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ITL606 v1

Week 4 Micro Competencies Resources

MC 16

The Woodcock Johnson academic assessment evaluates your student in specific academic areas within reading and math. The results pinpoint skill gaps and academic strengths that shape your program. Testing includes sight words, reading fluency, comprehension, vocabulary, phonics, spelling, math calculation skills, math fluency, word problems, and math reasoning.

Whether you’re teaching in-person, remotely, or a blend of both, use the most comprehensive K–12 interim and formative assessment suite available—universal screening, progress monitoring, and goal-setting data to move every student forward.

The Stanford-Binet test is an examination meant to gauge intelligence through five factors of cognitive ability. These five factors include fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing and working memory.

The English Language Proficiency Assessments for California (ELPAC) is the required state test for English language proficiency (ELP) that must be given to students whose primary language is a language other than English.

MC 17

Section 504 is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive Federal financial assistance from the U.S. Department of Education (ED). Section 504 provides: "No otherwise qualified individual with a disability in the United States . . . shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance . . . ."

A 504 plan is a blueprint for how the school will support a student with a disability and remove barriers to learning. The goal is to give the student equal access at school.

The 504 plan refers to Section 504 of the Rehabilitation Act and the Americans With Disabilities Act. This specifies that no one with a disability can be excluded from participating in federally funded programs or activities, including elementary, secondary, or post-secondary schooling.

MC 18

Your students can improve their work by recognizing the strengths and weaknesses in the work of others.

Use protocols to establish a professional learning culture of reflection and improvement.

Analyzing student work gives educators information about students’ understanding of concepts and skills and can help them make instructional decisions. This process depends on a culture in which educators are collaborative and focused on reflective practice.

MC 19

This video provides an example of how to separate student behavior from academic progress when reporting standards based assessment.

Education experts Robert J. Marzano, PhD and Tammy Heflebower explain the research, theory and practice of their widely adopted methodology based on the assumption that to design instruction that advances all their students’ achievement, teachers must be able to design assessments that fully illuminate what their students are learning.

Standards-Based Assessment (SBA) is a method of evaluating student skill mastery. SBA is intended to help students, families, and teachers understand accurately how students are doing as they work on developing their skills. It is not an assignment-based or productivity-mindset way of understanding what children can do.

MC 20

Students are more likely to become engaged in learning within classrooms that foster the ABC's of student motivation: Autonomy, Belonging, and Competence (Deci & Flaste, 1995).

MC 21

The Social Justice Standards are a road map for anti-bias education at every stage of K–12 instruction. Comprised of anchor standards and age-appropriate learning outcomes, the Standards provide a common language and organizational structure educators can use to guide curriculum development and make schools more just and equitable.

Unlike conventional or scripted lesson plans, these strategies allow you to select and combine vocabulary, reading, and speaking and listening activities, customizing a pathway that supports your instructional goals. Each is Common Core-aligned and includes a note about English language learners and anti-bias education.

MC 22

Equitable family engagement focuses on meaningful engagement activities and systems between schools and families that do not characterize or treat specific parent groups as deficient in their level of engagement or approach to education (Day, 2013).

Researchers have partnered with schools, families and community organizations in the Road Map Project region of South Seattle and South King County to develop pathways and tools that will foster authentic parent and family engagement.

Parents and other adult caregivers are important resources and allies for educators as they help students navigate through the schooling process and reinforce classroom lessons and good study habits at home. The National Parent Teacher Association gives five reasons to renew the push to engage parents before, during and after "Bring Your Family to School Week".

Required Articles for Discussion


Read the following required articles to complete the Week 4 Discussion.