|
Education
Web
Viewing 1-4 of 4 total results
 Utah's 3-Tier Model of Reading Instruction
42 Glossary Accommodations: Accommodations are practices and procedures in the areas of presentation, response, setting, and timing/scheduling that provide equitable access during instruction and assessments for students with disabilities/504/ELL. Accommodations are intended to redu...
1
0
42 Glossary Accommodations: Accommodations are practices and procedures in the areas of presentation, response, setting, and timing/scheduling that provide equitable access during instruction and assessments for students with disabilities/504/ELL. Accommodations are intended to reduce or even eliminate the effects of a student’s disability; they do not reduce learning expectations. Accommodations provide access to buildings, curriculum, and assessments. (See USOE
28
0
http://centeroninstruction.org/files/3-tierread.pdf#page=28
centeroninstruction.org/files/3-tierread.pdf#page=28
monitoring in place to assess student progress at least every two weeks? 4. Is a collaborative team being utilized to support the classroom teacher? Materials: 1. Are teachers using SBRR-based materials that target specific diagnosed needs and support Tier 1 instruction? <span class="highlight">Scheduling</span>: 1. Is sufficient <span class="highlight">time</span> allocated every day for supplemental instruction (30 to 60 minutes) in addition to Tier 1 instruction? 2. Do Tier 2 students read throughout the day across other content areas
34
0
http://centeroninstruction.org/files/3-tierread.pdf#page=34
centeroninstruction.org/files/3-tierread.pdf#page=34
in place to assess student progress at least every two weeks? 4. Is the collaborative team being utilized to support the classroom teacher? Materials: 1. Are teachers using SBRR materials that target specific diagnosed needs and support Tier 1 instruction? <span class="highlight">Scheduling</span>: 1. Is <span class="highlight">time</span> allocated every day for Tier 2 supplemental instruction (a recommendation <span class="highlight">of</span> one additional class period)? 2. Do struggling students read throughout the day across other content areas? 3. Are
42
0
http://centeroninstruction.org/files/3-tierread.pdf#page=42
centeroninstruction.org/files/3-tierread.pdf#page=42
42 Glossary Accommodations: Accommodations are practices and procedures in the areas <span class="highlight">of</span> presentation, response, setting, and timing/<span class="highlight">scheduling</span> that provide equitable access during instruction and assessments for students with disabilities/504/ELL. Accommodations are intended to reduce or even eliminate the effects <span class="highlight">of</span> a student’s disability; they do not reduce learning expectations. Accommodations provide access to buildings, curriculum, and assessments. (See USOE
Imagination Estimation
Imagination to solve problems for your friend, Shrek’s, party. We will you all four types of estimation front-end estimation, clustering, rounding, and compatible numbers.
Competing Coasters
amount For example, suppose the actual speed is 50 mph and the estimate is 90 mph: Estimation Score = 90 - 50 × 100 = 40 × 100 = 80 5050 If students get stuck while using this formula with estimates of duration, suggest that they try changing each time into...
Helping Your Child Learn Mathematics PDF (782 KB)
estimation to solve time and distance problems. What You Need ★ Information about how far you’re traveling and how long it will take ★ Bus, train or plane schedule What to Do ★ On a routine trip around town, point out the time on a watch and say, for exam...
1
0
estimation to solve time and distance problems. What You Need ★ Information about how far you’re traveling and how long it will take ★ Bus, train or plane schedule What to Do ★ On a routine trip around town, point out the time on a watch and say, for example, “It’s 3:15, and it takes us 30 minutes to get to your dentist’s office. Are we going to get there before your 4:15 appointment?” ★ Show your child a bus, train or plane schedule and explain what it is and how to read it. Point out, for example, that a
24
0
http://www.ed.gov/parents/academic/help/math/math.pdf#page=24
www.ed.gov/parents/academic/help/math/math.pdf#page=24
<span class="highlight">estimation</span> to solve <span class="highlight">time</span> and distance problems. What You Need ★ Information about how far you’re traveling and how long it will take ★ Bus, train or plane schedule What to Do ★ On a routine trip around town, point out the <span class="highlight">time</span> on a watch and say, for example, “It’s 3:15, and it takes us 30 minutes to get to your dentist’s office. Are we going to get there before your 4:15 appointment?” ★ Show your child a bus, train or plane schedule and explain what it is and how to read it. Point out, for example, that a
|
