SBS:Instructional Leader Support

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Contents

Data Walls

Data Teams

Materials Shared by Roger Vadeen

Art and Science of Teaching - D50 Instructional Model Development

CSAP Released Items and Item Analysis

CSAP/TCAP Rubrics

3-Year Item Analysis Documents

These documents can be used to find highly assessed CSAP Benchmarks for use in building scaffolded units for students behind grade level. The documents are organized by elementary, middle and high school grade levels.

CSAP Released Items

2010 CSAP Released Items

The state released new CSAP items from the last several years in reading and writing. The last time the state released any CSAP items was in 2004. The items clearly show how points are awarded for each anchor response and this is very useful information for all teachers and learners to know. It will help set academic expectations as well as helping learners acquire solid test-taking strategies. When these items are used in conjunction with the Learning Targets and assessment frameworks teachers have a powerful guide for providing appropriate instruction.

CAUTION: It’s important to remind all teachers that teaching test-taking strategies is not something that just happens right before the test…the strategies should be taught all year long and be embedded as part of the learning process in relation to the Learning Targets and CSAP assessment frameworks (which are aligned). Teaching embedded test-taking strategies as part of the learning process all year long should not be viewed as in competition with SBS, far from it, when done properly it will aid students in knowing what is expected of them in relation to their typical academic peers and provide information for individual goal setting. Please remember that assessment is not separate from instruction, it is an integral part of it as shown in the Teaching Learning Cycle.

Good test-taking strategies include teaching learners about the:

  • format of tests and assessments;
  • differences between the various types of questions;
  • key terms that are used;
  • testing vocabulary;
  • estimated time needed to answer the question well, etc.

WEBSITE: The newly released items can be found at CDE: http://www.cde.state.co.us/cdeassess/released_items.html

SBS Forms and Resources

  • Shaw Heights Level Change Request form This is the form Shaw Heights Middle School has developed for teachers to submit to the office when a student has completed a Performance Level. This form initiates a schedule change in Infinite Campus and the overall Level marked with a 3.0, 3.5 or 4.0 in Educate.

Title II-D Personnel Technological Proficiency

CDE Title II-D Personnel Technological Proficiency page

The U.S. Department of Education is requiring each state to report the unduplicated headcount of school personnel assessed against the standards-based performance profiles of technology user skills as defined by the state.

CDE along with stakeholders from school districts across the state determined that the National Educational Technology Standards for Teachers identified skills that are needed to become technologically proficient.

CDE will take the resources provided by the International Society for Technology in Education and create a self assessment that will be free and accessible to every school district in Colorado. This self assessment is currently in development and will be available upon completion.

The Adams 50 ETIL committee has recommended the use of the state self assessment survey to determine Personnel Technology Proficiency for the 2010-2011 school year. A link will be sent to schools immediately upon its release. Over the next three years the committee will review external tools and resources that provide a true performance based assessment. A staff members proficiency status is in place for three years after which time he or she must demonstrate continued compliance.

Personnel Technological Proficiency Self Assessment Survey

In compliance with federal regulations, the Colorado Department of Education developed a self-assessment survey to assess the technological proficiency of teachers, administrators, and librarians/media specialists. The survey questions were created based on the ISTE NETS for Teachers Rubric and NETS for Administrators. The questions are final and available for use to determine proficiency of personnel as defined by the US Department of Education.

Note: CDE is in the process of developing the online self assessment survey which will be coordinated with the HR/SPED December collections. The online survey should be available in the fall of 2010.

Survey Questions:

USDE’s definition of personnel:

All teachers = Full-time professional school staff members who provide instruction to students and maintain daily student attendance records.

Librarians/Media Specialists = Professional staff members and supervisors assigned specific duties and school time for professional library and medial service activities including selecting, acquiring, preparing, cataloging, and circulating books and other printed materials; planning the use of library and medial services by students, teachers and other members of the instructional staff; and guiding individuals in their use of media services and library materials.

School administrators = Staff members whose activities are concerned with directing and managing the operation of a particular school including principals, assistant principals, and other assistants; and persons who supervise school operations, assign duties to staff members, supervise and maintain records of the school, and coordinate school instructional activities with those of the LEA, including department chairpersons.

Professional Learning Communities

Educational Research

Effective Schools

Instruction Strategies

Formative Assessment

Standards Based Education

21st Century Skills

Response to Intervention - RtI

  • Colorado Department of Education RtI resources Response to Intervention is a framework that promotes a well-integrated system connecting general, compensatory, gifted, and special education in providing high quality, standards-based instruction and intervention that is matched to students' academic, social-emotional, and behavioral needs.