progress monitoring tools for the fl...
TRANSCRIPT
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Progress Monitoring
Tools for the FL
FrameworksEve Ferguson
Sharon Huff Lenhardt, M.A. Ed.
Deirdre Kelly, M.Ed., NBCT
Kathy Krempasky, M.S.Ed.
Terri Pope-Hellmund, M.S.Ed.
Hope Spurlock
We’d like to hear from you during our presentation!
Please text MISSKELLYOCPS to 1-747-444-3548 to join our online poll!
You can also follow our session on Twitter: #trackinGTgoals
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We’d like to hear from you
during our presentation!
Text MISSKELLYOCPS to 1-747-444-3548
and then you’re all set to join our online poll via text!
(Or you can go to pollev.com/misskellyocps)
You can also follow our session on Twitter:
#trackinGTgoals or @misskellyocps
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got questions?
http://padlet.com/misskellyocps/flag2
Go to our padlet page to add your questions to the board!
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Common Ground
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Regardless of our model of service,
population, level of experience, or even
our administration, we have as our
Common Ground, the need to bring
together several critical elements...
the abilities and needs of
Gifted Learners,
The Frameworks for
K-12 Gifted Learners,
and the realities of
the Gifted Classroom.
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Solutions?
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A Tool
Solutions?
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A student-
friendly
collection of
tools for
Progress
Monitoring
Gifted Goals
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It’s a tool
for
monitoring
progress of
Gifted
Learners
on EP
goals.
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A tool for
monitoring
progress of
Gifted
Learners
on EP
goals.
A set of
Table Mats
for students
to use
during class.
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It’s a tool
for
monitoring
progress of
Gifted
Learners
on EP
goals.
A set of
documents to
use during
lesson
planning.
A set of
Table Mats
for students
to use
during class.
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Primary Tools
Progress
Monitoring
Page
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Primary Tools
Progress
Monitoring
Page
Table
Mat
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Primary Tools Intermediate Tools
Progress
Monitoring Page
for each
Framework Topic
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Primary Tools Intermediate Tools
Progress
Monitoring Page
for each
Framework Topic
Table Mat for
each Topic
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So - what can I use it for?
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“Where on the Research Table Mat is the
activity we are working on right now?”
“Now that you’ve completed the activity,
where are YOU on the Research Table Mat?
On what task were you confident and successful?”
Student Self-Identification of Ability & Progress
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In a Cluster Classroom
At the end of
each semester,
students can use
the Progress
Monitoring pages
to identify their
progress and find
evidence for their
mastery.
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In a Resource Room
After a Problem Solving
activity, Susan identified
where she is on the Table
Mat for “I am an information
user”.
It took a few attempts to
find her ‘just right’ step.
She chose to start at the top
and work her way down to
work that she accomplished
on that particular day.
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Documenting Progress During Conferences
Parents and administrators join
conferences to hear students
explain their progress!
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Working with Administration
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What does using the Progress
Monitoring Page look like?
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The student
is directed to
place
~ dots
~ checkmarks
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Draw a line
across from
the highest
checkmark
you have –
with a
majority of
checkmarks
underneath.
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Each
semester, the
progress line
gets higher
and higher!
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Using a
different color
for each year
helps!
Green – 3rd
Yellow – 4th
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Green – 3rd
Yellow – 4th
Blue – 5th
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During your
student –
teacher
conference,
add your
initials to your
students’ self
evaluation.
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Choose Your Own Adventure!
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Choose Your Own Adventure!
Meet with a
primary
learner.
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Choose Your Own Adventure!
Meet with a
primary
learner.
Meet with a 3rd
grader from a
resource room.
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Choose Your Own Adventure!
Meet with a
primary
learner.
Meet with a 3rd
grader from a
resource room.
Meet with a
5th grader
from a cluster
classroom.
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Choose Your Own Adventure!
Meet with a
primary
learner.
Meet with a 3rd
grader from a
resource room.
Meet with a
5th grader
from a cluster
classroom.
Meet with an
adult (parent,
teacher, admin.)
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How might you implement this tool in a classroom to benefit
your selected student/parent?
Your group has a bound copy of the Progress Monitoring Tool.
What might it look like in your room?
What might it sound like?
What might it promote?
What might be enhanced through its use?
What challenges might be present?
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Can I use it for anything else?
EP Meetings
Consultation Status
Lesson Planning
Common Board
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A Few Nuts & Bolts
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Where did the
“I Can” statements come from?
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The Flow
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Fidelity to the Frameworks
Easy Wickets
~ The Frameworks provide all FL
Gifted teachers with a common
language and common expectation
set.
~ Students need a way to access
the language of the Frameworks.
Sticky Wickets
~ In creating this tool for elementary
Gifted classrooms, we focused mostly on
the Know and Understand levels of the
Gifted Frameworks. We generally didn’t
go to the Accomplish level.
~ While working on the Primary Progress
Monitoring Tool, from time to time we
found that there were foundational
skills/objectives that were needed in
order to enter The Frameworks.
~ The Frameworks are FRAMEWORKS, not
standards.
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This is a classroom tool, not an identification
tool!
Critical elements for crafting an EP are:
- The student’s strengths and needs
- The Frameworks
Going straight from this tool to an EP is not
recommended.
The Stickiest Wicket:
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How might this help us make
connections from the Florida State
Standards to the Framework?
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LAFS.4.RI.3.9
Integrate information from two texts on
the same topic in order to write or speak
about the subject knowledgeably.
A Florida Standard
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G.K12.3.2.1a
Identify and locate information available in a multitude
of places, (including newspapers, magazine, catalogs,
internet directories, time schedules, and media).
Objective 2:
The student will use and manipulate information sources.
The Frameworks
Program Goal 3:
Research
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LAFS.4.W.2.4 :
Produce clear and coherent writing in which the
development and organization are appropriate
to task, purpose, and audience.
SC.4.L.17.4 :
Recognize ways plants and animals, including
humans, can impact the environment.
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From the FrameworksProgram Goal 4: Problem Solving
Objective 1: The student will identify and investigate a problem and
generate supportive arguments from multiple perspectives of a
complex issue.
G.K12.4.1.4b-c: Solution Finding
Understand Level:
Establish and apply criteria for evaluation of solutions.
Perform Level:
Create original solutions and products based on evaluated criteria;
analyze possible consequences and impacts; test conclusions to
improve ideas.
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ADD HIGHLIGHTED IMAGE HERE
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Program Goal 5: Leadership
Objective 3: The student will manifest significant leadership skills and organize
group(s) to achieve project goals.
G.K12.5.3.2a-c: Communication
Know Level:
Convey information, concepts, and ideas using appropriate and advanced
techniques.
Understand Level:
Show an awareness of the experiences, needs, and concerns of others in the
communication process.
Perform Level:
Solidify group cohesion toward an assigned task using both verbal and non-
verbal skills.
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ADD HIGHLIGHTED IMAGE HERE
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Any Questions?
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http://padlet.com/misskellyocps/flag2
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A Quick Tip… about how to “eat” this:
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A Quick Tip… about how to “eat” this:
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Door Prizes!
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Our Next Steps
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On days when we feel super-capable and time is our
friend, we get thinky about what we might do next
with this tool we’ve created.
Present at NAGC next year?
Create a database out of the Master Lists?
Create a digital version?