1 A Guide To Writing Measurable Goals and Objectives For Gifted Education Plans Escambia County School District Gifted Services Office Exceptional Student Education Department MGO Writing Committee Many Baker, Washington High School (Design) Nancy Marler, Workman Middle School (Chair) Charlene May, Longleaf Elementary School (Presentation) Arlene Costello, Moderator/Coordinator, TOSA, Gifted Yvonne Gray, ESE Director Willis Henderson, Gifted specialist
2 INDEPENDENT LEARNING A LIFE LONG SKILL Respect for Self and Others Communication Leadership Critical Thinking Research Forecasting Creative Thinking Independence Inquiry Technology
3 Three Characteristics of Measurable Goals and Objectives Performance What a learner is expected to do and/or produce. Performance is a doing word not a being word Doing Word Being Word running happy writing understanding sorting appreciating pointing to knowing Condition Condition refers to the circumstance under which performance is to occur. Conditions should describe: what the learner will have or not have to perform the behavior any special circumstances, any limitations Examples Using a dictionary... Given a calculator... Given 20 complete sentences... In a 20 minute time block... With no teacher prompts Criterion The criterion refers to how well the student will be expected to perform. Often a criterion is described in terms of an explicit description of the quality of: performance (at least 100 wpm with random errors), number of trials (8 of 10), accuracy or number of allowed errors (with fewer than 3 errors, correctly) or other objective markers of success.
4 Goal 1: Communication To develop oral and written communication skills Through evaluation procedures, and with 85% accuracy, the student will: Objective 1: Use appropriate and accelerated vocabulary and language to orally convey information, concepts and ideas. Objective 2: Generate, classify and evaluate ideas, objects and/or events in order to construct original projects. Objective 3: Modify or expand upon an idea to devise and implement project plans. Objective 4: Edit, refine and present information, concepts and ideas either individually or in a group to conclude a given assignment. Objective 5: Use appropriate form, emphasis, usage, spelling and punctuation to ensure a quality product. Objective 6: Use creative forms of oral expression to retell stories, role play, read poetry, or engage in choral speaking, Objective 7: Select and apply a variety of personal and technical communication forms in small or large group discussions to convey information, positions and ideas. Objective 8: State and elaborate points of view to persuade an audience to a particular point of view. Objective 9: Analyze and evaluate different points of view to receptively and critically respond to the ideas of others. Objective 10: Examine and understand the elements of contemporary issues to effectively compose written or oral presentations. Objective 11:
5 Goal 2: Leadership To develop leadership skills Through evaluation procedures, and with 85% accuracy, students will: Objective 1: Gather supporting details to defend one's position or views for or against issues, ideas and concepts. Objective 2: Use responsible leadership traits and teamwork practices to lead group discussions. Objective 3: Actively listen to understand the thinking of others and respond appropriately to differing points of view. Objective 4: Lead and organize cooperative groups based on individual talents and strengths to solve a problem or complete a project. Objective 5: Respond receptively and appropriately to the ideas of others to facilitate group tasks. Objective 6: Lead a cooperative group through planning to successfully implement a project or problem-solving strategy. Objective 7: Accept learning differences by respecting the ideas and feelings of individuals to enhance social skills. Objective 8: Recognize, respect and act upon visionary thinking to incorporate these ideas to bring about change. Objective 9: Utilize conflict management and resolution techniques in group discussions to resolve issues or conflicts. Objective 10: Promote positive communication among group members to enhance group dynamics. Objective 11
6 Goal 3: Critical Thinking To develop critical thinking skills Through evaluation procedures, and with 85 accuracy, the student will: Objective 1: Apply deductive reasoning and analyzing thought process to solve a variety of logic problems. Objective 2: Use systematic approaches to solve oral and written problems. Objective 3: Break information into component parts to distinguish facts from hypotheses. Objective 4: Distinguish between fact and opinion to support or validate conclusions. Objective 5: Use an organizational approach to investigate a problem that includes asking questions, making observations, and recording and interpreting evidence. Objective 6: Apply appropriate problem solving strategies to solve a variety of complex mathematical problems. Objective 7: Use higher thought processes to solve multi-step problems. Objective 8: Produce solutions to real-world problems. Objective 9: Connect prior knowledge to newly learned concepts to illustrate the logical thinking process. Objective 10: Recognize and explain patterns to show evidence of a systematic approach in solving problems. Objective 11
7 Goal 4: Creative Thinking To develop effective creative thinking and expression in both oral and written communication Through evaluation procedures, and with 85 accuracy, the student will: Objective 1: Use thinking tools to define a problem, evaluate alternatives, develop a plan of action and adjust the plans in response to a continual evaluation of progress. Objective 2: Use scientific method to complete scientific investigations. Objective 3: Generate, classify, and evaluate ideas, objects, and /or events in unique and/or new ways to construct original projects that illustrate solutions to real-life problems or concerns. Objective 4: Think of novel, unique, or unusual responses to solve a problem, a mystery, or a scientific investigation (originality). Objective 5: Generate a quantity of ideas, responses, solutions, or questions to complete an assigned task/s (fluency). Objective 6: Produce ideas, responses, solutions, or questions in a variety of categories to complete a task or a problem (flexibility). Objective 7: Modify or expand upon an idea by adding detail to basic ideas to express emotions, concepts, or positions (elaboration). Objective 8: Construct and use a rubric to edit and refine concepts and ideas. Objective 9: Construct and use a rubric to use in delivering an oral report to a peer or to a big audience. Objective 10: Examine alternatives and compare risks or consequences to complete an investigation. Objective 11:
8 Goal 5: Independence To develop independence to seek advanced knowledge and explore ideas Through evaluation procedures, and with 85 accuracy, the student will Objective 1: Construct and apply appropriate personal and academic goals to improve and maintain high academic achievement. Objective 2: Set realistic goals and objectives to complete each project/task. Objective 3: Accept the impact and effects when individuals or group members experience failure. Objective 4: Construct and apply plans and strategies to guide and complete an independent study. Objective 5: Utilize both written and oral communication to gather and disseminate information. Objective 6: Use the inquiry process to organize the investigation of an area of study. Objective 7: Seek expert opinion, knowledge and/or advice without teacher prompts to solve problems. Objective 8: Practice persistence in completing independent studies and/or projects. Objective 9: Seek appropriate audiences with whom to share results of studies and/or projects. Objective 10: Apply appropriate social skills using a rubric to ensure quality group efforts/products. Objective 11:
9 Goal 6: Technology To develop technology skills Through evaluation procedures, and with 85 accuracy, the student will Objective 1: Perform basic computer skills such as organization, transfer and copy of files as well as use of peripherals to manage information systems. Objective 2: Access, select, retrieve and record information to complete word processing tasks. Objective 3: Use of spreadsheets, charts, graphs, tables and word processing programs to organize, analyze, synthesize and evaluate information. Objective 4: Use Power Point or other presentation programs to prepare and construct electronic presentations of findings and reports. Objective 5: Forecast future trends or implications through information systems to identify and analyze societal trends. Objective 6: Identify appropriate technological sources from which to obtain appropriate information to evaluate theories, conclusions and findings of investigations or studies. Objective 7: Propose new uses for technology and information systems to increase personal productivity. Objective 8: Generate workable solutions to solve a given simulation/project/problem or idea through the use of technology tools. Objective 9: Employ technology as a tool for learning to locate, evaluate and communicate information in small or large cooperative learning group environment. Objective 10: Use technology tools to search and recall specific information, then transfer concepts to new situations. Objective 11:
10 Goal 7: Inquiry To develop inquiry skills to discover new areas of study through meaningful and properly constructed questions Through evaluation procedures, and with 85 accuracy, the student will Objective 1: Ask questions to gather information to define or describe a real-world problem. Objective 2: Redefine a line of query to narrow the focus to solve a real-world problem. Objective 3: Utilize a line of query to guide the investigation process (researching sources, observing, interviewing, etc. Objective 4: Seek internal motivation to pursue a new path of study that the original did not or could not anticipate. Objective 5: Synthesize meaning to shape significant thoughts, ideas, and theories outside of his/her prior experience from the investigation process. Objective 6: Share knowledge about an idea, concept, or case study using his/her own experiences and investigations to initiate a community-building inquiry process. Objective 7: Utilize reflection moments to look back at the question, the research path and conclusions made in making new decisions. Objective 8: Gather information and data through application of the human senses - seeing, hearing, touching, and smelling, to complete a task or scientific investigation. Objective 9: Apply inquiry learning process by involving the factors of the context, the framework and the focus for questions, as well as the different levels of questions to complete an oral presentation. Objective 10: Recognize patterns, meanings, structures, and connections from any in-depth field of knowledge to build meaning to research papers and other related tasks. Objective 11:
11 Goal 8: Forecasting To develop and use forecasting skills as effective means and process of forecasting or predicting of future and past alternatives and risks. Through evaluation procedures, and with 85 accuracy, the student will: Objective 1: Generate alternative endings to a story if key characters or incidents were changed. Objective 2: Explain how things, situations, and/or events might be different if events in history had changed. Objective 3: Predict how future events will happen based on a specified set of circumstances. Objective 4: Examine alternatives and compare risks or consequences of given problems or challenges. Objective 5: Become a risk taker at every given opportunity. Objective 6: Examine closely the details of a real-world problem to anticipate any situation that could prevent the completion of a solution. Objective 7: Plan socially acceptable solutions to forecasted problems to facilitate the completion of a project. Objective 8: Predict and analyze results of social surveys to summarize the outcome of the project. Objective 9: Predict mathematical solutions or odds within set circumstances or problems. Objective 10: Carry out socially acceptable solutions to forecasted problems to avoid the failure of a project or a solution. Objective 11:
12 Goal 9: Research To develop research skills to pursue expanded knowledge and explore ideas Through evaluation procedures, and with 85 accuracy, the student will Objective 1: Use a systematic approach for locating and using information from a variety of reference materials to plan and write a research project. Objective 2: Use a systematic approach for locating and using information from a variety of reference materials to illustrate, evaluate and present a project or research findings. Objective 3: Analyze and synthesize information, concepts, and ideas obtained from multiple sources to discuss and present research findings. Objective 4: Re-conceptualize or challenge existing knowledge/theories to generate new knowledge or ideas. Objective 5: Use implicit and explicit information in selections to interpret a variety of reading selections. Objective 6: Ask discerning and searching questions to gather information on given tasks. Objective 7: Utilize and discern web-based information when gathering information to analyze the possible consequences and impacts of each solution to an issue or problem. Objective 8: Identify main ideas, key words, dates, names, etc. when analyzing information to formulate conclusions about a given topic. Objective 9: Collect, classify, analyze, interpret and criticize researched data to complete the scientific or research process. Objective 10: Identify, collect and use various resources to complete an in-depth independent study. Objective 11:
13 Goal 10: Respect for Self and Others To develop skills in understanding and showing respect for self and others Through evaluation procedures, and with 85 accuracy, students will Objective 1: React appropriately to simulations with scenarios that help improve one's coping strategies. Objective 2: Choose appropriate solutions to resolve conflict/problems/situations. Objective 3: Accept one's own special talents and abilities, as well as, the talents and abilities of others to facilitate effective personal interaction. Objective 4: Participate in programs and projects that emphasize service to others to increase social awareness. Objective 5: Set personal and academic goals by developing realistic and systematic plans to make significant progress toward achieving these goals. Objective 6: Listen and participate actively in discussions to understand the positive and negative impacts or experiences when an individual experiences failure. Objective 7: Use different ways and means to effectively and efficiently cope or deal with change. Objective 8: Exercise self-monitoring practices to improve academic achievement. Objective 9: Utilize time management strategies to improve personal productivity. Objective 10: Work cooperatively with peers from various cultures and ability levels to recognize, accept and individual values, strengths and learning styles. Objective 11:
15 Choose the three parts of the following objectives: Check Your Understanding Underline Performance with one line, Condition with 2 lines and Criterion with 3-lines. 1. Through evaluation procedures and with 85 accuracy, the student will use systematic approaches to solve oral and written problems. _ 2. Through evaluation procedures and with 85 accuracy, the student will modify or expand upon an idea by adding detail (elaboration). 3. Through evaluation procedures and with 85 accuracy, the student will respond receptively and critically to the ideas of others when different points of view are expressed. 4. Through evaluation procedures and with 85 accuracy, the student will ask discerning and searching questions when gathering information. 5. Through evaluation procedures and with 85 accuracy, the student will identify main ideas, key words, dates, names, etc. when analyzing information. 6. Through evaluation procedures and with 85 accuracy, the student will collect, classify, analyze, interpret and criticize researched data. 7. Through evaluation procedures and with 85 accuracy, the student will construct and apply plans and strategies to guide and complete an independent study. 8. Through evaluation procedures and with 85 accuracy, the student will employ technology tools to search and recall specific information. 9. Through evaluation procedures and with 85 accuracy, the student will use Power Point or other presentation programs to prepare and construct electronic presentations of findings and reports. 10. Through evaluation procedures and with 85 accuracy, the student will utilize time management strategies to improve personal productivity.
2014 New Jersey Core Curriculum Content s - Technology Content Area Grade Content Statement Students will: Technology A. Technology Operations and Concepts: Students demonstrate a sound understanding of
Grade 4 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.2a Read and comprehend unfamiliar
for the Sunshine State Standards FLORIDA DEPARTMENT OF EDUCATION www.myfloridaeducation.com The fourth grade student: Reading uses text features to predict content and monitor comprehension (for example,
Grade 3 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.2a Read and comprehend unfamiliar
Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Reading Standards Literacy in Science/Technology AASL Standards 1. Inquire, think critically, and gain knowledge. 1.1
TExES English Language Arts and Reading 7 12 (231) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources.
School Library Standards for California Public Schools, Grades Nine through Twelve STANDARD 1 Students Access Information The student will access information by applying knowledge of the organization of
Language Arts Literacy : Grade 5 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
Content Area Standard Strand 21st-Century Life & Careers 9.4 Career and Technical Education: All students who complete a career and technical education program will acquire academic and technical skills
Grade 2 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.1a Apply word analysis skills
NETS for Students: Achievement Rubric DRAFT (March 22, 2005) Purpose: This draft version of the NETS for Students: Achievement Rubric is available online for educational technology professionals to review
Grade 5 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.2a Read and comprehend unfamiliar
WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT The English Language Learner CAN DO Booklet Grades 9-12 Includes: Performance Definitions CAN DO Descriptors For use in conjunction with the WIDA English
Information Technology Curriculum St. Francis School District Committee Review Members: Sue Dohr, Peter Graven, Sandy Korom, Michelle Mancl District Websites: http://www.wggators.org http://www.dcchargers.org
TOP 10 RESOURCES FOR TEACHERS OF ENGLISH LANGUAGE LEARNERS Melissa McGavock Director of Bilingual Education Reading, Writing, and Learning in ESL: A Resource Book for K-12 Teachers Making Content Comprehensible
Everett Public Schools Framework: Child Development / Parenting CIP Code: 190706 Total Framework Hours: 90 Hours Course: Child Development/Parenting Type: Exploratory Career Cluster: Human Services Date
Webb Webb s Depth of Knowledge Guide Career and Technical Education Definitions 2009 1 H T T P : / / WWW. MDE. K 12.MS. US H T T P : / / R E D E S I G N. R C U. M S S T A T E. EDU 2 TABLE OF CONTENTS Overview...
CRITICAL AND CREATIVE THINKING RUBRIC GRADUATE PROGRAMS Adapted from the AACU LEAP rubrics, the Bases of Competence skills, Ontario Council of Academic Vice-Presidents Graduate Degree Level Expectations,
Introduction to Computers and IT Correlation to: Standards for Students: Instructional Content Areas (Units) Telecommunications and Ethics Information Management and Evaluation Word Processing Basic Computer
GLOBAL FINANCIAL PRIVATE CAPITAL, LLC Job Description JOB TITLE: Compliance Director SUMMARY: This position is primarily responsible for serving as the manager and supervisor within the Compliance Department
Language Arts Literacy : Grade 6 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate to create and communicate
TAKU RIVER TLINGIT FIRST NATION LESSONS FOR LANGUAGE ARTS GRADE 4-6 In each grade in elementary and secondary school, the Ministry of Education prescribes skills for reading, writing, and oral expression
Units of Study 9th Grade First Semester Theme: The Journey Second Semester Theme: Choices The Big Ideas in English Language Arts that drive instruction: Independent thinkers construct meaning through language.
Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student
Assessment Plan Department of Psychology Park University The approach adopted by the Department of Psychology stems from the mission of Park University to prepare learners to think, communicate effectively
Alignment of the Career and Life Role with Oregon Department of Education October 2002 (available on the ODE website at www.ode.state.or.us/cimcam) The Oregon Department of Education hereby gives permission
Kings Canyon Unified School District Gifted and Talented Education Program GATE Kings Canyon Unified School District offers a variety of programs to develop unique education opportunities for high-achieving
Computer Technology Standards of Learning for Virginia s Public Schools February 2013 Board of Education Commonwealth of Virginia Introduction As the new century has unfolded, various studies have postulated
Big Idea: Information, Communication and Productivity High School Students demonstrate a sound understanding of the nature and operations of technology systems. Students use technology to learn, to communicate,
12 Section Two: Ohio Standards for the Teaching Profession 1 Teachers understand student learning and development and respect the diversity of the students they teach. Teachers display knowledge of how
TExES English Language Arts and Reading 4 8 (117) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources.
Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data
Connections to the Common Core State Standards for Literacy in Middle and High School Science This document is based on the Connections to the Common Core State Standards for Literacy in Science and Technical
Reading Goals by Skills 1 st Grade Content Standard 8: Foundations of Reading General Goal Name: Utilizing Concepts about Print SLE# Required Expectations R.8.1.1 Distinguish between letters, words and
BS Environmental Science (2013-2014) Program Information Point of Contact Brian M. Morgan (email@example.com) Support for University and College Missions Marshall University is a multi-campus public
Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Writing Standards AASL Standards 1. Inquire, think critically, and gain knowledge. 1.1 Skills 1.1.1 Follow an inquiry-based
Exemplary Planning Commentary: Elementary Literacy! This example commentary is for training purposes only. Copying or replicating responses from this example for use on a portfolio violates TPA policies.
1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate
Director of Rehabilitation Services Location/Department: Therapy Clinic Date Developed: 02/26/14 Date of this Revision: 2/11/15 Reports To: CEO Supervisory Responsibilities: Directly supervises therapy
Strand: Reading Literature Key Ideas and Details Craft and Structure RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Career Service Authority Clinical Social Work Team Leader Page 1 of 6 GENERAL STATEMENT OF CLASS DUTIES Performs supervisory duties over professional social workers engaged in performing a variety of social
DRAFT (September 7, 2004) Purpose: This draft version of the NETS extended rubric for Grades 6 8 is available online for educational technology professionals to review and provide feedback to the developers.
Position Title: Business Development Manager (BDM) Department: Business Development Reports to: Vice President, Business Development Overall Responsibilities The Business Development Manager is responsible
Master List, Student Competencies (Learning Outcomes), Goal Areas 1-10 and WSU Intensive Courses/Additional Graduation Requirements (compiled from current WSU undergraduate catalog at http://catalog.winona.edu/preview_program.php?catoid=7&poid=884)
Iowa CONTENT STANDARDS and BENCHMARKS Business and Administration 2001 Business, Information Management, and Marketing Career Pathway Framework Illustration of Program Possibilities Occupational Cluster
TM Word Study in Action Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Third Grade For More Information Contact Debbie Owens, Sales Representative 1-800-435-3499 Ext. 8092 www.pearsonlearning.com
Rethinking College Readiness High schools need to graduate greater numbers of young people prepared for college and careers. But how should readiness be defined? DAVID T. CONLEY The likelihood that students
Florida Department of Education Office of Early Learning VOLUNTARY PREKINDERGARTEN EDUCATION PROGRAM (VPK) SETTING AND ALIGNING STANDARDS CHILD PERFORMANCE STANDARDS: AN OVERVIEW AND RECOMMENDATIONS HB
Page 1 of 57 Grade 3 Reading Literary Text Principles of Reading (P) Standard 1: Demonstrate understanding of the organization and basic features of print. Standard 2: Demonstrate understanding of spoken
Louisiana English Language Arts Content Standards BENCHMARKS FOR 5 8 BOOK TITLE: Houghton Mifflin Reading 2001, Level 5 Teacher s Books Grade 5 PUBLISHER: Houghton Mifflin Company STANDARD 1 ELA-1-M1 ELA-1-M2
LEARNING SKILLS Strong learning skills are required for success in every aspect of school. They are indicators of HOW students learn rather than WHAT they learn. The achievement of learning skills should
Personal Learning In Personal Learning, standards for assessing and reporting on student achievement are introduced at Level 3. The learning focus statements for Levels Foundation, 1 and 2 provide advice
Employee Performance Review Source: Learn to Read, Inc. Review Date: Date of Last Review: Employment Date: Name: Title: Reports to: Expectation Basis Leadership Readily assumes responsibility for projects
Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8 Pennsylvania Department of Education These standards are offered as a voluntary resource
Job Description Compendium Version 2.0 (11/25/09) --- Tools for Writing Job Descriptions --- Section I Action Verbs Section II Sample Language Section III Specific Skills 1 Section I Action Verbs --- Sample
The Learning Skills Pyramid Brett A. Brosseit, 2013 To develop strong critical thinking and legal analysis skills, students need to: Develop new patterns of thinking Understand the mental processes they
Strand 1: Writing Process Research has established the major steps of the writing process. These steps are identified in the five concepts of this strand, each supported with specific performance objectives.
OCCUPATIONAL STANDARD (For use in the development of supply chain related job descriptions, performance evaluations, career development plans, etc.) Description of Position (As defined by the CSCSC Stakeholder
Building Critical Thinking Skills in General Education and Career Programs Wayne County Community College District Presented By: Mary Mahoney Jo Ann Allen Nyquist College Definition of Critical Thinking
College of Arts and Sciences: Social Science and Humanities Outcomes Communication Information Mgt/ Quantitative Skills Valuing/Ethics/ Integrity Critical Thinking Content Knowledge Application/ Internship
Chemistry Department Policy Assessment: Undergraduate Programs 1. MISSION STATEMENT The Chemistry Department offers academic programs which provide students with a liberal arts background and the theoretical
A + dvancer College Readiness Online Alignment to Florida PERT Area Objective ID Topic Subject Activity Mathematics Math MPRC1 Equations: Solve linear in one variable College Readiness-Arithmetic Solving
Rubrics for Assessing Student Writing, Listening, and Speaking High School Copyright by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein
Grade 1 Overview ------------------------------------------------------------------------------------------------------------ What are the 6 themes we will be looking at during PYP? The framework, called
Behaviors to Notice Teach Level A/B (Fountas and Pinnell) - DRA 1/2 - NYC ECLAS 2 Solving Words - Locates known word(s) in. Analyzes words from left to right, using knowledge of sound/letter relationships
SOUTHWEST OHIO PROCUREMENT TECHNICAL ASSISTANCE CENTER CONTRACT SPECIALIST Reports to: Program Director, Southwest Ohio Procurement Technical Assistance Center To apply send resumes to: Joann Wright Secretary
Grade 1 LA. 1. 1. 1. 1 Subject Grade Strand Standard Benchmark Florida K-12 Reading and Language Arts Standards 27 Grade 1: Reading Process Concepts of Print Standard: The student demonstrates knowledge
Kindergarten K.1 Students will understand BASIC COMPUTER SKILLS. (a) Students will learn how to log onto a computer with their username and password (b) Students will become proficient in using the mouse
Japanese International School Assessment Recording and Reporting Policy 1.0 Philosophy and beliefs Through a positive learning environment, the Japanese International School respects the diversity of its
StudEnt ProjEct Case Study 3 Read the case study for this pathway on page 33 in Law & Public Safety: An American Careers Program. Project Title: Security in Cyberspace Introduction In the case study on
INTERMEDIATE TASKS BUILDING A BUSINESS GAMES AND TOYS E Sc M So INTERDISCIPLINARY 3 GRADE 3 This guide links the Building a Business unit to the Texas Essential Knowledge and Skills (TEKS) for third graders.
PHYSICAL THERAPY ASSISTANT Location/Department: Therapy Clinic Date Developed: 02/26/14 Date of this Revision: 2/28/14 Reports To: Physical Therapist Supervisory Responsibilities: Limited Supervisory responsibilities
The Commons: Our Right and Our Responsibility? Teacher s Guide Grade: 9-12 Lesson: The Commons: Our Right and Our Responsibility? Number of Class Periods: 3 45-minute periods The Healthy Commons Lesson
(MIRP) Monitoring Independent Reading Practice ~ A Returning Developer ~ For further information contact Kathy Robinson Lake Country Elem. School 516 County Road 29 Lake Placid, Florida 33852 863.699.5050
1.2 Reading Informational Text Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.
A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation
NW COLORADO BOCES ALTERNATIVE LICENSURE PROGRAM 1 *For specific online course requirements, please refer to the attached course handout entitled Comprehensive Online Teacher Induction Program and Alternative
Colorado Professional Teaching Standards Standard I: Teachers demonstrate knowledge of the content they teach a. Teachers provide instruction that is aligned with the Colorado Academic Standards and their
GREATER DAYTON MINORITY BUSINESS ASSISTANCE CENTER PROGRAM DIRECTOR Reports to: Executive Director, City of Dayton Human Relations Council To apply send resumes to: Joann Wright Secretary to the Executive
Michigan Educational Technology Standards (METS) - K-8 Checklist by Grade Levels Grades K through 2 Technology Standards and Expectations (by the end of Grade 2) 1. Basic Operations and Concepts. a. Students
Career Service Authority Lead Social Case Worker Page 1 of 6 GENERAL STATEMENT OF CLASS DUTIES Performs permanently assigned lead work over professional social case workers, assists a Social Case Worker
Mercer County Schools PRIORITIZED CURRICULUM Reading/English Language Arts Content Maps Third Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed
APPENDIX A Teaching Performance Expectations A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS TPE 1: Specific Pedagogical Skills for Subject Matter Instruction Background Information: TPE 1. TPE 1 is