VT Information Technology GLE Documents
Submitted by Anonymous on Mon, 01/22/2007 - 11:51.
Field Tested:
Yes
Description:
I have a meeting today with some people from my Supervisory Union (related to tech assessment) and in preparing I reformatted the Tech GCE Instruction Guide. The copy attached is k-12 but I wanted it by each grade k,1,2,3.... and without the extraneous 'none' info. The result is much cleaner and shorter (I think more digestible for teachers.)
The 2nd document is a spreadsheet that shows in which grades a concept needs to be introduced, practiced, or assessed.
| Attachment | Size |
|---|---|
| GCEmatrix.xls | 40.5 KB |
| GCEteark12.doc | 146 KB |
Nice resource
The GCE matrix Excel file is a nice representation of the TECH GCE's.
Have you done any alignment with the performance tasks created by the state?
This seems like a nice next step.
http://education.vermont.gov/new/pdfdoc/pgm_edtech/performance_tasks.pdf
kinda
Jon_B:
In the beginning of all this, when I first saw the Performance Tasks, I thought well what else would a teacher need. We had a committee that was related to integration and we discussed the PT and introduced them to the faculty. Result was a resounding, deafening silence. A few teachers looked them over and asked me some questions, and indicated an interest.
My hope is with the Instructional Guide, some more assistance to teachers on my part (not something I could do before) and some encouragement from the administration that things will go better this time.
From my meeting (which got me working on this again in the first place) I learned we have a grant overview coming up and as part of that we need a plan in place to asses tGE starting next fall really.
I think my best bet is to use the modified IG, b/c I really think the streamlined format will enable the teachers to see things in realistic size/format/chunk.
Once everyone has their grade level IG and the below/current/above grade level matrix, I think I will get allot more adoption this time, and my focus will become the middle grades (where most of the rubber is hitting the road), with teachers who need help/assistance/encouragement/etc, and with concepts we are FAR behind on (databases and probes).
In the end, I don’t want to tell the teacher HOW to assess, I want them to know what they should be introducing, practicing, and assessing and let them develop the assessments.
Now where to keep all those assesments ... our SIS has the ability to do that ($$$), but I think we might get stuck with a file cabinet and pen and paper for simplicity and low $.