Due to fact that SI is a web based application a teacher can use the free webinars, recorded tutorials, Teacher’s Lounge, and Announcements to stay abreast of any additions to SI. The teacher can also use the activities in the “teacher resource” sect
Install the file using the wizard. Note: If this is the first CPS Session to be run in Study Island on your computer, please make
5.L.1.1 Students know that unicellular organisms consist of a single cell and perform all life processes within a single cell. Students know
Study Island State Assessment Practice ... Rigorous academic content that is both tun and engaging Research-based with proven results for all students
vocational preparation: An investigation into first-year ... there are a number of degree programs that maintain a focus on the practice of music, ... second year and the MuTech degree includes these courses as electives from the 2nd year on. This re
Affairs domain and the resulting dependence on data and systems that enable sharing and analysis. According to Mr. Garkov, the need to support and facilitate this transformation has been recognised as a political priority only recently. There is a hu
call in by phone 1 . Sponsored By: ... In 1965 CEC held a national conference on professional standards, but it was not until 1981 that the CEC Delegate Assembly issued a ... Aligning Higher Education Curriculum with the CEC Standards and EI/ECSE Spe
EVALUATION OF TEACHER DEVELOPMENT PROGRAMS: PARTICIPANT SATISFACTION AND RECOMMENDATION Edwin King Por Wong and Alexander Seeshing Yeung The Hong Kong institute of Education, Hong Kong To managers, course designers, developers and instructors of educ
without the knowledge of the teacher. ... D. Organizing Physical Space ... July 2006 TEACHER EVALUATION HANDBOOK 9 . Classroom Observation Date
ineffective teachers, and/or strategically place or promote effective teachers all in the service of improving student achievement, we can evaluate teacher …
Aligning Study Island with the NC Teacher Evaluation Study Island is a state specific standard mastery program designed to support teachers to increase student achievement. Using the suggestions below, in conjunction with a variety of ways to address student academic success, Study Island will assist in enhancing teaching practices and meeting the needs of students. Teacher Evaluation Standards 1a. Provides evidence of data driven instruction throughout all classroom activities
1a Evaluates student progress using a variety of assessment data.
1d. Participates in developing policies and practices to improve student learning.
1d. Actively participates promotes, and provides strong supporting evidence for implementation of initiatives to improve education. 2d. Effectively engages special needs students in learning activities and ensures their unique learning needs are met. 2e. Communicates and collaborates with the home and community for the benefit of the students. 3a. Elementary and Secondary: Evaluates and reflects upon the effectiveness of literacy instruction within content areas. st 3d. Teachers incorporate 21 century life skills to make instruction relevant to students
4a. Identifies appropriate developmental levels of students and consistently and appropriately differentiates instruction.
4a. Reviews and uses alternative resources or adapts existing resources to take advantage of student strengths and weaknesses.
Artifacts using Study Island Analyzing SI pre assessments to drive instruction Using the class summary report to progress monitor student comprehension during unit. Monitor student progress during learning to differentiate instruction. Analyze post assessments to determine remediation or extension. Monitoring group/ individual assignments, use of the custom assessment builder, create your own topic, students answer questions from specific objectives so that the teacher can use the individual, RTI, the class comparison report, etc. Using the SIP, develop action steps that effectively implement Study Island. Teacher takes an active role in implementing the program effectively in other classrooms. Offers support to colleagues through staff development, PLC’s, etc. to integrate SI into daily learning Modifies SI student assignments. Offers text to speech throughout SI activities. Limits distractor choices on assignments. Sets up email alerts and offer up to 5 different reports to each parent that communicates their child’s progress. Takes advantages of individual and group charts to monitor proficiency in order reteach or extend as needed. Use of rubrics and other graphic organizers from SI writing section. Use of and incorporation of SI digital tools. Access to multi-media lessons to enhance and reinforce learning. Increasing difficulty measures for individual students. Assigning individual students to the Common Core and NC Essential Standards available through SI. Teacher assigns assignments with varying degrees of difficulty. Utilizes the printable worksheet to offer multiple choice or explanation responses. Utilizes SI learning tools such as highlighting, scratchpad, text to speech, and calculators to assist the students in their learning.
Teacher Evaluation Standards cont. 4b. Monitors student performance and responds to individual learning needs in order to engage students in learning. 4c. Demonstrates awareness or use of appropriate methods and materials necessary to meet the needs of all students. 4d. Demonstrates knowledge of how to utilize technology instruction.
4d. Integrates technology with instruction to maximize student learning.
4g. Creates a variety of methods to communicate with all students.
4h. Uses multiple indicators both formative and summative to monitor and evaluate student progress.
4h. Uses multiple indicators… to improve teaching practice and student learning.
5b. Participates in professional development activities aligned with goals and student needs. 5c. Actively investigates and considers alternative research-based approaches to improve teaching and learning.
Artifacts using Study Island cont. Creating and analyzing pre assessments to group students according to their background knowledge of the objective/content. Creating topics or assignments that are assigned to groups or individual students in order to maximize student learning. Assigns students to SI during centers, stations, computer lab, etc. Utilize CRS system if applicable. Apply activities to interactive whiteboards during whole or small groups. Assigns students to SI with specific tasks such as: writing prompt, teacher created assignment, teacher created topic, use CRS system with SI, SI at centers, or interactive whiteboards. In addition to content objectives, language objectives, learning outcomes use SI writing rubrics for writing, math, and science. Incorporate SI messaging to comment on progress in all subject areas. Allow students to communicate with the teacher in a way that may be comfortable to them. The teacher can use the test builder for pre assessments and post assessments. CRS system for pre assessment and e-assignments to monitor throughout learning. Use of SI benchmarks four times a year. Access the stats page to monitor individual and group work. The teacher can use pre assessments, blue ribbons, clickers, and post assessments all in SI to monitor student progress. The teacher can use this information to reteach difficult content, scaffold content, and offer enrichment content. Leads in the development and implementation of Study Island based on the goals from the SIP Due to fact that SI is a web based application a teacher can use the free webinars, recorded tutorials, Teacher’s Lounge, and Announcements to stay abreast of any additions to SI. The teacher can also use the activities in the “teacher resource” section.