This document provides information about community forums being held by the Valley View School District to discuss the Common Core State Standards. It includes an agenda with introductions from district leadership and explanations of interactive technology tools being used. There is a survey for attendees to complete. The forums will explain why new standards are needed, provide a basic understanding of the Common Core, and describe upcoming changes to state assessments. Attendees are encouraged to ask questions. Follow-up workshops will be held in November for parents to learn more about teaching and assessments in their child's grade level.
The document summarizes a community forum held by the Valley View School District to provide information about the Common Core State Standards and upcoming assessment changes. It includes:
- Welcome and introductions from district administrators and directors
- An overview of interactive technology tools available for the forum
- A survey to gauge attendees' knowledge of the Common Core
- Learning targets of understanding the need for new standards and what the Common Core is
- Presentation material on the Common Core shifts in ELA/literacy and math, as well as upcoming workshops and assessment changes through PARCC
- Questions from attendees and resources provided
The forum aimed to help community members understand the Common Core standards and their implementation in the district.
This document discusses the Common Core State Standards and their focus on preparing students for college and careers. It notes that the CCSS aim to align K-12 education standards across states to ensure students acquire broad skills needed for employment or higher education. The standards emphasize critical thinking, problem solving, collaboration and real-world application over rote memorization. The document outlines several ways the CCSS will make curriculum more rigorous, such as increasing the complexity of texts students read and the use of evidence-based writing. It also discusses tools and resources available to help educators implement the new standards.
Teaching Adults: A 2014 GED Test Resource Book SamplerMeagen Farrell
Most recently updated sampler of the book now available from New Readers Press! Order at NewReadersPress.com or from your state sales representative! Reviewed by GED Testing Service for the most accurate information on the new exam.
This document summarizes the results of an online survey of English teachers who have taught or are currently teaching in Vietnam. The survey received 12 responses. It found that teachers make supplemental materials to address gaps in textbooks and the specific needs of their Vietnamese students. Teachers reported focusing on pronunciation, grammar, and vocabulary in their classes. They also incorporated speaking activities like role plays and group discussions. Respondents said the most rewarding part of teaching in Vietnam was their diligent and enthusiastic students. The biggest challenges included students' pronunciation and overreliance on textbooks. The survey provides advice for new teachers, such as learning about Vietnamese culture and language.
Texans Advocating for Meaningful Student Assessment (TAMSA) is a statewide grassroots organization comprised of concerned parents advocating for improvements to the standardized testing system in Texas public schools. TAMSA believes the current state-mandated STAAR tests are excessive, not appropriately designed, and do not effectively measure student learning or preparedness. The organization aims to reduce the number of standardized tests, eliminate high-stakes consequences, and ensure assessments are used to support students rather than punish schools. TAMSA engages in advocacy efforts such as meeting with legislators and experts, participating in media discussions, and encouraging members to contact elected officials to request reform of the state's testing policies.
Texans Advocating for Meaningful Student Assessment (TAMSA) is a statewide grassroots organization comprised of concerned parents advocating for improvements to the standardized testing system in Texas public schools. TAMSA believes the current state-mandated STAAR tests are excessive, not appropriately designed, and do not effectively measure student learning or preparedness. The organization aims to reduce the number of standardized tests, eliminate high-stakes consequences, and ensure assessments are used to support students rather than punish schools. TAMSA engages in advocacy efforts such as meeting with legislators and experts, participating in media discussions, and encouraging members to contact elected officials to request education testing reform.
The document discusses the Common Core State Standards (CCSS), including debates around them. It provides background on CCSS, how they differ from previous standards, their development process, and implementation challenges. It notes both support for CCSS from those who see them preparing students for college and careers, and pushback from those concerned about federal overreach or corporate influence. Implementation challenges discussed include lack of resources, time needed for proper rollout, and declining teacher support as concerns grow around high-stakes testing.
This document discusses Texans Advocating for Meaningful Student Assessment (TAMSA), a statewide grassroots organization that aims to improve public education in Texas through more effective student assessments. It provides an overview of TAMSA, including its mission to allow for more productive classroom instruction and efficient use of funds through improving assessments. The document also outlines concerns with current STAAR testing in Texas and how excessive standardized testing has negatively impacted student outcomes. It calls for assessments that support students rather than punish them.
The document summarizes a community forum held by the Valley View School District to provide information about the Common Core State Standards and upcoming assessment changes. It includes:
- Welcome and introductions from district administrators and directors
- An overview of interactive technology tools available for the forum
- A survey to gauge attendees' knowledge of the Common Core
- Learning targets of understanding the need for new standards and what the Common Core is
- Presentation material on the Common Core shifts in ELA/literacy and math, as well as upcoming workshops and assessment changes through PARCC
- Questions from attendees and resources provided
The forum aimed to help community members understand the Common Core standards and their implementation in the district.
This document discusses the Common Core State Standards and their focus on preparing students for college and careers. It notes that the CCSS aim to align K-12 education standards across states to ensure students acquire broad skills needed for employment or higher education. The standards emphasize critical thinking, problem solving, collaboration and real-world application over rote memorization. The document outlines several ways the CCSS will make curriculum more rigorous, such as increasing the complexity of texts students read and the use of evidence-based writing. It also discusses tools and resources available to help educators implement the new standards.
Teaching Adults: A 2014 GED Test Resource Book SamplerMeagen Farrell
Most recently updated sampler of the book now available from New Readers Press! Order at NewReadersPress.com or from your state sales representative! Reviewed by GED Testing Service for the most accurate information on the new exam.
This document summarizes the results of an online survey of English teachers who have taught or are currently teaching in Vietnam. The survey received 12 responses. It found that teachers make supplemental materials to address gaps in textbooks and the specific needs of their Vietnamese students. Teachers reported focusing on pronunciation, grammar, and vocabulary in their classes. They also incorporated speaking activities like role plays and group discussions. Respondents said the most rewarding part of teaching in Vietnam was their diligent and enthusiastic students. The biggest challenges included students' pronunciation and overreliance on textbooks. The survey provides advice for new teachers, such as learning about Vietnamese culture and language.
Texans Advocating for Meaningful Student Assessment (TAMSA) is a statewide grassroots organization comprised of concerned parents advocating for improvements to the standardized testing system in Texas public schools. TAMSA believes the current state-mandated STAAR tests are excessive, not appropriately designed, and do not effectively measure student learning or preparedness. The organization aims to reduce the number of standardized tests, eliminate high-stakes consequences, and ensure assessments are used to support students rather than punish schools. TAMSA engages in advocacy efforts such as meeting with legislators and experts, participating in media discussions, and encouraging members to contact elected officials to request reform of the state's testing policies.
Texans Advocating for Meaningful Student Assessment (TAMSA) is a statewide grassroots organization comprised of concerned parents advocating for improvements to the standardized testing system in Texas public schools. TAMSA believes the current state-mandated STAAR tests are excessive, not appropriately designed, and do not effectively measure student learning or preparedness. The organization aims to reduce the number of standardized tests, eliminate high-stakes consequences, and ensure assessments are used to support students rather than punish schools. TAMSA engages in advocacy efforts such as meeting with legislators and experts, participating in media discussions, and encouraging members to contact elected officials to request education testing reform.
The document discusses the Common Core State Standards (CCSS), including debates around them. It provides background on CCSS, how they differ from previous standards, their development process, and implementation challenges. It notes both support for CCSS from those who see them preparing students for college and careers, and pushback from those concerned about federal overreach or corporate influence. Implementation challenges discussed include lack of resources, time needed for proper rollout, and declining teacher support as concerns grow around high-stakes testing.
This document discusses Texans Advocating for Meaningful Student Assessment (TAMSA), a statewide grassroots organization that aims to improve public education in Texas through more effective student assessments. It provides an overview of TAMSA, including its mission to allow for more productive classroom instruction and efficient use of funds through improving assessments. The document also outlines concerns with current STAAR testing in Texas and how excessive standardized testing has negatively impacted student outcomes. It calls for assessments that support students rather than punish them.
Highlights from the ESL STEM Success Grant, Year 3 (2013-2014)kristinlems
Enjoy this powerpoint highlighting activities performed in Year 3 of our ESL STEM Success Grant at National Louis University, a national professional development grant of the Office of English Language Acquisition, U.S. Dept. of Education. Professors Kristin Lems and Jason Stegemoller co-direct the grant.
This document discusses Texans Advocating for Meaningful Student Assessment (TAMSA), a statewide grassroots organization that aims to improve public education in Texas through more effective student assessments. It provides an overview of TAMSA, including its mission to allow for more productive classroom instruction and efficient use of public funds through better assessments. The document also outlines concerns with current STAAR testing in Texas, such as the large amount of time and money spent on assessments without clear evidence of improved student outcomes or preparation for college and careers.
The End of “Sit & Git” PD: Powerful, Professional Learning Communities Fueled...Public Consulting Group
In the landscape of the 21st Century, education is global in its reach and personal in its impact. In order to meet the needs of students, teachers and the lifelong learners of our current generation, educational systems will need to effectively use technology to allow the learners to access content that is relevant and useful for the questions they are trying to investigate. However, the use of technology is also going to have to provide for structured opportunities for individuals to create and grow communities of learning to add depth and texture to the application of what they learn to impact the world in which they learn, live, and work.
The Pepper Online Professional Learning Network was developed as a system to provide high-quality, personalized, professional learning opportunities to a growing community of learners. An important and critical component of Pepper and its ability to support personalized learning is the capacity in the system for the creation of professional learning communities.
Educators in Pepper have the opportunity to create a personal network of instructional coaches and peers from their school, District, or across the country. Educators use these community networks to share progress as they interact with content collections, discuss course work in portfolios and discussion boards, and share chunks of content from a particular course in small groups.
It is within these communities that the individual participants have the chance to engage in a structured discussion around the challenges and successes in their education programs. The communities can be virtual or face-to-face, but in all cases, the ability to make the learning visible and communicate their results to others who are engaged in the same program, strengthens the collective learning for all.
This document discusses Texans Advocating for Meaningful Student Assessment (TAMSA), a statewide grassroots organization that aims to improve student assessments in Texas. TAMSA believes the current STAAR testing system is ineffective and costly, and that reducing the number of standardized tests would help students and education. The document outlines concerns with STAAR such as the large number and length of tests, lack of diagnostic value, high dropout rates, and unknown validity and appropriateness. It also notes that Texas spends over $1 billion on testing but sees limited improvement in college readiness.
PCG Education White Paper - Next Generation Science in Support of Language Ac...Public Consulting Group
This document argues that teaching science to all students using the Next Generation Science Standards (NGSS) can help improve English language acquisition for English language learners (ELLs) by engaging them in the language-intensive practices of science. The NGSS require students to observe, measure, describe, analyze, and defend their work using academic language, providing opportunities to learn both science content and language skills simultaneously in an authentic context. The document outlines how the NGSS are structured to support language development and provides examples of how certain performance expectations incorporate descriptive, technical, and analytical language use.
You Want Us to Do WHAT????
Dr. Becky Blink, Data-Driven Instructional Solutions, LLC. WI
Fusion 2012, the NWEA summer conference in Portland, Oregon
Do you feel like your head is spinning with all the initiatives that have fallen into the field of education? This presentation will help you FUSE it all together MAP, common core, RTI, Odyssey (content partner to NWEA). Differentiated lesson plans will be shared; a newly designed template will be unveiled to help teachers create a plan for RTI intervention. These examples can provide you and your teachers with immediate practical applications to classroom instruction.
Learning Outcome:
- Participants will leave with an understanding of how to use MAP data to differentiate their universal classroom instruction.
- Participants will leave with an understanding of how to create their own lesson plan based on MAP data.
- Participants will leave with and overall concept of how MAP, RTI, common core standards, all fit together under one umbrella.
Audience:
- New data user
- Experienced data user
- Advanced data user
- District leadership
- Curriculum and Instruction
The american no child left behind act implications for the nigerian school sy...Alexander Decker
The document summarizes research on the implications of the No Child Left Behind Act (NCLB) for American and Nigerian school systems. Key points include:
- NCLB expanded standardized testing in the US and held schools accountable for student progress. However, some argue it reduced teacher autonomy and led to "teaching to the test."
- Implementation has been difficult for schools with disadvantaged student populations, like those in high-poverty areas, with English learners, or in rural settings. It has negatively impacted special education services.
- Nigeria established Universal Basic Education to provide free, compulsory education for all, but implementation challenges include inadequate teacher training and recruitment to ensure instructional quality.
This document provides an overview and background on content area literacy and the readiness gap between high school graduation and college/career readiness. Key points include:
1. Many high school graduates are not prepared for college-level coursework or entry-level jobs, requiring remedial education. Standardized testing has focused on minimum standards rather than full preparation.
2. Recent efforts in Texas aim to address this through college and career readiness standards and assessments aligned to those standards. However, research on effective strategies is still emerging.
3. Data shows poor performance on national writing assessments, with most students not reaching proficiency. This indicates students are not being prepared for the academic literacy tasks required after high school.
Are we Ready for the New 21st Century Learners?Julie Evans
This document discusses the findings of the annual Speak Up survey conducted by Project Tomorrow, a national education nonprofit. The survey collects data from K-12 students, teachers, parents, and school leaders about technology use in education. Some key findings from past surveys include that students' top technology uses are for communication, many have large networks of online friends, and they want more opportunities to learn science and STEM subjects in hands-on, real-world ways using technology. However, teachers still lack time and access to fully integrate technology into lessons. The document advocates for preparing schools for today's digital native students who have high expectations for technology use in their education experience.
Exciting Strategies & Technology to Prep Learners for the 2014 GED TestMeagen Farrell
This document summarizes a presentation about preparing for the 2014 GED test. It discusses the major changes to the test, including alignment with Common Core standards, an increased focus on depth of knowledge, becoming fully computer-based, new pricing, and integrating the four subject areas. The presentation covers implications for instruction and outlines group activities for participants to develop interdisciplinary lesson plans using online tools and GED test item samples. The goal is to explore new instructional strategies and technologies to better prepare adult students for the updated exam.
This document contains summaries and descriptions of various resources related to special education topics. It provides quick references on laws like IDEA and ADA, court cases that influenced special education, websites with information on interventions and instructional strategies, and resources for working with English language learners and families in poverty. The resources are intended to help teachers better support students with diverse needs.
This document outlines Leonie Rowan's plan to promote literacy at Lillydale Primary School in Australia. She will focus on developing students' "powerful literacy" using the four resources model of reading. Specifically, she will address understanding social contexts, distinguishing opinions from facts, and text complexity. Her strategies include explicit teaching about expertise and having students research blogs to become "experts" in topics. The goal is for all students to feel powerfully literate by participating fully in school and community.
This document summarizes a webinar about instructional strategies for the 2014 GED test. The webinar introduced 5 major changes to the 2014 test, including alignment with Common Core standards, an increased focus on depth of knowledge, 100% computer-based testing, new pricing, and integration of subjects. It demonstrated an interdisciplinary sample lesson on poverty and had participants create their own lessons. The webinar discussed implications for instruction including preparing students for computer-based testing and promoting cross-subject learning.
Dyslexic students have different difficulties with foreign language learning than non-dyslexic students. The study found that dyslexic students struggle most with learning new words and pronunciation, while non-dyslexic students struggle least with these areas. Dyslexic students also reported greater difficulties with reading and writing in a foreign language compared to other skills. Additionally, dyslexic students felt they received less support for learning than non-dyslexic students. Both dyslexic and non-dyslexic students expressed interest in using e-learning to assist with foreign language acquisition.
Calibrating Assessment Literacy Through Benchmarking TasksSimon Knight
Slides that partner with the paper Simon Knight, Andrea Leigh, Yvonne C. Davila, Leigh J. Martin, Daniel W. Krix, Assessment and Evaluation in Higher Education https://doi.org/10.1080/02602938.2019.1570483
In calibration tasks students assess exemplar texts using criteria against which their own work will be assessed. Typically these tasks are used in the context of training for peer assessment. Little research has been conducted on the benefits of calibration tasks, such as benchmarking, as learning opportunities in their own right. This paper examines a dataset from a long-running benchmarking task (~500 students per semester, for four semesters). We investigate the relationship of benchmarking performance to other student outcomes, including ability to self-assess accurately. We show that students who complete the benchmarking perform better, that there is a relationship between benchmarking performance and self-assessment performance, and that students appreciate the support for learning that benchmarking tasks provide. We discuss implications for teaching and learning flagging the potential of calibration tasks as an under-explored tool.
This document discusses strategies for improving English language learners' (ELLs) performance in reading, literacy, and social sciences. It notes that ELL students face many challenges, such as lack of background knowledge, unfamiliar vocabulary, and cultural differences. Standardized tests often do not accurately reflect what ELL students have learned. The document recommends strategies like using content maps, guiding questions, and simplifying text to help ELLs comprehend social sciences. It also discusses barriers ELLs face in literacy development and suggests teachers need balanced literacy instruction and understanding of ELL language acquisition.
The document provides information about an English Language Arts summer institute, including upcoming professional development sessions located on a wiki page. It discusses participant notes available on the wiki and an orientation where participants will learn about the room attendees and look for missed information in the Common Core State Standards document. Types of data for data literacy are defined. The document also addresses how content prepares students for the future, implications for meeting learner needs, and how to annotate a text.
READ180 is a comprehensive reading intervention program designed to help improve reading skills through technology, print materials, and teacher professional development. It provides differentiated instruction to students in a 90-minute block consisting of whole group, individualized computer, and independent reading sessions. Research shows READ180 improves reading achievement across grade levels and student subgroups. It aligns with the No Child Left Behind Act and state standards.
Educators Rising California and Mock High SchoolJulie Evans
This document summarizes an event for the Educators Rising California and Mock High School CTE Conference held in Rancho Mirage, CA. It provides an overview of Educators Rising, which aims to cultivate interest in teaching careers among students. It describes Mock High School, where high schoolers teach lessons to elementary students. The document outlines presentations on Project Tomorrow, a nonprofit focused on education technology, and the growing teacher shortage in California. It details the resources Educators Rising California offers chapters, including competitions, conferences, and support for future teachers.
CIDER 2020 - Sense of irony or perfect timing: Examining the research support...Michael Barbour
Barbour, M. K., & LaBonte, R. (2020, January). Sense of irony or perfect timing: Examining the research supporting proposed e-learning changes in Ontario. A presentation for the Canadian Institute of Distance Education Research.
SEO son las siglas de Search Engine Optimization y se refiere a la optimización de páginas web para mejorar su posicionamiento en los motores de búsqueda. El SEO incluye factores técnicos como el contenido, imágenes, carga de páginas y enlaces (SEO on-page), así como factores externos como link building, redes sociales y bookmarks sociales (SEO off-page).
Highlights from the ESL STEM Success Grant, Year 3 (2013-2014)kristinlems
Enjoy this powerpoint highlighting activities performed in Year 3 of our ESL STEM Success Grant at National Louis University, a national professional development grant of the Office of English Language Acquisition, U.S. Dept. of Education. Professors Kristin Lems and Jason Stegemoller co-direct the grant.
This document discusses Texans Advocating for Meaningful Student Assessment (TAMSA), a statewide grassroots organization that aims to improve public education in Texas through more effective student assessments. It provides an overview of TAMSA, including its mission to allow for more productive classroom instruction and efficient use of public funds through better assessments. The document also outlines concerns with current STAAR testing in Texas, such as the large amount of time and money spent on assessments without clear evidence of improved student outcomes or preparation for college and careers.
The End of “Sit & Git” PD: Powerful, Professional Learning Communities Fueled...Public Consulting Group
In the landscape of the 21st Century, education is global in its reach and personal in its impact. In order to meet the needs of students, teachers and the lifelong learners of our current generation, educational systems will need to effectively use technology to allow the learners to access content that is relevant and useful for the questions they are trying to investigate. However, the use of technology is also going to have to provide for structured opportunities for individuals to create and grow communities of learning to add depth and texture to the application of what they learn to impact the world in which they learn, live, and work.
The Pepper Online Professional Learning Network was developed as a system to provide high-quality, personalized, professional learning opportunities to a growing community of learners. An important and critical component of Pepper and its ability to support personalized learning is the capacity in the system for the creation of professional learning communities.
Educators in Pepper have the opportunity to create a personal network of instructional coaches and peers from their school, District, or across the country. Educators use these community networks to share progress as they interact with content collections, discuss course work in portfolios and discussion boards, and share chunks of content from a particular course in small groups.
It is within these communities that the individual participants have the chance to engage in a structured discussion around the challenges and successes in their education programs. The communities can be virtual or face-to-face, but in all cases, the ability to make the learning visible and communicate their results to others who are engaged in the same program, strengthens the collective learning for all.
This document discusses Texans Advocating for Meaningful Student Assessment (TAMSA), a statewide grassroots organization that aims to improve student assessments in Texas. TAMSA believes the current STAAR testing system is ineffective and costly, and that reducing the number of standardized tests would help students and education. The document outlines concerns with STAAR such as the large number and length of tests, lack of diagnostic value, high dropout rates, and unknown validity and appropriateness. It also notes that Texas spends over $1 billion on testing but sees limited improvement in college readiness.
PCG Education White Paper - Next Generation Science in Support of Language Ac...Public Consulting Group
This document argues that teaching science to all students using the Next Generation Science Standards (NGSS) can help improve English language acquisition for English language learners (ELLs) by engaging them in the language-intensive practices of science. The NGSS require students to observe, measure, describe, analyze, and defend their work using academic language, providing opportunities to learn both science content and language skills simultaneously in an authentic context. The document outlines how the NGSS are structured to support language development and provides examples of how certain performance expectations incorporate descriptive, technical, and analytical language use.
You Want Us to Do WHAT????
Dr. Becky Blink, Data-Driven Instructional Solutions, LLC. WI
Fusion 2012, the NWEA summer conference in Portland, Oregon
Do you feel like your head is spinning with all the initiatives that have fallen into the field of education? This presentation will help you FUSE it all together MAP, common core, RTI, Odyssey (content partner to NWEA). Differentiated lesson plans will be shared; a newly designed template will be unveiled to help teachers create a plan for RTI intervention. These examples can provide you and your teachers with immediate practical applications to classroom instruction.
Learning Outcome:
- Participants will leave with an understanding of how to use MAP data to differentiate their universal classroom instruction.
- Participants will leave with an understanding of how to create their own lesson plan based on MAP data.
- Participants will leave with and overall concept of how MAP, RTI, common core standards, all fit together under one umbrella.
Audience:
- New data user
- Experienced data user
- Advanced data user
- District leadership
- Curriculum and Instruction
The american no child left behind act implications for the nigerian school sy...Alexander Decker
The document summarizes research on the implications of the No Child Left Behind Act (NCLB) for American and Nigerian school systems. Key points include:
- NCLB expanded standardized testing in the US and held schools accountable for student progress. However, some argue it reduced teacher autonomy and led to "teaching to the test."
- Implementation has been difficult for schools with disadvantaged student populations, like those in high-poverty areas, with English learners, or in rural settings. It has negatively impacted special education services.
- Nigeria established Universal Basic Education to provide free, compulsory education for all, but implementation challenges include inadequate teacher training and recruitment to ensure instructional quality.
This document provides an overview and background on content area literacy and the readiness gap between high school graduation and college/career readiness. Key points include:
1. Many high school graduates are not prepared for college-level coursework or entry-level jobs, requiring remedial education. Standardized testing has focused on minimum standards rather than full preparation.
2. Recent efforts in Texas aim to address this through college and career readiness standards and assessments aligned to those standards. However, research on effective strategies is still emerging.
3. Data shows poor performance on national writing assessments, with most students not reaching proficiency. This indicates students are not being prepared for the academic literacy tasks required after high school.
Are we Ready for the New 21st Century Learners?Julie Evans
This document discusses the findings of the annual Speak Up survey conducted by Project Tomorrow, a national education nonprofit. The survey collects data from K-12 students, teachers, parents, and school leaders about technology use in education. Some key findings from past surveys include that students' top technology uses are for communication, many have large networks of online friends, and they want more opportunities to learn science and STEM subjects in hands-on, real-world ways using technology. However, teachers still lack time and access to fully integrate technology into lessons. The document advocates for preparing schools for today's digital native students who have high expectations for technology use in their education experience.
Exciting Strategies & Technology to Prep Learners for the 2014 GED TestMeagen Farrell
This document summarizes a presentation about preparing for the 2014 GED test. It discusses the major changes to the test, including alignment with Common Core standards, an increased focus on depth of knowledge, becoming fully computer-based, new pricing, and integrating the four subject areas. The presentation covers implications for instruction and outlines group activities for participants to develop interdisciplinary lesson plans using online tools and GED test item samples. The goal is to explore new instructional strategies and technologies to better prepare adult students for the updated exam.
This document contains summaries and descriptions of various resources related to special education topics. It provides quick references on laws like IDEA and ADA, court cases that influenced special education, websites with information on interventions and instructional strategies, and resources for working with English language learners and families in poverty. The resources are intended to help teachers better support students with diverse needs.
This document outlines Leonie Rowan's plan to promote literacy at Lillydale Primary School in Australia. She will focus on developing students' "powerful literacy" using the four resources model of reading. Specifically, she will address understanding social contexts, distinguishing opinions from facts, and text complexity. Her strategies include explicit teaching about expertise and having students research blogs to become "experts" in topics. The goal is for all students to feel powerfully literate by participating fully in school and community.
This document summarizes a webinar about instructional strategies for the 2014 GED test. The webinar introduced 5 major changes to the 2014 test, including alignment with Common Core standards, an increased focus on depth of knowledge, 100% computer-based testing, new pricing, and integration of subjects. It demonstrated an interdisciplinary sample lesson on poverty and had participants create their own lessons. The webinar discussed implications for instruction including preparing students for computer-based testing and promoting cross-subject learning.
Dyslexic students have different difficulties with foreign language learning than non-dyslexic students. The study found that dyslexic students struggle most with learning new words and pronunciation, while non-dyslexic students struggle least with these areas. Dyslexic students also reported greater difficulties with reading and writing in a foreign language compared to other skills. Additionally, dyslexic students felt they received less support for learning than non-dyslexic students. Both dyslexic and non-dyslexic students expressed interest in using e-learning to assist with foreign language acquisition.
Calibrating Assessment Literacy Through Benchmarking TasksSimon Knight
Slides that partner with the paper Simon Knight, Andrea Leigh, Yvonne C. Davila, Leigh J. Martin, Daniel W. Krix, Assessment and Evaluation in Higher Education https://doi.org/10.1080/02602938.2019.1570483
In calibration tasks students assess exemplar texts using criteria against which their own work will be assessed. Typically these tasks are used in the context of training for peer assessment. Little research has been conducted on the benefits of calibration tasks, such as benchmarking, as learning opportunities in their own right. This paper examines a dataset from a long-running benchmarking task (~500 students per semester, for four semesters). We investigate the relationship of benchmarking performance to other student outcomes, including ability to self-assess accurately. We show that students who complete the benchmarking perform better, that there is a relationship between benchmarking performance and self-assessment performance, and that students appreciate the support for learning that benchmarking tasks provide. We discuss implications for teaching and learning flagging the potential of calibration tasks as an under-explored tool.
This document discusses strategies for improving English language learners' (ELLs) performance in reading, literacy, and social sciences. It notes that ELL students face many challenges, such as lack of background knowledge, unfamiliar vocabulary, and cultural differences. Standardized tests often do not accurately reflect what ELL students have learned. The document recommends strategies like using content maps, guiding questions, and simplifying text to help ELLs comprehend social sciences. It also discusses barriers ELLs face in literacy development and suggests teachers need balanced literacy instruction and understanding of ELL language acquisition.
The document provides information about an English Language Arts summer institute, including upcoming professional development sessions located on a wiki page. It discusses participant notes available on the wiki and an orientation where participants will learn about the room attendees and look for missed information in the Common Core State Standards document. Types of data for data literacy are defined. The document also addresses how content prepares students for the future, implications for meeting learner needs, and how to annotate a text.
READ180 is a comprehensive reading intervention program designed to help improve reading skills through technology, print materials, and teacher professional development. It provides differentiated instruction to students in a 90-minute block consisting of whole group, individualized computer, and independent reading sessions. Research shows READ180 improves reading achievement across grade levels and student subgroups. It aligns with the No Child Left Behind Act and state standards.
Educators Rising California and Mock High SchoolJulie Evans
This document summarizes an event for the Educators Rising California and Mock High School CTE Conference held in Rancho Mirage, CA. It provides an overview of Educators Rising, which aims to cultivate interest in teaching careers among students. It describes Mock High School, where high schoolers teach lessons to elementary students. The document outlines presentations on Project Tomorrow, a nonprofit focused on education technology, and the growing teacher shortage in California. It details the resources Educators Rising California offers chapters, including competitions, conferences, and support for future teachers.
CIDER 2020 - Sense of irony or perfect timing: Examining the research support...Michael Barbour
Barbour, M. K., & LaBonte, R. (2020, January). Sense of irony or perfect timing: Examining the research supporting proposed e-learning changes in Ontario. A presentation for the Canadian Institute of Distance Education Research.
SEO son las siglas de Search Engine Optimization y se refiere a la optimización de páginas web para mejorar su posicionamiento en los motores de búsqueda. El SEO incluye factores técnicos como el contenido, imágenes, carga de páginas y enlaces (SEO on-page), así como factores externos como link building, redes sociales y bookmarks sociales (SEO off-page).
Makalah ini membahas tentang metabolisme purin dan pirimidin. Purin dan pirimidin merupakan komponen utama DNA, RNA, dan koenzim. Metabolisme purin dan pirimidin melibatkan sintesis, katabolisme, dan peran mereka dalam pembentukan asam nukleat serta penyakit seperti gout.
Holcim India Investments - Mergers & Acquisitions | Strategic Investment | St...CA. Naman Khanna
This document analyzes Holcim Group's interests in India and various merger and acquisition strategies. It details Holcim Group's pre-scheme ownership structure of Ambuja Cements and ACC. The proposed scheme involves Ambuja acquiring Holcim India and issuing new shares to Holcim Mauritius, increasing Holcim Group's stake in Ambuja to 61.21%. Alternate strategies analyzed are Holcim India acquiring Ambuja and ACC, Holcim Group increasing its ACC stake, and a plain merger of Holcim India into Ambuja. The proposed scheme is expected to generate synergy savings of Rs. 900 crore annually and further optimize the group structure for growth.
Este documento describe las características, ventajas y herramientas de la plataforma Moodle. Moodle es una plataforma de aprendizaje virtual gratuita que permite a los docentes crear cursos online. Ofrece varias herramientas como foros, tareas, cuestionarios y chats para complementar la enseñanza presencial. Algunas ventajas son que promueve el aprendizaje colaborativo, permite personalizar los cursos y se encuentra traducido a más de 70 idiomas.
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- How does it relate to Special Education?
- How does it affect my child's IEP?
- What kinds of accommodations can be written into the IEP in order to help my child succeed with Common Core?
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1) The CCSS are an effort by states to define common standards in K-12 education to prepare students for college and careers regardless of which state they live in.
2) The standards were developed through collaboration between experts, teachers, and others and have been adopted by 45 states and territories.
3) Implementing the CCSS will impact students with disabilities by holding them to the same high standards with supports like accommodations, assistive technologies, and teacher professional development on helping struggling students meet the standards.
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The document provides information about the Common Core State Standards (CCSS) including:
1. The CCSS are an effort by states to define common standards in K-12 education to prepare students for college and careers regardless of which state they live in.
2. The standards were developed through collaboration between experts, teachers, and others and have been adopted by 45 states and territories.
3. Implementing the new standards will require changes to curriculum, assessments, teacher professional development, and may require additional funding for technology and other resources.
4. While the CCSS aim to increase rigor, consistency, and college and career readiness, some critics argue they may be difficult to implement effectively within schools facing budget
Shared with the kind permission from the folks at Achievethecore.org
Visit http://www.achievethecore.org for more information about Common Core!
PRESENTATION
Professional Development Module: Introducing the Common Core to Parents and Community Members
A toolkit for informing parents and community about the Standards. Includes a Facilitator's Guide, PowerPoint presentation, and more.
The Common Core State Standards Initiative aims to establish consistent K-12 standards in English/language arts and mathematics across states. 48 states and territories have adopted the standards to better prepare students for college and careers and ensure clear expectations regardless of location. The standards emphasize fewer, higher concepts and apply knowledge through skills like problem solving. They were developed through an evidence-based process incorporating feedback from educators and other experts.
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This document provides an overview of a presentation on implementing Common Core State Standards for special education students. The objectives covered include connecting special education to Common Core, factors to consider in developing a strategic plan, and sharing tools and resources. The presentation addresses key topics such as writing IEP goals using grade-level Common Core standards, providing access to the general education curriculum, and differentiating instruction for special education students. It emphasizes building on the general education implementation plan and involving special education staff in professional development. Group activities have attendees discuss changes to service delivery models and support needed by related service providers to help special needs students meet Common Core standards.
This document provides an overview of the Common Core State Standards and the transition to Common Core-aligned assessments. It discusses how the Common Core requires higher standards that focus on deeper learning rather than superficial coverage of many topics. It also explains how assessments will change from primarily multiple choice to include more innovative item types like performance tasks and technology-enhanced questions to better measure skills like writing, problem-solving, and analytical thinking. The document provides resources and timelines to help educators understand what is required and plan their transition to meet Common Core requirements by the 2014-2015 deadline.
The Common Core State Standards (CCSS) provide consistent educational standards across states to ensure students are prepared for college and careers. The standards were developed by teachers, education experts, and state leaders to define the knowledge and skills students should have from kindergarten through high school. Forty-five states have adopted the CCSS, which emphasize literacy and mathematics, with the goal of students gaining the skills they need to succeed after graduation.
The document provides information about Delaware's adoption of new assessments aligned to the Common Core State Standards:
- In spring 2014, some Delaware schools will participate in field tests of new assessments in English language arts and math to ensure proper implementation. The new assessments emphasize skills like critical thinking and will be more difficult than previous tests.
- Scores on the new assessments may initially be lower as standards and tests are more rigorous, but this should not be seen as a decline in learning. Schools will provide support for students struggling with higher standards.
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This document summarizes the key points of a parent workshop about implementing a laptop scheme at Island School:
1) Extensive research shows that students who have consistent access to laptops score higher on assessments, collaborate more, and have better attendance and retention rates. The school aims to prepare students for an unknown future with ubiquitous technology access.
2) Examples of student work showed how laptops supported collaboration on projects in design, animation, and film editing. Laptops also allowed for personalized and scaffolded learning through online tools and peer support.
3) The school's learning technology plan embeds laptops in the curriculum to support independent learning, conversations about learning, and differentiation. Infrastructure upgrades and ongoing training
The strategic plan for the Richland School District outlines their strategic planning process and stakeholder involvement. They conducted focus groups with staff, students, parents and community members to gather input. Data on student achievement, perceptions and demographics was also analyzed. From this, they drafted a mission statement, commitments and 4 goals for teaching/learning, system improvement, parent/community involvement, and leadership. The plan will be implemented over the next 3 years.
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Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Chapter 4
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Chapter 5
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Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
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VVSD CCSS Community Forum Presentation Oct. 2013
1. Valley View School District 365U
District Community Forum
October 23 and October 29, 2013
2. Welcome & Introductions
Dr. James Mitchem
◦ Superintendent
Rachel Kinder
◦ Assistant Superintendent of Educational
Services
Elizabeth
Martinez
◦ Executive Director, PreK-5
Karen
Flories
◦ Executive Director, 6-12
3. Interactive Tech Tools
Open Wireless Access
◦ vvsdforum
◦ No Password
Participate
in the group survey..
◦ Interactive survey tool/accessible via Mobile Device
Browser
◦ m.Socrative.com
◦ Classroom ID: vvsdforum
Share
your thoughts/questions throughout the
presentation..
◦ Chat / Discussion Tool/ Accessible via mobile device
◦ TodaysMeet.com/VVSDFORUM
Ipads/Chromebooks
4. Survey
2. I am attending this meeting as a:
◦
◦
◦
◦
Parent
Community member
Business partner
Staff member
3. I heard about this forum from:
◦
◦
◦
◦
◦
Home school communication
Website
District social media
Word of mouth
Other
m.Socrative.com
Room ID: vvsdforum
5. Survey
4. I would rate my knowledge of the
Common Core State Standards as:
•
•
•
•
•
1-This forum invite was the first time I heard
this term used.
2-I have heard this term used often, but I am
not sure what it is all about.
3-I am somewhat familiar with the basics.
4-I have more than a basic understanding, but I
still have questions.
5-I am very knowledgeable and could help
others learn more.
m.Socrative.com
Room ID: vvsdforum
6. Learning Targets
Understand why new learning
standards are necessary.
Gain a basic understanding of the
Common Core State Standards.
Understand what state assessment
changes are being made and why.
7. Why new standards?
Required
by Illinois State Board of
Education
◦ Illinois adopted in 2010
Carrying
out VVSD Strategic Plan
◦ Fundamental belief that ALL students can
meet rigorous expectations for learning
Beyond
that, there are many more
reasons…..
7
8. Teaching and Learning
Valley View School District Strategic Plan
http://www.vvsd.org/docs/pdf/strategic_plan_brief.pdf
9. What exactly is
College and Career Readiness?
What
is COLLEGE Readiness?
What is CAREER Readiness?
Is ready for COLLEGE and ready for
CAREER the same thing?
Handout: “What is College and Career Readiness?” document created by Achieve
http://www.ncpta.org/parent/Files/CollegeandCareerReady.pdf
9
11. Why new standards?
Watch/listen for ideas linked to
these key terms…
Preparation
Competition
Equity
Clarity
Collaboration
TodaysMeet.com/VVSDFORUM
12. Why new standards?
Preparation: The standards set expectations to ensure that
students are college and career ready.
Competition: The standards are internationally
benchmarked, ensuring our students are globally competitive.
Equity: Expectations are consistent for all – and not
dependent on a student’s zip code.
Clarity: The standards are focused, coherent, and create a
clear learning progression (staircase of skills).
Collaboration: The standards create a foundation to work
collaboratively across states and districts.
14. Federal
government not involved in development
of the standards
State-led initiative
◦ Parents, teachers, administrators, other experts
involved in the process
States
voluntarily chose to adopt the standards
◦ Illinois is one of more than 40 states that have
adopted the Common Core State Standards (CCSS)
Local
teachers, principals, superintendents, and
school boards will continue to make decisions
about curriculum and how their school systems
are operated
15. What are the Common Core State
Standards (CCSS)?
The Common Core State Standards set grade-bygrade learning expectations for students in grades
K-12 for Mathematics and for English Language Arts
and Literacy.
While states have had standards for more than 15
years, this set of standards is more focused on
preparing students for success in college and career.
They set clear, consistent and high learning
goals.
15
16. What the Standards do NOT define:
How teachers should teach
All that can or should be taught
The nature of advanced work beyond the core
The interventions needed for students well below
grade level
The full range of support for English language learners
and students with special needs
Everything needed to be college and career ready
17. Criteria for CCSS
Fewer, clearer, and
Alignment
higher (focused)
with college and work expectations
Inclusion
of rigorous content and application of knowledge
through high-order thinking
Consideration
of strengths of and lessons learned from
current state standards
Internationally
benchmarked, so that all students are
prepared to succeed in our global economy and society
Evidence
and/or research-based
18. The Shifts in ELA/Literacy
1. Building knowledge through content-rich
nonfiction (across all content areas)
2. Reading, writing and speaking grounded in
evidence from text, both literary and
informational
3. Regular practice with complex text and its
academic language
19. How can you help your child in
literacy?
-
Ask your child specific questions about what they
read.
-
Encourage children to read, then write and speak
about, literary text and nonfiction text (i.e.
newspapers, magazines, and biographies).
-
Encourage children to research topics of interest and
read series that relate to a central topic.
-
Have your child follow step by step instructions or a
set of directions in order to accomplish a task, such
as building a sandcastle or operating a game.
20. The Shifts in Mathematics
1.
Focus: Focus strongly where the standards
focus
2.
Coherence: Think across grades, and link to
major topics
3.
Rigor: In major topics, pursue conceptual
understanding, procedural skill and fluency,
and application with equal intensity
21. Standards for Mathematical Practice
1.
2.
3.
4.
5.
6.
7.
8.
Make sense of problems and persevere in
solving them
Reason abstractly (ideas/concepts) and
quantitatively (numbers)
Construct viable arguments and critique the
reasoning of others
Model with mathematics
Use appropriate tools strategically
Attend to precision
Look for and make use of structure
Look for and express regularity in repeated
reasoning
22. How can you help your child in
math?
-
Encourage children not to give up while solving problems, to build
stamina and develop their critical thinking skills.
-
Don’t give them the answers - ask them to think of different
ways they can solve problems.
-
Have children illustrate the math they were thinking in their
head and discuss it out loud.
-
Have children apply their math knowledge to a real-world
scenario at home, such as doubling a recipe or calculating the
area of a room.
-
Help children practice their addition, subtraction,
multiplication and division facts (through multiple strategies).
23. November Workshops
November
workshops will provide
opportunity to learn more about…
teaching and learning in your child’s
classroom
major shifts in learning and assessment
supporting your child’s learning and
understanding his/her progress
23
25. What is PARCC?
PARCC-Partnership
for the Assessment of
Readiness for College and Careers
◦ consortium of 19 states working together to
develop a common set of computer-based K–12
assessments
Assessments
will replace the Illinois State
Achievement Test (ISAT) & Prairie State
Achievement Exam (PSAE) in 2014-2015
school year
Linked to the new, more rigorous Common
Core State Standards (CCSS)
◦ English language arts/Literacy and math
For more information, visit: www.PARCConline.org
25
26. What is PARCC?
Engage
students in more meaningful
demonstrations of their knowledge and
understanding
Incorporate more real-world situations
Administered twice per year
Provide more information about student
progress K-12 on pathway to College and
Career Readiness
26
27. Current Assessment Info.
Illinois
State Board of Education has
increased performance expectations (cut
scores) on ISAT
◦ Align with high school assessments
◦ Lay foundation for transition to PARCC
Transition
period as assessment changes
occur and standards are fully
implemented
27
28. Common Core: It Takes All of Us!
•
Partnership
•
•
•
•
•
•
Parents
Community members
VVSD Staff
Colleges and universities
Technical training programs
Continue the conversation
• Child’s teacher and school
• Upcoming workshops
28
29. Upcoming Workshops
Focus
Date/Time/Location
What
do teaching
and learning look like
in my child’s
classroom?
What major shifts
in learning and
assessment are
occurring?
How can I best
support my child’s
learning and
understand his/her
progress?
Middle School Parents—Wednesday, Nov. 13 - 6:30 p.m.
●@Martinez Middle School, Romeoville
●@Jane Addams Middle School, Bolingbrook
Elementary School Parents—Thurs., Nov. 14 - 6:30 p.m.
●@Skoff Elementary School, Romeoville
Elementary School Parents—Tues., Nov. 19 - 6:30 p.m.
●@Independence Elementary School, Bolingbrook
●@Jonas Salk Elementary School, Bolingbrook
High School Parents—Wednesday, Nov. 20 - 6:30 p.m.
●@Bolingbrook High School (Cafeteria-Enter via Door 17)
●@Romeoville High School (Cafeteria)
29
30. Quick Check
5.
What specific questions/concerns do
you have about the Common Core
State Standards?
6.
What additional resources/support
would be helpful to assist you in
supporting your child’s success?
m.Socrative.com
Room ID:
vvsdforum
•
•
•
Understand why new learning standards are necessary.
Gain a basic understanding of the Common Core State
Standards.
Understand what state assessment changes are being
made and why.
30
31. LINKS/RESOURCES
Parent Guides to Student Success (English & Spanish)
http://pta.org/content.cfm?
ItemNumber=2909
◦
◦
◦
◦
From the National PTA, in parent-friendly language
Grade level specific K-8 & “High School”
Aligned to CCSS (ELA & Math)
Encourages & empowers parents to communicate
with their child’s teacher(s)
32. LINKS/RESOURCES
Parent Roadmaps
ELA
http://www.cgcs.org/Page/328 (English)
http://www.cgcs.org/Page/261 (Spanish)
Math
http://www.cgcs.org/Page/244 (English)
http://www.cgcs.org/Page/263 (Spanish)
◦ Grade level specific K-8 & “High School”
◦ Similar to the “PTA Parent Guides” but in much more detail in each
subject
◦ From the Council of the Great City Schools, in parent-friendly
language
◦ Encourages & empowers parents to communicate with their child’s
teacher(s)
32
33. LINKS/RESOURCES
Informative Websites
www.achievethecore.org
◦ This site is assembled by Student Achievement Partners to
provide free, high-quality resources to educators now doing the
hard work of implementing these higher standards.
www.corestandards.org
◦ This site is the main site for CCSS documents and a collection
of related resources.
www.PARCConline.org
◦ This site is the main site for information about the PARCC
assessment and the implementation. It includes a FAQ document.
34. LINKS/RESOURCES
Videos
Video: National PTA CCSS Explanation (English w/
Spanish subtitles)
http://www.youtube.com/watch?v=PhTfssYu0AE
◦ Overview of the need for CCSS
◦ Role of parents in supporting the transition to CCSS
Video: DC Public Schools CCSS Overview
http://www.youtube.com/watch?v=5s0rRk9sER0
◦ Animated
◦ Presented in easy to understand terms
34
Editor's Notes
{"22":"Highlight keywords\n","11":"Ask parents to discuss points of interest from video. Lead conversation around the difference between the Common Core State Standards and previous expectations and discuss the implications for college and career readiness.\n","17":"The Illinois State Board of Education has adopted new Math and English Language Arts standards for K‐12 education known as the New Illinois State Learning Standards Incorporating the Common Core. The goal is to better prepare Illinois students for success in college and the workforce in a competitive global economy.\n","12":"Academic standards are important because they help ensure that all students, no matter where they live, are prepared for success in college and the workforce. They help set clear and consistent expectations for students, parents, and teachers; build your child’s knowledge and skills; and help set high goals for all students. \nOf course, high standards are not the only thing needed for our children’s success. But standards provide an important first step — a clear roadmap for learning for teachers, parents, and students. Having clearly defined goals helps families and teachers work together to ensure that students succeed. Standards help parents and teachers know when students need extra assistance or when they need to be challenged even more. They also will help your child develop critical thinking skills that will prepare him or her for college and career.\n","18":"K-5\nDifference from previous state standards…………. “IN A GRADE LEVEL TEXT”\n#1\nPreviously: increase in amount of time in literacy block, however main focus was on reading stories (literature)\nVery little time teaching science and social studies (especially K-5)\nNow: Shift to bring in non-fiction text; building knowledge of the world around them through text \nElem. 50/50\nMS & HS 75% informational text; shared responsibility of building literacy in content areas (read like a historian, read like a scientist) \nCross-over in content areas, blending together\n#2\nPreviously: focus on personal narrative writing (does not translate to writing skills needed in college and career)\nNow: READ LIKE A DETECTIVE AND WRITE LIKE A REPORTER\nExplain EVIDENCE\n#3\nPreviously: there was a primary focus on the skill (i.e. identify a main idea) but very little consideration on WHAT students are reading \nExpectation of complexity (rich text, rich vocabulary, sentence structure)..previous research shows there was a four year gap between complexity of text at high school level\nNow: Students have regular practice with complex text; Staircase of complexity, increasingly more difficult as students move along; students not keep\n","7":"http://www.isbe.net/common_core/\n","13":"The Common Core State Standards Initiative is a state-led effort launched more than a year ago by state leaders, including governors and state commissioners of education from 45 states, 2 territories and the District of Columbia, through their membership in the National Governors Association Center for Best Practices (NGA Center) and Council of Chief State School Officers (CCSSO).\n","30":"Learning Targets: \nUnderstand why new learning standards are necessary.\nGain a basic understanding of the Common Core State Standards.\nUnderstand what state assessment changes are being made and why.\n","19":"Remind of workshops\n","8":"Valley View School District Strategic Plan\nhttp://www.vvsd.org/docs/pdf/strategic_plan_brief.pdf\n","31":"The PTA has written long and short versions of a Parents’ Guide to Student Success, which include overviews of what children should be learning in each discipline, activities that parents can do at home, suggestions for building strong parent-teacher relationships, and tips for planning for college and career.\n","20":"Mile wide, inch deep curriculum (every week something different)\nPlethora of separate topics in math and figuring out what do students need to build a strong foundation for the next grade\nRevisiting topics and going deeper\nMindshift to the “how” to teach, \nScattered topics and move from one to another every few days (fractions, time or drill multiplication and then start division and make no connection) make sense \nHow does what we learn in 2nd grade prepare us for fourth grade….\nFalse choice (know math facts OR understand math concepts but we don’t care if they get the answer\nKnowing multiplication facts\nDescribe concept of multiplication (when would we use it) \nApply to real life concept\nCollege and Career Readiness-talk with our students at an early grade, make it a authentic part of the regular conversation\nConversation shifts: NOT just preparing for chapter test, state test in spring\nHigh expectations for ALL students (I expect more and you can achieve more) \nTime to attend to making sense of math, not just getting the correct answer and move on, not just teaching “tricks”\nTeach MATH, not just strategies to get the answer\n","9":"Handout: The What is College and Career Ready? document, created by Achieve, clearly and concisely defines college and career readiness and explains why it is so important for students’ success after high school: http://www.ncpta.org/parent/Files/CollegeandCareerReady.pdf\n","32":"Explain that The Council of the Great City Schools (CGCS) has written Parent Roadmaps, available in Spanish and English, which provide guidance to parents about what their children will be learning in Math and ELA/Literacy in each grade. \n","21":"Span all grade levels\nPractices that promote mathematical proficiency for students\nMathematical “habits of mind”\nBehaviors and attitudes\nConceptual and procedural tools\nMathematical processes\n"}