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<DIV><SPAN class=228593321-30012007><FONT face=Verdana color=#0000ff
size=2>Always helps if you attach the document </FONT></SPAN></DIV>
<DIV><SPAN class=228593321-30012007><FONT face=Verdana color=#0000ff
size=2></FONT></SPAN> </DIV>
<DIV><SPAN class=228593321-30012007><FONT face=Verdana color=#0000ff size=2>Hi
Karisha </FONT></SPAN></DIV>
<DIV><SPAN class=228593321-30012007><FONT face=Verdana color=#0000ff size=2>here
is one example taken from a resource we wrote for the New
Zealand vocational teachers who wanted to integrate literacy skill
development into their trade course </FONT></SPAN></DIV>
<DIV><SPAN class=228593321-30012007>
<DIV><SPAN class=228593321-30012007><FONT face=Verdana color=#0000ff size=2>I
have copied the ILP into a Word document and enclose the url for the full
PDF</FONT></SPAN></DIV>
<DIV><SPAN class=228593321-30012007></SPAN></SPAN><SPAN
class=228593321-30012007><FONT face=Verdana color=#0000ff size=2> I realise
we called it a literacy goal achievement plan to distinguish it from the ILP
that vocational teachers would use anyway </FONT></SPAN></DIV></DIV>
<DIV><SPAN class=228593321-30012007><FONT face=Verdana color=#0000ff size=2>In
NZ teachers are called tutors - volunteer tuors are called volunteers - I
realise this is different from the US</FONT></SPAN></DIV>
<DIV><SPAN class=228593321-30012007><FONT face=Verdana color=#0000ff size=2><A
href="http://www.workbase.org.nz/Document.aspx?Doc=Settingliteracygoals&recordingprogress.pdf">http://www.workbase.org.nz/Document.aspx?Doc=Settingliteracygoals&recordingprogress.pdf</A></FONT></SPAN></DIV>
<DIV><SPAN class=228593321-30012007><FONT face=Verdana color=#0000ff
size=2></FONT></SPAN> </DIV>
<DIV><SPAN class=228593321-30012007><FONT face=Verdana color=#0000ff
size=2>regards Susan Reid </FONT></SPAN></DIV>
<DIV><SPAN class=228593321-30012007>
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<HR tabIndex=-1>
<FONT face=Tahoma size=2><B>From:</B> assessment-bounces@nifl.gov
[mailto:assessment-bounces@nifl.gov] <B>On Behalf Of </B>karisa
tashjian<BR><B>Sent:</B> Tuesday, 30 January 2007 2:44 p.m.<BR><B>To:</B> The
Assessment Discussion List<BR><B>Subject:</B> [Assessment 615] Re: Systematic
formative ways to record whatstudents learn and share this
information<BR></FONT><BR></DIV>
<DIV></DIV>
<DIV>I'm very interested in seeing the format of individual learning
plans. Would anyone be willing to share?</DIV>
<DIV> </DIV>
<DIV>Thank you,</DIV>
<DIV>Karisa Tashjian</DIV>
<DIV>Literacy Program Coordinator</DIV>
<DIV>Rhode Island Family Literacy Initiative<BR><BR><B><I>Virginia Tardaewether
<tarv@chemeketa.edu></I></B> wrote:</DIV>
<BLOCKQUOTE class=replbq
style="PADDING-LEFT: 5px; MARGIN-LEFT: 5px; BORDER-LEFT: #1010ff 2px solid">Well
generally, students know their ethnic origins, gender and age so we<BR>don't
talk about that much :)<BR>Pre and post test scores are talked about in small
and large groups so<BR>that all students understand the system of progress.
Each student is<BR>given their own personal scores and an individual learning
plan that is<BR>developed with staff and the student. This plan changes
through time,<BR>but it helps tracks goal accomplishments and testing scores.
Students<BR>also work on resumes, complete job searches, complete FAFSA forms
and<BR>attend job interviews while enrolled.<BR>Va<BR><BR>-----Original
Message-----<BR>From: assessment-bounces@nifl.gov
[mailto:assessment-bounces@nifl.gov]<BR>On Behalf Of David Rosen<BR>Sent:
Monday, January 29, 2007 9:52 AM<BR>To: The Assessment Discussion
List<BR>Subject: [Assessment 612] Re: Systematic formative ways to
record<BR>whatstudents learn and share this information<BR><BR>Susan and
Virginia,<BR><BR>You appear to have sophisticated systems for recording and
keeping <BR>track of student progress. I wonder if you could tell us more
about <BR>how teachers share the information with students, and how students
<BR>get involved with using the data to make decisions about their
learning.<BR><BR>I would like to hear from others who think they have good
systems <BR>(not necessarily computerized) for tracking and sharing
information <BR>for student decision making about their learning.<BR><BR>David
J. Rosen<BR>djrosen@comcast.net<BR><BR><BR>On Jan 29, 2007, at 12:09 PM,
Virginia Tardaewether wrote:<BR><BR>> Susan<BR>> We have a computer site
where students can access assignments and use<BR>> the email. All students
get an email account when they register so <BR>> that<BR>> simplifies
the matter. As the instructor, I have access to their <BR>> email<BR>>
account from the registration records.<BR>><BR>> The most useful tool
we've developed is a daily tracking sheet <BR>> where we<BR>> track: OPT
scores, CASAS pre and post scores, Agency data, and GED <BR>> tests<BR>>
completed.<BR>><BR>> For our GED OPTIONS students, we have a weekly
attendance sheet,<BR>> progress, and track information needed by the school
district for<BR>> completion of their end of year report: age, ethnic info,
completion<BR>> dates, enrollment dates, and gender. We complete this
progress report<BR>> in Excel so the hours cumulate and so that we can send
it <BR>> electronically<BR>> to the school district.<BR>><BR>>
-----Original Message-----<BR>> From: assessment-bounces@nifl.gov
[mailto:assessment-bounces@nifl.gov]<BR>> On Behalf Of David Rosen<BR>>
Sent: Saturday, January 27, 2007 5:49 AM<BR>> To: The Assessment Discussion
List<BR>> Subject: [Assessment 606] Systematic formative ways to record
what<BR>> studentslearn and share this information<BR>><BR>> Susan
Reid, and others who use formative assessment,<BR>><BR>> I am interested
in learning more about teachers' systems for keeping<BR>> track of what
students are learning and sharing this information with<BR>> them. What
paper-and-pencil strategies do you use? What computer-<BR>> managed or
computer-aided strategies? Do you record information<BR>> during the class,
after the class, keep it all in your head? Does<BR>> anyone share formative
assessment information with students by<BR>> regular one-on-one
conferencing, by e-mailing them, in other ways?<BR>><BR>><BR>> David
J. Rosen<BR>> djrosen@comcast.net<BR>><BR>><BR>><BR>>
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