This document discusses Smarter Balanced sample test items and performance tasks that demonstrate the rigor and complexity expected by the Common Core State Standards. It provides an overview of the Smarter Balanced assessment system and components, including claims and item types. Examples of English language arts and mathematics items for various grades are shown and described. The document also outlines Washington State's transition to Smarter Balanced assessments and the related timeline.
This document provides an overview and background on the PA Core Standards for English Language Arts. It discusses the shifts required by the standards, including balancing literary and informational texts, close reading, increasing text complexity across grades, writing from sources, and focusing on academic vocabulary. It then summarizes key components of the PA ELA standards for foundational skills, reading informational text, and reading literature. Teachers engage in example activities to understand how to address specific standards through lessons.
Brian Cohen's Introduction to Unpacking The Content Standards Wikibcsu81
The document discusses the Common Core State Standards for mathematics. It provides background on the development of the standards, describing how they were created through a multi-state process and adopted in New York. It also discusses shifts in instruction related to focusing deeply on core concepts, building coherence, emphasizing mathematical practices, and applying skills in real-world situations. An upcoming meeting is described to help teachers make sense of the new standards as they begin teaching them.
This document outlines the three stages of unpacking standards: identifying desired results, assessment, and instructional design. It describes steps to identify the big idea, enduring understandings, essential questions, knowledge and skills. It also discusses types of assessments including selected response, constructed response, performance assessments, and informal assessments. The document provides information to design instructional units with key questions and learning experiences to promote student understanding.
The document outlines the gradual release of responsibility model for literacy instruction. It describes four instructional approaches: modelled, shared, guided, and independent. For each approach, it provides look-fors for both the teacher and students' roles at the beginning, middle, and end of the lesson. It also describes elements of pre-planning that teachers should consider for effective implementation of the gradual release of responsibility model.
The document discusses selecting complex texts for middle and high school ELA classrooms that are aligned to the Common Core standards. It provides examples of complex text types like legal opinions, editorials, and scholarly journals. It also discusses how to measure text complexity, including quantitative measures like readability tests and qualitative measures like text structure, language features, and required background knowledge. The document emphasizes that teachers should model close reading of complex texts, establish a clear purpose for reading, and scaffold support to help students comprehend challenging material and develop important reading skills.
This document provides an introduction to the Common Core State Standards for literacy. It outlines the session objectives which are to explain how the CCSS are structured, how they support disciplinary literacy, and how to identify where instructional activities fall in relation to the CCSS progression. It then defines the CCSS, explains why they are important, and discusses how they relate to disciplinary literacy. The document guides participants through unpacking and analyzing sample CCSS standards and determining how to adjust activities to meet grade level expectations. It concludes by outlining next steps to begin implementing the standards.
This document provides a summary of an AAC self-assessment tool-kit created by Communication and Learning Enterprises (CandLE) in collaboration with several schools and organizations. It was funded by Cumbria PCT and provides information on AAC, including who needs it, different types of AAC from no-tech to high-tech options, total communication approaches, and low-tech communication books. It also includes links to other resources and examples of symbolized environments.
Common Core State Standards: An Occasion for ChangeEileen Murphy
The document provides information about the Common Core State Standards including:
1) The standards aim to ensure students are college and career ready by increasing the rigor of content and skills, including more informational texts and analytical writing.
2) The standards emphasize literacy in all subjects and require students to cite evidence from texts to support arguments. New assessments will test higher-order thinking skills.
3) Successful implementation of the standards requires selecting increasingly complex texts and tasks, focusing instruction around careful examination of texts, and providing scaffolding and independent reading practice.
This document provides an overview and background on the PA Core Standards for English Language Arts. It discusses the shifts required by the standards, including balancing literary and informational texts, close reading, increasing text complexity across grades, writing from sources, and focusing on academic vocabulary. It then summarizes key components of the PA ELA standards for foundational skills, reading informational text, and reading literature. Teachers engage in example activities to understand how to address specific standards through lessons.
Brian Cohen's Introduction to Unpacking The Content Standards Wikibcsu81
The document discusses the Common Core State Standards for mathematics. It provides background on the development of the standards, describing how they were created through a multi-state process and adopted in New York. It also discusses shifts in instruction related to focusing deeply on core concepts, building coherence, emphasizing mathematical practices, and applying skills in real-world situations. An upcoming meeting is described to help teachers make sense of the new standards as they begin teaching them.
This document outlines the three stages of unpacking standards: identifying desired results, assessment, and instructional design. It describes steps to identify the big idea, enduring understandings, essential questions, knowledge and skills. It also discusses types of assessments including selected response, constructed response, performance assessments, and informal assessments. The document provides information to design instructional units with key questions and learning experiences to promote student understanding.
The document outlines the gradual release of responsibility model for literacy instruction. It describes four instructional approaches: modelled, shared, guided, and independent. For each approach, it provides look-fors for both the teacher and students' roles at the beginning, middle, and end of the lesson. It also describes elements of pre-planning that teachers should consider for effective implementation of the gradual release of responsibility model.
The document discusses selecting complex texts for middle and high school ELA classrooms that are aligned to the Common Core standards. It provides examples of complex text types like legal opinions, editorials, and scholarly journals. It also discusses how to measure text complexity, including quantitative measures like readability tests and qualitative measures like text structure, language features, and required background knowledge. The document emphasizes that teachers should model close reading of complex texts, establish a clear purpose for reading, and scaffold support to help students comprehend challenging material and develop important reading skills.
This document provides an introduction to the Common Core State Standards for literacy. It outlines the session objectives which are to explain how the CCSS are structured, how they support disciplinary literacy, and how to identify where instructional activities fall in relation to the CCSS progression. It then defines the CCSS, explains why they are important, and discusses how they relate to disciplinary literacy. The document guides participants through unpacking and analyzing sample CCSS standards and determining how to adjust activities to meet grade level expectations. It concludes by outlining next steps to begin implementing the standards.
This document provides a summary of an AAC self-assessment tool-kit created by Communication and Learning Enterprises (CandLE) in collaboration with several schools and organizations. It was funded by Cumbria PCT and provides information on AAC, including who needs it, different types of AAC from no-tech to high-tech options, total communication approaches, and low-tech communication books. It also includes links to other resources and examples of symbolized environments.
Common Core State Standards: An Occasion for ChangeEileen Murphy
The document provides information about the Common Core State Standards including:
1) The standards aim to ensure students are college and career ready by increasing the rigor of content and skills, including more informational texts and analytical writing.
2) The standards emphasize literacy in all subjects and require students to cite evidence from texts to support arguments. New assessments will test higher-order thinking skills.
3) Successful implementation of the standards requires selecting increasingly complex texts and tasks, focusing instruction around careful examination of texts, and providing scaffolding and independent reading practice.
The document provides an overview of Illinois' adoption of Common Core Standards for math and English language arts. It explains that the goal is to better prepare students for college and careers. While other standards remain, new literacy standards were added to history, science, and technical subjects. The Common Core Standards were created by educators from states including Illinois to ensure students are prepared globally. New assessments will be implemented between 2014-2015 to measure the standards. The standards are designed to promote cross-disciplinary literacy and are not prescriptive on how to teach. They incorporate broad standards and focus on end-of-year expectations.
Understanding How to Use Real Time Assessment as a Tool in Curriculum DesignHatch Early Learning
This document summarizes Cathy Grace's webinar on using real-time assessment as a tool in curriculum design. The webinar addressed how developmentally appropriate assessment of children is important for developing high-quality, child-focused programs and classrooms. It also discussed reasons for teacher resistance to technology in the classroom and how its use can be better integrated into overall program design. The webinar aimed to show how data-driven decisions based on ongoing assessment can improve instruction and ensure children's needs are met.
The document provides an outline of course content related to principles of government and the U.S. Constitution. It includes sections on forms of government, limited government, distribution of powers, and other core concepts. The outline lists learning targets and provides example activities for teachers to use over multiple class periods to help students analyze and interpret key constitutional principles.
1. The document discusses classifying and defining polygons based on the number of sides. Polygons are named using Greek and Latin prefixes like triangle for 3 sides and pentagon for 5 sides.
2. It provides a chart for students to complete showing the name, number of sides, and number of diagonals for polygons up to 12 sides.
3. Additional topics covered include naming polygons, finding diagonals, examples of polygons in coins, and challenges for larger polygons.
The document provides information about unpacking and communicating standards to students. It discusses the key elements of standards, including verbs that describe skills and nouns that indicate required knowledge. Graphic organizers and word walls are presented as tools to help students understand and organize the concepts outlined in standards. Communicating clear learning objectives to students through standards has been shown to increase achievement and motivation. The document advocates unpacking standards with students and creating concept maps or other visual representations to help students grasp the main ideas and relationships within the standards.
Choosing and using AAC devices - including iPadsSpectronics
This document discusses choosing and using augmentative and alternative communication (AAC) devices, including iPads, for special educators. It provides information on when AAC should be used, such as when speech is developing or not understood. It also discusses choosing low-tech or mobile devices based on factors like volume, durability and access options. The document emphasizes team collaboration and assessment in choosing devices, as well as trial, investment of time and money, and feature matching to individual needs. It highlights using AAC to sequence messages, support communication partners, and access the curriculum.
Implementation of Proloquo2Go for Students with AAC NeedsEric Sailers
This presentation shows how to implement evidence-based practices with Proloquo2Go, an iOS app for augmentative and alternative communication. Strategies highlighted include core words, aided language stimulation, and descriptive teaching.
The document provides a curriculum guide for a Grade 7/8 Technology and Livelihood Education (TLE) course on Dressmaking. It covers five common competencies including using tools and equipment, measurements and calculations, occupational health and safety, tool maintenance, and interpreting drawings. It also covers personal entrepreneurial competencies and generating business ideas based on an analysis of the environment and market in dressmaking. The guide outlines lessons on sewing tool use, measurements, product design interpretation, machine maintenance, and safety practices. For Grade 9, the guide covers specialization in dressmaking and focuses on producing sleeping garments and children's wear. It provides details on drafting patterns, preparing materials, assembling garments, and finishing techniques.
This document describes a web quest created by Ellen Feig for a first year English composition class. The web quest guides students through analyzing a persuasive essay, conducting research, and writing a 4-page persuasive research paper on the issues in Peter Singer's essay "The Singer Solution to World Poverty." The document outlines the learning objectives, design process, implementation, and evaluation of the web quest, which was found to be an effective tool by peer evaluators and students based on surveys.
The document discusses WebQuests, which are inquiry-oriented activities that use online resources to promote student-centered learning. WebQuests enhance higher-order thinking skills and can be either short-term for knowledge acquisition or long-term for in-depth analysis. The key parts of a WebQuest include an introduction, task, process, evaluation, and conclusion. The document provides guidance on planning and creating a WebQuest, including choosing a topic, developing the various parts, and getting it published online.
The document discusses designing integrated lessons that meet academic standards. It provides guidance on examining standards to determine key ideas and skills, creating standards-based lesson templates, and instructing students in an interactive classroom setting. Additional sections cover locating and organizing web-based resources and developing formative and summative assessments, including task assessments and scoring rubrics, to evaluate student proficiency.
Check this A+ tutorial guideline at
https://www.uopassignments.com/eed-465-grand-canyon-university
For more classes visit
http://www.uopassignments.com/
The document discusses internet-based projects for language learning. It defines internet-based projects as requiring online research with stages like planning, collecting information, analyzing, and assessing. Examples given include essays, presentations, reports, and WebQuests. Benefits highlighted are motivating students, encouraging cooperation and interaction, and improving language and thinking skills. It provides tips for implementing projects, like choosing topics and setting guidelines. Overall, the document promotes internet-based projects as engaging, student-centered ways to incorporate online resources into language learning.
A WebQuest is an inquiry-based activity where students learn primarily from online resources. It focuses students on a culminating task or product and provides scaffolding steps and resources to guide their learning process. A WebQuest consists of an introduction that sets the context and poses a big question, a task outlining the end goal, a process with clear steps using online resources, an evaluation rubric, and a conclusion for reflection.
The document defines a WebQuest as an inquiry-oriented activity that uses online resources to help students develop problem-solving skills. It discusses the key components of a WebQuest, including an introduction, task, process, evaluation, conclusion, and teacher page. The document provides examples of each component and outlines typical attributes of short-term and long-term WebQuests. It also compares WebQuests to simpler scavenger hunts and discusses reasons for using WebQuests in the classroom.
What will they need? Pre-assessment techniques for instruction session.gwenexner
Librarians all know the importance of a reference interview -- it's to make sure you're addressing what the patron actually needs. Classes take longer, and involve more people, but the fact still holds: to give the best service, you need to assess what the needs actually are.
An additional benefit of pre-assessment is that it can provide evidence of the impact of the teaching program, both to university administration and to accreditation organizations.
Presented by Gwen Exner at "Assessment Beyond Statistics" NCLA College & Universities Section/Community & Junior Colleges Section 2012 conference.
The document discusses strategies for using student performance data from Smarter Balanced Assessments (SBA) to improve instruction. It provides an overview of 2014 SBA field test results and how claims and targets relate to Common Core standards. The document also discusses using interim assessments and digital resources to monitor progress, identify gaps, and promote instructional shifts. Scoring reports and family reports are demonstrated to help analyze results at student, class, and subgroup levels.
NSTA15: Performance-Based Portfolio Assessment of the NGSSChris Ludwig
Slide deck for Chris Ludwig's presentation at NSTA15 in Chicago: Student Managed Portfolios: Performance-Based Alternatives to Standardized Tests for the NGSS
For more classes visit
www.snaptutorial.com
EED 465 Week 1 Assignment Interview and Standards Investigation
Details:
Interview
Interview a teacher in the elementary grades regarding the teacher’s social studies instruction. Include at least eight questions.
This document provides an overview of WebQuests as an educational tool for teachers. It discusses what WebQuests are, how to design an effective WebQuest, and examples of existing WebQuests. The key points are:
- A WebQuest is an inquiry-oriented lesson that uses mostly online resources to promote critical thinking skills. It requires students to complete an authentic task.
- Effective WebQuests include an introduction, task, process & resources, evaluation, conclusion, and credits sections. They guide students through higher-order thinking.
- Teachers are encouraged to design WebQuests aligned with their curriculum standards and choose an engaging format for student end products. Wikis make a good platform for hosting and
The document provides an overview of Illinois' adoption of Common Core Standards for math and English language arts. It explains that the goal is to better prepare students for college and careers. While other standards remain, new literacy standards were added to history, science, and technical subjects. The Common Core Standards were created by educators from states including Illinois to ensure students are prepared globally. New assessments will be implemented between 2014-2015 to measure the standards. The standards are designed to promote cross-disciplinary literacy and are not prescriptive on how to teach. They incorporate broad standards and focus on end-of-year expectations.
Understanding How to Use Real Time Assessment as a Tool in Curriculum DesignHatch Early Learning
This document summarizes Cathy Grace's webinar on using real-time assessment as a tool in curriculum design. The webinar addressed how developmentally appropriate assessment of children is important for developing high-quality, child-focused programs and classrooms. It also discussed reasons for teacher resistance to technology in the classroom and how its use can be better integrated into overall program design. The webinar aimed to show how data-driven decisions based on ongoing assessment can improve instruction and ensure children's needs are met.
The document provides an outline of course content related to principles of government and the U.S. Constitution. It includes sections on forms of government, limited government, distribution of powers, and other core concepts. The outline lists learning targets and provides example activities for teachers to use over multiple class periods to help students analyze and interpret key constitutional principles.
1. The document discusses classifying and defining polygons based on the number of sides. Polygons are named using Greek and Latin prefixes like triangle for 3 sides and pentagon for 5 sides.
2. It provides a chart for students to complete showing the name, number of sides, and number of diagonals for polygons up to 12 sides.
3. Additional topics covered include naming polygons, finding diagonals, examples of polygons in coins, and challenges for larger polygons.
The document provides information about unpacking and communicating standards to students. It discusses the key elements of standards, including verbs that describe skills and nouns that indicate required knowledge. Graphic organizers and word walls are presented as tools to help students understand and organize the concepts outlined in standards. Communicating clear learning objectives to students through standards has been shown to increase achievement and motivation. The document advocates unpacking standards with students and creating concept maps or other visual representations to help students grasp the main ideas and relationships within the standards.
Choosing and using AAC devices - including iPadsSpectronics
This document discusses choosing and using augmentative and alternative communication (AAC) devices, including iPads, for special educators. It provides information on when AAC should be used, such as when speech is developing or not understood. It also discusses choosing low-tech or mobile devices based on factors like volume, durability and access options. The document emphasizes team collaboration and assessment in choosing devices, as well as trial, investment of time and money, and feature matching to individual needs. It highlights using AAC to sequence messages, support communication partners, and access the curriculum.
Implementation of Proloquo2Go for Students with AAC NeedsEric Sailers
This presentation shows how to implement evidence-based practices with Proloquo2Go, an iOS app for augmentative and alternative communication. Strategies highlighted include core words, aided language stimulation, and descriptive teaching.
The document provides a curriculum guide for a Grade 7/8 Technology and Livelihood Education (TLE) course on Dressmaking. It covers five common competencies including using tools and equipment, measurements and calculations, occupational health and safety, tool maintenance, and interpreting drawings. It also covers personal entrepreneurial competencies and generating business ideas based on an analysis of the environment and market in dressmaking. The guide outlines lessons on sewing tool use, measurements, product design interpretation, machine maintenance, and safety practices. For Grade 9, the guide covers specialization in dressmaking and focuses on producing sleeping garments and children's wear. It provides details on drafting patterns, preparing materials, assembling garments, and finishing techniques.
This document describes a web quest created by Ellen Feig for a first year English composition class. The web quest guides students through analyzing a persuasive essay, conducting research, and writing a 4-page persuasive research paper on the issues in Peter Singer's essay "The Singer Solution to World Poverty." The document outlines the learning objectives, design process, implementation, and evaluation of the web quest, which was found to be an effective tool by peer evaluators and students based on surveys.
The document discusses WebQuests, which are inquiry-oriented activities that use online resources to promote student-centered learning. WebQuests enhance higher-order thinking skills and can be either short-term for knowledge acquisition or long-term for in-depth analysis. The key parts of a WebQuest include an introduction, task, process, evaluation, and conclusion. The document provides guidance on planning and creating a WebQuest, including choosing a topic, developing the various parts, and getting it published online.
The document discusses designing integrated lessons that meet academic standards. It provides guidance on examining standards to determine key ideas and skills, creating standards-based lesson templates, and instructing students in an interactive classroom setting. Additional sections cover locating and organizing web-based resources and developing formative and summative assessments, including task assessments and scoring rubrics, to evaluate student proficiency.
Check this A+ tutorial guideline at
https://www.uopassignments.com/eed-465-grand-canyon-university
For more classes visit
http://www.uopassignments.com/
The document discusses internet-based projects for language learning. It defines internet-based projects as requiring online research with stages like planning, collecting information, analyzing, and assessing. Examples given include essays, presentations, reports, and WebQuests. Benefits highlighted are motivating students, encouraging cooperation and interaction, and improving language and thinking skills. It provides tips for implementing projects, like choosing topics and setting guidelines. Overall, the document promotes internet-based projects as engaging, student-centered ways to incorporate online resources into language learning.
A WebQuest is an inquiry-based activity where students learn primarily from online resources. It focuses students on a culminating task or product and provides scaffolding steps and resources to guide their learning process. A WebQuest consists of an introduction that sets the context and poses a big question, a task outlining the end goal, a process with clear steps using online resources, an evaluation rubric, and a conclusion for reflection.
The document defines a WebQuest as an inquiry-oriented activity that uses online resources to help students develop problem-solving skills. It discusses the key components of a WebQuest, including an introduction, task, process, evaluation, conclusion, and teacher page. The document provides examples of each component and outlines typical attributes of short-term and long-term WebQuests. It also compares WebQuests to simpler scavenger hunts and discusses reasons for using WebQuests in the classroom.
What will they need? Pre-assessment techniques for instruction session.gwenexner
Librarians all know the importance of a reference interview -- it's to make sure you're addressing what the patron actually needs. Classes take longer, and involve more people, but the fact still holds: to give the best service, you need to assess what the needs actually are.
An additional benefit of pre-assessment is that it can provide evidence of the impact of the teaching program, both to university administration and to accreditation organizations.
Presented by Gwen Exner at "Assessment Beyond Statistics" NCLA College & Universities Section/Community & Junior Colleges Section 2012 conference.
The document discusses strategies for using student performance data from Smarter Balanced Assessments (SBA) to improve instruction. It provides an overview of 2014 SBA field test results and how claims and targets relate to Common Core standards. The document also discusses using interim assessments and digital resources to monitor progress, identify gaps, and promote instructional shifts. Scoring reports and family reports are demonstrated to help analyze results at student, class, and subgroup levels.
NSTA15: Performance-Based Portfolio Assessment of the NGSSChris Ludwig
Slide deck for Chris Ludwig's presentation at NSTA15 in Chicago: Student Managed Portfolios: Performance-Based Alternatives to Standardized Tests for the NGSS
For more classes visit
www.snaptutorial.com
EED 465 Week 1 Assignment Interview and Standards Investigation
Details:
Interview
Interview a teacher in the elementary grades regarding the teacher’s social studies instruction. Include at least eight questions.
This document provides an overview of WebQuests as an educational tool for teachers. It discusses what WebQuests are, how to design an effective WebQuest, and examples of existing WebQuests. The key points are:
- A WebQuest is an inquiry-oriented lesson that uses mostly online resources to promote critical thinking skills. It requires students to complete an authentic task.
- Effective WebQuests include an introduction, task, process & resources, evaluation, conclusion, and credits sections. They guide students through higher-order thinking.
- Teachers are encouraged to design WebQuests aligned with their curriculum standards and choose an engaging format for student end products. Wikis make a good platform for hosting and
For more classes visit
www.snaptutorial.com
EED 465 Week 1 Assignment Interview and Standards Investigation
Details:
Interview
Interview a teacher in the elementary grades regarding the teacher’s social studies instruction. Include at least eight questions.
This document provides an overview of performance tasks and classroom activities for online mathematics and English language arts assessments. It defines performance tasks as portions of the test that require students to answer complex, multi-step questions about a topic. Classroom activities are administered separately before performance tasks to familiarize students with relevant topics. The document includes examples of classroom activities and performance task questions in both subjects.
Scottsdale CC Math - Updated Summer 2014Donna Gaudet
The Scottsdale Community College math department transitioned introductory algebra, intermediate algebra, and college algebra courses to use open educational resources, replacing expensive traditional textbooks. This resulted in annual student cost savings of around $182,000. The open resources included free online textbooks, an interactive workbook, online homework software, and instructional videos. Developing and implementing the village approach required a team effort across many faculty and support from the administration. Evaluation found high student satisfaction with the resources and no negative impact on student outcomes.
Join us for a timely and necessary workshop to prepare teachers for for upcoming CAASPP.
Teachers will walk away with:
A slew of resources to reference beyond the workshop time itself
Experience practicing with the performance tasks (as your students will be doing)
Management tips for the performance tasks
An understanding of what is necessary to prepare for and manage testing in the classroom
Connections made through collaborative conversations about the skills needed for you and your students to walk into the CAASPP prepared
Similar to Smarter balanced sampleitems_webinar (20)
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
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Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
6. Purpose of Sample Items and
Performance Tasks
• Demonstrate rigor and complexity of ELA/literacy and
mathematics items
• Showcase variety of item types:
• Selected response
• Constructed response
• Technology enhanced
• Performance tasks
• Help teachers continue planning shifts in instruction
related to Common Core State Standards (CCSS)
7. ESEA Flexibility
CAREER AND COLLEGE READY LEARNING
EXPECTATIONS FOR K-12
All
students
leave
high
school
college
and career
ready
Vision
Purpose Core Values
Every Washington
Student and Educator
Our Vision: Every student will have access to the CCSS standards through
high quality instruction aligned with the standards every day; and
every educator is prepared and supported to implement the standards in their
classrooms every day.
Our Purpose: To develop a statewide system with resources that supports all
school districts in their preparation of educators and students to implement the
CCSS.
8. Common Core State Standards (CCSS)
Implementation Timeline
8
2010-11 2011-12 2012-13 2013-14 2014-15
Phase 1: CCSS Exploration
Phase 2: Build Awareness & Begin
Building Statewide Capacity
Phase 3: Build State & District
Capacity and Classroom Transitions
Phase 4: Statewide Application and
Assessment
Ongoing: Statewide Coordination
and Collaboration to Support
Implementation
9. Smarter Balanced Assessment System
Components
9
Common
Core State
Standards
specify
K-12
expectations
for college
and career
readiness
All students
leave
high school
college
and career
ready
Teachers and
schools have
information and
tools they need
to improve
teaching and
learning
Interim assessments
Flexible, open, used
for actionable
feedback
Summative
assessments
Benchmarked to
college and career
readiness
Teacher resources for
formative
assessment
practices
to improve instruction
11. Key features of Sample Item Tool
• Mathematics and English Language Arts/Literacy items
• Computer Adaptive Testing items and Performance
Tasks:
• Selected response
• Constructed response
• Technology enhanced
• Meta-data for each item
• On the spot scoring for many items
• Items and tasks will be similar for summative and
interim assessments
12. Sample Items and Tasks Navigation
View English Language Arts/Literacy or Mathematics items
Advance to next item, or go back to previous
http://sampleitems.smarterbalanced.org/itempreview/sbac/ELA.htm
13. “Students can demonstrate progress toward college and
career readiness in English Language arts and literacy.”
“Students can demonstrate college and career readiness in
English language arts and literacy.”
“Students can read closely and analytically to comprehend
a range of increasingly complex literary and informational
texts.”
“Students can produce effective and well-grounded writing
for a range of purposes and audiences.”
“Students can employ effective speaking and listening
skills for a range of purposes and audiences.”
“Students can engage in research and inquiry to
investigate topics, and to analyze, integrate, and present
information.”
Overall Claim for Grades 3-8
Overall Claim for Grade 11
Claim #1 - Reading
Claim #2 - Writing
Claim #3 - Speaking and
Listening
Claim #4 - Research/Inquiry
Claims for the ELA/Literacy
Summative Assessment
14. Sample Items and Tasks Navigation
Content Claim
Grade band
http://sampleitems.smarterbalanced.org/itempreview/sbac/ELA.htm
15. ELA Comparison
Washington State & Smarter Balanced
Similarities Differences
Multiple Choice/Selected Response
Short Answer/Constructed Response
Online
Essay Writing
Computer Adaptive
Listening Items
Text Complexity
Brief Write, Revise and Edit
Performance Tasks
19. Item Metadata
About this item
Evidence
Note the Common Core
standards connected to
this target
Access information on
text complexity
View the
rubric
http://sampleitems.smarterbalanced.org/itempreview/sbac/ELA.htm
23. High School Proficiency Exam
Writing Grade 10
Persuasive Argumentative Writing
• Experience-based persuasive prompt
Curfews
Community officials have proposed that individuals under the age of 18
cannot be out after 9:00 p.m. unless they are with an adult. Take a position
on this proposal. Write a multiple-paragraph letter persuading community
officials to support your position.
24. Smarter Balanced
Grade 11 Performance Task
• Smarter Balanced – Nuclear Power
– Source-based performance task
• 20-minute classroom activity (accessibility)
• Part I: Research and evaluate sources (take notes
and answer questions)
• Part II: Write argumentative essay citing evidence
from sources
32. “Students can demonstrate progress toward college and career
readiness in mathematics.”
“Students can demonstrate college and career readiness in
mathematics.”
“Students can explain and apply mathematical concepts and
interpret and carry out mathematical procedures with precision and
fluency.”
“Students can solve a range of complex well-posed problems in pure
and applied mathematics, making productive use of knowledge and
problem solving strategies.”
“Students can clearly and precisely construct viable arguments to
support their own reasoning and to critique the reasoning of others.”
“Students can analyze complex, real-world scenarios and can
construct and use mathematical models to interpret and solve
problems.”
Overall Claim for Grades 3-8
Overall Claim for Grade 11
Claim #1 - Concepts &
Procedures
Claim #2 - Problem Solving
Claim #3 - Communicating
Reasoning
Claim #4 - Modeling and Data
Analysis
Claims for the Mathematics
Summative Assessment
44. Accessibility and Accommodations
• Sample items do not include accessibility and
accommodations features
• Full range of accessibility tools and accommodations
options under development guided by:
– Magda Chia, Ph.D., Director of Support for Under-Represented
Students
– Accessibility and Accommodations Work Group
– Students with Disabilities Advisory Committee
• Chair: Martha Thurlow (NCEO)
– English Language Learners Advisory Committee
– Accessibility & Accommodations Framework
• Learn more online:
http://www.smarterbalanced.org/parents-students/support-for-under-
represented-students/
45. Smarter Balanced Items Developed
with Educators and Other Experts
• Early 2012: Assessment claims for ELA/literacy and mathematics
approved by Governing States
• April 2012: Item/task specifications and review guidelines published
– http://www.smarterbalanced.org/itemspecs
• June 2012: Training modules available for item writers/reviewers
– http://www.smarterbalanced.org/smarter-balanced-assessments/item-writing-and-
review
• Summer 2012: Educators from Governing States begin writing items
and tasks; cognitive labs / small scale trials begin
• September 2012: Sample items reviewed by Smarter Balanced staff
and advisors, Student Achievement Partners
• October 2012: Sample items and tasks available
• February / March 2013: Pilot Test of first 10,000 items and
performance tasks
46. Our guiding beliefs and approach for
CCSS Implementation in WA
2-Prongs:
1. The What: Content Shifts (for students and educators)
– Belief that past standards implementation efforts have provided a strong
foundation on which to build for CCSS; HOWEVER there are shifts that
need to be attended to in the content.
2. The How: System “Remodeling”
– Belief that successful CCSS implementation will not take place top
down or bottom up – it must be “both, and…”
– Belief that districts and communities across the state have the
conditions and commitment present to engage wholly in this work.
– Professional learning systems are critical
47. Shifts in ELA
1. Building knowledge through content-rich nonfiction and informational
texts in addition to literature
2. Reading and writing grounded in evidence from the text
3. Regular practice with complex text and its academic vocabulary
These apply to content area (social studies, science, and technical subject)
teachers as well as to English teachers.
Shifts in Mathematics
1. Focus: 2-3 topics focused on deeply in each grade
2. Coherence: Concepts logically connected from one grade to the next
and linked to other major topics within the grade
3. Rigor: Fluency with arithmetic, application of knowledge to real world
situations, and deep understanding of mathematical concepts
The “What”:
ELA and Math Content Shifts
47
48. Smarter Balanced Timeline
(Summative tests)
• 47 districts invited to conduct Small Scale Trials in
October/November 2012
• Limited pilot in 2012-13
– Need 22% of state
– Available to all
• Comprehensive field test in 2013-14
• Operational use in 2014-15
49. Testing System Transition
Current Testing System
• Reading and Math: Grades 3–8 and 10
• Writing: Grades 4, 7, 10
• Science: Grades 5, 8, 10
SMARTER Balanced (SBAC) / Common Core
State Standards (CCSS) Testing System
• English/Language Arts and Math: Grade 3–8 and 11*
• Science exams are required under ESEA but are not
included in SBAC
*11th grade to measure college and career readiness. We are working with higher ed to explore the
possible use of these measures as an alternative for college placement (or entrance).
50. Current Statewide
Summative (Student) Assessments
Reading Mathematics Science Writing
Grade 3 MSP MSP
Grade 4 MSP MSP MSP
Grade 5 MSP MSP MSP
Grade 6 MSP MSP
Grade 7 MSP MSP MSP
Grade 8 MSP MSP MSP
High School HSPE EOC EOC HSPE
MSP= Measurements of Student Progress;
HSPE = High School Proficiency Exams;
EOC= End of Course exams
51. Washington’s Context…
Likely Summative Assessments in
2014–15English/LA Mathematics Science
Grade 3 SBAC SBAC
Grade 4 SBAC SBAC
Grade 5 SBAC SBAC MSP
Grade 6 SBAC SBAC
Grade 7 SBAC SBAC
Grade 8 SBAC SBAC MSP
Grade 10 E/LA
using SBAC items
EOCs
using SBAC items
EOC
Grade 11 SBAC SBAC
SBAC=SMARTER Balanced Assessment Consortium
EOCs= End of Course exams
* SBAC is vertically scaled; MSP/HSPE are not.
51
*
53. Feedback and Support available
through first week of November
Online feedback and phone
support available
Editor's Notes
Welcome to our introduction of sample items and performance tasks that have been developed by the Smarter Balanced Assessment Consortium to assess the ne Common Core State Standards. Smarter Balanced released these items on Tuesday so some of you may have already explored the site, but we wanted to do today’s webinar to assist DACs and CCSS leads in reviewing it so you can share it with your colleagues. We want to begin today with the website and an item or two but then do need to take a step back to set the context of these items with respect to CCSS. I will be passing the mic to several folks here with me today, from OSPI’s assessment division and Teaching an Learning division.
Link is toward bottom of page
The sample items and performance tasks represent a milestone in the development of the assessment system. For the first time, teachers, policymakers, and interested stakeholders can see what the new assessments will look like.The sample items represent the first of many steps to help familiarize teachers, students, and parents with the expectations of the Common Core State Standards and next-generation assessments. The sample items illustrate the knowledge and skills students will be expected to demonstrate on the Smarter Balanced assessments, giving educators clear benchmarks to inform their instruction.In addition, the sample items showcase the variety of item and task types under development by Smarter Balanced. Selected response: Prompt students to select one or more responses for a set of optionsConstructed response: Prompt students to produce a text or numerical response in order to collect evidence about their knowledge or understanding of a given assessment targetTechnology enhanced: Take advantage of computer-based administration to assess a deeper understanding of content and skills; collect evidence through a non-traditional response type, such as editing text or drawing an objectPerformance tasks: Measure capacities such as depth of understanding, research skills, and complex analysis, which cannot be adequately assessed with selected- or constructed-response itemsIt is important to note that these samples represent only a small fraction of the 10,000 items and tasks currently in development to support the Pilot Test in early 2013.While the items are not intended to be used as sample tests, educators can use the items to begin planning the shifts in instruction that will be required to help students meet the demands of the new assessments.To talk about those shifts and set the context of these items with respect to the CCSS, I’d like to pass the mic to Greta Bornemann, OSPI’s Mathematics Director.
Users can select mathematics or ELA/literacy items and cycle through them using the next and back buttons on the top right corner of the screen.
For Smarter Balanced, students may be asked to select more than one phrase to support the meaning of a word as it is used in context. Students are now evaluating multiple sentences within a paragraph as opposed to three to four options presented with the stem. This adds a higher level of rigor than our current vocabulary items.
This is an example of a current Washington State vocabulary item. Currently, all Washington State vocabulary items are in a multiple-choice format.
This is an example of a listening item. After listening to the audio, students will answer a set of items.
Each item also includes metadata:Item nameGrade levelContent claimAssessment targetsCommon Core State StandardsEvidence to show how the student demonstrates understandingScoring rubrics (downloadable PDF)Text complexity analysis for ELA/literacy items (downloadable PDF)
The placemat is a tool used to organize quantitative and qualitative data to identify the recommended placement of the reading stimulus. Text complexity placemats are available for the three sample texts. Most teachers are familiar with quantitative measures (Flesch-Kincaid and Lexile are 2 examples). Qualitative measures are determined using a matrix of qualitative criteria. The blank placemat template and the qualitative matrices can be found on the Smarter Balanced website.
This is an example of a brief write item. The item has been written with text evidence from both sides of the argument embedded. The item asks students to write a paragraph (considered a brief write) using evidence from the text stimulus to support their position. Different writing sample items ask students to revise or edit text.
4 Claims in mathematics. Claim 1 is mathematical content, and Claims 2-4 incorporate the mathematical practices.
In the Common Core State Standards, fifth grade students have two standards specifically addressing whole number multiplication and division. They are:5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm.5.NBT.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. In addition, students must understand the patterns in the number of zeros when multiplying and dividing by powers of 10 (5.NBT.2). Likewise, they have been working with equations for a number of years.This 1-point item requires that a student have a full understanding of all of these standards and the student would benefit from the good number sense that would bring.In part A, a student may be able to do this work mentally, illustrating that they understand division by 10 and simple multiplication. If not, they could work both sides of the equation, check for equality, and answer True or False.In parts B and C, number sense would be handy. Dividing 2487 by 3 would be about 800. With this knowledge and realizing the left side of the equation is much greater than 800, B is False. Approximately 4000 x 7 is close to 28,000 so C is also False. If students don’t have this number sense, they could work each problem and check for equality and if their work is correct, they would see these are both False.In part D, however, a student would have to do this full multiplication to check for equality. They cannot make a calculation error as they must answer True or False to the item. It takes correct responses of True or False on all parts of this item to be correct. This item adequately explores these standards and the student’s ability to fluidly move between them.As compared to a current Washington item in the next slide.
In Washington State, in fourth grade students delve deeply into multiplication and then develop division in fifth grade so a division item was chosen for this comparison. The particular PE is 5.1.C: Fluently and accurately divide up to a four-digit number by one- or two-digit divisors using the standard long-division algorithm.We sometimes assess this PE as a completion item but for comparison purposes a multiple-choice item was selected. This item only covers one part of that PE (a four-digit number divided by a one-digit divisor). We also use misconceptions in Washington State as distractors and provide the correct answer as one of the options. Students usually struggle with the place position of zeros in this type of problem, hence the choice of answer options. We do not do true/false questions as in the previous item. Therefore, a student can do the work and, if the answer calculated is not present, can rework the problem to try again. There is a potential self-correction process in these types of standards in WA. Good number sense would help a student with this answer as well because of the focus on misconceptions but, if they get it correct, it still may not tell us whether the student is truly fluent in the PE being assessed. Because this is only part of the PE, one cannot generalize on a larger scale about the student’s fluency with division.
CCSS 8.EE.7a – Solve linear equations in one variable. a. Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers). b. Solve linear equations with rational number coefficients, includingequations whose solutions require expanding expressions using the distributive property and collecting like terms.In the Common Core standards, grade 6 students generate equivalent algebraic expressions, in grade 7 these are expanded to include expressions with rational coefficients, and in grade 8 students use earlier strategies to solve increasingly complex equations.In this 1-point item, the focus is on part a of the standard, though students would have to use skills from part b to “simplify” the equation into a form where a decision about the nature of the solutions can be made. The student must show that they understand the procedures to solve one-variable equations, but also interpret the “simplified” versions of the equations. Rather than just working through a series of procedures to combine terms, this item requires that a student make decisions about the end result of those procedures. For example, in the first equation, when the student comes to 36x = 36x or 24=24 or 0=0, do they know what that means about the number of solutions that exist for the equation? Likewise, though there is likely little “work” that the student would do to “solve” the second equation, they have to consider what the equation 0=1 means if they do subtract x from both sides. If the student guesses, they have a 1 in 27 chance of being right.
Similar to the short answer problems in WA state – this is a constructed response (CR).This item demonstrates how students use data to make decisions.The student should find the slope of each segment of the line to determine where the profit per dollar exceeds money spent on advertising. Mathematical Content: Slope of a line, reading a graph, interpreting data, mathematical reasoning
G.6.C – Apply formulas for surface area and volume of three-dimensional figures to solve problems.In this problem, the student is required to use the formula for volume of a cylinder and the volume given to solve for the height. The answer can be given in terms of pi.
Claims 2A & 2B – Apply mathematics to solve well-posed problem arising in everyday life, society, and the workplace & Select and use appropriate tools strategically.The student must use the volume from a rectangular prism and the formula for a cylindrical tank to determine the possible radius. The cognitive complexity is increased for this item as the student needs to transfer the volume from one-shaped container into another. Also, multiple approaches are possible. Different portions of the water can be transferred and the radius determined at many points.
Selected response and technology enhanced items can be scored automatically.Some constructed-response items and performance tasks can be scored automatically; many will be hand-scored by professionally trained readers.
Sample items can be filtered by item type (technology enhanced and performance tasks) and by themes (connections across grades and difficulty progressions).Connections across grades: The Common Core State Standards include a sequence of concepts that build through the grades in a logical and coherent fashion. These sample items show how the vertical articulation of content in the standards will be evident in Smarter Balanced assessments.Difficulty Progressions: Computer adaptive tests require items that span a wide range of difficulty levels to provide precise measures of what students know and can do. These sample items show the range in difficulty for items designed to measure the same assessment targets. Capturing the full range of item difficulty across assessment targets is essential for creating high quality adaptive tests, and final difficulty estimates for items will be validated through field testing.
Smarter Balanced welcomes feedback on the sample items and tasks.Users will be able to submit feedback or questions through an online form or by calling a 1-800 number.
The Smarter Balanced assessment system will provide valid, fair, and reliable measures of achievement and growth for English language learners and students with disabilities. The sample items are displayed in a simulated test platform that does not includeaccessibility and accommodations tools that will be available when the assessments are administered to students—such as Braille, translation options, and the ability to change font size, highlight text, or magnify portions of items.The operational system in the 2014-15 school year will include tools to address visual, auditory, and physical access barriers—as well as the unique needs of ELLs
The Smarter Balanced assessment system will provide valid, fair, and reliable measures of achievement and growth for English language learners and students with disabilities. The sample items are displayed in a simulated test platform that does not includeaccessibility and accommodations tools that will be available when the assessments are administered to students—such as Braille, translation options, and the ability to change font size, highlight text, or magnify portions of items.The operational system in the 2014-15 school year will include tools to address visual, auditory, and physical access barriers—as well as the unique needs of ELLs
Smarter Balanced sample items and performance tasks were developed in collaboration with educators and content experts.This process began with the development of content specifications in ELA/literacy and mathematics. The specifications ensure that the assessment system will cover the full range of college- and career-ready knowledge and skills in the Common Core State Standards. Earlier this year, Governing States adopted assessment claims for ELA/literacy and mathematics, following two rounds of public review and comment. These guide development of assessments, providing descriptions of knowledge and skills (“assessment targets”) that items/tasks will assess.Item/task specifications were finalized in April to provide detailed instructions to writers for developing items. Review guidelines ensure that all items and performance tasks are reviewed consistently for content, accessibility, bias and sensitivity. Smarter Balanced recruited K-12 teachers and higher education faculty to participate in the writing and review of items and tasks. The sample items and tasks were reviewed by content experts, including Student Achievement Partners.The Pilot Test will occur this spring and will be open to all schools in Smarter Balanced states.
Smarter Balanced welcomes feedback on the sample items and tasks.Users will be able to submit feedback or questions through an online form or by calling a 1-800 number.