Wise Training Manual - Professional Development Home Page

Transcription

Professional Development for New
Teachers
Office of Certification and Instructional Professional Development
Induction Program
http://novusites.admin.brevard.k12.fl.us/develop/newteach2.html
1
Induction Program
Training Manual
Leroy Berry
Deputy Superintendent
Brevard Public Schools
Dr. Patricia Shelton
Director
Office of Certification and Instructional Professional Development
Peggy Yelverton
District Resource Teacher
Brevard County Induction Program
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Committee Members
Robin Blankenship
Betsy Saxman
Science Teacher
Melbourne High School
National Board Certification: Adolescent
and Young Adult Science
Math Teacher
Bayside High
and Young Adult Math
Karyn Gaudy
Jayna Snyder
3rd Grade Teacher
Surfside Elementary
National Board Certification: Early
Childhood Generalist
ESE Teacher
Surfside Elementary
National Board Certification: Early/Middle
Childhood Literacy
Robin Hurley
Brenda Sparks
1st Grade Teacher
Enterprise Elementary
Itinerant Teacher
Alternative Sites
National Board Certification: Exceptional
Needs Specialist
Jeanette Lisbeth
JoNell Stumpfhauser
Resource Teacher
Mila Elementary
Needs Specialist
Kindergarten Teacher
Enterprise Elementary
Natalie Marshall
Linda Vinson
Early Exceptional Learning Program Teacher
Holland Elementary
Needs Specialist
Science Teacher
Eau Gallie High School
and Young Adult Science
2nd edition 2007
Educator Accomplished Practices
Table of Contents
1. Assessment
Ö Authentic Assessment
Ö Data Analysis
Ö Data Driven
Ö DIBELS
Ö FCAT
Ö FORF
Ö Interims/Report Cards Comments
Ö NCLB
Ö SSS
2. Communication
Ö Parent Communication
Ö Volunteers
3. Continuous Improvement
Ö Professional Development Plan (PDP)
Ö Professional Learning Communities
4. Critical Thinking
Ö Bloom’s Taxonomy
Ö Cognitive Complexity Classification
5. Diversity
Ö Differentiated Instruction
Ö ESOL
Ö Inclusion
Ö Larry Bell
Ö Love and Logic
Ö Ruby Payne
6. Ethics
Ö Code of Ethics and Professional Conduct
Ö Professional Judgment
Ö Punctuality and Performance of Assigned Duties
7. Human Development & Learning
Ö Ages and Stages
Ö Brain Compatible Strategies
Ö Brain Gym
Ö CRISS
8. Knowledge of Subject Matter
Ö ACP
Ö Creative Arts
Ö Literacy Stations
Ö Math
Ö Science
Ö Social Studies
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Ö 90 Minute Reading Block
Ö Writing
9. Learning Environments
Ö Classroom Management
Ö Cooperative Learning
Ö Harry Wong
Ö Outside Classrooms
Ö Quality Schools
Ö Robert Marzano 9 Instructional Strategies
Ö Room Arrangements
Ö Sensory Classrooms
Ö Spencer Henry
10. Planning
Ö 4MAT
Ö Lesson Plans
Ö Preparing for a Substitute
Ö Thinking Maps
Ö Madeline Hunter
Ö Multiple Intelligences
Ö Time Management
11. Role of the Teacher
Ö Academic Improvement Plan (AIP)
Ö Attendance Records
Ö Child Study Team
Ö Classroom Walk Through (CWT)
Ö 7 Habits of Highly Effective People
Ö Questions
12. Technology
Ö Professional Organizations
Ö Teacher Portal
Ö Technology
13. Glossary
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This Training Manual was designed to help new teachers become
more familiar with programs, strategies, and information that
pertain to our schools. Our mission is to “Serve Every Student
with Excellence as the Standard.” This manual is one step closer to
reaching our goal of excellence.
Peggy Yelverton
Brevard County Induction Program
Resource Teacher
yelvertonp@brevard.k12.fl.us
Discussion Board
http://media.brevard.k12.fl.us/tip/
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Uses assessment strategies (traditional and alternate) to assist the continuous
development of the learners.
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Accomplished Practice #1 – ASSESSMENT
ACCOMPLISHED: Uses assessment strategies (traditional and alternate) to
assist the continuous development of the learners.
Sample Key Indicators:
•
Diagnoses students’ readiness to learn and their individual learning needs and
plans appropriate intervention strategies.
•
Uses multiple perspectives to diagnose student behavior problems and devise
solutions.
•
Recognizes students exhibiting potentially disruptive behavior and offers
alternate strategies.
•
Assesses individual and group performance to design instruction that meets
students’ current needs in the cognitive, social, linguistic, cultural, emotional,
and physical domains.
•
Employs performance-based assessment approaches to determine students’
performance of specified outcomes.
•
Assists students in maintaining portfolios of individual work and progress toward
performance outcomes.
•
Modifies instruction based upon assessed student performance.
•
Guides self-assessment by students and assists them in devising personal plans
for reaching the next performance level.
•
Maintains observational
development.
•
Selects, administers, and interprets various informal and standardized
instruments for assessing students’ academic performance and social behavior.
•
Reviews assessment data about individual students to determine their entry-level
skills, deficiencies, academic and language development progress, personal
strengths, and to modify instruction-based assessment.
•
Communicates individual student progress knowledgeably and responsibly based
upon appropriate indicators to the student, families, and colleagues; using terms
that students and families understand.
•
Develops short and long-term personal and professional goals relating to
assessment.
and
anecdotal
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records
to
monitor
students’
WHAT: Authentic Assessment
Definition: Authentic assessment of educational achievement directly measures
actual performance in a subject area.
TARGET AUDIENCE:
Pre k-12th grade teachers
HOW:
Authentic assessment of educational achievement directly measures actual
performance in a subject area. Standardized multiple-choice tests, on the other
hand, measure test-taking skills directly and everything else either indirectly or
not at all.
Also called "performance," "appropriate," "alternative," or "direct" assessments,
authentic evaluation includes a wide variety of techniques: written products,
solutions to problems, experiments, exhibitions, performances, portfolios of work
and teacher observations, checklists and inventories, and cooperative group
projects. These assessments may evaluate regular classroom activity or take the
form of tests or special projects.
Authentic evaluations indicate what we value by directing instruction toward
what we want the student to know and be able to do. They are appropriate to the
student's age and level of learning, the subject being measured, and are useful
to both teachers and students.
All forms of authentic assessment can be summarized numerically or put on a
scale. Therefore, individual results can be combined to provide a variety of
information about aggregate performance at the classroom, school, district, state,
and national levels. Thus, state and federal requirements for comparable
quantitative data can be met.
Developed First In The Arts and Apprentice Programs:
Authentic assessment was developed in the arts and in apprenticeship systems,
where assessment has always been based on performance. It is impossible to
imagine evaluating a musician's ability without hearing her sing or play an
instrument, or judging a woodworker's craft without seeing the table or cabinet
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the student has built. It is also impossible to help a student become a better
woodworker or musician unless the instructor observes the student in the process
of working on something real, provides feedback, monitors the student's use of
the feedback, and adjusts instruction and evaluation accordingly. Authentic
assessment extends this principle of evaluating real work to all areas of the
curriculum.
Use In Writing Is Widespread Today:
The most widely used form of authentic assessment in education today is in
writing. For example, over half the states, the National Assessment of
Educational Progress (NAEP), and many other nations ask students to write on
assigned topics. The essays and stories are graded by teams of readers (usually
teachers) who assign grades according to standard guidelines. The readers are
trained and retrained throughout the process to maintain reliable standards, a
process that produces a high degree of agreement among judges. This
methodology can be used to evaluate classroom work that has been collected in a
portfolio; it only has to be adjusted for subject area and student age.
Uses In Other Curricular Subjects:
Similar procedures are now being followed with open-ended mathematics
questions. These ask students to write their own response to a problem. There is
no single way to find a "right answer" because the question is designed to see how
a student thinks through a problem, thereby indicating the student’s ability to use
math. The answers are scored by groups of teacher-readers, again following a
standard grading procedure.
History/Social Studies assessments frequently require group projects, such as
preparing a history of the neighborhood or discovering how a group of people
changed a law or policy, tasks which all students must perform to demonstrate
that they grasp important concepts about history and about democratic
processes. Foreign language assessments ask students to use the language in a
real-life situation, orally and in print.
For young students, reading is best evaluated by having a student read aloud
from material of varying levels of difficulty, while keeping a record of "miscues"
that reveal the reader's strengths and weaknesses and the strategies she uses to
solve problems. The reading can be taped and reviewed by teacher and student
for further analysis and to monitor progress. For older and younger students, the
material can be discussed to evaluate comprehension and critical thinking. A
writing assignment responding to the ideas of the reading passage can reveal the
student's proficiency and thinking in both reading and writing.
All these assessments can be designed to closely follow the curriculum. They
provide continuous, qualitative data that can be used by teachers to help
instruction. They can be used by students, who can learn to assume
responsibility for their portfolios and records and thereby engage in regular selfanalysis of their
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work and progress. They provide a direct measure of achievement and therefore
are worth the time spent preparing for and doing them. They also encourage an
intelligent, rich curriculum rather than the simple and narrow curriculum
fostered by teaching to and coaching for multiple- choice tests.
Assisting Teachers Is Desirable:
Teachers can and should be assisted in the evaluation process by community
groups, parents, administrators, and university faculty. Outside participation can
ensure that racial or cultural bias does not distort the assessment process. For
example, a team can examine student portfolios and then compare its evaluations
with those of the teacher. These teams should also be helpful in strengthening
the evaluation capabilities of teachers by providing feedback.
Authentic evaluation will provide far more information than any multiple-choice
test possibly could. The costs of teacher involvement in designing, administering,
and scoring new assessments can be counted as part of professional and
curriculum development, since no other activity involves teachers more deeply in
thinking about their teaching, its objectives, methods, and results. Schools and
communities will see that authentic assessments are promoting the thinking
curriculum everyone wants for our children, and thereby providing genuine
accountability.
*This FastFacts excerpts the FairTest Examiner, The National Center for Fair & Open Testing,
1991. Taken from http://www.dsea.org/teachingtips/pupilacess.asp.
WHO CAN HELP?
People:
9 For more information: Talk with a veteran teacher or your district resource
teacher.
Websites:
9 http://jonathan.mueller.faculty.noctrl.edu/toolbox/
9 http://www.uwstout.edu/soe/profdev/assess.shtml
Books:
9 Authentic Assessment: A Handbook for Educators (Handbook for Educators)
by Diana Hart
9 Authentic Assessment by Kathleen (Kay) B. Burke
9 Authentic Assessment for English Language Learners by J. Michael O'Malley
and Lorraine Valdez Pierce
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WHAT: Data Analysis
Definition: Data Analysis is the process of gathering, recording and
understanding information regarding students.
TARGET AUDIENCE:
Prek-12th grade teachers
HOW:
Data Analysis is a crucial part of teaching. Analysis of data will help teachers to
plan curriculum, document student progress, evaluate instructional techniques
and pace, and inform parents of progress.
Since the beginning of public schooling, teachers have used some type of testing
to measure students’ skills. Invariably, the product of testing is a score. In order
for teachers to analyze test scores, they must know what the scores represent.
The following information will not only provide the definition of various types of
tests and scores, but the intent is for the teacher to be able to explain the scores to
other professionals and parents.
Norm-Referenced Tests: Compare an individual child's performance to that
of his or her classmates or some other, larger group. This type of test will tell you
how your student compares to similar students on a given set of skills and
knowledge, but it does not provide information about what the student does and
does not know. Scores on norm-referenced tests indicate the student's ranking
relative to that group. Typical scores used with norm-referenced tests include:
percentiles, stanines, standard scores, and age/grade equivalences.
Percentiles: Percentiles are probably the most commonly used test score in
education. A percentile is a score that indicates the rank of the student compared
to others (same age or same grade), using a hypothetical group of 100 students.
For example, a percentile of 35 indicates that the student's test performance
equals or exceeds 35 out of 100 students on the same measure; similarly a
percentile of 87 indicates that the student equals or surpasses 87 out of 100 (or
87% of) students. It is important to note that this is not the same as a "percent"-a
percentile of 87 does not mean that the student answered 87% of the questions
correctly!
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Stanines: Stanines are essentially groups of percentile ranks, with the entire
group of scores divided into 9 parts, with the largest number of individuals falling
in the middle stanines (3-7), and fewer students falling at the extremes. Few
common tests in use today use stanines, although these scores can be useful in
understanding the relative range of a student's performance.
Standard Scores: A standard score is also derived from raw scores using the
norming information gathered when the test was developed. Standard scores
indicate how far above or below the average (the "mean") an individual score
falls, using a common scale, such as one with an "average" of 100. Because no
two students are exactly alike, standard scores also take "variance" into account.
Therefore, an average score falls into a range of plus or minus 15. In other words,
scoring between 85-115 on a test is within the average range. Standard scores can
be used to compare individuals from different grades or age groups because all
scores are converted to the same numerical scale. Most intelligence tests and
many achievement tests use some type of standard scores. For example, a
standard score of 75 on a test with a mean of 100 indicates below average
performance compared to the population of students for whom the test was
developed and normed.
Age/Grade Equivalent Scores: Some tests provide age or grade equivalent
scores. Such scores indicate that the student has attained the same score (not
skills) as an average student of that age or grade. For example, if Sally obtains a
grade-equivalent score of 4.5 on a reading comprehension test, this means that
she obtained the same score as the typical student in the fifth month of fourth
grade. Sally may or may not have acquired the same skills as the typical fourth
grader. Age/grade scores seem to be easy to understand but are often
misunderstood, and many educators discourage their use.
Criterion-Referenced Tests: These tests are used to measure student
mastery of instructional objectives, skills, or curriculum (absolute performance),
rather than to compare one student with another or to rank students. They are
often used as end-of-unit tests in textbooks or as a "benchmark" to identify areas
of strength or weakness in a given curriculum, readiness to move on to a different
level of instruction, etc. Typically, raw scores are used to reflect the number of
correct responses, the number of completed objectives, the number of skills a
child does, etc. Some criterion-referenced tests will use percentages to reflect the
level of mastery of a given instructional objective, such as setting a goal of "90%
correct addition problems." Raw scores are converted to a percent correct. This
should not be confused with percentiles, discussed earlier, which are rankings of
students, not percent correct.
Raw Score: Raw scores are the amount of test questions the student answered
correctly. For example, a raw score of 45 in a cognitive section of test means that
the students correctly answered 45 cognitive questions. Raw scores are typically
converted in percentages or age/grade equivalences.
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Percentage Score: Percentage scores indicate the percentage of questions the
student correctly answered. Percentage scores should not be confused with
percentile scores, discussed earlier. For example, a percentage score of 80%
indicates that on a test with 100 questions the student answered 80 questions
correctly.
WHO CAN HELP?
People:
9 For More Information: Talk with your department chair, school mentor, or
district resource teacher for your subject area.
Websites:
9 http://www.teachersandfamilies.com/open/parent/scores2.cfm
9 http://pareonline.net/getvn.asp?v=1&n=1 http://fcat.fldoe.org/
Book:
9 Test Scores and What They Mean (6th Edition) by Howard B. Lyman
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WHAT: Data-Driven Assessment
Definition: Data-Driven decision-making is a system of management and
teaching practices that enables teachers to obtain better information about
students.
TARGET AUDIENCE:
PreK-12th grade teachers
HOW:
Test scores can be useful, but they require careful interpretation keeping the
purpose of the test in mind. No score is absolutely accurate; a single test can only
reflect a sample of skills. Scores can be influenced by many factors.
The data from various sources can serve a number of important purposes. First,
data on student learning gathered from district-made tests, standardized tests,
student work samples, portfolios, and other sources provide important input to
the teacher. A teacher, to determine what curriculum should be taught, can use
information gained from testing. Information gained from testing can be used to
determine academic placement, promotion, and possible need for retention.
Testing results can be used by districts to determine teacher effectiveness and to
track student progress.
Helpful data are typically drawn from a variety of sources, including criterionreferenced and norm-referenced test, high school completion, grade retention,
ability testing, and classroom assessments. Data at the classroom level help
teachers to gather evidence of improvements in student learning to determine the
effects of their professional learning on their own students. Teacher-made tests,
assignments, portfolios, and other evidence of student learning are used by
teachers to assess whether staff development and instruction are having desired
effects in their classrooms.
Data analysis is meaningless if it does not result in meaningful instructional
change. Data-driven educators are able to use summative and formative
assessment data together to implement targeted, strategic, focused instructional
interventions to improve student learning. These interventions should be aligned
with state standards and district curricula as well as content-specific,
developmentally appropriate best practices.
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Data provides meaningful guidance in the process of continuous improvement.
Implementing various forms of assessment and understanding which assessment
to use in order to provide the desired information is a critical part of the teaching process.
For example standard scores and percentiles are not intended to measure student
growth. They only show relative standing compared to others. Raw scores, on
the other hand, can be plotted over time to chart progress. Teachers need to
maintain records or graphs of student progress and be able to use assessment
instruments that would analyze both developmental levels and functional
abilities.
For example: Tracking the raw score (the amount of correct answers) such as
words read correctly or number of multiplication problems solved correctly, can
be plotted over time to reflect progress of the students by a teacher using a simple
chart or Excel type program.
WHO CAN HELP?
People:
9 Talk with your department chair, school mentor, or district resource teacher
for your subject area.
Website:
9 Http://www.Microsoft.com/education/ThoughtLeadersDDDM.mspx
Book:
9 Data Driven Differentiation in the Standards-Based Classroom by Gayle H.
Gregory and Lin Kuzmich
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WHAT: DIBELS®
Dibels® refers to the reading test individually administered to all K-3 students in
Florida. The test is mandated in all Brevard County schools. It measures a
student’s ability to hear individual sounds or phonemes in words, to decode words,
and to read connected text. For grades 3, 4, 5 only the oral reading fluency test is
administered three times a year.
TARGET AUDIENCE:
K-3rd grade teachers
READING FIRST Schools
HOW:
The test is administered three times a year by trained personnel. It is best suited
to screen students for weaknesses in phonemic awareness, phonics, and reading
fluency.
The subcategories are:
• Letter Naming Fluency: (Assessed in K and Beginning First Grade)
Students are presented with a page of upper and lower case letters and
asked to name as many letters as they can within a one minute time frame.
This determines the final score.
• Initial Sound Fluency: (Assessed in K) The examiner presents four
pictures to the child, names each picture, and then asks the child to
identify the picture that begins with the sound produced orally by the
examiner. The number of onsets correctly stated within a one minute time
frame determines the final score.
• Phoneme Segmentation Fluency: (Assessed in K and First Grade)
The examiner orally states a 3 to 4 phoneme word and the student is
required to verbally segment the word into phonemes. The student
receives one point for each phoneme correctly stated. The number of
phonemes correctly stated within a one minute time frame determines the
final score.
• Nonsense Word Fluency: (Assessed in K, First Grade and Beginning
Second Grade) The student is presented with a page of randomly ordered
VC or CVC nonsense words (sig, rav, ov) and asked to verbally produce the
individual letter sounds or read the nonsense word. Students who read
the word will receive a higher score than students who produce
individual letter sounds. The score is determined by the number of
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•
words read within a one minute time frame.
Oral Reading Fluency: (Assessed in First, Second and Third Grade)
Students are given a reading passage to orally read. The score is
determined by the number of words read correctly within one minute.
Benchmark Goals
• First Grade: 40 words per minute in spring
• Second Grade: 90 words per minute in spring
• Third Grade: 110 words per minute in spring
Students are ranked as Low Risk, Moderate Risk and High Risk.
WHO CAN HELP?
People:
9 Debbie Lyons (ESF) Reading First
9 Sharon Tolson (ESF) Director of FDLRS
9 School DIBELS® Coordinator
Website:
9 www.fcrr.org
Book:
9 DIBELS® Dynamic Indicators of Basic Early Literacy Skills – Training Guide
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WHAT: The Florida Comprehensive
Assessment Test (FCAT)
Definition: The Florida Comprehensive Assessment Test (FCAT) is a test
administered to students in grades 3-11, to determine whether students are
learning the Sunshine State Standards in reading, science, math, and writing.
TARGET AUDIENCE:
HOW:
The purpose of the test is to help teachers, principals, and superintendents
determine the level of success students have with the Sunshine State
Standards. Students in grades 3-11 take the FCAT each spring. Their scores
fall into one of five levels. Level 1 is the lowest and level 5 is the highest.
Children who score at level 4 or above are considered above grade level. Children
who score a 3 are considered on grade level. Children who score at a level 2 are
considered slightly below grade level, but they are not retained. Children who
score a one are considered below grade level and are at risk for retention.
The Florida Comprehensive Assessment Test (FCAT) is part of Florida’s overall
plan to increase student achievement by implementing higher standards. The
FCAT, administered to students in Grades 3-11, contains two basic components:
criterion-referenced tests (CRT), measuring selected benchmarks in
mathematics, reading, science, and writing from the Sunshine State
Standards (SSS); and norm-referenced tests (NRT) in reading and
mathematics, measuring individual student performance against national norms.
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What content will students be tested on?
Grade
Reading
Math
3
Yes
Yes
4
Yes
Yes
5
Yes
Yes
6
Yes
Yes
7
Yes
Yes
8
Yes
Yes
9
Yes
Yes
10
Yes
Yes
11
Writing
Science
Yes
Yes
Yes
Yes
Yes
Yes
The most simplistic way for teachers to prepare their students for the FCAT is to
incorporate FCAT like questions into regular lessons, activities, and assessments.
Five easy suggestions from the Florida Department of Education (FDOE) for
teachers to incorporate FCAT in the classroom are:
1. Use questions that require students to explain their answers.
2. Have students apply their reading and mathematics skills using
challenging content from all subject areas.
3. Use open-ended question formats that are similar to FCAT.
4. Rate and grade students’ work using the FCAT and Florida Writes rubrics.
In this way, students can become familiar with what is expected of them
on FCAT.
5. Use and develop questions for class discussions and tests that are of the
same cognitive rigor as those on FCAT.
Teaching Examples:
1) Use questions that require students to explain their answers.
Science example: “What did the scientist discover about sun spots? Use details
and information from the assigned reading to explain your answer.”
Social Studies example: “According to the article, why did the United States
become involved in the Vietnam conflict? Use details and information from the
text book to explain your answer.”
2) Have students apply their Reading and Mathematics skills using
challenging content from all subject areas.
Foreign Languages: Mathematics vocabulary, terminology, notation, etc.
in the language being studied
School-to-Work: graphs, salary, commission, profits, time, money, job
specific measurement (e.g., construction, retail sales, accounting), etc.
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3) Use open-ended question formats that are similar to FCAT.
There are three open-ended question formats used on FCAT: extended-response,
short-response, and gridded-response.
Extended-response (ER) questions: In reading, students are given an
answer space with 14 lines. In mathematics, students are given a blank
workspace in which to show their work and/or several lines on which to
write an explanation. Students must write their answers or show their
work in the space provided, but it is not necessary to fill in the space
completely.
Short-response (SR) questions: In reading, students are given an
answer space with eight lines. In mathematics, students are given a blank
workspace in which to show their work or several lines on which to write
an explanation. Students must write their answers or show their work in
the space provided, but it is not necessary to fill the space completely.
Gridded-response (GR) questions: Students are given an answer grid
to complete. Students must fill in the grid with the correct answer using
one of several correct formats. Any question that results in a numerical
answer (e.g., dates, population figures, counts, or percents) can be
answered using a response grid, not just mathematics questions.
4) Rate and grade students’ work using the FCAT and Florida Writes
rubrics.
If you actually use the FCAT rubrics to score papers, reports, test questions,
projects, etc., then students will develop a clear understanding of the levels of
performance expected of them on FCAT. The FCAT performance tasks are scored
using a holistic rubric and scoring methodology, just like Florida Writes.
FCAT Reading – Extended-Response Holistic Rubric Points Description
4
The response indicates that the student has a thorough
understanding of the reading concept embodied in the task.
The student has provided a response that is accurate,
complete, and fulfills all the requirements of the task.
Necessary support and/or examples are included, and the
information is clearly text-based.
3
The response indicates that the student has an
The student has provided a response that is accurate and
fulfills all the requirements of the task, but the required
support and/or details are not complete or clearly textbased.
2
The response indicates that the student has a partial
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The student has provided a response that includes
information that is essentially correct and text-based, but
the information is too general or too simplistic. Some of the
support and/or examples and requirements of the task may
be incomplete or omitted.
1
The response indicates that the student has very limited
The response is incomplete, may exhibit many flaws, and
may not address all requirements of the task.
0
The response is inaccurate, confused, and/or irrelevant, or
the student has failed to respond to the task.
5) Use and develop questions for class discussions and tests that are
of the same cognitive rigor as those on FCAT.
Based on Bloom’s taxonomy, level I questions are questions in which the students
demonstrate knowledge, comprehension, and application. Level II questions
require students to analyze, synthesize, and evaluate.
You can assess FCAT test scores through the district website at
www.brevard.k12.fl.us.
WHO CAN HELP?
People:
Websites:
9 www.fldoe.org,
9 www.brevard.k12.fl.us
9 www.tampareads.com/vocabulary/FCAT/indexFCAT.htm
Books:
9 Florida FCAT Reading & Writing Flashcards by Hollandays Publishing
9 How to Prepare for the FCAT: Florida High School Math Exit Exam by M.Ed.,
Pamela Windspirit
9 Florida FCAT Science Flashcards by Hollandays Publishing
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WHAT: Florida Oral Reading Fluency
(FORF)
Definition: Reading assessment for middle school students.
TARGET AUDIENCE:
FCAT reading teachers grades 6, 7, and 8
HOW:
The Florida Department of Education and Florida Center for Reading Research
have collaborated to provide tools to assist teachers working with middle school
students who score Level 1 or Level 2 on FCAT Reading. Oral reading fluency
probes have been developed and posted on the Florida Oral Reading Fluency
Website – www.floridaachieves.com. Assessments should be used between
instructional days 155 and 169 by teachers trained to administer fluency probes.
One passage for each assessment period and two alternates for the year are
available for download per grade. Passwords are needed to access the site. Your
school reading contact person can assist you with a password.
WHO CAN HELP?
People:
9 School reading coach
Websites:
9 www.floridaachieves.com
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WHAT: Comments for Report Card
TARGET AUDIENCE:
HOW:
General Comments
1.
He / she is working to their fullest capacity in all subjects.
2.
Is learning to share and listen.
3.
Is becoming more dependable during work periods.
4.
Is developing a better attitude toward ___ grade.
5.
Is showing interest and enthusiasm for the things we do.
6.
Is learning to occupy his time constructively.
7.
Wants responsibilities and follows through.
8.
Can be very helpful and dependable in the classroom.
9.
Always uses her time wisely.
10.
Has strengthened her skills in ___.
11.
Has great potential and works toward achieving it.
12.
Is completing his work in a timely manner.
13.
Is strong in _____.
14.
Is learning to be a better listener.
15.
Is learning to be careful, cooperative, and fair.
16.
Is continuing to grow in independence.
17.
Enthusiastic about participating.
18.
Gaining more self-confidence.
19.
Has a pleasant personality.
20.
Has worked very hard and earned his grades.
21.
Has improved steadily.
22.
Is learning to listen to directions more carefully.
23.
Now accepts responsibility well.
24.
_____'s work habits are improving.
25.
Has been consistently progressing.
26.
Has shown a good attitude about trying to improve in ___.
27.
The following suggestions might improve his ____.
28.
I am hoping this recent interest and improvement will continue.
29.
Seems eager to improve.
30.
Has shown strong growth in ____.
31.
__________is cooperative and happy.
23
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
62.
63.
64.
65.
66.
67.
68.
69.
70.
71.
72.
73.
74.
75.
76.
77.
78.
Volunteers often.
Is willing to take part in all classroom activities.
Works well with her neighbors.
_____'s attitude toward school is excellent.
Has the ability to follow directions.
Handwriting is beautifully done.
Learns new vocabulary quickly.
Has a sense of humor and enjoys the stories we read.
Is a steadfast, conscientious worker.
Is very helpful about clean-up work around the room.
Anxious to please.
Brings fine contributions.
Has a pleasant disposition.
Works well.
Is hard-working.
Is pleasant and friendly.
Needs to apply skills to all written work.
Gets along well with other children.
Your constant cooperation and help are appreciated.
Has shown an encouraging desire to better herself in ___.
Making steady progress academically.
Quality of work is improving.
Responds well.
Is maintaining grade-level achievements.
Works well in groups, planning and carrying out activities.
Seems to be more aware of activities in the classroom.
Takes an active part in discussions pertinent to ___.
Accepts responsibility.
Extremely conscientious.
Bubbles over with enthusiasm.
Has a sense of humor we all enjoy.
Has an excellent attitude.
Work in the areas of ____ has been extremely good.
Is an enthusiastic worker during the ____ period.
Needs to work democratically with others in groups.
Possible for ___ to exceed grade expectations.
Grasps new ideas readily.
Needs to develop a better sense of responsibility.
Enthusiastic about work in general.
Performs well in everything he undertakes.
Unusually mature.
Seeks information.
Mature vocabulary.
Doing strong work in all areas.
Is a clear thinker.
Excels in writing original stories and poems.
Is a good student who appears to be a deep thinker.
24
79.
80.
81.
82.
83.
84.
85.
86.
87.
88.
89.
90.
91.
92.
93.
94.
95.
96.
97.
98.
99.
100.
101.
102.
103.
Has good organization of thoughts.
Has vast background knowledge of ___.
Is a very fine and serious student and excels in ___.
The rate of achievement makes it difficult for ___ to keep up
with the class.
Must improve work habits if ___ is to gain the fundamentals
needed for ___ grade work.
_____'s academic success leaves much to be desired.
Handwriting needs to be improved.
Cooperative, well mannered.
Is a very happy, well-adjusted child, but ___.
Makes friends quickly and is well liked by classmates.
Cries easily.
Good worker and attentive listener.
Good adjustment.
Good attitude.
Capable of achieving a higher average in areas of ____.
Has difficulty retaining process of addition, etc.
Is inconsistent in his efforts, especially in ___.
Sacrificing accuracy for unnecessary speed in his written work.
Needs to listen to directions.
Never completes assignments in the allotted time.
Fails to finish independent assignments.
Would improve if he developed a greater interest in ___.
Comprehends well, but needs to work more quickly.
Needs to be urged.
Can follow directions.
Mathematics Comments
104.
Can work with numbers up to ___ with understanding.
105.
Understands the signs +, -, = and uses them to make number
statements.
106.
Understands and uses basic facts of addition and subtraction to
_________.
107.
__________still reverses some numbers.
108.
Understands place value up to _____.
109.
Can use manipulatives to add and subtract.
110.
Can use manipulatives to show place value to _____.
111.
Relies heavily on concrete objects.
112.
Knows the basic shapes.
113.
Can count to ______.
114.
Is able to create graphs using simple data.
115.
Understands several methods of graphing.
116.
Is beginning to memorize the number facts
25
Language Arts Comments
117.
Enjoys listening to poetry.
118.
Enjoys listening to stories.
119.
Reads extensively.
120.
Needs to increase speed and comprehension in Reading.
121.
Listens carefully.
122.
Evaluates what he/she hears.
123.
Phonics - (is able to distinguish, has difficulty distinguishing)
sounds in words.
124.
Now knows and is able to use _____ consonant and vowel sounds.
125.
Confuses the sounds ___ and ___.
126.
Is able to blend short words using the vowel(s) _____ with
or without assistance.
127.
Is learning to attack words independently.
128.
Uses the phonics skills to attack new words.
129.
Reading is (smooth, jerky, hesitant, rapid, irregular, or fluent).
130.
Comprehends what he/she reads.
131.
Is interested in books and reading.
132.
Can read to follow directions.
133.
Can now recognize ____ sight words.
134.
Reads for pleasure.
135.
Needs lots of repetition and practice in order to retain reading
vocabulary.
136.
Is still confusing words which look alike.
137.
Is beginning to read words in groups (phrases).
138.
Reading is becoming (not yet becoming) automatic.
139.
Enjoys discussing the stories.
140.
Has had difficulty with learning ______ so in the coming term
we will focus on ______.
141.
Speaks in good sentences.
142.
Speaks clearly.
143.
Has difficulty using (pronouns, verbs) correctly.
144.
Enjoys dramatization.
145.
Enjoys participation in conversation and discussion.
146.
Expresses ideas clearly.
147.
Has a good oral vocabulary.
148.
Takes turns talking.
149.
Speaks with confidence to the group.
150.
Uses punctuation correctly.
151.
Is able to place periods and question marks correctly.
152.
Uses colorful words.
153.
Uses (complex, simple) sentences.
154.
Is now able to write a complete sentence independently.
155.
Participates in group story telling (composition).
156.
Can write an original story of (one or two sentences, of a few
sentences).
157.
Puts words in the appropriate order.
26
158.
159.
160.
161.
162.
163.
164.
165.
166.
167.
Is able to read his sentences back.
Shows self confidence in writing.
Can compose several related sentences.
Is building a good spelling vocabulary.
Uses his individual dictionary to find unfamiliar words.
Enjoys learning to spell new words.
Is able to learn to spell words easily.
Sometimes reverses letters in a word.
Has difficulty remembering the spelling of non-phonetic words.
Is helped by using hand or body motions to remember spelling.
Writing Comments
168.
When printing, often reverses letters, such as __, __, etc.
169.
Has good (poor) fine-motor skills.
170.
Is able to print on the lines.
171.
Spaces letters and words correctly.
172.
Some printing is excellent but is often untidy in daily
assignments.
More General Comments
173.
Enjoys doing neat careful work.
174.
Is friendly and cooperative.
175.
Cooperates well.
176.
Helps others.
177.
Has a sense of humor.
178.
Has a good attitude towards school.
179.
Is working well in all subjects.
180.
Is learning to listen carefully.
181.
Is gaining self-confidence.
182.
Often completes work early.
183.
Is very thoughtful.
184.
Takes pride in work well done.
185.
Is eager to learn.
186.
Makes little effort when not under direct supervision.
187.
Often seems tired at school.
Is not very appreciative of the value of (time, courtesy,
188.
sharing, neatness, accuracy).
189.
Shows initiative; thinks things through for himself/herself.
190.
Lacks independence / is gaining independence.
191.
Is too easily distracted.
192.
Is becoming more self-reliant.
193.
Is an attentive student.
194.
All work is neatly and accurately done.
195.
Is a polite conscientious pupil.
196.
Is working above grade level in _________.
197.
Works too slowly.
198.
Does not complete assignments in the allotted time.
27
199.
200.
201.
202.
203.
204.
205.
206.
207.
208.
209.
210.
211.
212.
213.
214.
215.
216.
217.
218.
219.
220.
221.
222.
223.
224.
225.
226.
227.
228.
229.
230.
231.
Seems unable to finish required work.
Does colorful and interesting art work.
Is especially good at ______.
Requires too much supervision.
Please encourage him to do things on his own.
Should be encouraged to _____.
Needs frequent encouragement.
Is maturing.
Is learning to concentrate.
_____ has matured nicely this year, academically and socially.
He/She assumes responsibility well and has a fine attitude.
He/She still needs strengthening in the concept of long division.
Thanks for the help I know you have given her.
There has been a noticeable improvement in _____'s study
habits this reporting period, which is very encouraging.
Please continue during the summer with ___________ review
and as many reading experiences as possible.
___________ would benefit from reading many library books
this summer.
He needs to improve his reading speed and comprehension if he
is to have success in the ________ grade.
If ___________ will put forth in the future the effort he has
shown in the past two reporting periods, he will receive a great
deal from his schooling.
With __________'s ability to apply herself to each task, she
should receive much satisfaction from her school experiences.
_____________ continued to blossom as the year progressed.
_______________'s oral reading is very expressive and her
oral reporting is excellent.
Thank you for your interest in _____________'s attitude.
Although he has had some difficulty adjusting to our room and
various duties, he usually tries to cooperate.
_____________ has had some problems adjusting to our room,
as you know from my reports to you.
Many of her difficulties occur on the playground, and she then
carries a poor attitude in the classroom.
This hurts her academically.
She is capable of much better work.
I'm sorry I didn't get to meet you this year.
__________has made nice progress this reporting period.
He is maturing nicely and I hope this continues.
Although _____________'s growth in social maturity is
continuing, it is not consistent.
____________still needs guidance and support from both you
and me. Thanks for your cooperation.
_____________ is a wonderful girl and I'm happy to have had
her in my room.
28
232.
233.
234.
235.
236.
237.
238.
239.
240.
241.
242.
243.
244.
245.
246.
247.
248.
249.
250.
251.
252.
253.
254.
255.
256.
257.
258.
259.
260.
261.
262.
263.
264.
265.
She has made many fine contributions to our class and is an
inspiration to her classmates.
With ____'s friendly, cooperative attitude, she will always be a
pleasant addition to any class.
I have enjoyed the association I have had with _____________.
His friendly, sincere way has made him a very popular member
of the ___ grade.
Regardless of how busy _________ is, he still has time to do
something nice for someone. For this reason, he is one of the
best-liked members of my class.
I enjoyed having _____________ in my class. She is a sweet
and cooperative child.
_____________ is a pleasant, conscientious student.
He is self-confident and has excellent manners.
It has been a pleasure to have him in my class.
I enjoyed having _____________ in my room.
She assumes responsibility well, excels on the playground, and
is well liked by her peers.
She's helped to make my year a pleasant one.
She is a big help in seeing that our room looks clean and
pleasant.
She has been most cooperative and only needs strengthening in
Social Studies skills to bring her up to ____ grade level.
___________ is a fine citizen and takes a keen interest in
school.
I hope you enjoy your new home!
__________ takes a keen interest in all work and is most
agreeable and a willing worker. It has been wonderful having him
in my room.
Exhibits excellent attitude.
Possesses good self discipline.
Respectful of others.
Works independently on assignments.
Exhibits creativity.
Does good work.
Always cooperative
Classroom attitude shows improvement.
Pleasant student to work with.
Quality of work has improved.
Hard worker.
Participates well in class.
A pleasure to have around.
Experiences difficulty following directions-when unsure needs
to ask questions.
Needs to actively participate in classroom discussion.
Needs better study skills.
Requires incentives.
29
266.
267.
268.
269.
270.
271.
272.
273.
274.
275.
276.
277.
278.
279.
280.
281.
282.
283.
284.
285.
286.
287.
288.
289.
290.
291.
292.
293.
Low quiz/test scores.
Assignments/Homework incomplete/late.
Needs to pay attention in class.
Disruptive in class.
Needs to improve classroom attitude.
Excessive tardiness.
Excessive absences.
Failure to turn in make up work.
A conference is requested.
This subject modified/ leveled according to ability.
Does not work up to his/her ability.
Student will be retained in current grade next year. Please
contact the school to arrange a conference.
Subject has been taught, but no grade issued.
Makes careless errors.
Difficulty understanding the material.
Does not know math facts well.
Interrupts others.
Gets upset easily.
Work is not neat.
Disorganized.
Needs to proofread work.
Does not form letters correctly.
Assignments are not neat.
Excessive talking.
Needs to spend time on task.
Does not put enough time into assignment.
Needs to improve self discipline.
Needs to improve respect for others.
If a student is having difficulty - say so! Say what you have tried already to help
him/her, and what you are going to do differently in the next term to help the
child. Never say the child is having problems without giving a possible solution
you are going to try and what has already been tried. This shows you are doing
everything in your power to change the situation.
WHO CAN HELP?
People:
9 For further advice talk to a veteran teacher, a mentor teacher, or the induction
program coordinator.
Websites:
9 http://www.teachervision.fen.com/school/educational-testing/6964.html
30
9 http://www.teachnet.com/howto/endofyear/personalcomments061400.html
9 http://www.gigglepotz.com/report_effort.htm
9 http://www.timesaversforteachers.com/index_page0073.htm
Books:
9 Writing Effective Report Card Comments by S. Sanders
9 The portfolio and its use: Developmentally appropriate assessment of young
children by C. Grace
9 Reporting on student learning: Lessons from the past Prescriptions for the
future. by T.R. Guskey
9 Toward Better Report Cards by G. Wiggin
31
WHAT: No Child Left Behind
Definition: The "No Child Left Behind" Federal law requires states to give
students in grades 3-8 an annual test in reading and math. In 10 years, all
students are supposed to test as "proficient."
TARGET AUDIENCE:
HOW:
"No Child Left Behind" law requires states to give students in grades 3-8 an
annual test in reading and math. The goal of No Child Left Behind is to have all
students test as “proficient”. Test scores at individual schools must improve for
all students and for minorities, low-income students, and other subgroups. If a
school receiving federal Title I funding misses the target two years in a row,
students must be offered a choice of other public schools to attend. If a school
fails to improve three years in a row, students must be offered vouchers good for
extra help, including private tutoring. Teachers in core content areas must be
"highly qualified," certified, and knowledgeable about the subject matter taught.
In general a "highly qualified teacher" is one with full certification, a bachelor's
degree and demonstrated competence in subject knowledge and teaching. (Core
subjects include English, reading or language arts, mathematics, science, foreign
languages, civics and government, economics, arts, history, and geography.)
IMPORTANT POINTS TO KNOW REGARDING NO CHILD LEFT
BEHIND
•
Accountability: No Child Left Behind holds schools and school districts
accountable for results. Schools are responsible for making sure the
student is learning.
•
School District Report Cards: No Child Left Behind gives parents
report cards so they can see which schools in their district are succeeding
and why. With this information, No Child Left Behind gives parents,
community leaders, teachers, principals, and elected leaders the
information they need to improve schools.
32
•
Public School Choice: No Child Left Behind may let students transfer
to another public school if the state says that their school is "in need of
improvement." The school district may pay for transportation for the
students.
•
Extra Help with Learning: No Child Left Behind may also provide
students with free tutoring and extra help with schoolwork if the state says
the students’ school has been "in need of improvement" for at least 2
years. This extra help is often referred to as Supplemental Educational
Services.
•
Parental Involvement: No Child Left Behind requires schools to
develop ways to get parents more involved in their child's education and in
improving the school. Parents should contact their child's school to find
out how they can get involved.
•
Measuring Knowledge: No Child Left Behind requires states to test
students in reading and math every year in grades 3-8. Students will also
be tested at least once in high school. The tests will help parents, students,
and teachers know how well the student is learning and when they need
extra help.
•
Scientifically Based Research: No Child Left Behind focuses on
teaching methods that have been proven by research to work. There will
be no more experimenting on children with educational fads.
•
Reading First: No Child Left Behind provides more than one billion
dollars a year to help children learn to read. Reading First is the part of
No Child Left Behind that is dedicated to ensuring all children learn to
read on grade level by the third grade. Reading First provides money to
states and many school districts to support high quality reading programs
based on the best scientific research.
•
Teacher Quality: No Child Left Behind provides funding to help
teachers learn to be better teachers. No Child Left Behind requires local
school districts to ensure that all teachers hired to teach core academic
subjects in Title I programs after the first day of the 2002-03 school year
are highly qualified. In general a "highly qualified teacher" is one with full
certification, a bachelor's degree and demonstrated competence in subject
knowledge and teaching. (Core subjects include English, reading or
language arts, mathematics, science, foreign languages, civics and
government, economics, arts, history, and geography.)
33
Terms Every Teacher Needs to Know
•
Title I — This is the part of No Child Left Behind that supports programs
in schools and school districts to improve the learning of children from
low-income families. The U.S. Department of Education provides Title I
funds to states to give to school districts based on the number of children
from low-income families in each district.
•
State Assessments — This refers to the tests developed by your state
that students will take every year in grades 3-8 and at least once in high
school. Using these tests, the state will be able to compare schools to each
other and know which ones need extra help to improve. (Florida uses
FCAT)
•
Adequate Yearly Progress (AYP) — This is the term No Child Left
Behind uses to explain that a school has met state reading and math goals.
The school district's report card will demonstrate which schools have
made AYP.
•
School in Need of Improvement — This is the term No Child Left
Behind uses to refer to schools receiving Title I funds that have not met
state reading and math goals (AYP) for at least two years. If a school is
labeled a "school in need of improvement," it receives extra help to
improve and students in that school have the option to transfer to another
public school, including a public charter school. Also, the students may be
eligible to receive free tutoring and extra help with schoolwork.
•
Supplemental Educational Services (SES) — This is the term No
Child Left Behind uses to refer to the tutoring and extra help with
schoolwork in subjects such as reading and math that children from lowincome families may be eligible to receive. This help is provided free of
charge and generally takes place outside the regular school day, such as
after school or during the summer.
•
Highly Qualified Teacher (HQT) — This is the term No Child Left
Behind uses for a teacher who proves that he or she knows the subjects he
or she is teaching, has a college degree, and is state-certified. No Child
Left Behind requires that students be taught by a Highly Qualified Teacher
in core academic subjects.
WHO CAN HELP?
People:
9 For further advice talk to a veteran teacher, a mentor teacher, the district
resource teacher, or the induction program coordinator.
34
Websites:
9 http://www.ed.gov/nclb/landing.html
9 http://edworkforce.house.gov
9 http://www.fldoe.org
Books:
9 No Child Left Behind?: The Politics and Practice of School Accountability by
Paul E. Peterson and Martin R. West
9 No Child Left Behind (Peter Lang Primer) by Frederick M. Hess and Michael
J. Petrilli
9 No Child Left Behind : A Guide for Professionals (Student Enrichment) by
Mitchell L. Yell and Erik Drasgow
9 No Child Left Behind And the Transformation of Federal Education Policy,
1965-2005 (Studies in Government and Public Policy) by Patrick J. Mcguinn
35
WHAT: The Sunshine State Standards
(SSS)
Definition: The Sunshine State Standards (SSS) identify what Florida public
school students should know and be able to do during each of four grade clusters
that represent developmental levels: Prek-2, 3-5, 6-8, and 9-12.
TARGET AUDIENCE:
HOW:
The Sunshine State Standards describe the student achievement that the
state will hold schools accountable for students' learning in the subject areas of:
science, language arts, social studies, mathematics, visual arts, music, dance,
theatre, physical education, foreign languages, and health.
The Sunshine State Standards affect many aspects of schooling in Florida.
The curriculum and instruction in the classroom should be organized around
these standards. The state assesses reading, writing, science, and mathematics
based on the standards. In short, the standards should be the starting point for
much that is done within Florida's educational system. The Sunshine State
Standards are organized as follows:
Strand = label (word or short phrase) for a category of knowledge, such
as reading, writing, measurement, economics, nature of matter.
Standard = general statement of expected learner achievement within
the strand.
Benchmark = learner expectations (what a student should know and be
able to do to achieve this standard) at the end of the developmental levels
of grades PreK-2, 3-5, 6-8, 9-12.
36
A strand is the most general type of information (music, math, etc.). A strand is
a short label for a category of knowledge under which standards are listed. This
helps organize the vast amount of information to be learned in a subject area.
Each of the strands contains one or more standards. A standard is a description
of general expectations regarding knowledge and skill development within a
strand (computation, writing, etc.). The most specific level of information is the
benchmark. A benchmark is a statement of expectations about student
knowledge and skill at the end of one of four developmental levels: grades PreK2, 3-5, 6-8, and 9-12. Benchmarks translate the general standards into
expectations at different levels of student development. Within a standard, one
would expect high school students to be performing differently from primary
students. The benchmarks describe these differing levels of expectations.
It is possible that more than one benchmark might be combined into a single
teaching or assessment activity. Although the benchmarks are listed separately,
that does not mean that students must demonstrate achievement of them one at a
time.
For reference, the table of standards and benchmarks can be found at the Florida
Department of Education Website. Each strand, standard, and benchmark has
been assigned a unique identification code.

Subject. The two letters in the first slot identify the subject area:
LA for Language Arts
MA for Mathematics
SC for Science
SS for Social Studies
PE for Health and Physical Education
FL for Foreign Languages
In the Arts:
MU for Music
VA for Visual Arts
TH for Theatre
DA for Dance

Strand. The letter in the second slot identifies a strand, such as reading,
measurements, or energy.
•
Standard. The number in the third slot identifies the general standard
under the strand.
37
•
Level. The number in the fourth slot identifies the developmental level:
1 = grades PreK-2
2 = grades 3-5
3 = grades 6-8
4 = grades 9-12
•
Benchmark. The number in the fifth slot is the benchmark under the
benchmark cluster within the standard.
LA. A. 1.K.1.
Subject Area---Strand---Standard---Level---Benchmark
An Example: LA.A.1.K.1 The student uses titles and illustrations to make oral
predictions. The Subject Area is Language Arts, the Strand is Reading, the
Standard is the first standard in the Reading strand, the level is Kindergarten,
the benchmark is the first one listed “The student uses titles and illustrations
to make oral predictions”
WHO CAN HELP?
People:
Websites:
9 www.fldoe.org, www.brevard.k12.fl.us
9 The website http://intech2000.miamisci.org has not only information
regarding SSS, but it also has a list of activities to do in the classroom to
teach each benchmark.
Books:
9 Sunshine State Standards Support Book Grade 8 (McDougal Littell Middle
School Math) by McDougal
9 Florida Standards: A Handbook for Teaching in the Sunshine State by Susan
N. Wood
38
Uses effective communication techniques with students and all other
stakeholders.
39
Accomplished Practice #2 – COMMUNICATION
ACCOMPLISHED: Uses effective communication techniques with students
and all other stakeholders.
•
Establishes positive interaction in the learning environment that uses
incentives and consequences for students to promote excellence.
•
Establishes positive interactions between teacher and student in all areas.
•
Communicates procedures/behaviors effectively, in both verbal and nonverbal
styles, with all students; including those with handicapping conditions and
those of varying cultural and linguistic backgrounds.
•
Communicates with and challenges all students in a positive and supportive
manner.
•
Communicates to all students high expectations for learning.
•
Maintains standards of mutually respectful interaction during individual work,
cooperative learning, and whole group activities.
•
Provides all students with opportunities to learn from each other.
•
Motivates, encourages, and supports individual and group inquiry.
•
Encourages students’ desire to receive and accept constructive feedback on
individual work and behavior.
•
Communicates with colleagues, school, and community
administrators, and families consistently and appropriately.
•
Develops short and long term personal and professional goals relating to
communication.
40
specialists,
WHAT: Parent Communication
The give and take of information between parents/guardians of students and
teachers. This communication can take place in many different forms – oral (in
person or on the phone), written (notes, letters, e-mail, text messages, etc.)
TARGET AUDIENCE:
Pre K - 12th grade teachers/students
HOW:
See the attached pages for the
following:
Communicating With Parents
Guidelines
Beginning of the Year Communication
Newsletters
Communication Log
Parent Conferences:
Conference Planning
Problem Solving Conference
Dealing With Difficult Parents
Conference Documentation
Parent Phone Calls
Written Communication
WHO CAN HELP?
People:
9 Refer to your schools’ administration. (Each school is slightly different.)
Websites:
9 www.Schoolnotes.com
9 www.scholastic.com
9 www.learninghorizons.com
Books:
9 Teachers’ Messages and Notes Home (Laurie Steding)
9 The Tactful Teacher, Effective Communication with Parents, Colleagues &
Administration (Yvonne Bender)
9 Teacher Talk! The Art of Effective Communication (Cheli Cerra & R. Jacoby)
41
COMMUNICATING WITH PARENTS
GUIDELINES
1. Recognize that schools and homes have shared goals:
Parents are partners
Build trust
2. Respect parents and communicate that respect:
Be aware of:
Tone of voice
Body language
Word choice
3. Be aware of the amount of time you make parents wait:
Make every effort to give parents benefit of doubt
Assure parents confidentiality
Encourage families to tell you about special circumstances that
may affect child.
4. Understand the different types of school-family communication and the
advantages and limitations of each:
When communicating about individual children use:
Progress reports
Attendance notices
Get acquainted calls or messages
Conferences
Work samples
Telephone calls
Email
When communicating about class or school wide topics use:
Newsletters
Recorded telephone messages
Radio and television messages
Handbooks
Bulletin boards
Announcements
Flyers
Email/web page
5. Tailor communication to your audience:
Communications should be clear
Use plain language
Short and to the point
Ask your students’ families which type of communication they
42
read and prefer.
6. Be sure to check written material for spelling grammar and punctuation.
7. Get expert help if you need it – this is a sign of professionalism.
Consult:
School psychologists,
Social workers
Public relations
Family resource
Youth service centers
Capitalize on school resources related to communication,
photography and graphics.
8. Communication is a two-way street. Invite responses when communicating
with parents.
Include statements such as:
For further information call:
If you have any questions…
If you want to talk with me, I will be available between
______& _______.
If you have any ideas send then to school.
I want your suggestions.
43
BEGINNING OF THE YEAR
COMMUNICATION
Upper Grades
Send a syllabus to parents
Include: Evaluation procedures
Tentative semester outline
Homework policies
Make-up policies
How you can be reached (school or home)
Times you can be reached
Email
Lower Grades
Send an introduction letter to parents
Include: Expectations for the year
Supplies/materials needed
Contact information
Send home information to parents about your procedures and how they can
help and volunteer in the classroom.
44
Avoiding
Conflicts
Teachers
Between
Through
Parents
Open,
and
Ongoing
Communication
Let parents know how and when they can contact the school and the teacher.
Practice an open-door, open-mind policy.
Elicit expressions of parents’ concerns and interests in preparation for parentteacher conferences.
Involve parents in classroom activities.
Strategies for Teachers and Parents When They Disagree
Know the school policy for addressing parent-teacher disagreements.
Use discretion about when and where children and their families are discussed.
Listen first to understand and then to be understood.
Show empathy with your parents and students.
45
Student Information Sheet
Name: ___________________________ Grade: 9 10 11 12
Age: ______________
Period: ____________
In order for me to get to know you a little better, please fill out the following:
Concerning this class, I am a person who…
likes _______________________________________________
doesn’t like___________________________________________
can ________________________________________________
cannot ______________________________________________
plans to _____________________________________________
would never __________________________________________
would rather __________________________________________
wants to learn how to ____________________________________
is really good at ________________________________________
gets angry when ________________________________________
has the good habit of _____________________________________
has the bad habit of ______________________________________
wishes I could change the way other people______________________
wishes I could __________________________________________
if I break a RULE, likes to be corrected by _______________________
expects to get a/ (an) _________________________grade in this class.
thinks it is really cool to ____________________________________
thinks it is really uncool to __________________________________
learns best when _________________________________________
Outside of school, I am a person who…
never misses the TV show titled _______________________________
listens to music by ________________________________________
before dinner, can usually be found at ___________________________
after dinner, can usually be found at ____________________________
will some day ____________________________________________
enjoys doing _____________________________________________
46
is really good at ___________________________________________
has the most fun at _________________________________________
What topic of science do you want to learn about this year?
What do you like to do in your free time?
Do you work after school or on weekends? ______ If so, how many hours per
week do you work?
Do you have any specific interests that you plan to pursue after high school?
What do you enjoy most about science? Least?
What do you find the most difficult about science classes?
Is there any other information about yourself that you want me to know?
****************************************************************
47
STUDENT AGREEMENT CONTRACT
I have carefully read the Student Science Information and Student Safety
Contract. I am aware that:
• Any violation of this contract resulting in unsafe conduct in the
laboratory or misbehavior on my part may result in being
removed from the laboratory, detention, receiving a failing grade,
and/or dismissal from this course.
• All school rules apply to labs and activities, whether conducted on
or off campus to include: classroom facilities, laboratory facilities,
computer classrooms, field studies, and field trips
• I am responsible for reimbursement of any damaged or broken
equipment due to my carelessness.
Do you wear contact lenses? __________
Do you have any medical conditions I should be aware of? __________
Please list: _______________________________________________
Dear Parent: We feel you should be informed regarding the school’s effort to
create and maintain a safe science classroom/laboratory environment. Your
signature indicates that you have read the Student Science Information and
Safety Contract and will instruct your son/daughter to uphold the agreement
and to follow these procedures:
_________________
______________
Student Signature
Date
_________________
______________
Parent/Guardian Signature
Date
48
STUDENT SOLUTION CONTRACT
1.
Define the problem.
2. What do you want?
3. Does your present behavior have a reasonable chance of getting you what
you want?
4. Is there something you can do differently to get what you want in a way
that is helpful to you without hurting others?
5. List possible solutions to your problem.
a.
b.
c.
6. Circle your solution from the above list which will help you behave
differently.
7. Now that you have selected a solution, how will the solution help you?
8. How will your solution affect others?
9. How soon can you begin putting your solution into action?
10. List some consequences if you decide not to handle this as you have
agreed to do.
a.
b.
c.
This agreement has been formulated for the purpose of helping me maintain
acceptable behavior in and out of the classroom.
Student ________________ Teacher _________________________
Date __________________
Principal ________________________
49
Name ____________________________ Date ________________
caring
integrity
common sense
organization
cooperation
patience
effort
perseverance
flexibility
problem solving
friendship
responsibility
initiative
respect
I did not use the life skill of ___________________________________
because_________________________________________________
______________________________________________________
______________________________________________________
From now on I will do my personal best to use the life skill of ___________
___________________ by _________________________________
______________________________________________________
______________________________________________________
Student signature __________________________
Teacher signature __________________________
Parent signature ___________________________
50
PARENT CONFERENCES
Invite both parents. Misunderstandings are less common if both parents hear
what you have to say. Having both parents present also allows you to gauge the kind
of support both parents give the child.
Allow enough time. Twenty to thirty minutes is usually adequate. Allow time
between conferences so you can make necessary notes on concluded conference and
prepare for the next one.
Be ready for questions. Have documentation ready to demonstrate what you are
saying.
Get organized in advance. Samples of student’s work, attendance records, grade
books, tests, etc should be ready and easily accessible.
Plan ahead. Have a general outline in mind, but be flexible. Notes on the individual
student will assist you to cover strengths and needs and help you come up with a
proposed plan of action. Don’t overwhelm them; no more than two or three concerns
should be addressed.
Greet parents near the entrance.
the parents feel welcome.
Alleviate anxiety and frustration by making
Get the name right. Don’t assume that last names are the same. Check records
ahead of time and make sure you have them right. Don’t assume; if in doubt - ask. A
person that you may think is the grandfather may be the father.
Avoid physical barriers. Have comfortable chairs available. Arrange the chairs
in a conference-style seating so you’ll all be equals together.
Open on a positive note. A positive statement about the child’s abilities, work, or
interest will help to get everyone relaxed.
Structure the session. Have an “agenda” and share it with the parents as soon as
they arrive. Be flexible to allow parents to add to the agenda if necessary.
Be specific in your comments.
Generalizations do not help the parents
understand specifics. Use clear examples and try to pin down the concerns.
51
Conference Planning Sheet
1. Subject areas/topics - What do you intend to cover?
2. Major Objectives - Reason for conference/what do you need to communicate
to both parent and student?
3. Conference plan - What questions will you ask/what points will you
make/suggestions?
4. Materials - What materials should be shared with parents?
5. Action plan - What specifics will you recommend/how can parents help?
6. Closure - Tell parents again what you already said in summary. End with a
friendly thank you for their concern/support.
7. Evaluation - ask yourself:
Was I prepared?
Did I listen attentively?
Did I encourage parents to talk/offer suggestions?
Did I plan with parents?
Did I learn anything which will help the student?
If the conference could be repeated, would I take any different
action?
8. Document in your notebook.
52
Parent Conference Preparation Guide
Child’s name: ___________________________________________
Conference requested by: _____________________________________
Date of conference: _________________________________________
Time: __________________________________________________
Location:________________________________________________
Persons requested to attend:
Date notified:
___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________
Primary concern of person(s) requesting conference: __________________
______________________________________________________
______________________________________________________
Student strengths:
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Student weaknesses:________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Current grade average: ______________________________________
Current days absent: __________
Tardy:_________________
Suggestions for improvement:__________________________________
______________________________________________________
53
PRE-CONFERENCE FORM FOR PARENTS
Student: ____________________________ Date: ______________
Parent(s): ______________________________________________
Child’s strengths observed at home by parent(s):____________________
______________________________________________________
______________________________________________________
______________________________________________________
Child’s needs observed at home by parent(s): _______________________
______________________________________________________
______________________________________________________
______________________________________________________
Parent’s insights:
Things at school that seem to be going well: ________________________
______________________________________________________
______________________________________________________
Concerns/questions: ________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
54
QUESTIONS PARENTS MAY ASK DURING THE
CONFERENCE
What subject does my student like most? Least?
What can I do to help my student with subjects he finds difficult? How can I
help my student study? Prepare for class? Improve his work?
Is my student trying as hard as he can?
Does my student participate in class discussions and activities?
Is my student in different classes or groups for different subjects? Which ones?
How are the groups determined?
How well does my student get along with others?
Has my student missed classes?
Have you noticed changes in the way my student acts? For example, have you
noticed squinting, tiredness, or moodiness that might be a sign of physical
or other problems?
How are you measuring your student's progress?
Class participation? Projects?
Through tests? Portfolios?
What kinds of tests do you give?
What do the tests show about my student's
progress? How does my student handle taking tests?
55
PROBLEM SOLVING CONFERENCE
Steps:
Begin with positive statement
“Thank you for coming.
I know you are concerned about
your child’s education.”
State specific problem - be prepared to show documentation.
State the actions you have taken - support with documentation.
Ask for input.
State what you will do.
Determine what parents will do.
If parent response is negative or not supportive, be positive but assertive.
“I understand how you must feel, but if it continues….”
Make confident statements.
“I know that working together, we can help your child.”
“We both want positive experiences for you child.”
“We both want what is best for your child.”
Create follow up plans - when, where, how to make progress updates.
Summarize conference and action plan.
“It is my understanding that we have
decided………………………………...”
“Let me make sure I understand the plan of
action………………………………......”
56
Parent/Teacher Problem Solving Worksheet
Student: ______________
Phone #: __________
Date: ________________ Time of contact: ________
Statement of concern: ________________________
______________________________________________________
______________________________________________________
______________________________________________________
Describe problem (in observable terms): __________________________
______________________________________________________
______________________________________________________
______________________________________________________
State the steps you have taken to correct the problem: _________________
______________________________________________________
______________________________________________________
______________________________________________________
Parental input:
______________________________________________________
______________________________________________________
______________________________________________________
Work out a solution:
What will you do:
______________________________________________________
______________________________________________________
______________________________________________________?
What will the parent do:
______________________________________________________
______________________________________________________?
Expectations for the student: __________________________________
______________________________________________________
57
Dealing with a Difficult Parent
Be on eye level with parent.
Be respectful.
Be calm.
Listen attentively.
Don’t argue or interrupt.
Don’t accuse or judge.
State facts.
Be assertive:
“I’m sorry but I don’t allow people to treat me this way.
Perhaps we can
continue this when you have calmed down”. Then walk away.
In the midst of an attack - pause - look - turn and walk away.
Don’t show anger.
Don’t hide behind a desk.
Don’t underestimate power of stern disapproving look - selective silence.
Taken from 14 steps to Teacher Assertiveness - “How to Cope with Difficult
Parents, Principals, and Staff Members” by Mike Moore.
58
CONFERENCE DOCUMENTATION
Student: _________________________________
Date: ___________
Persons present:
______________________________________________________
______________________________________________________
______________________________________________________
Issues discussed:
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Actions Taken:
______________________
______________________
______________________
______________________
______________________
______________________
Person Responsible:
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
Signature:
______________________
______________________
______________________
______________________
______________________
______________________
Title:
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
Follow up date: ____________________________________
59
Parent/Teacher Conference Checklist
Strengths and Areas of Improvement
Child’s Name __________________________ Date _____________
Teacher’s Name ________________________
Grade ____________
General School Performance
Strength
Needs Improvement
1. Listens attentively
_______
_______
2. Follows directions
_______
_______
3. Is well organized
_______
_______
4. Pays attention to detail
_______
_______
5. Completes work
_______
_______
6. Participates in classroom routines
_______
_______
7. Works appropriately with materials
_______
_______
Examples/Comments:
__________________________________
______________________________________________________
Social Growth
1. Gets along well with peers
_______
_______
2. Works cooperatively in groups
_______
_______
3. Initiates conversations with adults
and peers
_______
_______
4. Uses courtesy in speech and action
_______
_______
5. Respects property and rights of others _______
_______
6. Accepts responsibility of own actions
_______
_______
Examples/Comments:_________________________________________
________________________________________________________
Skill Areas:
1. Math: Area of strength ___________________________________
2. Math: Needs extra practice ________________________________
3. Language: Area of strength ________________________________
4. Language: Needs extra practice _____________________________
5. Science: Area of strength _________________________________
6. Science: Needs extra practice ______________________________
7. Social Studies: Area of strength _____________________________
8. Social Studies: Needs extra practice __________________________
How you can help at home: ____________________________________
_______________________________________________________
Follow up plan: ____________________________________________
_______________________________________________________
_______________________________________________________
60
Parent Conference Sheet
A conference with your child’s teacher is scheduled for _________at ______
in room _____________. This planning sheet will help you identify topics
you may want to discuss during the conference. Please complete any sections
that are appropriate and bring it to the conference with you.
What are your goals for your child this year?
What specific concerns do you have about your child’s academic
progress or behavior?
What general questions do you have about classroom curriculum,
standards, evaluation techniques, or procedures?
What questions or concerns does your child have about school?
(Complete this section with your child.)
Does your child have any health problems that might affect his or
her behavior or academic progress?
Is your child dealing with any personal or family issues that might
affect his or her behavior or academic progress?
What do you want the teacher to know about your child?
61
PARENT TEACHER CONFERENCE FORM
Student Name: ________________________
School: __________
Teacher: _____________________________ Date: _____________
Grade: _________________
School Year: _________________
People Present (List names/relationship to student)
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Conference Summary/Recommendations:
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Report Prepared by: ___________________________ Date: _________
Parent Signature: __________________________________________
62
Parent Conference Night (High School)
Date: _____________________________________________
Teacher: ___________________________________________
Phone: ____________________________________________
Email: ____________________________________________
Name of Student:
Class:
Current Grade:
Previous Quarter Grades:
Absences:
Strengths
Areas that need improvement
Course of
action:__________________________________________________
63
Phone Call to Parents
What to do:
1. Begin with a caring, positive statement.
2. Describe behavior/academic concern.
3. Tell what you have done. Be specific.
4. Identify what you would like the parent to do.
(Speak with the child, sign an agenda daily, monitor homework,
come in for a conference, visit the class, etc.)
5. Listen.
6. Follow up.
Give parents an update and thank them for their assistance and/or
offer other suggestions.
7. Document.
If problem persists repeat this sequence.
64
Parent Phone Call Worksheet
Student: _______________________________ Phone # ___________
Parent or Guardian: ________________________________________
Date and time of call: _______________________________________
Use the space below to note important points you will cover with the parents.
1. Begin with a statement of concern______________________
______________________________________________________
2. Describe the problem behavior (state in observable terms) _____
______________________________________________________
______________________________________________________
3. Review what you have done to correct the problem _________
__________________________________________________
__________________________________________________
4. Get parent input __________________________________
_______________________________________________________
_______________________________________________________
5. Record parent comments____________________________
______________________________________________________
______________________________________________________
6. Present your solution to the problem
What will you do:
______________________________________________________
______________________________________________________
What will the parent do: ____________________________
______________________________________________________
7. Express confidence once again in your ability to solve the problem
together.
NOTES:
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
65
WRITTEN COMMUNICATION
Be sure that anything you distribute to parents in writing is
accurately and professionally done.
9 Check spelling.
9 Check grammar.
9 Look at finished product.
9 Insure writing is easy to read.
¾ Check font size.
¾ Check darkness of print.
Keep a copy of everything you put on paper.
Write clearly and concisely so message is easy to understand.
9 Check times, dates, locations.
9 Avoid educational jargon.
Send communication far enough in advance so parents may
respond.
Use different colors for different correspondence.
9 Assists in identifying correspondence.
9 Keys parents into knowing it is something that needs to be dealt
with.
66
Newsletters
Create a template that you can use over and over.
Use cut and pastes to add and delete information, events, dates, etc.
Keep sections the same for each newsletter so you don’t have to
reinvent it each time.
Include:
Curriculum updates
Birthdays
Thank-you notes
Field trip, special events information
Activities that can be done at home
Dates of tests, projects, etc.
Skills that can be practiced at home
Homework and dates due
Supplies that are needed
Word of the week
Question of the week
67
IM=Incoming message P=Phone call W=Written C= Conference IE= Incoming email M=Message left E= Email
Date &
time
Person Contacted
Phone Number
Student
Type of
communication:
P
W
IE
IM
C
E
P
W
IE
IM
C
E
P
W
IE
IM
C
E
P
W
IE
IM
C
E
P
W
IE
IM
C
E
Nature of Communication
68
Teacher: __________________________
Year: _____________________________
Parent Contact Log:
Date
Student
Person Contacted
Concern and/or Outcome
69
WHAT: VOLUNTEERS
Get everyone involved; Parents, Grandparents, Community, Brothers and
Sisters, Aunts and Uncles, Neighbors, etc
TARGET AUDIENCE:
Pre K – 12th
HOW:
Volunteers play an important role in Brevard County Public Schools. Over
900,000 hours were logged by thousands of volunteers this past year.
Individuals who wish to become a school volunteer need to:

Complete a Brevard Public School’s Volunteer/Mentor Application
Complete a Security Check (those with a positive criminal
background must provide a written description of the offense to
accompany the application.)
Provide picture ID and/or a FL drivers license number
These items should be turned into the school’s volunteer coordinator.
Volunteers may not serve in the classroom or on field trips until these items
have cleared.
For more information, please contact the School’s Volunteer Coordinator.
WHO CAN HELP?
People:
9 Your School’s Volunteer Coordinator.
Websites:
9
9
9
9
County Website (application can be downloaded)
www.ciera.org/library/instresrc/tecr/sample/topic8sb.pdf
www.teachingheart.net/parenthelpers.html
www.educationworld.com/acurr/voice/voice094.shtml
www.highbeam.com/library/docfreeprint.asp
70
Engages in continuous professional quality improvement for self and school.
71
Accomplished Practice #3 – CONTINUOUS IMPROVEMENT
ACCOMPLISHED: Engages in continuous professional quality improvement for
self and school.

Functions as a facilitator in the school, actively applying accepted principles and strategies for
affecting change.

Works in general group settings and in focus groups in cooperation with other educators and
families to analyze the effectiveness of instruction in the school and to develop improvement
strategies.

Uses data from her/his own learning environments, (e.g., classroom observation, audio/video
recordings, student results and feedback, and research) as a basis for reflecting upon and
experimenting with personal teaching practices.

Creates and monitors a personal professional development plan to guide her/his own improvement.

Communicates with students, families, and the community to assess the relevance of the
curriculum and adequacy of student progress toward standards.

Demonstrates respect for diverse perspectives, ideas, and options and encourages contributions
from any array of school and community sources, including communities whose heritage language
is not English.

Works to empower the school-based personnel as they manage the continuous improvement
process.

Participates in the development of improvement plans that support the overall school improvement
plan, including implementation and evaluation of individual effectiveness.

Keeps abreast of developments in instructional methodology, learning theories, second language
acquisition theories, psychological and sociological trends, and subject matter in order to facilitate
learning.

Shows evidence of continuous reflection and improvement in her/his performance in
teaching/learning activities and in an increased capacity to facilitate learning for all students.

Continues to expand her/his own repertoire of professional experiences, e.g., publishing,
conducting inservice activities, mentoring colleagues, providing leadership in professional
associations, utilizing research appropriately.

Sees herself/himself as a steward of the school, of public education, and of our national heritage
with its multicultural dimension and works to articulate these positions in a manner appropriate to
the situation.

Works as a member of a learning community—investigating problematic conditions, working as
teacher-as researcher, behaving as a reflective practitioner, etc.

Utilizes strengths and attributes of colleagues based on experience, status, education, and other
unique strengths and attributes and adjusts professional relationships accordingly.

Works to improve her/his own professional judgment and the ability to articulate it to colleagues,
families, and the business community.

Develops short and long term personal and professional goals relating to continuous professional
development.
72
WHAT: Professional Development Plan
(PDP)
The PDP is an action plan that is written and designed in the first term of the
school year and is assessed in the last term. It may be a component of the teacher
evaluation process. Objectives are linked to the Accomplished Practices.
Measurable student performance objectives are designed by the teacher based on
information gained in an inservice activity and the needs and characteristics of
his/her class.
TARGET AUDIENCE:
K-12th grade teachers
HOW:
Refer to Sample PDP and Action Plan.
Action research is tied to the Professional Development Plan to measure student
achievement.
School wide PDPs or Departmental PDPs are often linked to a state/district or
school-approved student standard.
Individual teachers can also write classroom PDPs based on Grade Level
Expectations or Individual Education Plans. A measurement of objective for the
Action Plan would have the teacher tally the number/percentage of students who
earn the goal% or higher on the summative assessment for the semester and
attach this data to the PDP Action Plan.
WHO CAN HELP?
People:
9 Departmental Head, Dean of Curriculum, and Mentor Teacher
Websites:
9 www.brevard.k12.fl.us Human Resources-Certification-New Teacher
Info-PDP
Books:
9 Performance Appraisal System Handbook; Human Resources Services; 12-1
73
PDP Action Research Plan Sample
Teacher Name: ___________________ Date: _______________________
School: _____________________
Action Plan for Reading Objective
Teacher’s Reading Goal for 2005-06: Students will experience success in their ability to
use language powerfully through vocabulary growth.
Student Performance Objective (Reading):
After one semester of specific, brain-friendly, vocabulary development instruction, at
least 90% of my fourth grade students will be able to recognize and use specific
content roots and prefixes, as indicated by attainment of a score of 85% or higher
on a teacher-made cloze vocabulary usage test.
Teacher Input / Modeling:
The teacher will conduct reviews, provide information, and model skills for students as
indicated in the daily lesson plans.
Student Activities/ Guided Practice:
Students will use four brain-friendly vocabulary development methods (context,
synonym and antonym, etymology, and mnemonics) in large group, small group, and
individual learning center activities during the semester.
Formative Assessment / Checking for Understanding:
In a team, students will write stories using specific roots, create projects, and make
presentations. They will “carousel” and provide feedback to each other using a rubric for
self-evaluation. The teacher will gather assessment data from multiple sources and
make instructional decisions regarding further needs for training and further needs for
student practice.
Summative Assessment / Student Testing and Performance:
For each unit of work, students will take a cloze test applying their knowledge of word
meanings to at least an 85% proficiency level. The cloze semester test will encompass
the semester’s work.
Measurement of Objective for Action Research:
Teacher will tally the number /percentage of students who earn 85% or higher on the
summative cloze for the semester and attach this data to the PDP/Action Research.
Resources:
American Heritage Dictionary – Fourth Edition
American Heritage Dictionary of Indo-European Roots
Frindle
In A Word vocabulary textbooks and WordBooks
Content area textbooks
Stoopnagle’s Tale Is Twisted
74
SCHOOL DISTRICT OF BREVARD COUNTY, FLORIDA
ACTION RESEARCH/PROFESSIONAL DEVELOPMENT PLAN
TEACHER Ima Teacher
SCHOOL YEAR 2005-06
SCHOOL
Pleasant High School
ADMINISTRATOR
Dr. Ima Leader
WHERE WE ARE NOW (previous year’s student performance data)
section
45% of 3rd grade students scored at Level 3 or higher on 2005 FCAT Reading
WHERE WE WANT TO BE (specific student performance objective)
of FCAT in 2006
At least 60% of 4th grade students will score Level 3 or higher on Reading section
Reading Professional Development Objective (Required)
Professional Development Activity for Reading
Learn additional and more efficient ways to use vocabulary-building activities
with my students.
Attend workshop on vocabulary development on August 29, 2005 and
participate in follow-up activities.
Other Professional Development Objectives (Optional)
Other Professional Development Activities
Learn how to integrate hands-on Science activities into weekly lesson plans and
objectives.
Attend hands-on Science workshop series offered at my school monthly
August-April 2005-06.
*Attach Action Research Plan for Students
PERFORMANCE OUTCOME(S) AND MEASUREMENT TOOL:
Met objective (other than Reading) as measured by
Met Reading objective as measured by
Did not meet objective (other than Reading)
Did not meet Reading objective
PDP INITIATION DAT 8/4/05
(instrument)
(instrument)
Ima G. Teacher
Teacher’s Signature
Ima G. Leader
Administrator’s Signature
PDP FINAL REVIEW DATE
EFFECTIVENESS OF PDP:
Professional Development contributed to student achievement
Professional Development not helpful to teacher
QUALITY OF ACTION RESEARCH/PDP:
High Quality
Needs Improvement
75
SCHOOL DISTRICT OF BREVARD COUNTY, FLORIDA
ACTION RESEARCH/PROFESSIONAL DEVELOPMENT PLAN
TEACHER
SCHOOL
SCHOOL YEAR
ADMINISTRATOR
WHERE WE ARE NOW (previous year’s student performance data)
WHERE WE WANT TO BE (specific student performance objective)
Reading Professional Development Objective (Required)
Professional Development Activity for Reading
Other Professional Development Activities
Other Professional Development Objectives (Optional)
*Attach Action Research Plan for Students
PERFORMANCE OUTCOME(S) AND MEASUREMENT TOOL:
Met objective (other than Reading) as measured by
Met Reading objective as measured by
Did not meet objective (other than Reading)
Did not meet Reading objective
(instrument)
(instrument)
PDP INITIATION DATE
PDP FINAL REVIEW DATE
EFFECTIVENESS OF PDP:
Professional Development contributed to student achievement
Professional Development not helpful to teacher
QUALITY OF ACTION RESEARCH/PDP:
High Quality
Needs Improvement
76
WHAT: Professional Learning
Communities
Definition: An approach to school improvement by providing new and
experienced teachers an arena for discussion of educational research and
common sense practices to the problems they confront daily.
TARGET AUDIENCE:
All teachers.
HOW:
1. Teachers meet once a month or more often at sites throughout the district
or schools. Learning communities are posted on the Brevard County
website, under Human Resources-Certification-New Teacher InfoProfessional Learning Communities
2. The focus of each meeting is designed to stimulate discussion and
activities and to lead participants to consider how they can transform their
own classrooms and professional practices by the professional learning
community model, through research based information.
3. Teachers are united in their commitment to student learning. They share
a vision, work and learn collaboratively, visit and review other classrooms,
and participate in decision making.
WHO CAN HELP?
People:
9 Mentor Teachers, Brevard County Induction Program, School mentor
Books:
9 Professional Learning Communities at Work. DuFour, Richard
9 Best Practices for Enhancing Student Achievement. DuFour, Richard and
Robert Eaker. National Educational Service. Bloomington, Indiana. 1999.
77
Uses appropriate techniques and strategies, which promote and enhance critical,
creative, and evaluative thinking capabilities of students.
78
Accomplished Practice #4 – CRITICAL THINKING
ACCOMPLISHED: Uses appropriate techniques and strategies, which
promote and enhance critical, creative, and evaluative thinking capabilities of
students.

Analyzes student performance standards to identify associated higher-order
thinking skills, and designs learning and performance strategies to evoke these
higher-order skills.

Chooses varied teaching strategies, materials, and technologies to expand students’
thinking abilities.

Assists students in selecting projects and assignments that involve the need to
gather information and solve problems.

Poses problems, dilemmas, and questions in lessons that involve value knowledge
and that require evaluative thinking.

Assists students in applying the rules of evidence that govern the acceptability of
judgments and conclusions.

Guides students in evaluating the plausibility of claims or interpretations in the field
of study.

Varies her/his role in the instructional process (instructor, coach, mentor,
facilitator, audience critic, etc.) in relation to the purposes of instruction and the
students’ needs, including linguistic needs.

Monitors students’ work and adjusts strategies in response to learners’ needs and
successes in creative thinking activities.

Uses technology and other appropriate tools to extend the learning environment for
students.

Develops short and long term personal and professional goals relating to critical
thinking.
79
WHAT: BLOOM’S TAXONOMY
Definition: Bloom’s Taxonomy divides the way people learn into three domains.
One of these is the cognitive domain which emphasizes intellectual outcomes.
The domain further divides into categories which are arranged progressively from
the lowest level of thinking, simple recall, to the highest, evaluating information.
TARGET AUDIENCE:
All teachers. Preparing and developing students’ critical thinking skills.
HOW:
Part of the teacher's role in fostering critical and creative thinking abilities is that
of building students' understanding of the concepts, skills and processes of the
various disciplines and fields, and of their methods for constructing and
evaluating knowledge. Teachers need curricula and instructional methods which
support inquiry into methods for knowledge construction, such as how scientists
"do" science or how historians establish historical facts. The role of the teacher
in helping to improve students' critical and creative thinking abilities includes
examining the personal qualities required of teachers by such a goal and the
classroom climate and teaching practices which best support it.
Teachers as models
Discussion of the teacher's role in fostering critical and creative thinking must
begin from a recognition of the teacher as a person whose unique character,
interests and desires cannot be separated out from the idea of the teacher's role.
Good teachers are doing more when they teach than acting according to
prescribed roles. Their desire to nurture a love for learning, to help students
recognize and act upon their capabilities, and to establish a classroom climate
which is based upon mutual regard and respect gives their teaching purpose and
meaning beyond any technical description of the teacher's role. What is required
is that teachers be authentic individuals who are striving to improve their
practice through the use of critical and creative thought. Acting upon their belief
in the importance of critical and creative reflection, teachers would attempt to:
•
•
•
analyze their own thinking processes and classroom practices and provide
reasons for what they do;
be open-minded, encouraging students to follow their own thinking and
not simply repeat what the teacher has said;
change their own positions when the evidence warrants, being willing to
admit a mistake;
80
•
•
•
•
•
•
•
consistently provide opportunities for students to select activities and
assignments from a range of appropriate choices;
exhibit genuine interest, curiosity, and commitment to learning;
undertake the organization and preparation required to achieve learning
goals;
seek imaginative, appropriate and ethical solutions to problems;
be sensitive to others' feelings, level of knowledge, and degree of
sophistication;
show sensitivity to the physical elements which contribute to a stimulating
learning environment through the physical arrangements and displays
they provide or facilitate;
allow for student participation in rule setting and decision making related
to all aspects of learning, including assessment and evaluation.
WHO CAN HELP?
People:
9 Induction Program, Human Resources
9 Mentor Teacher
Websites:
9 http://www.gigglepotz.com/miblooms.htm
9 http://www.teachers.ash.org.au/researchskills/dalton.htm
9 http://www.sasked.gov.sk.ca/docs/policy/cels/el4.html
81
Blooms Taxonomy
In 1956, Benjamin Bloom, a professor at the University of Chicago, shared his famous "Taxonomy
of Educational Objectives". Bloom identified six levels of cognitive complexity that have been used
over the past four decades to make sure that instruction stimulates and develops students' higherorder thinking skills. The Levels are:
Knowledge: Rote memory skills (facts, terms, procedures, classification systems)
Power words: choose, describe, find, locate, list, say, underline, spell, state, when, write.

Questioning Prompts: How d0 you identify____? Which one _______? What did
you find out about ____? How would you outline _____? Where did (does) ______?
Comprehension: The ability to translate, paraphrase, interpret, or extrapolate material.
Power words: approximate, compare, demonstrate, infer, rephrase, review, translate.

Questioning Prompts: How would you explain____? What can you conclude____?
What is the difference between ____? What would happen if _____?
Application: The capacity to transfer knowledge from one setting to another.
Power words: acquire, calculate, choose, draw, operate, present, select, solve, use.

Questioning Prompts: How does ____ apply to ____? Illustrate a way to ______.
Identify the results if ______. Under what conditions would _____?
Analysis: The ability to discover and differentiate the component parts of a larger whole.
Power words: categorize, chart, document, order, point out, review, sequence.

Questioning Prompts: Discuss the pros and cons of _____. Why do you think ____?
What relationship exists between ____? What is your analysis of ___?
Synthesis: The ability to weave component parts into a coherent whole.
Power words: assemble, collect, develop, format, imagine, plan, revise, synthesize.

Questioning Prompts: Devise a way to _____. Elaborate on ____. How would you
test ____? Predict the outcome of _____. What would happen if _____?
Evaluation: The ability to judge the value or use of information using a set of standards.
Power words: appraise, compare, decide, dispute, grade, interpret, prioritize, test.

Questioning Prompts: How else would you ____? Rate the _____. What data was
used to evaluate ____? What is your opinion of ____? Which _____ is valid?
82
WHAT: DEPTH OF KNOWLEDGE:
COGNITIVE COMPLEXITY
CLASSIFICATION
Critical thinking on FCAT testing requires a new cognitive classification system,
replacing Bloom’s Taxonomy, and is based largely upon Dr. Norman L. Webb’s
work with “Depth of Knowledge” levels. The rationale for classifying items by
their level of complexity is to focus on the expectations of the item, not the ability
of the student.
TARGET AUDIENCE:
All teachers! Preparing for FCAT
HOW:
Understanding the Difference between Bloom’s Taxonomy
and Cognitive Classification System
1. The benchmarks in the Sunshine State Standards (SSS) identify
knowledge and skills students are expected to acquire at each grade level,
with the underlying expectation that students also demonstrate critical
thinking. Goal 3, Standard 4, of Florida’s System of School Improvement
and Accountability makes this expectation clear:
“Florida students use creative thinking skills to generate new ideas,
make the best decisions, recognize and solve problems through
reasoning, interpret symbolic data, and develop efficient techniques
for lifelong learning.”
2. It is important to develop items that elicit the complexity of knowledge
and skills required to meet these objectives. Teachers provide experiences
through curriculum that illicit the levels of complexity of knowledge.
3. The categories-low complexity, moderate complexity, and high
complexity-form an ordered description of the demands an item may
make on a student. For example, low complexity items may require a
student to solve a one-step problem. Moderate complexity items may
require multiple steps. High complexity items may require a student to
analyze and synthesize information.
4. Whereas teaching directly to the items on a test is not desirable, teaching
to the set of beliefs about learning that underlie an assessment-which
should be the same set of beliefs that underlies the curriculum-can
provide positive direction for instruction.
83
5. The pages that follow illustrate some, but not all, of the varying demands
that items might make at each level, for the different content areas of
reading, mathematics, science, and writing.
WHO CAN HELP?
People:
9 Mentor teacher, Peer Mentoring Council Representative at each school.
Website:
9 http://www.firn.edu/doe/sas/fcat/pdf/cog_complexity-fv31.pdf
Book:
9 Webb, N.L., 1999, Alignment Between Standards and Assessment, University
of Wisconsin Center for Educational Research.
84
COGNITIVE COMPLEXITY CLASSIFICATION
OF FCAT SSS TEST ITEMS
FCAT SSS Reading
Low Complexity
This category requires students to recall, observe, question, or represent basic facts. For a low complexity
item, the student would be expected to demonstrate simple skills or abilities. A low complexity item requires
only a basic understanding of text—often verbatim recall from text or simple understanding of a single word
or phrase. Skills required to respond correctly to low complexity items include:
• identifying the correct meanings of grade-appropriate words;
• locating details in a text;
• locating details on a graph, chart, or diagram;
• recognizing the correct order of events in a text; or
• identifying figurative language in a text.
Moderate Complexity
Items may require a two-step process: first, comprehension, and then subsequent processing of text.
Students are expected to make simple inferences within the text and may encounter items that include
words such as summarize, infer, classify, gather, organize, compare, and display. Depending on the
objective of a particular moderate level item, students may also be required to explain, describe, or
interpret. Skills required to respond correctly to moderate complexity items include:
• using context clues to identify the meanings of unfamiliar words;
• determining how details support the main idea;
• interpreting the information in graphs, charts, and diagrams;
• identifying cause-and-effect relationships;
• determining an author’s main purpose or point of view;
• identifying similarities and differences;
• demonstrating an understanding of plot development;
• recognizing elements of plot;
• recognizing patterns of organization;
• summarizing the major points of a text; or
• comparing word meanings.
High Complexity
High complexity items make heavy demands on student thinking. Students may be encouraged to explain,
generalize, or make multiple connections. High complexity items require several steps involving abstract
reasoning and planning. Students must be able to support their thinking. Items may involve identifying
theme and implicit main idea and making complex inferences within or across text. Students may also be
asked to take information from at least one portion of the text and apply this information to a new task. They
may be asked to perform complex analyses of the connections among texts. Skills required to respond
correctly to high complexity items include:
• analyzing the use of figurative language in a text;
• showing how graphs, charts, and diagrams contribute to a text;
• determining an author’s purpose and/or point of view and describing how it affects the text;
• evaluating strong vs. weak arguments in a text;
• analyzing similarities and differences;
• describing and analyzing the characteristics of various types of literature;
• describing and illustrating how common themes are found across texts; or
• analyzing cause-and-effect relationships.
Cognitive Complexity Classification of FCAT SSS Test Items © 2005 Florida Department of Education
85
COGNITIVE COMPLEXITY CLASSIFICATIONOF
FCAT SSS TEST ITEMS
FCAT SSS Mathematics
Low Complexity
This category relies heavily on the recall and recognition of previously learned concepts and principles. Items
typically specify what the student is to do, which is often to carry out some procedure that can be performed
mechanically. It is not left to the student to come up with a low complexity original method or solution.
Skills required to respond to low complexity items include:
• solving a one-step problem;
• computing a sum, difference, product, or quotient;
• evaluating a variable expression, given specific values for the variables;
• recognizing or constructing an equivalent representation;
• recalling or recognizing a fact, term, or property;
• retrieving information from a graph, table, or figure;
• identifying appropriate units or tools for common measurements; or
• performing a single-unit conversion.
Moderate Complexity
Items in the moderate complexity category involve more flexible thinking and choice among alternatives than
low complexity items. They require a response that goes beyond the habitual, is not specified, and ordinarily
has more than a single step. The student is expected to decide what to do—using informal methods of
reasoning and problem-solving strategies—and to bring together skill and knowledge from various domains.
Skills required to respond to moderate complexity items include:
• solving a problem requiring multiple operations;
• solving a problem involving spatial visualization and/or reasoning;
• selecting and/or using different representations, depending on situation and purpose;
• retrieving information from a graph, table, or figure and using it to solve a problem;
• determining a reasonable estimate;
• extending an algebraic or geometric pattern;
• providing a justification for steps in a solution process;
• comparing figures or statements;
• formulating a routine problem, given data and conditions.
High Complexity
High complexity items make heavy demands on student thinking. Students must engage in more abstract
reasoning, planning, analysis, judgment, and creative thought. The high-complexity item requires that the
student think in an abstract and sophisticated way. Skills required to respond correctly to high complexity
items include:
• performing a procedure having multiple steps and multiple decision points;
• solving a non-routine problem (as determined by grade-level appropriateness);
• solving a problem in more than one way;
• describing how different representations can be used for different purposes;
• generalizing an algebraic or geometric pattern;
• explaining and justifying a solution to a problem;
• describing, comparing, and contrasting solution methods;
• providing a mathematical justification;
• analyzing similarities and differences between procedures and concepts;
• formulating an original problem, given a situation;
• formulating a mathematical model for a complex situation; or
• analyzing or producing a deductive argument.
Cognitive Complexity Classification of FCAT SSS Test Items © 2005 Florida Department of Education P
86
FCAT SSS Science
Low Complexity
This category relies heavily on the recall and recognition of previously learned concepts and principles. Items
typically specify what the student is to do, which is often to carry out some procedure that can be performed
mechanically. It is not left to the student to come up with an original method or solution. Skills required to
respond to low complexity items may include but are not limited to:
• identifying a common example or recognizing a concept;
• retrieving information from a chart, table, diagram, or graph;
• recognizing a standard scientific representation of a simple phenomenon; or
• calculating or completing a familiar single-step procedure or equation using a reference sheet.
Moderate Complexity
Items in the moderate complexity category involve more flexible thinking and choice among alternatives than
low complexity items. They require a response that goes beyond the habitual, is not specified, and ordinarily
has more than a single step or thought process. The student is expected to decide what to do—using informal
methods of reasoning and problem-solving strategies—and to bring together skill and knowledge from
various domains. Skills required to respond to moderate complexity items may include but are not limited
to:
• applying or inferring relationships among facts, terms, properties, or variables;
• describing examples and nonexamples of scientific processes or concepts;
• predicting or determining the logical next step or outcome;
• comparing or contrasting structures or functions of different organisms or systems;
• choosing the appropriate formula or equation to solve a problem and then solving it; or
• applying and using concepts from a standard scientific model or theory.
High Complexity
High complexity items make heavy demands on student thinking. Students must engage in more abstract
reasoning, planning, analysis, judgment, and creative thought. The items require that the student think in an
abstract and sophisticated way often involving multiple steps. Skills required to respond to high complexity
items may include but are not limited to:
• constructing models for research;
• generalizing or drawing conclusions;
• designing an experiment, given data and conditions;
• explaining or solving a problem in more than one way;
• providing a justification for steps in a solution or process;
• analyzing an experiment to identify a flaw and propose a method for correcting it;
• interpreting, explaining, or solving a problem involving spatial relationships; or
• predicting a long-term effect, outcome, or result of a change within a system.
87
FCAT SSS Writing
Low Complexity
This category relies heavily on the recall and recognition of previously learned concepts and principles.
Demonstrating knowledge of writing at this level does not include complex synthesis or analysis but involves
understanding of simple facts. Low complexity items require the recognition of traits that distinguish
something as a member of a category. For a low complexity item, the student would be expected to
demonstrate simple skills or abilities. The item might involve the prewriting process of grouping ideas or
words (as in a brainstorming activity), simple spelling or vocabulary tasks, or composing simple sentences.
Low complexity items require students to perform familiar, mechanical tasks and require a basic
understanding of the writing process. Some of the skills required for low complexity items include, but are
not limited to, the following:
• categorizing information;
• inserting end punctuation in a sentence; and
• adding an –s to change a word from the singular to the plural form.
Moderate Complexity
Items in this category move beyond simple recall and involve more flexibility of thinking and choice among
alternatives. They require a response that goes beyond the habitual and is not specified. The student is
expected to decide what to do. Moderate complexity multiple-choice items may include the assessment of
students’ ability to apply knowledge about the elements of writing by asking students to process and
manipulate text. Some of the skills required for moderately complex items include, but are not limited to, the
following:
• determining the relevance, placement, or quality of detail;
• applying the purpose for writing to the task; and
• applying knowledge of conventions.
High Complexity
This category makes heavy demands on students thinking. Students may be encouraged to explain,
generalize, or make multiple connections. Standards and items of high complexity often involve abstract
reasoning and planning. These items require students to consider the elements of focus, organization,
support, and conventions to demonstrate understanding of the writing situation—including the intended
audience, occasion, or purpose—as a prerequisite to recognizing and producing effective writing. Inherent in
such items is the expectation that students demonstrate knowledge of writing that is insightful and involved
with the subject. Items at this level often ask students to apply skills to accomplish a new task, such as a
demand writing situation in which the prompt or stimulus for writing is unknown to the student beforehand
and cannot be read to or interpreted for the student. These items require students to support their thinking
as they engage in developing compositions. Such writing tasks call for a mature command of language and
complex sentence structures, showing synthesis and analysis. The tasks also necessitate the integration and
evaluation of appropriate compositional elements.
Items may involve analyzing the presentation and maintenance of a central theme, topic, or unifying point
and making a complex inference within or across compositions. The standard at this level may be an
extended activity, with additional time provided for completing it; however, the extended time period is not a
distinguishing factor if the work is only repetitive and does not require the application of significant
conceptual understanding and higher-order thinking. Some of the skills required for high complexity items
include, but are not limited to, the following:
• evaluating the effectiveness of a written response according to audience and purpose;
• developing a composition using the writing process; and
• analyzing and applying complex conventions.
88
The tables below show the target range for the percentage of points by cognitive complexity
level on each FCAT SSS test by content area.
Percentage of Points by Cognitive Complexity Level for FCAT
SSS Reading
Grades
3
4*
5–7
8*
9
10*
Low Level
25–35
20–30
15–25
10–20
10–20
10–20
Moderate Level
50–70
50–70
50–70
50–70
50–70
45–65
High Level
5–15
10–20
15–25
20–30
20–30
25–35
Percentage of Points by Cognitive Complexity Level for
FCAT SSS Mathematics
Grades
3–4
5*
6–7
8*
9
10*
Low Level
25–35
10–20
10–20
10–20
10–20
10–20
Moderate Level
50–70
50–70
60–80
50–70
60–80
50–70
High Level
5–15
20–30
10–20
20–30
10–20
20–30
Percentage of Points by Cognitive Complexity Level for FCAT SSS Science
Grades
5*
8*
11*
Low Level
15–25
15–25
15–25
Moderate Level
40–60
40–60
40–60
High Level
25–35
25–35
25–35
*These grades have a greater percentage of high complexity points
due to the nature of performance tasks.
The prompt portion of FCAT SSS Writing+ is a high cognitive complexity task. The table below represents the
multiple-choice items only.
Percentage of Points by Cognitive Complexity Level for FCAT SSS Writing+ (Multiple-Choice)
Grades
4
8
10
Low Level
15–25
15–25
15–25
Moderate Level
40–60
40–60
40–60
High Level
20–40
20–40
20–40
89
Descriptors of DOK Levels for Science
(based on Webb, March 2002)
Recall and Reproduction – Depth of Knowledge (DOK) Level 1
Recall and Reproduction requires recall of information, such as a fact, definition, term, or a
simple procedure, as well as performing a simple science process or procedure. Level 1
only requires students to demonstrate a rote response, use a well-known formula, follow a
set procedure (like a recipe), or perform a clearly defined series of steps. A “simple”
procedure is well defined and typically involves only one-step. Verbs such as “identify,”
“recall,” “recognize,” “use,” “calculate,” and “measure” generally represent cognitive work
at the recall and reproduction level. Simple word problems that can be directly translated
into and solved by a formula are considered Level 1. Verbs such as “describe” and
“explain” could be classified at different DOK levels, depending on the complexity of what
is to be described and explained.
A student answering a Level 1 item either knows the answer or does not: that is, the answer
does not need to be “figured out” or “solved.” In other words, if the knowledge necessary to
answer an item automatically provides the answer to the item, then the item is at Level 1. If
the knowledge necessary to answer the item does not automatically provide the answer, the
item is at least at Level 2.
Skills and Concepts/Basic Reasoning – Depth of Knowledge (DOK) Level 2
Skills and Concepts/Basic Reasoning includes the engagement of some mental processing
beyond recalling or reproducing a response. The content knowledge or process involved is
more complex than in level 1. Items require students to make some decisions as to how
to approach the question or problem. Keywords that generally distinguish a Level 2 item
include “classify,” “organize,” ”estimate,” “make observations,” “collect and display data,”
and “compare data.” These actions imply more than one step. For example, to compare
data requires first identifying characteristics of the objects or phenomenon and then
grouping or ordering the objects. Level 2 activities include making observations and
collecting data; classifying, organizing, and comparing data; and organizing and displaying
data in tables, graphs, and charts.
Some action verbs, such as “explain,” “describe,” or “interpret,” could be
classified at different DOK levels, depending on the complexity of the action.
For example, interpreting information from a simple graph, requiring reading information
from the graph, is a Level 2. An item that requires interpretation from a complex graph,
such as making decisions regarding features of the graph that need to be considered and
how information from the graph can be aggregated, is at Level 3.
Strategic Thinking/Complex Reasoning – Depth of Knowledge (DOK) Level 3
Strategic Thinking/Complex Reasoning requires deep knowledge using reasoning,
planning, using evidence, and a higher level of thinking than the previous two levels. The
cognitive demands at Level 3 are complex and abstract. The complexity does not result
only from the fact that there could be multiple answers, a possibility for both Levels 1 and
2, but because the multi-step task requires more demanding reasoning. In most
instances, requiring students to explain their thinking is at Level 3; requiring a very simple
explanation or a word or two should be at Level 2. An activity that has more than one
90
possible answer and requires students to justify the response they give would most likely
be a Level 3. Experimental designs in Level 3 typically involve more than one dependent
variable. Other Level 3 activities include drawing conclusions from observations; citing
evidence and developing a logical argument for concepts; explaining phenomena in terms
of concepts; and using concepts to solve non-routine problems.
Extended Thinking/Reasoning – Depth of Knowledge (DOK) Level 4
Extended Thinking/Reasoning requires high cognitive demand and is very complex.
Students are required to make several connections—relate ideas within the content area or
among content areas—and have to select or devise one approach among many alternatives
on how the situation can be solved. Many on-demand assessment instruments will not
include any assessment activities that could be classified as Level 4. However, standards,
goals, and objectives can be stated in such a way as to expect students to perform extended
thinking. “Develop generalizations of the results obtained and the strategies used and
apply them to new problem situations,” is an example of a Grade 8 objective that is a Level
4. Many, but not all, performance assessments and open-ended assessment activities
requiring significant thought will be Level 4.
Level 4 requires complex reasoning, experimental design and planning, and probably
will require an extended period of time either for the science investigation required
by an objective, or for carrying out the multiple steps of an assessment item. However, the
extended time period is not a distinguishing factor if the required work is only repetitive
and does not require applying significant conceptual understanding and higher-order
thinking. For example, if a student has to take the water temperature from a river each day
for a month and then construct a graph, this would be classified as a Level 2 activity.
However, if the student conducts a river study that requires taking into consideration a
number of variables, this would be a Level 4.
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Uses teaching and learning strategies that reflect each student’s culture, learning
styles, special needs, and socioeconomic background.
92
Accomplished Practice #5 – DIVERSITY
ACCOMPLISHED: Uses teaching and learning strategies that reflect each student’s
culture, learning styles, special needs, and socioeconomic background.

Accepts and values students from diverse cultures and linguistic backgrounds and treats all
students equitably.

Creates a learning environment in which all students are treated equitably.

Utilizes the cultural and linguistic diversity and experiences of individual students to enrich
instruction for the whole group.

Provides a range of activities to meet the various students’ learning styles and cultural and
linguistic backgrounds.

Uses appropriate teaching techniques and strategies to effectively instruct all students.

Uses appropriate materials, technology, and resources to assist all students to learn.

Uses appropriate school, family, and community resources to help meet all students’
learning needs.

Helps students develop shared values and expectations that create a climate of openness,
mutual respect, support, and inquiry.

Selects and uses appropriate materials and resources that reflect contributors which are
multicultural.

Recognizes the importance of family and family structure to the individual learner and uses
knowledge of the student’s family situation to support individual learning.

Fosters student responsibility, appropriate social behavior, integrity, valuing of diversity,
and honesty by role modeling and through learning activities.

Provides learning situations which will enable students to practice skills and knowledge
needed for success as an adult.

Develops short and long term personal and professional goals relating to diversity.
93
WHAT: Differentiated Instruction
Definition: Differentiated Instruction is a teacher’s response to learner’s needs.
Teachers can differentiate the content, the process of delivering instruction or the
product based on student readiness, student interest, and student learning
profiles.
TARGET AUDIENCE:
Classroom teachers, K - 12
HOW:
By using assessment data, teachers can learn levels of student readiness, interests
and learning profiles in order to provide differentiated instruction to meet the
needs of all students in the classroom. Student readiness can be assessed with
curriculum based testing, standardized testing, and/or informal assessment.
Interest inventories highlight student’s curiosity and passion in a particular topic
or skill. Learning profiles reveal how students learn and can be assessed
informally by the teacher at the beginning of the year.
Through a range of instructional and management strategies, teachers can meet
the needs of all students in the classroom regardless of level of readiness or
needs. Some strategies are:
4MAT
anchor activities
compacting
complex instruction
group investigation
independent study
interest centers
interest groups
jigsaw
learning contracts
literature circles
Multiple Intelligences
orbitals
small group instruction
supplemental materials
taped material
tiered centers
tiered lessons
tiered products
varied homework
varied journal prompts
varied questioning
varied texts
varying organizers
Literature Example:
For a literature response to reading a narrative novel, teachers may group
students into three groups based on interest. One group may act out a favorite
scene from the story, one group may write a new ending to the story, and one
group may create new book covers to the story.
Literature Example:
In small group instruction, a teacher is highlighting the skill of comparing and
contrasting two characters in different stories. The groups seen by the teacher
are based on student readiness. The first group meets with the teacher and
94
discusses characters in the stories and begins to write their responses in essay
form. In a second group, the teacher provides a Venn Diagram, and the students
fill in the two categories and the diagram on their own after a group discussion.
In a third group, the teacher provides the Venn Diagram, the categories and one
bullet point, and the group fills out the rest of the diagram together in the small
group with the teacher scaffolding the discussion.
Math Example, flow of instruction:
1. Teacher pre-assesses skill levels
2. Teacher provides Think-Pair-Share problem with questions generated by
the students
3. a. Students with mastery work on complex word problems in pairs
b. Students without mastery work with teacher modeling and reteaching
4. Students complete homework at mastery level
5. Students check homework using group checkers
6. Teacher assesses
7. Some students begin an application project; some students begin word
problems; some students continue with basic practice
8. Students do homework based on tasks
9. Teacher meets with groups in rotations, other students begin application
projects
10. Teacher assesses with tiered test and products based on tasks
95
WHO CAN HELP?
People:
9 Mentor Teachers
9 Reading Coach
9 Reading Leadership Team
Websites:
9 http://ericir.syr.edu/plweb-cgi/obtain.pl
9 http://www.ed.gov/databases/ERIC_Digests/ed389141.html
9 http://jonathan.mueller.faculty.noctrl.edu/toolbox/
Books:
9 How to Differentiate Instruction in Mixed Ability Classrooms by Carol Ann
Tomlinson
9 The Differentiated Classroom by Carol Ann Tomlinson
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WHAT: ESOL
Definition: The acronym ESOL stands for: English for Speakers of Other
Languages. It refers to the national program aimed at educating students who do
not speak English or LEP (Limited English Proficiency) students. This program
receives state and national funding.
TARGET AUDIENCE:
Pre K – 12th grade teachers
HOW:
Teachers who work with ESOL students should be ESOL certified. The ESOL
certification process will alert you to all the necessary documentation and
strategies which must be used with these students. The subject area you teach,
determines how many hours of training you need:
1. Primary language arts/English teacher or reading teachers need K-12
ESOL Coverage or Bachelor’s or Master’s Degree in TESOL and Basic
Subject Area Coverage or:
K-12 ESOL Coverage: Passing Score on ESOL Subject Area Test;
Basic Subject Area Coverage, and 120 hours or points in ESOL
2. Social studies, mathematics, science and computer literacy teachers
need 3 semester hours or 60 in-service credit points.
3. All other subjects not included in the first two, such as Pre-K, PE, and
reading coaches, etc. need 3 semester credit hours or 18 in-service credit
points.
4. School administrators and guidance counselors need 3 semester hours or
60 inservice credit points.
WHO CAN HELP?
People:
9 Jeannie Judnich, ESOL Resource Teacher, Viera
Websites:
9 www.firn.edu/doe/bin00011/omspubg.htm
9 www.songsforteaching.com
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E S O L S t ra t e g ie s a n d D o c u m e n t a t io n
ESOL strategies make instruction comprehensible and facilitate the acquisition of English and the
learning of subject area content for the limited English proficient student. Teachers must use and
document their use of ESOL strategies if they instruct LEP students because the documentation
helps to prove that understandable instruction was provided.
It is important that ESOL strategies and modifications are evident in both instruction and
assessment. Teachers may use whatever method or format for documentation they choose;
however the documentation of ESOL strategies must reflect the following components:
• the name of the LEP student;
• the ESOL strategy used;
• the date the strategy was used;
• the lessons or assessments for which the ESOL strategy was used.
Monitoring the appropriate use and documentation of ESOL strategies is part of the annual teacher
evaluation procedure. School administrators observe what ESOL strategies are being used with
limited English proficient students and/or ask to see the documentation of their use. Both FTE and
ESOL program auditors verify that teachers are aware of LEP students in their classes and ask to
see their documentation of the use of ESOL strategies. They will monitor both by reviewing records
and by individual interviews with teachers and other school personnel.
The list of ESOL strategies provided in this manual may be used for teacher reference. Those items are
required by law and those which are appropriate for a particular subject area are indicated on the
list. The reference list could be kept with daily lesson plans or be accessible for auditors or teacher
evaluators. Teachers may use the list as part of their documentation process.
Additional ESOL strategies for both the instruction and the assessment of LEP students at different
proficiency levels can be found in the Language Arts Through ESOL Guide available at each
school. The guide, the Florida Consent Decree and the federal guidelines upon which it was
based are also available electronically through the OMSLE website at:
http://www.firn.edu/doe/bin00011/omspubpg.htm
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E S O L S t r a t e g ie s R e f e r e n c e Li s t
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
Use pop songs and favorite read-aloud poems.
Utilize Total Physical Response (TPR). Students respond physically to show comprehension before being required to give an oral or a written response.
Provide frequent review and repetition in each step of language and content learning.
Provide clear guidelines for written work and homework assignments to ESOL
students.
Give practice in reading word problems by identifying the key words to determine
the operation needed to solve the problem. (Math)
Begin with the easiest word problem adding the harder problems in a progressive
order. (Math)
Group problems initially by the operational procedure to be used. (Math)
Model instructions for experiments to introduce and explain new vocabulary.
(Science)
Provide a language and literature rich environment.
Use authentic materials.
Integrate English curriculum with other subject areas to expand English vocabulary.
Select and use CRISS strategies appropriate for the LEP’s proficiency level.
Adapt the textbook and identify course materials for LEP students.
Decide what students need to learn from the text.
Present concrete ideas first, then abstract.
Use visual representations, maps, charts, timelines, outlines, etc.
Reduce non-essential details.
Simplify vocabulary, but keep concepts and technical terms.
Check word choice and sentence order.
Use a minimum of synonyms in the body of the text.
Introduce new vocabulary with clear definitions and repeat those new words
as frequently as possible within the text passage.
Put the topic sentence first, with supporting details in the following sentences.
Reduce the number of words in a sentence and the number of sentences
in a paragraph.
Represent the information visually.
Use simpler verb tenses, such as the present, simple past, and simple
future.
Use imperatives in materials that require following directions.
Write in active voice.
Use pronouns judiciously with obvious antecedents.
Eliminate relative clauses.
Minimize the use of negatives.
Preserve the features of the text that convey meaning.
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E S O L S t r a t e g ie s R e f e r e n c e Li s t C o n t i n u e d . . .
_____ Utilize content materials in the LEP student's home language when necessary.
_____ Select software that is effective for the purpose of using content to enhance
language development.
_____ Have native English speaking students help to simplify material for LEP students.
_____ Assign work in groups with native speakers of English and provide for peer interaction.
_____ Arrange small discussion and talking activities that permit students to practice
verbal skills.
_____ Assign buddies and peer tutors to the LEP student.
_____ Employ games and simulations to engage the students in problem-solving and
decision making.
_____ Assign independent projects in which the LEP student will be given an opportunity
to display his/her academic strength.
_____ Use manipulative materials and hands-on activities.
_____ Have students create word banks.
_____ Utilize the cooperative learning grouping and interaction techniques.
_____Student Teams Achievement Divisions (STAD) _____Roundrobin
_____Jigsaw
_____Corners
_____Teams-Games-Tournaments (TGT)
_____Pairs Check
_____Think-Pair-Share
_____Three Step Interview
_____Numbered Heads Together
_____Match Mine
_____Inside-Outside Circle
_____Co-op, Co-op
_____Roundtable
_____ Have student read aloud, record, and listen to reading.
_____ Utilize information gap activities.
_____ Utilize questionnaires/interviews.
_____ Have students write for an authentic audience.
_____ Use creative dramatic activities.
_____Pantomime
_____Reader's Theater
_____Movement/Dance
_____Puppetry
_____Role Play
_____Choral Speaking/Singing
_____ Utilize learning centers as alternative instruction to provide reinforcement of
content material.
_____ Utilize the dialogue journal technique in which the student regularly communicates
with the teacher.
_____ Choose reading and writing activities that activate the prior knowledge of the
students.
_____ Share "big books" or stories in the classroom, especially those published by the
students.
_____ Role play stories from the literary based reader; if LEP student has adequate
language, make him/her an active participant.
_____ Utilize the techniques of process writing.
_____ Pre-writing activities
_____ Drafts
_____ Sharing and responding to writing
_____ Revising writing
_____ Editing
_____ Publishing
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E S O L S t r a t e g ie s R e f e r e n c e Li s t C o n t in u e d
Materials Adaptation
_____ Integrate vocabulary expansion activities, such as labeling, identifying, and
classifying information.
_____ Plan for culturally oriented activities.
_____ Encourage LEP students to bring newspapers, magazines, and artifacts from their
home culture to show to peers. (Social Studies)
_____ Assign cultural awareness projects to familiarize students with the differences and
similarities of the targeted cultures. (Social Studies)
_____ Teach study skills and how to use the textbook.
_____ Use Directed Reading/Listening/Thinking Activities (DRLTA).
_____ Guide students through the process of textbook reading by asking questions,
providing purpose statements and conducting discussions.
_____ Use SQ3R (Survey, Question, Read, Recite, Review)
_____ Allow LEP student to use bilingual dictionaries.
_____ Have students use problem solving strategies.
_____ Have students utilize graphic organizers such as webbing and semantic maps.
_____ Have students use time lines.
_____ Have students make flowcharts.
_____ Have students use outlines.
_____ Have students make Venn diagrams.
_____ Have students chart information.
_____ Give students skeletal outlines before the unit and fill in as the material is presented.
_____ Have students predict.
_____ Ask students to categorize and classify.
_____ Ask students to observe and report orally, in writing, or pictorially.
_____ Have students sequence information.
_____ Have students summarize.
_____ Have students assess their own progress.
_____ Use questioning strategies which extend thinking.
_____ Provide at least three seconds of thinking time after a question and after a response.
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
Ask follow-up questions.
Withhold judgment.
Ask for summary to promote active listening.
Survey the class.
Allow for student to call on someone to answer.
Ask students to describe how they arrive at their answers.
Call on students randomly.
Help ensure that LEP students are learning and progressing towards completion of
requirements as specified in the school district's pupil progression plan.
(Required by law)
Ensure that the grading policy does not adversely affect a student based solely on
language proficiency.
(Required by law)
Assess knowledge of content and not language proficiency.
Teach to two objectives and assess differently than English proficient students.
Allow students to answer fewer questions or written problems as long as they
acquire the key concepts of the lesson.
101
_____ Modify lesson objectives according to the language levels of the LEP students.
_____ Have student surpass his/her own previous record rather than comparing his/her
scores with those of other students.
_____ Monitor students' progress continuously with a variety of assessments.
_____ Portfolios
_____ Charts
_____ Diorama
_____ Checklists
_____ Cooperative evaluation activities
_____ Map
_____ Have students summarize.
_____ Collage
_____ Student self-ratings
_____ Oral Interviews
_____ Series of Illustrations
_____ Mobile to go with the lesson
_____ Model
_____ Writing samples
_____ Check comprehension often
_____ Drama or role play
and in a variety of ways.
_____ Strip stories
_____ Write headlines
_____ Reading logs
_____ Character diaries
_____ Student illustrations of readings
_____ Use the SOLOM (Student Oral Language Observation Matrix) to determine the
developmental language stages of LEP students.
_____ Use cloze exercises. (Sentences with words left out to be filled in by the student.)
_____ Use dialogue journals. (Have students summarize the daily lesson.)
_____ Identify people who will be accessible to help facilitate communication with the
student when needed. (Required by law)
_____ Help ensure that at a school with at least 15 students speaking the same native
language, at least one aide or teacher proficient in the same language and trained
to assist in ESOL basic subject area instruction is provided. (Required by law)
_____ Help ensure that communication between school personnel and parents of current
or former limited English proficient students is in the parents' primary language or
other mode of communication commonly used by the parents. (Required by law)
_____ Insure that written communication reaches the parents. (Required by law)
_____ Request written translations of necessary communications through the ESOL
Contact or download the appropriate generic documents from the TransACT
Translation Library.
_____ Develop audio and/or video tapes in the student's home language which orient the
student to the school.
_____ Provide for a tour and/or make available a video of the school describing clearly in
English what is done in each room.
_____ Recruit bilingual students for peer counseling programs and school orientation
tours.
_____ Encourage LEP student participation in extra-curricular activities.
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_____ Provide an ESOL resource room where students have access to computer
language learning programs, help with homework, and other ESOL materials.
_____ Help students appreciate a variety of viewpoints and different ways to interpret
information.
_____ Promote multilingualism and its value.
_____ Select materials that portray the contributions and especially the perspectives of a
variety of U.S. cultural groups.
_____ Encourage student participation in activities that reflect their interests and
experiential backgrounds, both personal and cultural.
_____ Value and implement small group activities; use various grouping practices so
group membership does not become fixed.
_____ Consider and select visual displays from various U.S. microcultures.
_____ Communicate positive information often to set the tone for ongoing communication.
_____ Send student work home periodically for parental review and comment.
_____ Provide parents with suggestions for activities that they can do at home to help
their children with lessons.
_____ Inform parents of opportunities to be represented on a variety of parent
organizations, such as P.T. O., advisory councils, and school committees.
(Required by law)
_____ Promote a parent leadership council.
_____ Involve parents as volunteers and/or language facilitators at the school.
_____ Provide parent training and orientation regarding program monitoring procedures
and involvement procedures available to parents of LEP students.
(Required by law)
_____ Provide training on topics of LEP parents' choice.
_____ Provide parenting classes with appropriate language facilitators.
_____ Provide information on how parents may obtain materials and/or instruction in
English.
_____ Provide information in the native languages regarding student services available
through the school.
_____ Invite parents to class to explain their culture and show cultural artifacts.
_____ Encourage parents to continue speaking their native language in the home and to
learn English.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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WHAT: Inclusion
Definition: Inclusion means that all students in a school regardless of their
strengths or weaknesses in any area, become part of the school community. In
this environment, each student’s social, emotional, physical, and intellectual
needs are addressed through collaboration with students, teachers,
administrators, and families.
“Inclusion is changing the rules of the game so that everyone can play, and
everyone can win.” Dr. Richard Villa
TARGET AUDIENCE:
The federal Individuals with Disabilities Education Act (IDEA) and its 1997
amendments make it clear that schools have a duty to try to educate children with
disabilities in general education classrooms.
HOW:
Inclusion students will be placed in the least restrictive environment as addressed
in the IEP (Individualized Education Program). If you have a child in your class
with special needs, make it a point to collaborate with the IEP team members
about accommodations and modifications needed to participate successfully in
the general classroom including state and district assessments.
WHO CAN HELP?
People:
9
9
9
9
IEP Team
Guidance
Lead teachers
Therapist
Websites:
9 www.uni.edu/coe/inclusion/index.html
9 www.rushservices.com/inclusion
Books:
9 Adapting Curriculum & Instruction in Inclusive Classrooms by Deschenes,
Ebeling, Sprague
9 The Classroom Teacher’s Inclusion Handbook By Jerone C. Yanoff
104
Exceptional Education Accommodations:
ESOL:
preferential seating
verbal & written directions
shortened assignments
establish a daily routine
use 4MAT design lessons
use alternative assignments
use visual representations
use CRISS strategies
teach through modeling
simplify vocabulary
assign buddies
utilize oral techniques (cueing, chunking)
ESE:
materials read aloud
verbal & written directions
test read aloud
simplified materials
extra time on assignments
tests provided on the
computer
supplementary materials
oral testing
adapt the textbook
peer tutors
utilize outlines & organizers
reduce non-essential details
utilize cooperative learning
check word choice
teach study skills
utilize ESOL teacher for assistance
use small sequential steps
teach how to use the textbook
use alternative assessment
study guides
partner assignments
use of notes on tests
outlines of main ideas
extra skill reinforcement
use of strategy cards on
test
copies of notes
extra practice assignments
use of alternative
assessments
note-taking buddy
use of calculator
use colored overlays
daily planner signature
strategy cards
use small sequential steps
ACHIEVEMENT GAP/AT RISK:
extra skill reinforcement
use of calculator
study guides
extra practice assignments
use of sequential steps
note-taking buddy
use of alternative assignments
copies of notes
encourage ASP
frequent parental contacts
extra time assignments
recommend for mentoring
schedule conferences
establish a daily routine
partner assignments
504:
use of calculator
use alternative assessments
reduce stimuli
use of computer
modify time for movement
schedule conferences
extra time on assignments
individualize instructions
105
WHAT: Larry Bell
Larry Bell is a veteran teacher who now serves as a full time consultant and owns,
Multicultural America, Inc. He is well known for his work, “12 Powerful
Words" (That Increase Test Scores and Help Close the Achievement Gap). His
work focuses on at-promise children.
TARGET AUDIENCE:
All teachers and administrators
HOW:
Mr. Bell’s work stresses high expectations for ALL students. The 12 words listed
below are higher order thinking skill words. Through daily modeling of these
words students are less likely to be intimidated and can increase test scores.
The 12 Powerful Words
Word
Short, “at-promise”
Student friendly phrases
List in steps
Break Apart
Read between the lines
Judge
Create
Tell all about
Back up with Details
Tell how
Give me the short version
All the ways they are alike
All the ways they are different
What will happen next
Trace
Analyze
Infer
Evaluate
Formulate
Describe
Support
Explain
Summarize
Compare
Contrast
Predict
106
WHO CAN HELP?
Websites:
9 www.larry-bell.com
Books:
9 12 Powerful Words that Increase Test Scores & Help Close the Achievement
Gap Larry Bell
107
WHAT: Love and Logic
Definition: The Love and Logic Institute has been supporting educators and
parents since 1977 with their research-driven solutions for creating responsible
kids. The two rules of Love and Logic are that children need limits, and adults
need to set limits in a loving way. Therefore, we need to set those limits without
destroying the dignity of the child.
TARGET AUDIENCE:
All teachers and administrators
HOW:
SKILL NUMBER ONE: NEUTRALIZING STUDENT ARGUING
1. STEP ONE: GO BRAIN DEAD
Remember:
There is nothing wrong with a kid that a little reasoning won’t
make worse.
Never:
Attempt to reason with the child. Don’t attempt to explain your
position. Logic does not work in these situations because the
child is playing by a different set of rules than you are. She/he is
not interested in facts and logic. She/he is interested in seeing
you give up.
Know This:
The two parts of the brain in operation at any given time are the
cortex and the brain stem. When arguing, one is operating from
the brain stem, and there’s nothing worse than two brain stems
having at it! [When you argue you engage in another argument.]
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2. STEP TWO: CHOOSE A LOVE AND LOGIC “ONE-LINER”
ANTIDOTE
Choose From:
“I respect you too much to argue.”
“I love you too much to argue.”
“I know.”
“How sad.”
“Nice try.”
“Thanks for noticing that.”
“What a bummer.”
“Could be.”
“I bet it feels that way.”
3. STEP THREE: DO NOT ATTEMPT TO THINK
Become a broken record, saying the same antidote
for each new argument the youngster comes up with.
Keep your voice soft. Allow any frustration to be that
of the child, not of you.
4. STEP FOUR: IF THE CHILD CONTINUES TO ARGUE
For some very strong-willed or manipulative
children, it is effective to say, “I argue at 12:15 or 3:15
daily. What would be best for you?” Then play
broken record with this question. Do not give in to
the temptation to match wits with a child.
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SKILL NUMBER TWO: DELAYED CONSEQUENCE
Immediate consequences work really well with rats, pigeons, mice, and monkeys. In real-world
classrooms, they typically create more problems than they solve.
Problems with Immediate Consequences
1. Most of us have great difficulty thinking of one while we are teaching.
2. We “own” the problem rather than handing it back to the child. In other words, we are
forced to do more thinking than the child.
3. We are forced to react while we and the child is upset.
4. We don’t have time to anticipate how the child, his/her parents, our administrators, and
others will react to our response.
5. We don’t have time to put together a reasonable plan and a support team to help us carry
it out.
6. We often end up making threats we can’t back up.
7. We generally fail to deliver a strong dose of empathy before providing the consequence.
8. Every day we live in fear that some kid will do something that we won’t know how to
handle with an immediate consequence.
Take care of yourself, and give yourself a break! Here’s how:
Oh, no. This is sad. I’m going to have to do something about this! But not now, later.
Try not to worry about it.
Note: With very explosive students it is probably wiser to say nothing to the student until you
have a plan and the situation is safe.
The anticipatory consequence allows you time to “anticipate” whose support you might need, how
the child might try to react, and how to make sure that you can actually follow through with a
logical consequence. This technique also allows the child to “anticipate” worry about a wide array
of possible consequences.
The anticipatory consequence technique gains its power from this basic principle of conditioning:
When one stimulus consistently predicts a second, the first stimulus gains the same emotional
properties as the second. Simply stated:
When “Try not to worry about it” statement is made, it consistently predicts something the child
really must be worried about; “Try not to worry about it” becomes a consequence in and of
itself…an “anticipatory” consequence.
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SKILL NUMBER THREE: EMPATHY
Some Benefits of Delivering Consequences with Empathy
1.
2.
3.
4.
5.
6.
The child is not distracted by the adult’s anger.
The child must “own” his or her pain rather than blaming it on the adult.
The adult-child relationship is maintained.
The child is much less likely to seek revenge.
The adult is seen as being able to handle problems without breaking a sweat.
The child learns through modeling to use empathy with others.
Keep Your Empathy Short, Sweet, Simple, and Repetitive
Most adults find it difficult to deliver empathy when a child has misbehaved. The more
natural tendency is to show anger, threaten, and lecture. Teachers generally find it much
easier to pick one or two simple empathic responses to repeat over and over with their
situations. When students hear these same statements repeated, they learn two things:
1. The teacher cares about me.
2. The teacher is not going to back down. No use in arguing!
A Menu of Empathic Responses
1.
2.
3.
4.
5.
6.
This must really hurt.
This is so sad.
This is really hard.
Bummer.
I’m sorry you feel so bad.
It must be hard to feel that way.
The power of Nonverbal Communication: Studies estimate that between 70% and 90% of what
we communicate, we do without words through subtle nonverbal gestures.
Research also reveals that students are experts at decoding these nonverbal cues.
When delivering empathic responses, the delivery is as important as your actual words!
AVOID SARCASM AT ALL COSTS!
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SKILL NUMBER FOUR: THE RECOVERY PROCESS
The Pyramid of Short-Term Recovery Settings is a technique designed to preserve the learning
environment in your classroom when specific students become disruptive. THIS TOOL IS NOT
INTENDED TO BE PUNITIVE OR HUMILIATING. Each alternative setting merely represents a
place where a student can go temporarily with the goal of eliminating the disruption…so that you
can continue teaching. As one moves up the pyramid, the settings become progressively more
restrictive. Generally, teachers are advised to start near the bottom and move up only as needed.
With more severe disruptive behavior, a teacher may need to start at a higher level. Below is an
example of the settings included in a typical pyramid:
Recovery
At
Home
RECOVERY AREA
At school/Principals
Placement away
from excitement.
RECOVERY
In another classroom
RECOVERY
In another spot in your classroom
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There are eight basic questions that must be answered before using this
technique. Careful planning to answer the following questions is essential!
1. What settings are appropriate for our unique school?
Try to develop a full range of settings from minimally restrictive to very
restrictive. Students should be supervised but receive minimal attention. It is
also helpful to have multiple alternative classrooms to use so that a student is not
sent to the same room each time, and so multiple students can be removed if
necessary.
2. When should students be sent to an alternative setting?
Students should be sent when other preventive measures have not been
successful and the student is interfering with the learning of others. Students
should not be removed merely for not doing their work.
3. How should they be sent?
Whispering a choice to the student, such as, “Can you stay with us or do you need
to leave?” or whispering, “There’s a seat for you in Ms. Smith’s room” is often
effective. The goal should be to avoid embarrassing the student and to use
empathy.
4. What should students do in this setting?
The student should not be asked to complete work or receive counseling. He or
she should get minimal attention when in the setting. Counseling should be
saved for later when the student is calm and well-behaved.
5. How long should students stay in the setting?
Students should stay just long enough to get calmed down. For more serious
misbehavior, students should have a written plan for how they intend to avoid the
problem in the future. For more chronic problems, more restrictive settings may
be needed along with other types of disciplinary and/or mental health
intervention.
6. What should a teacher do if a student resists going?
If a student will not go, remove the other students and have another teacher
attempt to remove the student. If he or she continues to resist, the
administrators may need to call the police. DO NOT ATTEMPT TO
PHYSICALLY REMOVE THE STUDENT!
7. Have we included administrators and parents in our planning?
It is essential that fellow teachers and administrators be involved in planning.
Parents should also be aware of the school’s policy once it is adopted.
8. What legal and ethical issues are involved?
SPECIAL EDUCATION LAW: PL 105-17 I.D.E.A.
a. Least Restrictive Environment
b. IEP…Is the program individualized and responsive to the child’s needs?
c. Parental Involvement and other due process requirements.
d. Maximum cumulative suspensions: 10 days.
e. Document all of the positive interventions you have used to prevent the
child from being removed from your classroom!
ETHICAL ISSUES:
a. When a child needs constant removal, what is his or her behavior really
saying? “I’m not getting what I really need to be successful.”
b. Use of this plan is not an excuse to do nothing to help the child.
c. The child should be involved as much as possible in a plan to prevent
frequent use of this approach.
d. Undue humiliation and other punishment must be avoided.
e. WE MUST CONTINUE TO SHOW THE CHILD THAT WE CARE!
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SKILL NUMBER FIVE: DEVELOPING POSITIVE TEACHER
STUDENT RELATIONSHIPS
The One-Sentence Intervention. This is a relationship-building experiment. Research clearly shows that
a positive relationship between the child and an adult is a positive relationship. This relationship will grow
when adults notice and accept as a unique human being and the adults maintain high expectations for the child.
1. Select the most difficult child you can find.
2. List six brief statements you can use to notice this child’s strengths and
interests:
Example: “I’ve noticed that you really like to play sports.”
• “I’ve noticed that_______________________________________.”
• “I’ve noticed that_______________________________________.”
• “I’ve noticed that_______________________________________.”
• “I’ve noticed that_______________________________________.”
• “I’ve noticed that_______________________________________.”
• “I’ve noticed that_______________________________________.”
Do not end the statement with something like, “and that was fabulous!”
3. Share these statements with the student when and where it won’t embarrass
him/her.
4. Find another adult who will also make “I notice” statements.
5. Go up to the child, smile, and use statements from the “I noticed” list. (At least
2 times for 3 weeks)
6. Listen to the student if he would like to talk about his strengths or interests.
7. Use this technique when things are going well and calm.
8. After 3 full weeks, test it out and see if the student will comply with something
you want.
Say, “Will you _________________________just for me?”
9. After you do this say “Thank you,” smiling, and walking away.
THE LONGER WE LOOK AT AN OPPOSITIONAL STUDENT AFTER ASKING
THEM TO COMPLY, THE LESS LIKELY THEY WILL.
Notice and describe instead of giving praise.
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SKILL NUMBER SIX: SETTING LIMITS WITH ENFORCEABLE
STATEMENTS
Some Examples for the School and Classroom:

I’ll listen when your voice is calm.
I’m going to do something about that.
You may stay with the group as long as you are not causing a problem.
I’ll listen to you when your fingers are not in your nose.
Feel free to join us for the experiment when you’re finished reading your science.
I grade papers I can read.
I take students to recess when they can walk in the hall quietly.
I take classes outside when everyone has their coat.
Feel free to come to this school as long as you don’t involve yourself with illegal or
dangerous activities.
You may play with the toys as long as I don’t have to worry about them being picked up.
Cars without teacher decals will be picked up by the towing company. Their phone
number is…
We will leave when I see everyone in line with their hands on their heads.
Feel free to join us when you’ve washed your hands.
I argue at 11:15 and 3:15 daily.
I allow students to eat in the cafeteria when they can do so without causing a problem.
I read when it’s nice and quiet.
You may join us when you are done crying.
I do things for students who say ‘please’ and ‘thank you.’
I’ll begin when everyone’s bottom is touching the floor.
Some Examples for the Home:

Breakfast is served for the next fifteen minutes. Get what you need to hold you to lunch.
Dinner is served until the timer goes off. Get what you need to hold you to breakfast.
I give treats to kids who protect their teeth by brushing.
Feel free to join us for lunch when your hands are clean.
I’m going to do something about that.
I charge two dollars a minute for listening to bickering in the back seat.
I love you too much to argue. I’ll listen when your voice is as calm as mine.
I allow kids to drive the family car when they have made a deposit equal to the insurance
deductible into my savings account.
You may have anything from the store that you can buy with your own money.
You may keep the toys you pick up.
I’ll be happy to pay for half of that.
I allow kids to drive my car when I don’t have to worry about alcohol.
The car is leaving in ten minutes. Will you be going with your clothes on your body or
your clothes in a bag?
I’ll be happy to do the things I do for you around here when I feel treated with respect and
the chores are done.
The bus comes by at about 7:45. Will you be riding it for free or paying someone to take
you?
I report illegal activities to the police.
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SKILL NUMBER SEVEN: USING CHOICES TO PREVENT POWER
STRUGGLES

Remember that sharing control is like making deposits into a bank account: The more
small deposits we’ve made during good times, the more we’ll have for “withdrawals”
during tough times.
When things are going well, share plenty of control in the form of small choices. Make
plenty of “deposits” of control when things are going smoothly…so you can make
“withdrawals” when things aren’t.
For each choice, give two options, each of which you like.
Give choices before resistance…not after. When we give choices after children become
resistant, we look powerless and actually reward resistant behavior. Wise teachers and
parents try to anticipate potentially difficult situations and offer choices BEFORE their
children have a chance to argue or resist.
If you don’t get an answer within ten seconds, you decide. It’s amazing how fast children
learn to choose when they know you won’t hesitate to do it for them!
Use care not to disguise threats as choices: Choices delivered with sarcasm or anger
aren’t really choices.
When things aren’t going well, don’t hesitate to make a “withdrawal.” Say, “Don’t I
usually give you plenty of choices? Yes, Now it’s my turn. Thanks for understanding.”
We either give children control, or they take it from us.
•
•
•
•
•
Guidelines for Choices
Choices are not begging sessions.
Choice is a little, tiny gift.
10 – 15 seconds to decide, then not negotiable.
Give choices before resistance, not after.
Give 99.9% of choice when things are going well.
CHOICES FOR THE HOME

Are you going to set your alarm clock for 6:00 or 7:00?
Would you rather eat breakfast first or get dressed first?
Are you going to put your pants on first or your shirt on first?
Do you want juice or milk with breakfast?
Are you going to eat your breakfast or wait until lunch?
Are you going to bring your lunch or buy it at school?
Will you be riding the bus or paying someone to take you?
Would you like to go to day care with your clothes on your body or your clothes in a bag?
Are your going to wear your coat or carry it?
Do you want to do your homework right after school or wait until 4:00?
Would you rather do your homework first or take out the trash first?
Would you rather mow the lawn or weed the garden?
Are you going to have carrots or corn for your vegetable tonight?
Are you going to eat dinner or wait until breakfast?
Would you like me to read you this book about turtles or this one about volcanoes?
Do you want to go to bed right now or wait another fifteen minutes?
Would it be best to have your light on or off?
Do you want your curfew to be 9:00 or 9:30?
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SKILL NUMBER EIGHT: QUICK AND EASY PREVENTIVE
INTERVENTIONS
1.
2.
3.
4.
Do not ignore misbehavior, for it’s the worst thing that you could do because it tends to
spread and multiply.
Successful teachers focus on prevention.
Unsuccessful teachers focus on detention.
It’s all about the ability to keep the “show” going.
A Few Examples:

Build positive relationships using the One Sentence Intervention.
Look at the misbehaving student, smile, and shake your head, indicating “No.”
Use an overhead projector so that your back is not turned from your students.
Wander toward the location of the disruption as you continue teaching.
Call on the misbehaving student with a question that will make them feel smart.
Send the student on a “therapeutic errand.”
Stand very close to the misbehaving student and continue teaching.
Stop very briefly and whisper something to the student like, “Can you save that
for later? Thanks.”
Hand the student a small note with the message: “Please stop talking. Thanks!”
Teach with plenty of incomplete sentences and questions.
Give each of your students’ responsibility for teaching a part of the lesson.
While continuing to teach, place your hand gently on the student’s shoulder.
Move the misbehaving student, or students, to different seats in your classroom.
Use an enforceable statement (e.g., “I allow students to stay with the group when
they are not causing a problem”).
SKILL NUMBER NINE: Guiding Children to Own and Solve Their
Problems: So they can learn and you can avoid burn-out.
Step One: Provide a Strong and Sincere Dose of Empathy: Empathy allows the child to
stay calm enough to solve the problem…and learn from it.
Step Two: Place the Problem Gently Yet Firmly on Their Shoulders. After you have
proven that you care by listening to the child’s feelings, ask: What do you think you
might do to solve this problem? Don’t be shocked if the child shrugs his or her shoulders
and mumbles, “Don’t know.”
Step Three: Ask for Permission to Share What “Some Kids” Have Tried. Avoid giving
suggestions until you have asked. Would you like to hear what some kids have tried?
Step Four: Provide two or three Alternatives for Solving the Problem. Remember to
avoid resistance by saying: Some kids decide to
.
Note: After
describing each alternative, help the child evaluate its potential
consequences by asking:
How would that work for you?
Step Five: Allow the Child to Solve or Not Solve the Problem. At this step, resist the
urge to tell the child which alternative to pick. End the session by showing your faith in
the child:
Good luck! Let me know how it turns out.
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WHO CAN HELP?
People:
9 Robbin Howard, District Peer Mentor Teacher
9 Jane Speidel, District Peer Mentor Teacher
9 Peggy Yelverton, Induction Resource Teacher
Websites:
9
9
9
9
www.loveandlogic.com
www.Jmaag1.unl.edu
www.altcommtechniques.com
www.dawnbillings.com
Books:
9 Love and Logic Magic for Early Childhood by Jim Fay and Charles Fay
9 From Innocence to Entitlement: “A Love and Logic Cure for the Tragedy of
Entitlement” by Jim Fay and Dawn Billings
9 9 Essential Skills for the Love and Logic Classroom by Jim and Charles Fay
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WHAT: Ruby Payne: A Framework for
Understanding Poverty
Definition: Program designed for educators to learn about students from poverty
and how they think and act differently than those people in the middle and upper
economic classes.
TARGET AUDIENCE:
PreK-12th grade teachers
HOW:
Most teachers today come from middle-class backgrounds. Economic class
differences in an educational setting often make both teaching and learning
challenging. Many times, teachers don’t understand why a student from poverty
is chronically acting out or is not grasping a concept even after repeated
explanations. At that same time, the student doesn’t understand what he/she is
expected to produce and why.
Key Points:
1. Poverty is relative.
2. Poverty occurs in all races.
3. Generational and situational poverty are different.
4. This work is based on patterns. All patterns have exceptions.
5. Schools operate from middle class norms and values.
6. Individuals bring with them the hidden rules of the class in which they
were raised.
7. There are cultural differences in poverty. This study is cross-cultural and
focuses on economics.
8. We must neither excuse them nor scold them. We must teach them.
9. We must teach them that there are two sets of rules.
10. To move from poverty to middle class, one must give up (for a period of
time) relationships for achievement.
11. Two things that help one move out of poverty are: education &
relationships.
12. Four reasons one leaves poverty are: too painful to stay, vision or goal, key
relationships, special talent/skill.
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Resources needed:
1. Financial: Having the money to purchase goods and services.
2. Emotional: Being able to choose and control emotional responses,
particularly to negative situations, without engaging in self-destructive
behavior.
3. Mental: Having the mental abilities and acquired skills such as reading,
writing, computing to deal with daily life.
4. Spiritual: Believing in divine purpose and guidance.
5. Physical: Having physical health and mobility.
6. Support Systems: Having friends, family, and backup resources available
to access in times of need. (External resources)
7. Relationships/Role models: Having frequent access to adult(s) who are
appropriate, who are nurturing to the child, and who do not engage in selfdestructive behavior.
8. Knowledge of hidden rules: Knowing the unspoken cues and habits of a
group.
Mental Models for Dealing with School:
Represents an abstract concept and it is a translator from concrete to
abstract.
An example would be a story, sketch or an analogy to teach a point.
1. Space: Provides organization and helps with math and maps.
2. Formal register: This is the language of money and shared understanding.
3. Parts to whole: This allows for the completion of tasks.
4. Time: Helps to control impulsivity.
5. Decoding: Helps to read the language and abstract symbols.
WHO CAN HELP?
People:
9 Robbin Howard, Jane Speidel, Peggy Yelverton - District contact
Websites:
9 www.ahaprocess.com
Books:
9 A Framework for Understanding Poverty Modules 1-7 Dr. Ruby Payne
9 Learning Structures Modules 8-13 Dr. Ruby Payne
9 Putting the Pieces together Kim D. Ellis
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Adheres to the Code of Ethics and Principles of Professional Conduct of the
Education Profession in Florida.
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Accomplished Practice #6 – ETHICS
ACCOMPLISHED: Adheres to the Code of Ethics and Principles of
Professional Conduct of the Education Profession in Florida.
Makes reasonable effort to protect students from conditions harmful to
learning and/or to the students’ mental and/or physical health and/or
safety.

Encourages students’ independent action in pursuit of learning.

Provides for student access to diverse points of view.

Takes reasonable precautions to distinguish between personal views and
those of any educational institution or organization with which he/she is
affiliated.

Does not intentionally distort or misrepresent facts concerning an
educational matter in direct or indirect public expression.

Does not use institutional privileges for personal gain or advantage.

Maintains honesty in all professional dealings.

Does not, on the basis of: race, color, religion, gender, age, national or
ethnic origin, political beliefs, marital status, handicapping condition if
otherwise qualified social and family background; deny to a colleague
professional benefits or advantages or participation in any professional
organization.

Support a colleague's right to exercise political or civil rights and
responsibilities.
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WHAT: Code of Ethics and Professional
Conduct of the Education Profession
Definition: The district’s policy on creating a culture of honesty and integrity to
create a safe environment and high quality education for all of the district’s
students.
TARGET AUDIENCE:
New teachers to the profession and new teachers to the district.
HOW:
Obligation to the student requires that the individual adhere to the State Board of
Education Rule.
Example: How to Use Common Sense and Professional Judgment to
Avoid Legal Complications in Teaching
1. Maintain a professional barrier between you and students. You are the
adult, the teacher, and the professional; act like the expert not like another
one of the “kids.”
2. Keep the classroom door open when talking with students.
3. Refer students to the appropriate resource person for counseling and/or
discussions about personal matters.
4. Do NOT flirt with students.
5. Do NOT discuss your personal life or personal matters with students. Do
not discuss your husband, wife, girlfriend, boyfriend, or dates with
students.
6. When transporting students, coordinate transportation ahead of time, and
use school or mass transportation if possible. If necessary, call a taxi for
the students. If you must transport a student in your vehicle, ask a coworker to accompany you.
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7.
Avoid leaving your students unsupervised; have an alternate plan of
action.
8.
Keep hands and other parts of your body to yourself.
9.
Use verbal praise and reinforcement.
10.
Know your school and district policies and state laws governing
corporal punishment. Establish and follow a consistent behavior plan.
Treat each student with respect. Know the student’s rights.
11.
Chaperone only school-sponsored functions. Do NOT socialize with
students. If you chaperone a field-trip, put in writing what your
responsibilities will be. Do NOT drink alcoholic beverages in front of
students. Do NOT take children home with you.
12.
Do NOT make telephone calls or write notes of a personal nature to
students.
13.
Do NOT harass students; respect their differences. What you intend as
humor may, in fact, be cultural bias or harassment.
14.
Do NOT use verbal joking or comments of a sexual nature.
WHO CAN HELP?
People:
9
9
9
9
9
Mentor Teacher
Co-workers
Attend a Learning Community to discuss your situation or question
Administrator
Labor Relations
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WHAT: PROFESSIONAL JUDGMENT
Use common sense and good judgment. Ask yourself how someone else could
perceive your comments or actions. Ask yourself if your comments or actions
could be taken out of context and/or misinterpreted.
TARGET AUDIENCE:
All teachers!!
HOW:
Maintain your reputation in the community
1. Keep your co-workers and supervisors informed; work and
communicate as a team; plan and teach together.
2. Communicate with parents and document your communication (Use
Parent Communication Form in Communication section)
3. Dress and act appropriately and professionally. Clothing must be
clean, neat, and reflect a positive image. Employee apparel affects the
students. Four main effects: respect, credibility, acceptance, and
authority.
4. Avoid putting yourself in a position where you have to defend, explain,
or justify your behavior or actions. Avoid putting yourself in a position
where it’s your word against another person’s word.
5. Maintain a professional reputation in the community. When you
“party,” be discreet.
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Example: Adams and Tomerlin Cases
The Florida 1st District Court of Appeals said that teachers are held to a higher
standard. “. . . It should be noted that educators are held to a more rigorous
moral standard than other professionals because of their role in educating
children.” Adams v. State Professional Practices Council, 406 So.2d1170 (Fla. 1st
DCA 1981).
“A school teacher holds a position of great trust. We entrust the custody of our
children to the teacher. We look to the teacher to educate and to prepare our
children for their adult lives. To fulfill this trust, the teacher must be of good
moral character; to require less would jeopardize the future lives of our children.”
Tomerlin v. Dade County School Board, 318 So.2d159 (Fla 1st DCA 1975).
WHO CAN HELP?
People:
9 Mentor teacher, co-workers
9 New Teacher Induction Program Resource Teacher
9 Labor Relations
Websites:
9 http://www.nbpts.org/ABOUT/coreprops.cfm
Book:
9 Ethics & the Early Childhood Educator: Using the NAEYC Code
by Stephanie Feeney, Nancy K. Freeman
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WHAT: PUNCTUALITY AND
PERFORMANCE OF ASSIGNED DUTIES
Each school has its own policy and procedure for signing in. Your principal will
direct this and/or it will be addressed in the school’s policy handbook.
TARGET AUDIENCE:
All teachers
HOW:
New teacher orientation at each school will address procedures for signing in and
for duties outside of the classroom. Professionalism involves how we handle
ourselves at all times. We should model professionalism at all times. Always be
on time and willing to help out with other duties as assigned. If you feel
this is not a fair duty, talk with your mentor and/or administrator with concerns.
WHO CAN HELP?
People:
9
9
9
9
9
Mentor teacher
Administrator
Co-workers
Mentor Council Representative
Grade level chairperson
Book:
9 School Policy Handbook
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Uses an understanding of learning and human development to provide a positive
learning environment which supports the intellectual, personal, and social
development of all students.
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Accomplished Practice #7 – HUMAN DEVELOPMENT AND
LEARNING
ACCOMPLISHED: Uses an understanding of learning and human
development to provide a positive learning environment which
supports the intellectual, personal, and social development of all
students.

Recognizes the developmental level of each student as indicated by
behaviors, writings, drawings, etc., and other responses.

Stimulates student reflection on previously acquired knowledge and links
new knowledge and ideas to already familiar ideas.

Draws upon an extensive repertoire of activities that have proven
successful in engaging and motivating students at appropriate
developmental levels.

Makes appropriate provisions for individual students based upon their
learning styles, needs and developmental levels.

Develops instructional curriculum with attention to learning theory,
subject matter structure, curriculum development, and student
development, and first and second language acquisition processes.

Presents concepts and principles at different levels of complexity so that
they are meaningful to students at varying levels of development.

human development and learning.
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WHAT: Ages and Stages
TARGET AUDIENCE:
All Teachers
HOW:
Understanding how children learn and develop allows educators to provide a
positive learning environment which supports the intellectual, personal and
social development of all students.
Piaget’s Cognitive Stages:
•
•
•
•
Sensorimotor (birth to age 2)
o During this stage, the child learns about himself and his
environment through motor and reflex actions. Teaching for a child
at this stage should be geared toward the sensorimotor system.
Preoperational (about 2 to about 7)
o At this stage, children begin applying new knowledge of language
and use symbols to represent objects. Their thinking is influenced
by fantasy, and they assume others see situations from their
viewpoint.
Concrete (1st grade to early adolescence)
o The child develops an ability to think abstractly and to make
judgments about concrete phenomena. These children need the
opportunity to ask questions and explain things back to you.
Formal Operations (adolescence)
o At this stage students are capable of hypothetical and deductive
reasoning. Adolescents are able to consider several different
perspectives of a topic.
Erikson’s Stages of Development:
•
•
Infant (Trust vs. mistrust)
o The child learns to trust himself, others, and the environment.
Toddler (Autonomy vs. shame and doubt)
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•
•
•
o The child works to master the physical environment while
maintaining self esteem.
Preschooler (Initiative vs. guilt)
o The child begins to initiate activities, develops a conscience, and a
sexual identity.
School age child (Industry vs. inferiority)
o The child tries to develop a sense of self worth by refining his skills
Adolescence (Identity vs. role confusion)
o The child tries to integrate many roles (child, sibling, student,
athlete, and worker) into a self image while under peer pressure.
WHO CAN HELP?
People:
9
9
9
9
STEP Fourward Coordinator - Mona Potter
STEP Fourward Coordinator -Isabelle Zoerner
Early Exceptional Learning Program Lead Teacher - Nancy Ray
Early Childhood Resource Teacher – Linda Ridgley
Website:
9 www.childdevelopmentinfo.com
Book:
9 Authentic Assessment of the Young Child: Celebrating Development and
Learning. Margaret B. Puckett
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WHAT: Brain Compatible Strategies
It is important for educators to understand the correlation between how the brain
learns and how to present information in a brain compatible classroom. The
principles of brain and learning are:
The brain is a parallel processor.
Learning engages the entire physiology.
The search for meaning is innate.
The search for meaning occurs through patterning.
Emotions are critical to patterning.
The brain processes parts and wholes simultaneously.
Learning involves both focused attention and peripheral perception.
Learning always involves conscious and unconscious processing.
The brain has a spatial memory system and a system for rote memory.
Understanding and remembering occur best when facts and skills are
embedded in natural, spatial memory.
Learning is enhanced by challenge and inhibited by threat.
Each brain is unique.
TARGET AUDIENCE:
All teachers.
HOW:
In the classroom, teachers can use the following brain compatible strategies to
enhance student learning:
Multimodal (visual, auditory, tactile, etc.) instruction.
Activate prior knowledge before introducing a new topic.
Create a safe, non-threatening environment where students are free to
take risks.
Give students time to talk and discuss their thinking.
Stimulate the auditory cortex with songs, repetition, and music.
Give specific praise and feedback.
Give opportunities for movement throughout the day.
Ask higher level and open ended questions. Allow students to develop
their own questions about a topic.
Engage the spatial part of the brain by going outside, inviting guest
132

speakers, using props, costumes, and music, and creating special events.
Give brain breaks or use team building activities to let off steam and
energize the group.
Allow students controlled choices.
Encourage students to stay hydrated and role model drinking water in
your classroom.
Use humor in your presentations and in videotapes.
Use brain gym, which develops the brain’s neural pathways through
movement.
WHO CAN HELP?
People:
9 Mentor teacher
9 Sharon Tolson, Director of FDLRS
Websites:
9 www.braingym.org
9 http://eduscapes.com/tap/topic70.htm
Books:
9 Brain Compatible Strategies – Eric Jensen
9 How the Brain Learns – David Sousa
9 Brain Compatible Classrooms – Robin Fogarty
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WHAT: BRAIN GYM®
Brain Gym® is a branch of educational kinesiology that is maximizing a person’s
full brain potential using movement. It is a series of activities that are not only
fun to do but energize and re-educate the brain and body to work together.
Brain Gym® was developed by Dr. Paul Dennison in the 1970’s based on
discoveries of the interdependence of physical development, language acquisition
and academic achievement. Since then, material has been translated, used, and
researched all over the world.
TARGET AUDIENCE:
Everyone – all ages, all abilities
HOW:
Brain Gym® is based on three premises:
1. Learning is a natural joyous activity that continues throughout life.
2. Learning blocks are the inability to move through the stress and
uncertainty of a new task.
3. We are all “learning –blocked” to the extent that we have learned not to
move. (Dennison, 1994)
Benefits of Brain Gym:
• Activates learning readiness.
• Increases focus and attention.
• Improves confidence and self-esteem.
• Builds critical thinking skills.
• Enhances communication skills.
• Promotes stress-free learning and increased motivation.
• Increases awareness of and respect for one’s own intelligence, body and
personal space.
• Includes specific strategies for improving reading, writing, spelling, math,
and organizational skills.
• Greatly enhances creative potential.
• Reduces discipline problems.
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•
•
•
•
Can be done in less than 5 minutes.
Does not require special equipment or space.
Adapts well to any curriculum or teaching style.
Immediate, long-term demonstrable results.
1. Use drinks of water to conduct electric energy, hydrate the body, nourish
cells, and remove waste.
2. Brain buttons (soft tissue under the clavicle to the left and right of the
sternum) are massaged deeply with one hand while holding the navel with
the other hand. Supplies freshly oxygenated blood to the brain.
3. Series of movements are done to activate the brain.
• Cross Crawl
• Hook–Ups
• Lazy 8’s
• Double Doodle
WHO CAN HELP?
People:
9 Sharon Tolson, Director of FDLRS
9 Valerie Harville, Resource Teacher for Physical Education K-12
Websites:
9 http://esl.about.com/library/lessons/blbraingym.htm
9 http://braingym.org.uk
9 http://www.newhorizons.org/spneeds/adhd/pederson.htm
Book:
9 Brain Gym. Paul E Dennison and Gail E Dennison. Edu-Kinesthetics, Inc.
1994.
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WHAT: CRISS
Project CRISS (Creating Independence through Student-Owned Strategies) was
developed to help students better organize, understand, and retain information.
It helps students to “learn how to learn.”
TARGET AUDIENCE:
All Teachers
HOW:
When introducing a new topic, teachers show, tell, model, demonstrate, and
explain not only the content, but the process of active learning. Teachers explain
the strategy and why students use it to improve their comprehension and
retention. Teachers then model the strategy and give students opportunities to
practice with guidance.
•
•
•
•
•
KWL – Know, Want to Know, Learned. Students brainstorm what they
know about the topic, generate questions about what they want to know,
and then record what they learned.
Graphic Organizers: An organizing strategy to help students transform
information from one form to another. This includes webs, Venn
Diagrams, and other charts.
One-Sentence Summaries: These summaries are used to summarize
essential ideas from a reading selection, lecture, or video.
Two-Column Notes: Students divide their papers into two columns.
They record main ideas in the left column and details on the right.
Students can then use their notes as a study guide.
Content Frames: Frames or charts are another way to organize and
compare information. Frames work well in situations where students
analyze the inter-relationship ideas.
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WHO CAN HELP?
People:
9 Language Arts Resource Teachers:
9 Elementary: Jenifer Cockrell
9 Secondary: Lisa Rehm
Website:
9 www.projectcriss.com
Book:
9 Project CRISS Helping Teachers Teach and Learners Learn. Carol M. Santa,
Ph.D., Lynn T. Havens, Bonnie J. Valdes
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139
140
Demonstrates knowledge and understanding of the subject matter.
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Accomplished Practice #8 – KNOWLEDGE OF SUBJECT MATTER
ACCOMPLISHED: Demonstrates knowledge and understanding of
the subject matter.
Communicates accurate knowledge of subject matter in a comprehensible
manner using language and style appropriate to the learner.
Demonstrates a breadth of subject matter knowledge that enables students
to approach and to interrelate topics from a variety of perspectives,
interests, and points of view.
Uses the references, materials, and technologies of the subject field in a
manner appropriate to the developmental stage of the learner.
Maintains currency in regard to changes in the subject field.
Demonstrates a breadth of subject matter that enables her/him to
collaborate with colleagues from other subject fields in the integration of
instruction.
knowledge of subject matter.
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WHAT: ALTERNATIVE CERTIFICATION
PROGRAM (ACP) ACHIEVE Alternative Certification Helping
Individuals to Embrace & Value Education
Alternative Certification Program (ACP) is a program designed to help noneducation people obtain their teacher certification.
TARGET AUDIENCE:
People who are interested in becoming educators who did not take education
classes in college.
HOW:
There are several pathways (routes) that a person may take to become
a certified teacher in Florida.
1. College of Education Graduates:
• Regular route people use to obtain their education degree
and professional certificate.
• Graduates are eligible for a 5 year Professional Certificate
upon completion of requirements.
2. Alternative Routes:
*Three (3) state certification tests are required for all
alternative routes to be eligible for a 5 year Professional
Certificate. (General Knowledge, Subject Area and
Professional Education Test)
Educator Preparation Institute (EPI): [approximately $1500]
¾ Program designed by Brevard Community College.
¾ Complete all 4 modules from a Department of Education (DOE)
approved program for the EPI.
9 Module 1: Instructional Process (4 segments – 12 credits)
9 Module 2: Reading Fundamentals (1 segment – 3 credits)
Fingerprinting prior to module 3 & 4
9 Module 3: Teaching Profession (1 segment & field
experience – 3 credits)
9 Module 4: Diversity in the Classroom (1 segment & field
experience – 3 credits)
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¾ Certification but not a degreed program.
¾ Current credit hourly rate is $67.75; teachers in Brevard Public
Schools receive a $5.00 per credit hour discount and are not
required to pay the $20.00 application fee.
¾ Cost of BCC’s EPI for a person would be $67.75 x 21 credits
= $1422.75 (Approx. $1500)
¾ School Board will reimburse full time teachers $600 if they qualify
and funds are available.
Brevard Public Schools Alternative Certification Program
(BPS ACP): [$750]
¾ State-approved district program for full-time instructional
employees.
¾ Participants in this competency-based alternative certification
program are expected to complete required components, such as:
9 Personal ACP Peer Mentor checklists
9 Professional Preparation through seminars and a summer
institute
9 Reading Component Competency 2 of the State Board
approved Reading Endorsement (FOR PD)
9 In-service workshops through the BPS ACP
9 ACP Portfolio (Original to turn in)
9 Successful passing score on 3 tests: General Knowledge,
Professional Education & Subject Area
9 District Mentor Assistance for Enhancement: District Peer
Mentors, Induction Program Mentor(s), National Board
Certified Teacher(s)
9 Demonstration of Professional Education Competence (PEC)
in the classroom (Brevard Induction Program)
American Board for Certification of Teacher Excellence
(ABCTE) [approximately $650 - $750 plus more for each
individualized plan and subtest]
¾ Work with the American Board for Certification of Teacher
Excellence.
¾ Pass ABCTE certification tests.
¾ For more information contact: http://www.abcte.org/
¾ Advisor will assist in completing the Self-Assessment and developing
an Individualized Learning Plan.
¾ Individualized Learning Plan identifies books, web sites, on–line
courses (1), and other materials that meet you needs for test
preparation.
¾ American Board has developed practice test CD-ROMs with subject
quizzes and two full length practice tests. These CD-ROMs are
currently available for the Professional Teaching Knowledge exam,
the Multiple Subject Exam, and all subject matter exams
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¾
¾
¾
¾
¾
¾
¾
¾
Fees vary according to what you need.
Limited subject area tests offered - $5o0.00
Special Education - $750.00
Retake fees - $250.00
Extensions - $210.00
Additional - $250.00
Exam rescore - $75.00
May be more fees.
Master’s Route:
¾ College courses leading to the Master’s Degree.
College Route:
¾ College Courses selected to meet certification requirements only.
WHO CAN HELP?
People:
EPI:
Kimberly Greene - (321)433-7727
Mike Krupp - (321)433-7617
greenek@brevardcc.edu
kruppm@kruppm@brevardcc.edu
Brevard Public Schools:
Peggy Yelverton - (321)633-1000 ext 242
yelvertonp@brevard.k12.fl.us
Websites :
ABCTE:
http://www.abcte.org
www.brevard.k12.fl.us
http://novusites.admin.brevard.k12.fl.us/develop/newteach2.html
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Routes toward a Professional Certificate
Non Education Track
Alternative Route
Brevard Community
College Educator
Preparation Institute
BCC EPI
Brevard Public Schools
Alternative
Certification
Program
BPS ACP
American Board for
Certification of
Teacher Excellence
ABCTE
Work with face to face training and
teaching
Training to help non-education track teachers become
effective teachers and certified.
Professional Certificate
146
WHAT: Creative Arts
TARGET AUDIENCE:
All art, music, and drama teachers.
WHO CAN HELP?
People:
9 Resource Teacher – Peggy Nolan
Websites:
9
9
9
9
www.arts.ufl.edu/art/rt_room/
www.artcyclopedia.com/index.html - The guide to great art on the internet.
www.nyphilkids.org - New York Philharmonic Kidzone.
www.sfskids.org - Children’s area of the San Francisco Symphony web site
Books:
9
9
9
9
Art Education and Human Development – Howard Gardner
The Intelligent Eye: Learning to Think by Looking at Art – David Perkins
Basic Music Theory: 50 Ready to Use Activities for Grades 3-9 Audrey Adair
Music Matters – David Elliott
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WHAT: Literacy Stations
While teachers are working in small groups with students, the remaining
students should be working at literacy stations or on other material that
reinforces the skills they have learned during whole group instruction. Stations
may include: word stations, writing stations, inquiry stations, reading stations,
and listening stations to mention a few. It is important to remember that these
activities should be completed independently, and text should be on the student’s
independent and instructional level. Equally important to know is that these
‘stations’ and the management of this time are as diverse as every teacher’s
personality.
TARGET AUDIENCE:
Language arts teachers, reading teachers, K-12th grade teachers
HOW:
•
Do not assume students know how to behave and what to do in
independent work time. Procedures and teacher expectations need
to be explicitly taught (at any grade level).
•
Grouping: Teachers may choose to have students work
independently, in pairs, or in small groups depending on the
purpose of the activities. Groups may be homogeneous or
heterogeneous, depending on how rotations are structured.
•
Stations: Many teachers who use stations effectively have eight to
ten stations (some portable, some stationary) that they use all year
long. A good classroom library and writing station are examples of
stationary areas that can be used throughout the year. Easy-to-setup stations include: listening, buddy reading, spelling, handwriting,
computer, and newspaper stations. Specific skills can be addressed
in word work areas, poetry stations, drama work stations, and
writing work stations to name a few.
•
Management: Research has shown that choice helps student
motivation, however when it comes to classroom management,
many teachers do better initially by giving ‘controlled’ choices.
Generally it is easier to begin the year assigning students where to
work and when, eventually turning control over to them. Providing
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a few open-ended activities within each literacy station allows for
student choice within in the assigned station. For example, for a
literature response or writing station, have the students choose
from writing a new ending to a story, writing interview questions
for the main character that will be on a talk show, or using a Venn
Diagram to compare and contrast two characters from books read.
Example of Rotation:
Red Group
Blue Group
Green Group
Teacher table/
small group
seatwork
center
seatwork
center
Teacher table/
Small group
center
Teacher table/
Small group
seatwork
WHO CAN HELP?
People:
9 Mentor Teacher
9 Reading Coach/expert
Websites:
9 www.readwritethink.org/student_mat/index.asp
9 www.fcrr.org - Click on Student Center Activities
Books:
9 Practice with Purpose: Literacy Work Stations for Grades 3-6 - Debbie Diller
9 Literacy Work Stations: Making Centers Work – Debbie Diller
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Reading Strategies to Model Before Independent Reading
in Literacy Stations
Teaching your students strategies to be successful at independent
reading:
Before Reading Strategies:
• Previewing a book (front and back covers): looking at the title:
heading, illustrations, summary.
• Thinking about what you already know about the topic.
• Make predictions about what you think will happen.
• Make connections to other things in your life.
During Reading Strategies:
• Check on the predictions you made.
• Visualize an image of what you read.
• Make a connection.
• Ask questions about what is happening.
• Predict what a word will be based on what you know.
• Break an unfamiliar word into parts.
• Relate an unknown word to a familiar word.
• Skip the word and go on.
• Self correct when something does not make sense.
• Reread difficult passages.
• Read parts so they sound like talking using different voices for
different characters.
After Reading Strategies:
• Look up important words in the dictionary.
• Ask yourself questions about what is happening.
• Talk to someone else who has read the story.
• Pay attention to what is new to you.
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Reading Activities for Literacy Station Ideas
•
•
•
•
•
•
•
•
•
•
•
•
Audio Books – Students listen to audio versions and read along with all
genres.
Author Study – Students study a selected author. Biographical
information, similarities and differences between works, and genres of
work by the author.
Book/Story projects – Students complete projects that demonstrate
understanding of the book read or read aloud. Book reports, models, or
dioramas with written details, puppets, book jacket cover, billboard ad,
etc.
Buddy Reading – Students work in heterogeneous pairs to read
appropriate level materials in various genres, including fiction, nonfiction, leveled readers, poetry, songs, etc.
Character analysis – Students analyze characters: write a description of
the character, illustrate the character, write/discuss what makes the
character’s personality unique, what causes the character’s behavior,
compare and contrast two characters, draw conclusions about events,
characters, setting or content.
Computer station – Students work on reading strategies using
programs such as Classworks and Accelerated Reader or Internet
Scavenger Hunts.
Fictional Friends – Of all of the characters, who would you want for a
friend, why? What are some things you would like to discuss with this
character? What are some things you and this character could do
together?
Figurative Language – Students use models to help them create their
own examples of figurative language (idioms, similes, metaphors). Match
activities (figurative to literal, phrase to picture), incomplete examples (the
moon was white as a _____), phrase bank – take a simple sentence and
rewrite it using a form of figurative language.
Fluency – Students practice to increase oral reading fluency using
accuracy, proper expression, and reading rhythm. Read rhythmic text
(poetry, songs, chants); read predictable texts, repeated readings of short
passages (fiction and non-fiction), timed readings, read/record/listen.
Games – Students participate in board games or file folder games that
emphasize the five elements of reading: phonemic awareness, phonics,
fluency, vocabulary and comprehension.
Interview the character/cooperative groups – A small group of
students work together on an interview project. One person is the
character from the story and one is the recorder. Interviewer asks
questions based on events in the story. Character answers using ideas
connected with the character’s personality.
Literature Study – Students meet to read discuss and chapter books.
Evaluate and give reasons why some books are better than others, listen to
each others’ points of view, read aloud selected passages with expression,
151
•
•
•
•
•
•
•
•
•
•
discuss characters, plots, what is the author’s point of view, make
connections.
Main idea/summarizing – Students identify main idea and supporting
details of short passages (graphic organizers, fiction and non-fiction,
content area reading).
Map maker – Students draw and label a map of a setting.
Movie Maker – Students write a one page ‘pitch’ to a producer
explaining why the story would or would not be a good movie.
Pantomimes – Students pantomime a character or scene from a story.
Poetry – Students recognize models of poetry (replace words in poems or
make a new poem, use structure of poem as model for new poem, use
adjectives that describe ______ to write a new poem).
Post card – Students may write to a friend about this book, write to the
author about this book, write to a character in the book, write as if they
were the character in the book).
Reader’s Theater: A small group of students is given a short script at the
beginning of the week. The students work on developing their individual
character’s voice, motivation, etc. At the end of the week, students
perform the script using no prompts.
Round Table: Students discuss topics from the text in small groups.
They answer questions such as: What is interesting to you? What
bothers you? What confuses you? What questions do you have about this
book?
Ten Important Sentences: Students use 10 sentences from a story to
reread, identify the main idea, determine fact and opinion, sequence
events, and identify cause and effect.
Word Wall Activities: Students interact with high frequency words.
Primary students can match words with pictures or draw illustrations to go
with the words. Older students can group words by theme, use the words
to develop sentences, or create a list of words from a story they think
should be added to the word wall.
152
WHAT: Math
TARGET AUDIENCE:
All math teachers
WHO CAN HELP?
People:
9 Elementary Resource Teacher – Diane Gard
9 Secondary Resource Teacher – Ann Marie Hubscher
Websites:
9 www.superkids/com/aweb/tools/math - Create your own math worksheets
9 www.aplusmath.com/Flashcards/ - Flashcards for basic facts, telling time,
counting money, algebra, and geometry
9 http://cte.jhu.edu/techacademy/web/
9 2000/heal/mathsites.htm – Games, puzzles and brain teasers with sections
on algebra, calculus, statistics, and trigonometry
9 http://edweb.tusd.k12.a2.us/ekowalcz/
9 math/elementary_web_sites.htm – A collection of interactive math web sites
Books:
9 Hands on Math Projects with Real Life Applications – Gary Robert Muschla
9 Math Centers: Take it to Your Seat – Evan Moor Publishing
9 Games Galore Math – The Mailbox
153
WHAT: Science
TARGET AUDIENCE:
All Science teachers.
WHO CAN HELP?
People:
9 Elementary Resource Teacher – Ed Short
9 Secondary Resource Teacher – Ginger Davis
Websites:
9 www2.nsta.org/Sciencesites/ - Web sites recommended by the National
Science Teacher’s Association for all strands of Science
9 www.nasa.gov/home/index.html - NASA’s homepage; This site contains areas
for students and educators
9 www.Sciencenewsforkids.org - Informational articles with questions and
activities; there are articles on all areas, including: dinosaurs, chemistry,
human body, and weather.
9 www.all-Science-fair-projects.com - ideas and hints
Books:
9 Giant Science Resource Book – Evan Moor Publishers
9 Science Fair Projects – Instructional Fair
9 Hands On Earth Science (Life Science, Physical Science) – Carson Dellosa
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Science Lab Report
The following format should be used for all lab reports:
Name
Date
Period
Lab
Partners:
Title of lab
Purpose:
Hypothesis:
Materials:
Procedures:
Data Recording:
Analysis:
Discussion:
Conclusion:

All information that you write in your report should be your own words.
o Do not copy directly from my lab sheet! (Only materials should be
copied exactly!)
o Do not copy from your lab partner’s work either!
Lab reports must be typed. Do not wait until the last minute to try to print
out your report.
Please bold the words above when putting them in your report. That
makes it easier for me to follow your report and make sure you have all the
required information.
Purpose: (What do you expect to learn? What is the purpose of this lab?)
Hypothesis: (Testable Data/ Predict the outcome(s) of the experiment)
Materials: (What equipment and materials did you need for this lab
assignment?)
Procedures: (What steps did you take to accomplish this lab assignment?)
Data Recording: (Record the data that is required at each step of the lab:
tables, charts, graphs, sketches, etc.)
Analysis: (Explain your data in words. Complete sentences.)
Discussion: (Discuss what happened in the lab. Give details on anything that
went wrong. Answer any questions on the lab assignment sheet.)
Conclusion: (What did you learn? What conclusions can you draw from the
results of this lab assignment? Compare the results of the experiment with your
hypothesis.
155
.
WHAT: Social Studies
TARGET AUDIENCE:
All social studies teachers
WHO CAN HELP?
People:
9 Elementary Resource Teacher – Linda Ridgley
9 Secondary Resource Teacher – Irene Ramnarine
Websites:
www.harcourtschool.com/activity/
flag/factory.html – Make your own flags
www.nationalgeographic.com/
features/97/pirates/maina.html – An interactive pirate adventure. Look for
loot and hear tales of real pirates!
9 www.pbs.org/wnet/colonialhouse - Meet the colonists, explore their homes,
and learn about colonial law.
9 www.50states.com - Basic information on each state. This site is great for
state reports.
9
9
9
9
Books :
9 Spectrum Regions – McGraw Hill
9 Social Studies Through the Year – Teacher Created Materials
9 Spotlight on America – Teacher Created Resources
156
WHAT: 90 Minute Reading Block
The 90-minute reading block is an uninterrupted time of explicit and systematic
reading instruction. This initial instruction is the first line of defense to prevent
Reading failure for all students. All students have access to the grade level
expectations during the whole group portion of this time. Teachers should be
delivering the initial lessons from a Comprehensive Core Reading Program
(CCRP) for this whole group portion, which usually consists of 30 to 40 minutes.
For the remainder of the time, teachers use differentiated instruction focusing on
the needs of students using the CCRP or a Supplemental Reading Program (SRP).
TARGET AUDIENCE:
Language arts teachers and reading teachers, K-12th grade teachers
HOW:
Whole group instruction, small group instruction, and independent
literacy activities.
Whole group instruction (“I Do”):
• All students receive exposure to grade level expectations.
• Mini lessons of targeted skills.
• Introduction of new concepts and strategies.
• Shared Reading.
Small Group Instruction (“We Do”):
• Flexible grouping according to instructional needs and
abilities.
• Grouping based on assessment data.
• Instruction is differentiated for all ability levels.
• Scaffold instruction.
Reading Centers/Work Stations/Literacy Stations (“You Do”):
• Meaningful and purposeful.
• Extension or reinforcement of taught skills.
• Opportunity to apply the skills they have learned.
• Opportunity for cooperative learning and independent
learning.
157
WHO CAN HELP?
People:
9 Mentor Teacher
9 Reading Coach
Website:
9 www.justreadflorida.com/90-minute-chart.asp
158
Reading and Language Arts Instruction
Teacher
90 minute
READING
BLOCK
Students
20-30 Minutes
Whole Group Instruction
Grade Level Strategies
Shared Reading
Mini-Lessons relating to
Phonemic Awareness,
Phonics, Fluency,
Vocabulary, and
Comprehension
60-70 Minutes
Small Group
Differentiated Instruction,
Reading Assessment,
Reading Conferences
60 minutes
Language
Arts
Instruction
15 minutes
Mini-Lesson on selected
daily focus: Grammar,
Spelling, Writing Process,
Handwriting, etc.
35 minutes
Writing Workshop:
Modeling, Writing
Conferences, Monitoring
Writing, etc.
10 minutes
Revisit daily focus,
discuss common needs,
look ahead to next day's
lesson.
159
Whole Group Lesson
Reading Group
Independent Practice/
Reading Center Activities
Whole Group Lesson
Independent/ Small
Group
Writing Activity
Independent Practice of
Daily Focus
Writing Conferences
Whole Group Activity
160
161
162
163
What Should I Do With The Others?
Reading Center Ideas:
Character Analysis
Question Making to Further
Understanding
Retell/Summarize a
Procedural Text in writing
Plot Development
Paired Reading
Reader's Theatre/Play
Support opinion/answer from
text
Text Connection
Reciprocal Teaching
Computer Station - Reading
practice
Audio Books
Reader Response Logs

Vocabulary- Content Area
Specific
Word Work
Word Wall Activities
Book/Story Projects
Extend a Read Aloud or
Buddy Reading Selection
Literature Study
Author Study
Problem Solving - Compare
and Contrast
Fluency - Poetry, Phrasing,
Nursery Rhymes, Choral
Links to Reading First
Ten Important Sentences
FCAT Leveled Practice
Reminders:
Set expectations for behavior during Reading Center time.
Hold children accountable for what they do during Reading Center time.
Have tools/resources accessible for student use when they get stuck on a
Reading Center assignment.
• Designated buddy
• Experts
• Dictionary
• Word walls
• Theme boards
• Expectations charts
• Assignment board
164
165
The 5 Essential Instructional Components of
Reading Instruction
The five essential components of effective reading instruction are scientifically
based on research in reading and learning. To ensure that children learn to read
well, instruction should be explicit and systematic and should be provided in
these five areas:
Phonemic awareness is the ability to hear, identify, and manipulate individual
sounds-or phonemes-in spoken words. Phonemic awareness improves word
reading, spelling, and comprehension.
Phonics is the relationship between the letters of written language and the
sounds of spoken language. The symbol/sound relationship is taught in a
systematic and explicit manner. An example of systematic instruction in phonics
could be a pre-specified sequence of letter/sound correspondences taught in a
logical order (ex: most common sounds taught first from simple to complex).
Explicit instruction is where the teacher models, and teaches directly, provides
guided practice and independent practice.
Fluency is the ability to read text accurately and quickly with proper expression.
Instruction includes modeling, reading at appropriate reading level, oral reading
with feedback, monitor fluency progress, variety of strategies (reader's theater,
timed readings, partner reading, repeated reading).
Vocabulary-the words students must know to communicate effectively.
Students need to know the meanings and pronunciation of words used in oral
and written language. Vocabulary development can be taught directly (teach
important, difficult, and useful words) and indirectly. Direct teaching includes
teaching word learning strategies (metacognition) and how to use word parts to
determine meaning of words. Indirect teaching includes multiple exposures to
words and encouragement in wide independent reading practices.
Comprehension-is the ability to understand and gain meaning from what has
been read. Comprehension also includes the ability to monitor understanding.
Comprehension instruction includes teaching students how to monitor
comprehension, the use of graphic organizers (Ex: The use of Venn Diagrams to
compare and contrast two main characters from stories read), main idea,
summarizing, and text structure.
166
Literature Response Activities
http://www.teachnet.com/lesson/langarts/Reading/bookreptsl html
1. Create a life-sized model of two of your favorite characters and dress them
as they are dressed in the book. Crouch down behind your character and
describe yourself as the character. Tell what your role in the book is and
how you relate to the other characters.
2. Create a sculpture of a character. Use any combination of soap, wood,
clay, sticks, wire, stones, old toy pieces, or any other object. An
explanation of how this character fits into the book should accompany the
sculpture.
3. Interview a character from your book. Write at least 10 questions that will
give the character in the book the opportunity to discuss his/her thoughts
and feelings about his/her role in the story. However you choose to
present your interview is up to you.
4. Write a diary that one of the story's main characters might have kept
before, during, or after the book's events. Remember that the character's
thoughts and feelings are very important to the diary.
5. If you are reading the same book as one or more others are reading,
dramatize a scene from the book. Write a script and have several
rehearsals before presenting it to the class.
6. Prepare an oral report of 5 minutes. Give a brief summary of the plot and
describe the personality of one of the main characters. Be prepared for
questions from the class.
7. Give a sales talk and pretend the students in the class are clerks in a bookstore
and you want them to push this book.
8. Build a miniature stage setting of a scene in the book. Include a written
explanation of the scene.
9. Make several sketches of some of the scenes in the book and label them.
10. Describe the setting of a scene, and then do it in pantomime.
11. Construct puppets and present a show of one or more interesting parts of
the book.
12. Dress as one of the characters and act out a characterization.
13. Imagine that you are the author of the book you have just read. Suddenly
167
the book becomes a best seller. Write a letter to the movie producer trying
to get that person interested in making your book into a movie. Explain
why the story, characters, conflicts, etc., would make a good film. Suggest
a filming location and the actors to play the various roles. You may only
use books that have not been made into movies yet.
14. Write a book review as it would be done for a newspaper. (Be sure to read
a few before writing your own).
15. Construct a diorama (three dimensional scene which includes models of
people, buildings, plants and animals) of one of the main events in the
book. Include a written description of the scene.
16. Write a feature article (with a headline) that tells the story of the book as it
might be found on the front page of a newspaper in the town where the
story takes place.
17. Write a letter (10 sentence minimum) to the main character of your book
asking questions, protesting a situation, and/or making a complaint
and/or a suggestion. This must be done in correct letter format.
18. Read the same book as one of your friends. The two of you make a video
or do a live performance of MASTERPIECE BOOK REVIEW, a program
that reviews books and interviews authors.
19. If the story of your book takes place in another country, prepare a travel
brochure using pictures you have found or drawn.
20. Write a FULL (physical, emotional, relational) description of three of the
characters in the book. Draw a portrait to accompany each description.
21. After reading a book of history or historical fiction, make an illustrated
timeline showing events of the story and draw a map showing the
location(s) where the story took place.
22. Read two books on the same subject and compare and contrast them.
23. Read a book that has been made in to a movie. Write an essay comparing
the movie version to the book version.
24. Create a mini comic book relating to a chapter of the book.
25. Make three posters about the book using two or more of the following
media: paint, crayons, chalk, paper, ink, real materials.
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WHAT: Writing
TARGET AUDIENCE:
All writing teachers.
WHO CAN HELP?
People:
9
9
K-6 Resource Teacher – Theresa Phelps
7-12 Resource Teacher – Marge Bloom
Websites:
www.nwlincs.org/mtlincs/
www.Reggies.writing.html – Activities focused on capitalization, fragments and
run-ons, transition words, and five paragraph essays
9 www.poetryteachers.com – Inspire a love of poetry and teach students how to
write different types of poems
9 www.edina.k12.mn.us/concord
9 www.teacherlinks/sixtraits/sixtraits.html - Lessons and activities on the Six
Traits for elementary students.
9
9
Books:
9
9
9
Writing Mini Lessons – Carson Dellosa
If You’re Trying to Teach Kids to Write . . . - Marjorie Frank
Books, Lessons, and Ideas for Teaching the Six Traits: Writing at Middle and
High School – Vicki Spandel
169
Creates and maintains positive learning environments in which students are
actively engaged in learning, social interaction, cooperative learning, and selfmotivation.
170
Accomplished Practice #9 – LEARNING ENVIRONMENTS
ACCOMPLISHED: Creates and maintains positive learning environments in
which students are actively engaged in learning, social interaction,
cooperative learning, and self-motivation.

Manages student behavior in the various learning environments:
o
establishes smooth and efficient routines,
o
involves students in establishing standards for behavior,
o
applies rules and standards consistently and equitably, and
o
shares learning environment management responsibilities with students.
Creates positive learning experiences:
o
designs appropriate instructional activities in individual, small and large
group settings to meet cognitive, linguistic and affective needs,
o
organizes instruction to include cooperative, student-directed groups,
o
monitors learning activities, providing feedback and reinforcement to students,
o
arranges and manages the physical environment to facilitate student learning
outcomes, and
o provides a safe place for students to take risks.

Guards the use of time:
o
uses learning time effectively,
o
maintains instructional momentum, with smooth and efficient transitions,
o
makes effective and efficient use of time required in the learning environment
for administrative and organizational activities,
o
maintains academic focus of students by use of varied motivational devices,
and
o
provides clear directions for instructional activities and routines.
Develops short and long term personal and professional goals relating to learning
environments.
171
WHAT: Classroom Management
Definition: “Classroom Management refers to all of the things that a teacher
does to organize students, space, time and materials so that instruction in
content and student learning can take place. Management skills are crucial.”
(Harry Wong)
Classroom management and procedures are the organizational tools of the
classroom. They include seating arrangements, schedules, procedures,
functionality, and are aesthetically and intellectually pleasing.
TARGET AUDIENCE:
All teachers (Pre K-12)
HOW:
Good classroom management maximizes learning, minimizes frequency of
behavior problems, and creates a safe positive environment.
Classroom management begins before the school year starts. The teacher plans
for seating arrangements, classroom procedures, school policies, rules, and
consequences. Classroom management should be continuously monitored and
re-evaluated in order to maintain an effective teaching and learning environment.
Before The First Day
A list of things to do before school starts:
• Room Environment:
Decide on a theme for your classroom.
Prepare/purchase bulletin board materials.
Decide where to post notices/materials.
Gather supplies and store them in convenient locations.
Arrange student desks, create seating charts.
•
Find out about:
Fire Drills.
Lunch Procedure.
Dismissal Procedure.
•
Getting Organized:
Brainstorm class expectations.
172

•
Write lesson plans and duplicate materials for the first week.
Create files for parent correspondence, school bulletins, and
substitute teachers.
Think about Procedures for:
Book distribution.
Handing out papers and collecting work.
Homework.
Grading – recording, weighting, make-up work.
Daily routines.
The First Day
“The first day of school is the most important day of the school year. There is
only one first day of school, and what you do can determine your success or failure
for the entire year. On this day, the students form their first impression of you.
Teachers who spent some time during the first couple of days organizing the
class so that everyone knew how the class was structured and managed had far
fewer discipline problems and had students who were involved in learning.”
Harry and Rosemary Wong
Procedures need to be:
• Specific and to the point.
• Use a graphic (picture) if possible.
• Displayed.
• Practiced with consistency.
You may want to have procedures for the first day for the following:
1. Entering the classroom.
2. Leaving and re-entering during the day for regular events.
3. Lunch room procedures.
4. Quiet time/free time.
5. Bathroom passes.
6. Leaving at the end of the day.
Characteristics of a Well-Managed Classroom
1. High Level of student involvement with work.
2. Clear student expectations.
3. Relatively little wasted time, confusion, or disruption.
4. Work-oriented but relaxed and pleasant climate.
173
What do your students want to know?
•
•
•
•
•
•
•
Am I in the right room?
Where am I supposed to sit?
What are the rules/procedures in this classroom?
How will I be graded?
What will I be doing this year?
Who is the teacher as a person?
Will the teacher treat me as a human being?
WHO CAN HELP?
People:
9 Fellow teachers
9 Mentor teachers
9 Administrators
Websites:
9
9
9
9
9
9
9
www.EducationWorld.com
www.proteacher.com
www.teachers.net
www.para.un1.edu/para/organizational/intro.html
www.teacher.scholastic.com
www.Teachers.net
Books:
9 How to Be an Effective Teacher - The First Days of School by Harry K and
Rosemary Wong
9 Classroom Management A Guidebook for Success by Bonnie Williamson
9 How to Plan for the School Year - The Elementary Teacher’s Essential
Guidebook by Deborah Coughlin
9 Comprehensive Classroom Management by Vern Jones and Louise Jones
9 Integrated Thematic Instruction by Susan Kovalick
9 Why Didn’t I Learn This in College by Paula Rutherford
9 Survival Kit for New Teachers Julia G. Thompson
174
Five Step Procedures to Quiet the Room
1. Eyes on speaker
2. Quiet
3. Be still
4. Hands free (put things down)
5. Listen
Procedure for the Start of the Period
or Day
1. Remove jacket.
2. Empty backpack.
3. Get folder.
4. Sharpen pencil.
Student Methods for Getting the
Teacher’s Attention Without
Interrupting the Class
Hand signal: The student signals
with different number of fingers.
Check for the following:
• Books
• Assignment
• Binder
• Pencils/Pens
• Paper
Toilet tissue tube: The student
signals with colored tube.
Styrofoam cup: The student
signals with the position of the
cup.
Begin start of class Activities.
1. Word of the day.
2. Morning message.
3. Overhead
Index card: The student
signals with a message on an
index card.
Textbook: The student signals
with an upright textbook.
To Obtain the Teacher’s Attention,
Raise-----One finger:
“I wish to speak.”
Two fingers
“I wish to leave my seat”
Three fingers
“I need your help”
Three Step Procedure for
Quieting a Class
1. Freeze
2. Turn and face me;
pay attention and keep your
eyes on me.
3. Be ready for instruction. I will
have something to say.
175
Pass in the Papers
Students should pass their papers across the rows, not up the rows.
Assuming that the students are sitting in columns and rows, it is more effective to have your
students pass their papers across the row to the side of the room rather than up the row to the
front of the room.
Why? Here are the problems with passing papers up to the front of the room.
1. If papers are passed up the row, you cannot see what is happening behind each student’s
back as you stand at the front of the room waiting for the papers.
2. Some students tap poke, shove, and hit the back of the student in front to get their
attention to receive the papers coming up the row. Others wave the papers in the face of
the student in front. No matter what is done, the student in front is irritated, words are
spoken, and the disturbance in the class increases.
3. When papers are passed from hand to hand, some papers may fall to the floor.
4. There are frequently more students up a row than across a row.
5. Thus passing papers up a row takes longer to accomplish and is frequently accompanied
by student agitation.
There are advantages for passing papers across the row to the side of the room. The procedure is
as follows:
Step 1. Have the students place their papers on the desk next to theirs starting with the student at
one end of the row.
Step 2. The next student is to add his or her paper to the stack and place the papers on the next
desk. Do not have the students pass the papers from hand to hand. This will eliminate flicking of
papers as they are passed.
Step 3. As the students pass the papers from desk to desk, monitor the procedure, making
corrections when necessary and praising when appropriate.
Step 4. Walk to the side of the room and look across the rows to monitor the procedure. This
tactic allows you to see across the rows, whereas you cannot see behind the backs of students
when you stand in front of the room and they are passing papers forward.
Step 5. Pick up the papers or ask a student to pick up all the papers.
If the students are sitting at tables instead of desks in a row:
1. Have the students place their paper at the head of the table (point to the designated spot).
2. Have one or more students or an aide pick up the papers, or do so yourself.
It is not a good procedure to have the students place the papers in a basket on the teacher’s desk.
This procedure involves too much movement and too much of a mess left behind.
Whatever procedure you choose to use for collecting papers, rehearse the procedure the first time
you collect papers.
From page 189 The First Days of School Harry Wong
176
The Difference Between Discipline and Procedures
From The First Days of School by Harry Wong
A procedure is a method or process for how things are to be done in a
classroom. They are not found in a discipline plan. They are not a
threat, a rule, nor an order.
DISCIPLINE: Concerns how students BEHAVE
PROCEDURES: Concern how things are DONE
DISCIPLINE: Has penalties and rewards.
PROCEDURES: Have No penalties or rewards.
Example of a Procedure
There is a procedure for opening a lock on a locker. It’s usually two turns to the
right, one turn to the left, and a final turn to the right.
There is no penalty if the procedure is not followed. The lock just does not open.
Likewise, there is no reward if the procedure is followed. The lock simply opens.
To do anything in life successfully, you simply follow the procedures.
Student success or achievement at the end of the school year is directly related to
the degree to which the teacher established good control of the classroom
procedures in the very first week of the school year. It is the procedures that
set the class up for achievement to take place.
Here is a list of procedures that should be taught the first days of school:
Entering the classroom
When you are tardy
End of period class dismissal
Listening to/responding to questions
Indicating whether you understand
Coming to attention
When you are absent
Working cooperatively
Changing groups
Keeping your notebook
When you need help/conferencing
Keeping a progress report
Finding directions for each assignment
Collecting/returning student work
Handing out equipment at recess
Moving about the room
Going to the library
Heading of papers
When you finish early
Asking a question
177
WHAT: Cooperative Learning
Definition: Cooperative learning is a successful teaching strategy in which small
teams of students of different ability levels work together on an activity to
improve their understanding of a subject. Each team member is responsible for
learning the information AND helping teammates to learn. Through cooperative
learning, students learn faster and more efficiently. They retain the information
for longer periods of time and feel more positively about the learning experience.
TARGET AUDIENCE:
All teachers
HOW:
•
•
Students take turns with different roles: facilitator, recorder, reporter,
time keeper, materials manager, etc.
Everyone has a specific task and everyone must be involved in the
learning.
Five Elements of Cooperative Learning:
1. Positive Interdependence – Each group member’s efforts are required
and necessary for group success.
2. Face to Face Interaction – Each group member has a unique
contribution to make because of his or her knowledge, group role, and task
responsibilities.
3. Individual and Group Accountability - Keep the size of the group
small. The smaller the size of the group, the greater the individual
accountability may be. Give an individual test on the content of the project
to each student. Observe each group frequently to make sure each
member is contributing. Have the students teach what they have learned
to someone else.
4. Interpersonal and Small Group Skills – Social skills such as
leadership, decision making, communication, and conflict management
must be taught before beginning cooperative learning projects.
5. Group Processing – Group members discuss how well they are
achieving their goals. They can describe what actions are helpful and
which are not helpful. They make independent decisions on what
behaviors to continue and which ones to change.
178
Class Activities that use Cooperative Learning:
1.
Jigsaw – Each member of the group is assigned unique material to learn
and then teach to his or her group members. Students in the class
working on the same sub-section get together to decide what is important
and how to best teach the topic. After practice in these “expert” groups,
the original group reforms, and the students teach each other.
2. Think-Pair-Share – First, individuals think silently about a question
posed by the teacher. Then, students pair up and exchange thoughts.
Finally, the pairs share their ideas with other pairs or the entire group.
3. Round Robin Brainstorming – The class is divided into small groups
of four to six students, with one person serving as the recorder. A
question is posed with many answers and students are given time to
think. After the think time, team members share responses with one
another round robin style. The recorder writes down all of the responses.
Each person in the group gives an answer until time is called.
4. Numbered Heads – The teacher organizes the class into teams of four
or five students with each student having a number. Questions are asked
of the group. Groups work together to make sure every team member is
able to answer the question. The teacher then calls out a number (three),
and the “number three” in each group is asked to give the answer.
WHO CAN HELP?
People:
9 Mentor teacher
Website:
9 http://edtech.kennesaw.edu/intech/cooperativelearning.htm
Books
9 Cooperative Learning- Spencer Kagan
9 Cooperative Learning: Theory, Research, and Practice-Robert Slavin
9 Teacher’s Sourcebook for Cooperative Learning-George M. Jacobs
179
WHAT: Harry Wong
Known for the 10 best practices for beginning teachers and classroom
management.
TARGET AUDIENCE:
Pre K – 12th grade teachers; students
HOW:
10 Best Practices for Beginning Teachers
1. Beginning teachers should have competent, caring, and qualified mentors.
2. Beginning teachers should have their own fully equipped classrooms.
3. Beginning teachers should have teaching assignments that help them build
their instructional skills but limit the amount of daily planning.
4. Beginning teachers should have opportunity to work on a team with
experienced teachers who share information.
5. Beginning teachers’ classroom populations should reflect a reasonable
balance of social, academic, and special needs.
6. Beginning teachers’ need for training needs to be balanced with need for
preparation and organization time.
7. Beginning teachers should have minimal non-teaching responsibilities.
8. Beginning teachers should be able to build their instructional practices in
a culture of shared responsibility and support from staff throughout the
school.
9. Beginning teachers should receive appropriate training related to best
practices in their curricular areas.
10. Beginning teachers hired after the opening of the school year should be
encouraged and released to attend new teacher orientation provided by
district and by the school.
180
Harry Wong has an eight video program for teachers.
1. The Effective Teacher
a. What is an effective teacher?
b. How to be a happy first-year teacher.
c. The need to use research-based practices.
d. The need to succeed on the first day of school.
2. The First Days of School
a. How to help students succeed.
b. How to dress for success.
c. How to invite students to succeed.
3. Discipline and Procedures
a. How to have a well-managed classroom.
b. How to post assignments.
c. When and how to take roll.
4. Procedures and Routines
a. How to have students follow classroom procedures.
b. How procedures differ from discipline.
5. Cooperative Learning and Culture
a. How to get your students to work cooperatively.
b. How to prepare your students for tomorrow’s world.
6. Lesson Mastery
a. How to get your students to do their assignments.
b. How to get your students to pass their tests.
c. How to increase student learning and achievement.
7. Professional Educator
a. How to achieve happiness and success as a teacher.
b. How to become a professional educator.
8. Positive Expectations
a. How to increase positive student behavior.
Example: Teachers are classroom managers. You manage a classroom, you
don’t discipline a classroom. Classroom management is the practices and
procedures that allow teachers to teach and students to learn. Management
begins the very first day; the very first minute school begins. Teachers should
begin to structure and organize their classroom to establish procedures and
routines. Having an assignment that students begin as they enter the room is one
of the most important procedures. It needs to be consistently posted in the same
place every day to become part of the classroom routine. The second most
common procedure is one teachers use to quiet the class. It can be any respectful
signal developed with the class that grabs student’s attention such as, “Give Me
Five” and the students go through five steps:
1. Eyes on speaker
2. Quiet
3. Be still
4. Hands free
5. Listen
181
Procedures and routines reduce the need for rules
and discipline.
WHO CAN HELP?
People:
9 For more information view the Harry Wong tapes available for check out by
your administrator through Educational Leadership or attend one of the
Learning Clubs offered through Instructional Professional Development.
Websites:
9
9
9
9
http://www.effectiveteaching.com/
http://www.glavac.com/harrywong.htm
http://teachers.net/gazette/wong.html
http://www.lecturemanagement.com/speakers/wong_harry.htm
Books:
9 How to Be An Effective Teacher The First Days of School by Harry K. Wong
and Rosemary T. Wong
182
WHAT: Outside “Classrooms”
Definition: Outside classrooms are places that do not have walls, where teachers
instruct groups of students.
TARGET AUDIENCE:
HOW:
Classroom Management for someone who has an
“Outside Classroom”
Designate a meeting place:
On a hard court line.
By an assigned basketball court.
On a sidewalk.
Beside a fence.
In front of a particular door.
Expected behaviors:
Maintain personal space.
Talking quietly if transition of classes overlap.
Raise hands.
Walk quietly in a line.
Checking attendance:
Ask the sending teacher every time, upon arrival, for a headcount. You can
then determine how many are absent.
Have a homeroom class list provided by the homeroom teacher or copied
from the front office records (Take this with you everywhere. It can be
extremely important during a disaster drill).
Checking the attendance is a quick way to match the student with his or
her name, in case you forgot a name/face.
Instructional time:
Expect that all students be attentive.
Keep instructions brief, but clear.
After verbal instructions, model the activity yourself or ask for a student
183

volunteer to demonstrate the activity.
Provide practice time for students to circulate and to give praise or
suggestions.
Encourage students to help each other.
Establish procedures for the end of class:
Give a 5-minute warning.
Students put away equipment in correct areas.
Line up in an assigned area to wait for homeroom teacher in your view but
away from the arriving class’ area.
Establish procedures for:
Injuries-minor injuries may be taken care of on the field using a first aid
kit; major injuries can be escorted to the clinic by another student or call
the office for assistance.
Bathroom requests- emergencies happen but consequences, such as a 5
minutes time-out upon return, need to be in place to eliminate
unnecessary trips.
Getting a drink of water-usually a small group at a time may go when their
absence will not stop the activity for the others.
Establish procedures for getting the students’ attention to stop unsafe
conditions or behaviors or when transitioning:
Students need a visual cue and an auditory cue to focus attention on the
teacher (whistles are being used by recess personnel so students may be
confused; raising an arm and signaling works; talking through a bullhorn
works).
Fire drill: Use your established line up procedure to line up the students,
and then take them to the safe area. (Be sure to know where the safe area
is by asking school personnel on the first day of school.)
Record-keeping without a laptop:
Create a spreadsheet with columns for dates and/or activities.
Make a copy of a blank form for each class.
Place class lists in a 3-ring binder divided by the days of the week, rotation
order or grade level.
Additional sheets may be necessary for fitness test results or skills
assessments.
Create your own symbols for absent, medical excuses, skill level, behavior,
helpful to peers.
Keeping track of equipment:
Mark everything with a permanent marker. No one can return items
without knowing the owner.
Reward students who “find” the P.E. equipment that may have been left
out. (Young children love stickers, decals, and index cards that have been
rubber stamped with picture of sport equipment or animals. Older
184

students might like a “sit one game out” pass).
Keep an equipment bag packed for a substitute teacher to use. Make a list
of the balls, ropes, etc. on an index card and keep in a plastic zipper bag
attached to the equipment bag.
Emergency substitute teacher plans:
Make plans on 5x8 index cards and laminate the cards.
Plan familiar activities that the children enjoy in which time passes
quickly.
Allow the substitute to choose between several activity cards. Sometimes
the substitute has never taught P.E. and needs to find a comfort zone.
Plans should include safety tips (stand behind the backstop, no sliding,
etc). Kids do try to convince the substitute that they are allowed to do
things that would never be allowed if the teacher were there.
WHO CAN HELP?
People:
9 For more information: Talk with a veteran teacher or your district resource
teacher
Websites:
9
9
9
9
http://www.pecentral.org/
http://www.nspe.org/
http://www.educationindex.com/physed/
http://www.pedigest.com/
Books:
9 Physical Education for Lifelong Fitness: The Physical Best
Teacher's Guide by Physical Best, Human Kinetics, and Nat'l Assoc for
Sport & PE
9 P.E. Games & Activities Kit for Grades 6-12: Over 250 Games to Put
New Variety and Challenge into Your Physical Education Program
by Ken Lumsden
9 The Physical Education Teacher's Book Of Lists (J-B Ed: Book of
Lists) by Marian Milliken-Ziemba
185
WHAT: QUALITY SCHOOLS
These schools are based on Dr. William Glasser’s choice theory. Administrators
and teachers use lead-management rather than boss-management principles.
TARGET AUDIENCE:
Pre K- 12 Schools
HOW:
The six criteria of a Quality School include the following:
1. Relationships are based on trust and respect, helping, supporting and
encouraging each other in all we do.
2. There is measurable continuous improvement through concurrent and
self-evaluation.
3. All students demonstrate competency and continuous improvement.
4. Some students are demonstrating learning well beyond their state's
competencies (deeper, more involved, creative, etc.).
5. All students and staff know Choice Theory and have eliminated the need
to control one another.
6. School is a joyful place to be where fun becomes the genetic reward for
learning.
Seven Caring Habits
Supporting
Encouraging
Listening
Accepting
Trusting
Respecting
Negotiating differences
Seven Deadly Habits
Criticizing
Blaming
Complaining
Nagging
Threatening
Punishing
Bribing/Rewarding to Control
186
WHO CAN HELP?
People:
9 Declared Local Quality Schools
• Enterprise Elementary School
• Indialantic Elementary School
• Lewis Carroll Elementary School
• Ralph M. Williams Elementary School
Website:
9 www.wglasser.com
Books:
9
9
9
9
9
The Glasser Quality School A New Approach to Character Education
Every Student Can Succeed
The Quality School: Managing Students Without Coercion
The Quality School Teacher
Choice Theory in the Classroom
187
WHAT: Robert Marzano Classroom
Instruction That Works
Nine Instructional Strategies that Improve Student Achievement
across all content areas and grade levels. Marzano’s research shows that
consistent use of these strategies can increase student achievement by the
following percentile gain:
1. Identifying similarities and differences
45
2. Summarizing and note-taking
34
3. Reinforcing effort and providing recognition
29
4. Homework and practice
28
5. Representing knowledge
27
6. Learning groups
27
7. Setting objectives and providing feedback
23
8. Generating and testing hypotheses
25
9. Using questions, cues, and advance organizers 22
TARGET AUDIENCE:
PreK -12th grade teachers
HOW:
1. Identifying similarities and differences – (core to all learning)
The ability to break a concept into its similar and dissimilar
characteristics. This allows the student to understand and solve complex
problems by analyzing them in a simple way. Teacher directed activities
focus on identifying specific items,while student-directed activities
encourage variation and broaden understanding. Graphic forms are a
good way to represent similarities and differences.
a. Classifying and creating metaphors or analogies.
b. Use of Venn diagrams or charts to compare and classify items.
c. Comparison matrices.
d. Graphic organizers.
2. Summarizing and note taking –(two most important academic skills)
Promotes comprehension by asking the student to analyze a subject to
expose what is essential and then put it in their own words. Student must
be able to substitute, delete, and keep things having an awareness of basic
structure of the information presented.
188
a. Provide set of rules for creating a summary.
b. When summarizing:
• ask students to question what is unclear.
• clarify those questions.
• predict what will happen next.
Taking more notes is better than taking fewer notes – but verbatim note
taking is ineffective because it does not allow time to process the
information. Notes should be taken, reviewed, and revised. Best study
guide for a test.
a. Teacher-prepared notes.
b. Consistent format for notes.
3. Reinforcing effort and providing recognition – (aimed at student
attitudes and beliefs)
Teachers must show the connection between effort and achievement.
Not all students realize the importance of effort, but they can learn to
change their beliefs to emphasize effort.
a. Share stories about people who succeeded by not giving up.
b. Have students keep a log of their weekly efforts and
achievements:
• Reflect on it periodically.
• Analyze the data.
Recognition is most effective if it is contingent on the achievement of a
certain standard. Also, symbolic recognition works better than tangible
rewards:
a. Distinction between praise and recognition.
b. Effective when students reach specific performance level or
learning goal.
c. Rubrics help students track their effort and evaluate their
achievement.
d. “Pause, Prompt, Praise.”
4. Homework and Practice
Provides students with opportunities to extend learning outside
classroom. Research shows that amount of homework should vary
dependent on age and grade of student. Parental involvement should be
minimal. Teachers should explain the purpose of homework to student
and the parents. Teachers should try to give feedback on all homework
assignments.
a. Establish a homework policy.
• Advise: consistent schedule, setting, time limit.
b. Tell students if homework is for practice or preparation.
c. Varying types of feedback essential.
d. Parents encouraged to facilitate, not help or do.
Students should adapt skills while they are learning them. Speed and
accuracy are key indicators of the effectiveness of practice.
a. Timed quizzes for homework.
• Students report speed and accuracy.
189
5.
6.
7.
8.
b. Practice difficult concepts and set aside time to accommodate
practice periods.
Nonlinguistic representations –(stimulates deeper learning)
Knowledge is stored in two forms: linguistic and visual. The more
students use both forms in the classroom, the more opportunity they have
to achieve. Nonlinguistic representation has proven to not only stimulate
but also increase brain activity.
a. Incorporate words and images using symbols to represent
relationships.
b. Use physical models and physical movement to represent
information.
Cooperative learning - (most powerful of all classroom-grouping
strategies)
Research shows that systematic and consistent use of cooperative
grouping yields a positive effect on overall learning. Keep groups small
and don’t overuse this strategy.
Cooperative learning requires five specific elements:
I. Positive interdependence – sink or swim together.
II. Face-to-face interaction – we help each other learn.
III. Individual and group accountability – each of us must contribute to
reach goals.
IV. Interpersonal and small group skills – we practice decision making and
share leadership.
V. Group processing – we reflect on how well we did, and how we could do
better.
a. Group students using a variety of criteria, such as common
experiences or interests.
b. Vary group sizes and objectives.
c. Design group work around the core components of cooperative
learning.
Setting objectives and providing feedback – (encourages a
metacognitive system of thinking)
Objectives provide students with a direction for learning. Goals should not
be too specific. They should be easily adaptable to students’ own objectives.
a. Set core goal for a unit – encourage students to personalize.
• “I want to know.”
• “I want to know more about….”
b. Use contracts to outline specific goals that students must attain, and
the grade they will receive if they meet those goals.
Feedback generally produces positive results. Teachers can never give
too much – form however must be managed.
a. Feedback should be corrective in nature; tell students how they did
in relation to specific levels of knowledge. Rubrics are a great way
to do this.
b. Feedback should be timely and specific.
c. Encourage students to lead feedback sessions.
Generating and testing hypotheses –(most powerful of the cognitive
190
operations -requires application of knowledge)
Deductive (using a general rule to make a prediction) approach to this
strategy works best. Whether a hypothesis is induced or deduced,
students should clearly explain their hypotheses and conclusions.
a. Ask students to predict what would happen if an aspect of a familiar
system, such as the government or transportation were changed.
b. Ask students to build something using limited resources. This task
generates questions and hypotheses about what may or may not
work.
c. Historical investigation
d. Invention
e. Experimental inquiry
f. Decision making
9. Cues questions and advance organizers –(activates prior
knowledge)
These tools need to be highly analytical and should focus on what is
important. They are most effective when presented before a learning
experience.
a. Pause briefly after asking a question. Doing so will increase the
depth of your students’ answers.
b. Vary the style of advance organizer used
• Tell a story
• Skim a text
• Create a graphic image
o Maps
o Webs
WHO CAN HELP?
People:
9 Mentor
9 Mentoring Council
9 Induction Program
Website:
9 www.middleweb.com
Book:
Classroom Instruction that Works by R. J. Marzano, D. J. Pickering, and J. E.
Pollock, 2001, Alexandria, VA: Association for Supervision and Curriculum
Development
191
WHAT: Room Arrangements
Physical arrangement of furniture and display of materials within the classroom.
TARGET AUDIENCE:
PreK – 12th grade teachers
HOW:
Arrange your room to be neat and pleasant.
Arrange students’ seats so students can easily view presentations and
instructional displays.
Ensure high visibility so the teacher can quickly and easily monitor students in all
areas of the room.
Ensure easy flow of traffic throughout the room.
Ensure ready access to storage space and necessary materials.
WHO CAN HELP?
People:
9 Other teachers in your building.
9 BFT representative(disc on management)
9 District Peer Mentors
Websites:
9 www.scholastic.com
9 www.educationworld.com
192
Storage
Closet
Window
Storage
Table
Storage
Table
Window
Trash
Can
Shelves
Shelves
Bulletin Board
Rug
Teacher
Desk
Projection Screen
193
Pencil Sharpener
Bulletin Board
Shelves
Shelves
Shelves
Student Desks
Chalkboard
Shelves
Bulletin Board
Table
Storage
Bulletin Board
Window
Research
Materials
Math
Materials
Computers
Window
Art Area
Trash
Can
Sink
Pencil Sharpener
Work
Table
Reading
Corner
Animal
Corner
Shelves
Bulletin Board
Science Center
Materials
Student Desks
Teacher’s
Corner
AV
Pencil Sharpener
Closets
Chalkboard
Chalkboard
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Chalkboard
Trash
Can
Waist-high Shelves, Closets, Storage Areas
Student Desks
Bulletin Board/Special Events
Bulletin Board
Window
Teacher Desk
Table
Table
Table
Pencil Sharpener
Window
Window
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Bookcase
For Notebooks
Maps
Chalkboard
Maps
Table
Chalkboard
Chalkboard
Student Desks
Table
Display
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Display
WHAT: SENSORY CLASSROOMS
The Sensory Classroom is a classroom in which the brain based sensory needs of
students are considered. These needs range from severe needs in autistic students
to less severe needs in the regular school population.
TARGET AUDIENCE:
Effective for ALL learners
HOW:
The basic components of the sensory classroom include:
Room Arrangement:
Classroom Structur:e
• 2-3 complementary colors
• Established routine posted for
students
• Labeled supplies
• Built in “brain breaks”.
• Clean/Uncluttered
1. Brain Gym Activities
• Defined work spaces
2. Deep Pressure
• Minimal hanging distractions
• Built in “snack breaks”
• Provide non-fluorescent lighting
High Protein snacks
• Sound buffers
• Effective use of transitional
(water fountain, fish tank)
strategies.
• Flexible workspaces
1. Calming music on
1. Clipboards
entry/exit
2. Traditional desks
2. Time Prompts
WHO CAN HELP?
People:
9 Occupational Therapists
Websites
9 http://ericec.org/faq/sensinte.html
9 www.sensorylearning.com
9 www.sensorycomfort.com
Book:
9 Out of Sync Child by: C. Kranowitz
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WHAT: Spencer Henry
Practical Strategies for Working Successfully with Difficult, Noncompliant Students
Spencer Henry has more than 30 years of experience as a successful educator working
with non-compliant and difficult students. He has compiled three resource books –
Discipline: A Positive, Practical Approach to Managing Today’s Classroom; Class
Meetings – An Effective Strategy for Teaching Conflict Resolution, Problem Solving,
Anger Management, Bully Prevention and Character Education and Practical Strategies
for Working Successfully with Difficult, Non-Compliant Students. He provides training
that is refreshing, humorous, and motivating and packed full of practical, useful ideas that
can immediately be put to use in the classroom or in personal use.
TARGET AUDIENCE:
All teachers
HOW:
Management:
Kids need the opportunity to talk and move – build it into your day.
*Have a procedure to obtain zero base noise level. (See procedures H. Wong)
Instead of fighting to keep a child in a seat:
A music stand works well as a desk space for a child who needs to stand and
work.
Assign two desks to a child who needs to get up and move – child may move to
his/her second desk without disrupting lesson.
Send child on an errand.
Create standing work stations.
Instead of having students “raise hands” have them “stand up.”
Choices – Give students legitimate power. What choices can you give your students?
Firm on intent- flexible on solutions.
Let students help develop the rules, guidelines for procedures, and where they sit
after you have established your agenda.
Let them choose to work independently or in groups.
Let them decide when to take the test (Monday or Tuesday?).
How to take the test (true or false, multiple choice etc.).
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Which 5 problems to do on the test.
Give ten problems for homework and they choose which five to do (or if they
want to do odd or even).
Let them choose what project to do as long as it meets the objective.
Let them choose what order things will be covered.
Let them choose the next person to answer the question.
Let them decide which consequence will work best for them.
Language of choice:
1. “Would you rather _________ or _________?”
2. “Would it be better for you to ________ or _____________?”
3. “I prefer _______, but maybe there is a better choice for you. Let me know.”
4. “You’re welcome to ________ or ___________.”
5. “Feel free to _____________ or _____________.”
Discipline is like any other discipline. It needs to be taught, practiced, and retaught.
Assume nothing. Teach everything.
Never say no to difficult, non-compliant students. If you say no, they will argue with
you. What you need to do is say yes, with a clarifier.
Ten second rule. If it takes more than ten seconds to respond/deal with a problem (while
engaged), you lost.
Act, don’t react. You have a choice. Go after the horse’s head; deal with the horse’s
other end later.
When you ask a student to do something, and they do it with a poor attitude, go after the
horse’s head and reinforce the appropriate behavior. Deal with the horse’s other end,
inappropriate behavior, later and privately.
Acknowledge their feelings.
Don’t use “but” or “however”, Use “and”.
Ask a question.
“Is there reason that you were upset…?
Being upset, does that give you the right to use that type of language?
Yes or no?”
If they say yes, use “/To you…/To me” statement.
Deal with only things you see or hear.
If you allow it – you teach it.
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Kids don’t become what they think they can become.
Kids don’t become what we think they can become.
Kids become what they think, we think they can become.
Q-tip Quit taking it personally
Close-ended questions.
Don’t stay engaged longer than 10 seconds with a difficult non-compliant student.
Don’t let them push your button.
Learn to walk away and deal with it later.
Delayed consequences – Give yourself time.
Show them that you care:
"Students don’t care how much you know until they know how much you care."
Act confidently.
Public rules – private consequences.
Firm on intent. Flexible on solutions.
Fair but not equal.
WHO CAN HELP?
People:
9 Robbin Howard, District Peer Mentor Teacher
9 Peggy Yelverton, District Induction Resource Teacher
Websites:
9 www.ber.org
9 shenry@ptd.net
Book:
9 Practical Strategies for Working Successfully with Difficult, Noncompliant
Students by Spencer Henry
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Plans, implements, and evaluates effective instruction in a variety of learning
environments.
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Accomplished Practice #10 – PLANNING
ACCOMPLISHED: Plans, implements, and evaluates effective instruction in a
variety of learning environments.

Develops student performance outcomes, benchmarks, and evidence of adequate
progress to guide planning for instruction.

Integrates student performance and outcomes into lesson designs and delivery strategies.

Plans activities that promote high standards through a climate which enhances and
expects continuous improvement.

Provides comprehensible instruction to enable every student to meet the performance
required of students in Florida public schools.

Provides comprehensible instruction in effective learning procedures, study skills, and
test-taking strategies.

Plans activities that utilize a variety of support and enrichment activities and materials.

Assists students in developing skills in accessing and interpreting information from
multiple sources, e.g., library media center use, and/or multiple electronic sources.

Assists students to fully use the resources available to them and the strengths they
already possess.

Modifies the visual and physical environment to correspond with the planned learning
activity, lesson content, and needs of all students.

Plans activities that engage students in learning activities and employs strategies to reengage students who are off task.

Provides for instructional flexibility by adapting plans while a lesson is in progress to
address unexpected problems or to benefit from unexpected opportunities.

Creates approaches to learning that are interdisciplinary and that integrate multiple
subject areas.

Represents concepts through more than one method, such as analogies, metaphors,
graphics, models, and concrete materials.

Adjusts instruction based upon reflection of her/his own practice.

Cooperatively works with colleagues in planning for instruction.

Plans for the utilization of community resources in classroom activities, e.g., world of
work, civic leaders, and fine arts.

Develops short and long term personal and professional goals relating to planning.
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WHAT: 4MAT
4MAT was developed by Bernice McCarthy in 1979 to improve student
achievement. It is a method of teaching that addresses the various learning styles
through differentiated instruction using both right and left brain processing.
The four learning styles identified by McCarthy are:
1. innovative learners – need reasons for learning,
2. analytic learners – interested in acquiring facts,
3. common sense learners – interested in how things work, and
4. dynamic learners – interested in self-directed discovery.
TARGET AUDIENCE:
Pre K - 12th grade teacher
HOW:
The 4MAT method is a natural cycle for delivering
instruction of any kind in a way that:
•
•
•
•
Connects to learners.
Provides relevant information.
Offers an opportunity for practice.
Allows for creative adaptation of material learned.
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WHO CAN HELP?
People:
9 Dr. Shelton: Director of Instructional Professional Development
9 Sharon Tolson: Director of FDLRS
Website:
9 www.aboutlearning.com
Books:
9 About Learning by Bernice McCarthy
9 About Teaching by Bernice McCarthy
4MAT LESSON
About Learning - 441 West Bonner Road - Wauconda, IL 60084
(800)822-4628
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Concept: Aerobic/Anerobic Decay
A 4MAT lesson plan created by Joseph Pietrzak. KEYWORDS: Decay, bacteria,
methane, chemical change, life cycle, heat, energy, growth, anerobic, aerobic.
Connect (Quadrant One, Right Mode)
STUDENTS EXPERIENCE A JAR OF ROTTEN POTATOES
Objective: Motivate students. Something's going on in the room. They have
no idea what it is that I want to study at this point. Get them interested.
Activity: Students to experience a jar of rotten potatoes after I set up the class
by saying that I've made something for you . . . , it took me six days to make . . .
Students to line up to observe (especially smell) the potatoes.
Assessment: Increased participation, fun, smiles, controlled noise. The
number of volunteers that line up. All usually try it once someone starts. If not,
diffusion will get to them.
Attend (Quadrant One, Left Mode)
LISTEN TO AND WRITE UP STUDENT EXPLANATIONS
Objective: Analysis of the activity. Solicit answers from as many students as
possible.
Activity: Why the odor? Why the decay? Listen to and write up student
explanations. All answers are "good," given positive reinforcement.
Assessment: Students directed and are pleased to take all the input and
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generally agree on 2-3 ideas. 1) Potatoes are changing into NEW materials that
include solids and gases, the change causes odor for one . . . 2) Bacteria are
responsible, something microscopic and invisible are "eating" the potatoes and
this results in change. 3) A third idea emerges too--decay needed for plants to
live
Students ATTEND in this step, feeling how they feel, sharing insights with
peers in a sorting-out process. They post their insights for the entire class to
see and react to.
Image (Quadrant Two, Right Mode)
CHOICES FOR DRAWING A SCENE
Objective: Students agree that decay process is good. Decay is a part of a
cycle of renewed life.
Activity: What would the "world" (a scene) look like if things did not decay?
Students to draw a scene showing this idea and can choose from Lake Ontario,
Niagara Falls, a thruway, farm yard, Eric Canal, backyard, cemetery, or a scene
they "invent."
Assessment: Show off the great ideas. Hang up all posters as they arrive to
evaluate ideas. Artists explain what they thought too.
This step creates a nonverbal link to the concept, students IMAGE, or mentally
manipulate ideas.
Inform (Quadrant Two, Left Mode)
COLLECT DRAWINGS
Objective: Time to teach. What is it I want them to know about bacteria?
Activity: Lecture. Name three groups and shapes of bacteria. Define
anaerobic, aerobic decay. Explain how anaerobic decay makes Methane, not
odorous gases. How are bacteria both helpful and harmful? Sample how they
reproduce. True life stories about beach closings/food poisoning. Discuss how
a friend made a Methane gas operated farm truck with cow manure.
Assessment: Randomly select to check understanding. Also tell their math
teacher to practice fission math problems.
Here, the expert knowledge, the INFORMATION is inserted; the learner is
exposed to the world of expert knowledge. Note that many standards from
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multiple subject areas can be folded into this content.
Practice (Quadrant Three, Left Mode)
NASA PROBLEM ANSWERS
Objective: Practice.
Activity: Worksheet keyed to pages in text. Read the text chapter analysis
sampling. Ditto on keying bacteria to practice types and whether they are
helpful. Puzzles, groups can help/check keys.
Assessment: Quiz and walking around to help solve problems.
Again, opportunity exists for addressing multiple standards
Students are given the opportunity for personal PRACTICE and can familiarize
themselves with these authors and their ideas.
Extend (Quadrant Three, Right Mode)
PRETEND YOU WORK FOR NASA
Objective: An opportunity to tinker.
Activity: 1) Extra credit given for anyone making Methane gas in a 2 liter
plastic bottle. 2) Design an experiment to test this question, "Which room in
my home has the most bacteria?" 3) Each class to work in groups of four.
Where would you expect to find A LOT of bacteria? Come up with a list of four.
Assessment: 1) Will a pinhole in the bottle result in a flame? 2) Read off
ideas planned. Students desiring to actually do this are given a jar for culturing
bacteria. Talk about disposal/safety. 3) Students given cotton swabs. Go collect
your bacteria. Place samples in a jar. Culture samples (do not open again).
Check out ideas.
Practice moves from individual to collaborative in this EXTEND step.
Refine (Quadrant Four, Left Mode)
Objective: Solving a unique problem. Apply methods to solve a problem.
Take the learning and apply it.
Activity: Pretend you work for NASA (ditto). Astronauts return from the
moon. Are they safe to release? What if they bring back a new strain of bacteria
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that is harmful? Problem: Give at least four things you can do to astronauts,
their equipment and samples to make certain no new harmful bacteria are
present. Oh yes, you can not kill them to make sure they're safe.
Assessment: Student answer, solicited. List solutions on board, discuss.
Teacher elicits similarities/differences between the bacteria
in this REFINE step, learner extensions of the "hard" ideas of the INFORM
step are merged, subjective vs. objective, interpretations challenged.
Perform (Quadrant Four, Right Mode)
CONNECT UNIT TO OTHER CONTENT AREA WORK
Objective: Show unit of study is related in other subject areas.
Activity: Inform team members of study beforehand. My social studies
colleague will read with students how disease was introduced to Native
Americans and may have led to decay in health, leadership, culture, lifestyle,
etc.
Assessment: Generally, answers given to discussion, Reading and questions
led by instructor.
The word PERFORM comes from FORM (shape) + PER (through). To shape
learning through the learner
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WHAT: Lesson Plans
Pre-classroom activities that develop a design for classroom activities. Planning
includes content coverage, utilization of materials, activity structure, goal
focusing, and diagnosis of student progress. Research supports that effective
teachers plan. (FPMS)
TARGET AUDIENCE:
Pre K - 12th grade teachers
HOW:
The lesson plans need to be detailed enough that another teacher, knowledgeable
in your subject matter, could deliver your lesson.
Planning provides an instructional roadmap to cover the scope and sequence of
the material and information needed for students to meet the Sunshine State
Standards. Detailed daily written lesson plans are vital for improved student
learning and classroom management. Lesson plans need to be available to the
administrator throughout the school year.
The type of required written lesson plan varies with the school administration,
grade level, and subject matter.
Begin by asking yourself these 3 questions:
1. Where are your students going?
2. How are they going to get there?
3. How will you know when they’ve arrived?
The direct instruction approach may be the best one for making sure procedures
work effectively.
That means we would:
1. explain the process,
2. give examples or demonstrate,
3. check for understanding,
4. practice with guidance,
5. and practice independently.
209
Questions to consider:
Do my lesson plans meet state and local guidelines?
Have I included activities that will open and close my class successfully?
Will the activities I have planned help my students master the material?
Will the assessments accurately and fairly evaluate my students’ learning?
Is there a logical sequence to the activities?
Are the materials that I selected appropriate for students’ age, interests, and
readiness?
Do the activities address the different learning styles?
Are there critical thinking opportunities throughout the lesson?
Have I planned activities for enrichment and remediation?
Have I made the best use of my students’ time that I can?
WHO CAN HELP?
People:
9
9
9
9
Your administration
mentor teacher
lead teacher
experienced teacher
Websites:
9 www.brevard.k12.fl.us –go to the teacher section and check out the online
resource links at the bottom of the page
9 www.lessonplanspages.com
9 www.teachernet.com
210
Date
Mon
Class Work
Homework
Tues
Wed
Thurs
Fri
211
212
Teach on the Dime
Direct Instruction Model
(DIME)
School:
Subject:

Independent activities

Pairing

Centers
Date:

Cooperative learning

Hands-on

Lecture
Block: 1
Semester:
2
3
1
4
2
Teacher:
Peer tutoring

Whole group instruction

Visuals

Technology integration

Simulations

A project

Other:
Standards/Objective met:
Time
3-5
minutes
Procedures Followed
Materials/ Text
References
Class Starter:
Review of Previously Learned Material/Lesson Connections:
Minutes
Statement of Objectives:
Minutes
Presentation of new material:
Minutes
Guided Practice with Corrective Feedback
Minutes
Assign Independent practice with Corrective Feedback:
Minutes
Lesson Review/ReTeach:
Minutes
How will this be assessed:
Homework Given:
____Rubric
____Assessment
Teacher’s Reflection
213
____Task Completed
____Other
214
215
216
217
218
Have students practice what you are asking them to do for evaluation?
219
220
221
WHAT: Madeline Hunter Direct
Instruction Model
Model of direct instruction for lesson planning which has been supported by
research to correlate with high student achievement. The steps make a useful
structure for the development of lesson plans.
TARGET AUDIENCE:
Effective for ALL learners
HOW:
The basic components of the Madeline Hunter Direct Instruction Model include 7
steps:
1. Objectives:
• Before the lesson is prepared, have a clear idea of what the teaching
objectives are.
• What should the student be able to do, understand, care about as a result
of the teaching?
• Students will demonstrate their {knowledge, understanding, skill} of/to
{concept, skill} by {activity performed to meet the lesson objective}
according to {standard}.
Example: Each student will demonstrate achievement of the skill of
multiplication of whole numbers by multiplying the columns of 2
digit numbers nine out of ten times in class.
2. Standards:
• The teacher needs to know what standards of performance are to be
expected and when the students will be held accountable for what is to be
expected.
• A standard is an explanation of the type of lesson to be presented,
procedures to be followed, and behavioral expectations that relate to it,
what the students are expected to do, what knowledge or skills are to be
demonstrated and in what manner.
3. Anticipatory Set:
• Also called the hook to grab the student’s attention.
• Actions and statements by the teacher help relate the experiences of the
students to the objectives of the lesson.
222
•
•
•
•
It helps the students focus attention on the lesson, because it is of interest
to them.
A book, poem, story, or activity can be used to grab the attention of the
students to what they will be learning.
Create graphic organizers, use analogies or metaphors to help make your
point.
Experience to pique students’ interests in the lesson.
4. Teaching or Presentation:
• Input- The teacher provides the information that is needed for the
students to gain the knowledge or skills through lecture, tape, video,
drama, multi-sensory, PowerPoint, etc.
• Modeling- Once the teacher has presented the lesson; he/she now shows
the students examples of what is expected as an end product of their work.
The teacher models it so the students know what exactly is expected out of it.
• Check for Understanding- How do you know if the students got it? It
is very important that students practice “doing it right” so that the teacher
knows that they have it before they proceed to practicing the skill.
• Questioning Strategies- The teacher needs to ask more questions that
go beyond recall to probing for higher level of understanding. This will
help with the transfer of knowledge and help the students remember what
they learned. (Use Bloom’s Taxonomy of the Cognitive Complexity
Classification words that are discussed in area 3 of the Accomplished
Practices of “Critical Thinking.”)
5. Guided Practice:
• Students need to be given opportunities to practice their grasp of the new
learning by working through an activity or exercise under the teacher’s
direct supervision. The teacher needs to move around the room checking
for their level of mastery and to provide individual remediation as needed.
6. Closure:
• Actions, statements, activities to bring the lesson to a close.
• This will help organize the student learning.
• This will cue the student to the fact that they have arrived at an important
point in the lesson.
• This will help eliminate confusion and frustration to the lesson.
• This will help to reinforce the major points to be learned.
7. Independent Practice:
• Once the students have mastered the content or skill, it is time to provide
for reinforcement practice.
• It needs to be provided on a repeating schedule so that the learning is not
forgotten.
• It can be group work, homework, or individual work.
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You told them what you were going to tell them with the set;
You tell them with the presentation;
You demonstrate what you want them to do with the modeling;
You see if they understand what you’ve told them by checking for
understanding;
You tell them what you’ve told them by tying it all together with closure.
(Classroom Teaching Skills)
WHO CAN HELP?
People:
9 Director of Certification: Dr. Patricia Shelton
9 Director of FDLRS: Sharon Tolson
Websites:
9 http://www.humboldt.edu/~tha1/bloomtax.html
9 http://www.humboldt.edu/~tha1/hunter-eei.html
Book:
9 Madeline Hunter’s Mastery Teaching: Increasing Instructional Effectiveness
in Elementary and Secondary Schools by Robin Hunter
224
WHAT: MULTIPLE INTELLIGENCES
Dr. Howard Gardner, the originator of the theory of multiple intelligences, has
redefined the concept of intelligence. The traditional notion of intelligence,
based on IQ testing is far too limited.
The theory of multiple intelligences proposes a major change in the way we think
about students that don’t fit the mold (we know they are bright but they don’t
excel on tests). His theory helps up understand how to teach and evaluate our
students in other ways.
TARGET AUDIENCE:
HOW:
Multiple Intelligence is a natural way to structure learning.
Multiple Intelligences Lesson Plans
Math-Logic
How can I include numbers, classification, criticalthinking, and calculations?
Spatial
How can I include visuals, colors, art, graph, and
pictures?
Intrapersonal
How can I include private time and student choice?
Interpersonal
How can I include group work, peer sharing and
discussions?
Bodily-Kinesthetic How can I include movement, exercise, drama, and
crafts?
Musical
How can I include music, sound, rhythms, and dance?
Verbal-Linguistic
How can I include reading, writing, and speaking?
Existentialist
How can I include philosophical questions about the
world?
Naturalist
How can I include interaction with the environment
such as field trips?
225
Existential:
Ponder questions
about life, death,
and ultimate
realities
Interpersonal:
The ability to
understand other
people
Verbal
Linguistic: Use
language to
express
Logical/
Mathematical:
Good at numbers,
reasoning, and
problem solving
Multiple
Intelligences
Body
Kinesthetic:
Capacity to use your
whole body to solve a
problem
Intrapersonal:
Having an
understanding
of yourself
Visual/Spatial:
Visualizes the
spatial world
Musical/
Rhythmic:
Think in music
and patterns
WHO CAN HELP?
Websites:
9 www.educationworld.com
9 www.eduscapes.com/tap
9 www.mitest.com
Books
9 Multiple Intelligences in the Classroom by Dr. Howard Gardner
9 Seven Pathways of Learning by David Lazear
226
Naturalist:
Sensitivity to
living things and
features of the
natural world
WHAT: Preparing for a Substitute
Preparing for a substitute should be done early in the school year. The teacher
should create a folder that contains: seating charts, classroom rules, procedures,
schedules, and detailed lesson plans. The substitute folder should contain several
days of “emergency lesson plans” for those times when you are too sick to get out
of bed. Keep the sub folder in plain view near your desk and update information
on schedules and students frequently.
TARGET AUDIENCE:
K-12th grade teachers
HOW:
Make sure you contact the people who are responsible for hiring a substitute as
quickly as possible so that they can hire the most competent sub for you. AESOP
is a way for teachers to post their absence over the internet for substitute
teachers to view and accept position.
If you think your students will take advantage of the situation, you should discuss
your expectations for student behavior, maintaining the daily routine and
academic responsibility.
You should plan more work for your students than you would expect them to do if
you were there, and always have extra activities for students to do if they finish
early.
Time
Sample Forms for Substitute Folder
Monday
Tuesday
Wednesday Thursday
227
Friday
Procedure
Location
Daily Lesson Plans
Attendance Information
Lunch
Hall Passes
Bus Duty
Restroom
Notes:
Period Helpers/Monitors
Teachers
available for
assistance
1
2
3
4
5
6
7
228
Location/Extension
WHO CAN HELP?
People:
9 Ask the school secretary about AESOP
9 Technology Specialist at school
Websites:
9 www.aesoponline.com
9 www.teacher.scholastic.com
229
Teacher Name _____________
Date(s) ___________________
Room Number _____________
Teacher Checklist for Substitutes (High School)
1. Can students work together on the assignment?
Yes No NA
2. Can students share answers on the assignment?
Yes No NA
3. Can students write on handouts and/or worksheets?
Yes No NA
4. Are there enough handouts/worksheets for all classes?
Yes No NA
5. Should students turn in classwork/worksheets by the end of the period?
Yes
1
8. I eat lunch during the
2
3
4
5
6
NA
Yes No NA
6. Should students complete classwork/worksheets for homework?
7. I teach periods:
No
7
1st 2nd 3rd lunch shift.
9. If the sub has questions or needs help with lesson material during the day, they should
contact:
Name_________________________ Phone Ext. _______________ Room __________
10. If the sub needs help with discipline during the day, they should contact:
Name____________________________ Phone Ext. ____________ Room __________
Location of:
_________________________________________ Lesson plans
_________________________________________ Attendance Sheets
_________________________________________ Assignments/worksheets
(Please attach all documents)
Notes:
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WHAT: Thinking Maps
Thinking Maps - are a common visual language for students in all subject
areas. Thinking Maps use basic mental operations involved in perceiving,
processing, and evaluating information. They describe, classify, and sequence.
TARGET AUDIENCE:
HOW:
Thinking Maps were developed as a language for learning in 1988 by Dr. David
Hyerle.
Thinking maps use a language that the brain already uses to organize and
express information visually in an exciting and motivating way.
WHO CAN HELP?
Websites:
9 www.ThinkingMaps.com
9 www.nhcs.k12.nc.us/htree/Curriculum/ThinkingMaps.html
9 www.mapthemind.com
Books:
9 Student Successes With Thinking Maps by Davis Hyerle
9 Visual Tools for Construction Knowledge by Davis Hyerle
231
Permission granted to print: James Dean
232
WHAT: Time Management
Time management is the process of managing and implementing a strategy that
assists in making one’s life more efficient and productive.
TARGET AUDIENCE:
Pre K – 12 teachers
HOW:
How your students will spend their school days is an issue that will affect your
career for years to come. How your students spend their time in school is of great
importance to everyone concerned. How your students spend their school time is
something that YOU do control.
Tips for effective classroom time management:
1. Reduce distractions
2. Raise student awareness
3. Establish routines
4. Monitor constantly
5. Be very organized
6. Have a backup plan
7. Take a door-to-door approach –engage in learning from the time they
enter your classroom until they leave
8. Use small blocks of time
9. Teach to an objective
10. Give enough work
11. Create a sense of community
12. Reward your students when they are successful.
13. Use frequent non-verbal signals
14. Talk with students when a problem is beginning to develop
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WHO CAN HELP?
People:
9 Mentor Teacher
9 Mentoring Council
9 Induction Program
Websites:
9 www.isd.uga.edu/teaching_resources/new_teacher.html
9 www.teachnology.com/printables
Book:
9 First-Year Teacher’s Survival Kit by Julia G. Thompson
234
Works with various education professionals, parents, and other stakeholders in
continuous improvement of the educational experiences of students.
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Accomplished Practice #11 – ROLE OF THE TEACHER
ACCOMPLISHED: Works with various education professionals, parents,
and other stakeholders in the continuous improvement of the educational
experiences of students.

Serves as a student advocate in the school and with the social, legal, and health
agencies in the community.

Confers with students and their families to provide explicit feedback on student
progress and assist families in guiding students in academic and personal growth.

Proposes ways in which families can support and reinforce classroom goals,
objectives, and standards.

Uses the community to provide students with a variety of experiences to examine
and explore career opportunities.

Works effectively with school volunteers to promote student interest, motivation,
and learning.

Recognizes in students overt signs of child abuse and severe emotional distress,
and takes appropriate intervention, referral and reporting actions.

Recognizes in students overt signs of alcohol and drug abuse, and takes
appropriate intervention, referral, and reporting actions.

Works cooperatively with colleagues and other adults in informal settings and
formal team structures to meet students’ education, social, linguistic, cultural,
and emotional needs.

Uses knowledge of continuous quality improvement to assist the school
community in managing its own school improvement efforts.

Communicates with families including those of culturally and linguistically
diverse students to become familiar with the students’ home situation and
background.

Develops short and long term personal and professional goals relating to the roles
of a teacher.
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WHAT: Academic Improvement Plan
Definition: An Academic Improvement Plan (AIP) is a plan that indicates a
student’s weaknesses and how those weaknesses will be address.
TARGET AUDIENCE:
K-12 grade teachers
HOW:
An Academic Improvement Plan (AIP) is for students who have demonstrated,
either by classroom performance or diagnostic testing, below grade level
performance in any academic area. Once a student is identified as being below
grade level, his teacher should create an AIP for him. The AIP lists diagnostic
results, intervention strategies, and progress updates. An Individual Education
Plan (IEP) should not be confused with an AIP. Students with an Individual
Education Plan have their AIP needs address on the IEP. They do not need an AIP.
In order to obtain more information and/or create an AIP for a student, go to the
Brevard County Website (www.brevard.k12.fl.us), click on the teacher link
located at the top of the screen, under the reporting application button click on
the A3 AIP link. The A3 AIP page contains the following links:
Link to the A3 AIP Program
A3 Teacher User Manual
A3 Administrator Manual
Instructions for the Personalized Middle School Success Plan
(PMSSP)
Changing a User's Username and Password (for A3 School
Administrators)
A3 AIP Troubleshooting Tips
Students with "Instructor Unassigned" Development areas
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Frequently Asked Questions
Link to the A3 AIP Training Site
A3 AIP PowerPoint Presentation
WHO CAN HELP?
People:
9 For more information: Talk with your administrator or a veteran teacher
Website:
Books:
9 The Academic Achievement Challenge: What Really Works in the
Classroom? by Jeanne S. Chall
9 ACCESSing School : Teaching Struggling Readers to Achieve
Academic and Personal Success by Jim Burke
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WHAT: Attendance Records
Educators shall have the responsibility of encouraging regular attendance of
students, maintaining accurate attendance records, and following reporting
procedures prescribed by the Superintendent.
TARGET AUDIENCE:
All Teachers
HOW:
1. Teachers shall record absentees each period of the school day and report
absences as required by the school.
2. Parents/Guardians should be notified each time their child is absent
insofar as possible.
3. When a student has been absent three (3) consecutive days and the school
has been unable to ascertain the reason for the absences, the absences
shall be investigated; or at any other time if deemed necessary by the
school principal.
4. Absences must be reported in writing to the school by the
parent/guardian or adult student as soon as possible. Failure to report
and explain the absence (s) shall result in unexcused absences(s). The
final authority for determining acceptability of the reason for the
absences(s) shall rest with the principal.
WHO CAN HELP?
People:
9 Attendance Clerk at school
9 Mentor Teacher, Co-workers
9 Professional Development Training for computerized program: Teacher
On-Line
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WHAT: Child Study Team
The Child Study Team (CST) is the evaluation team at the school that determines
need for placement in special education programs such as speech, occupational
and physical therapy, gifted, and other exceptional student programs. The CST
also gives ideas to improve student behavior when necessary.
TARGET AUDIENCE:
All Classroom Teachers
HOW:
While the process may be slightly different at each school, in order to refer a
child to the CST, teachers first need to consult the guidance counselor at the
school to become familiar with the procedures. Teachers will then need to
document and provide informal and formal assessments as well as provide
accommodations in the regular classroom. It is important to meet with the child’s
family to discuss the situation and possible solutions. The Child Study Team will
meet and look at the documentation and receive input from teachers, families
and other professionals.
WHO CAN HELP?
People:
9 School guidance counselor
9 Exceptional education teachers
9 Administration
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WHAT: Classroom Walk-Through
Classroom Walk-Through (CWT) with Reflective Feedback is a tool to
enhance classroom visits, assess curriculum and instructional alignment on a day
to day basis, help increase student achievement, and is a way to talk with teachers
about improvement in their teaching and learning.
A focused classroom visit for a brief period of time followed by reflection.
It is designed to assist principals and assistant principals in “coaching” for
improved practice in the classroom.
Should take no more than two to four minutes.
Classroom Walk-Through is not intended for evaluation purposes.
TARGET AUDIENCE:
All teachers
HOW:
Administrators visit teachers’ classrooms to help teachers improve their
effectiveness in the classroom, increase student achievement and increase
professional development.
There are 4 types of classroom visits:
1. Visible presence
2. Informal teacher observation
3. Formal teacher observation
4. Brief Classroom Walk Through
Six Steps of the Classroom Walk-Through Model:
1. Snapshot of Teaching and Learning:
T 1 Teaching objective and learning expectation (SSS)
T 2 Target (Grade Level Standard)
T 3 Taxonomy (Bloom’s)
T 4 Text and/or materials
2. Identification of Instructional Strategies:
Examples are:
Marzano’s nine instructional strategies
Classroom management/routine
Graphic Organizers KWL, Know, Want to Know, Learn
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Modeling
Questioning Strategies
3. Level of Learner Engagement:
Are students engaged in the activity in the classroom? Are they focused?
Do the students know what is going on in the classroom?
Are they actively involved?
Administrators may ask students questions, such as: “What are you
learning? What are you working on? May I see examples of your work? Is
this interesting to you?”
4. Survey of the Learning Environment:
This is supported by the 4 T’s (listed above under Snapshot).
Student work on display is current.
Scoring guides and rubrics are posted in room.
There is evidence of student editing.
Classroom behavior agreements are on display in the room.
Classroom reflects a safe and orderly environment.
Noting the whole classroom not for attractiveness but for learning.
After the Walk…
5. Analysis of the information collected:
Administrator checks to see if teaching and learning are aligned.
Are Instructional strategies being used effectively and are they focused on
student achievement?
Administrator will focus on one concept for the reflective feedback
Information is tool for effective teaching.
6. Reflection with the teacher
Prompts will be developed by the administrator and should be generically
focused, non-judgmental, open-ended, and invite reflection.
WHO CAN HELP?
People:
9 Educational Leadership Department & Building Administrator
Websites:
9 http://palm.learning24-7.com
Book:
9 2002 Learning 24/7
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WHAT: 7 Habits of Highly Effective
People
Solid ideas for improving personal and professional management and forming
quality relationships with other people.
TARGET AUDIENCE:
PreK – 12th grade teachers/students
HOW:
HABIT 1: Be Proactive
Proactivity
Being proactive means taking initiative, not waiting for others to act first, and
being responsible for what you do. The opposite of proactive is reactive. Reactive
people react to what goes on around them. Proactive people act based on
principles.
HABIT 2: Begin with the End in Mind
All Things Are Created Twice
Plan well. Think things through. The carpenter's rule is "measure twice, cut
once."
HABIT 3: Put First Things First
The Time Management Matrix
Urgent
Important
Not important
Not Urgent
QUADRANT I
crises, pressing
problems, deadlinedriven projects
QUADRANT II
prevention, PC
activities, relationship
building, recognizing
new opportunities,
planning, recreation
QUADRANT III
interruptions, some
calls, some mail, some
reports, some
meetings, popular
activities
QUADRANT IV
trivia, busy work, some
mail, some phone calls
time wasters, pleasant
activities
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HABIT 4: Think Win/Win
A commitment that allows everyone to win. Cooperation not competition.
Agreement or solutions are mutually beneficial and satisfying. All parties are
committed to the action plan.
HABIT 5: Seek First to Understand Then to be Understood
Listening is an important, but often neglected part of communication. Listening
with the eyes, ears, and heart will help us understand feeling, meaning, and
content. This skill of empathic listening takes practice.
HABIT 6: Synergize
Synergy means that the whole is greater than the sum of its parts. An
environment that supports it creates synergy. Relationships that join people of
different abilities and styles of thinking are opportunities for synergy.
HABIT 7: Sharpen the Saw
The process of daily renewing the four dimensions of our nature: physical,
mental, spiritual, and social/emotional. Transitions need to be gradual. Small,
progressive steps are more powerful and dynamic than large drastic changes.
WHO CAN HELP?
People:
9 Dori Bisbey, Staff Development Specialist
Books:
9 7 Habits of Highly Effective People by Stephen Covey
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Questions For New Teachers
School Policies
• What am I expected to wear?
• When do teachers get paid?
• What is the school calendar?
• What are the procedures for signing in?
• What do I need to do if I need to leave my classroom?
• What is the daily bell schedule?
• What duties do I have outside of my classroom?
• What emergency procedures should I know?
• Where do students wait in the morning before school begins?
• What time may students come in to the room?
• What is the attendance policy?
• Is there a school tardy policy?
• Is there a school-wide discipline plan?
• Is there a homework policy?
• Is there a procedure for lunch counts or collecting lunch money?
• How do I address the principal? (Ms., Mrs., Miss, Mr., Dr.)
• What should I do if I am ill and cannot come to work? How do
I enroll on the AESOP system?
• Who is the technology head or contact?
• How do I get supplies for my classroom?
• Is there any money to buy supplies that are not in the building?
• Are there restrictions on Xeroxing? Where is the Xerox?
What is the process for running copies?
• What other office machines are available to use?
• What can I ask a teaching assistant to do for me?
• What are my responsibilities if I have an ESE or ESOL student in my
classroom?
• Who will be evaluating me?
• If I spend my own money to purchase something for my classroom,
is there some way for me to get the money reimbursed?
• If I talk to the principal, should I drop in the office, write a note,
or ask for an appointment?
• If I feel that a student is wearing inappropriate clothing, what can or
should I do?
• Where do I send students who are suddenly ill?
• What should I do when I don’t know what to do?
• Who in the building can assist me in dealing with a “difficult” parent
or student?
• What is the policy if violence occurs and whom should you contact to
break up a fight or remove a threatening student?
• If I am experiencing some personal dilemmas, is there a confidential
resource within the building that I may talk to?
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Building Concerns
• Where do I park my car? Do I need a special sticker?
• When am I expected to be at school and leave in the afternoon?
• How early can I arrive and how late can I stay?
• Where do I eat lunch?
• Which telephones are for faculty use?
• Which restrooms are for faculty use? Do I need a key?
• How can I get furniture moved in my classroom?
• Should I lock my classroom door?
• May I have a key to the building?
• May I take school equipment home to use?
• How do I arrange my classroom furniture to meet the needs of my
students and my own teaching style?
• What time do I need to arrive in the building on school days?
• What time may I leave the building after students leave?
• If I have something heavy to carry, may I ask for help from the
custodian?
• What are the custodian’s names?
• Are there assigned spaces in the parking lot?
• What are some easy and cost effective bulletin boards that I can use to
start the school year?
Curriculum Concerns
• Am I expected to get a certain amount done by the end of the school
year?
• What are the Sunshine State Standards and Benchmarks?
• Can I add or subtract things from the curriculum?
• May I have animals in the classroom?
• What should I do if I don’t have enough books or workbooks?
• Where and when should I get textbooks for my classroom?
• If I don’t quite understand what the curriculum guide suggests, whom
should I ask?
• Is there a standard for grading that I must follow?
• Are there rules about make-up work for students who miss?
• What type, if any, lesson plans do I need to have?
• How much of what I am teaching do I need to share with others?
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Uses appropriate technology in teaching and learning processes.
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Accomplished Practice #12—TECHNOLOGY
ACCOMPLISHED: Uses appropriate technology in teaching and learning
processes.

Utilizes appropriate learning media, computer applications, and other technology
to address students’ needs and learning objectives.

Utilizes instructional and other electronic networks to provide students with
opportunities to gather and share information with others.

Uses a wide range of instructional technologies, such as CD-ROM, interactive
video, videotaping, and electronic libraries to enhance the subject matter and
assure it is comprehensible to all students.

Continually reviews and evaluates educational software to determine its
appropriateness for instruction and management and shares findings with
others.

Teaches students to use available computers and other forms of technology at the
skill level appropriate to enable success and maintain interest.

Uses appropriate technology to construct teaching materials, e.g., constructs
assessment exercises, prepares programmed instruction, uses word processing,
produces graphic materials, etc.

Uses appropriate technologies to create and maintain a database for monitoring
student attendance, behavior, and progress toward specified performance
standards.

Provides instruction at the appropriate level in identifying and using standard
references, other learning resources, gathering data and anecdotal information,
and accessing computer data banks.

Works with technical and instructional specialists available to the school, teacher
and students to collaborate on instructional design and delivery.

technology integration.
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Professional Organizations
These academic professional organizations often include a myriad of resources that include
scholarly journals, blogs/listservs, and information about conferences, workshops and funding
sources and can provide a wealth of resources to assist you in your progress as an educatorlearner.
American Council on the Teaching of Foreign Languages
http://www.actfl.org/
American Federation of Teachers (AFT)
is 940,000-member union of public and professional employees, including public and private
school teachers, paraprofessionals and school-related personnel (PSRPs), higher education
faculty and professionals, employees of state and local governments, nurses and health
professionals.
American Library Association (ALA)
is the oldest, largest and most influential library association in the world. For more than a
century, it has been a leader in defending intellectual freedom and promoting the highest quality
library and information services.
American Sign Language Teachers Association
http://www.aslta.org/
Association for the Advancement of Computers in Education (AACE)
is an international, educational, and professional organization dedicated to the advancement of
the knowledge, theory, and quality of learning and teaching at all levels with information
technology.
Association for Childhood Education International (ACEI)
www.acei.org
The mission is to promote and support in the global community the optimal education and
development of children, from birth through early adolescence, and to influence the professional
growth of educators and the efforts of others who are committed to the needs of children in a
changing society.
Association for Educational Communications and Technology (AECT)
is to provide leadership in educational communications and technology by linking professionals
holding a common interest in the use of educational technology and its application to the learning
process.
Association for Supervision and Curriculum Development (ASCD)
http://www.ascd.org/
A diverse, international community of educators that addresses all aspects of effective teaching
and learning such as professional development, educational leadership, and capacity building.
Council of Educators for Students With Disabilities
http://www.504idea.org/
Addresses the needs of students eligible under Section 504 of the Rehabilitation Act of 1973, and
special education students as well.
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Council Exceptional Children (CEC) www.cec.org
The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to
improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted.
CEC advocates for appropriate governmental policies, sets professional standards, provides continual
professional development, advocates for newly and historically underserved individuals with exceptionalities,
and helps professionals obtain conditions and resources necessary for effective
professional practice
International Reading Association (IRA)
is the world’s leading organization of literacy professionals. Members rely on us for the
professional development resources they need to reach our shared goal: Teaching the world to
read.
International Society for Technology in Education (ISTE)
promotes appropriate uses of technology to support and improve teaching and learning.
National Art Education Association (NAEA)
is a non-profit, educational organization, promoting art education through professional
development, service, advancement of knowledge, and leadership.
National Association for Education of Young Children (NAEYC)
WWW.NAEYC.org The National Association for the Education of Young Children (NAEYC) is
dedicated to improving the well being of all young children, with particular focus on the quality of
educational and developmental services for all children from birth through age 8. NAEYC is
committed to becoming an increasingly high performing and inclusive organization.
National Council of Teachers of English (NCTE)
http://www.ncte.org/
NCTE provides forum for the profession, an array of opportunities for teachers to continue their
professional growth throughout their careers, and a framework for cooperation to deal with issues
that affect the teaching of English.
National Council for Teachers of Math (NCTM) with more than 110,000 members, it is the largest
nonprofit professional association of Mathematics educators in the world.
National Institute for Science Education (NISE)
http://www.wcer.wisc.edu/nise
The NISE Web site contains information on all NISE projects over the five year grant period and
includes copies of publications, contacts, and links to related Web sites.
National Council for the Social Studies
http://www.ncss.org/
The mission of National Council for the Social Studies is to provide leadership, service, and
support for all Social Studies educators.
National Education Association (NEA)
is America's oldest and largest organization committed to advancing the cause of public
education. NEA claims over 2.3 million members who work at every level of education, from preschool to university graduate programs.
National Middle School Association(NMSA)
serves as a voice for professionals, parents, and others interested in the educational and
developmental needs of young adolescents (youth 10-15 years of age). NMSA is the only national
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educational association exclusively devoted to improving the educational experiences of young
adolescents.
National Parent and Teacher Association (NPTA)
(PTA) is the oldest and largest volunteer association in the United States working exclusively on
behalf of children and youth. Members include parents, teachers, students, and other child
advocates.
National Science Foundation
hhttp://www.nsf.gov/
Targets the under-representation of women and minorities in mathematics, science, technology,
and engineering. The web site contains guidelines for submitting grant proposals to the program,
a listing of current and past awardees, and links to a variety of equity resources.
National Science Teachers' Association (NSTA)
http://www.nsta.org/
NSTA's mission is to promote excellence and innovation in Science teaching and learning for all.
Southern Early Childhood Association (SECA)
www.southernearlychildhood.org Since 1948 the Southern Early Childhood Association has
brought together preschool, kindergarten, and primary teachers and administrators, caregivers,
program directors, and individuals working with and for families, to promote quality care and
education for young children.
United Federation of Teachers (UFT)
with some 125,000 members is the largest union local in the United States. It represents more
than 68,000 teachers and 16,000 classroom paraprofessionals. The union also includes a Retired
Teachers Chapter of more than 32,000 members.
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WHAT: Technology
Brevard County Teacher Portal
TARGET AUDIENCE:
All teachers
HOW:
A wealth of information is at your fingertips. Access Brevard County webpage:
Click on the teacher portal. You will see the following links. All are available for
your use.
Reporting Applications
A3 AIP
Cross Pointe
Desktop Student Data System
E-forms
Excent
Elementary Programs
Elementary Programs Calendar
Elementary Programs Home Page
Fine Arts
GLE Samples
Grade Level Expectations
Health & PE
Ideas for Parents
Internet Links
Language Arts
Instructional Handbook
Library Media Services
Mathematics
Program of Instruction
Reading First
School Web Sites
Science
Secondary Programs
Student Services
Title I
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Secondary Programs
1st Semester Calendar
2nd Semester Calendar
A3 Manuals and Information
Approved Textbooks: High
Approved Textbooks: Middle
Best Practice Procedures
Brevard Virtual School
Bright Futures Scholarships
Florida Virtual School
Grading Policies and Procedures
Graduation Requirements
Honor Graduates
Instructional Handbook 2005-2006
Promotion Requirements 7-8
Rank-in-Class
Secondary Programs home page
Sunshine State Standards
Curriculum Guides
Elementary Visual Arts Curriculum Guide
K-12 District Reading Plan
Secondary Math Curriculum Resources
Secondary Science Curriculum Guides
Secondary Visual Arts Curriculum Guides
Social Studies High School Curriculum Guide
Social Studies Middle School Curriculum Guide
FCAT
2005 FCAT Released Tests
FDOE FCAT Home Page
FCAT Challenge
FCAT Explorer
FDOE FCAT Sample Test Books and Answer Keys 2005-06
ESOL
ESOL Home Page
Exemptions from and Accommodations on Assessments
Language Arts Through ESOL
BFT Bulletin Board
FLDOE Teacher Liaison
Just For Teachers Training & Professional Development
Blackboard Distance Learning
Brevard County National Board Website Information
Educational Technology Applications Classes
In-Service
National Board Certified Teachers
American Federation of Teachers
Association for Supervision and Curriculum Development
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Digital Workshops (U.S. Dept. of Ed. site for Teacher online professional
development)
Educational Technology Applications Classes
In-Service
International Society for Technology In Education
National Association for the Education of Young Children
National Council of Teachers of English
National Council of Teachers of Mathematics
National Science Teachers Association
National Parent Teachers Association
Handbooks & Documents
A3 AIP User Manual
Instructional Contract
1010 Contract
Moral and Ethical Imperatives
POTA Contract
Personnel Allocations
Email notes
Microsoft Outlook Handouts
Report Cards
Elementary Spanish Report Cards
Summer Camps
Florida Institute of Technology-Department of Marine & Environmental
Systems Marine & Environmental Science Summer Camp

WHO CAN HELP?
People:
9 school tech person
Website:
9 www.brevard.k12.fl.com
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WHAT: Technology
Educational technology refers to the meaningful use of technology to enhance
learning in preK-12 classrooms.
TARGET AUDIENCE:
All teachers, students, administrators.
HOW:
Brevard County has developed a comprehensive five-year technology plan to
formalize and document how Brevard Public Schools will implement a viable
technology infrastructure for instructional and administrative uses with a
primary goal to support student achievement.
School/Classroom Standards
Provide a student to computer equity ratio of a minimum of 5:1 in all sites
by 2005-2006 (Goal II, Outcome E);
Use a three-level technology proficiency standard to indicate that every
teacher is at Level II (Intermediate) at the start of 2005 (Goal III,
Outcome J);
Implement parent-teacher communication software via the Internet for
attendance, grades, and homework by 2004-2005;
Replace the aging telephone and infrastructure systems to support wireless,
voice, data and video applications district-wide by 2004-2005;
Expand television production capabilities to every school by 2002-2003
(Goal V, Outcome J);
Expand media distribution capabilities to every school by 2005 – 2006
(Goal V, Outcome K);
Every classroom will have at least one multimedia computer as
recommended by district standards. Multimedia features present on this
computer will include a CD-ROM or DVE_ROM drive and will provide
sound, and video in/out capabilities;
Every school shall have a CCTV (Closed Circuit TV) system;
Every classroom shall have access to a projection device suitable for
connection to a computer;
Every classroom will have at least two computers connected to the school’s
local area network and district wide area network;
Laboratory oriented classes such as computer applications, programming
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and business applications require a ratio of one computer to one student;
Every classroom will have access to at least one printer and
Appropriate assisted/adaptive devices will be available to the exceptional
educational population in each school.
District webpage: www.brevard.k12.fl.us
Click on Departments
Click on Educational Technology
Applications
Internet, Web & Network
Software & Hardware
E-Mail & AS 400
Click on Teachers
Scroll to bottom of page –
Online Resource Links from Brevard Teachers
WHO CAN HELP?
People:
9 School technology specialist
Website:
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Forms
Presentations
Support & Training
Manuals
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4MAT
Acaletics
Model of teaching that takes into account the multiple intelligences and
how to teach to those styles.
Commercial program that centers on staff development for math
instruction.
Accelerated Reader
(AR)
Commercial program that combines reading with computer tests for
Reading comprehension.
Accommodation
Modifications or adjustments made by classroom teachers to enable
students to benefit from their educational program.
ACE I
A Collection of Educators – I is a 6-week course designed for k-3
teachers. Various teachers in the school district that are implementing
successful literacy practices in their classrooms host this course. Each
class will focus on a specific topic that has been determined by a teacher
needs assessment survey and input from administrators and district
personnel. In addition to classroom strategies, research will be included
to support the material that is presented.
ACE II
A Collection of Educators -II is a 6-week course designed for 4-6
teachers. Various teachers in the school district that are implementing
successful literacy practices in their classrooms host this course. Each
class will focus on a specific topic that has been determined by a teacher
needs assessment survey and input from administrators and district
personnel. In addition to classroom strategies research will be included
to support the material that is presented.
ADA
Americans with Disabilities Act
Adaptations
Any procedure intended to meet an educational situation with respect to
individual differences in ability or purpose.
ADD/ ADHD
Attention Deficit Disorder/ Attention Deficit Hyperactive Disorder.
ADM
Alcohol, Drug Abuse and Mental Health – see SAMHO
AED
Automated External Defibrillator
AIP
Academic Improvement Plan – students working below grade level are
given plan Interventions.
AIMS
Activities Integrating Math and Science-commercial Program.
ALL
Accelerated Literacy Learning - a one-on-one Title I tutorial program in
Reading for first graders.
Annual Goal
A statement in an IEP of what an exceptional student needs to learn and
should be able to learn in his/her special program in a year.
Antidepressants
Medications that are used in the treatment of depression, as well as
other psychiatric disorders.
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Antipsychotic
Anxiety
Major tranquilizers that are considered standard treatment for serious
psychiatric illnesses such as schizophrenia.
Feelings of unease and fear of impending danger characterized by
physical symptoms such as rapid heart rate, sweating, trembling and
feelings of stress.
APE
Adaptive Physical Education
ASO
Administrative Services Organization –an independent organization
whose purpose is to provide administrative support services for the
purposes of increasing overall system efficiencies. Include: fiscal
intermediary, data processing, Human Resources and management
services.
Assessment
AT
Autism
AVID
AYP
BCTM
BD
BGL
BIP
BSO
CAC
Case Coordinator
Capacity
Development
A way of collecting information about a student’s special learning needs,
strengths, and interests
Assistive Technology
A type of pervasive developmental disorder. It interferes with a person’s
ability to communicate with and relate to others. It almost always
develops before a child is 3 years old and affects how a person perceives
and processes sensory information. Autism is a lifelong condition that
results in some degree of social isolation.
Advancement Via Individual Determination
Adequate Yearly Progress – in subgroups NCLB requires each school to
show improvement each year based on FCAT.
Brevard Council of Teachers of Mathematics
Behavioral disorders
Below Grade Level
Behavioral Intervention Plan
Brevard Symphony Orchestra
Community Advisory Committee -a group of citizens representing
various areas around the county that provides the Children's Board with
input. The CAC has three major roles: To advise, advocate, and
communicate/educate.
See Case Management, Interchangeable term with Case Manager
Activities and supports aimed at improving quality, increasing quantity
or developing diversity in services and service delivery, fostering
coordination, collaboration, system integration.
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Case Manager
Case Management
See Case Management. Interchangeable term with Case Coordinator.
Activities aimed at identifying the child and family’s assets, needs,
assisting the person to access other services and funding sources,
planning services, linking the service system with the person,
coordinating the various system components, monitoring service
delivery, evaluating the effect of service received and follow-up.
CBA
Curriculum Based Assessment
CBI
Community – Based Instruction -Instruction that is designed to fulfill
student’s needs in their community.
CCRP
Comprehensive Core Reading Program
CEI Lab
Creative Education Institute Lab – A commercial computer lab that
assesses a student’s level and then provides instruction at that level. It
also contains a management system so that teachers and parents are
constantly aware of child’s progress.
CHIP
Child Health Insurance Program – a federal lead agency program to
insure children of poor and working poor parents. Florida Kidcare is
Florida’s program that includes Medicaid, Healthy Kids and Medi-Kids.
Child and Family
Team
Includes those persons who families choose to participate in planning
and carrying out a plan to address the child/family problems. The team
must include the family and may include therapists, teachers, friends,
neighbors, church members or others.
Child/Family
Assessment
Process of data gathering from multiple sources to create a
Comprehensive picture of children and family for the purpose of
identifying strengths and needs in order to plan services and support.
CMHS
Center for Mental Health Services -a division of the Substance Abuse
and Mental Health Administration of the Federal government funding
the THINK project.
CMS
Community Awareness
Children’s Medical Services
Includes events (such as health fairs, information fairs), networking,
public education, and advertising and media exposure.
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Compass Learning
A commercial computer lab that assesses a student’s level and then
provides instruction at that level. It also contains a management system
so that teachers and parents are constantly aware of child’s progress.
They were formerly known as Jostens Learning.
Competencies
A competency is a learned student performance statement that can be
accurately repeated and measured. Competencies function as the basis
for building the instructional program.
Continuity of Care
Care that is provided during all services and treatments that provides
linkages with necessary partners and resources.
Co-teaching is defined as two or more professionals delivering
substantive instruction to a group of students with diverse learning
needs.
Co-Teaching
CP
o
Parallel Teaching – working in separate groups in the classroom
o
Supportive Teaching – 1 teacher presents content, 2nd teacher
provides enrichment.
o
Complementary Teaching – teaching student certain learning
strategies within the context of a content lesson.
o
Team Teaching – both teachers share the whole class
instruction.
Cerebral Palsy
CPR
Cardiovascular Pulmonary Resuscitation
CPI
Child Protective Investigation – Reports of child abuse and neglect may
result in temporarily removing children from the home, when necessary,
while the family works to restore stability. Workers offer support
services to help families with problems before they become too severe.
Expect counseling and regular visits with families where there is a risk of
child abuse or neglect.
CPS
Child Protection Services – Protects children who are at risk of abuse or
neglect while making every effort to keep families intact. Child
Protection Services also offers referrals for counseling for families,
training for adoptive or foster parents and licensing services for child
welfare agencies.
CRISS
Creating Independence through Student – owned Strategies
CSHP
Coordinated School Health Program
CSU
Crisis Stabilization Unit – 14-bed secure inpatient unit operated by
MHC.
CST
Child Study Team – the evaluation team at a school that determines
need for placement in special education programs after evaluation.
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Cultural
Competence
DAR
Understanding and appreciating the differences in each family, from
thoughts, speech, actions, customary beliefs, social forms and material
traits of a racial, religious or social group. It also affects age, national
origin, gender, sexual orientation or physical disability. From an
organizational standpoint, it is understanding the societal mandates of
each agency and appreciating their differences. Indices include:
training, technical assistance, assessment, board development, Human
Resources (including recruitment and retention, and promotion and
development), and leadership and management diversity.
Diagnostic Assessment of Reading
DACCO
Drug Abuse Comprehensive Coordinating Office - Substance Abuse
Provider - member of Interagency Management Team at the Children’s
Board.
DCF
Department of Children and Families - Florida agency providing
funding for services for child welfare, mental health, substance abuse,
adult and economic assistance.
DD
Developmentally Delayed
DJJ
Department of Juvenile Justice – is the Florida agency responsible for
services to juvenile delinquents and those who have broken laws.
Depression
A psychiatric diagnosis described as mood disorder characterized by
feelings of sadness, loneliness, despair, low self-esteem, worthlessness,
withdrawal from social interaction, and sleep and eating disorders.
Determining
Eligibility
DIBELS
DID
Dimensions of
Learning
The steps taken to decide whether a student is eligible for exceptional
Student education.
Dynamic Indicators of Basic Early Literacy Skills. A K-5 Reading
assessment
District Inservice Day – day set aside on the calendar for Professional
Development.
An instructional model that helps teachers plan curriculum and
instruction by looking at how students learn.
Dismissal Staffing
A meeting at which a group of school staff members reviews all
assessments and other information to consider dismissal from program.
DLF
Developing Literacy First -is a 12-week Rigby course designed to
support K-3 teachers in the areas of reading and writing in the
classroom. DLF addresses theory and application of strategies.
Participants are required to observe the facilitator demonstrate literacy
strategies for three classroom visits. (Formerly ELIC).
D/O
Disorder
DSI
Dual Sensory Impaired
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DRA
Developmental Reading Assessment
Due Process
A set of rights having to do with how decisions are made.
Due Process
Hearing
A formal meeting held to settle disagreements between parents and
schools in a way that is fair to the students his/her parents and the
school. The meeting is run by an impartial hearing officer.
DX
EBD
Diagnosis
Emotional or Behavior Disorder - characteristics and behaviors
that include hyperactivity, aggression/self-injurious behavior,
withdrawal, immaturity, and learning difficulties. Children with more
serious emotional disturbances may exhibit distorted thinking, excessive
anxiety, bizarre motor acts, and abnormal mood swings.
EC
Established Conditions
EH
School acronym indicating Emotional Handicap - emotional
concerns that result in behaviors that interfere with a child’s educational
process. The EH child’s behavioral difficulties are more frequent and
more serious than those of other students. The behaviors range from
withdrawal and isolation to acting out and aggression. They are evident
across various settings as well as over time.
Eligible
Eligibility Staffing
A decision that says that a student meets the requirements for and is in
need of exceptional student education programs and services.
A meeting at which a group of school staff members recommend a
student’s eligibility or ineligibility for exceptional student education
programs and services.
EMH
School acronym indicating Educable Mentally Handicapped – A child
unable to achieve at school because of emotional concerns and
developmental problems. Sometimes the developmental lags or
disabilities are undetected.
EPT
Educational Planning Team
ERDA
Early Reading Diagnostic Assessment – K-6 Reading diagnostic
Assessment.
ESE
Exceptional Student Education - Department of Brevard County Public
Schools that oversees special education, including SED and EH.
ESF
Educational Services Facility
ESL
English as a Second Language
ESOL
English for Speakers of Other Languages
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Established Conditions
Evaluation
Evaluation Criteria,
Services and
Procedures
A description used for birth to 2-years olds who have certain identified
medical or physiological conditions that have a correlation to future
learning problems.
A way of collecting information about a student’s special learning needs,
strengths, and interests. It is used to help make decisions about whether
a student is exceptional and eligible for exceptional student education
programs and services.
A set of statements in an IEP that describes what a student will have to
do, how much, how often, and in what ways to show mastery of the
“short-term objectives”.
ESY
Extended School Year
FAC
Florida Administrative Code
Family Support Plan
FAPE
FBA
(See Case Management) – A plan developed by the family with the
assistance of a case manager. The plan is aimed at identifying the child
and family’s assets, need, and access to other services and funding
sources.
Free Appropriate Public Education
Functional Behavior Assessment
FCAT
Florida Comprehensive Assessment Test – Consists of three tests: One
norm-referenced and the other criterion-referenced tests are given over
a two to four day period. The third test is called FCAT Writes +. The
tests are used to evaluated the student, school and the school system.
FCAT Writing
A state-wide mandated writing test used in grades 4, 8 and 10 to
evaluate students’ with minimum writing capability. It is used as part of
the state accountability program.
FDLRS
Florida Diagnostic Learning Resources System
FETC
Florida Educational Technology Conference
FERPA
Family Educational Rights and Privacy Act
FHP
Fidelity
Florida Health Partners, Inc. -contractor with AHCA for the Medicaid
Prepaid Mental Health Plan that covers mental health services for
Medicaid recipients.
Alignment with a specific philosophy or treatment modality.
FLES
Foreign Language in the Elementary School
FMHI
Louis De La Parte Florida Mental Health Institute (a college of the
University of South Florida) – Department of Child and Family—
contractor with THINK for Evaluation activities.
FOF
Federation of Families for Children’s Mental Health
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FORF
Florida Oral Reading Fluency. Developed for 6th grade Reading
assessment because DIBELS is K-5.
FPSP
Future Problem Solving Program
FTE
Full Inclusion
GCE
GEMS
Full Time Equivalence
All students, regardless of handicapping condition or severity, will be in
a regular classroom/program full time. All services must be taken to the
child in that setting.
Good Cause Exemption – promotion to next grade level with
documentation to support due to not being successful in grade level.
Acronym for Gardendale Elementary Magnet School
General Curriculum
The standards and benchmarks adopted by a Local Education Agency
(LEA) or schools within the LEA that applies to all children. It is
applicable to children with disabilities as well as non-disabled children
and related to the content of the curriculum and not the setting in which
it is used. It is the basis of planning instruction for all students.
GLE
Grade Level Equivalency—computer program used to assist student
placement in Reading.
GLE
Grade Level Expectations – expectations that are expected in the
Sunshine State Standards.
Hearing Officer
H/H
The person who is in charge of a due process hearing and who makes the
decisions after a hearing.
Hospital/Homebound
HHIT
Hospitality, Health and Industry Training
HRS
Health and Rehabilitative Service
HI
Hearing Impaired
IAES
Interim Alternative Educational Setting.
IDEA
Individuals with Disabilities Education Act (formerly Education
of Handicapped Act (EHA) 94-142
IEE
Independent Education Evaluation
IEP
Individual Evaluation Plan – a written plan that describes
thespecial, individual learning needs of a student with disabilities and
the exceptional student education programs and services that will be
given to that student.
IEP Meeting
A meeting held at least once each school year to look at study, and talk
about an exceptional student’s IEP. The purpose of the IEP review is to
make decisions about changes in the IEP and review the student’s
placement.
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Impulsiveness
Inclusion
Irresponsible or reckless behavior.
Program where children with special needs are placed in regular
classroom.
Individual Evaluation
Discipline specific diagnostic testing conducted by a trained or licensed
professional. Provides more intensive, specific study of a specific issue.
Individualized
Treatment Plan
A plan designed for each child or family. The treatment provider
develops the plan with the family and identifies the child's and family’s
strengths and needs. It establishes goals and details appropriate
treatment and services to meet his or her special needs.
Information and
Referral
Maintain information about resources in the community, link people
who need assistance with appropriate service providers, provide
information about agencies and organizations. Be readily available;
assist the person to determine which resources are needed; provide
referral, may include follow-up to ensure contact.
Interventions
ITAS
I Team
Actions taken to treat a disorder.
Interim Alternative Educational Setting
Intervention Team – “first response” team at a school that develops
strategies with teachers and school staff for children having behavior
difficulties.
ITI
Integrated Thematic Instruction – thematic approach to
instruction through integration and collaboration.
JAC
Juvenile Assessment Center - a central booking facility for all
Hillsborough County youth who are arrested.
K
Kindergarten
KID
Kindergarten In Detail – kindergarten county handbook assessment.
KIM
Kindergarten Inventory of Math
Learning Disabled (LD)
LEA
Least Restrictive
Environment (LRE)
LOS
Mainstreaming
A broad term that covers a pool of possible causes, symptoms,
treatments, and outcomes. It is difficult to diagnose and to pinpoint the
causes.
Local Education Agency
Part of the federal law and the state law that deals with determining the
placement of children with disabilities. To the maximum extent
appropriate, children with disabilities, including children in public or
private institutions, are educated with children who are not disabled.
Length of Stay
Refers to the selective placement of special education students in one or
more “regular” education classes.
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Mediation
A process in which parents and school personnel try to settle
disagreements with the help of a trained mediation guide.
Mega Skill
A parenting program that enables parents to teach their children the
attitudes, behaviors, and skills (i.e. confidence, motivation,
perseverance, initiative, etc.) that make it possible to do well in school
and in life.
Modifications
Multi-age
Matrix
Changes made to the content and performance expectations for
students.
Refers to students in different grade levels assigned to a single teacher
or subject level.
Matrix of Services
MD
Manifestation Determination
MH
Mentally Handicapped – Educable Trainable Profound
Medipass
State Medicaid program covering some families and children who meet
criteria and do not choose an HMO for health or mental health
coverage.
Mood Disorders
A psychiatric diagnostic category–that includes disturbances in mood,
usually deep sadness or indifference, excitement or irritability, such as
depression.
Motor
Having to do with the use of the large and small muscles to move
different parts of the body.
NAEYC
National Association for Education of Young Children. Local Chapter:
Space Coast Association for Education of Young Children.
NCLB
No Child Left Behind – is a federal legislation designed to help
reform education in the country. It is designed to improve student
achievement and close the gap between majority and minority students.
NCS Learn
Formerly Computer Curriculum Corporation - A commercial computer
lab that assesses a student’s level and then provides instruction at that
level. It also contains a management system so that teachers and
parents are constantly aware of child’s progress.
Neuropsychology
The study of brain functions and the thinking process.
NICK
Nurturing Independence and Comprehension in Kids
Notice
A way of telling parents about an action the school plans to take that
will affect their child’s education.
OCB
Obsessive-Compulsive Behavior - a psychiatric diagnosis
characterized by persistent ideas or desires that lead to repetitive,
purposeful behaviors that are difficult to control.
OCD
Obsessive Compulsive Disorder – (see obsessive-compulsive
behavior) a Psychiatric diagnosis.
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OCR
Office for Civil Rights
ODD
Oppositional Defiant Disorder - a psychiatric diagnosis of a pattern
of disobedient, hostile, and defiant behavior towards authority figures.
To be defined as such, the pattern must persist for at least six months
and must go beyond the bounds of normal childhood misbehavior.
OGL
On Grade Level
OHI
Other Health Impaired. Term used to identify persons who have a
disability that is related to a medical condition, but who does not qualify
under other categories for services such as physical impaired or learning
disabled. Many children with ADD or ADHD fall into this category.
OI
OJT
OSEP
OSERS
OT
ORF
OWLS
Panic Attack
Orthopedically Impaired
On-the-Job Training
Office of Special Education Program
Office of Special Education and Rehabilitative Services
Occupational Therapy
Oral Reading Fluency. One subtest of DIBELS.
Organized and Wired for Literacy Success is a 6 week-course designed
for new K-3 teachers, but would also be helpful to any K-3 teacher who
would like to be more effective using small group instruction and literacy
centers. The course provides background in the research to support
small group reading and writing instruction along with practical
applications for specific grade levels.
Basic part of panic disorder, experienced by nearly one out of 14 people
at least once during a lifetime. It typically begins between young
adulthood and the mid-30s. Evidenced by feelings of intense fear that
can occur “out of the blue” in places or situations that would not upset
most people.
Parents Assuring Student Success -program that teaches families
how to help their children reach Florida’s high academic standards. The
training being offered at schools is composed of eight modules
PASSport
1
Parent Attitude (The Power of Parental Influence)
2
Structuring the Home Environment
3
Study Skills
4
Homework and Learning Expediters
5
Note-taking Skills
6
Helping Children Prepare for Tests
7
Memory Enhancement / Developing Thinking Skills
8
Teaching Reading Skills
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Peer Tutoring
Students work with students in particular subjects i.e. reading.
Performance
Standards
Standards that specify how good is “good enough” and describe at least
three levels of student performance.
Pervasive
Developmental
Disorders
PEC
PETALS
PI
PIAT
A group of symptoms that involve impairments in several areas of
development. These neurocognitive and psychological impairments often
include difficulties in initiating and/or maintaining social relationships,
problems in the appropriate development of receptive and expressive
communication skills, and deficiencies in maintaining socially acceptable
behaviors, interests and activities.
Preschool Evaluation Center
Parents Exploring Teaching and Learning Styles - Give parents
opportunities to determine learning styles for themselves and their
children and strategies to use to help their child learn in their preferred
learning style while exploring different styles of learning.
Physically Impaired
Peabody Individual Achievement Test
P.L. 94-142
A law passed in 1975 requiring public schools provide a “free and
appropriate public education” to school-aged children from 3-21; and
provides funds for states and territories to plan a comprehensive service
for infants and toddlers (ages birth through 2 years) with disabilities.
Placement
Where the child is to receive his/her education and services.
PMH
Profoundly Mentally Handicapped
PMRN
Progress Monitoring Reporting Network. This is a network where
reading assessment data is entered and teachers can monitor the
progress of their class.
PMSSP
Personalized Middle School Success Plan
PNL
Power Writing
Present Level of
Educational
Performance
Prevocational Skills
Parent Notification Letter
Commercial staff development to assist teachers in preparing students for
the Florida Writing Assessment.
An evaluation and a summary statement that describes the student’s
current achievement in the areas of need.
Skills a student needs to master before he is ready to learn vocational
skills.
Formal qualitative or quantitative processes that determine the degree to
which and/or assist the program or system to meet its goals and
System Evaluation objectives.
Program and
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Progress
A method of monitoring a student’s progress that enables the IEP team
to discern whether changes need to be made in the IEP related services –
developmental, corrective, and other services required to assist an
individual with a disability to benefit from special education.
Psychosis/Psychotic
Refers to a state of mind that is characterized as being “out of touch”
with reality. Can include visual or auditory hallucinations.
Psycho stimulants
Psychotic
Stimulant medications used to treat psychiatric or mental disorders.
The state of being completely out of touch with reality.
Psychotropics
Medication or chemicals that result in changes in thinking, behavior and
emotion.
PT
Physical Therapy Section 504 – A Section of the Rehabilitation Act of
1973.
QLD
Quality Literature Day – showing and judging of students’ publications.
RC
Reading Counts – is a supplemental reading program.
Reading Buddies
Students (usually older) work with students in reading.
Re-Evaluation
An evaluation takes place after a student has already been receiving ESE
program services.
Referral
The act of telling a school or agency that a student may need special
programs. A parent, teacher, doctor, or any person who has worked with
the student can make a referral.
Related Services
Special help given to an exceptional student, in addition to classroom
teaching or instruction.
Reverse
Mainstreaming
When non-disabled children go to the special education classroom to
play and learn with children who are disabled.
Review and
Revision of IEP
An annual meeting to conduct meetings to review each eligible
individual’s IEP and revise its provisions if appropriate.
RLT
Reading Leadership Team. At every school, RLT is comprised of
administrators and teachers from various departments. It oversees
literacy development and plans at school. Includes reading assessment,
progress monitoring and professional development at school level to
carry out the K-12 Reading plan for Brevard County.
RR
Running Records – a teacher’s informal assessment to determine a
students Reading level.
Safety Plan
A clear plan of action developed by the family of a child with SED and
the case coordinator so that the family will know how to prevent
emergencies or get the help needed at any time.
SAILL
Strategies Applied In Literacy Learning - Title I Staff development
for teachers of grades 4-6 on how children learn.
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SAMHO
SAR
SBRR
Section 504
Screening
Substance Abuse Mental Health Office – is a program of the Florida
Department of Children and Families. It acts as mental health authority
in Florida that is eligible to receive federal funds.
Student Assessment Record – record in cumulative folder containing
student academic information.
Scientifically Based Reading Research
A Section of the Rehabilitation Act of 1973.
First step of process to determine child and/or family needs. Serves as a
triage function to ensure children and/or a family reaches an appropriate
level of assess to mentor intervention.
SD
Substantially Deficient (is also sometimes Staff Development)
SD
Staff Development
SECA
Southern Early Childhood Association.
SES
Supplemental Education Services
SED
School acronym indicating Severely Emotionally Disturbed. The Federal
definition (IDEA/Public Law 105-17) identifies SED as existing when a
child displays one of more of the following symptoms over an extended
period of time: 1) difficulty learning, not explained by an identified
learning disorder or other condition; 2 relationships with teachers and
other students; 3) displays inappropriate behaviors or feelings; 4)
exhibits general depression or anxiety; 5) shows physical symptoms, such
as a strong fear of school.
Sedation
Producing sleep or sleepiness.
SEDNET
SED Network – funded by the Florida Department of Education to
provide coordination between schools, children with SED and their
families, and community providers who serve them; contract manager
for THINKids.
Short-Term
Instructional
Objectives
Statement on an IEP that describes small steps a student must learn or
master before the “annual goals” set for him or her.
SGS
Small Group Strategies - is a 7-week course designed for K-2 & 3-6
teachers. This course focuses on informal and formal assessment
strategies for the first three weeks and guided reading strategies for the
last three weeks. The course includes a demonstration visit and a followup class after teachers have had the opportunity to implement these
strategies in their classrooms.
SLD
Specific Learning Disabilities
SLI
Speech Language Impaired
SLFE
Supporting Literacy-Four through Eight is an extension of DLF for
intermediate grades.
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SOC
System of Care - a comprehensive spectrum of mental health and other
necessary services which are organized into a coordinated network to
meet the multiple and changing needs of children and adolescents with
serious emotional disturbances and their families.
Spelling Inservice
This four-week course will assist teachers with spelling instruction in the
primary and intermediate classroom.
SP/LA
SRA Reading
Speech and Language Impaired/Speech Pathologist
A remedial reading program that has proved successful in use with at-risk
children. Relies heavily on short, repetitive lessons.
SRI
Scholastic Reading Inventory
SRP
Supplemental Reading Program
Staffing
Strengths-Based
SRUSS
SS
SSS
A meeting at which a group of school staff members make decisions on
eligibility for and dismissal from exceptional student education programs
or services.
Those qualities that children with SED and their families possess --such
as interests, likes, abilities and family activities which give a case
coordinator an idea how the family’s life looks when things are going
well.
School Readiness Uniform Screening System – screening for new
kindergarten students at the beginning of the year.
Social Studies
Sunshine State Standards – standards set by state that are the criteria for
FCAT.
Stimulants
A class of medications that activate the nerves that serves as messengers
and connects with multiple organs in the body.
Success-For-All
A school wide restructuring program designed to see that students begin
with success in the early grades and then maintain success through the
elementary years. Every teacher teaches reading to homogenous groups
for 90-minutes each day. Designed by Robert Slavin of John Hopkins
University.
Supplementary
Aids & Services
Services provided in order for an eligible individual to be served in the
general education classroom.
Systems Navigator (See Case Coordinator)
TALK
Teachers Analyzing Literature with Kids - is a 6-week course designed
for teachers of grades 3-6 interested in exploring the role of literature
circles in their classrooms. Teachers will learn how literature circles can
improve oral language, comprehension, and enjoyment of children’s
literature. Support and guidance will be given to teachers in order to help
them implement literature circles effectively.
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TALK 2
TANF
TA-Technical
Assistance
TALK 2 - is a follow-up course designed to support teachers who have
taken TALK in the past. TALK 2 includes two dimensions: Teachers have
the opportunity to participate in articulation meetings once a month to
support each other in the implementation of literature circles. For
additional credit, participants participate in the creation of a handbook of
literature circle management techniques and sample lessons that will be
provided to future TALK participants.
Temporary Assistance to Needy Families; economic funding to families
who meet poverty-eligibility requirements.
The act of providing consultation, training and peer networking
opportunities to help non-profit staff and boards build their
organization's capacity to deliver services effectively, manage their
resources prudently, and involve their community.
TBI
Traumatic Brain Injury
TK-1
Transitional Kindergarten/First Grade
TMH
Trainable Mentally Handicapped
TKIM
Transitional Kindergarten Inventory of Math
Transition IEP
(Individual Education Plan) The IEP used in program planning for
students in need of transition services.
Transition Services Services that help student move from school to post-school activities.
VE
Varying Exceptionalities
VI
Visually Impaired
Vocational
Evaluation
An ongoing process that identifies a student’s work-related skills,
interest, and need for training.
Waterford
A commercial computer program written specifically for prekindergarten through first grades.
WCPM
WISC-III /IV
Wraparound
WRAT
YAC
Words Correct Per Minute
Wechsler Intelligence Scale for Children, Third Edition or Fourth Edition
An individualized planning process care plan for a child and family,
building upon their strengths and natural supports. Wraparound includes
the child and family’s strengths, goals, needs, options, services and safety
plans.
Wide Range Achievement Test
Young Authors' Conference – day of celebrating students' writing with a
guest author, and sharing of their writing.
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YAP
Youth Advocate Program, Inc. – a provider agency funded by THINK to
provide therapeutic mentors and other advocacy services to teens with
SED.
Florida’s formula for effective Reading instruction.
5 areas:
Phonemic awareness
Phonics
Vocabulary
Fluency
Comprehension
5 + 3 + ¡¡ + ¡¡¡
3 assessment:
Screening
Diagnostic
Progress Monitoring
¡¡
Initial instruction
¡¡¡
Immediate intensive intervention
Wise Training Manual - http://novusites.admin.brevard.k12.fl.us/develop/newteach.html
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