the assigned readings so I understand the material from a student perspective.
My sessions will be held on Mondays from 1-2pm and Wednesdays from 3-4pm in Humanities 309. We will
Reading plc
The document provides recommendations for reading instruction to meet the needs of all learners. It recommends providing different layers of instruction from classroom teachers, interventions, and enrichment programs. It stresses the importance of teachers knowing their students' levels and using data to plan instruction. It recommends 90 minutes of daily reading instruction incorporating various activities like read alouds, independent reading, and small group instruction. A variety of resources and materials should be used at students' levels. Accelerated Reader is implemented to monitor independent reading and encourage reading various genres to develop proficiency.
Franklin, MA - Literacy Update 2/10/09
1. The document presents the literacy goals and professional development plans for the Franklin School District for the 2009 school year.
2. Elementary goals include having all teachers understand and implement the structure of reader's workshop. Middle school goals are to explicitly model pre-reading and pre-writing strategies and identify resources to support literacy instruction.
3. Professional development plans include workshops, lab classrooms, and coaching to support teachers in meeting the literacy goals.
Recommended
Lli power point december 2011
LLI is a small-group intervention program designed to help struggling readers and writers in grades K-6. It provides daily 30-minute supplemental lessons in groups of no more than 3 students. Lessons focus on developing skills in reading, writing, word study, fluency, and comprehension. The program is designed to bring students up to grade level within 18-24 weeks through a structured, fast-paced curriculum with leveled texts, ongoing assessment, and connections to classroom instruction. Teachers receive training and support through materials such as DVDs, manuals, and ongoing professional development.
Interventions That Work!
This document outlines interventions used at Belleville Township High School East to close achievement gaps. It discusses who the school serves, assessments used, and strategies in three areas: what to teach, how to know if students learned, and what to do if they did not learn. Strategies include curriculum and test prep programs, targeted assistance courses, mentoring, co-teaching, and instructional teams. Assessment results show increases in the percentage of students meeting or exceeding standards from 2003 to 2006.
Simple Ways To Add Active Learning To Your
This document provides suggestions for adding active learning techniques to library instruction sessions. It discusses how using worksheets and assessments at the University of North Texas increased student success at performing subject searches from 11% to 38% after instruction. The document advocates designing instruction around experience, practice, and application. It also acknowledges that active learning requires more effort from instructors but can increase student engagement, participation, and meaningful learning through accommodating different learning styles. Specific low-effort strategies suggested include using wait time, rewarding participation, and ending with informal questions. Worksheets, group searches, and Boolean card games are presented as active learning activities.
Lessons are for Learning
This was part of my previous job when I used to work as a teacher and I was involved in the school's curriculum team to develop the way forward for the School's Development Plan. This presentation is an example and an excerpt.
Blake Institute Spring 2014
The Singapore math workshop consisted of 5 sessions focused on problem solving:
Session 1 introduced problem solving and visualization lessons; Session 2 taught problem solving heuristics; Session 3 covered lesson planning with anchor tasks for problem solving; Session 4 demonstrated differentiated questioning strategies during a Grade 2 problem solving lesson; Session 5 discussed formative and summative assessment strategies.
Caps SI module (2 of 4)
Thank you for the opportunity to introduce Supplemental Instruction to your class. My name is Ted and I will be facilitating weekly study sessions for Chemistry 121.
I want to start by emphasizing that SI is completely voluntary and open to all students enrolled in this course. The sessions are designed to help you review course content and practice applying concepts through activities and group work.
As an SI Leader, I have taken this class before and received an A. I will attend your lectures, take notes, and do all of the assigned readings so I understand the material from a student perspective.
My sessions will be held on Mondays from 1-2pm and Wednesdays from 3-4pm in Humanities 309. We will
Reading plc
The document provides recommendations for reading instruction to meet the needs of all learners. It recommends providing different layers of instruction from classroom teachers, interventions, and enrichment programs. It stresses the importance of teachers knowing their students' levels and using data to plan instruction. It recommends 90 minutes of daily reading instruction incorporating various activities like read alouds, independent reading, and small group instruction. A variety of resources and materials should be used at students' levels. Accelerated Reader is implemented to monitor independent reading and encourage reading various genres to develop proficiency.
Franklin, MA - Literacy Update 2/10/09
1. The document presents the literacy goals and professional development plans for the Franklin School District for the 2009 school year.
2. Elementary goals include having all teachers understand and implement the structure of reader's workshop. Middle school goals are to explicitly model pre-reading and pre-writing strategies and identify resources to support literacy instruction.
3. Professional development plans include workshops, lab classrooms, and coaching to support teachers in meeting the literacy goals.
CCC-M F2F meeting_160323
This document outlines the agenda and activities for a workshop on creating, collaborating and computing in math. The workshop brings together a school board and university to enhance math teaching and learning using technology. Participants will work on math challenges collaboratively, explore open-ended math tasks and sites for group work, discuss effective group work and feedback, and co-plan for implementing these strategies in their classrooms. The day involves both individual and group work, discussion of learning targets, and sharing of resources to facilitate math learning through collaboration and technology.
Academic excellence
The mission of the school is to form Christian leaders through providing academic excellence, personal attention, and faith and character formation in a vibrant academic community. The document then discusses analyzing 3rd grade standardized reading test scores that have been decreasing in recent years, and focuses the elementary teachers on improving the reading program, comprehension and word identification strategies, phonics instruction, evaluating reading levels, and ensuring continuity across grade levels to improve test scores.
Blended learning rotation model
This document summarizes a Year 4 mathematics lesson on fractions taught by Ooi Jiayun. The 90-minute blended learning lesson involved 39 students and was structured into 3 main parts: 1) a 20-minute whole-class introduction, 2) three 20-minute rotation groups involving small-group instruction, collaborative work, and individual online learning, and 3) a 10-minute closing session. The goal was for 90% of students to understand equivalent fractions by the end of the lesson.
Blended learning rotation model 1
This document summarizes a blended learning mathematics lesson on fractions taught to a Year 4 class of 39 students in Malaysia. The 90-minute lesson involved whole-class instruction, small group work with the teacher, collaborative group work, and individualized online learning. Students rotated between these stations, using hands-on aids like fraction walls and Cuisenaire rods. They also completed online games and activities to reinforce the concept of equivalent fractions. The lesson concluded with students self-assessing their understanding and completing an online worksheet assessment. The goal was for 90% of students to understand expressing equivalent fractions by the end of the lesson.
Utkarsh quality assurance class-room observation format 10 oct 2017
This document summarizes a classroom observation report of the Utkarsh remedial education program in Odisha, India. The observer collected information on the teacher's preparedness, teaching practices, use of teaching materials, a meeting with the school head, and provided recommendations. Key findings include: the teacher was prepared and used the teaching handbook, students participated actively and completed worksheets, the head teacher supported implementation but the school faced challenges around resources. The observer recommended improving training, teaching practices, and program delivery based on best practices observed.
Inovation in education
This document outlines an accelerated education program that allows students to complete a 4-year undergraduate teaching degree in 4 years by incorporating 2 years of student teaching. It proposes assigning each student an education coach who will mentor and monitor the student's progress throughout their academic and student teaching experience, assisting with scheduling online courses and providing daily communication during student teaching. The program aims to provide students with intensive hands-on teaching experience and support through regular meetings with their coach and other teachers.
Stockton Supervisor Meeting Summer 14
This powerpoint was used to provide training to college supervisors of RSC School of Education for Fall 2014.
Course Outline Technical English 2 31534
This document outlines the syllabus for a Technical English II course offered at the Centre of Foundation and General Studies. The course is worth 3 credit hours and will focus on developing students' academic English skills as well as introducing occupational components to prepare them for future studies and jobs. Assessment will include two online tests, assignments, presentations, and a final exam. The lecturer is Murni Salina and the course objectives are to equip students with language skills for effective social, business, and workplace communication and to develop their ability to understand and respond critically to texts and write accurately for academic and occupational purposes. The course schedule provides details of topics to be covered in each of the 14 lectures, including strategies for reading, writing, speaking, grammar
Prototypes
The document proposes two prototypes for giving college students real world teaching experience before graduation:
1. A college tutoring program where students tutor other students in various subjects. A tutoring office would pair tutors and students, provide training and resources, and collect feedback.
2. A student teaching program where students are paired with a cooperating teacher for at least one semester. Students would help plan lessons, grade assignments, and practice teaching in front of the class, receiving feedback and mentoring from the teacher.
Both prototypes aim to address the problem of how to provide practical teaching experience to students before graduation. The tutoring program emphasizes resources and assessment, while the student teaching program focuses on direct classroom experience and ment
150-hour TEFL/TESOL Diploma of Deepak (Danny) Singh
Bridge Education Group
Deepak (Danny) Singh
Teaching English to Speakers of Other Languages
Teaching English as a Foreign Language
NCCET Webinar - Creating a Climate of Adultness in the CE Classroom
This document discusses strategies for creating an environment that meets the needs of adult learners in continuing education (CE) classrooms. It outlines that adult learners are self-directed, problem-centered, and bring life experiences to the classroom. Instructors, curriculum developers, and administrators each play a role in ensuring adult learner needs are met through preparedness, engaging instructional methods, clearly articulating course objectives and requirements, and gathering feedback through evaluations. The goal is to help adult learners get the most value from their CE experience.
Intel Intro
Students in grades 3-5 will create a booklet introducing new and returning students to the teachers and classrooms in their school. To create the booklet, students will conduct interviews of teachers, generating their own interview questions. They will take notes during the interviews and organize the information collected. The goal is for students to understand the importance of diversity among teachers and help familiarize other students with the staff.
Std 4 ppt
The document summarizes the process used to gather input from various stakeholders to develop the school's plan for documenting and using student performance data. First, teachers, administrators, and other school staff provided input through meetings. Surveys were also sent to board members, retired educators, parents and other community members. Anyone who did not respond through other means was contacted directly. After compiling the feedback, drafts of the documentation plan were revised based on input from colleagues within the school and district. The final approved plan focused on disaggregating and using testing data to guide curriculum, instruction, placement in intervention programs, and goal setting with students. Data would also be used to inform professional development and resource allocation decisions.
developing and integrating courseware for oral presentations into esp learnin...
This document summarizes a study that developed and integrated an online courseware for oral presentations into an English for Specific Purposes learning context. The study aimed to help 85 university students in Taiwan improve their English presentation skills. Students used the courseware independently for 2 hours per week over 6 weeks. Assessment results showed that senior students performed better than sophomores on speech tests. A questionnaire also indicated that students were generally satisfied with the self-study approach using the courseware and felt it improved their vocabulary, grammar, and presentation layout skills. However, the summary reflects that the study could have provided more details on how it trained listening skills and explanation of courseware content.
Pert 01 introduction
The document outlines the syllabus for an introductory information systems course. It defines the learning outcomes as understanding basic information systems concepts. It lists the required textbooks and scoring breakdown. Teams of 5-7 students will be formed and assigned individual and team assignments. The document provides motivation for learning the course material and its relevance to other courses and future careers.
The importance of teaching pronunciation, accent in
This document discusses the importance of research in ESL pronunciation instruction. It summarizes a study that surveyed 159 ESL instructors in Canada about their training and beliefs regarding teaching pronunciation. The study aimed to understand how pronunciation is currently taught and identify gaps. Key findings included that most teachers feel they lack sufficient training and want more opportunities to improve their skills. The document advocates for more empirical research that can provide reliable evidence to inform best practices and help teachers overcome barriers to teaching pronunciation effectively.
Supported experiments dissemination conference 2014: Pembrokeshire College pr...
Supported experiments dissemination conference held 27 March 2014 by ColegauCymru / CollegesWales with the support of the Welsh Government and the active participation of further education colleges across Wales.
Program analysis part a - REVISED
The document discusses the Reading Recovery program, which provides 12-20 weeks of intensive intervention for struggling 1st grade readers. It trains teachers to assess students and provide individualized lessons to help students develop reading and writing skills. The program has proven successful, with approximately 75% of students reaching grade level after completing the full intervention. However, it is also very expensive to implement. The document examines the program's history, qualifications for teachers, achievement data, strengths, weaknesses, and future plans.
MTPS - For Secondary Two (Feb 2011)
1) The document outlines the agenda for a meet-the-parents session at Sembawang Secondary School, including addresses by school leaders and an introduction of staff.
2) It provides information on upcoming assessments, subject combination options for Secondary 3, and level programmes for Secondary 2 students.
3) Details are given on the school's Community Involvement Programme, Sports Education Programme, and partnership with parents.
Udl assignment
Advance Learning School is a magnet school for grades 1-5 that focuses on reading and technology. It uses a blended learning model where students learn content online at home and apply skills in the classroom. Students are grouped by tier based on performance and each has an iPad for instruction. The curriculum aims to develop communication, critical thinking, reading, and technology proficiency using tools like smart boards, clickers, and assistive technology. Students are assessed every 5 weeks through verbal, written, computerized, or response system tests. The goal is to maximize individualized instruction through flexibility.
IPBT-ppt.pptx
This document provides an orientation on the pilot implementation of the Induction Program for Beginning Teachers (Enhanced Teacher Induction Program) for the school year 2021-2022. It outlines the procedures, roles, and responsibilities of different stakeholders involved in the program from the national, regional, division, and school levels. The program aims to provide guidance to beginning teachers through mentoring, completion of coursebooks, and other support activities over the first three years of teaching.
IPBT ENHANCED TIP
This document provides an orientation on the pilot implementation of the Induction Program for Beginning Teachers (IPBT), also known as the Enhanced Teacher Induction Program. It outlines the procedures, timelines, roles and responsibilities for rolling out the program from the national, regional, division and school levels. Key aspects of the program include mentoring beginning teachers through coursebooks and modules, monitoring their progress, and issuing certificates upon completion of requirements for each year of the three-year program.
More Related Content
What's hot
CCC-M F2F meeting_160323
This document outlines the agenda and activities for a workshop on creating, collaborating and computing in math. The workshop brings together a school board and university to enhance math teaching and learning using technology. Participants will work on math challenges collaboratively, explore open-ended math tasks and sites for group work, discuss effective group work and feedback, and co-plan for implementing these strategies in their classrooms. The day involves both individual and group work, discussion of learning targets, and sharing of resources to facilitate math learning through collaboration and technology.
Academic excellence
The mission of the school is to form Christian leaders through providing academic excellence, personal attention, and faith and character formation in a vibrant academic community. The document then discusses analyzing 3rd grade standardized reading test scores that have been decreasing in recent years, and focuses the elementary teachers on improving the reading program, comprehension and word identification strategies, phonics instruction, evaluating reading levels, and ensuring continuity across grade levels to improve test scores.
Blended learning rotation model
This document summarizes a Year 4 mathematics lesson on fractions taught by Ooi Jiayun. The 90-minute blended learning lesson involved 39 students and was structured into 3 main parts: 1) a 20-minute whole-class introduction, 2) three 20-minute rotation groups involving small-group instruction, collaborative work, and individual online learning, and 3) a 10-minute closing session. The goal was for 90% of students to understand equivalent fractions by the end of the lesson.
Blended learning rotation model 1
This document summarizes a blended learning mathematics lesson on fractions taught to a Year 4 class of 39 students in Malaysia. The 90-minute lesson involved whole-class instruction, small group work with the teacher, collaborative group work, and individualized online learning. Students rotated between these stations, using hands-on aids like fraction walls and Cuisenaire rods. They also completed online games and activities to reinforce the concept of equivalent fractions. The lesson concluded with students self-assessing their understanding and completing an online worksheet assessment. The goal was for 90% of students to understand expressing equivalent fractions by the end of the lesson.
Utkarsh quality assurance class-room observation format 10 oct 2017
This document summarizes a classroom observation report of the Utkarsh remedial education program in Odisha, India. The observer collected information on the teacher's preparedness, teaching practices, use of teaching materials, a meeting with the school head, and provided recommendations. Key findings include: the teacher was prepared and used the teaching handbook, students participated actively and completed worksheets, the head teacher supported implementation but the school faced challenges around resources. The observer recommended improving training, teaching practices, and program delivery based on best practices observed.
Inovation in education
This document outlines an accelerated education program that allows students to complete a 4-year undergraduate teaching degree in 4 years by incorporating 2 years of student teaching. It proposes assigning each student an education coach who will mentor and monitor the student's progress throughout their academic and student teaching experience, assisting with scheduling online courses and providing daily communication during student teaching. The program aims to provide students with intensive hands-on teaching experience and support through regular meetings with their coach and other teachers.
Stockton Supervisor Meeting Summer 14
This powerpoint was used to provide training to college supervisors of RSC School of Education for Fall 2014.
Course Outline Technical English 2 31534
This document outlines the syllabus for a Technical English II course offered at the Centre of Foundation and General Studies. The course is worth 3 credit hours and will focus on developing students' academic English skills as well as introducing occupational components to prepare them for future studies and jobs. Assessment will include two online tests, assignments, presentations, and a final exam. The lecturer is Murni Salina and the course objectives are to equip students with language skills for effective social, business, and workplace communication and to develop their ability to understand and respond critically to texts and write accurately for academic and occupational purposes. The course schedule provides details of topics to be covered in each of the 14 lectures, including strategies for reading, writing, speaking, grammar
Prototypes
The document proposes two prototypes for giving college students real world teaching experience before graduation:
1. A college tutoring program where students tutor other students in various subjects. A tutoring office would pair tutors and students, provide training and resources, and collect feedback.
2. A student teaching program where students are paired with a cooperating teacher for at least one semester. Students would help plan lessons, grade assignments, and practice teaching in front of the class, receiving feedback and mentoring from the teacher.
Both prototypes aim to address the problem of how to provide practical teaching experience to students before graduation. The tutoring program emphasizes resources and assessment, while the student teaching program focuses on direct classroom experience and ment
150-hour TEFL/TESOL Diploma of Deepak (Danny) Singh
Bridge Education Group
Deepak (Danny) Singh
Teaching English to Speakers of Other Languages
Teaching English as a Foreign Language
NCCET Webinar - Creating a Climate of Adultness in the CE Classroom
This document discusses strategies for creating an environment that meets the needs of adult learners in continuing education (CE) classrooms. It outlines that adult learners are self-directed, problem-centered, and bring life experiences to the classroom. Instructors, curriculum developers, and administrators each play a role in ensuring adult learner needs are met through preparedness, engaging instructional methods, clearly articulating course objectives and requirements, and gathering feedback through evaluations. The goal is to help adult learners get the most value from their CE experience.
Intel Intro
Students in grades 3-5 will create a booklet introducing new and returning students to the teachers and classrooms in their school. To create the booklet, students will conduct interviews of teachers, generating their own interview questions. They will take notes during the interviews and organize the information collected. The goal is for students to understand the importance of diversity among teachers and help familiarize other students with the staff.
Std 4 ppt
The document summarizes the process used to gather input from various stakeholders to develop the school's plan for documenting and using student performance data. First, teachers, administrators, and other school staff provided input through meetings. Surveys were also sent to board members, retired educators, parents and other community members. Anyone who did not respond through other means was contacted directly. After compiling the feedback, drafts of the documentation plan were revised based on input from colleagues within the school and district. The final approved plan focused on disaggregating and using testing data to guide curriculum, instruction, placement in intervention programs, and goal setting with students. Data would also be used to inform professional development and resource allocation decisions.
developing and integrating courseware for oral presentations into esp learnin...
This document summarizes a study that developed and integrated an online courseware for oral presentations into an English for Specific Purposes learning context. The study aimed to help 85 university students in Taiwan improve their English presentation skills. Students used the courseware independently for 2 hours per week over 6 weeks. Assessment results showed that senior students performed better than sophomores on speech tests. A questionnaire also indicated that students were generally satisfied with the self-study approach using the courseware and felt it improved their vocabulary, grammar, and presentation layout skills. However, the summary reflects that the study could have provided more details on how it trained listening skills and explanation of courseware content.
Pert 01 introduction
The document outlines the syllabus for an introductory information systems course. It defines the learning outcomes as understanding basic information systems concepts. It lists the required textbooks and scoring breakdown. Teams of 5-7 students will be formed and assigned individual and team assignments. The document provides motivation for learning the course material and its relevance to other courses and future careers.
The importance of teaching pronunciation, accent in
This document discusses the importance of research in ESL pronunciation instruction. It summarizes a study that surveyed 159 ESL instructors in Canada about their training and beliefs regarding teaching pronunciation. The study aimed to understand how pronunciation is currently taught and identify gaps. Key findings included that most teachers feel they lack sufficient training and want more opportunities to improve their skills. The document advocates for more empirical research that can provide reliable evidence to inform best practices and help teachers overcome barriers to teaching pronunciation effectively.
Supported experiments dissemination conference 2014: Pembrokeshire College pr...
Supported experiments dissemination conference held 27 March 2014 by ColegauCymru / CollegesWales with the support of the Welsh Government and the active participation of further education colleges across Wales.
Program analysis part a - REVISED
The document discusses the Reading Recovery program, which provides 12-20 weeks of intensive intervention for struggling 1st grade readers. It trains teachers to assess students and provide individualized lessons to help students develop reading and writing skills. The program has proven successful, with approximately 75% of students reaching grade level after completing the full intervention. However, it is also very expensive to implement. The document examines the program's history, qualifications for teachers, achievement data, strengths, weaknesses, and future plans.
MTPS - For Secondary Two (Feb 2011)
1) The document outlines the agenda for a meet-the-parents session at Sembawang Secondary School, including addresses by school leaders and an introduction of staff.
2) It provides information on upcoming assessments, subject combination options for Secondary 3, and level programmes for Secondary 2 students.
3) Details are given on the school's Community Involvement Programme, Sports Education Programme, and partnership with parents.
Udl assignment
Advance Learning School is a magnet school for grades 1-5 that focuses on reading and technology. It uses a blended learning model where students learn content online at home and apply skills in the classroom. Students are grouped by tier based on performance and each has an iPad for instruction. The curriculum aims to develop communication, critical thinking, reading, and technology proficiency using tools like smart boards, clickers, and assistive technology. Students are assessed every 5 weeks through verbal, written, computerized, or response system tests. The goal is to maximize individualized instruction through flexibility.
What's hot (20)
Utkarsh quality assurance class-room observation format 10 oct 2017
Utkarsh quality assurance class-room observation format 10 oct 2017
150-hour TEFL/TESOL Diploma of Deepak (Danny) Singh
150-hour TEFL/TESOL Diploma of Deepak (Danny) Singh
NCCET Webinar - Creating a Climate of Adultness in the CE Classroom
NCCET Webinar - Creating a Climate of Adultness in the CE Classroom
developing and integrating courseware for oral presentations into esp learnin...
developing and integrating courseware for oral presentations into esp learnin...
The importance of teaching pronunciation, accent in
The importance of teaching pronunciation, accent in
Supported experiments dissemination conference 2014: Pembrokeshire College pr...
Supported experiments dissemination conference 2014: Pembrokeshire College pr...
Similar to LLI Procedures Flowchart
IPBT-ppt.pptx
This document provides an orientation on the pilot implementation of the Induction Program for Beginning Teachers (Enhanced Teacher Induction Program) for the school year 2021-2022. It outlines the procedures, roles, and responsibilities of different stakeholders involved in the program from the national, regional, division, and school levels. The program aims to provide guidance to beginning teachers through mentoring, completion of coursebooks, and other support activities over the first three years of teaching.
IPBT ENHANCED TIP
This document provides an orientation on the pilot implementation of the Induction Program for Beginning Teachers (IPBT), also known as the Enhanced Teacher Induction Program. It outlines the procedures, timelines, roles and responsibilities for rolling out the program from the national, regional, division and school levels. Key aspects of the program include mentoring beginning teachers through coursebooks and modules, monitoring their progress, and issuing certificates upon completion of requirements for each year of the three-year program.
Copy of Copy of Template to Download_ Copy of Orientation on the Pilot Implem...
This document provides information about an orientation for the pilot implementation of the Induction Program for Beginning Teachers (IPBT) or Enhanced Teacher Induction Program. It outlines the roles and responsibilities of different organizations in implementing the program from the national to regional to division levels. It also describes the timeline and requirements for beginning teachers to complete the IPBT over three years, including completing coursebooks, assessments, and portfolio requirements with mentor guidance.
LDM2 COURSE for TEACHERS - SESSIONS 1 (Sienna).pptx
This document provides an overview of the LDM2 course for teachers. It discusses the following:
- The course is divided into modules that will teach teachers about different learning delivery modalities, designing instruction for various modalities, and developing a teaching portfolio for implementing modalities.
- The course will be delivered through a blended approach using independent study, synchronous sessions, and coaching support from instructional leaders.
- An implementation plan is outlined that designates roles for regional and division personnel in managing the course, coaching, and monitoring and evaluation. Coaches will provide support to teachers as they work to apply what they have learned.
ROLES & RESPONSIBILITIES.pptx
The document outlines the roles and responsibilities of different parties in organizing and implementing the In-School Program for Beginning Teachers (IPBT). It describes that beginning teachers will complete self-learning coursebooks and be mentored by experienced teachers. Mentors will guide beginning teachers in completing the IPBT courses and improving their teaching practices. Schools will organize Learning Action Cells of up to 15 teachers to support beginning teachers' learning. Senior teachers will facilitate the cells and divisions will coach the cell leaders. Expenses for IPBT implementation will come from different education funds at the national, regional, division, and school levels.
Online one on-one tutoring
online one-on-one tutoring, best online tutoring, sat online tutors, online homework help, online academic project help
2009 2010 actionplan
The Fayston Elementary School 2009-2010 Action Plan outlines goals and strategies in mathematics, school climate, and wellness. For mathematics, students struggling with math skills will receive supplemental instruction, teachers will stay current on best practices, and conduct a gap analysis of the curriculum. To improve school climate, the school will maintain a safe learning environment through a safety committee, Responsive Classroom training, and climate surveys. For wellness, the school will have a committee to promote wellness through meetings, student learning assessment, and community participation strategies.
Module 1.pptx
The document outlines the schedule and modules for a School Learning Action Cell course aimed at teaching educators about different learning delivery modalities (LDMs) like distance learning and blended learning. The course will run from September 2020 to October 2020, covering topics such as designing instruction for different LDMs and implementation planning. Upon completion, educators will receive a Certificate of Participation once they submit their LDM Implementation Portfolio demonstrating their acquired skills.
RM 378, s. 2023.pptx
This document provides guidelines for the second year implementation of an 8-week learning recovery curriculum in DepEd Region V elementary schools. It outlines assessments to group students, organization of classes by ability, focus of instruction for each group, instructional delivery methods, resources and funding. Grade 1 students and those in Groups A of Grades 2-3 will undergo intensive literacy and numeracy intervention while Group B follows the regular program with support. Schools have flexibility in organizing classes as long as each ability group receives appropriate intervention.
LAC SESSION FOR EDUCATORS
This document outlines the Learning Action Cell (LAC) as a school-based continuing professional development strategy for teachers in the Philippines. It discusses establishing LACs to improve teaching quality through collaborative learning among teachers. Key points include having teachers identify priority learning topics, form LAC groups, and hold regular meetings to critically reflect on practices and curriculum. The roles of school, district, and national education officials in supporting LAC activities are also defined. Progress will be monitored through qualitative measures of changes in teacher knowledge, practices and student outcomes, rather than quantitative targets.
Teacher education Programs
The document summarizes teacher education in UNRWA (United Nations Relief and Works Agency) schools. It discusses the education program, teacher training and development, and the institution of education system. Key points include:
- UNRWA operates 700 schools serving Palestinian refugees in 5 areas, with 20,000 teaching and support staff.
- It runs 2 vocational training centers that provide education and skills training programs, including a 4-year teacher training university program.
- The Institution of Education is responsible for training and accrediting teachers through various pre-service and in-service programs to develop professionally qualified instructional staff.
- Programs are designed to consolidate cultural identity while developing teaching skills, and include courses
curriculumdevelopmentprocessinpakistan-111213061018-phpapp01.ppt
The document summarizes the curriculum development process in Pakistan. It outlines that the Federal Ministry of Education is responsible for national curriculum standards and policy. It also discusses the roles of the National Bureau of Curriculum and Textbooks and provincial curriculum centers in approving, maintaining, and ensuring provincial collaboration on curriculum. The curriculum design process involves developing objectives, schemes of study, syllabi, textbooks, and teacher training. It notes some pitfalls like a lack of subject experts and textbooks not fully reflecting the curriculum. It also outlines the higher education curriculum review process led by the Higher Education Commission.
Girlie School-based-Research-Proposal.pptx
research proposal school based entitled Checking Monitoring for FETA teachers in DLL submission
LDM2 MODULE 1-5 for teachers MES.pptx
This module provides an overview of the Most Essential Learning Competencies (MELCs) course for teachers. The module objectives are to explain the background and development of the MELCs, unpack the MELCs, and combine related competencies into learning objectives. The first lesson discusses the background, rationale, and development of the MELCs. Teachers will learn about the process used to identify and develop the MELCs and how they support continuity of learning during the pandemic. The second lesson covers unpacking the MELCs and combining them into learning objectives. A Learning Action Cell session is included to discuss lessons.
14 MIDYEAR REVIEW FORM.docx
This document is an Individual Performance Commitment and Review Form (IPCRF) for the mid-year review of teacher Janet C. Mallari. It evaluates her performance based on 5 key result areas (KRA) related to basic education services, content knowledge and pedagogy, functional classroom, curriculum and planning, and assessment and reporting. For each KRA, specific objectives and performance targets are listed, along with means of verification and ratings from both the ratee (Mallari) and rater (her supervisor). Overall, Mallari received ratings of "Very Satisfactory" for meeting the objectives and targets through the first half of the year.
PROPOSAL.docx
This document outlines a proposal for a mid-year in-service training program for teachers. The 6-day training will focus on unpacking learning competencies, innovative teaching strategies, helping struggling learners, developing parent coaching skills, and designing action research. It will include virtual sessions led by the Division Office and school-based training. The training aims to equip teachers with skills for modular learning and support coping with challenges from the pandemic. A detailed budget, schedule, and monitoring plan are provided.
MFAT.pptx
The document outlines DepEd's policy on implementing the Multi-Factored Assessment Tool (MFAT) to identify learners with special educational needs. The MFAT is a screening tool for Grade 1 teachers to gather information on learner strengths/needs to assist with instructional planning and educational placement. It will be administered monthly after the start of the school year. The roles and responsibilities of regional supervisors, principals, teachers and other personnel in supporting MFAT implementation are defined. Procedures for pre-, during and post-assessment using various forms are also established, along with standards for monitoring, evaluation and effectiveness of the new policy.
Classroom_Teachers_Performance_Elements (1).pdf
The document outlines five key performance elements for classroom teachers at DoDEA Virtual High School:
1) Mastering content and curriculum by designing lessons that utilize standards and present accurate information from multiple perspectives.
2) Presenting organized instruction through clear and logical lessons that relate new learning to prior knowledge and check for understanding, using a variety of strategies to engage all learners.
3) Managing effective learning by creating a respectful classroom environment, establishing rules and routines, reinforcing positive behavior consistently, and maximizing resources and materials.
4) Monitoring and assessing student achievement through various assessment tools to evaluate learning, provide feedback, and guide instruction based on continuous assessment of progress.
5) Promoting diversity and
4 dx update
The document outlines a plan to implement mobile technology at Fannin Elementary School using the 4 Disciplines of Execution (4DX) framework. It identifies three Wildly Important Goals (WIGs) related to student use of mobile technology for research, assessment, and teacher professional development. For each WIG, it defines the lead measures, scoreboards, and cadence of accountability to track progress towards goals of integrating mobile technology into the curriculum by certain dates. The plan discusses rolling it out over five stages - from getting clear on the goals to making technology use a routine habit.
Guide_-Introduction-to-TIP.pdf
This document provides guidance for mentors and newly hired teachers participating in the Teacher Induction Program (TIP) in the Philippines. The TIP aims to support new teachers in their first year and includes 6 courses covering topics like DepEd policies and procedures, the K-12 curriculum, and the Philippine Professional Standards for Teachers. Mentors play a key role in guiding new teachers through the program requirements, which include completing coursework and developing a portfolio. The document outlines the course objectives, modules, and expected outcomes to help mentors monitor new teachers' progress and ensure they meet the requirements to complete the TIP.
Similar to LLI Procedures Flowchart (20)
Copy of Copy of Template to Download_ Copy of Orientation on the Pilot Implem...
Copy of Copy of Template to Download_ Copy of Orientation on the Pilot Implem...
LDM2 COURSE for TEACHERS - SESSIONS 1 (Sienna).pptx
LDM2 COURSE for TEACHERS - SESSIONS 1 (Sienna).pptx
curriculumdevelopmentprocessinpakistan-111213061018-phpapp01.ppt
curriculumdevelopmentprocessinpakistan-111213061018-phpapp01.ppt