Ohio English Language Arts The State Board of Education adopted Ohio's New Learning Standards in English Language Arts as a guide to teaching and learning in the classroom. The Kindergarten – Grade 12 standards will be fully in use in Ohio classrooms in the 2014-2015 school year. Introduction to Ohio's New Learning Standards for ELA, Model Curriculum, and Assessment Ohio's New Learning Standards Addtional Resources for Diverse Learners Model Curricula Ohio teachers worked in teams in 2010 to suggest instructional strategies and resources that align with the Ohio's New Learning Standards in English Language Arts. In October 2013, Career Connections strategies were added to the Instructional Strategies in the model curricula. Problems, Ideas and Evaluation
Home | CRESST www.grantwiggins.org/documents/UbDQuikvue1005.pdf Frayer Model The Frayer Model is a vocabulary development tool. In contrast with a straight definition, the model helps to develop a better understanding of complex concepts by having students identify not just what something is, but what something is not. The center of the diagram shows the concept being defined, while the quadrants around the concept are used for providing the details. Words that work well with the Frayer Model include quadrilaterals, insects and democracies. What Are Learning Objectives? (NOTE: The below links will open in a new browser tab or window) A learning objective should describe what students should know or be able to do at the end of the course that they couldn't do before. Learning objectives should be about student performance. Good learning objectives shouldn't be too abstract ("the students will understand what good literature is"); too narrow ("the students will know what a ground is"); or be restricted to lower-level cognitive skills ("the students will be able to name the countries in Africa."). Each individual learning objective should support the overarching goal of the course, that is, the thread that unites all the topics that will be covered and all the skills students should have mastered by the end of the semester. Writing Learning Objectives In a web search you will find many different models for writing learning objectives. Skills: What students should be able to do by the time the course is completed. Learning Objectives and Measurable Outcomes
Coaching: The New Leadership Skill:The Year We Learned to Collaborate October 2011 | Volume 69 | Number 2 Coaching: The New Leadership Skill Pages 54-58 Every school has watershed moments that mark a distinction between past and present practices. For Colegio Inglés, a private, bilingual preK–9 school outside Monterrey, Mexico, 2008–09 became a watershed school year. That year, teachers and administrators embarked on a collaborative professional development initiative precipitated by a collision of challenges. A Cordial Community Steps Up Our first challenge surfaced in spring 2008. Second, we realized that many of our teachers would soon need help preparing to implement a new math program. As Colegio Inglés administrators, we knew teachers would need more than a one-day workshop to successfully adopt and sustain the student-centered focus this curriculum required. Our professional reading led us to a professional development model produced by the Boston Plan for Excellence (Platt, Tripp, Fraser, Warnock, & Curtis, 2008). Snapshot of Collaborative Coaching
Tools for the Common Core Standards | News about tools that are being developed to support implementation of the Common Core State Standards Untitled Document Exploring Narrative Assessment to Promote Empowerment of Educators and Parents of Children with Special Educational Needs Professor Joy Cullen Denise Williamson and Chris Lepper Massey University, Palmerston North, New Zealand J.L.Cullen@massey.ac.nz Abstract The use of narrative assessment by early intervention teams is explored in two case studies in New Zealand where early intervention provisions are guided by an inclusive special education policy. Team members, including parents and teachers, received professional development on the use of learning story assessment, and shared their learning stories at planning meetings. The project highlighted the empowerment of parents and educators through the use of learning stories for assessment and planning. Background This paper reports on a project that introduced narrative assessment to early intervention teams with the aim of developing more effective collaborative assessment. Assessment Tensions The Narrative Assessment Project
Cure for the Common Core: Transitions - Amherst, NY So what’s your plan? What are you doing to start your Common Core transition? This is a followup to my previous Blog Post called Common CoreZilla: Shrink The Change In my work with districts on Common Core integration and implementation, many want to know what they can do right now. The main message is still the same as the last blog post: First step? You cannot expect your transition plan to be that tomorrow you will be on board with all of the coming changes. Those pieces include the following, which I think are imperative to bringing everyone on board in a manageable way: Establishing Collaborative CulturesCrosswalks/Comparisons - Examination and analysis of the Core StandardsCurriculum Transformations Establish Collaborative Cultures If your schools/districts are made up primarily of those with an “island mentality,” then they need to join the continent. Crosswalks / Comparisons There has been some debate among my colleagues about the value of the standards comparison. Shrink the change.
APS Assessment | PARCC Evidence Tables “Evidence statement tables and evidence statements describe the knowledge and skills that an assessment item or a task elicits from students. These are aligned directly to the Common Core State Standards, and highlight their advances especially around the coherent nature of the standards.” – PARCC More information about the Blueprints and Evidence Tables can be found at parcconline.org, including FAQ’s and Powerpoint presentations. Mathematics PARCC Grades 3-5 ELA Literacy Common Forms Specifications (Updated 12/2014) PARCC Grades 6-8 ELA Literacy Common Forms Specifications (Updated 11/2014) PARCC Grades 9-11 ELA Literacy Common Forms Specifications (Updated 11/2014) PARCC Combined ELA PBA Task Generation Models PDF (Narrative TGMs Included) Grades 3-5 (Updated) PARCC Combined ELA PBA Task Generation Models PDF (Narrative TGMs Included) Grades 6-8 PDF (Updated) PARCC Combined ELA PBA Task Generation Models PDF (Narrative TGMs Included) Grades 9-11 (Updated) PARCC ELA Item Guidelines (Updated)
Ten Takeaway Tips for Using Authentic Assessment in Your School The School of the Future's (SOF) mission is to empower each and every student. Teachers accomplish this not only by making their classroom content and instruction engaging but also by making their assessments authentic. Teachers ask SOF students to demonstrate their comprehension and mastery of the curriculum in ways that are meaningful to them. This goes beyond getting the "right" answers on tests. At SOF, students develop the learning skills and habits of mind that are essential in the classroom -- and the rest of their lives. Here are ten tips to help you use authentic assessment in your school. 1. Authentic assessment can seem overwhelming at first. 2. Authentic assessment can be deeply rewarding for everyone involved, but it does take time and effort and can be demanding on teachers. 3. SOF teachers design their concluding summative assessments first. 4. 5. You can be creative with authentic assessments, but you still have to base your assessments on the standards you are teaching.
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