This document provides guidance for teachers on tracking student progress in math and ensuring students achieve at least 3 levels of progress. It recommends setting long-term targets using a formula, tracking progress half-termly, identifying gaps through assessments, and addressing weaknesses through targeted instruction. A variety of resources are described to support this process, including pupil tracking sheets, half-termly tests, weekly basic skills assessments, and a whole class record sheet to monitor performance and inform instruction.
This is a presentation I just did with about 40 of my 7th-9th grade cyber school students today. Some of them are still struggling to understand how to use many of the tools of our school system.
This is a presentation I just did with about 40 of my 7th-9th grade cyber school students today. Some of them are still struggling to understand how to use many of the tools of our school system.
Lesson Plan Template – OverviewFor a more detailed explanati.docxmanningchassidy
Lesson Plan Template – Overview
For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please view the Lesson Plan Handbook.
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal
The goal is the purpose of the lesson.
Objective
The objective is what students will be able to know or do at the end of the lesson.
Standards Included
Standards are the knowledge or skills that students will be expected to demonstrate. Depending on the age of the children you are working with, you will choose the appropriate standard from the list below:
Birth to Age 3: Developmental Milestones. Click HERE to locate a developmental milestone checklist that includes developmental standards.
Ages 3 to 5: Early Learning Guidelines. Click HERE to locate the Early Learning Guidelines for your state.
Head Start Framework: If you work in a Head Start program, please click HERE to choose a standard from the Head Start Early Learning Framework.
K-3: Click HERE to locate the Kindergarten through 3rd grade standards for your state.
Materials
The materials section lists all items needed throughout a lesson.
Introduction
The introduction is how you will introduce the activity so your students are interested, engaged, and have the opportunity to think about any background knowledge/experience that they may have.
Lesson Development:
The lesson development section includes the steps that you will take to teach the lesson including any modeling, direct instruction, centers, etc. that will be utilized. Sometimes this is also referred to as the “procedures” section of the lesson plan.
Differentiation
Often times you will have students that you will need to include modifications for when you are developing a lesson. In this section you will need to explain how you could modify your lesson to meet the needs of the different children you are working with. These modifications may apply to the lesson development section, the practice/check for understanding section, or both.
Assessment
(Practice/ Checking for
Understanding)
Students are given the opportunity to apply what they have learned in a formal or informal way. You will need to describe what you will do to assess student learning. It can be through guided practice and/or independent practice. Guided practice allows students to demonstrate their understanding of the material while the teacher is present and can provide needed assistance. Independent practice might be group work, projects, or homework.
Closing
Here the ECE teacher/provider reviews the highlights of the lesson and brings closure to the activity.
Lesson Plan Template
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal
Objective
Standards Included
Materials
Introduction
Lesson Development
Differentiation
Assessment
(Practice/ Checking for
Understanding)
Closing
References
Center on Enhancing Ea.
Assignment 04EC410 Cultural DiversityDirections Be sure to m.docxjane3dyson92312
Assignment 04
EC410 Cultural Diversity
Directions: Be sure to make an electronic copy of your answer before submitting it for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages in length; refer to the "Format Requirements" page for specific format requirements.
This assignment is comprised of two different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Identify and discuss six values about life and success that you vividly recall learning from your family. For each, explain how the particular value is supported by or at odds with your current community setting; community setting may mean current family framework, school, job, peer group, etc. You will want to refer back to Lesson 1 and 2.
Part 2
To practice lesson planning, create an age appropriate activity for the early childhood aged student. Then, create a section of your lesson plan that describes three strategies that can be implemented to modify/adapt this lesson to meet the needs of dual language learners. Your lesson plan should include a learning objective (what the students will be able to do), materials, a step-by-step guide on how to complete the activity, and a description of the modifications/adaptations. You will want to refer back to Lesson 4.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
30 points20 points10 points2 points
The student wrote a clear
paper discussing six values
that were instilled by family.
The student wrote a
somewhat clear paper
discussing the six values
that were instilled by family
or only discussed four to five
values.
The student wrote an
unclear paper discussing
the six values that were
instilled by family or only
discussed two to three
values.
The student wrote a poor
paper discussing the six
values that were instilled
by family or only discussed
one value.
15 points10 points5 points2 points
The student clearly
explained how all of the six
(6) particular values are
supported by or at odds with
parts of his or her personal
and/or professional life.
The student mostly
explained how all of the six
(6) particular values are
supported by or at odds with
parts of his or her personal
and/or professional life.
The student somewhat
explained how four or five
(4 or 5) of the particular
values are supported by or
at odds with parts of his or
her personal and/or
professional life.
The student poorly
explained how three or
four (3 or 4) of the
particular values are
supported by or at odds
with parts of his or her
personal and/or
professional life.
30 points20 points10 points2 points
The student created a clear
lesson plan integrating three
strategies to meet the needs
of dual language l.
Design For InstructionTeacher will now design the instruction LinaCovington707
Design For Instruction
Teacher will now design the instruction for the learning goals provided in previous chapter. How will you teach the learning goals you have designed
The following will be discussed At this point you have administered the pre-assessment
Remember to include charts to report the findings of the pre assessment
Page length 3 + visual organizer
Pre Assessment Results
Don’t forget to label your responses using subheadings in the TWS outline
Discuss what your pre-assessment scores revealed about your students
You could discuss but is not limited to:
Range of scores for each student showing percentages
Be specific about what learning goals you are using ( Question 10, & 12 addressed LG 2 that showed a low percentage (12%) of students that mastered
Use charts to show the results/ could show graph for each learning goal
Restate learning goals as you discuss results
Show target performance set for each learning goal
Show lowest and highest mastery of each goal
Show graph with mastery of each question for each student
Remember your sub headings are
Results of pre- assessment ( discussed on the first few pages)
Unit Overview- discuss what your unit will include (you may use your outline here of your unit. Explain your unit and alignment with goals. List topics for each day. Include activity for each day
Activities – what activities will you use for each unit. Discuss and explain/ Review page 10 of TWS to include explanation of activity
Technology – What technology will you use for this unit
MUST HAVE
Analyzed descriptions of student performance
Activities linked to learning goals
Identify patterns of student performance
Show activity you are doing each day
Use visual organizer
Describe a minimum of 3 activities using a variety of instructional strategies
Analyze student performance related to the goals
Show how you will score assessments
Show how activity relates to goals
What materials are needed for activity
Can use scoring rubrics, observation, checklist, rating scales ect.
How will you check on student progress
Instructional Decision-Making FIVE
Describe Modifications
Give 2 examples of when student learning or response caused you to modify your lesson
Describe in detail the activity that you modified and why
Explain why you thought this would improve student learning of
the goal. Explain in detail
Give a second example of when a student’s learning or response
caused you to modify the lesson. Explain in detail
Suggested page length 3-4 pages
Review page 13 TWS
Analysis of Student Learning
Teacher uses assessment data to profile student learning giving information about student achievement
Now you will analyze data
Show performance of whole class, subgroups and individual students
Conclusions will be drawn in Factor 7
Focus student achievement
Subheadings
Whole Cl ...
Introducing Climbing Frames a comprehensive tool to monitor pupil progressJames Mason
Climbing Frames is a print and digital assessment framework that replaces the now defunct national curriculum levels. It relates directly to the new 2014 national curriculum and enables individual pupil’s progress to be tracked across foundation and core subjects.
Climbing Frames offers a complete set of assessment frames and record sheets for National Curriculum subjects in Key Stages 1, 2 and 3, including reports for parents.
The framework is designed to work in a familiar way, like APP, and allow your teachers to track attainment and progress over time, using an approach that is familiar and intuitive to use.
Tools To Assess The Quality Of The Curriculumdbrady3702
How can we assess the quality of the documented curriculum, the enacted curriculum, the assessed curriculum, and the impact of the curriculum on students? From data analysis, to looking at student work, to power standards, to calibration, to professional learning communities, these tools help us to assess the curriculum.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
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.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Art Pastor's Guide to Sabbath | Steve Thomason
SAM Maths
1. A minimum 3 levels progress
FOR ALL PUPILS
We’ll get you there
2. What’s the issue?
Not all pupils are making at least 3 levels progress.
And most progress happens in Year 11.
Some pupils make much slower progress in the other
years, particularly at KS3!
What should I do?
Start by setting the Long Term Targets for all pupils by using
our formula click on this link (SETTING TARGETS)
The formula assumes at least 6 sub levels progress in KS3
and a further level at KS4. At KS3, that translates to 2 sub
levels in Yrs 7, 8 & 9
3. How do pupils know what progress they
are making against their targets?
Read this then click here for the PUPIL TRACKING SHEET.
These are available L1-L8
The tracking sheet shows what level & sub level that Abigail
was assessed at the end of the previous year (ie 3A), & where
the teacher for the new academic year has to get her to by the
end of that year (ie 4B) as a minimum expectation.
Underneath, is the APP criteria at the level that the pupil is
working at & will be formally assessed against once every half
term so that the pupil’s progress towards the target is measured
regularly
How much progress is being made - and how quickly - can be
seen simply & clearly by both pupil and teacher.
4. How does the tracking sheet work?
Use the Half Termly Tests provided (click here to
see an example of one). There are 6 of these (one
per half term) at every level (L1-8). Answer sheets
are provided.
Give each pupil the single level test at the level which
you think that they are currently operating
They take an hour for pupils to complete. Each
question tests a specific criteria. ie Q1 tests APP
criteria 1; Q2 tests APP criteria 2 etc….
If a pupil gets the question completely right, you put a
cross in the corresponding cell on the tracking sheet;
a line if partially right and a dot if wrong.
5. How do I award a level from the test?
Count the number of crosses awarded on the half
termly test. Then put that number in the single
row table at the bottom of the tracking sheet &
that shows where they are to a sub level
The teacher & pupil can now see how many more
crosses ire needed on the next helf termly test (in
six weeks time) to move up into the next sub level
The teacher goes to the lines on the tracking
sheet to identify 4 or 5 targets that the pupil will
keep for the next half term - knowing that if these
can be converted into crosses by the time of the
next half term test, the pupil will have moved up a
sub level.
Use this Pupil Target Sheet (click here to see)
to cut and paste the pupils’ targets onto. They
become their Maths targets for the next half term
6. How are Maths targets achieved?
Pupils take out their Target Sheet every time they do
Maths so the teacher doesn’t have to commit
everyone’s individual targets to memory
The teacher teaches the scheme as normal but finds
the time when teaching, to discuss targets with pupils
So does the Teaching Assistant
But the main way to help pupils is to give them a
Weekly Basic Skills Assessment. (click here to see
an example of one) There are 15 of these at every
level and 15 at every bridging level eg L4/5
The pupils take the weekly basic skills assessments in
class at the level or bridging level they are currently
working at.
They get a chance on these assessments to get right
their target questions.
They also get the chance to keep getting right those
questions they’ve previously been getting right so that
learning isn’t lost
7. Are the weekly basic skills a test?
No - they are assessments NOT tests.
Pupils get help from the teacher & TA while they
are doing them - they only take 20 minutes
And answer sheets are provided - so pupils, or
their marking partner, can mark them
The idea is to learn through assessment
Further help to achieve their targets is given to
pupils through use of Prompt Sheets
Give pupils the prompt sheet at the level they are
working at (click here to view an example of a
prompt sheet). These are available for Ls 3-8
Pupils use the prompt sheets to learn for
themselves how to answer their target questions
The prompt sheets are great for homework
Parents love using them to help their children
For an example of a record sheet for the weekly
basic skills assessments click here
8. How do I identify gaps in pupils’ learning?
Dot line & crosses from half termly tests are
copied and pasted onto this Maths class record.
(click here to view Maths Class Record)
These are for the teacher to maintain an
overview of class performance
They identify gaps in T&L, which informs
planning.
Teachers use these assessments to change
what was planned to teach. Now teaching to
the gaps in learning identified by the
assessments.
The scheme isn’t abandoned, just modified to
address gaps in pupils’ learning.
We teach the pupils not the scheme!
They also give an indication of ability groups to
inform class organisation and differentiation and
show the children requiring intervention and
extension work.
9. What do I do about the gaps in pupils’ learning?
To view the whole class record sheet Click here
You can see the areas highlighted in yellow are
whole class weaknesses
Ratio, for eg, shows only two pupils getting that
question right - why not teach ratio in your
mental/oral starters over the next two weeks?
There’s a whole area, Shape and Space (APP
criteria 14-18), in yellow. Another class
weakness - why not teach this as a mini topic
Areas highlighted in blue show a smaller
number of pupils not getting it eg APP criteria 4
These can be dealt with through a more
personalised intervention by the teacher
Or why not ask the TA to tackle some of these
Your aim is to ensure over a half term, that you
turn as many lines and dots into crosses as
possible
So the whole class record sheet replaces your
mark book & restarts after every half term test.
10. What about Key Stage 4?
These resources are now available for
KS4 as well.
11. How Can I Get the Resources?
Click here to find out
how I order these
QuickTime™ and a
Maths products for
decompressor
use in my own
are needed to see this picture.
school. Click here to
view next training
events.
Editor's Notes
There’s always something to look forward to in our job!If asked to describe your job in one adjective we would get everything from Rewarding, Exciting, Exhausting, Frustrating, Depressing but we would never get Boring.APP alone presents a huge challenge (have seen tears in staffrooms)New Ofsted 250 schools into special measures in first 3 monthsAM will address all and much more besides.