How can common assessments support professional development and


How can common assessments support professional development and increased student growth?

 

APA format. 12 point. No title page or running headers needed. At least 300 words. Use in text citation and cite in accordance with APA. Use the references below:

 

Fisher, D., & Frey, N. (2007). Checking for understanding, formative assessmenttechniques for your classroom. ASCD.

Jacobs, H. H. (2012). Curriculum 21, essential education for a changing world. Alexandria, VA: ASCD.

Wiggins, G. P., & McTighe, J. (2006). Understanding by design. Upper Saddle River, NJ: Prentice Hall.



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Select an exemplar text from common core ela standards, appendix b


  

DQ 1: Select an exemplar text from Common Core ELA Standards, Appendix B for third graders and apply the Fry readability formula. Discuss how the calculated grade level from the Fry readability formula compared to the assigned grade level in Appendix B  

DQ 2: How will you deal with anxiety or self-esteem issues among students who have difficulty reading, specifically when reading aloud?



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common core state standards (ccss)


   Common Core State Standards (CCSS)      

Chapter 5 states:
 

Differentiated instruction is built on a foundation of effective teaching practices. Quality curriculum is one of these defining principles, as what is taught serves as the basis for how it is taught. Quality curriculum has its basis in standards, or descriptions of student outcomes in content areas. (Puckett, 2013, Chap. 5, Introduction)
 

However, many educators have concerns regarding these new standards for various reasons outlined in Chapter 5 in the textbook including, but not limited to:

  • Lack of training to implement the new standards
  • A realistic view of standard mastery of students with special needs
  • Too much government control over creative freedom of instruction
  • How these new standards will be implemented on such a large scale

The Common Core State Standards (CCSS) are meant to provide educators and parents with a consistent and clear understanding of student expectations. While written to address English Language Arts and Mathematics, the CCSS address college and career ready knowledge and skills in preparing students to transition from high school to college.
 

Assignment Instructions:
 

First, read Chapter 5 of the course text. Then view the webinar, “Common Core State Standards: Where Does Differentiating Fit”.
 

Next, read and respond to the following scenario:
 

Ms. Phillips instructs in a middle school inclusion class with 20 ‘typical’ students, three students who have an IEP for a Specific Learning Disability, one student who has an IEP for “Other Health Impairment” (ADHD) and two students who are identified as ELL.  Her class is beginning with a unit on the American Civil War that will focus on the significance of the Civil War Battle and the reason and significance behind President Lincoln’s Emancipation Proclamation.
 

As the unit starts, Ms. Phillips provides her students with a KWL chart to share what they already know about the Civil War 

Week2Discussion_1_Image.JPG 

Example of a Student Response to the KWL Chart (Creately, 2011) 

After reviewing the student’s KWL charts (see an example above), Ms. Phillips realizes that she should integrate differentiated strategies to provide a more well-rounded and accurate understanding of the topic and to make it more personally relevant.
 

For this discussion:

  • Create two measurable lesson objectives that are aligned with one Common Core Standard. For each of the objectives, create two differentiated strategies designed to master the objective. 
  • Explain how the strategies you’ve suggested are engaging to diverse learners. 
  • Cite scholarly sources to support how your strategies are examples of differentiation. 



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Designing lesson plans: common core state standards


All educators regularly collect information pertaining to student performance during lessons or instructional activities as a method of monitoring student progress. This type of assessment, while informal, provides excellent information related to the content standards such as the Common Core and the pacing of the lessons.

Instructions:
Using support from your assigned reading, the Instructor Guidance, and the discussions, submit the following for evaluation. Use the below guidelines for creating your written assignment. If you have questions about the assignment or the rubric, please contact your Instructor using the “Ask Your Instructor” discussion before the due date.

Content Expectations:

  • Lesson Plan (4 points): Using one of the Example Lesson Plans in the Week One Required Resources list as a starting point, revise the lesson plan, using the lesson plan template, to include accommodations and/or modifications that align to two or more CCSS.
  • Justification (4 points): Write a one page justification of your revisions, fully addressing the reasons why the accommodations and/or modifications you designed are effective for students with mild to moderate disabilities.

Written Expectations:

  • Syntax and Mechanics (1 point): Exhibit meticulous use of grammar, spelling, and organization throughout your submission.
  • Organization (.5 points): Use the lesson plan template provided.
  • Source Requirement (1 point): Reference at least three scholarly sources, which may include your course textbook, in order to provide credible evidence to support your ideas.
    • The Scholarly, Peer Reviewed, and Other Credible Sources table downloadoffers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
  • Additional Page Requirement (.5 points): Your submission must include a separate title and reference page.
  • APA format (1 point): All in-text citations, page formatting, and references must be written in APA 6th edition format.

Text

Cohen, L. & Spenciner, L. (2009) Teaching students with mild and moderate disabilities: Research-based practices (2nd ed.). Upper Saddle River, NJ: Pearson Publication.



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common core state standards ( follow the guided)


  Guided Response: Respond to at least two peers. In your responses, include a question about your peer’s technology-enhanced instructional strategies and offer an additional resource that supports an alternative viewpoint. Additionally, discuss your peer’s point of view and whether it is in direct correlation or contrast to yours about the CCSS. Finally, address your peer’s discussion of the challenges he or she faced in the redesign for the Week One Assignment offering supportive ideas for how your peer could overcome these challenges for future redesigns in this course. Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you, including the instructor. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real-world experiences with this topic. 

Part One: First, in one paragraph, summarize your understanding of the foundation of the CCSS for Math and English Arts. Next, adopting the perspective of a teacher leader, in at least two paragraphs, evaluate how CCSS (Math and English Language Arts) can be used to influence the use of technology- enhanced differentiated instructional strategies to support the needs of all learners. Finally, in one paragraph, justify why it is important to have purposeful planning of differentiated instructional strategies to promote student learning and provide at least one specific example to support your justification.

CCSS (Common Core State Standards) are learning goals that that outline what a child should know and be able to do by the end of each grade. It was made to assure each child Is getting the education she/he deserves and remains on an age appropriate level. “The standards were created to ensure that all students graduate from high school with the skills and knowledge necessary to succeed in college, career, and life, regardless of where they live.”(CCSS (2019).

The use of technology in my opinion as a teacher can only enhance the skills of all learners. As a teacher it can be used to provide research or illustration on what your teaching . It can also be used to captivate the minds of the children who normally wouldn’t pay attention. Help those with language disabilities or even those who have learning disabilities.

As you know children learn differently and some have learning disabilities. Using computers and modern technology helps bridge the gaps. Where the teacher can’t reach there is a program that can. Some kids have English as a second language using modern technology can help with that by translating in English and both there language so that communication can begin and both parties be understood. Some kids have ADHD. The attention span with this illness is small so using a computer program to grasp his attention while he’s learning may be a way to get through to him.

Differentiated instruction is appealing to a variety of students for the child that excels in learning can still learn something new. For the not so big achiever it can help them build their skills up for the children with learning disabilities it can be the crutch needed to help them get to the level they need to get to what they need to be. Kind of like crutches to a injured leg.  “Motivation is the driving desire behind all action and is the precursor and cornerstone to learning. It is no exaggeration to say that children have boundless energy for living and learning.” (John L. Locke (1995)

Burnaford, G., & Brown, T. (2014). Teaching and learning in 21st century learning environments: A reader. Retrieved from https://content.ashford.edu/

© 2019 Common Core State Standards Initiative

Part Two: Include a link to your ePortfolio in your initial post along with a one-paragraph reflection about your experience with the redesign for the Week One Assignment in terms of challenges you encountered and how you overcame those challenges. Be sure to include any difficulties you experienced in revising to meet the components of 21st century student outcomes and 21st century support system

          My biggest issue with the assignment is this ePortfolio not sure where to start or end on that. My next issue sit that I was robbed so I’m limited to what pieces I have yet to use and redesign. To show my knowledge on the subject I reflected on previous work experience where I was once the lead teacher and displayed how I used technology to help with issues like learning disabilities, language , and attention spans.

 

My understanding of the CCSS for Math and English Art is that, the state would like to improve the educational needs for students. The standards are realistic and reflect what the students need to know to be successful throughout their college life and in their workforce life. Teachers would have goals that the district set up for the students to succeed. “The CCSS emerged from the initiative of the National Governors Association Center for Best Practices and the Council of Chief State School Officers. They have been adopted by more than 40 states and are intended to prepare high school graduates for college and careers regardless of where they have been educated. The CCSS is also intended to afford all students the opportunity to be successful, literate and competitive internationally. Because these national standards are central to what schools will address in the 21st century, it is important for educators to explore exactly how they function and inform curriculum and instruction” (Burnaford & Brown, 2014).  

“Students of all ages need experience using technology and developing digital skills that can be applied to multiple tasks. If we truly want children to be college and career ready, schools must take thoughtful and strategic action to include technology tools in classroom instruction” (Burns, 2015). We as educators are here to set our student’s future to succeed and not fail. We want our students to grow and having the abilities to articulate conversations and life skills to allow them to flourish. These technology skills will allow our students to participate in activities throughout their lives.  

Why it is important to have purposeful planning of differentiated instructional strategies to promote student learning because educators would like to open the minds of student’s who has locked materials, they did not know they have and students who shows less abilities to eventually sync up to the same learning abilities. The learning experiences the students will encounter will benefit all the students involved. “Many teachers incorrectly assume that differentiating instruction means giving some students more work to do, and others less. For example, a teacher might assign two book reports to advanced readers and only one to struggling readers. Or a struggling math student might have to complete only computation problems while advanced math students complete the computation problems plus a few word problems” (Masten, 2017) 

https://pathbrite.com/NakoachaK/profile (Links to an external site.) 

Reference 

Burnaford, G., & Brown, T. (2014). Teaching and Learning in 21st Century Learning Environments: A Reader. Retrieved from https://content.ashford.edu/ 

https://www.edutopia.org/blog/common-core-digital-skills-development-monica-burns (Links to an external site.) 

http://inservice.ascd.org/7-reasons-why-differentiated-instruction-works/ (Links to an external site.) 



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Discussion 2 common core standards


The Common Core Standards reading standards focus on a holistic view of comprehension as an evolving skill and emphasize developing meaning from the beginning stages of reading development.  These standards are presented in grade level bands that are designed to facilitate critical reading and thinking skills.   

Choose one grade-level band, and read the reading standards presented in the Common Core Standards (Links to an external site.). How do the reading standards at this level support the development of critical reading and thinking skills? Give at least one example.
 



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Common core standards in reading d2w2


 

Common Core Standards in Reading

 

The Common Core Standards reading standards focus on a holistic view of comprehension as an evolving skill and emphasize developing meaning from the beginning stages of reading development.  These standards are presented in grade level bands that are designed to facilitate critical reading and thinking skills.   

Choose one grade-level band, and read the reading standards presented in the Common Core Standards. How do the reading standards at this level support the development of critical reading and thinking skills? Give at least one example.

 

http://www.corestandards.org/

 

 

 



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