Notes: September 5, 2002

East San Jose

Resources shared with the group:

Coil, C., & Merritt, D. (2001). Solving the assessment puzzle. Marion, IL: Pieces of Learning. (from Sue)
Fiderer, A. (1990). 40 rubrics & checklists to assess reading and writing. NY: Scholastic. (from Sue)
Kingore, B. (1999). Assessment: Time-saving procedures for busy teachers (2nd ed.).Austin, TX: (from Sue)
Burke, K. (1999). How to assess authentic learning. Arlington Heights, IL: Merrill.
Ryan, C. D. (1994). Professional’s guide to authentic assessment. Westminster, CA: Teacher Created Materials.

Julia will bring a multiple intelligences book soon.

Silvia will ask if we can get into the lab for next week.

We decided to reorganize the order of content areas that we want to:
1. Behavior
2. Literacy
3. Math

Tentative Class Schedule
9-5:  Behavior - classroom rubric
9-12:  Review behavior rubric. Develop graphing
9-19:  Concepts about Print & DRA - Kristin
9-26:  Start working on Four Blocks
10-3:  brainstorm classroom-based assessment for guided reading: Rachel and Lupe (bring graphic organizers)
10-17:  continue to brainstorm classroom-based assessment
10-24:  ways to assess writing - rubrics (Julia)
10-31:  independent work on rubrics - no class meeting tonight
11-7:  sharing rubrics for writing - Julia
11-14:  to be determined
11-21:  to be determined
12-5:  to be determined
 
 Class Behavior Rubric

We did it! (4 points):
· We chose to actively participate in classroom activities.
· We chose to follow classroom and school rules.
· We chose to treat each other with respect and kindness.

Getting Closer (3 points):
· We chose to actively participate most of the time.
· We chose to follow classroom and school rules most of the time.
· We chose to treat each other with respect and kindness most of the time.

Moving Up (2 points):
· We chose to participate in classroom activities only when we were reminded many times.
· We chose to follow classroom and school rules only when we were reminded many times.
· We chose to treat each other with respect and kindness only when we were reminded many times.

Oops, try again! (1 point):
· We chose not to participate in classroom activities, even when we were reminded many times.
· We chose not to follow the rules, even when we were reminded many times.
· We chose not to treat each other with respect and kindness, even when we were reminded many times.
 
 

return to top