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"FETC 2010 Session on Assessment and Ripple Keynote Cheryl Lemke (clemke@metiri.com) Greetings! Thanks for joining my FETC sessions. The slides are hotlighted in the box to the right. The research and web links are listed below. Enjoy! If I missed anything, just email me at clemke@metiri.com or call at 310.945.5155. Keynote: The Ripple Effect: 21st Century Innovations Thursday Session: Assessment of 21st Century Learning"

"The SpecialQuest Multimedia Training Library supports the inclusion of young children with disabilities birth-five and their families, in early care and education settings. The SpecialQuest materials and approach have been used with over 5,000 participants nationwide, refined over the past ten years, and have been shown to create and sustain change. SpecialQuest Birth-Five provides these materials at no cost with funding from the Office of Head Start."

ORC enhances teaching and learning by promoting standards-based best practices in mathematics, science, and reading for Ohio schools and universities. ORC serves as a trusted source of easily accessible, peer-reviewed, high-quality, and effective resources. General Information

Lakewood High School 2.0 Moodle site

Olmsted Falls City Schools Curriculum, Instruction and Assessment website - where information on their OIP process is shared

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"Effective Classroom Assessment: Linking Assessment with Instruction Successful middle schools engage students in all aspects of their learning. There are many strategies for accomplishing this. One such strategy is student-led conferences. As a classroom teacher or administrator, how do you ensure that the information shared in a student-led conference provides a balanced picture of the student's strengths and weaknesses? The answer to this is to balance both summative and formative classroom assessment practices and information gathering about student learning. Assessment is a huge topic that encompasses everything from statewide accountability tests to district benchmark or interim tests to everyday classroom tests. 4 In order to grapple with what seems to be an over use of testing, educators should frame their view of testing as assessment and that assessment is information. The more information we have about students, the clearer the picture we have about achievement or where gaps may occur."

Eugene Sanders Whatever it Takes Transformation Plan address 1/5/10

"Web 2.0 Literacy Tools Master List Fall 2009 by Naomi Harm"

"Building a 21st Century U.S. Education System NCTAF Board member Robert Wehling and the National Commission on Teaching and America's Future have published a book that brings together the visionary thinking of some of the nation's finest education thought leaders and presents a diverse set of strategies and solutions to provide every child with a high-quality, world-class educational opportunity. You can download the full book or individual chapters by clicking on the following links:"

Ohio Leadership Advisory Council

"Time to Act is the capstone report of Carnegie Council for Advancing Adolescent Literacy (Council). Since 2004, under the direction of Council Chairperson Catherine Snow, professor in the Harvard Graduate School of Education, the Council has gathered knowledge and ideas from experts nationwide on topics ranging from linguistics to the social science of teaching. Time to Act is released with five corresponding reports, which delve deeper into how to advance literacy and learning for all students, including such topics as the cost of implementing adolescent literacy programs and reading in the disciplines. "

Olmsted Falls Curriculum, Instruction and Assessment site

The Connecticut State Department of Education has partnered with the Leadership and Learning Center to provide professional development in Common Formative Assessments. Common Formative Assessments (CFAs) are periodic or interim assessments that are administered to all students in a grade level or course several times during the quarter, semester, trimester or entire school year. Teachers analyze student assessment results in Data Teams to plan and differentiate instruction. Such results provide predictive value as to how students are likely to do on each succeeding assessment in time for teachers to make instructional modifications.

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