The document discusses interpersonal communication and listening skills. It defines interpersonal communication as communication that maximizes understanding between people. Effective listening requires understanding emotions behind information exchanged. The document outlines barriers to listening like perception and defensiveness, and provides a plan of action to improve listening through recognizing stress, avoiding judgment, and building relationships. It discusses creating an environment where all feel safe to communicate freely.
The document discusses the SIOP (Sheltered Instruction Observation Protocol) model for teaching English language learners. It begins by summarizing the Lau v Nichols Supreme Court decision that students who do not understand English are denied meaningful education. It then provides objectives for a professional development session on SIOP that include identifying factors affecting second language acquisition and understanding how SIOP supports language and content objectives. The document explains key aspects of SIOP like preparation, building background, and review/assessment. It concludes by having teachers discuss benefits of SIOP and identify its most important components for their classrooms.
This document provides instructions for changing login names and passwords in a student management system. It advises the user to only change highlighted areas such as login name and password, and to never change permanent identifying information from the SMS like Student ID, Name or Grade. Usernames must also be unique identifiers to distinguish individual students.
This document outlines standards for proper conduct during the administration of state assessments in Michigan. It covers roles and responsibilities, security protocols, preparation, administration procedures, prohibited student behaviors, reporting practices, and processes for addressing irregularities. Adherence to these standards is necessary to ensure the assessments accurately measure student achievement relative to state standards.
The new era of tenure and teacher evaluation final 1D Houseman
- The document outlines policies and procedures for evaluating teachers and staff in a school district. It discusses criteria for performance ratings, requirements for observations, use of student growth data in evaluations, and consequences for ineffective ratings.
- Teachers will be rated as highly effective, effective, minimally effective, or ineffective based on evaluations, with ratings partially based on student growth over time. Additional support and plans will be provided to teachers rated ineffective.
- The policies aim to improve teacher performance through frequent observations, feedback, and use of student outcomes in evaluations.
This document contains assessment data from 2010-2011 for a middle school including STAR, DIBELS, Explorer, ACT, MEAP test results. It shows reading and math scores by grade for STAR and DIBELS end of year results. MEAP data indicates 5th grade had the highest ELA scores in the area. There were no large discrepancies between student subgroups, though gaps tended to increase in older grades and within black and ELL students. Explore and ACT comparison data is provided for the school versus national averages and across demographic groups.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Literacy Skills quizzes help teachers monitor their students’ development in 24 specific, higher order, reading, and critical-thinking skills from state standardized tests. This assessment provides diagnostic information within the context of reading real literature
The document discusses interpersonal communication and listening skills. It defines interpersonal communication as communication that maximizes understanding between people. Effective listening requires understanding emotions behind information exchanged. The document outlines barriers to listening like perception and defensiveness, and provides a plan of action to improve listening through recognizing stress, avoiding judgment, and building relationships. It discusses creating an environment where all feel safe to communicate freely.
The document discusses the SIOP (Sheltered Instruction Observation Protocol) model for teaching English language learners. It begins by summarizing the Lau v Nichols Supreme Court decision that students who do not understand English are denied meaningful education. It then provides objectives for a professional development session on SIOP that include identifying factors affecting second language acquisition and understanding how SIOP supports language and content objectives. The document explains key aspects of SIOP like preparation, building background, and review/assessment. It concludes by having teachers discuss benefits of SIOP and identify its most important components for their classrooms.
This document provides instructions for changing login names and passwords in a student management system. It advises the user to only change highlighted areas such as login name and password, and to never change permanent identifying information from the SMS like Student ID, Name or Grade. Usernames must also be unique identifiers to distinguish individual students.
This document outlines standards for proper conduct during the administration of state assessments in Michigan. It covers roles and responsibilities, security protocols, preparation, administration procedures, prohibited student behaviors, reporting practices, and processes for addressing irregularities. Adherence to these standards is necessary to ensure the assessments accurately measure student achievement relative to state standards.
The new era of tenure and teacher evaluation final 1D Houseman
- The document outlines policies and procedures for evaluating teachers and staff in a school district. It discusses criteria for performance ratings, requirements for observations, use of student growth data in evaluations, and consequences for ineffective ratings.
- Teachers will be rated as highly effective, effective, minimally effective, or ineffective based on evaluations, with ratings partially based on student growth over time. Additional support and plans will be provided to teachers rated ineffective.
- The policies aim to improve teacher performance through frequent observations, feedback, and use of student outcomes in evaluations.
This document contains assessment data from 2010-2011 for a middle school including STAR, DIBELS, Explorer, ACT, MEAP test results. It shows reading and math scores by grade for STAR and DIBELS end of year results. MEAP data indicates 5th grade had the highest ELA scores in the area. There were no large discrepancies between student subgroups, though gaps tended to increase in older grades and within black and ELL students. Explore and ACT comparison data is provided for the school versus national averages and across demographic groups.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Literacy Skills quizzes help teachers monitor their students’ development in 24 specific, higher order, reading, and critical-thinking skills from state standardized tests. This assessment provides diagnostic information within the context of reading real literature
The document describes how to transfer student data from another AM or MFIAF class. To do so, check the student name in the record book. Then in the left menu, click "Transfer Student Data" which will show transfer options including the student name and previous class with data to copy over by clicking "Transfer." For MFIAF, uncheck classes not to transfer from and select the desired class before clicking "TRANSFER" to copy the data.
There are three categories of school preferences and four categories of classroom preferences in Accelerated Reader. The classroom preferences affect only the selected class and include options for student quizzing, other reading series, quiz setup, and individual student settings. To make changes to the classroom preferences, a teacher selects the class from the dropdown menu, then the specific preference category and edits the settings, saving the changes when finished.
This document provides tips and strategies for making internet searches more productive. It demonstrates how to effectively use keywords and search operators in Google to find specific types of information and filter results. Various Google tools are described that can help organize searches, including Google Scholar, Google News, Google Alerts, and options to customize search experiences for students or collaboratively with other teachers.
RSS (Really Simple Syndication) allows users to subscribe to frequently updated content like blogs, news websites, and social media feeds and access them all in one place using an RSS reader. The document outlines how to find RSS feeds on websites, add them to an RSS reader like Google Reader, and organize the feeds into folders to easily view new content updates from multiple sources in a single location. RSS readers help users stay up-to-date with information from over 5 websites and blogs with minimal effort.
The document provides instructions for taking a computer-based reading test. It explains that some questions will have a missing word and students should choose the best answer from the options given. It describes how to select answers using the computer keyboard and see feedback on choices. The document advises students to answer all questions and notify the teacher once finished.
Implementing and Managing Accelerated Math In Lower ElementaryD Houseman
This document provides guidance on implementing and managing Accelerated Math (AM) in lower elementary grades and using reports to meet student needs. It outlines how to align objectives, use diagnostic tests and practices, format problems, score assignments, and utilize reports. Classroom implementation tips include dedicating weekly time for AM, using it during stations/centers, pulling small groups, and assigning it as homework with tutoring support.
The document provides cleaning and component information for a smart board. It recommends using a damp cloth to clean the board surface and avoiding brown paper towels which can scratch. It also identifies the various connections and components located behind, below, and attached to the smart board including a USB cable, wireless adapter, power cord, sensor tray, and clips.
North Godwin Elementary in Wyoming, Michigan has dispelled myths and closed achievement gaps for its 414 students. It has achieved 88.6% proficiency in English language arts and 97.5% in math based on state tests. Historically, staff struggled with the idea that 80% success in core subjects was possible. Through empowering teachers, setting high expectations, improving hiring and evaluations, the school has seen district-wide improvements. The document outlines the school's social studies focus areas and solutions to improve performance in that subject. It emphasizes the journey of dispelling myths through struggles, goals, failures and growth within the community.
The document provides instructions for starting the Renaissance Wireless Server Utility on either the teacher's classroom computer or the NEO Cart computer. It states to start the program from the Start menu or Desktop, enter the password "1234", and click OK to run the server. It also provides directions for students to log into the Math Facts in a Flash applet on a NEO 2 device by turning it on, selecting the applet, entering login credentials, choosing a practice test or exiting, and using the arrow keys or typing to answer multiple choice or open-ended questions.
The document introduces the SmartApplets installed on the NEO 2 laptop. It lists the included SmartApplets: Responder for Renaissance testing, AlphaWord Plus for writing, KeyWords for keyboard practice, Control Panel for settings, Beamer for file sharing between devices, AlphaQuiz for quizzes, and Calculator for calculations. It provides brief descriptions of the functionality of each SmartApplet.
This document outlines rules for using school workstations and instructions for various technology tools. It states that the computers are for schoolwork only and activities will be monitored. Any rule violations will result in suspension from computer use. It then lists rules like no personal entertainment, games, or installing programs. The document provides directions for vision software, document cameras, and includes some technology websites for K-6 classes.
The document describes how to transfer student data from another AM or MFIAF class. To do so, check the student name in the record book. Then in the left menu, click "Transfer Student Data" which will show transfer options including the student name and previous class with data to copy over by clicking "Transfer." For MFIAF, uncheck classes not to transfer from and select the desired class before clicking "TRANSFER" to copy the data.
There are three categories of school preferences and four categories of classroom preferences in Accelerated Reader. The classroom preferences affect only the selected class and include options for student quizzing, other reading series, quiz setup, and individual student settings. To make changes to the classroom preferences, a teacher selects the class from the dropdown menu, then the specific preference category and edits the settings, saving the changes when finished.
This document provides tips and strategies for making internet searches more productive. It demonstrates how to effectively use keywords and search operators in Google to find specific types of information and filter results. Various Google tools are described that can help organize searches, including Google Scholar, Google News, Google Alerts, and options to customize search experiences for students or collaboratively with other teachers.
RSS (Really Simple Syndication) allows users to subscribe to frequently updated content like blogs, news websites, and social media feeds and access them all in one place using an RSS reader. The document outlines how to find RSS feeds on websites, add them to an RSS reader like Google Reader, and organize the feeds into folders to easily view new content updates from multiple sources in a single location. RSS readers help users stay up-to-date with information from over 5 websites and blogs with minimal effort.
The document provides instructions for taking a computer-based reading test. It explains that some questions will have a missing word and students should choose the best answer from the options given. It describes how to select answers using the computer keyboard and see feedback on choices. The document advises students to answer all questions and notify the teacher once finished.
Implementing and Managing Accelerated Math In Lower ElementaryD Houseman
This document provides guidance on implementing and managing Accelerated Math (AM) in lower elementary grades and using reports to meet student needs. It outlines how to align objectives, use diagnostic tests and practices, format problems, score assignments, and utilize reports. Classroom implementation tips include dedicating weekly time for AM, using it during stations/centers, pulling small groups, and assigning it as homework with tutoring support.
The document provides cleaning and component information for a smart board. It recommends using a damp cloth to clean the board surface and avoiding brown paper towels which can scratch. It also identifies the various connections and components located behind, below, and attached to the smart board including a USB cable, wireless adapter, power cord, sensor tray, and clips.
North Godwin Elementary in Wyoming, Michigan has dispelled myths and closed achievement gaps for its 414 students. It has achieved 88.6% proficiency in English language arts and 97.5% in math based on state tests. Historically, staff struggled with the idea that 80% success in core subjects was possible. Through empowering teachers, setting high expectations, improving hiring and evaluations, the school has seen district-wide improvements. The document outlines the school's social studies focus areas and solutions to improve performance in that subject. It emphasizes the journey of dispelling myths through struggles, goals, failures and growth within the community.
The document provides instructions for starting the Renaissance Wireless Server Utility on either the teacher's classroom computer or the NEO Cart computer. It states to start the program from the Start menu or Desktop, enter the password "1234", and click OK to run the server. It also provides directions for students to log into the Math Facts in a Flash applet on a NEO 2 device by turning it on, selecting the applet, entering login credentials, choosing a practice test or exiting, and using the arrow keys or typing to answer multiple choice or open-ended questions.
The document introduces the SmartApplets installed on the NEO 2 laptop. It lists the included SmartApplets: Responder for Renaissance testing, AlphaWord Plus for writing, KeyWords for keyboard practice, Control Panel for settings, Beamer for file sharing between devices, AlphaQuiz for quizzes, and Calculator for calculations. It provides brief descriptions of the functionality of each SmartApplet.
This document outlines rules for using school workstations and instructions for various technology tools. It states that the computers are for schoolwork only and activities will be monitored. Any rule violations will result in suspension from computer use. It then lists rules like no personal entertainment, games, or installing programs. The document provides directions for vision software, document cameras, and includes some technology websites for K-6 classes.