PEG Intro - Sept. 4 PD
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The document summarizes a writing project called PEG (Project Essay Grade) that aims to standardize writing instruction across an entire school. PEG will help students by providing frequent feedback, aligning with new standards, and empowering students in the writing process. It will help teachers by preparing students for new assessments, using data to support students, meeting performance goals, and reducing grading time. School-wide expectations for PEG include using it to provide feedback on at least one assignment per quarter, using Safe Assign for plagiarism checking, including writing samples in digital portfolios, and maintaining high writing standards across all classes.
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1) Identifying requirements based on audience, aims, content, skills, methodology, and other factors.
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Durham Public Schools and NC Write: A District-Wide Literacy Initiative
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The document outlines NC Write & Durham Public Schools' district-wide literacy initiative to improve student writing skills across curricular areas by incorporating the 5 pillars of literacy, 5 strands of the Common Core, and 21st century skills into classroom instruction. It details action steps for the initiative, including providing online writing tools for practice and feedback, writing prompts, graphic organizers, scoring rubrics, and professional development training for teachers in writing instruction. The goal is for students to effectively communicate through writing to be prepared for college and careers.Writer's workshop continuum
This document outlines strategies and levels of implementation for achieving the priority goal of making all students proficient writers. It describes 5 levels of implementation for several strategies: implementing the WriteWell curriculum, delivering engaging mini lessons and student conferences, designing engaging notebooks and daily writing activities, assessing and evaluating using Score! to inform instruction, accommodating student needs using UDL and RTI principles, and providing interventions to targeted students. The strategies focus on developing best practices for teaching writing through curriculum implementation, student conferencing, engagement, assessment, accommodation, and intervention.
Principles_of_language_testing.ppt
The document discusses principles of testing including practicality, reliability, validity, and different types of tests. It addresses how to make tests more reliable and valid. Reliability refers to consistency and dependability, and can be improved through clear instructions, uniform conditions, and objective scoring. Validity means a test accurately measures what it intends to. Communicative competence and practical issues in testing are also covered.
English_as_a_Second_Language2.ppt
This document provides an overview of an ESL program for educators. It discusses identifying ESL students, placing them in appropriate levels, implementing the ESL program, techniques and strategies for teaching ESL students, assessing student progress, collaborating with teachers and parents, and exiting students from the ESL program. The goal is to help mainstream and ESL teachers acquire knowledge on teaching culturally diverse students and implementing best practices for ESL education.
Session 5 p pa
This document outlines strategies for a writing session focused on teaching 4th through 8th grade students. It defines writing and its connection to English Language Arts standards. It discusses recognizing stages of writing development and using assessment to inform instruction. It emphasizes applying developmentally appropriate strategies to teach all students, including English language learners. It also notes the importance of teaching writing across subjects and the reciprocal relationship between reading and writing.
Resume Rachel Broudy 2015__
Rachel Broudy has over 10 years of experience as an English teacher in DC Public Schools. She currently teaches AP English Literature and Composition at McKinley Technology High School. She has a dual Bachelor's degree in Literature and Secondary Education from American University. Ms. Broudy has received several awards for her highly effective teaching and has taken on leadership roles such as English Department Chair and curriculum writer for DCPS.
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Assessment purposes and approaches
Overview of Assessment
It is an integral part of instruction, as it determines whether or not the goals of education are being met.
3 criteria of assessment
Validity
Reliability
Practicality
(Farhady,2012)
Assessment
Assessment information is needed by administrators, teachers, staff developers, students, and parents to assist in determining appropriate program placements and instructional activities as well as in monitoring student progress. (O’Malley,1994)
Assessment Purposes of ELL Students
Screening and identification
Placement
Reclassification or exit
Monitoring Student Progress
Program Evaluation
Accountability
(O’Malley,1994)
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8th Grade Registration Night PowerPoint
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This document discusses how to leverage the developmental phases of intermediate, junior high, and high school students. It notes that parents have around 936 weeks or 6,552 jelly beans of influence on their child from birth to graduation. As a teacher, their time to influence students ranges from 135 to 222 hours depending on the school. It emphasizes the importance of understanding what developmental changes students go through physically, mentally, culturally, relationally, emotionally, and morally at each phase in order to have appropriate expectations and maximize influence during their time with students.
Haiku Practice
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Argument Intro
The document discusses the key parts of an argument, including the main claim, premises, and conclusion. It defines these components and explains that an argument takes a stand supported by evidence to convince readers to accept a particular perspective. Specifically, it notes that the main claim is the central assertion, premises provide evidence to connect the claim to the conclusion, and the conclusion follows logically from the claim and premises.
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PEG Intro - Sept. 4 PD
- 1. MJHS Writes! Project Essay Grade (PEG) Blackboard Safe Assign Entire School Expectations
- 2. PEG will help students by: • Standardizing writing instruction school wide through common vocabulary, grading criteria, rubrics • Giving students frequent, fast feedback • Aligning with new TNReady standards/performance-based writing assessments • Encouraging writing across the curriculum • Empowering students to evaluate their work at various stages in the writing process • Recent ACT changes integrate more writing opportunities and synthesis and the scoring aligns with PEG’s grading criteria
- 3. PEG will help teachers by: • Preparing students for new TNReady assessments that writing more than ever • Using data to differentiate support for student writing (connection to RTI Tier I benchmarking plan) • Helping MJHS meet identified performance goals for writing and literacy instruction • Expanding the use of rubrics and other strategies to engage students in self-assessment • Facilitating literacy instruction across subject areas • Allowing content-area teachers to focus on grading content -- not grammar • Reduce the total amount of time necessary to grade written work • Transforming writing process from paper-based to digital
- 4. School Wide Writing (PEG) Expectations • Use PEG to provide feedback on one written assignment at least 1 per 9 weeks 2016-2017 • Use Safe Assign on these assignments and other course specific writing assignments • Have students include a writing sample from each of your classes in their digital portfolio • Always expect and require high quality writing • Use the PEG rubric(s) to evaluate student writing to maintain a high standard for quality writing across all courses with common evaluative vocabulary • Strive to go beyond the minimum standard for writing frequency • Strive to partner with another content area on a writing assignment and grading • Strive to have student partners and collaborate through peer editing
- 5. Tips for Using Safe Assign Josh Landers-Presenter