Teacher Librarian Information literacy checklist 2
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Checklist for Teacher Librarians to use for assessing a student's Information Literacy skills and abilities.
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CMP 555 Technology Lesson PowerPoint Presentation
This document outlines a thematic lesson plan for teaching middle school students online research skills using the ASSURE model of instructional design. The lesson involves students researching a famous historical figure using online resources and graphic organizers. Students will work independently at various media stations to find answers to essential questions about their topic. Their participation will be evaluated daily based on a rubric. The goal is to engage students of various learning styles and abilities while developing important technology and research skills.
How's my child doing?
This document discusses assessment of young children in five domains: language, physical/motor, cognitive, social, and behavioral. It provides examples of informal assessments including a first grade activity assessing consonant blends and a math lesson on properties of operations. Formal standardized tests are also discussed along with communicating results to parents through interviews, activities, and teaching parents how assessments measure children's progress. The role of technology in assisting with assessment and progress monitoring through tools like curriculum-based measures, assistive technologies, and data analysis is also covered.
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Reaearch presentation 6
This document discusses research objectives and questions. It defines research objectives as the goals of a study that should be clear, measurable, and attainable. Examples of action verbs for objectives are provided. The general and specific objectives of a sample study on the effectiveness of ICT tools for secondary students are then listed. Research questions are defined as focused, complex questions that guide the research. Sample research questions for a study on the effectiveness of ICT tools in education are then provided.
Rubric ipad apps_v0.4
This document provides an evaluation rubric for assessing iPad applications for teaching and learning. The rubric evaluates applications across several domains from a 1 to 4 scale. The domains include links to curriculum, cognitive opportunities, level of technology integration, authenticity, interactivity, differentiation, student use, student motivation. For each domain, the rubric describes the characteristics of a rating of 1, 2, 3, or 4, with 4 being most desirable. For example, for cognitive opportunities, a rating of 1 involves remembering facts, while 4 involves creating, and for level of technology integration, 1 involves substitution of the technology for an existing tool, while 4 involves redefinition and new tasks not previously possible. The rubric provides a framework for
Ir lesson 2 [guidelines and expectations]
Students will learn about the guidelines and expectations for independent reading (IR) this year. They will discuss what they enjoyed and disliked about IR last year, as well as their hopes for this year. The teacher will explain that students will log their reading digitally once a week using Google Classroom. Students will then complete literacy and technology surveys independently to assess their reading interests and familiarity with technology. They will end with a 3-2-1 reflection exercise where they write down 3 things they now know about IR, 2 things they are excited for, and 1 remaining question. The lesson aims to help students understand and prepare for the digital logging component of IR this year using Google Forms and Classroom.
WFSG EDM Implementation Walk #2
Vertical teams should be formed including staff from each grade level and support roles. The teams will discuss 5 areas: classroom environment, planning and preparation, use of resources, instruction, and self-reflection. Specific topics within each area are provided as prompts for discussion. The teams will use a three level protocol for understanding - reading and noting, asking questions, and developing understanding. The goal is for teams to share experiences, examples, successes, questions and implications for their work.
Qr codes
The document discusses various uses of QR codes in different grade levels and subject areas:
1) QR codes can be used for journal responses, science experiment results, and linking to resources for ongoing classroom learning and projects.
2) They can also provide access to exemplar projects, skill tutorials and updates, and information for sports being studied in PE class.
3) QR codes are suggested for collaborative activities through maps, websites, images and games to direct group work and rotations.
4) They can also enable self-directed learning through additional resources and skills practice selected by students.
5) Finally, the document mentions using QR codes for media literacy through analyzing URLs, videos and creating/evalu
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CMP 555 Technology Lesson PowerPoint Presentation
This document outlines a thematic lesson plan for teaching middle school students online research skills using the ASSURE model of instructional design. The lesson involves students researching a famous historical figure using online resources and graphic organizers. Students will work independently at various media stations to find answers to essential questions about their topic. Their participation will be evaluated daily based on a rubric. The goal is to engage students of various learning styles and abilities while developing important technology and research skills.
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This document discusses assessment of young children in five domains: language, physical/motor, cognitive, social, and behavioral. It provides examples of informal assessments including a first grade activity assessing consonant blends and a math lesson on properties of operations. Formal standardized tests are also discussed along with communicating results to parents through interviews, activities, and teaching parents how assessments measure children's progress. The role of technology in assisting with assessment and progress monitoring through tools like curriculum-based measures, assistive technologies, and data analysis is also covered.
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This document summarizes a classroom action research project that investigated using mind maps to improve students' writing skills. The research was conducted from May 1st to May 23rd 2011 at a high school in Boyolali, Indonesia. Two cycles of action research were conducted, each with planning, implementation, observation, and reflection phases. Both qualitative and quantitative data was collected through field notes, questionnaires, interviews, and pre-tests and post-tests. The results showed that students' writing skills improved after using mind maps, as evidenced by an increase in average writing scores from 73.6 to 83.6. The researcher concluded that mind maps are an effective technique for teaching writing.
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This document discusses research objectives and questions. It defines research objectives as the goals of a study that should be clear, measurable, and attainable. Examples of action verbs for objectives are provided. The general and specific objectives of a sample study on the effectiveness of ICT tools for secondary students are then listed. Research questions are defined as focused, complex questions that guide the research. Sample research questions for a study on the effectiveness of ICT tools in education are then provided.
Rubric ipad apps_v0.4
This document provides an evaluation rubric for assessing iPad applications for teaching and learning. The rubric evaluates applications across several domains from a 1 to 4 scale. The domains include links to curriculum, cognitive opportunities, level of technology integration, authenticity, interactivity, differentiation, student use, student motivation. For each domain, the rubric describes the characteristics of a rating of 1, 2, 3, or 4, with 4 being most desirable. For example, for cognitive opportunities, a rating of 1 involves remembering facts, while 4 involves creating, and for level of technology integration, 1 involves substitution of the technology for an existing tool, while 4 involves redefinition and new tasks not previously possible. The rubric provides a framework for
Ir lesson 2 [guidelines and expectations]
Students will learn about the guidelines and expectations for independent reading (IR) this year. They will discuss what they enjoyed and disliked about IR last year, as well as their hopes for this year. The teacher will explain that students will log their reading digitally once a week using Google Classroom. Students will then complete literacy and technology surveys independently to assess their reading interests and familiarity with technology. They will end with a 3-2-1 reflection exercise where they write down 3 things they now know about IR, 2 things they are excited for, and 1 remaining question. The lesson aims to help students understand and prepare for the digital logging component of IR this year using Google Forms and Classroom.
WFSG EDM Implementation Walk #2
Vertical teams should be formed including staff from each grade level and support roles. The teams will discuss 5 areas: classroom environment, planning and preparation, use of resources, instruction, and self-reflection. Specific topics within each area are provided as prompts for discussion. The teams will use a three level protocol for understanding - reading and noting, asking questions, and developing understanding. The goal is for teams to share experiences, examples, successes, questions and implications for their work.
Qr codes
The document discusses various uses of QR codes in different grade levels and subject areas:
1) QR codes can be used for journal responses, science experiment results, and linking to resources for ongoing classroom learning and projects.
2) They can also provide access to exemplar projects, skill tutorials and updates, and information for sports being studied in PE class.
3) QR codes are suggested for collaborative activities through maps, websites, images and games to direct group work and rotations.
4) They can also enable self-directed learning through additional resources and skills practice selected by students.
5) Finally, the document mentions using QR codes for media literacy through analyzing URLs, videos and creating/evalu
Wfsg EDM Implementation Walk #2
Vertical teams should be formed including staff from every grade level and support roles to discuss four key areas: classroom environment, planning and preparation, use of resources, and instruction. The teams will use a three-level protocol for understanding - reading and noting, asking questions, and developing understanding - and reflect on implications for their own work. Specific discussion topics are provided under each area along with spaces for sharing positive experiences and successes. The document aims to facilitate productive discussion across grade levels and roles to improve math teaching practices.
Kimberly joyce m. mendeja
The document discusses components of writing effective instructional objectives and evaluating techniques for using multi-media presentations. It explains that objectives should clearly define the expected student behavior, conditions, and performance level. When evaluating presentations, factors like slide length, layout, animation speed, and controlled try-outs are important to consider.
Wikipresentation
The document summarizes key aspects of assessing reading programs and their effectiveness in closing achievement gaps for students with disabilities. It discusses two types of reading program assessments - short-term/periodic assessments and long-term/ongoing assessments. Short-term assessments provide a snapshot of student reading levels but do not allow for ongoing instruction, while long-term assessments allow teachers to instruct the whole student and monitor progress over time. The document also analyzes data from a school that implemented both types of assessments in its reading programs and found that the ongoing assessment program was more effective at increasing the number of students performing at higher reading levels.
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This document outlines standards for written and oral English language conventions, listening and speaking skills, and using technology to support student learning for a particular grade level. It includes standards for sentence structure, grammar, punctuation, capitalization, spelling, organization of oral communication, and using technological resources to create lessons that develop information literacy and problem solving skills.
Frolyc activity ideas
This document discusses various activity types that can be used within the Frolyc & Activity Spot app to create interactive lessons and activities for students. It provides examples of different graphic organizers like concept maps, sequencing, and cause and effect diagrams. It also presents activity types like multimedia, fill in the blank, drawing, open-ended writing, web links, multiple choice quizzes, and word searches. Each activity type is described along with examples of how it could be used in various subjects.
Intel Intro
Students in grades 3-5 will create a booklet introducing new and returning students to the teachers and classrooms in their school. To create the booklet, students will conduct interviews of teachers, generating their own interview questions. They will take notes during the interviews and organize the information collected. The goal is for students to understand the importance of diversity among teachers and help familiarize other students with the staff.
Assignment 5 Persuasive Paper Part 3 Possible Your Dreams Our Mission/tutor...
FOR MORE CLASSES VISIT
www.tutorialoutlet.com
Using feedback from your professor and classmates, revise Parts 1 and 2, and add Part 3. Plan to include visuals to illustrate the advantages of your proposed solution.
Write an eight to ten (8-10) page paper in which you:
Provide Part I: Revision of A Problem Exists (3-4 pages)
Wikipresentation
The document discusses education and the law, specifically the No Child Left Behind Act and closing the achievement gap for students with disabilities. It notes that reading is the foundational skill for all learning and that effective reading instruction and assessment is important. The document discusses short-term and long-term assessments, keys to an effective reading program, and components of two different reading programs used at a school where over 50% of students were reading below grade level.
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OCTEO
This document discusses Project PASS, a literacy tutoring program between Youngstown State University and Youngstown City Schools. It provides information on:
- The leadership team overseeing Project PASS from YSU and YCS.
- The goals and requirements of Project PASS, which pairs YSU students with YCS 2nd graders for literacy tutoring to benefit both students.
- Details on implementation such as tutoring schedules, locations, and growth of the program.
- Data showing positive impact of Project PASS on participating YCS students' literacy.
The document outlines the collaboration between YSU and YCS through Project PASS and its success in providing literacy support to YCS students.
Assignment (50 points) 5 points eachSave the following questions.docx
Assignment (50 points) 5 points each
Save the following questions to your desktop. Address each requirement. Save your work and upload it to the IEP review dropbox.
Examine the example of a completed Individualized Education Program (IEP) provided on the next pages. Type each statement and then your response. Review the document and determine the following information:
Type the student’s name and date of birth
1. Identify and describe the strengths of the student.
2. Describe how the student’s disability affects his/her involvement and progress in the general education curriculum or, for preschool students, how the disability affects the student’s participation in age-appropriate activities.
3. What concerns do the parents have for enhancing the education of the student?
4. Describe the information obtained from parents, teachers, and the student regarding needs, preferences, and interests.
5. Describe the results of the initial or most recent evaluations of the student.
6. Describe the results of the student’s performance on any general, curriculum-based, state, or district wide assessments.
Review the example of the completed Individualized Education Program (IEP) below. Describe the roles and responsibilities of the following: Be sure to look at each page of the IEP as the roles may change based on the Special Education Area being addressed.
(Hint: What did each person contribute to the development of the IEP?)
Conduct additional research to completely describe each role.
1. General education teacher
2. Special education teacher
3. Related service providers (physical therapist, occupational therapist, speech language therapist, etc.)
4. Speech therapists
Any School
Individualized Education Program
Students Name: _J.J._____________________________________________________________
DOB: __10/10/1998_____________ School Year: __2005____ - _2006____ Grade: ____1_____
IEP Initiation/Duration Dates From: __08/14/2005______ To: __05/25/2006________
This IEP will be implemented during the regular school term unless noted in extended school year services.
Student Profile
J.J. is a first grade student. He began speech-language services when he was three years old because of severe phonological deficits and moderate receptive and expressive language delays. He has made significant progress in correcting his articulation errors but still needs speech services because his sound production is delayed when compared to that of his peers. His conversational speech is not easily understood and requires careful listening in most situations. His language delays continue to impact his progress in acquiring basic reading skills, including phonemic awareness and decoding printed materials. He has difficulty in associating sounds that match to letters. He has difficulty verbally answering questions relating to comprehension of orally presented material.
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This document discusses different tools that teachers can use for formative and summative assessments, including Quizlet for recall questions, Blooket for skills and concepts, Edpuzzle for strategic thinking, Buncee for extended thinking, and Nearpod for peer review and self-assessment. Each tool is described in 1-2 sentences and their appropriate grade levels are provided. Standards from the International Society for Technology in Education are included for each tool.
Assessment in a constructivist, technology supported learning
1) Authentic assessment is most appropriate for constructivist and technology-supported learning environments as it measures higher-order thinking skills, application of skills to real-world tasks, and collaborative abilities.
2) Performance-based and product assessments are direct forms of authentic assessment that evaluate students' integrated skills through presentations of solutions to assigned problems or group projects involving technology.
3) Scoring rubrics clearly define standards and allow for self-assessment, integrating assessment into the learning process rather than relying on fear-based testing.
Quarter 1 Data U Report
The document summarizes data utilization meetings held at William Hall Academy to analyze student performance data from quarter 1 benchmark assessments. Teachers met in groups for their grade levels (K-2, 3-5, 6-8) to identify student performance levels, evaluate answers on specific test items, and develop plans to address weaknesses in quarter 2 instruction. The meetings followed a structured process where teachers analyzed data, aligned questioning to text-based prompts, and created question stems modeled on the quarter 1 benchmark assessments. The goal was to use data to guide instruction and ensure it prepared students for the level of thinking required on assessments.
Assistive technology for student success
This document discusses assistive technology (AT) and its role in helping students with disabilities succeed academically. It explains that AT enhances students' ability to perform tasks and promotes independence. The Individualized Education Program (IEP) process is outlined, where students are evaluated, goals and therapies are established, and AT devices are chosen. Examples of AT for areas like writing, reading, hearing, and focus are provided. The document emphasizes that the right AT device depends on a student's specific needs and is chosen through a careful process.
INDIVIDUALIZED EDUCATION PROGRAM.pptx
The document provides an overview of the Individualized Education Program (IEP) process for students who require special education. It describes the 7 steps of the IEP process: 1) Pre-Referral, 2) Referral, 3) Identification, 4) Eligibility, 5) Development of the IEP, 6) Implementation, and 7) Evaluation and Reviews. It also discusses the goals and objectives of IEPs, including how to write SMART goals, and the Present Levels of Performance (PLOP) section. Finally, it provides details on how Behavior Intervention Plans are developed based on a Functional Behavior Assessment to address problem behaviors.
EED-470 Practicum Teacher Work Sample Benchmark Assessment a.docx
EED-470 Practicum Teacher Work Sample
Benchmark Assessment and Rubric
Targeted Essential Learning
Effective literacy teaching focuses on research-based strategies and utilizes student assessment data in order to plan instruction that improves student achievement. (InTASC 4, 6, 7)
Assessment Tool Selected
Data-based lesson plans
Intervention activities
Specific Performance/Task(s)
· Generate a variety of formal and informal assessment tools that align with instruction in order to measure student learning.
· Select and utilize best practice implementation strategies appropriate to different developmental levels.
· Collect, maintain, and use records of student work and performance/achievement to monitor student progress.
· Analyze assessment outcomes to inform instructional methodologies.
· Collaborate in the design, implementation, and support of learning programs that develop students’ academic abilities.
Relevancy of Task to Teacher Candidate
By engaging in the instruction and assessment cycle, teachers are able to create more effective literacy instruction that is tailored to student reading development levels.
General Practicum Information
· Practicum experience requirements, including the diversity and number of required hours for this course are specified in the College of Education Teacher Preparation Programs Practicum/Field Experience Manual.
· Complete the Practicum/Field Experience Observation and Activity Log including the names of the schools and grade levels where the observations took place and document the hours spent in the classroom.
· Spend 20 hours in one classroom, grades 1-3. Let your mentor know that you are working on developing assessment skills. Throughout the practicum, observe and interview your mentor.
· Practicum Observations/Teaching Lessons
· In Topics 2-6, devote attention to each of the four areas of literacy development. For each of these categories, observe a classroom (grades 1-3) as the teacher and students focus on one of the four areas. Keep notes on activities used by the teacher. Suggested practicum schedule for observations and teaching the lesson plans:
· Topic 1: Observations only; look for differentiation techniques for ELL’s and special needs students.
· Topic 2: Phonemic Awareness and Phonics
· Topic 3: Word Study and Fluency
· Topic 4: Vocabulary Development
· Topic 5: Comprehension
· Lesson Plans and Teaching Lessons
· In each of the four areas and using literacy assessments available in the classroom, administer a pre-test to one student in your practicum classroom.
· After you have administered the pre-test, confer with the mentor teacher and prepare lesson plans to address the four areas of literacy development. These lessons should be based on the direct instruction model. The lessons should reflect the areas of need identified through the data analysis collected from the pre-test.
· Teach the lessons to the one student you assessed previously.
· Administer assessments as a post ...
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The document discusses monitoring and evaluating learner progress and achievement using learner attainment data. It defines monitoring as the continuous use of data to track learner progress through various forms, while evaluation refers to the periodic use of assessments to judge learner achievement. Learner attainment data comprises the evidence and results from various assessments used to monitor and evaluate progress. The document provides examples of tools that can be used like progress charts, portfolios, checklists and rubrics to more effectively track learner performance. It describes how portfolios in particular can provide holistic evaluations of learners' work and be used for self-reflection.
aCTION rESEARCH.docx
This document proposes using localized game-based learning activities to improve 7th grade students' mastery of mathematics in schools in Vintar District, Ilocos Norte, Philippines. It notes that students often struggle with mathematics and proposes designing games that incorporate local contexts, cultures, and resources to make lessons more engaging and meaningful. An action research study is planned involving pre- and post-tests to assess students' mathematical problem-solving abilities before and after playing the localized math games. Results will help teachers better support students and aid curriculum development.
Differentiated Grading
This document discusses grading in a differentiated classroom. It begins by outlining traditional grading approaches like percentage, letter, norm-referenced, and mastery grading. It notes that a modification is needed to better accommodate student differences. The key principles of grading in a differentiated classroom are to clearly communicate standards and expectations, and provide accurate reporting of student progress and achievement against defined standards. Approaches discussed include portfolio assessment, a common grading scale, dual reporting of achievement and progress, communicating with parents, and various record keeping methods like gradebooks, student work folders, and activity charts.
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Vertical teams should be formed including staff from every grade level and support roles to discuss four key areas: classroom environment, planning and preparation, use of resources, and instruction. The teams will use a three-level protocol for understanding - reading and noting, asking questions, and developing understanding - and reflect on implications for their own work. Specific discussion topics are provided under each area along with spaces for sharing positive experiences and successes. The document aims to facilitate productive discussion across grade levels and roles to improve math teaching practices.
Kimberly joyce m. mendeja
The document discusses components of writing effective instructional objectives and evaluating techniques for using multi-media presentations. It explains that objectives should clearly define the expected student behavior, conditions, and performance level. When evaluating presentations, factors like slide length, layout, animation speed, and controlled try-outs are important to consider.
Wikipresentation
The document summarizes key aspects of assessing reading programs and their effectiveness in closing achievement gaps for students with disabilities. It discusses two types of reading program assessments - short-term/periodic assessments and long-term/ongoing assessments. Short-term assessments provide a snapshot of student reading levels but do not allow for ongoing instruction, while long-term assessments allow teachers to instruct the whole student and monitor progress over time. The document also analyzes data from a school that implemented both types of assessments in its reading programs and found that the ongoing assessment program was more effective at increasing the number of students performing at higher reading levels.
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Simplified template to ensure all modifications/adoptions to the NYS Module planning still thoroughly fulfills the criteria of the Tri-Sate Rubric.
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This document outlines standards for written and oral English language conventions, listening and speaking skills, and using technology to support student learning for a particular grade level. It includes standards for sentence structure, grammar, punctuation, capitalization, spelling, organization of oral communication, and using technological resources to create lessons that develop information literacy and problem solving skills.
Frolyc activity ideas
This document discusses various activity types that can be used within the Frolyc & Activity Spot app to create interactive lessons and activities for students. It provides examples of different graphic organizers like concept maps, sequencing, and cause and effect diagrams. It also presents activity types like multimedia, fill in the blank, drawing, open-ended writing, web links, multiple choice quizzes, and word searches. Each activity type is described along with examples of how it could be used in various subjects.
Intel Intro
Students in grades 3-5 will create a booklet introducing new and returning students to the teachers and classrooms in their school. To create the booklet, students will conduct interviews of teachers, generating their own interview questions. They will take notes during the interviews and organize the information collected. The goal is for students to understand the importance of diversity among teachers and help familiarize other students with the staff.
Assignment 5 Persuasive Paper Part 3 Possible Your Dreams Our Mission/tutor...
FOR MORE CLASSES VISIT
www.tutorialoutlet.com
Using feedback from your professor and classmates, revise Parts 1 and 2, and add Part 3. Plan to include visuals to illustrate the advantages of your proposed solution.
Write an eight to ten (8-10) page paper in which you:
Provide Part I: Revision of A Problem Exists (3-4 pages)
Wikipresentation
The document discusses education and the law, specifically the No Child Left Behind Act and closing the achievement gap for students with disabilities. It notes that reading is the foundational skill for all learning and that effective reading instruction and assessment is important. The document discusses short-term and long-term assessments, keys to an effective reading program, and components of two different reading programs used at a school where over 50% of students were reading below grade level.
MYP writing assessment based on Orwell's 'Nineteen Eighty Four': writing a co...
A summative writing task at the end of a unit based on Nineteen Eighty Four by George Orwell. Originally designed for English B students but could be adapted for English A.
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Assignment 5 Persuasive Paper Part 3 Possible Your Dreams Our Mission/tutor...
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MYP writing assessment based on Orwell's 'Nineteen Eighty Four': writing a co...
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Similar to Teacher Librarian Information literacy checklist 2
OCTEO
This document discusses Project PASS, a literacy tutoring program between Youngstown State University and Youngstown City Schools. It provides information on:
- The leadership team overseeing Project PASS from YSU and YCS.
- The goals and requirements of Project PASS, which pairs YSU students with YCS 2nd graders for literacy tutoring to benefit both students.
- Details on implementation such as tutoring schedules, locations, and growth of the program.
- Data showing positive impact of Project PASS on participating YCS students' literacy.
The document outlines the collaboration between YSU and YCS through Project PASS and its success in providing literacy support to YCS students.
Assignment (50 points) 5 points eachSave the following questions.docx
Assignment (50 points) 5 points each
Save the following questions to your desktop. Address each requirement. Save your work and upload it to the IEP review dropbox.
Examine the example of a completed Individualized Education Program (IEP) provided on the next pages. Type each statement and then your response. Review the document and determine the following information:
Type the student’s name and date of birth
1. Identify and describe the strengths of the student.
2. Describe how the student’s disability affects his/her involvement and progress in the general education curriculum or, for preschool students, how the disability affects the student’s participation in age-appropriate activities.
3. What concerns do the parents have for enhancing the education of the student?
4. Describe the information obtained from parents, teachers, and the student regarding needs, preferences, and interests.
5. Describe the results of the initial or most recent evaluations of the student.
6. Describe the results of the student’s performance on any general, curriculum-based, state, or district wide assessments.
Review the example of the completed Individualized Education Program (IEP) below. Describe the roles and responsibilities of the following: Be sure to look at each page of the IEP as the roles may change based on the Special Education Area being addressed.
(Hint: What did each person contribute to the development of the IEP?)
Conduct additional research to completely describe each role.
1. General education teacher
2. Special education teacher
3. Related service providers (physical therapist, occupational therapist, speech language therapist, etc.)
4. Speech therapists
Any School
Individualized Education Program
Students Name: _J.J._____________________________________________________________
DOB: __10/10/1998_____________ School Year: __2005____ - _2006____ Grade: ____1_____
IEP Initiation/Duration Dates From: __08/14/2005______ To: __05/25/2006________
This IEP will be implemented during the regular school term unless noted in extended school year services.
Student Profile
J.J. is a first grade student. He began speech-language services when he was three years old because of severe phonological deficits and moderate receptive and expressive language delays. He has made significant progress in correcting his articulation errors but still needs speech services because his sound production is delayed when compared to that of his peers. His conversational speech is not easily understood and requires careful listening in most situations. His language delays continue to impact his progress in acquiring basic reading skills, including phonemic awareness and decoding printed materials. He has difficulty in associating sounds that match to letters. He has difficulty verbally answering questions relating to comprehension of orally presented material.
On the fall kindergarten Dynamic Indicators of Early Literacy Skills (DIBELS) ...
Technology Based Assessment Tools TEC 536 AA (1).pptx
This document discusses different tools that teachers can use for formative and summative assessments, including Quizlet for recall questions, Blooket for skills and concepts, Edpuzzle for strategic thinking, Buncee for extended thinking, and Nearpod for peer review and self-assessment. Each tool is described in 1-2 sentences and their appropriate grade levels are provided. Standards from the International Society for Technology in Education are included for each tool.
Assessment in a constructivist, technology supported learning
1) Authentic assessment is most appropriate for constructivist and technology-supported learning environments as it measures higher-order thinking skills, application of skills to real-world tasks, and collaborative abilities.
2) Performance-based and product assessments are direct forms of authentic assessment that evaluate students' integrated skills through presentations of solutions to assigned problems or group projects involving technology.
3) Scoring rubrics clearly define standards and allow for self-assessment, integrating assessment into the learning process rather than relying on fear-based testing.
Quarter 1 Data U Report
The document summarizes data utilization meetings held at William Hall Academy to analyze student performance data from quarter 1 benchmark assessments. Teachers met in groups for their grade levels (K-2, 3-5, 6-8) to identify student performance levels, evaluate answers on specific test items, and develop plans to address weaknesses in quarter 2 instruction. The meetings followed a structured process where teachers analyzed data, aligned questioning to text-based prompts, and created question stems modeled on the quarter 1 benchmark assessments. The goal was to use data to guide instruction and ensure it prepared students for the level of thinking required on assessments.
Assistive technology for student success
This document discusses assistive technology (AT) and its role in helping students with disabilities succeed academically. It explains that AT enhances students' ability to perform tasks and promotes independence. The Individualized Education Program (IEP) process is outlined, where students are evaluated, goals and therapies are established, and AT devices are chosen. Examples of AT for areas like writing, reading, hearing, and focus are provided. The document emphasizes that the right AT device depends on a student's specific needs and is chosen through a careful process.
INDIVIDUALIZED EDUCATION PROGRAM.pptx
The document provides an overview of the Individualized Education Program (IEP) process for students who require special education. It describes the 7 steps of the IEP process: 1) Pre-Referral, 2) Referral, 3) Identification, 4) Eligibility, 5) Development of the IEP, 6) Implementation, and 7) Evaluation and Reviews. It also discusses the goals and objectives of IEPs, including how to write SMART goals, and the Present Levels of Performance (PLOP) section. Finally, it provides details on how Behavior Intervention Plans are developed based on a Functional Behavior Assessment to address problem behaviors.
EED-470 Practicum Teacher Work Sample Benchmark Assessment a.docx
EED-470 Practicum Teacher Work Sample
Benchmark Assessment and Rubric
Targeted Essential Learning
Effective literacy teaching focuses on research-based strategies and utilizes student assessment data in order to plan instruction that improves student achievement. (InTASC 4, 6, 7)
Assessment Tool Selected
Data-based lesson plans
Intervention activities
Specific Performance/Task(s)
· Generate a variety of formal and informal assessment tools that align with instruction in order to measure student learning.
· Select and utilize best practice implementation strategies appropriate to different developmental levels.
· Collect, maintain, and use records of student work and performance/achievement to monitor student progress.
· Analyze assessment outcomes to inform instructional methodologies.
· Collaborate in the design, implementation, and support of learning programs that develop students’ academic abilities.
Relevancy of Task to Teacher Candidate
By engaging in the instruction and assessment cycle, teachers are able to create more effective literacy instruction that is tailored to student reading development levels.
General Practicum Information
· Practicum experience requirements, including the diversity and number of required hours for this course are specified in the College of Education Teacher Preparation Programs Practicum/Field Experience Manual.
· Complete the Practicum/Field Experience Observation and Activity Log including the names of the schools and grade levels where the observations took place and document the hours spent in the classroom.
· Spend 20 hours in one classroom, grades 1-3. Let your mentor know that you are working on developing assessment skills. Throughout the practicum, observe and interview your mentor.
· Practicum Observations/Teaching Lessons
· In Topics 2-6, devote attention to each of the four areas of literacy development. For each of these categories, observe a classroom (grades 1-3) as the teacher and students focus on one of the four areas. Keep notes on activities used by the teacher. Suggested practicum schedule for observations and teaching the lesson plans:
· Topic 1: Observations only; look for differentiation techniques for ELL’s and special needs students.
· Topic 2: Phonemic Awareness and Phonics
· Topic 3: Word Study and Fluency
· Topic 4: Vocabulary Development
· Topic 5: Comprehension
· Lesson Plans and Teaching Lessons
· In each of the four areas and using literacy assessments available in the classroom, administer a pre-test to one student in your practicum classroom.
· After you have administered the pre-test, confer with the mentor teacher and prepare lesson plans to address the four areas of literacy development. These lessons should be based on the direct instruction model. The lessons should reflect the areas of need identified through the data analysis collected from the pre-test.
· Teach the lessons to the one student you assessed previously.
· Administer assessments as a post ...
LAC Session 3 May 20, 2022.pptx
The document discusses monitoring and evaluating learner progress and achievement using learner attainment data. It defines monitoring as the continuous use of data to track learner progress through various forms, while evaluation refers to the periodic use of assessments to judge learner achievement. Learner attainment data comprises the evidence and results from various assessments used to monitor and evaluate progress. The document provides examples of tools that can be used like progress charts, portfolios, checklists and rubrics to more effectively track learner performance. It describes how portfolios in particular can provide holistic evaluations of learners' work and be used for self-reflection.
aCTION rESEARCH.docx
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Differentiated Grading
This document discusses grading in a differentiated classroom. It begins by outlining traditional grading approaches like percentage, letter, norm-referenced, and mastery grading. It notes that a modification is needed to better accommodate student differences. The key principles of grading in a differentiated classroom are to clearly communicate standards and expectations, and provide accurate reporting of student progress and achievement against defined standards. Approaches discussed include portfolio assessment, a common grading scale, dual reporting of achievement and progress, communicating with parents, and various record keeping methods like gradebooks, student work folders, and activity charts.
Integrate: Reading and Writing Walkthrough
Integrate is a multi-level reading and writing series for beginner to intermediate learners of English. The series features reading passages in a variety of formats on high-interest topics linked to common academic standards. Throughout the series, learners gain familiarity with reading skills, reinforced through writing tasks. Reading comprehension is progressively developed in tandem with fluency. Throughout the series, students gradually expand their vocabulary through exposure to high-frequency focus words related to the unit topics. Engaging videos and augmented reality (AR) content enrich the learning experience and provide opportunities for developing digital literacy and 21st-century skills.
Dev projectrubric ltp
The rubric outlines expectations for components of a development project report for a lecturer training programme. It provides descriptors for what is considered not acceptable, acceptable, and convincing for each component. The components evaluated are the pedagogical challenge, design of initiatives including any e-learning activities, data collection methods, carrying out the initiatives, evaluation, and conclusion. Criteria include clearly describing the challenge, connecting initiatives to learning objectives, substantiating tool choices, planning and describing data collection, accounting for challenges, and reflecting on lessons learned.
Evaluation
The document is Jennifer Brackin's evaluation from the 2013-2014 school year at Bradley Gardens Primary School. She received an overall rating of Effective. Her planning and preparation, classroom environment, instruction, and professional responsibilities were also rated as Effective based on observations. The evaluation was completed by Jennifer Edge and signatures from both the teacher and evaluator are present, indicating the teacher reviewed the full evaluation online.
Technology Unit Outline
The document outlines a 6-week unit plan for a 5th grade social studies project where students will research and present on a selected state. Students will spend the first few weeks researching their state in print and online sources, then create a PowerPoint presentation to present their findings to the class in the final week. The plan identifies goals, objectives, standards, and accommodations for presenting their state research.
Edu 741 tech outline
The document outlines a 6-week unit plan for a 5th grade social studies project where students will research and present on a selected state. Students will spend the first few weeks researching their state in print and online sources, then create a PowerPoint presentation to present their findings to the class in the final week. The plan identifies goals, objectives, standards, and accommodations for presenting their state research.
Evaluating Educational Technology
This document discusses evaluating the effectiveness of educational technology in the classroom. It provides an evaluation cycle that includes evaluating technology before, during, and after instruction. The document also discusses evaluating software programs based on content, documentation/support, ability levels, assessment, technical quality, and ease of use. Several types of student assessments are mentioned, including traditional, alternative, project-based, and portfolio assessments. Checklists, rating scales, and rubrics are presented as tools for developing evaluations.
Tip tool observing teachers with technology
As technology evolves and shapes our public discourse, and students continue to engage with technology on a daily basis, it becomes imperative for classrooms to serve as spaces to teach responsible uses of technology while meeting the diverse needs of students and the various ways they access technology. There is an additional level of urgency as our reliance on
technology shapes the economy, political discourses, and how we understand each other.
The Technology Integration Practices (TIP) Tools support school districts, schools, teachers, and
coaches in infusing technologies and pedagogy, tracking professional growth, and measuring instructional practices in support of equitable student learning. The TIP Tool includes: a District Assessment Tool, a Lesson Observation Tool and a Career Trajectory Tool.
Observation form
The document is a request from a teacher to observe a class as part of a course requirement. It includes a sample classroom observation checklist that will be used to evaluate different teaching strategies, media used, and student learning styles. The teacher is asking the recipient for permission to observe one of their classes, and includes space to indicate a preferred date, time, classroom, and subject for the observation.
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Teacher Librarian Information literacy checklist 2
- 1. Teacher Librarian Information Literacy Checklist Created by Georgia Stewart-2017-pg. 1 Teacher Librarian Information Literacy Checklist Student Name: _______________________ Class: ______________ Date: _________________ Technology Student’s ability Explanation Student able to type words in a document. YES/NO • Student takes notes. • Student uses notes to assist with typing up document. Student checks document for spelling and grammar errors. YES/NO • Student assesses their work for errors. • Student then makes alterations to work. Student uses appropriate ICT resources for presenting of completed work. YES/NO • Student is aware of the correct ICT resources to use. • Student uses a combination of different ICT and Information Literacy skills to display work. Student understands and is able to use spreadsheets. YES/NO • Student is aware and confident in being able to use spreadsheets software. • Student uses a combination of collecting data and then inputting the data into the spreadsheet.
- 2. Teacher Librarian Information Literacy Checklist Created by Georgia Stewart-2017-pg. 2 Technology Student’s ability Explanation Student knows how to use the Library catalogue system for retrieving of resources for project. YES/NO Beginner Intermediate Advanced • Student knows how to use the Library catalogue. • Student knows how to locate appropriate resources for use in project or for own interest. Student is capable of using the Internet Search Engines appropriately. YES/NO Beginner Intermediate Advanced • Student is capable to use appropriate Internet search engines for accessing word documents. • Student understands the search procedures of the Internet. • Student is able to determine factual information and incorporate this into their projects as well as for their own knowledge. Student is able to use Internet Search Engines appropriately for accessing images and videos. YES/NO Beginner Intermediate Advanced • Student is capable to use appropriate Internet search engines for accessing images and videos. • Student understands the search procedures of the Internet. • Student is capable of determining and evaluating factual information from fiction.
- 3. Teacher Librarian Information Literacy Checklist Created by Georgia Stewart-2017-pg. 3 Technology Student’s ability Explanation Student is able to cut and paste documents/images into another document. YES/NO • Student understands how to cut and paste a section of a document or image, and then place it into another document. • Student understands the importance of referencing the work of another person. • Student is able to incorporate documents/images into the new document. Created by Georgia Stewart (2017) This document can be used on a 3-6-month basis, as a way of evaluating a student’s progress within the learning of Information Literacy. Teacher Librarians are able to highlight the different aspects of the Explanation, that the student is capable of achieving. This will provide the Teacher Librarian with an understanding of the different areas that the student needs assistance with. Also within the Student’s ability section, the Teacher Librarian can also highlight if the student is a beginner, intermediate or advanced within that area of Technology.