Making word study work
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The document discusses word study techniques for teachers, including a Feature Inventory approach that provides a comprehensive assessment of a student's full word knowledge rather than just their stage of development. The Feature Inventory results in a total score that can track student progress over multiple years and allow comparisons between students. The document also interprets different score ranges on the Feature Inventory, indicating whether a student has a secure understanding, is in a stage of development, or has too much unknown without a firm base of previous understanding.
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Good Morning –
Since the quiz component of your MATH125 courses is in Unit 6, we’ve put together the attached set of slides to assist you AND to provide you with important information related to how the questions are presented, how grading occurs, where to find the correct responses, etc. Your first step should be to read the Unit 6 – Quiz Assignment Details thoroughly and then review the slide deck.
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Good Morning –
Since the quiz component of your MATH125 courses is in Unit 6, we’ve put together the attached set of slides to assist you AND to provide you with important information related to how the questions are presented, how grading occurs, where to find the correct responses, etc. Your first step should be to read the Unit 6 – Quiz Assignment Details thoroughly and then review the slide deck.
Please let me know if I can help ensure your success.
Thanks,
Andy
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#اعلام_اجتماعي
Santos et al 2010 Chr Res
This document summarizes a study that mapped 72 dinucleotide microsatellite loci from Drosophila subobscura onto its polytene chromosomes using fluorescent in situ hybridization (FISH). The distribution of microsatellites was not uniform across chromosomes, with higher density in the sex chromosome than autosomes. Homologous regions were identified in D. pseudoobscura and D. melanogaster genomes, supporting conservation of chromosomal elements among Drosophila species but also intrachromosomal rearrangements within lineages. The lack of microsatellite repeats in homologous D. melanogaster sequences suggests convergent evolution for high density in the X chromosome distal region.
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The document provides an overview of EVAAS (Education Value-Added Assessment System) for educators. It discusses key topics like:
- EVAAS analyzes student test data to measure academic growth and the impact of teaching on learning.
- EVAAS reports help educators understand student performance levels, monitor progress, and identify opportunities to modify instruction.
- The document contrasts achievement vs. growth and explains how EVAAS focuses on measuring academic growth rather than just proficiency levels.
- Different types of EVAAS reports are introduced, including district value-added reports and diagnostic reports to analyze student growth patterns.
Resume
Diane K. Colbert is an experienced kindergarten teacher seeking a new teaching position. She has over 10 years of experience teaching kindergarten, implementing rigorous and engaging lesson plans aligned to Common Core standards. She is skilled in scaffolding instruction, center-based learning, explicit phonics and writing instruction, and using technology and assessments to support student growth. Colbert has a bachelor's degree in elementary education with honors and endorsements in early childhood education and SEI.
Capstone 626 ppt
1) The document discusses a study that investigated how teaching phonemic awareness can help strengthen reading skills in struggling students. Quantitative data was collected using pre and post assessments and the DIBELS instrument.
2) The results showed that phonologically-based interventions are effective in improving language skills and literacy when vocabulary is expanded. Students who received phonological instruction early on demonstrated better literacy outcomes.
3) Some weaknesses included time constraints, language barriers, and cultural issues. However, strengths included using multiple tests and regression analysis to yield the best results.
Strengthening Reading Skills Through Phonemic Awareness
1) The document discusses a study that investigated how teaching phonemic awareness can help strengthen reading skills in struggling students. Quantitative data was collected using pre and post assessments and the DIBELS instrument.
2) The results showed that phonologically-based interventions are effective in improving language skills and literacy when vocabulary is expanded. Students who received phonological instruction early on demonstrated better literacy outcomes.
3) Some weaknesses included time constraints, language barriers, and cultural issues. However, strengths included using multiple tests and regression analysis to yield the best results.
Assessments Used At Brent
This document summarizes different benchmarking assessments used at Brent Elementary School. It discusses the GOLD PreK Continuum, DIBELS, Fountas & Pinnell, and ANet assessments. For each assessment, it provides details on the types of skills and data collected, how and when they are administered, and how the data is used to inform instruction and report progress to families. The assessments are designed to periodically measure student progress, provide information to teachers, and identify students who may need additional support.
Level 5 Evidence Bundles Guide
This document provides guidance to student teachers on assessing pupil progress during their teaching placements. It outlines expectations for gathering assessment evidence and completing Evidence Bundles to demonstrate the student's impact on pupil learning and progress. Key points include:
- Student teachers are no longer expected to complete weekly reflections or focus on individual pupils, but should assess whole class progress through Evidence Bundles.
- Evidence Bundles should track pupil progress and attainment over time in subjects like maths and science. Comparisons can be made between different pupil groups.
- A variety of evidence can be included in bundles, like lesson plans, assessments, pupil work and self/peer assessments. Progress should be discussed in relation to the Teachers' Standards.
Laurie Schaeffer Resume
Laurie J. Schaeffer is seeking a new position in educational leadership. She has over 10 years of experience in early childhood education, most recently as a reading resource teacher. She is highly organized, skilled in time management, and excels in team environments. Her resume highlights experience creating individualized education plans, analyzing student data, and implementing intervention programs to help struggling readers.
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This document discusses moving from traditional grading practices to a formative assessment approach focused on feedback. It outlines six key formative assessment practices including clear learning intentions, co-created success criteria, descriptive feedback, powerful questioning, self and peer assessment, and student ownership. The research shows traditional grading does not motivate learning and students want more feedback to improve. The document provides examples of how to increase feedback in the classroom and embrace a fully formative approach where achievement starts at meeting criteria through feedback rather than averaging grades. It also addresses handling late and missing assignments formatively rather than punitively.
From Grades to Feedback
This document provides an overview of formative assessment practices from Peter Jory, the Director of Instruction in School District No. 48. It discusses moving away from traditional grading towards a formative assessment approach with clear learning intentions, co-created success criteria, descriptive feedback, powerful questioning, and student ownership of learning. The research shows that formative feedback has a strong positive effect on student learning compared to grades. The document provides examples of what formative assessment could look like in the classroom, including more feedback opportunities, practice assignments without grades, and competency-based reporting instead of letter grades. Roadblocks like increased workload are addressed, and resources for further information are provided.
Leap symposium
The document summarizes a class called "Focus on Success" that teaches 7th and 8th grade students at Sheppard Middle School time management, goal setting, and study skills. The class meets during a 35-minute advisory period each day except Thursday. It uses tools like binder checks and grade reports to encourage organization and accountability. The goal is to promote a college-going culture and close achievement gaps by directly teaching skills needed for academic success.
Connections pppt
This document discusses 5 educational connections from most to least influential: 1) No Child Left Behind, 2) Differentiated Instruction, 3) Student-Centered Learning, 4) Literacy Coaching, and 5) Youth Dropout Rate. It provides details on each connection, including the goals and challenges. Examples are given of students who benefited from differentiated instruction, student-centered learning, and literacy coaching. The last connection on dropout rates is said to be influenced by the prior topics if addressed properly.
Job presentation slide
As the phase leader, my vision is to motivate children to make good progress across the curriculum through creative planning and accurate assessments. I aim to have children engaged in learning, build their self-esteem and confidence, and ensure at least 4 points of progress within the year. Key strategies include celebrating learning through displays and rewards, differentiating instruction to support all learners, focusing on literacy and numeracy, setting high standards, and fostering strong parent partnerships. By the end of the year, I hope to see confident children, happy parents, and fulfilled teaching staff who have achieved success for all.
Outstanding learning - The Evaluation Schedule 2012
The document outlines new Ofsted criteria for 2012 that focuses on rapid and sustained student progress based on prior attainment. It discusses findings from lesson observations that showed evidence of student understanding of targets, assessment of current levels, and next steps. Key areas in the new criteria emphasize whole school literacy/numeracy development, appropriate homework, and assessment for learning to plan individualized learning and check understanding. Staff are instructed to complete observations using the new criteria and online forms to prepare for future evaluations.
ILASCD - Student-Centered Leadership
This document contains notes from a presentation by Dr. PJ Caposey on creating student-centered classrooms. Some of the key points discussed include:
- Students spend most of their time passively listening in class rather than actively engaging.
- Creating a student-centered culture requires significant effort to shift instruction away from a teacher-centered approach.
- Teachers should put themselves in students' shoes to understand their experience in the classroom.
- Lessons should be designed to intellectually engage students and challenge their thinking.
- Differentiated instruction is needed to meet the varied needs of all students.
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Bridgewater Academy - Strategies to Improve Student Completion Rates In An As...
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Challenges of Alternative Assessment for Students with Disabilities/Intellect
Challenges of Alternative Assessment for Students with Disabilities/IntellectLouie Jane Eleccion, LPT
This document discusses alternative assessments for students with disabilities and intellectually gifted students. It defines key terms like IEP, SAT, and defines disability according to IDEA. For students with disabilities, alternative assessments may include portfolios, IEP-linked evidence, performance assessments, checklists or traditional tests. For gifted students, alternatives include out-of-level SATs, performance assessments, product or portfolio assessments. The purpose of alternative assessments is to better measure applied skills and inform individualized instruction.Standard-Based Grading
Standards-based grading focuses on how students perform on learning standards rather than assignments. It provides numeric scores for each standard to indicate a student's level of mastery. This differs from traditional grading, which can incorporate factors like behavior, late work, and extra credit unrelated to learning. Standards-based grading better reflects students' knowledge and informs instruction. It aims to differentiate learning and motivate students. While implementation requires extensive work, advocates argue it has benefits for students, parents, teachers and instruction.
FLOW PowerPoint Briefing
Forever Learning on Wheels is a nonprofit organization that provides mobile tutoring in reading, writing, and math for K-12 students in Colorado Springs and beyond. It aims to help students meet academic goals using research-based curriculum and assessments. Run by a CEO, executive director, and board, it hires teachers as contractors and operates with lower costs than facilities by bringing instruction to students. It has served 32 students so far and projects serving 70 students in its first year and 140 in its second with additional funding.
Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students Wi...
Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
“Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps” synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization — classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge — while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of “rigor versus personalization” and toward a future that effectively blends the two.
Curriculum based on the model of formative
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Making word study work
- 1. Making Word Study Work Jenny Boyle and Tiffany Jensen
- 2. Credit Information • Course Name: Making Word Study Work • Workshop Number: 48645 • Dates: April 5 & May 21 • Augustana College: EDUC 659 • University of Sioux Falls: EDU 543H
- 3. Feature Inventory • Is a comprehensive option that provides the same instructional information as the brief approach. However, because it is more extensive, it enables teachers to assess the full range of a child’s word knowledge, not just stage of development performance. • The information that results from this approach leads to a total inventory score, which is useful for following children’s progress from year to year as well as for comparing the progress of students.
- 4. Interpreting stage scores on the Feature Inventory 22-25 Secure Understandings • The speller is competent and confident at this stage and demonstrates firmly developed understandings. 12-21 Stage of Development • The student is confronted with new spelling issues that challenge existing understandings Below 12, but with strong scores on previous stage Early Stage of Development (WW, SJ, DC) • A lot the child doesn’t know at this stage, but a solid base of understanding from which to progress. Below 12 Too Much Unknown • Without a firm understanding at the previous stage, scores below 12 reflect an overload of new issues.