Bigger, Better Writing: Using Rubrics and Samples to Improve InstructionMeagen Farrell
Workshop for adult educators looking at rubrics and realistic samples to prepare students for the constructed response on the GED Test, particularly the RLA Extended Response. Originally developed with Dr. Carmine Stewart for COABE 2016.
Bigger, Better Writing: Using Rubrics and Samples to Improve InstructionMeagen Farrell
Workshop for adult educators looking at rubrics and realistic samples to prepare students for the constructed response on the GED Test, particularly the RLA Extended Response. Originally developed with Dr. Carmine Stewart for COABE 2016.
For instructional skills workshops, after discussing the learning process, I present on how to write and evaluate learning outcomes. I include an activity of evaluating outcomes provided on a handout.
Cite It Right! Scoring and Teaching GED Reasoning Through Language Arts Test ...Meagen Farrell
Presented at VAILL 2014 in Radford, Virginia. Explanation of scoring with practice, plus instructional activities to prepare your students to write an extended response on the GED RLA Test.
(Re)Writing History: Scoring GED Social Studies Test Extended ResponsesMeagen Farrell
Presented at VAILL 2014 in Radford, Virginia. Explanation of scoring with practice to prepare your students to write an extended response on the GED Social Studies Test.
For instructional skills workshops, after discussing the learning process, I present on how to write and evaluate learning outcomes. I include an activity of evaluating outcomes provided on a handout.
Cite It Right! Scoring and Teaching GED Reasoning Through Language Arts Test ...Meagen Farrell
Presented at VAILL 2014 in Radford, Virginia. Explanation of scoring with practice, plus instructional activities to prepare your students to write an extended response on the GED RLA Test.
(Re)Writing History: Scoring GED Social Studies Test Extended ResponsesMeagen Farrell
Presented at VAILL 2014 in Radford, Virginia. Explanation of scoring with practice to prepare your students to write an extended response on the GED Social Studies Test.
Stetson & Associates Standards-Based IEP Training (Sample Slides)TriciaWillms
A standards-based Individualized Education Program (IEP) is a document that addresses how a student’s disability impacts his or her ability to access the curriculum standards at his or her enrolled grade level. While IEPs for all students with disabilities must be written to address how the student will participate in the general curriculum, educators continue to be challenged by HOW to develop, implement and monitor an IEP that will ensure access to state standards.
This session will address critical information pertaining to the components of a standards-based IEP, the importance of precision in determining students’ level of performance, and steps for writing meaningful and measurable goals and objectives. Participants will receive an overview of the process and some practical tools to aid them in future practice.
For more information, visit our website:
http://stetsonassociates.com/services/staff-development/writing-standards-based-ieps/
This module will help you to —
• understand the genesis and importance of School Based Assessment,
• familiarize with learner-centred approaches for assessment,
• facilitate integration of teaching learning process with assessment procedures,
• develop context-based exemplars in the relevant subject areas for the purpose of assessment.
Using Assessments to Increase Student SuccessAva Cranmore
A Capstone presentation by students in the Educational Leadership program at Auburn University. Presentation explains how the state assessments link together.
4. The most effective strategy to improve writing…
Increase the amount
and quality of writing.
5. “Assigning writing
is easy. Teaching
writing is really
hard.”
“We need to teach our
students to read like
writers and write like
readers.”
Kelly Gallagher, Author and Teacher
http://www.kellygallagher.org/index.html
6. Note: “On Demand”
writing is a necessary
skill. However, giving
writing prompts
every day is not
writing instruction –
it’s assigning writing.
15. “There is now conclusive, compelling
research stating that acting as a
Professional Learning Community
(PLC) is the most powerful and
effective process to systemically change
school culture and improve student
learning.”
- Sharon Kramer, PLC Conference:
Connecting the Dots: From ELA Standards to Formative
Assessment to Interventions and Extensions, 2014
16. The Big Ideas of a PLC
We accept learning as the fundamental purpose of our
school and therefore are willing to examine all practices and
their impact on learning.
We are committed to working together to achieve our
collective purpose. We cultivate a collaborative culture
through the development of high-performing teams.
We assess our effectiveness on the basis of results rather
than intentions. We seek relevant data and information and
use that information to promote continuous improvement.
17.
18. Selection of Articles / Videos
Get with your
grade level
Watch all of the
videos
Read all of the
articles
Decide as a group
what
videos/articles
you will use for
the pre-test and
the post-test
29. Key Points
Looking at the Informational/Explanatory
Rubric, highlight key points for a 4 score
Highlight differences for a 3 score
Highlight differences for a 2 score
Highlight differences for a 1 score
Determine protocol for a 0 score
38. Scoring Protocol
Look at the anchor
set of papers for
your grade level
Discuss with your
team key points
Determine a
protocol for how
your team will score
papers with fidelity
40. Scoring Practice
Working with your
grade level, begin
scoring practice
student papers.
Each paper should be
scored by at least 2
teachers.
Discrepant scores
need to be discussed
and protocol
determined
41. 2014-15 Memphis Assessment
Schedule
Beginning
Assessment:
September 2 –
September 16 2014
• Narrative Assessment and
Informational Assessment
Mid-Year
Assessment:
January 12 –
January 22 2015
• Narrative Assessment and
Informational Assessment
End Year
Assessment:
May 4 – May 15 2015
• Narrative Assessment and
Informational Assessment
42. Narrative Topics:
Kindergarten – Something you did with a friend. ( New: Pre and Post)
1st Grade – A time you helped or were helped. ( New: Pre and Post)
2nd Grade – Solving a problem (Old: End of Year Below the Line)
3rd Grade –Working Together (Old: End of Year Below the Line)
4th Grade – Doing the Right Thing (Old: Beginning of Year Below the Line)
5th Grade – Courage (Old: End of Year Below the Line)
43. Informational Topics
2nd Grade – Explain what you know about frogs.
(New: Pre and Post)
3rd Grade – Explain what you know about fur trading.
(New: Pre and Post)
4th Grade – Explain the effects of an invasive species on an
exosystem.(New: Pre and Post)
5th Grade – Explain the importance of the Boston Tea Party.
(New: Pre and Post)
44. Other
Target Aim Score! Beginning, Middle, and End of Year
testing (2-5) are expected to be teacher directed
review that does not have to be put in DataDirector.
Student packets will be reviewed at an after-school
professional development session.
The writing prompt used for the above assessments
may be skipped.
Model/coach students to elevate their writing
Read lots of mentor texts in the genre – have them look at the text with the thought “What did the writer do that I could do?”
Turn & talk about the “how”
Show them by writing in front of students – write in front of the class and think aloud during the process, modeling about 5-7 minutes at a time
WriteWell is about quality vs. quantity
Assign and assess writing does not teach students the knowledge and skills needed to become better writers
WriteWell is designed around the format of Writer’s Workshop where teachers teach students minilessons as well as teach them to read like writers and write like readers.
Discuss alignment process this summer to match CCSS
It is an online product that is revised and improved as needed throughout the year and more extensively each summer, relying on classroom teachers to make the revisions
Participants spend some time online exploring the units for their grade level
Need to be school wide / district wide consensus as to what articles/videos will be used
