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Phonological and Phonemic Awareness Padlet

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Phonological and Phonemic Awareness Padlet

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_✨Final CISC ELA_ELD Phonological and Phonemic Awareness Resources

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Assessment, Grading, and Feedback for Learning

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Assessment, Grading, and Feedback for Learning

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Centering Equity

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Assessment Workgroup Presentation 1 - CISC ELA 2020-2021

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Assessment, Grading, and Feedback for Learning CISC ELA/ELD Subcommittee 2021 Centering Equity Jen: 1-7 Laura: 8-9 Erica: 10-19 Deedy: 20-27 1

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California Department of Education

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Coronavirus (COVID-19) Main Web Page
Distance Learning Main Web Page

California educators and families have made great efforts to meet the teaching and learning challenges brought by the pandemic and the need to shift to teaching in a virtual environment. The diverse and unique challenges have been met with thoughtfulness and flexibility and may continue to have an ongoing influence on teaching and learning beyond the reaches of this pandemic. As educators and schools continue to respond to distance learning needs, there is an opportunity to reflect on how student progress is measured and consider how to shift to more equitable grading systems and policies, whether the instructional setting is in person, virtual, or hybrid.

This section contains links to information and resources that local educational agencies (LEAs) and others have created as they have addressed the intersecting issues of equity and grading in a distance learning or hybrid (distance learning and physical) educational environment. The California Department of Education is providing this information as a resource to LEAs making determinations about grading student progress.

The Policy Analysis for California Education Practice Brief What Grading and Assessment Practices Could Schools Use in the Year Ahead (September 2020) notes that "the current disruption in education presents a unique opportunity to move closer to grading practices that provide better information about student achievement." It includes five research-based approaches to grading that may be especially helpful when in-person learning is disrupted and student access to technology and learning supports may be unequal:

1. Replace grading quantities, such as the extent to which students have completed assignments, with grading qualities in student work that reflect students' current achievement level at the time of the report.

2. Use flexibility in timing the collection of evidence for grading decisions so students are graded on the learning they do, not when they do it.

3. Report current evidence of student achievement.

4. Use multiple measures for assessing and reporting student achievement on any learning goal.

5. Use performance assessments to allow students to demonstrate mastery of complex content.

More detail can be found for each suggestion in the full Practice Brief. It is important to note that concepts in the Practice Brief (PDF) require professional learning and support from leadership to implement. District leadership should include the appropriate allocations in their budget planning to support professional learning.

The National School Boards Association article Accurate and Equitable Grading (February 2020) presents an argument for shifting to "more equitable" grading practices that:

Value knowledge over environment or behavior

Support a growth mindset

Simplify and make grades more transparent

Build soft skills

The practices in the article may be helpful in considering a shift to grades "based on students' mastery of course content and standards versus extra credit, homework, and behavior." A discussion of implementation strategies from districts who have successfully shifted their grading policies is included.

The California School Boards Association report The Uncertain Road Ahead: Reopening Schools in the time of COVID-19 (PDF) (June 2020) notes the need for assessment options and grading policies that take distance or blended learning into account and that students, families, and educators will be expecting a different approach than when schooling was first disrupted in spring 2020. The publication offers some guiding questions and considerations for school board members as they plan to meet this need.

In October 2020, San Diego Unified School District adopted an expanded standards-based grading policy . The modifications were prompted due to conversations with stakeholders around issues related to the pandemic and social justice and are informed by research on equitable grading practices. The new policy

separates behavior and non-academic and behavior factors from academic grades;

provides for revision and reassessment so that students have increased opportunities to demonstrate mastery of standards; and

is captured in a Grading Policies: Then and Now chart which illustrates the evolution of the grading policy from 2018, to the "hold harmless" policy of spring 2020, and the revised policy, which will be implemented gradually.

West Contra Costa Unified School District adopted a distance learning grading policy in September 2020: The policy:

specifies that grading does not penalize students for late work or unexcused absences; and

includes equity-focused aspects of the regular grading policy such as

students have the opportunity to demonstrate mastery in a variety of ways; and

teachers may include additional information such as observations and student work samples when reporting grades to parents.

The district also signed an Memorandum of Understanding with the local teachers' union to "commit to collectively delve more deeply into equitable grading practices and the methods by which we communicate student growth, development and mastery of grade level standards and content."

While decisions related to grading student progress are local and varied, changes made to respond to distance learning challenges also bring opportunities to reexamine grading policies with a lens of equity and with the goal of improving the design, collection, and use of assessment information. For more information regarding the development, coordination, and implementation of statewide testing programs in California, including a link to extensive guidance on diagnostic and formative assessments, visit the CDE Testing Website.

Last Reviewed: Friday, June 16, 2023

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Grading Student Progress - Distance Learning (CA Dept of Education)

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Resources for making local decisions regarding grading student progress.

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Kids who hear more words spoken at home learn more words and enter school with better vocabularies. This larger vocabulary pays off exponentially as a child progresses through school. It's never too soon to start talking to a baby - describing out loud everything that's going on around you.

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SEAL Webinar Series: Promoting Oral Language in Distance Learning

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SEAL Webinar Series: Promoting Oral Language in Distance Learning

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SEAL Webinar Series: Promoting Oral Language in Distance Learning - May 20, 2020

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Developing Oral Language Skills in Preschool Children

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Developing Oral Language Skills in Preschool Children

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Developing oral language skills in preschool children

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Oral Language Video Playlist: Literacy How

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Oral Language Video Playlist: Literacy How

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Dialogic Reading Video: Institute of Education Science

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Dialogic Reading Video: Institute of Education Science

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Video 3: Dialogic Reading With Expository Text

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Engaging Children in Oral Storytelling to Support Oral Language Development - Preschool Focus

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Engaging Children in Oral Storytelling to Support Oral Language Development - Preschool Focus

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Engaging Children in Oral Storytelling to Support Oral Language Development

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Literacy How Reading Wheel: Oral Language

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Literacy How Reading Wheel: Oral Language

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The Literacy How Reading Wheel depicts the essential components of comprehensive literacy instruction. In addition to those identified by the National Reading Panel, it positions oral language -speaking and listening-at the core of the wheel as the foundation for learning to read.

Our model also includes spelling (with phonics), syntax, morphology (with vocabulary), and written expression (with text comprehension). It expands the concept of fluency to encompass all aspects of literacy development. Fluent, or automatic, performance in both discrete (e.g., word recognition) and complex (e.g., comprehension, composition) literacy skills is essential to be a proficient reader and writer. We help teachers and administrators build their knowledge in this content, then apply it in the classroom.

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Literacy How Reading Wheel - Literacy How

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The Literacy How Reading Wheel depicts the essential components of comprehensive literacy instruction. In addition to those identified by the National Reading Panel, it positions oral language -speaking and listening-at the core of the wheel as the foundation for learning to read.

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📹State Board of Education Approves Shorter Standardized Tests to Give Schools Flexibility Amidst COVID-19 Uncertainties

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📹State Board of Education Approves Shorter Standardized Tests to Give Schools Flexibility Amidst COVID-19 Uncertainties

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California Department of Education
News Release

California Department of Education
News Release

SACRAMENTO-The State Board of Education on Thursday unanimously approved the use of shorter standardized tests in English language arts and math this spring, creating a path for collecting critical student data amidst COVID-19 uncertainties.

The Board's action also recognizes the need for innovative solutions to support students, schools, and districts as they confront myriad challenges associated with the pandemic.

"Our schools and educators need flexibility, options, and ongoing support as they continue to navigate tremendous challenges and collect data across multiple measures to fully understand student learning," said State Superintendent of Public Instruction Tony Thurmond.

Like other states, California is required by the federal Every Student Succeeds Act to assess student learning as a condition of receiving certain federal funds. In a letter to state education chiefs, the U.S. Department of Education indicated they would not currently consider a waiver and that states should prepare to administer tests in the spring.

The State Board's approval of shorter Smarter Balanced assessments in English language arts and math for grades 3-8 and 11 reflects California's commitment to supporting schools by providing testing options.

The shorter assessments will reduce student testing time, which now takes from seven to eight hours in total. Guidance regarding test administration will include flexible options to meet the unique contexts of each district or school.

The tests will cover all academic standards, which describe what students should know and be able to do at each grade level. Spring testing will provide the first statewide snapshot of the impact of COVID-19 on student learning.

"Because we have been supporting and encouraging districts to use formative and diagnostic assessments this fall, schools will have data to guide individual student learning. Meanwhile, a shorter summative test can provide a more manageable way to offer district and state-level information in these unpredictable times," said State Board President Linda Darling-Hammond.

Now that the shorter tests are approved, CDE will work closely with districts and charter schools to strategize test administration, ensure student participation, and communicate with families.

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Tony Thurmond - State Superintendent of Public Instruction
Communications Division, Room 5602, 916-319-0818, Fax 916-319-0100

Last Reviewed: Friday, November 6, 2020

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CA State Board Approves Shorter Standardized Tests - Year 2020 (CA Dept of Education)

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California Department of EducationNews Release California Department of EducationNews Release SACRAMENTO-The State Board of Education on Thursday unanimously approved the use of shorter standardized tests in English language arts and math this spring, creating a path for collecting critical student data amidst COVID-19 uncertainties.

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CDE Guidance on Diagnostic and Formative Assessments

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CDE Guidance on Diagnostic and Formative Assessments

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California Department of Education
News Release

California Department of Education
News Release

SACRAMENTO-State Superintendent Tony Thurmond announced this week that the assessment used to determine a student's English proficiency has successfully transitioned online, giving educators a powerful tool to reach and support English learners while school campuses are closed.

The Initial English Language Proficiency Assessments for California (ELPAC) has moved from a paper-pencil test to an online computer-based test and, as a result, produced real-time results. The online test became available to school districts and charter schools on August 20.

The Initial ELPAC serves as the state's English language proficiency assessment to identify students as English learners. The test is administered to all students whose primary or home language is not English.

"Not only does computer-based testing provide timely results, it's another valuable tool for educators in this new era of distance learning," Thurmond said. "Our English learners are among those most at risk of falling behind, and we need the ability to quickly assess our students in order for our educators to provide the best support possible."

Students who complete the new computer-based Initial ELPAC will be scored on the same day. For the first time, schools will immediately receive electronic Initial ELPAC Student Score Reports through the California Assessment System in the top four non-English languages for California, which include Spanish, Vietnamese, Mandarin or Cantonese (Traditional Chinese), and Filipino.

The state's testing contractor, ETS, will also provide the California Department of Education (CDE) a student's English Learner Acquisition Status (ELAS) which will be made available quickly through the California Longitudinal Pupil Assessment Data System (CALPADS). This feature allows the school administrator immediate information to provide services to a student determined to be an English learner.

The new online Initial ELPAC includes the areas of listening, speaking, reading, and writing, all delivered on a computer for grades 3-12. Writing for grades K-2 will remain on paper. The online test is available the entire year.

On the day of its launch, six local educational agencies (LEAs) successfully participated in the online Initial ELPAC. Currently, LEAs administer the test either in-person or through co-located test administrations following the state's social distancing guidelines due to the COVID-19 pandemic. The CDE is currently working with ETS on solutions for additional remote administration options to ensure student, teacher and parent safety while allowing students to continue to show progress.

More information on the Initial ELPAC can be found on the CDE Initial ELPAC web page.

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Tony Thurmond - State Superintendent of Public Instruction
Communications Division, Room 5602, 916-319-0818, Fax 916-319-0100

Last Reviewed: Tuesday, September 01, 2020

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Initial ELPAC Test Moves Online - Year 2020 (CA Dept of Education)

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California Department of EducationNews Release California Department of EducationNews Release SACRAMENTO-State Superintendent Tony Thurmond announced this week that the assessment used to determine a student's English proficiency has successfully transitioned online, giving educators a powerful tool to reach and support English learners while school campuses are closed.

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Achieve the Core 2020-2021 Priority Instructional Content

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Achieve the Core 2020-2021 Priority Instructional Content

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These documents name instructional content priorities in mathematics (K-8, high school) and ELA/literacy (K-12). These were developed for the 2020-21 academic year in response to the disruption of the global pandemic of COVID-19.* They provide guidance for the field about the content priorities by leveraging the structure and emphases of college- and career-ready mathematics and ELA/literacy standards. They are intended to help publishers, other designers of instructional materials, and instructional leaders find new efficiencies in the curriculum that are critical for the unique challenges that have resulted from school closures and anticipated disruptions in the year ahead, keeping at the forefront principles of equitable instruction.

All of the guidance is designed to support planning and decision making. Due to the structural differences between the grade-specific (K-8 mathematics, K-12 ELA/literacy) and course-specific (high school mathematics) guidance, the high school mathematics resource was developed separately. The high school mathematics content was designed in close partnership with Asia Franks and Jaliyla Fraser.
*Note: Send Feedback While these documents were created for the 2020-21 academic year, they remain helpful for those setting academic priorities for the 2021-22 school year. Given the incredible variability of the 2020-21 school year, to maximize the effectiveness of this guidance, the recommendations should be examined and adjusted based on the specific knowledge educators have about what students were able to accomplish and what may need additional attention. In the 2021-22 school year, educators must take into account the unique needs of students and continue to use strong formative assessment practices to understand where there is unfinished learning and to support students in engaging with grade-level content. For more information on academic acceleration and prioritization, integrated scaffolds and support, human-centered learning environments, culturally relevant pedagogy, and methods for understanding student progress, see our Priorities for Equitable Instruction: 2021 & Beyond page.

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Priority Instructional Content in English Language Arts/Literacy and Mathematics

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These documents name instructional content priorities in mathematics (K-8, high school) and ELA/literacy (K-12). These were developed for the 2020-21 academic year in response to the disruption of the global pandemic of COVID-19.* They provide guidance for the field about the content priorities by leveraging the structure and emphases of college- and career-ready mathematics and ELA/literacy standards.

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5 Non-test Alternatives for Assessing English Language Learners

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5 Non-test Alternatives for Assessing English Language Learners

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Seeing growth and improvement can be a huge motivator for ELL students.

But you can't see growth if you don't measure it.

That's why no great class is complete without some way of assessing students.

Not only is it a fantastic way for both you and your students to see what they've learned, but you can also use the results to help you plan future lessons.

However, don't rely solely on tests to assess your students!

They're not always an accurate way to measure their skill levels. Instead, I have five alternative ways you can assess your ELL students, and examples of what each might look like. But first, let's take a closer look at the issue with tests.

Contents

Download: This blog post is available as a convenient and portable PDF that you can take anywhere.Click here to get a copy. (Download)

Why Tests Aren't an Accurate Way to Measure Performance

One of the most common reasons why teachers shouldn't only use tests is because students may have test anxiety. What tends to happen is that students are so nervous when presented with a test that they don't do as well. You then aren't able to see what the student is really capable of. For ELL students, they can be extra nervous because not only do they have to recall information they've learned, but they may have to decipher what the test question is asking in the first place.

Also, tests really only measure what students can memorize or recall, not necessarily what work they can produce. For example, if you give a multiple choice test about vocabulary they learned, it really only tests if they understand one meaning of the word, and not necessarily whether they understand how to apply the same word in different contexts.

Another example would be oral skills. If students understand certain phrases you've taught them, they may not understand if another person outside the classroom says it, especially if that person has an accent.

If an ELL student is a little slower to read or decipher material (especially if they've had lots of support in their class), a time constraint on a test won't give them sufficient time to complete the test. Just because a student didn't finish a test, doesn't mean they don't understand the material. You then are left guessing as to whether or not your student actually understood what you were testing them on.

So how can you start assessing English language learners without tests?

5 Alternative Ways to Assess English Language Learners

1. Rubrics and Performance Criteria

Using rubrics and performance criteria is a great way to assess a variety of student work. It's usually based on language proficiency and academic progression through work such as presentations, written assignments and reading activities. You can not only use these to grade your students, but to chart their growth over a set period of time.

Both tools feature a list of criteria or standards that students know you're assessing. Rubrics show what is considered below level, at level and above level. A performance criteria can simply be a checklist of what to assess for each student. With either of these assessment tools, it's important to develop your own, as assessments are based on the teacher's judgment.

A tool like RubiStar is helpful, as it can show you sample rubrics other teachers have developed, and anyone can modify them for their own use.

When creating rubrics or performance criteria, make sure that what you're assessing is clear and fair from the beginning. As well, don't assess too much at once, as it'll not only overwhelm you but your students as well. If it helps, ask other teachers how they created their rubrics, or simply have someone look over yours to see if it looks okay.

You can even take it a step further by bringing FluentU into the classroom.

Using authentic content in the target language is a great way to let your students see the language used in context-and FluentU has a wide array of videos to choose from. From music videos and movie trailers to interesting talks, you can use these videos in your English lessons to help immerse your students in the language. You can even assign homework for your students to complete outside of the classroom and monitor their progress.

2. Oral Presentations or Performances

Many students who have test anxiety might get nervous because their reading or writing skills aren't very good. That doesn't mean, however, that they aren't proficient in oral skills.

Assessing oral presentations or performances typically include role-plays, interviews, oral reports and summarizing/paraphrasing pieces of text. When used on an ongoing basis, it's a great way to monitor a student's comprehension through a longer period of time.

Here are some ideas to incorporate oral presentations or performances as part of your assessments:

Role-plays: Role-plays can be used to assess students individually or as a group. Some ideas include having students write a play and performing it or even having the students teach the teacher as part of a review class.

Interviews: This type of assessment is very helpful if you have students that are early English learners. To help test students on content knowledge, try to use a lot of visual cues. For example, have students pick from a pile of pictures, and ask questions to elicit responses from them. You can assess the student based on vocabulary used or comparing concepts.

Describing/explaining/retelling/paraphrasing/summarizing texts: Instead of a written book report or summary of a piece of text, you can have your students retell the plot in front of the class or just to you. Other ideas can include asking the students to pick a character in the book and tell a story from their point of view, or even to describe their favorite part of the text.

When assessing oral work, it's helpful to use a checklist of things to look for, such as pronunciation, volume, pace and content. Use the same checklist for the same types of oral presentations to see the progression over time.

3. Non-verbal Assessments

For students who are shy or aren't as proficient in English, using non-verbal assessments is a great way to see a student's academic progress. What you're looking for in this type of assessment is their understanding of vocabulary.

Examples include:

Charades: Give a student vocabulary words you've taught, and have them act it out to see if they understand what the word or concept is. You could even have them summarize a text by miming it.

Pictures: You can ask students to draw or collect pictures to show their knowledge on a topic. For example, if you're assessing a student on their knowledge of nouns, ask students to pick out pictures of nouns in a magazine. Pictures can also be used to assess reading comprehension. Students can read a paragraph and then draw a picture to show their understanding of the text. If the picture is mostly accurate except for a few details, it could be a vocabulary issue.

4. Written Assessments

Written assessments are a nice way to see how students can apply their knowledge of English over a wide variety of concepts. For example, you can use assignments to see just how well they understand a text, or even different forms of writing.

Some different ways to incorporate written assessments in your class include:

Creative and structured writing assignments: Ask students to write a creative story, or even give them a writing prompt-where students read the beginning of a story and are asked to write the ending.

Editing writing: Give students a piece of text with grammatical mistakes and ask them to correct it, to test their knowledge of grammar.

Reading response logs: Give students a list of questions, such as how do they know a character is evil, or how would they change the ending of a story. When students are finished reading a book or article, have them write down the answers to these questions. Make sure to only assess for content, and not spelling or grammar, unless you specify to your students that you're doing so.

Content logs: Have students write down facts they learned about a text. You can also have them write what parts they didn't understand. This is helpful for you to see if there are concepts you may need to reteach or review, particularly if a lot of students are confused about similar parts of the same text.

With writing, don't assess too much at once. For a writing piece, you could assess just spelling, complete sentences or unity in paragraphs. Build it up to assess more than a few criteria once you see that your students have mastered what you have taught them.

5. Portfolios

Portfolios are powerful assessments and are used to gather various samples of student work to track their development over a period of time. In order to maximize the potential of using a portfolio as an assessment tool, you should regularly curate student work to include in them, and have scheduled conferences with students about their work.

You should also have a checklist of qualities that are important to showcase student achievement. Not only do you critique and assess the work, but so should the students. That way, they're responsible for their learning and take more ownership of making sure they improve.

Material you can include in a portfolio can include the following:

performance criteria or rubrics

recording of oral presentations

tests

writing samples, drafts and final copies

book reports

interview checklists

In order to best assess a student, you should include more than one kind of student work in the portfolio. The work does not have to be the best work they've done, rather a wide variety is best. Based on your judgment, you can even ask students for their opinion as to what types of work they should include.

In a portfolio, you are looking for any type of improvement in their work. For example, if you keep a couple of a student's writing pieces, look to see if their sentence or paragraph structure gets better. When looking at tests, see if their spelling tests, for example, have gotten higher scores over time. If you notice that they continually lack in certain skills, this would be the time to address it. You can either give the student extra support in class or find ways for them to practice with extra work at home.

Tests aren't bad, but they're not the only way to assess student achievement.

If you use a wide variety of assessments, you'll be able to portray an accurate picture of your student's English abilities.

In turn, you, your students and their parents will be able to see their progress, which can greatly motivate students!

Download: This blog post is available as a convenient and portable PDF that you can take anywhere.Click here to get a copy. (Download)

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Measuring Growth: 5 Ways to Start Assessing English Language Learners Without Tests | FluentU English Educator Blog

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Assessing English language learners with a range of assessments will help demonstrate your students' abilities. From written assessments and portfolios to speaking assessments and activities, there are so many options available! Click here to see 5 simple alternatives to tests for assessing English language learners!

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WordBuilder app: Decoding Multisyllabic Words

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WordBuilder app: Decoding Multisyllabic Words

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A free app, training modules, remote learning video, and instructional resources.

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You're browser has turned off JavaScript. To access CALI Read content please enable JavaScript in your browser!

Reading Coach Lindsay Young demonstrates how to use the app WordBuilder Intervention in a remote learning environment by leveraging various technologies and engagement features of Zoom, Google Platforms, and Quizlet.

Remote Learning with WordBuilder 3.8mb

The WordBuilder Intervention app a free application, is a research-based instructional tool to help adolescent struggling readers break down, build, and spell multisyllabic words. The app is designed for teacher-led, direct instruction delivered in small groups or one-on-one with struggling readers.

Designed by the LA Intervention Project at California State University, Northridge and development supported through CALI Reads SPDG funds. Free instructional program with videos and "how to" tips available at www.wordbuilderapp.com

CALI Reads recommends that you view the training module prior to using the WordBuilder Intervention app!

How to access the WordBuilder Training Module

The online training module is currently available to CALI Reads participants in CALI Learns. The training module will be released to the public in Spring 2021 on the CALI Reads Learning Library. For access now, please contact info@calireads.org.

By the time students reach middle and high school, they are expected to independently read grade-level, subject-specific textbooks to learn new information. For struggling, adolescent readers, efforts to apply basic phonics to multisyllabic words - the sounds represented by consonants, digraphs, blends and long and short vowels - are often unproductive. This not only causes extreme frustration but can lead students to avoid reading altogether, especially texts containing long, multisyllabic words. Explicit, systematic reading instruction can help students overcome those decoding challenges. WordBuilder Intervention uses sequenced Units to teach students the essential word recognition strategies to tackle multisyllabic word reading and better access the grade level texts they are expected to read.

These printable word part cards contain the prefixes, suffixes, and vowel patterns that align with the WordBuilder Scope and Sequence. For each unit, the target prefixes and suffixes are included in the cards. For the vowels and vowel combinations they are sometimes listed in isolation, but more often rime patterns are used, roots that contain the target vowel sound(s), and high frequency non-word syllables that contain the target patterns.

Archer, A., Gleason, M., & Vachon, V. (Spring, 2003). Decoding and fluency: Foundation skills for struggling older readers. Learning Disability Quarterly, 26, 89-101.

Boardman, A. G., Roberts, G., Vaughn, S., Wexler, J., Murray, C. S., & Kosanovich, M. (2008). Effective instruction for adolescent struggling readers: A practice brief. Portsmouth, NH: RMC Research Corporation, Center on Instruction.

Compton, D. J., Miller, A. C., Elleman, A. M., & Steacy, L. M. (2014). Have we forsaken reading theory in the name of "quick fix" interventions for children with reading disability? Scientific Studies of Reading, 18, 55-73.

Nation K., & Snowling, M. J. (1998). Individual differences in contextual facilitation: Evidence from dyslexia and poor reading comprehension. Child Development, 69(4), 996-1011.

Rupley, W. H., Blair, T. R., & Nichols, W. D. (2009). Effective reading instruction for struggling readers: The role of direct/explicit teaching. Reading & Writing Quarterly, 25, 125-138.

Relevant Common Core Anchor Standard

Know and apply grade-level phonics and word analysis skills in decoding words.

Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Read and comprehend complex literacy and informational texts independently and proficiently.

CALI Reads is a project funded by the Office of Special Education in partnership with the California Department of Education, Special Education Division. The project is coordinated and administered through the

The contents of this website were developed under a State Personnel Development Grant (SPDG) from the US Department of Education (CALI/Award #H323A170011), Project Officer, Latisha.Putney@ed.gov. However, the contents of this site not necessarily represent the policy of the US Department of Education and no assumption of endorsement by the Federal government should be made.

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These tools are designed to be examples of how educators might design meaningful learning opportunities for students during distance learning

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Resource Library - Haskins Global Literacy Hub

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Trusted online resources for PARENTS and EDUCATORS

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What Should Effective Grading and Assessment Look Like During—and After—the Coronavirus Pandemic?

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What Should Effective Grading and Assessment Look Like During—and After—the Coronavirus Pandemic?

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During this episode of "A Seat at the Table," former K-5 public school principal turned popular author, presenter, and Education Week opinion blogger, Peter DeWitt will discuss grading and assessment during the current pandemic with Thomas R. Guskey, a senior research scholar at the University of Louisville.

As the number of schools preparing for virtual learning in the fall semester continues to grow, how can they use effective grading policies to capture student learning accurately and-at the same time-avoid giving students a free pass to just not show up?

Wednesday, June 17, 2020
2 to 3 p.m. ET*
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Sponsored by:

Peter DeWitt
Author, Finding Common Ground Opinion Blogger
@PeterMDeWitt

DeWitt was a K-5 teacher for 11 years and a principal for eight. He is an independent researcher who runs competency-based workshops nationally and internationally with a focus on school leadership, collaborative cultures, instructional leadership, and inclusive school climates. His work has been adopted at the state and university levels, and he works with school districts, school boards, regional networks, and ministries of education across North America, Australia, Scandinavia, and the United Kingdom. He is also Visible Learning Trainer who works with John Hattie.

In 2020, DeWitt created the Educational Leadership Collective-a team of women and men from the United States and Canada who focus on all aspects of school leadership, including instructional leadership, instructional coaching, equity, and marginalized populations, as well as how to build collective efficacy.

DeWitt is the author of seven books, including Instructional Leadership: Creating Practice Out of Theory (Corwin, 2020).

Thomas R. Guskey
Senior Research Scholar, College of Education and Human Development, University of Louisville, Ky.
@tguskey

Guskey is a senior research scholar in the College of Education and Human Development at the University of Louisville and professor emeritus in the College of Education at the University of Kentucky. He began his career in education as a middle school teacher, served as an administrator in the Chicago Public Schools, and was the first director of the Center for the Improvement of Teaching and Learning, a national research center. Guskey is the author/editor of 25 award-winning books and more than 250 book chapters, articles, and professional papers on educational measurement, evaluation, assessment, grading, and professional learning.

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A Seat at the Table With Education Week: What Should Effective Grading and Assessment Look Like During-and After-the Coronavirus Pandemic?

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During this episode of "A Seat at the Table," former K-5 public school principal turned popular author, presenter, and Education Week opinion blogger, Peter DeWitt will discuss grading and assessment during the current pandemic with Thomas R. Guskey, a senior research scholar at the University of Louisville.

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Reading Foundations Resources for Educators

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Reading Foundations Resources for Educators

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Reading Foundations Resources for Families

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Reading Foundations Resources for Families

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TK-2

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Early Literacy and Language Resources (MCOE, 3.2020)

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Supporting Immigrant and Refugee Students through Distance Learning

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Supporting Immigrant and Refugee Students through Distance Learning

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Welcome! You are invited to join a meeting: Californians Together Communities of Practice: Supporting Immigrant and Refugee Students through Distance Learning. After registering, you will receive a confirmation email about joining the meeting.

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Join us for a collaborative discussion about how to support immigrant and refugee students through distance learning. Educators will share how they are able to support immigrant and refugee students. A space will be created for educators to share in a facilitated breakout session.

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Resources to support learners and families

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Resources to support learners and families

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Resource Library - Haskins Global Literacy Hub

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Trusted online resources for PARENTS and EDUCATORS

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CISC ELA/ELD: SEL - Creating Community through the Distance and Beyond

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CISC ELA/ELD: SEL - Creating Community through the Distance and Beyond

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This is a collection of resources that guide educators, students, and families through best practices for creating a vibrant, online classroom community while strengthening social and emotional skills.

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Considerations for Inclusivity and Support within Designated English Language Development in Remote Learning

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Considerations for Inclusivity and Support within Designated English Language Development in Remote Learning

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This document provides considerations for designated ELD during distance learning.

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0-Considerations for Inclusivity and Support within Designated English Language Development in Remote Learning-5.2020

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This folder contains sample distance learning schedules

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Grade TK/K Reading Foundations Support Kit

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Grade TK/K Reading Foundations Support Kit

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Grade 2 Reading Foundations Support Kit 

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Grade 2 Reading Foundations Support Kit 