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Beacon Learning Center: Themes and Patterns of History
improve on their group performance. Historical and Geographical Themes Individual Answer Sheets that have more than four answers wrong should be returned to the student with suggestions as to how to improve their performance. These students could use...
 Smithsonian: Barn Again! Celebrating an American Icon Teaching Guide
3Table of Contents INTRODUCTION LESSON PLANS AND HAND-OUTS Built by a Community News Report Guidelines Barn Raising Resource Packet Barn Dance Resource Packet Corn Husking Resource Packet Quilting Bee Resource Packet Barn Architects Barn Photographs John Hafen&Otil...
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3Table of Contents INTRODUCTION LESSON PLANS AND HAND-OUTS Built by a Community News Report Guidelines Barn Raising Resource Packet Barn Dance Resource Packet Corn Husking Resource Packet Quilting Bee Resource Packet Barn Architects Barn Photographs John HafenÕs Barn Program Floor Plans and Elevations Alfred HopkinsÕs Barn Program Barn Stories, Our Stories Interview Tips Oral History Informed Consent Form Heritage Questions When a Barn is More Than Just a Barn The People, Yes (verse 5) Barn Fever (excerpt
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http://www.sites.si.edu/education/BATeacher_Guide.pdf#page=3
www.sites.si.edu/education/BATeacher_Guide.pdf#page=3
3Table of Contents INTRODUCTION LESSON PLANS AND HAND-OUTS Built by <span class="highlight">a</span> Community News Report Guidelines Barn Raising Resource <span class="highlight">Packet</span> Barn Dance Resource <span class="highlight">Packet</span> Corn Husking Resource <span class="highlight">Packet</span> Quilting Bee Resource <span class="highlight">Packet</span> Barn Architects Barn Photographs John HafenÕs Barn Program Floor Plans and Elevations Alfred HopkinsÕs Barn Program Barn Stories, Our Stories Interview Tips Oral History Informed Consent Form Heritage Questions When <span class="highlight">a</span> Barn is More Than Just <span class="highlight">a</span> Barn The People, Yes (verse 5) Barn Fever (excerpt
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http://www.sites.si.edu/education/BATeacher_Guide.pdf#page=6
www.sites.si.edu/education/BATeacher_Guide.pdf#page=6
& Institutions Ñ Early Grades (g); Middle Grades (g) (See Appendix) Hand-outs ¥ News Report Guidelines (one copy per student) ¥ Barn Raising Resource <span class="highlight">Packet</span> (one copy) ¥ Barn Dance Resource <span class="highlight">Packet</span> (one copy) ¥ Corn Husking Resource <span class="highlight">Packet</span> (one copy) ¥ Quilting Resource <span class="highlight">Packet</span> (one copy) Supplies ¥ Two 5-oz. paper cups per student Built by <span class="highlight">a</span> Community Setting the Stage 1. Introduce the value of community cooperation with this activity using paper cups. Give each student one cup. Ask students <span class="highlight">to</span> place their cup
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http://www.sites.si.edu/education/BATeacher_Guide.pdf#page=8
www.sites.si.edu/education/BATeacher_Guide.pdf#page=8
8 built by <span class="highlight">a</span> community | news report guidelines NEWS REPORT GUIDELINES Please read these guidelines carefully and use them <span class="highlight">to</span> help you develop an ÒeyewitnessÓ news report on your event. 1. Your group will need one person <span class="highlight">to</span> act as <span class="highlight">a</span> television news reporter. The rest of the people in your group will play the people participating in the event described in your Resource <span class="highlight">Packet</span>. The reporter will interview the people at the event during <span class="highlight">a</span> live ÒeyewitnessÓ news report which you will present <span class="highlight">to</span> your
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http://www.sites.si.edu/education/BATeacher_Guide.pdf#page=9
www.sites.si.edu/education/BATeacher_Guide.pdf#page=9
built by <span class="highlight">a</span> community | barn raising resource <span class="highlight">packet</span> 9 Barn raising in the Rainy River District, about 1900 Minnesota Historical Society Barn raising near Plainview, about 1910 Minnesota Historical Society
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http://www.sites.si.edu/education/BATeacher_Guide.pdf#page=12
www.sites.si.edu/education/BATeacher_Guide.pdf#page=12
12 built by <span class="highlight">a</span> community | barn dance resource <span class="highlight">packet</span> Barn dance, about 1910 Brown Brothers, Sterling, Pennsylvania
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http://www.sites.si.edu/education/BATeacher_Guide.pdf#page=18
www.sites.si.edu/education/BATeacher_Guide.pdf#page=18
18 built by <span class="highlight">a</span> community | quilting bee resource <span class="highlight">packet</span> Quilting bee, about 1925 Minnesota Historical Society Quilting party on the Siljan farm, about 1895 Minnesota Historical Society
Handouts for Supporting Teachers Who Are Implementing Student Progress Monitoring: A Guide...
produce long-term gains in our school as a whole? 2) How can setting goals for the percentage of students that will achieve a specific benchmark level by each screening result in identification of areas for improvement, discussion, and corrective action in our school? 3) How m...
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produce long-term gains in our school as a whole? 2) How can setting goals for the percentage of students that will achieve a specific benchmark level by each screening result in identification of areas for improvement, discussion, and corrective action in our school? 3) How might rubrics be integrated into our progress monitoring system? 4) How can we improve our system of progress reporting to parents, using the data we’re collecting? 5) How might progress monitoring lead to improvement in
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http://centeroninstruction.org/files/Handouts_Support.pdf#page=5
centeroninstruction.org/files/Handouts_Support.pdf#page=5
<span class="highlight">to</span> evaluate the effectiveness of <span class="highlight">a</span> student’s instructional program. Some key characteristics of progress monitoring are that <span class="highlight">performance</span> is sampled frequently, and progress is graphed. Progress monitoring involves collecting direct, frequent measures of student <span class="highlight">performance</span>. The data are used <span class="highlight">to</span> establish individualized or class wide instructional goals and benchmarks, and <span class="highlight">to</span> make instructional decisions. Twenty years of research establishes that the progress monitoring measures reliably and validly
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http://centeroninstruction.org/files/Handouts_Support.pdf#page=15
centeroninstruction.org/files/Handouts_Support.pdf#page=15
15 Distribute one copy of the following chapter <span class="highlight">to</span> each member of your grade level team (including special educators) and have teachers on your team read and discuss. Use suggested discussion questions from Appendix 1. Worthy, J. & Broaddus, K. (2001/2002). Fluency beyond the primary grades: From group <span class="highlight">performance</span> <span class="highlight">to</span> silent, independent reading. The Reading Teacher, 55(4), 334-343.
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http://centeroninstruction.org/files/Handouts_Support.pdf#page=21
centeroninstruction.org/files/Handouts_Support.pdf#page=21
of student, teacher, parent, administrator, and community benefits)? Worthy, J. & Broaddus, K. (2001/2002). Fluency beyond the primary grades: From group <span class="highlight">performance</span> <span class="highlight">to</span> silent, independent reading. The Reading Teacher, 55(4), 334-343. 1) Why is fluency important <span class="highlight">to</span> our students? 2) What are some traditional methods <span class="highlight">to</span> increase fluency that may not be as effective and how can we <span class="highlight">improve</span> upon these methods? 3) How can modeled reading and instruction on explicit skills be beneficial for our
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http://centeroninstruction.org/files/Handouts_Support.pdf#page=32
centeroninstruction.org/files/Handouts_Support.pdf#page=32
32 Appendix 1 Discussion Questions for Results Introduction and Chapter 1 8) Are there initiatives that have been introduced in your school that have been successful or unsuccessful? What has made them this way? 9) Are there practices in place in your school or district in which results are examined <span class="highlight">to</span> determine program effectiveness? 10) How can teacher isolation be detrimental <span class="highlight">to</span> <span class="highlight">a</span> building? Is it <span class="highlight">a</span> problem in our building? 11) How can we <span class="highlight">improve</span> teamwork and collegiality in our
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http://centeroninstruction.org/files/Handouts_Support.pdf#page=33
centeroninstruction.org/files/Handouts_Support.pdf#page=33
produce long-term gains in our school as <span class="highlight">a</span> whole? 2) How can setting goals for the percentage of students that will achieve <span class="highlight">a</span> specific benchmark level by each screening result in <span class="highlight">identification</span> of areas for improvement, discussion, and corrective action in our school? 3) How might rubrics be integrated into our progress monitoring system? 4) How can we <span class="highlight">improve</span> our system of progress reporting <span class="highlight">to</span> parents, using the data we’re collecting? 5) How might progress monitoring lead <span class="highlight">to</span> improvement in
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http://centeroninstruction.org/files/Handouts_Support.pdf#page=36
centeroninstruction.org/files/Handouts_Support.pdf#page=36
36 Other CBM resources: Monitoring Basic Skills Progress-- http://www.proedinc.com/store/index.php?mode=product_detail&id=0840 ƒ Link <span class="highlight">to</span> the Pro-Ed site where this Macintosh computer program can be purchased for CBM maze administration and scoring; also available for mathematics computation and concepts and applications (blackline masters available for mathematics CBM probes and can be purchased separately from the computer program) Intervention Central--www.interventioncentral.org ƒ <span class="highlight">A</span> Web
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http://centeroninstruction.org/files/Handouts_Support.pdf#page=38
centeroninstruction.org/files/Handouts_Support.pdf#page=38
effects of classroom reading <span class="highlight">performance</span> data on general education teachers’ and parents’ attitudes about reintegration. Exceptionality, 4, 205-228. • Stecker, P. M., Fuchs, L.S., & Fuchs, D. (2006). Using curriculum-based measurement <span class="highlight">to</span> <span class="highlight">improve</span> student achievement: Review of research. Psychology in the Schools. Selected references on RTI • Special issue of Learning Disability Quarterly, 27(4), Fall 2004 • Special issue of Learning Disabilities Research and Practice, 18(3), 2003 • Selected
The Internet
As with any new facility, there will be a period of very light usage until the community of users experiments with the network and begins to depend upon it. One of our goals must be to stimulate the immediate and easy use by a wide class of users. - Steve Crocker; Host S...
What Do Maps Show
Teacher Packet - What do Maps Show? - PDF Version Home Page What Do Maps Show? — PDF Version || Top || This online edition contains full text from the original publication. Some of the images have been modified or added to improve the scientific visualization of informa...
Evaluating Online Learning: Challenges and Strategies for Success
performance data and, by combining it with information from his other data collection activi- ties, he was able to complete the study. district protocols are just one layer of protec- tion for sensitive student data; researchers also must abide by privacy laws and regulations at...
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performance data and, by combining it with information from his other data collection activi- ties, he was able to complete the study. district protocols are just one layer of protec- tion for sensitive student data; researchers also must abide by privacy laws and regulations at the state and federal levels. these protections can present obstacles for program evaluations, either by limiting evaluators’ access to certain data sets or by requiring a rigorous or lengthy data request process. For some online
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http://www.ed.gov/admins/lead/academic/evalonline/evalonline.pdf#page=49
www.ed.gov/admins/lead/academic/evalonline/evalonline.pdf#page=49
<span class="highlight">performance</span> data and, by combining it with information from his other data collection activi- ties, he was able <span class="highlight">to</span> complete the study. district protocols are just one <span class="highlight">layer</span> of protec- tion for sensitive student data; researchers also must abide by privacy laws and regulations at the state and federal levels. these protections can present obstacles for program evaluations, either by limiting evaluators’ access <span class="highlight">to</span> certain data sets or by requiring <span class="highlight">a</span> rigorous or lengthy data request process. For some online
Dive, Dive! An Introduction to the History and Technology of Submarines
Introduction to the History and Technology of Submarines Teachers DIVE! DIVE! An Introduction to the History and Technology of Submarines is a resource guide for science and social studies classes that explores the world of U.S. Navy submarines and other submersibles. The gui...
View: Visual Inquiry/Experience in Writing
activities, including self-tests, Post Assessment, and Quest Activities, are included in a Learning Activity Packet (LAP) at the end of the unit. All performance objectives and a schedule for the use of the unit are also included therein. (Recommended for 7th through 12t...
CAHSEE Reporting Individual Student Results for the 2008-09 School Year
Reporting Individual Student Results - California High School Exit Examination (CAHSEE) (CA Dept of Education) Skip to content California Department of Education Search Advanced | Site Map | A-Z Index Curriculum & Instruction Career Technical Education...
When the Pony Express was in Vogue
Gate and Bay Bridges 1989 San Francisco Earthquake San Francisco’s Response to the Oakland Firestorm Chronology of San Francisco World War II Events Chronology of San Francisco Rock 1965-1969 When the Pony Express was in Vogue The early coaches of Wells Fargo consumed twenty days ...
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