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Norms

Norms. Goals. Pa r t i cip a nts wi l l b e exposed to the Grad e Spe e d Report i ng Syste m to becom e fam i li a r with some aspect s of inpu t t i ng grade s .

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Norms

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  1. Norms

  2. Goals • Participants will be exposedto theGradeSpeedReporting Systemto becomefamiliar with someaspects ofinputting grades. • Participants will also be informed on different types of reporting systems available to assist with grades : assessments, observations, and anecdotal records.

  3. Whatis GradeSpeed • GradeSpeedis anelectronic • gradebook. • GradeSpeedhasmanypositiveelementsthatwill makeyourjobeasierandmoreefficient. • Someofthefeaturesare: • •StudentInformation • •Attendance • •Grades • •SeatingCharts

  4. HowdoI login? • Goto thehomepageonthe • portal • Click Employees

  5. Ifloggingin at school–use • GradeSpeedlog-in • Ifloggingin fromhome –Remote • GradeSpeedlog-in SchoolAccess HomeAccess

  6. Click Teacher • TypeyourUser Nameand Password • Thisisthesame informationthat youuseto retrieve youremail.

  7. Thisisyour homepageforgrading. • Click- Student List

  8. Hereyou can sortyourstudentsby • IDnumber,last name,or firstname. • Click Grades

  9. Fromthe“View” drop-downmenu, choose–ReportCard Entries

  10. Thisiswhereyou willinput your • grades.

  11. UseC1, C2,C3, as observations. C4 (thelastcellcolumn) willbe your report cardentry. • You must fillinC1, • C2,C3, andC4.

  12. ReportCardSpreadSheet

  13. Wheredomy grades come from? • Anecdotal Notes • Observations (Whole Group, Small Group & Workstations) • Assessments (BOY, MOY, EOY)

  14. WhydoI needto assess/observe? • Processoffindingout what childrencando, what theyknow, andwhat theyareinterestedin. • Assessmentis important because oncea teacherhasgained information,appropriateactivities andexperiencescan be provided to helpthechildrencontinueto growin all areasofdevelopment.

  15. Different typesObservations • AnecdotalRecordsare: • awrittenrecord ornoteofwhata childsaysordoeswithinthecontext ofclassroomactivities androutines. • usedtocollect informationaboutachild’sdevelopmentand learning. • anexampleofauthenticassessment.

  16. NoteCard/Post-it Observations

  17. Post-it/LabelNotes

  18. Different typesObservations • Small Group: • is an opportunity for teachers to spend focused instructional time with small groups of students that need additional support on a specific skill. • allow teachers to create flexible groups based on children’s needs and similar skill levels.

  19. SmallGroup/Workstation Observation Canbe foundon the blog http://hisdearlychildhood.wordpress.com

  20. SmallGroup/Workstation Observation • Canbe found onthe blog.

  21. Now that I’ve observed, what do I do? • Portfolio entries should: • Be a record of a child’s ongoing development over time. • Give you information to help you design instruction. • Provide a method of communication.

  22. Typesof Portfolios • ProcessPortfolio • Growthovertime • ProductPortfolio • Mastery

  23. PortfolioEntries • Work Samples • Observations • AssessmentInformation • Checklistor Inventory • Pictures

  24. How do observations benefit me?

  25. Let’s take a step back and discuss small grouping. • Why Small Grouping? • student needs • student levels • more effective

  26. Forming Small Groups Using Data A B C D

  27. Flexible Grouping Group B Group A 26 13 8 23 7 23 6 23 5 21 Lower Case Letters 17 Group D Group C 3 0 2 1 2 0 2 0 2 0 2

  28. Let’s Plan A Small Group Activity

  29. Guess Who Needs To Take a Break!

  30. Let’s Create a Small Group Binder • Binder Contents • 1. Assessment Data • 2. Small Groups • 3. Small Group Lesson Plans • 4. Progress Monitoring Data

  31. 1. Assessment Data

  32. 2. Small Groups

  33. 3. Small Group Lessons

  34. 4. Progress Monitoring

  35. Let’s Create That Binder!

  36. Ask Me Anything!!!!

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