Group items tagged

"My teachers and I are currently having discussions about grading practices, standards-based grading, and everything in between. I do not know that we will ever adopt a truly standards-based grading system, but I believe we are on our way to making our grading system more meaningful."

"My teachers and I are currently having discussions about grading practices, standards-based grading, and everything in between. I do not know that we will ever adopt a truly standards-based grading system, but I believe we are on our way to making our grading system more meaningful."

Early Warning! Why Reading by the End of Third Grade Matters: A KIDS COUNT Special Report from the Annie E. Casey Foundation Children who read on grade level by the end of third grade are more successful in school, work, and in life. This KIDS COUNT special report affirms a commitment by the Casey Foundation to help ensure that all students are proficient in reading by the end of third grade and help narrow the gap between advantaged and disadvantaged children.

"What: The Annie E. Casey Foundation is focusing attention on the importance of achieving grade-level reading proficiency for all children by the end of third grade with the release of a KIDS COUNT special report, Early Warning! Why Reading by the End of Third Grade Matters, at a press conference and panel discussion with support from national organizations including representatives from America's Promise Alliance, United Way Worldwide, and Mission: Readiness. View the archived webinar (2 hrs)."

videos on standards based grading organized around three themes: SBG 101: videos designed classroom practitioners who are getting started with standards-based grading. Discipline-specific: math, science, social studies, language arts, visual arts, career & technical education videos Leadership/Change: videos for administrators and leadership teams.

When people perceive themselves as similar to others, greater liking and closer relationships typically result. In the first randomized field experiment that leverages actual similarities to improve real-world relationships, we examined the affiliations between 315 ninth grade students and their 25 teachers. Students in the treatment condition received feedback on five similarities that they shared with their teachers; each teacher received parallel feedback regarding about half of his/her ninth grade students. Five weeks after our intervention, those in the treatment conditions perceived greater similarity with their counterparts. Furthermore, when teachers received feedback about their similarities with specific students, they perceived better relationships with those students, and those students earned higher course grades. Exploratory analyses suggest that these effects are concentrated within relationships between teachers and their "underserved" students. This brief intervention appears to close the achievement gap at this school by over 60%.

"his synthesis extends a report of research on extensive interventions in kindergarten through third grade (Wanzek & Vaughn, 2007) to students in Grades 4 through 12, recognizing that many of the same questions about the effectiveness of reading interventions with younger students are important to address with older students"

"A study to be released this morning at the American Educational Research Association convention here in New Orleans presents an even earlier warning sign: A student who can't read on grade level by 3rd grade is four times less likely to graduate by age 19 than a child who does read proficiently by that time. Add poverty to the mix, and a student is 13 times less likely to graduate on time than his or her proficient, wealthier peer."

"The first part of an assessment design is the most obvious; the student performance, or more simply referred to as the activity. This requires a student to show the teacher what they know or can do. The second part assessment design is often assumed or omitted; however, this part of the assessment is critical to optimizing alignment to the objectives, and provides valuable support towards student success. This critical component is the grading plan or better named the feedback criteria. As a teacher, we need to effectively communicate to our learners both a description of how they will perform an assessment activity as well as a description of how we will judge the quality of their performance. Are you planning and communicating your feedback criteria? The Blended and Online Assessment Taxonomy Infographic presents types of activities that suit various levels of assessment as well as grading and feedback criteria which will help you plan better assessments."

"After planning with our first grade Hebrew teacher a year long project of Creating a Visual Dictionary on the iPad, it was time to put theory in practice."

"But what I wanted to share is the awesome work the teacher is doing with formative assessment.  " Formative assessment in the 7th grade math classroom

The Richard J. Murphy School serves children in grades kindergarten through eighth grade.  The school is located in the Dorchester section of Boston and serves a large diverse student population.  The Murphy is recognized as one of the top elementary schools in the city of Boston

This page will help to correlate iOS Apps with Common Core Standards grades K-3. Goal for completion is August 2013. Check any Math section or Grades K-2 in Reading as they are nearly done. Thanks

"I will be sharing photos of my writing classroom and I will include explanations of what I do and how I utilize the many charts and displays in my classroom. I am a writing specialist for kindergarten, first grade, and second grade, so it is imperative that I have a print rich classroom, full of meaningful learning displays. I also teach grammar, science, and social studies."

"Each authentic learning experience in PBLE is anchored at to a grade-band, integrated with standards, and connected to relevant activities and web resources. With the ability to search problems by grade-band or subject area, add web resources to saved problems within the app, and locate real-world connections, implementing problem based learning has never been easier."

" This suite of videos was created to give examples of what UDL looks like in a classroom. Examples range from Grade 1 to Grade 6. "

"What Does Inclusion Really Look Like? Answers from a Second Grade Classroom"

"Research shows that dropout rates, student achievement, and workforce readiness will improve by integrating student voices in the classroom and in society.   Student Voice was inspired by the lack of student voices in education. The Quaglia Institute for Student Aspirations identifies that the higher the grade level, the less students believe they have a say in educational decision-making and the more students expressed concern in the lack of curiosity and creativity in their current classroom environment. Increasing student engagement in schools has a direct correlation with higher grades and lower drop-out rates."

Mystery Sky Activity between two 4th grade classrooms