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21st Century Skills
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The broad categories of 21st Century Skills include:
- Critical thinking
- Communication
- Collaboration
- Creative problem-solving
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Accommodations
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An
accommodation allows a student to complete the same assignment or test as other students, but with a change in the timing, formatting, setting, scheduling, response and/or presentation. This accommodation does not alter in any significant way what the test or assignment measures. Examples of accommodations include a student who is blind taking a Braille version of a test or a student taking a test alone in a quiet room (Ideas That Work)
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Cognitively Challenging Experiences
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Cognitively challenging experiences are lessons that take students from their current skill level and create opportunities to make substantial growth on that skill. Substantial growth is not necessarily a percentage, but is based on the teacher candidate’s knowledge of students and their pace of learning demonstrated.
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Critical Aspects of
School Population
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Critical aspects of school population are not
all the aspects of a school population. Critical aspects are those factors that have the greatest impact on the learning of students. Critical aspects noted in the Contextual Factors section should be addressed
in some way throughout the unit. Critical aspects may include school demographics, cultural and/or linguistic characteristics of learners, economic considerations, community factors in addition to other factors that may be program-specific.
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Critical Learner Factors
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Critical learner factors can include (but not limited to) language difference, learning difference, documented accommodation needs, IEP supports. Critical learner factors guide the materials used, the evidence-based practices selected in instruction, modifications, accommodations, and other key decisions made during the unit.
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Data-driven Instruction
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Data-driven Instruction demonstrates the ability to collect, analyze, and use data from multiple sources - including research, student work and other school-based and classroom-based sources -to inform instructional and professional practice. Assessment choice to collect data reflect the core principles, concepts, and purposes intended to monitor student progress. Proficiency in using assessment data to evaluate and modify instructional practice is evident.
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Evidence-Based Practices
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Evidence-based interventions are practices or programs that have evidence to show that they are effective at producing results and improving outcomes when implemented. The kind of evidence described in Every Student Succeeds Act (2015) has generally been produced through formal studies and research. Under ESSA, there are four tiers, or levels, of evidence:
Tier 1 – Strong Evidence: supported by one or more well-designed and well-implemented randomized control experimental studies.
Tier 2 – Moderate Evidence: supported by one or more well-designed and well-implemented quasi-experimental studies.
Tier 3 – Promising Evidence: supported by one or more well-designed and well-implemented correlational studies (with statistical controls for selection bias).
Tier 4 – Demonstrates a Rationale: practices that have a well-defined logic model or theory of action, are supported by research, and have some effort underway by a State Education Agencies (SEA), Local Education Agencies (LEA), or outside research organization to determine their effectiveness
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Instructional materials
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Instructional materials are the content or information conveyed within a course. These include the lectures, readings, textbooks, multimedia/technology components, and other resources in a course.
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Key Course level assessments
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The assessment associated with a course (signature assignment) that addresses major outcomes and the data and evaluation with feedback attached. This work is stored in Chalk and Wire.
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Lesson-Specific Student Learning Objectives (L-SLO)
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Lesson Specific Student Learning Objectives (L-SLOs) reflect the expectations for student learning upon completion of one lesson.
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Modifications
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A
modification is an adjustment to an assignment or a test that changes the standard or what the test or assignment is supposed to measure. Examples of possible modifications include a student completing work on
part of a standard or a student completing an alternate assignment that is more easily achievable than the standard assignment. (Ideas That Work)
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Progress Indicators
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Metrics (increased assessment scores, tone of comments, retention/completion rates) to evaluate the impact of changes
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Series of Lessons
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The number of lessons used within a unit is a minimum of three lessons, and some programs may require a greater number. Contact your program for further guidance on the number of lessons required for a specific program.
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Student Learning Standards
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Standards at the school level that frame the expectations for student achievement. Examples include the Common Core, Next Generation Science Standards, etc. These standards frame standards driven instruction for our completer. These are also known as
practice standards.
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Technology
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Defined in its simplest form, technology is all the ways that we change the world to meet people’s needs and desires. Technology can assist teachers
http://www.iste.org/standards/for-educators and students
http://www.iste.org/standards/for-students
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Unit Assessments
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Teacher Candidate Work Sample (TCWS), Teacher Candidate Mini Work Sample (TCMWS), Rhode Island Innovations Consortium Educator Evaluation (RI-ICEE, Classroom Observation, Student Teaching) RI-ICEE-PR (Classroom Observation, Practicum), Dispositions evaluations, Student Teaching (ST) exit surveys, ST Program evaluations, College Supervisor exit survey, Cooperating Teacher exit survey.
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Unit-Based Student Learning Objectives
(U-SLO)
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Unit-Based Student Learning Objectives (U-SLOs) represent the overall expectations of student learning for the unit. U-SLOs should reflect student learning supported by the unit’s combined lessons.
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