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Amazon Trekker by TeresaG. and Anicia L.

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Amazon Trekker by TeresaG. and Anicia L.

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Developing a Quality IEP Literacy Trekker

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Developing a Quality IEP Literacy Trekker

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Cindy Gibbs and Carla Keenum

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Karen, Karen, Jennifer

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A. Forty, J. Pedranti

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resource Readworks: 2009 Weekly Reader Corp.

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Heidi and Maritza

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Literacy Trekker on the History of Earth Day

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Access Google Sites with a personal Google account or Google Workspace account (for business use).

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Lone Nut

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Derek Sivers' TED Talk:  "How to Start a Movement'

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Derek Sivers on TED (Transcript): Let's watch a movement happen, start to finish, in under 3 minutes, and dissect some lessons: A leader needs the guts to stand alone and look ridiculous. But what he's doing is so simple, it's almost instructional. This is key. You must be easy to follow!

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UDL In Action

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The Myth of Average:  Todd Rose at TEDxSonomaCounty

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Katie Novak shares Common Core Standards in Student Friendly Language

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Katie Novak shares Common Core Standards in Student Friendly Language

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PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

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Discussion and Supporting Materials

Thought starters

1. How does talking explicitly about the Common Core affect students?

2. What could you do to adapt Ms. Novak's strategies for your grade level?

3. How could sharing the Common Core with your students enhance your own understanding of the standards?

School Details

Col Moses Parker School
75 Graniteville Road
Chelmsford MA 01824

Data Provided By:

Teachers

Pre-K Kindergarten 1 2 3 4 5 6 7 8 9 10 11 12 / Administrator

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Sharing Common Core Language with Students

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Eighth grade ELA teacher Katie Novak uses the Common Core State Standards to communicate her expectations to students. Katie gives each student a copy of the CCSS and refers back to them as she teaches. Katie explicitly uses the language of the Common Core with her students, sharing the importance of teaching students the "how", "what," and "why" of her expectations.

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Jonathan Winn, San Diego's 2011 High School Teacher of the Year, has developed a high voltage classroom atmosphere that inspires students to get excited about math and excel at AP calculus.

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Masterful Teacher: Jonathan Winn Makes Calculus Cool

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Jonathan Winn, San Diego's 2011 High School Teacher of the Year, has developed a high voltage classroom atmosphere that inspires students to get excited about math and excel at AP calculus.

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Even the smallest concepts become big enough to grasp in this middle school science class, where teacher Rob Olazagasti gives students opportunities to learn by creating, remember by experiencing, and show what they know by teaching.

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UDL in Action- Elementary Speaking and Listening

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UDL in Action- Elementary Speaking and Listening

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ELA.SL.5.1a

Common core State Standards

ELA: English Language Arts

SL: Speaking and Listening Standards K-5

5: 5th Grade

1a:
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 5 topics and
texts, building on others' ideas and expressing
their own clearly.

a. Come to discussions prepared, having read
or studied required material; explicitly draw
on that preparation and other information
known about the topic to explore ideas under
discussion.

b. Follow agreed-upon rules for discussions and
carry out assigned roles.

c. Pose and respond to specific questions by
making comments that contribute to the
discussion and elaborate on the remarks of
others.

d. Review the key ideas expressed and draw
conclusions in light of information and
knowledge gained from the discussions.

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

1. How does this strategy enrich discussion?

2. What is the difference between the Post-it strategy and traditional note-taking?

3. How could you use this strategy to encourage reluctant students to participate?

School Details

Stevenson Elementary School
14220 Ne 8th St
Bellevue WA 98007

Data Provided By:

Teachers

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Post-its: Little Notes for Big Discussions

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Fifth grade teacher Stacy Brewer has her students use Post-its to take notes on a text in preparation for class discussion. Stacy explains how this strategy helps students remember what stood out to them when reading. After taking notes with Post-its, students come together to discuss the text.

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UDL math 2nd grade lesson - PS 110M - NY

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In this video you will see Ms. Bakian teach her 2nd grade class a math lesson incorporating the Universal Design for Learning (UDL) principles.

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2-roles in American Revolution Choice Assessment

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Literacy Trekker -Effects of Colonization

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Literacy Trekker -Effects of Colonization

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2- Literacy Trekker on the effects of colonial settlement on Native American populations

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Anicia L. Teresa G.

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Barbara

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Vicki and Katrina

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Karen, Karen, & Jennifer

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Cindy Gibbs and Carla Keenum

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Choice/Assignment

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I am an RCS in Osceola County at St. Cloud Elementary.  I have done this job for three years, and previously taught self-contained ASD and InD.
My favorite place in the world is Las Vegas, and I would love to visit Fiji and Tahiti

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1st grade- Heather, Jean, Lisa

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Impact of Colonization- Choice Assessment

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Impact of Colonization- Choice Assessment

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2- Impact of Colonization- Choice Assessment

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Guidelines for creating and using a rubric to communicate expectations.

What is a rubric?

Rubrics are formal systems for deciding how to describe the quality of a variety of products, activities, processes, and behaviors. These descriptions may be used for formative feedback, determination of student grades, or data for assessment of performance on a specific student learning outcome.

Examples of materials that can be evaluated with a rubric

research reports

answers on essay exams

works of poetry or fiction

musical recitals

theatrical performances

athletic performance

individual and group presentations

poster presentations

participation as a member of a team or group

grant proposals

portfolios

Rubrics can be used in a variety of ways

communicate expectations about "what counts" as high-quality versus lower-quality work

reflection and self-assessment of one's work

assigning grades to student assignments and exams

guidelines to structure the feedback provided by supervisors of field experiences or internships

evaluating grant proposals, portfolios for award of prizes, application portfolios for prospective employees, etc.

assessment of specific student learning outcomes by departments for evaluation of curriculum and teaching strategies

Types of Rubrics

Holistic Rubric
Rubric consists of a set of descriptors that generate a single, global score for the entire work.

Analytic Rubric
Rubric is comprised of a set of focused holistic rubrics for specific components that will be evaluated independently. These components might be reported separately or they might be combined to create a global score that is used for determining a grade.

Components of a rubric

Performance Elements

Describe the major attributes of the work that will contribute to the overall evaluation.

Category Scale

Describe the method used to assign work to global categories or to assign points for the performance element. Points need not be assigned to categories unless you plan to combine the performance elements to compute an overall grade. If performance elements will be used as independent assessments of a specific learning outcome, category names without numerical values will be as useful as point values. If performance elements will be combined to compute an overall grade, elements can be weighted differently (or varying amounts of points assigned to categories) so that different elements can contribute more or less to the overall grade, based on their importance for the assignment.

Descriptors of the criteria used for classifying work or assigning points for an element

Describe the characteristics of the performance or work that must be present for the work to be assigned to a given level of achievement. These descriptions may include the following types of information:

Descriptions of the general characteristics of work assigned to each level of quality.

Specific, concrete examples or telltale signs of what to look for at each level of performance. These examples are useful for providing specific feedback to students without writing marginal notes. Examples may include characteristics that contribute to a higher rating (e.g., assertions are always supported with empirical evidence or a cited work) or common errors that lead to a lower rating (e.g., frequent errors in spelling or grammar).

Steps for constructing a rubric

1. Determine the elements or criteria that will be used to evaluate the work.

2. Identify the difference between good work and weaker work.

3. Describe the procedures used for making judgments (or assigning scores). Write clear descriptions of the types of work that will be assigned to each category or level of achievement. These descriptions will help users apply the rubric consistently over time, increasing the reliability and perceived fairness of the evaluation process.

Examples of scales describing levels of quality:

Below Expectations

Meets Expectations

Exceeds Expectations

Missing or Serious
Problems

Below Expectations

Meet Expectations

Excellent Work

Scale for evaluating behavioral elements in a rubric (in class, in group activities, as team members, during a presentation, etc.)

How do I develop the descriptors for the categories?

One strategy is to begin by describing the characteristics of the "ideal" and the "worst case." Intermediate examples can then be described by identifying the most common errors that make an example fall short of "ideal" or the redeeming qualities that make an example better than the "worst case."

Another strategy is to use samples of existing work. Sort the examples into three piles corresponding to three levels of quality - the "best" work, the "worst" work, and "intermediate" work. What are the common characteristics of the examples in the "best" pile? These are the descriptors for the top category. What are the typical problems seen in the "worst" work? These are descriptors that should be included for the lowest category.

Don't reinvent the wheel! Look at the descriptors used in an existing rubric and revise these to adapt them for your assignment. See the Examples of Rubrics page for links to a variety of rubrics.

Rubrics are fluid. Expect that after you develop your first rubric, you will think of ways to modify it the first time you use it to evaluate student work.

Use the rubric to give students feedback about their work

If you make notes on a copy of the rubric during grading, you can easily provide detailed feedback to your students by circling or highlighting components of the rubric that describe relevant qualities of the student's work that determined your decision to assign one category of quality instead of another. This strategy can save graders time. You are no longer writing the same marginal notation on paper after paper.

This is one reason why you might want to refine and edit the rubric. You may discover characteristics or errors that appear in student work that you didn't think about when the first rubric was developed. These can be added in the next version of the rubric.

Why use a rubric? How will using a rubric help me as a teacher?

1. Rubrics create a focus on instruction and learning.

2. Rubrics improve the clarity of the feedback provided to students - students get a clear description of their strengths and weaknesses.

3. Rubrics characterize the desired results/products of student work objectively - they give students clear instruction about the instructor's expectations for an assignment.

4. Rubrics are operational definitions for the standards used to evaluate performance - enables multiple graders to evaluate student work consistently and reliably.

5. Students can use a rubric to assess their own work - they can have a better idea about whether they are meeting expectations before they submit their work for formal evaluation; thus, rubrics develop competence in self-evaluation.

6. Rubrics engage students in the learning process - when students can describe exactly what is expected of them, they may be more strongly motivated to work to meet these expectations.

Template for creating a rubric

The below link is to a Word file that contains a template for a rubric including instructions for how to use and modify the template to meet individual grading needs. Instructors can download this file and modify it as needed to construct their own rubric: Rubric Template (doc).

How good is your rubric?

Want to evaluate the quality of your rubric (or one you are thinking about adopting)?

Bonnie Mullinix created A Rubric for Rubrics‌ to evaluate rubrics for Monmouth University.

Additional Information about rubrics
Additional websites with information about developing rubrics can be found on the "Web Sites on Rubric Development" web page. Updated: 03/31/15 ecr

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Guidelines for creating and using a rubric to communicate expectations. Rubrics are formal systems for deciding how to describe the quality of a variety of products, activities, processes, and behaviors. These descriptions may be used for formative feedback, determination of student grades, or data for assessment of performance on a specific student learning outcome.

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Vicki's 3 Essential Ingredients Assessment

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Vicki's 3 Essential Ingredients Assessment

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Rebeca's 3 Essential Ingredients assessment

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Rebeca's 3 Essential Ingredients assessment

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Lisa and Heather's 3 Essential Ingredients Assessment

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Lisa and Heather's 3 Essential Ingredients Assessment

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RCAs

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1- Scaffolded Reading homework- Literacy Trekker

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A.F.'s 3 essential ingredients assessment 

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A.F.'s 3 essential ingredients assessment 

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Mr. P's 3 essential ingredient assessment 

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Mr. P's 3 essential ingredient assessment 

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Carla Keenum

Three Essential UDL ingredients.

Goals - What are you teaching and is it understandable by the students

Variability - Provide different ways to learn and express what was learned

Context-Change how to teach content,  not the student.

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To meet the needs of ALL students we need clear goals, with flexible means, variables for engagement, representation, and action/expression as well as the mindset to change the context.
Jennifer

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Goals must be understood by 100% of students.

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Goals must be understood by 100% of students.

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Variability is present in everyone  so lessons must reflect this variability so provide for multiple ways for engagement. Remember, focus on what is alterable and relevant. Context can be changed, kids can't!!

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Carla Keenum

Goals -  What are you teaching and is it understandable by the students

Variability -  Provide different ways to learn and express what was learned

Context - Change how to teach content, not the student.

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Visual representation:

Mickey Mouse using pipe cleaners.

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UDL Ingredients:Goals:  clarifying the goal, offering flexible means to achieve, and the ability to share the goal.  Variability:  affective, recognition and strategic networks.  Context focuses on the learning environment. 

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UDL Ingredients:Goals:  clarifying the goal, offering flexible means to achieve, and the ability to share the goal.  Variability:  affective, recognition and strategic networks.  Context focuses on the learning environment. 

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Bridget Carter and Heidi Ettrich

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UDL  essential ingredients involving clarifying GOALS in user-friendly language for all, implementing instruction with variety and VARIABILITY to engage all learners, & strategic planning of CONTEXT for success for all.  

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UDL  essential ingredients involving clarifying GOALS in user-friendly language for all, implementing instruction with variety and VARIABILITY to engage all learners, & strategic planning of CONTEXT for success for all.  

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- Justin Douglas

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The essential ingredents of UDL is goal, variablilty, and context. This learning provides all students with access to the curriculum by providing multiple means of representation, tapping into their interests and ensuring engagement.

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The Universal Design for Learning includes providing multiple means of engagement, representation, and action/expression.  Goals, Variability and Context should be addressed with each individual student in mind.

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The Universal Design for Learning includes providing multiple means of engagement, representation, and action/expression.  Goals, Variability and Context should be addressed with each individual student in mind.

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Cindy Gibbs

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The 3 essential ingredients are goals, variability and context. The most important thing is to make the goal clear and relevant to the students, then offer as many different ways as possible for the students to show mastery of the goal using a variety of materials and methods.

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Goals will be flexible and relevant. Clarity on the how it will affect them and why.  Engagement will be designed to the edges.  Tap into the individual processing and internalization's. Be sure to have a variety of methods.  

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Goals will be flexible and relevant. Clarity on the how it will affect them and why.  Engagement will be designed to the edges.  Tap into the individual processing and internalization's. Be sure to have a variety of methods.  

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Jean Diane

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Speech/Language therapist Prek -5th and 3 self contained ASD classes.
I enjoy thebeach and water sports.

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Hello and Good Morning!

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Good morning all!

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Good Morning, I'm an RCS at NCES!

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Good morning UDLers!

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I am a Resource Compliance Specialist at Partin Settlement Elementary. In my free time, I enjoy spending time with my soon to be 7 year swimming, playing outside and anything fun. I also enjoy running and training for half marathons.

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I am a Resource Complance Specialist at Boggy Creek Elementary. I love drawing and being creative.

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I am the Re

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I am a Resource Compliance Specialist at Michigan Ave. Elementary. I love reading James Patterson type novels and going to the beach.

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I am the resource compliance specialist (ESE staffing specialist) at Parkway Middle School and New Beginnings Education Center( Alternative School). My primary responsibility is to insure that my school is in compliance with students' Individual Education Plans (IEP) and to help teachers understand and meet the unique needs of the students in their classes. I am also a closet sci-fi geek.

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I work at FDLRS Action supporting teachers to implement effective teaching practices with all students. In my free time, I enjoy spending time with my family and friends, traveling, cooking, reading and working out.

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I work for the Florida Inclusion Network and support schools and districts with inclusion. In my spare time, I enjoy playing pickleball!