iSEEK - Education

Overview of the Presentation � Describe progress monitoring � Explain common techniques that are often mistaken for progress monitoring � Discuss features of progress monitoring in elementary grades � Review brief history of progress monitoring measures in mathematics � Provide overview of commonly used computer and Web-based progress monitoring systems

5 0 http://centeroninstruction.org/files/Pam%20Stecker1.pdf#page=5 centeroninstruction.org/files/Pam%20Stecker1.pdf#page=5

Overview of the Presentation � Describe progress monitoring � Explain common techniques that are often mistaken for progress monitoring � Discuss features of progress monitoring in elementary grades � Review brief history of progress monitoring measures in mathematics � Provide overview of commonly used computer and Web-based progress monitoring systems

45 0 http://centeroninstruction.org/files/Pam%20Stecker1.pdf#page=45 centeroninstruction.org/files/Pam%20Stecker1.pdf#page=45

Brief Historical Perspective of Progress Monitoring in Mathematics � Roots of progress monitoring (specifically curriculum-based measurement) at Institute for Research on Learning Disabilities at the Univ. of MN (mid-1970s - early 1980s) � Stan Deno and colleagues conducted several early studies in reading that failed to demonstrate significantly improved student achievement despite teachers’ accurate implementation: Researchers concluded that teachers did not comply with data-based rules for

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Brief History � With research demonstration of improved achievement for students with mild disabilities whose teachers used progress monitoring for instructional planning in mathematics, the Fuchs and Fuchs team expanded measures to include concepts and applications � Simultaneously, Fuchs and Fuchs implemented progress monitoring in mathematics in general education classrooms

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See http://www.edcheckup.com EdCheckup: Cloze Math � Web-based progress monitoring system � Robust indicator consisting of basic facts in addition, subtraction, multiplication, and division--80 problems administered for 2 minutes � May select electronic scoring option or paper and pencil option

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Webopedia

Webopedia: Online Computer Dictionary for Computer and Internet Terms and Definitions Webopedia.com Sign Up | Sign In Search Term of the Day Recent Terms Did You Know? Quick Reference All Categories Stay Connected WeboBlog About Us...

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Fun with the Sun

Energy For The Future Activity 8: Wind Detection Student Assessments

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Energy For The Future Activity 8: Wind Detection Student Assessments

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Energy For The Future Activity 8: Wind Detection Student Assessments

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ALEKS - UC Regents and ALEKS Corporation

Administrators Increase student performance and retention with individualized assessment and learning. Take control of your classroom, and save time with ALEKS' powerful learning management system. Teachers - Administrators Obtain individually targeted instruction correlated to the...

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A Comprehensive K-3 Reading Assessment Plan: Guidance for School Leaders

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the year. Although this strategy requires that fewer children be assessed, it does risk failing to identify students who begin to fall behind in reading growth during the year. These students’ needs for extra instructional support in their current grade would be identified by a reliable mid-year progress monitoring assessment. Students receiving reading interventions should take general progress monitoring assessments more than three times a year in order to determine whether the interventions are having the

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the year. Although this strategy requires that fewer children be assessed, it does risk failing to identify students who begin to fall behind in reading growth during the year. These students’ needs for extra instructional support in their current grade would be identified by a reliable mid-year progress monitoring assessment. Students receiving reading interventions should take general progress monitoring assessments more than three times a year in order to determine whether the interventions are having the

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Social Studies Curriculum Framework

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64 Economics: Markets 5-8 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007 Key: E.9.5.4 = Economics. Standard 9. Grade 5. 4 th Student Learning Expectation Strand: Economics Standard 9: Markets Students shall analyze the exchange of goods and services and the roles of governments, businesses, and individuals in the market place. THE GOAL FOR EACH STUDENT IS

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Store of value A method of storing and accumulating wealth Suburban A residential district located on the outskirts of a city Suffrage Right to vote Supply and demand The economic theory that shows the relationship between supply and demand; when supply exceeds demand, prices fall, and when demand exceeds supply, prices rise Talkies Motion pictures with sound Temperance An organized movement to stop the drinking of alcoholic beverages Timeline A span of chronological time during in which something

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Standard 1

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” However, conjunctions used throughout this document have specific meaning. The use of the conjunction “or” means that a student can be assessed on all or just some of the elements of the GLE in a given year. The use of “and” between elements of a GLE means that the intent is to assess each element every year. In some situations, “or” is used when students have choices about how they will cite supporting evidence for their response. 18 Reading Strategies: Strategies for Monitoring and

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READING Kindergarten – Grade 5 Rhode Island and New Hampshire Grade Level Expectations LOCAL (GLEs) for grades K-5 Including New England Common Assessment Program (NECAP-STATE) GLEs for Reading in Grades 2-5 2006 Final Version edited April 2007 All of the concepts and skills identified at a given grade level are “fair game” for large-scale assessment purposes, if marked “(State

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” However, conjunctions used throughout this document have specific meaning. The use of the conjunction “or” means that a student can be assessed on all or just some of the elements of the GLE in a given year. The use of “and” between elements of a GLE means that the intent is to assess each element every year. In some situations, “or” is used when students have choices about how they will cite supporting evidence for their response. 18 Reading Strategies: Strategies for Monitoring and

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Layout 1

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20 EALR COMPONENT EALR 2 EALR 2: The student understands the meaning of what is read. Component 2.1: Demonstrate evidence of reading comprehension. GLE K 1 2 3 4 2.1.6 Apply comprehension monitoring strategies before, during, and after reading: monitor for meaning, create mental images. square6 Use monitoring strategies to increase comprehension, including word recogni- tion strategies, re-reading, and looking forward in the text. Apply comprehension monitoring strategies before, during, and after

8 0 http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=8 www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...

The student understands the meaning of what is read. (Comprehension) EALR 3: The student reads different materials for a variety of purposes. (Types of text: literary and informational) EALR 4: The student sets goals and evaluates progress to improve reading. (Self-monitoring, goal setting, personal evaluation of text) Document Organization The organization of the Grade Level Expectations in this doc- ument maps the learning sequence from Kindergarten through Grade 10. Educators can easily see how a learning

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read (e.g., relate what is learned in chemistry to new learning in biology; connect the author’s perspective and/or the historical context to text). Apply comprehension monitoring strategies for informational and tech- nical materials, complex narratives, and expositions: use prior knowledge. square6 Use previous experience, knowledge of current issues, information previously learned to make connections, draw con- clusions, and generalize about what is read (e.g., transfer knowledge of the concept of tragedy

21 0 http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=21 www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...

Make, confirm, and revise predictions based on prior knowledge and evidence from the text (e.g., using main idea state- ments, predict what kind of information the author will present next). square6 Select, from multiple choices, a predic- tion, inference, or assumption that could be made from the text. square6 Organize information to support a predic- tion or inference in a self-created graphic organizer. Apply comprehension monitoring strategies for informational and tech- nical materials, complex narratives

22 0 http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=22 www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...

20 EALR COMPONENT EALR 2 EALR 2: The student understands the meaning of what is read. Component 2.1: Demonstrate evidence of reading comprehension. GLE K 1 2 3 4 2.1.6 Apply comprehension monitoring strategies before, during, and after reading: monitor for meaning, create mental images. square6 Use monitoring strategies to increase comprehension, including word recogni- tion strategies, re-reading, and looking forward in the text. Apply comprehension monitoring strategies before, during, and after

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the plot/message in cultur- ally relevant literary/narrative texts. square6 Select, from multiple choices, a sentence that best summarizes the story or selec- tion. square6 Organize information using a graphic organizer appropriate for summarizing informational/expository text and lit- erary/narrative text. Apply comprehension monitoring strategies during and after reading: summarize grade-level informational/ expository text and literary/narrative text. W square6 Create a summary including the main idea and

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Illinois Science assessment Framework

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positions of the earth, moon, and sun when the moon appears full, new, half, and when a lunar or solar eclipse occurs. Given a diagram of the sun and the earth in some definite position with its axis of rotation drawn (and with the poles labeled), identify the earth in the positions of summer solstice, winter solstice, spring equinox, and fall equinox (for the northern hemisphere). 12.7.101 Define light year, how many kilometers it is, and know that galactic distances may be measured in millions and

21 0 http://www.isbe.state.il.us/assessment/pdfs/iaf_science.pdf#page=21 www.isbe.state.il.us/assessment/pdfs/iaf_science.pdf#page=21

positions of the earth, moon, and sun when the moon appears full, new, half, and when a lunar or solar eclipse occurs. Given a diagram of the sun and the earth in some definite position with its axis of rotation drawn (and with the poles labeled), identify the earth in the positions of summer solstice, winter solstice, spring equinox, and fall equinox (for the northern hemisphere). 12.7.101 Define light year, how many kilometers it is, and know that galactic distances may be measured in millions and

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Microsoft Word - vsc_english_gr38.doc

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in simple dialogue and for direct quotations f. Use capital letters correctly in titles and the first word in a direct quotation g. Indent for paragraphs 3. Explain editorial choices involving mechanics D. Spelling 1. Recognize conventional spelling in and through personal and academic reading 2. Apply conventional spelling in written language a. Spell grade-appropriate high frequency and content words b. Modify spellings when adding inflectional endings and suffixes

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in simple dialogue and for direct quotations f. Use capital letters correctly in titles and the first word in a direct quotation g. Indent for paragraphs 3. Explain editorial choices involving mechanics D. Spelling 1. Recognize conventional spelling in and through personal and academic reading 2. Apply conventional spelling in written language a. Spell grade-appropriate high frequency and content words b. Modify spellings when adding inflectional endings and suffixes

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