Reteach enrich
•Download as PPTX, PDF•
0 likes•1,351 views
Data teams meet regularly to enter student assessment data, choose teaching strategies, provide differentiated instruction, and analyze outcomes. They discuss students who did not meet standards and how to help them, as well as those who exceeded expectations. An idea is proposed to dedicate Wednesday mornings for reteaching struggling students and enriching advanced learners through targeted small groups planned during data team meetings with support from special teachers.
Report
Share
Report
Share
Recommended
Austin presentation 2016
Accelerating New Teacher Development by maximizing on-campus Human Capital Management System.
How to Develop Math Fact Fluency and Why Use Rocket Math to Do It?
How to Develop Math Fact Fluency and Why Use Rocket Math to Do It?Rocket Math - R&D Instructional Solutions LLC
Recommended
Austin presentation 2016
Accelerating New Teacher Development by maximizing on-campus Human Capital Management System.
How to Develop Math Fact Fluency and Why Use Rocket Math to Do It?
How to Develop Math Fact Fluency and Why Use Rocket Math to Do It?Rocket Math - R&D Instructional Solutions LLC
Wheres My Action Plan? Mo SW-PBS SI 2008
Where's My Action? Presented at the Mo SW-PBS SI 2008 by Susan Brawley
EDUU 512 RTI Case Study Rubric Criteria Exemplary (.docx
EDUU 512 RTI Case Study Rubric
Criteria Exemplary
(5 pts.)
Proficient
( 4 pts.)
Emerging
(3 pts.)
Needs Improvement
(2 pts.)
Summary
Clearly and concisely
summarizes the problem,
how the problem was
determined, interventions
used and the effectiveness of
the interventions
Adequately summarizes
the problem, how the
problem was
determined,
interventions used and
the effectiveness of the
interventions
Partially summarizes the
problem, how the
problem was
determined,
interventions used and
the effectiveness of the
interventions
Little or no summary
provided that includes
the problem, how the
problem was
determined,
interventions used and
the effectiveness of the
interventions
Analysis & Reflection
Clearly and concisely
describes insights gained
about the RTI process, the
role of data collection and
analysis, the ways in which
teachers collaborate, and the
relationship between RTI and
differentiated instruction.
Adequately describes
insights gained about the
RTI process, the role of
data collection and
analysis, the ways in
which teachers
collaborate, and the
relationship between RTI
and differentiated
instruction.
Partially describes
insights gained about
the RTI process, the role
of data collection and
analysis, the ways in
which teachers
collaborate, and the
relationship between
RTI and differentiated
instruction but analysis
is minimal.
Little or no description
of insights gained about
the RTI process, the role
of data collection and
analysis, the ways in
which teachers
collaborate, and/or the
relationship between
RTI and differentiated
instruction.
Writing Style/Mechanics
• Writing is clear and
concise
• Varied sentence
structure
• Academic writing
conventions (grammar,
spelling, punctuation
etc.)
Writing is clear and concise.
Sentence structure is varied.
Fully adheres to academic
writing conventions
(grammar, spelling
punctuation etc.)
Writing is clear and
sentence structure is
somewhat varied.
Adequately adheres to
academic writing
conventions (grammar,
spelling, punctuation
etc.) There are a few
grammar, spelling and/or
punctuation errors.
Writing is unclear and
wordy. There is minimal
variation in sentence
structure. Partially
adheres to academic
writing conventions
(grammar, spelling,
punctuation etc.) There
are several grammar,
spelling and/or
punctuation errors.
Writing is unclear.
Sentence structure is
the same throughout
the paper. Writer does
not adhere to academic
writing conventions
(grammar, spelling,
punctuation etc.)
2nd Grade Case Study
Making Sense of the Problem-Solving RtI Process in Mathematics
Miss Concepcion, a second grade teacher in Algorithm Elementary School, was a veteran
teacher, both in the profession and at this elementary school. She felt fortunate to work
with three other second grade teachers who were veter.
Data Driven Decision Making Presentation
Data Driven Decision-Making Process in a Community College Environment
Pre-assessments: Assess Your Way to Success
Pretesting is not a standard practice in most corporate training environments. Should it be? Our session will explore how pretesting results in increased learner proficiency, reduced training costs and increased return on investment. In our hands-on session, you will learn how, why and when to pretest your learners.
PD2 reform practices
Teachers participate in professional development session where the focus is using the mathematical practices to teach CCSS to develop conceptual and procedural knowledge in students.
BUS407 Week 3 Scenario Script Performance ModelSlide #SceneI.docx
BUS407 Week 3 Scenario Script: Performance Model
Slide #
Scene/Interaction
Narration
Slide 1
Scene 1
Deborah’s Office
(Deborah speaking to the student)
Deborah: Welcome back! Are you ready for the next stage of the training and development process?
Last week, we decided to use a reactive approach to address Taormina’s performance gap.
This week, we will need to finish scanning the internal environment. Therefore, we have to conduct some other interviews. The intention of these interviews is to find common elements that might contribute the design of an effective training and development program.
First, let’s discuss some important concepts, including the performance model.
The performance model is a general guideline that shows motivation, environment, and knowledge skills and attitudes (or KSA), working together to effect a person’s performance.
Motivation is the direction, persistence, and amount of effort expended by an individual to achieve a specified outcome.
Therefore, it is important to find motivational factors to enhance participation in training and development opportunities.
Learning is a relatively permanent change in cognition resulting from experience and changes influencing behavior.
A training and development program is effective only if participants are motivated in learning new KSAs.
Finally, environment is referring to any factors tied to the physical surroundings in which the performance must occur.
Slide 2
Interaction
Performance Model
Student will click on various parts of the performance model shown in the textbook. They will interact with it and see details about each part, such as environment.
Slide 3
Scene 2
Deborah’s Office
Deborah: It is important to recognize the value of the performance model in maintaining high level of productivity. Here at Taormina, we need to identify those specific elements affecting the performance of our call center employees.
Okay. It’s time to collect the last set of data we need to compile our report.
Please interview the rest of employees at the call center and report your findings to me before the end of the day.
Slide 4
Scene 3
Call Center
Student interviewing some other call center employees.
Justin: I came to Taormina a few months ago. Besides the new employee orientation, I haven’t participated in any other training.
Alex: Probably… (thinking)…five years ago, we went to a mandatory training session about some leadership strategies. But I didn’t really learn anything. And as soon as we came back, things were exactly the same. The leader was, as always, our boss.
Justin: Well, I’m the newbie, so I don’t want to make too many comparisons. But at my previous job, I participated in many training programs. Not all of them were mandatory, either. They used to send us a list of available training programs and we decided which ones we were going to attend.
That was really nice! I had the chance to participate in training programs with people who had the same goa ...
Comprehensive School-Level 3-Day Professional Development PlanDi.docx
Comprehensive School-Level 3-Day Professional Development Plan
Directions:The final signature assessment in this course is to write a comprehensive, school-level instructional leadership professional development plan. This plan includes multiple elements in which you have been working on throughout the weeks. This week you will focus on building your final 3-Day Professional Development Plan including your fourth element called Teacher: Improving Teachers’ Instructional Practices.
Each week throughout the course you prepared and submitted a draft of three out of the four elements of the plan. Use your readings, lectures, and exemplar examples of key components to build a strong more comprehensive plan. Use the feedback you received throughout Weeks 1, 2 & 3 to guide you in making improvements to your 3-Day Professional Development Plan. We should see growth from your previous draft submissions. You will submit this plan as your Signature Assessment for this course.
1. Four elements of the comprehensive professional development plan, include:
1. Initial Information: Professional Development
· Include topic, audience, date, time, resources, cost, and collaborative team that assisted in identifying the area(s) of need etc.,
2. Student Achievement: Evaluation of data sets that impact and identify the needs for content specific professional development and monitors professional improvement in the teaching and learning process.
· Goals: Statement of goals for school-sponsored and/or school-supported data to identify needs and drive instruction.
3. Content: Components of professional development plan that are content specific and address needs based on student needs information. Using curriculum alignment strategies, goals, curriculum mapping, research, and best practices. (e.g., using data to guide instructional content, curriculum alignment, facilitating implementation of rigorous content, content-based learning and assessment, evidence-based content to improve teaching and learning).
· Objectives: Statement of objectives for school-sponsored and/or school-supported content that provides an appropriate level of rigor to improve teaching and learning.
4. Teacher: Implementation of collaborative structures, professional learning communities, professional development processes, and use of tools and applications to facilitate and support teaching and learning. (e.g., using data to guide instructional practice, alignment of instruction to curriculum, facilitating implementation of rigorous instruction, instructional based learning and assessment, evidence-based strategies to improve teaching and learning).
· Focus of Topic: Description of focus that will be undertaken to achieve the professional development goals and objectives that address instructional improvement and promote student achievement.
Part 1, 2, 3, 4: 3-Day Professional Development Plan:
Directions:
A. Complete the table. Use 12 pt. black font: Times New Roman. The table cell ...
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Event Link:-
https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-exploring-gemini-ai-and-integration-with-mulesoft/
Agenda
● Java 17 Upgrade Overview
● Why and by when do customers need to upgrade to Java 17?
● Is there any immediate impact to upgrading to Mule Runtime 4.6 and beyond?
● Which MuleSoft products are in scope?
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/
YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Shyam Raj Prasad-
https://www.linkedin.com/in/shyam-raj-prasad/
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...Nguyen Thanh Tu Collection
https://app.box.com/s/hqnndn05v4q5a4k4jd597rkdbda0fniiMore Related Content
Similar to Reteach enrich
Wheres My Action Plan? Mo SW-PBS SI 2008
Where's My Action? Presented at the Mo SW-PBS SI 2008 by Susan Brawley
EDUU 512 RTI Case Study Rubric Criteria Exemplary (.docx
EDUU 512 RTI Case Study Rubric
Criteria Exemplary
(5 pts.)
Proficient
( 4 pts.)
Emerging
(3 pts.)
Needs Improvement
(2 pts.)
Summary
Clearly and concisely
summarizes the problem,
how the problem was
determined, interventions
used and the effectiveness of
the interventions
Adequately summarizes
the problem, how the
problem was
determined,
interventions used and
the effectiveness of the
interventions
Partially summarizes the
problem, how the
problem was
determined,
interventions used and
the effectiveness of the
interventions
Little or no summary
provided that includes
the problem, how the
problem was
determined,
interventions used and
the effectiveness of the
interventions
Analysis & Reflection
Clearly and concisely
describes insights gained
about the RTI process, the
role of data collection and
analysis, the ways in which
teachers collaborate, and the
relationship between RTI and
differentiated instruction.
Adequately describes
insights gained about the
RTI process, the role of
data collection and
analysis, the ways in
which teachers
collaborate, and the
relationship between RTI
and differentiated
instruction.
Partially describes
insights gained about
the RTI process, the role
of data collection and
analysis, the ways in
which teachers
collaborate, and the
relationship between
RTI and differentiated
instruction but analysis
is minimal.
Little or no description
of insights gained about
the RTI process, the role
of data collection and
analysis, the ways in
which teachers
collaborate, and/or the
relationship between
RTI and differentiated
instruction.
Writing Style/Mechanics
• Writing is clear and
concise
• Varied sentence
structure
• Academic writing
conventions (grammar,
spelling, punctuation
etc.)
Writing is clear and concise.
Sentence structure is varied.
Fully adheres to academic
writing conventions
(grammar, spelling
punctuation etc.)
Writing is clear and
sentence structure is
somewhat varied.
Adequately adheres to
academic writing
conventions (grammar,
spelling, punctuation
etc.) There are a few
grammar, spelling and/or
punctuation errors.
Writing is unclear and
wordy. There is minimal
variation in sentence
structure. Partially
adheres to academic
writing conventions
(grammar, spelling,
punctuation etc.) There
are several grammar,
spelling and/or
punctuation errors.
Writing is unclear.
Sentence structure is
the same throughout
the paper. Writer does
not adhere to academic
writing conventions
(grammar, spelling,
punctuation etc.)
2nd Grade Case Study
Making Sense of the Problem-Solving RtI Process in Mathematics
Miss Concepcion, a second grade teacher in Algorithm Elementary School, was a veteran
teacher, both in the profession and at this elementary school. She felt fortunate to work
with three other second grade teachers who were veter.
Data Driven Decision Making Presentation
Data Driven Decision-Making Process in a Community College Environment
Pre-assessments: Assess Your Way to Success
Pretesting is not a standard practice in most corporate training environments. Should it be? Our session will explore how pretesting results in increased learner proficiency, reduced training costs and increased return on investment. In our hands-on session, you will learn how, why and when to pretest your learners.
PD2 reform practices
Teachers participate in professional development session where the focus is using the mathematical practices to teach CCSS to develop conceptual and procedural knowledge in students.
BUS407 Week 3 Scenario Script Performance ModelSlide #SceneI.docx
BUS407 Week 3 Scenario Script: Performance Model
Slide #
Scene/Interaction
Narration
Slide 1
Scene 1
Deborah’s Office
(Deborah speaking to the student)
Deborah: Welcome back! Are you ready for the next stage of the training and development process?
Last week, we decided to use a reactive approach to address Taormina’s performance gap.
This week, we will need to finish scanning the internal environment. Therefore, we have to conduct some other interviews. The intention of these interviews is to find common elements that might contribute the design of an effective training and development program.
First, let’s discuss some important concepts, including the performance model.
The performance model is a general guideline that shows motivation, environment, and knowledge skills and attitudes (or KSA), working together to effect a person’s performance.
Motivation is the direction, persistence, and amount of effort expended by an individual to achieve a specified outcome.
Therefore, it is important to find motivational factors to enhance participation in training and development opportunities.
Learning is a relatively permanent change in cognition resulting from experience and changes influencing behavior.
A training and development program is effective only if participants are motivated in learning new KSAs.
Finally, environment is referring to any factors tied to the physical surroundings in which the performance must occur.
Slide 2
Interaction
Performance Model
Student will click on various parts of the performance model shown in the textbook. They will interact with it and see details about each part, such as environment.
Slide 3
Scene 2
Deborah’s Office
Deborah: It is important to recognize the value of the performance model in maintaining high level of productivity. Here at Taormina, we need to identify those specific elements affecting the performance of our call center employees.
Okay. It’s time to collect the last set of data we need to compile our report.
Please interview the rest of employees at the call center and report your findings to me before the end of the day.
Slide 4
Scene 3
Call Center
Student interviewing some other call center employees.
Justin: I came to Taormina a few months ago. Besides the new employee orientation, I haven’t participated in any other training.
Alex: Probably… (thinking)…five years ago, we went to a mandatory training session about some leadership strategies. But I didn’t really learn anything. And as soon as we came back, things were exactly the same. The leader was, as always, our boss.
Justin: Well, I’m the newbie, so I don’t want to make too many comparisons. But at my previous job, I participated in many training programs. Not all of them were mandatory, either. They used to send us a list of available training programs and we decided which ones we were going to attend.
That was really nice! I had the chance to participate in training programs with people who had the same goa ...
Comprehensive School-Level 3-Day Professional Development PlanDi.docx
Comprehensive School-Level 3-Day Professional Development Plan
Directions:The final signature assessment in this course is to write a comprehensive, school-level instructional leadership professional development plan. This plan includes multiple elements in which you have been working on throughout the weeks. This week you will focus on building your final 3-Day Professional Development Plan including your fourth element called Teacher: Improving Teachers’ Instructional Practices.
Each week throughout the course you prepared and submitted a draft of three out of the four elements of the plan. Use your readings, lectures, and exemplar examples of key components to build a strong more comprehensive plan. Use the feedback you received throughout Weeks 1, 2 & 3 to guide you in making improvements to your 3-Day Professional Development Plan. We should see growth from your previous draft submissions. You will submit this plan as your Signature Assessment for this course.
1. Four elements of the comprehensive professional development plan, include:
1. Initial Information: Professional Development
· Include topic, audience, date, time, resources, cost, and collaborative team that assisted in identifying the area(s) of need etc.,
2. Student Achievement: Evaluation of data sets that impact and identify the needs for content specific professional development and monitors professional improvement in the teaching and learning process.
· Goals: Statement of goals for school-sponsored and/or school-supported data to identify needs and drive instruction.
3. Content: Components of professional development plan that are content specific and address needs based on student needs information. Using curriculum alignment strategies, goals, curriculum mapping, research, and best practices. (e.g., using data to guide instructional content, curriculum alignment, facilitating implementation of rigorous content, content-based learning and assessment, evidence-based content to improve teaching and learning).
· Objectives: Statement of objectives for school-sponsored and/or school-supported content that provides an appropriate level of rigor to improve teaching and learning.
4. Teacher: Implementation of collaborative structures, professional learning communities, professional development processes, and use of tools and applications to facilitate and support teaching and learning. (e.g., using data to guide instructional practice, alignment of instruction to curriculum, facilitating implementation of rigorous instruction, instructional based learning and assessment, evidence-based strategies to improve teaching and learning).
· Focus of Topic: Description of focus that will be undertaken to achieve the professional development goals and objectives that address instructional improvement and promote student achievement.
Part 1, 2, 3, 4: 3-Day Professional Development Plan:
Directions:
A. Complete the table. Use 12 pt. black font: Times New Roman. The table cell ...
Similar to Reteach enrich (20)
Optimizing your Response to Intervention (RTI) Model with Wowzers Online Math
Optimizing your Response to Intervention (RTI) Model with Wowzers Online Math
EDUU 512 RTI Case Study Rubric Criteria Exemplary (.docx
EDUU 512 RTI Case Study Rubric Criteria Exemplary (.docx
BUS407 Week 3 Scenario Script Performance ModelSlide #SceneI.docx
BUS407 Week 3 Scenario Script Performance ModelSlide #SceneI.docx
Comprehensive School-Level 3-Day Professional Development PlanDi.docx
Comprehensive School-Level 3-Day Professional Development PlanDi.docx
Recently uploaded
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Event Link:-
https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-exploring-gemini-ai-and-integration-with-mulesoft/
Agenda
● Java 17 Upgrade Overview
● Why and by when do customers need to upgrade to Java 17?
● Is there any immediate impact to upgrading to Mule Runtime 4.6 and beyond?
● Which MuleSoft products are in scope?
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/
YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Shyam Raj Prasad-
https://www.linkedin.com/in/shyam-raj-prasad/
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...Nguyen Thanh Tu Collection
https://app.box.com/s/hqnndn05v4q5a4k4jd597rkdbda0fniiDigital Tools and AI for Teaching Learning and Research
This Presentation in details discusses on Digital Tools and AI for Teaching Learning and Research
Supporting (UKRI) OA monographs at Salford.pptx
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
678020731-Sumas-y-Restas-Para-Colorear.pdf
KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK
The French Revolution Class 9 Study Material pdf free download
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.
For more information, visit-www.vavaclasses.com
Home assignment II on Spectroscopy 2024 Answers.pdf
Answers to Home assignment on UV-Visible spectroscopy: Calculation of wavelength of UV-Visible absorption
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Protectable subject matters, Protection in biotechnology, Protection of other biological materials, Ownership and period of protection
Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Polish students' mobility in the Czech Republic
Polish students mobility to the Czech Republic within eTwinning project "Medieval adventures with Marco Polo"
Unit 2- Research Aptitude (UGC NET Paper I).pdf
This slide describes the research aptitude of unit 2 in the UGC NET paper I.
How to Make a Field invisible in Odoo 17
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Francesca Gottschalk - How can education support child empowerment.pptx
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
special B.ed 2nd year old paper_20240531.pdf
Instagram:-
https://instagram.com/special_education_needs_01?igshid=YmMyMTA2M2Y=
WhatsApp:-
https://chat.whatsapp.com/JVakNIYlSV94x7bwunO3Dc
YouTube:-
https://youtube.com/@special_education_needs
Teligram :- https://t.me/special_education_needs
Slide Shere :-
https://www.slideshare.net/shabnambano20?utm_campaign=profiletracking&utm_medium=sssite&utm_source=ssslideview
Operation Blue Star - Saka Neela Tara
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Overview on Edible Vaccine: Pros & Cons with Mechanism
This ppt include the description of the edible vaccine i.e. a new concept over the traditional vaccine administered by injection.
Palestine last event orientationfvgnh .pptx
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Recently uploaded (20)
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
Digital Tools and AI for Teaching Learning and Research
Digital Tools and AI for Teaching Learning and Research
The French Revolution Class 9 Study Material pdf free download
The French Revolution Class 9 Study Material pdf free download
Home assignment II on Spectroscopy 2024 Answers.pdf
Home assignment II on Spectroscopy 2024 Answers.pdf
"Protectable subject matters, Protection in biotechnology, Protection of othe...
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
Francesca Gottschalk - How can education support child empowerment.pptx
Francesca Gottschalk - How can education support child empowerment.pptx
Overview on Edible Vaccine: Pros & Cons with Mechanism
Overview on Edible Vaccine: Pros & Cons with Mechanism
Reteach enrich
- 2. Data Team Process Data teams have set meetings. We enter pre- assessment data. Choose strategies for teaching the topic. We post test the students on the topic. We choose a CC reading standard and set a pre- assessment. We teach the strategies in all classrooms. We differentiate instructions for our groups. We enter post test data and discuss the outcome of the strategy.
- 3. Data Team Process (Cont) Getting from B to CWe discuss the students who did not meet performance standards. We also look at students who exceeded performance from pre to post. How do we go back and help those students who have not mastered the standard? We look back over the data for these students. We chose a new standard and set a pre- assessment. (Animated)
- 4. Idea of Reteach/Enrich Wednesday What if we set Wednesday as a reteach/enrich day? We could reteach those strategies for our struggling students. We can manufacture the time to truly help our student body excel. We could set groups during data team meetings. We could accelerate learning opportunities for advanced students. Here is a plan which will need your assistance in making it work.
- 5. The potential plan. 1.) An hour block of time on Wednesday, set aside. 2.) Building data team could help create groups. 3.) Teachers could decide who works with what groups. 4.) We work with special teachers in making sure to not have prep time lost. 5.) We devote time to help try new strategies for those struggling learners. 6.) We create a chance to accelerate learning for advanced students. 7.) We distribute our general associates. 8.) We do what is right in education for our students!!!