Deena Beard
14 Followers
OLYMPIA, Washington, United States
About the store
I am currently a NBCT on special assignment (TOSA) working with special ed staff, preservice teachers, and general ed teachers working in MTSS/RTI schools. I help school staff collect, analyze, and interpret data and make instructional recommendations based on the data. I do a lot of instructional coaching and take data on instructional practices to help teachers quantify their skills and set goals accordingly. I was previously a reading specialist in an elementary school with a 98% free and reduced lunch population and an ELL population of over 40%.
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15-Minute Classroom Observation
The 15-Minute Classroom Observation tool is based on the extensive body of research done by Randy Sprick and John Hattie. This tool allows the observer to look at behavior management strategies along with effective instructional strategies to increase teacher effectiveness. On a single page, positive to corrective statements are tallied, engagement is measured in five-second increments over a five minute period, academic responses are counted, and evidence of learning targets, partnering, time
Not Specific
Teacher Observation forms
Do you observe beginning or seasoned teachers to provide feedback or support? Are you a pre-service teacher in classrooms trying to learn what effective teaching looks like or a current teacher looking to improve your own practice? These forms are perfect for instructional coaches, administrators, teachers, and those new to teaching to collect data and analyze the impact of teacher behavior on student learning. The three forms are designed to be used over a three-week time span to objectively
Not Specific
Behavior Management Chart for Individual Students
Select the chart that best meets the needs of your specific student. Six charts included on three pages. These charts are designed for students with challenging behaviors targeting the most common behavior disruptions: out of seat, bothering others, talking, answering at inappropriate times, and not following directions. The charts are designed to catch problem students doing the right thing. When the desired behavior is observed, mark the "yes" box. When inappropriate behavior is observed,
PreK - 4th
For All Subjects
Sight Word Assessment System for Fry's 300
Do you teach sight words, but struggle to meet the needs of the lowest performers and/or higher performers? Do you work in an RTI/MTSS school where effective data collection is necessary? This complete system provides all the reproducible materials needed to effectively assess K-3 students on sight words and ensure that students are progressing at an individualized rate. Two pages of concise directions will help you to set up this system in an organized and efficient manner. Once your Sight W
K - 3rd
Reading
Story Reading/Comprehension Questions Observation Rubric
Do you work with teachers, paraprofessionals, or pre-service teachers? Do you understand the importance of providing ALL students many opportunities to respond? If so, then providing teachers/paras feedback on their instruction is vitally important to ensuring all students are learning. When students are reading aloud in a small group or whole group setting it can be difficult to provide the teacher with useful feedback and next steps to improve instruction. This rubric and cheat sheet will
Not Specific
English Language Arts
Lesson Gains Chart
Schools using RTI and MTSS need to keep track of the progress of students. Use this chart as a daily lesson plan (for each month) and to analyze whether effective instruction is happening. Working with paraprofessionals or managing teachers in charge of small group instruction? Have them complete this chart so you can monitor progress and intervene when needed to make sure learning is maximized this year. When looking at the group results, consider student absences, pacing, and if the primary
PreK - 8th
English Language Arts
Showing 1-6 of 6 results
About the store
Experience
I am currently a NBCT on special assignment (TOSA) working with special ed staff, preservice teachers, and general ed teachers working in MTSS/RTI schools. I help school staff collect, analyze, and interpret data and make instructional recommendations based on the data. I do a lot of instructional coaching and take data on instructional practices to help teachers quantify their skills and set goals accordingly. I was previously a reading specialist in an elementary school with a 98% free and reduced lunch population and an ELL population of over 40%.
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