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Education
Web
 Benchmarks for Success in High School Education
57 Putting Data to Work in School-to-Career Education Reform experiences and in developing project-based, contextual instruction in pathway classes. In addition, Boston began to gauge student performance in different components of the school-to-work initiative, depending on level of...
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57 Putting Data to Work in School-to-Career Education Reform experiences and in developing project-based, contextual instruction in pathway classes. In addition, Boston began to gauge student performance in different components of the school-to-work initiative, depending on level of development. ProTech, the most developed work-based learning program, was subjected to the toughest measures of short-term and long-term student performance. This produced encouraging results. ProTech graduates attended college
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http://www.alliance.brown.edu/pubs/benchmarks/benchmarks.pdf#page=56
www.alliance.brown.edu/pubs/benchmarks/benchmarks.pdf#page=56
57 Putting Data to Work in School-to-Career Education Reform experiences and in developing project-<span class="highlight">based</span>, contextual instruction in pathway classes. In addition, Boston began to gauge student performance in different components <span class="highlight">of</span> the school-to-work initiative, depending on level <span class="highlight">of</span> development. ProTech, the most developed work-<span class="highlight">based</span> learning program, was subjected to the toughest measures <span class="highlight">of</span> short-term and long-term student performance. This produced encouraging results. ProTech graduates attended college
Data-Based Instructional Decision Making
16 What Is the Status of Progress Monitoring in Your School? „ What efforts have you already made toward implementation of progress monitoring? „ What are your goals for implementation for next year? „ What are your goals for implementation 3 years f...
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16 What Is the Status of Progress Monitoring in Your School? „ What efforts have you already made toward implementation of progress monitoring? „ What are your goals for implementation for next year? „ What are your goals for implementation 3 years from now? „ Considerations: – Time – Money – Technology – Training ACTION PLAN
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http://centeroninstruction.org/files/DataBasedInstructionalDecisionMaking_powerpoint.pdf#page=2
centeroninstruction.org/files/DataBasedInstructionalDecisionMaking_powerp...
2Overview <span class="highlight">of</span> Session 1. Data-<span class="highlight">Based</span> Decisions – Benchmarking vs. progress monitoring – Robust indicators vs. curriculum sampling – Standard decision rules – Instructional planning 2. Common Web-<span class="highlight">Based</span> Applications in Reading and Mathematics – AIMSweb – <span class="highlight">Dynamic</span> Indicators <span class="highlight">of</span> Basic Early Literacy Skills (DIBELS) – Edcheckup – Yearly Progress Pro 3. Generally Effective Reading Instruction – Instructional procedures – Application: Case study 4. Generally Effective Mathematics Instruction – Instructional
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http://centeroninstruction.org/files/DataBasedInstructionalDecisionMaking_powerpoint.pdf#page=16
centeroninstruction.org/files/DataBasedInstructionalDecisionMaking_powerp...
16 What Is the Status <span class="highlight">of</span> Progress Monitoring in Your School? „ What efforts have you already made toward <span class="highlight">implementation</span> <span class="highlight">of</span> progress monitoring? „ What are your goals for <span class="highlight">implementation</span> for next year? „ What are your goals for <span class="highlight">implementation</span> 3 years from now? „ Considerations: – Time – Money – Technology – Training ACTION PLAN
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http://centeroninstruction.org/files/DataBasedInstructionalDecisionMaking_powerpoint.pdf#page=37
centeroninstruction.org/files/DataBasedInstructionalDecisionMaking_powerp...
37 <span class="highlight">Dynamic</span> Indicators <span class="highlight">of</span> Basic Early Literacy Skills (DIBELS) http://dibels.uoregon.edu
Key Terminology in Technology
Key Terminology in Technology C·R·E·A·T·E for Mississippi Revised 02-18-02 Copyright ©2001. All rights reserved. Page 2 of 5 This document may be copied and distributed for nonprofit educational purposes only provided that credit is given to C...
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Key Terminology in Technology C·R·E·A·T·E for Mississippi Revised 02-18-02 Copyright ©2001. All rights reserved. Page 2 of 5 This document may be copied and distributed for nonprofit educational purposes only provided that credit is given to C·R·E·A·T·E for Mississippi. DATA IS KEPT IN THE MEMORY ONLY AS LONG AS POWER IS SUPPLIED. ƒ ROM (Read Only Memory) — Memory which contains permanently stored data and instructions which remain in the
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http://www.create.cett.msstate.edu/create/howto/keyterms.pdf#page=2
www.create.cett.msstate.edu/create/howto/keyterms.pdf#page=2
Key Terminology in Technology C·R·E·A·T·E for Mississippi Revised 02-18-02 Copyright ©2001. All rights reserved. Page 2 <span class="highlight">of</span> 5 This document may be copied and <span class="highlight">distributed</span> for nonprofit educational purposes only provided that credit is given to C·R·E·A·T·E for Mississippi. DATA IS KEPT IN THE MEMORY ONLY AS LONG AS POWER IS SUPPLIED. ƒ ROM (Read Only Memory) — Memory which contains permanently stored data and instructions which remain in the
Response to Intervention and SLD Identification - Presenter's Guide
Share Activity Lead in question: What are the advantages and disadvantages of RTI? Distribute Handout #4: RTI: Advantages/Disadvantages July 2007 IDEA Partnership 24 Program/Process Evaluation � Systematic and ongoing � Assess integrity/fidelity of implementati...
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Share Activity Lead in question: What are the advantages and disadvantages of RTI? Distribute Handout #4: RTI: Advantages/Disadvantages July 2007 IDEA Partnership 24 Program/Process Evaluation � Systematic and ongoing � Assess integrity/fidelity of implementation of interventions � Assess integrity of implementation of overall process � High quality, research-based instruction � Screening and progress monitoring � Data analysis � Problem-solving � Data-driven decision-making
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http://www.ideapartnership.org/documents/RTI-advanced-presenter-guide-7-30-07.pdf#page=29
www.ideapartnership.org/documents/RTI-advanced-presenter-guide-7-30-07.pd...
Share Activity Lead in question: What are the advantages and disadvantages <span class="highlight">of</span> RTI? Distribute Handout #4: RTI: Advantages/Disadvantages July 2007 IDEA Partnership 24 Program/Process Evaluation � Systematic and ongoing � Assess integrity/fidelity <span class="highlight">of</span> <span class="highlight">implementation</span> <span class="highlight">of</span> interventions � Assess integrity <span class="highlight">of</span> <span class="highlight">implementation</span> <span class="highlight">of</span> overall process � High quality, research-<span class="highlight">based</span> instruction � Screening and progress monitoring � Data analysis � Problem-solving � Data-driven decision-making
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http://www.ideapartnership.org/documents/RTI-advanced-presenter-guide-7-30-07.pdf#page=65
www.ideapartnership.org/documents/RTI-advanced-presenter-guide-7-30-07.pd...
July 2007 RTI and SLD Identification Presenter’s Guide IDEA Partnership @ NASDSE 64 Disproportionality Over-identification, or under-identification, <span class="highlight">of</span> students from minority populations who are served through special education; Essential components <span class="highlight">of</span> an RTI process Core components <span class="highlight">of</span> an effective RTI process include • Multi-tier model • Problem-solving method • Integrated data collection and assessment system Evidence-<span class="highlight">based</span> Practice Educational practices
Professional Development Center (PDC) - Key Curriculum Press
offer free webinars, and both face-to-face and online professional development for elementary, middle, and high school mathematics teachers. Key's professional development prepares you to integrate The Geometer's Sketchpad®, Fathom® Dynamic Data, or TinkerPlots® Dynamic Da...
Lost Memo
Agent Pincher: The Case of the UFO | EconEdLink EconEdLink Economics & personal finance resources for k-12 Council for Economic Education about events standards contact share SIGN IN educator Lessons Interactive Tools Current Events Newsletter Calendar Data Resources Web Lin...
Agent Pincher: The Case of the UFO
Agent Pincher: The Case of the UFO | EconEdLink EconEdLink Economics & personal finance resources for k-12 Council for Economic Education about events standards contact share SIGN IN educator Lessons Interactive Tools Current Events Newsletter Calendar Data Resources Web Lin...
Living with It: Federal Policy Implementation in Adult Basic Education
investigating problems found in practice, such research provides practitioners with data about teaching and learning with adults that can then contribute to policymakers’ understanding of problems and solutions based on the realities of the field. Implications for Researc...
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investigating problems found in practice, such research provides practitioners with data about teaching and learning with adults that can then contribute to policymakers’ understanding of problems and solutions based on the realities of the field. Implications for Researchers There are many important and interesting questions for researchers to pursue specific to WIA and welfare reform. Of special interest are those that build knowledge about the relationship between implementation of these policies and
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http://www.ncsall.net/fileadmin/resources/research/report24.pdf#page=64
www.ncsall.net/fileadmin/resources/research/report24.pdf#page=64
LIVING WITH IT: FEDERAL POLICY <span class="highlight">IMPLEMENTATION</span> IN ADULT BASIC EDUCATION The following implications for policymakers, practitioners, and researchers are drawn from the data described in Chapters 3 and 4, the above observation <span class="highlight">of</span> the path that policy follows from <span class="highlight">implementation</span> in statute to <span class="highlight">implementation</span> in classrooms, and the literature on policy <span class="highlight">implementation</span> and educational reform. Implications for Policymakers The data indicate several specific actions that policymakers could take to make
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http://www.ncsall.net/fileadmin/resources/research/report24.pdf#page=70
www.ncsall.net/fileadmin/resources/research/report24.pdf#page=70
investigating problems found in practice, such research provides practitioners with data about teaching and learning with adults that can then contribute to policymakers’ understanding <span class="highlight">of</span> problems and solutions <span class="highlight">based</span> on the realities <span class="highlight">of</span> the field. Implications for Researchers There are many important and interesting questions for researchers to pursue specific to WIA and welfare reform. <span class="highlight">Of</span> special interest are those that build knowledge about the relationship between <span class="highlight">implementation</span> <span class="highlight">of</span> these policies and
Response to Intervention as It Relates to Early Intervening Services
developed by IRIS, scale-up plans, state implementation materials, etc.). „ Identify and develop materials that are needed. „ Identify delivery modes (i.e., web-based, face-to-face, Communities of Practice [COPs], etc.) „ Customize materials and models to a variet...
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developed by IRIS, scale-up plans, state implementation materials, etc.). „ Identify and develop materials that are needed. „ Identify delivery modes (i.e., web-based, face-to-face, Communities of Practice [COPs], etc.) „ Customize materials and models to a variety of audiences (i.e., general educators, special educators, administrators, families, etc.). „ Develop training plans across all levels (i.e., timelines, roles/responsibilities). „ Plan for, and collect, data on the impact of the training. „ Plan
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http://centeroninstruction.org/files/RtIasitRelatestoEIS.pdf#page=14
centeroninstruction.org/files/RtIasitRelatestoEIS.pdf#page=14
developed by IRIS, scale-up plans, state <span class="highlight">implementation</span> materials, etc.). „ Identify and develop materials that are needed. „ Identify delivery modes (i.e., web-<span class="highlight">based</span>, face-to-face, Communities <span class="highlight">of</span> Practice [COPs], etc.) „ Customize materials and models to a variety <span class="highlight">of</span> audiences (i.e., general educators, special educators, administrators, families, etc.). „ Develop training plans across all levels (i.e., timelines, roles/responsibilities). „ Plan for, and collect, data on the impact <span class="highlight">of</span> the training. „ Plan
Problem Solving and Response to Intervention/Marston
Ten Most Frequently Cited Barriers to Implementation of Curriculum-Based Measurement (From Yell, Deno, & Marston) 1. Need for a variety of instructional strategies when data indicates a change is necessary. 2. Collecting data but not using it for instructional decisio...
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Ten Most Frequently Cited Barriers to Implementation of Curriculum-Based Measurement (From Yell, Deno, & Marston) 1. Need for a variety of instructional strategies when data indicates a change is necessary. 2. Collecting data but not using it for instructional decisions. 3. CBM represents change which creates anxiety and resistance. 4. Ongoing training for general and special education staff. 5. CBM at secondary level. 6. Logistics of monitoring and making changes. 7. Staff resistant to making
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http://centeroninstruction.org/files/ImplementationOfRtI.pdf#page=37
centeroninstruction.org/files/ImplementationOfRtI.pdf#page=37
Ten Most Frequently Cited Barriers to <span class="highlight">Implementation</span> <span class="highlight">of</span> Curriculum-<span class="highlight">Based</span> Measurement (From Yell, Deno, & Marston) 1. Need for a variety <span class="highlight">of</span> instructional strategies when data indicates a change is necessary. 2. Collecting data but not using it for instructional decisions. 3. CBM represents change which creates anxiety and resistance. 4. Ongoing training for general and special education staff. 5. CBM at secondary level. 6. Logistics <span class="highlight">of</span> monitoring and making changes. 7. Staff resistant to making
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