Professional Development
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- PD Operations / HELC
- Design, Media, and Online Learning (DMOL)
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Effective Practices
- PL Toolkit
- PL-1 Develops Student Learning Goals
- PL-2 Data-driven instruction
- PL-3 Design Effective Lesson Plans, Units & Assessments
- I-1 Objective Driven Lessons
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I-2 Check for Understanding
- Assess Mastery
- Begin with the End
- Checkpoints
- Chunking Text
- Closure
- Cold Call
- Exit Ticket
- Graphic Organizer
- Guided Practice
- Non-Verbal Signals
- Open-Ended Responses
- Post It
- Randomizing Responses
- Right is Right
- Running Roster
- Stretch It
- Structured Peer Conversation
- Student Conferences
- Student-Generated Questions
- Teach Back
-
I-3 Differentiation
- Chunking Text
- Double Plan
- Exit Ticket
- Flexible Grouping
- Graphic Organizer
- Grappling
- HOT Question
- Independent Practice
- Leveled Text
- Multimedia
- Open-Ended Responses
- Post It
- Product Menus
- Right is Right
- Running Roster
- Stretch It
- Structured Peer Conversation
- Student-Generated Questions
- Take a Stand
- Tiered Assignments
- Workstations
- I-4 Higher Level Thinking
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I-5 Maximizing Instructional Time
- 100 Percent
- Academic Posture
- Call and Response
- Cold Call
- Do Now
- Entry Routine
- Exit Routine
- Job Assignments
- Material Organization
- Non-Verbal Interventions
- Non-Verbal Signals
- Open-Ended Responses
- Pacing Tools
- Right is Right
- Stretch It
- Strong Voice
- Student Conference
- Teach Back
- Tight Transitions
- Work the Clock
- Workstations
- I-6 Communicating Content/Concepts
- I-7 High Academic Expectations
-
I-8 Student Engagement
- Academic Posture
- Call and Response
- Closure
- Cold Call
- Do Now
- Engage and Connect
- Graphic Organizer
- HOT Question
- Independent Practice
- J-Factor
- Job Assignments
- Leveled Text
- Non-Verbal Signals
- Open-Ended Responses
- Product Menus
- Randomizing Responses
- Real-World Connections
- Reinforcers
- Structured Peer Conversation
- Student-Generated Questions
- Workstations
- Work Hard, Get Smart
- I-9 Classroom Management
- I-10 Classroom Climate
- Literacy Routines
- Academics
- Swivl Pilot Program
- eLearning
Description
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Tracking Growth follows the progress of students through careful review of results on classwork, homework, quizzes, assessments, and oral response. It is a valuable tool as it is motivating for students to see that they are making progress toward an important learning goal, even if they are not yet performing at the highest level as identified by a rubric. It also helps the teacher diagnose weaknesses, make more strategic decisions about future lessons, and plan time for one-on-one or small group interventions to reinforce skills that need mastery.
- Establish the goals and determine what the students are expected to achieve. Include students in the process as they will be more invested in their education.
- Provide a method for students to keep track of their own progress (Student Self Evaluation Template) and ensure that the steps for reaching the goals are outlined so students have a clear understanding of what will be required of them to meet each goal.
- Allow students to track their own progress on assessments using graphic displays. Provide multiple ways to chart student growth, i.e. color-coded cups, line or bar graphs, and reflection journals.
- Collect student progress information consistently to ensure the accuracy of data.
- Analyze the data and look for trends. Review and reflect on the data. Ask questions such as: “What does this tell me? Did the students perform as expected? Were there any surprises in the results? Have students grown as compared to previous measures?”
- Take strategic action by enacting a flexible plan. Consider the pacing calendar and curriculum to backward plan considering the students’ levels of mastery. What are the strong points that can be built upon? Are there weak points that must be reinforced? How will students be grouped according to their readiness levels? How will instruction be differentiated for each group to attain mastery?
- Repeat the process. Tracking progress is a yearlong process that can be valuable if done with consistency.
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Alerts
The purpose of tracking progress is to help everyone achieve more. Be careful not to assign consequences as a result of tracking data.
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Quick Tips
Enlist a second set of eyes as other teachers can always provide helpful advice and may be able to see a trend that was overlooked.
When keeping anecdotal notes, it is helpful to keep a binder with students’ names labeled under each tab. Be sure to include the date.
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Other Strategies
Progress Charts
Simple visual displays that help teachers see whether or not the student is on an upward trend. Some progress charts are used for short-term goals such as vocabulary retention or high-frequency word fluency. A yearlong progress chart can be used for essential skills such as works of literature, or identifying and utilizing mathematical formulas.