Introduction p. 3

List of Materials 4

Lessons 1-2-3: Modeling the ODE Template

Lesson 1: Internet Resources for Teachers 5

Attachments For Lesson 1 16

Lesson 2: Working With Standards 21

Attachments for Lesson 2 30

Lesson 3: Introduction to the ODE Template 31

Attachments for Lesson 3 36

Lessons 4-5: Teaching the ODE Template

Lesson 4: Let’s React and Revise 41

Attachments for Lesson 4 48

Lesson 5: Student Evidence 49

Attachment for Lesson 5 54
Introduction

This series of lessons is the result of the partnership between teachers, districts, universities and Ohio Department of Education and on-line electronic resources. We chose to create five lesson plans using the Ohio Department of Education Lesson Plan Template to educate teachers as learners.

We chose this option because we feel that by teaching teachers, more children will benefit: Teach 30 students, reach 30 students, but teach 30 teachers, reach 900 students.

We have modeled the lesson plan template in the first three lessons and then used the template to help teachers to create their own lesson in the last two lessons. We feel that the teachers will understand the reasons for the curriculum standards and feel more confident in using them.

Collaboration and teamwork is essential in education, especially when it involves technology and cross-curricular design PK-12. No one teacher can do it all alone. Calling on each other’s expertise, helps to educate each other and the students benefit.

List of Materials for the Unit:

Preparation:

· CD-RW with the instructor lessons and handouts already burned on it.

· Post-it notes-3” square, 2 pkg/participant

· Computer lab with internet connection and teacher station with projection unit.

Lessons:

· Technology Standards and Library Media Standards

· Hard copy of Unit/learner

· Content area Standards K-12

· A share folder on the network to accumulate finished lessons

1. containing grade bands folders

2. containing subject folders

Suggested Location: North Royalton Middle School Computer Lab 1003. It has newer computers and the computers have burners.

Ohio Standards Connections:

Collaborative Teaching With Standards

No Teacher Left Behind

Lesson 1: Internet Resources for Teachers

Ohio Standards Connection

Technology

Technology and Information Literacy Standard

Students engage in information literacy strategies; use the Internet, technology tools and resources; and apply information management skills to answer questions and expand knowledge.

Students become information literate learners by utilizing a research process model. They recognize the need for information and define the problem, need, or task. Students understand the structure of information systems and apply these concepts in acquiring and managing information. Using technology tools a variety of resources are identified, accessed, and evaluated. Relevant information is selected, analyzed and synthesized to generate a finished product. Students evaluate their information process and product.

Benchmarks

Benchmark A: Students will process, organize and maintain data and generate new data, information and knowledge.

Indicators:

· Seek and evaluate information to answer both personal and curricular needs.

· Describe how information differs from knowledge, e.g.

Benchmark B: Students will define tasks, identify strategies to find information, and evaluate the effectiveness of their solutions.

Indicators:

Develop effective search strategies for defined information needs for both school projects and personal needs.
Modify a search through the use of different keywords and other techniques specific to a database or search engine.

· Identify and evaluate relevant information and select pertinent information found in each source

Library Media

Information Literacy Guideline

Effective school library media programs provide information literacy skills instruction.

Information literacy is the ability to locate, process, evaluate, and utilize information. School library media programs provide information resources in a variety of formats and readability levels. The school library media specialist teaches students how to access, use, and evaluate information resources efficiently and ethically based on academic or personal need. This instruction should be correlated to specific academic content standards and taught as an integrated process.

Benchmarks

Benchmark A: Students utilize libraries for academic achievement and life-long learning. (Library Awareness and Lifelong Learning)

Indicators:

Access the library facility in person and remotely when needed.
Seek advice and input from the library media specialist or library staff member as needed.
Use a variety of libraries for academic achievement and life-long learning after graduation e.g. university libraries, career/work-related libraries, etc.

Benchmark C: Students investigate information through independent discovery, peer collaboration, and inquiry learning. (Library Organization)

Indicators:

Select appropriate reference tools to answer questions.

· Locate resources using a title, subject, or author, keyword and advanced searches search in the card catalog or online public access catalog.

Benchmark F: Students practice responsible usage and ethical behavior when using library media center materials. (Responsible Usage)

Indicators:

Understand that parents must sign the district Acceptable Usage Policy (AUP) and that it sets the expectation for appropriate usage of school materials e.g. books, textbooks, computers, the Internet, etc.
Understand plagiarism and its ramifications.
Uses appropriate bibliographic citations based on district style manual.
Observe intellectual property rights and copyright restrictions.

· Respect the principles of intellectual freedom and intellectual property rights.

Benchmark C: Students will identify, differentiate, evaluate and incorporate information retrieved by accessing the Internet and all other available electronic resources.

Indicators:

Use a systematic approach to judge the validity of Web information, e.g. examine each Web site used for authority, accuracy, consistency and currency.
Create a system for tracking online sources helpful for personal and curricular needs. E.g. Bookmarks, favorites, Webliography.

Lesson Summary:

This is the first in a series of five lessons which will create a replicable model for curriculum development and delivery through which PK12 teachers, library media specialists, technology teachers, administrators and students work collaboratively to promote academic success through information literacy and technology skills.

Estimated Duration:

Teachers, (learners) will spend 15 hr. of seat time, during 5-3 hr. sessions, developing collaborative lesson plans to use in the classroom. Learners will teach the developed lesson and assess the outcome of the lesson.

Commentary: This is the first in a series of five lessons which will create a replicable model for curriculum development and delivery through which PK12 teachers, library media specialists, technology teachers, administrators and students work collaboratively to promote academic success through information literacy and technology skills.

Pre-Assessment:

Identify prior knowledge of the learners of standard(s), benchmark(s) and indicator(s). Learners have a varying degree of exposure to these terms. Pre-assessments will be an informal conversation about concepts. Begin to develop a working vocabulary to be used throughout the series of sessions.

Also do a general assessment with the comfort level of the Learner with Internet navigating. (1-10)

Scoring Guidelines:

An informal scale of 1-10 will be used to indicate the comfort level of the learners with state standards. 1 being none and 10 being an author of one of the academic areas.

Instructor should conduct ongoing learner assessment (1-10) throughout instruction.

Post-Assessment:

A rubric for the learners will be used to score a before and after comfort zone for the following areas:

Vocabulary, ODE websites, CAP websites, No Child Left Behind Law

Scoring Guidelines:

A rubric as simple as:

Before/After B A

ODE website

CAP website

NCLB website

Will let the instructor know if the learners understand.

Instructional Procedures:

1. Begin by showing the PowerPoint Slideshow, “No Child Left Behind”:

Discussion of the presentation should be encouraged as the slide show progresses.

Learners will explore the web resources located on the INFOhio web page and use the Boolean search procedure to narrow topics. Review Boolean search procedures if necessary: http://library.albany.edu/internet/boolean.html

http://www.infohio.org/

Learners will be directed to the Core Collection

http://www.infohio.org/ER/ER2003.html

“ In Summary

These days, almost all things are copyrighted the moment they are written, and no copyright notice is required.
Copyright is still violated whether you charged money or not, only damages are affected by that.
Postings to the net are not granted to the public domain, and don't grant you any permission to do further copying except perhaps the sort of copying the poster might have expected in the ordinary flow of the net.
Fair use is a complex doctrine meant to allow certain valuable social purposes. Ask yourself why you are republishing what you are posting and why you couldn't have just rewritten it in your own words.
Copyright is not lost because you don't defend it; that's a concept from trademark law. The ownership of names is also from trademark law, so don't say somebody has a name copyrighted.
Fan fiction and other work derived from copyrighted works is a copyright violation.
Copyright law is mostly civil law where the special rights of criminal defendants you hear so much about don't apply. Watch out, however, as new laws are moving copyright violation into the criminal realm.
Don't rationalize that you are helping the copyright holder; often it's not that hard to ask permission.
Posting E-mail is technically a violation, but revealing facts from E-mail you got isn't, and for almost all-typical E-mail, nobody could wring any damages from you for posting it. The law doesn't do much to protect works with no commercial value. “

http://www.benedict.com/

6. Webliographies: A list of resources compiles by Lakeshore NortLakeshore Northeast Ohio Computer Association (LNOCA)

http://www.lnoca.org/www/webliography.htm

Introduce the Library Guidelines to the Learners:

http://www.ode.state.oh.us/curriculum-assessment/school_library/Library%20Guidelines%207%20Guidelines.ppt

Local PBS Television station as a resouce: WVIZ

http://www.wviz.org/edsvcs/sndb/datasearch2.asp

9. Learners will be introduced to the concept of Backwards Design. Learners will go to http://school.discovery.com/schrockguide/assess.html to see samples of rubrics for all occasions.

Differentiated Instructional Support

Learners with less experience with researching the internet will be paired up with someone who knows his way around. (Use pre-assessment numbers 1-10 to set up partners)

Extension

(Optional) Learner will go back to his/her building and share one of the following with a co-worker:

No Child Left Behind- PowerPoint

INFOHIO resources

Homework Options and Home Connections

Learners will locate and read their academic content standards for the next lesson prior to coming to the next class. Learners will bring their Content Standards to the next class.

Interdisciplinary Connections

Cross-reference their Content Area Standards with Library media and/or Technology to see if any of the indicators are covered. Start to familiarize learner with the idea that indicators in one content area may also apply to another.

Materials and Resources:

For instructor	Library Media content standards, Technology content standards, Handouts, Computer, with internet connection and with projection device
For learner	Computer with internet connection, their academic content standards

Key Vocabulary

Standards, Benchmarks, Indicators, Backwards Design, rubrics, Boolean

Technology Connections

Technology used in this lesson is the computer and an internet connection. Learners also will review and use basic Boolean search procedures.

Find the school/district policy for copyright rules.

*How is it enforced in the school/district?

Read the district AUP Acceptable Use Policy

*How is it enforced in the school/district?

Library Connections

Introduce INFOhio Electronic resources. Encourage teachers to explore the vast amount of reliable resources to support their curricular needs.

Research Connections

Online Rubrics in a Snap. By: Earnst, Erin. Instructor, Mar2003, Vol. 112 Issue 6, p14, 1p, 1bw; Abstract: Considers assessment rubrics as effective tools for evaluating a variety of student learning activities. Importance of rubrics in providing teachers with helpful guidelines for student assessment; Advantages of using Web-based rubrics; Information on the Web site RubiStar; Details of creating a rubric template from a Web site.; (AN 9297172)
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THE IMPACT OF HIGH-STAKES, STATE-MANDATED STUDENT PERFORMANCE ASSESSMENT ON TEACHER'S INSTRUCTIONAL PRACTICES. By: Vogler, Kenneth E.. Education, Fall2002, Vol. 123 Issue 1, p39, 17p; Abstract: The purpose of this study was to determine if the public release of student results on high-stakes, state-mandated performance assessments influence instructional practices, and if so in what manner. The research focused on changes in teachers' instructional practices and factors that may have influenced such changes since the public release of high-stakes, state-mandated student performance assessment scores. The data for this study were obtained from a 54-questiun-survey instrument given to a stratified random sample of teachers teaching at least one section of 10th grade English, mathematics, or science in an academic public high school within Massachusetts. Two hundred fifty-seven (257) teachers or 62% of the total sample completed the survey instrument. An analysis of the data found that teachers are making changes in their instructional practices. The data show notable increases in the use of open-response questions, creative/critical thinking questions, problem-solving activities, use of rubrics or scoring guides, writing assignments, and inquiry/investigation. Teachers also have decreased the use of multiple-choice and tree-false questions, textbook-based assignments, and lecturing. Also, the data show that teachers felt that changes made in their instructional practices were most influenced by an "interest in helping my students attain MCAS assessment scores that will allow them to graduate high school" and by an "interest in helping my school improve student (MCAS) assessment scores. It may be interpreted from the data that the use of state-mandated student performance assessments and the high-stakes attached to this type of testing program contributed to changes in teachers' instructional practices. The changes in teachers' instructional practices have included increases in the use of instructional practices deemed by educational researchers as the "best practices." [ABSTRACT FROM AUTHOR]; (AN 7717142)
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General Tips

This first Lesson will introduce a myriad of resources to the learner. Some may be new and some may be old. Whichever the case, it would be most beneficial if the learner set aside an hour or two between the first and second session to review and become more acquainted with these resources.
Attachments

Assessment rubric for comfort levels.

Lesson 1 rubric

District AUP

Before/After B A

ODE website

CAP website

NCLB website

File: EDE-E

STUDENT AUTHORIZED INTERNET USE AGREEMENT FORM

Each party to this agreement should read this document carefully before signing.

We are pleased to offer students of the North Royalton City School District access to the District’s computer network and the Internet. To gain access to e-mail and/or the Internet, all students under the age of 18 must obtain parental permission and must sign and return this form to the teacher from whom he/she received it (an individual’s signature on this document indicates that he/she has read the terms and conditions carefully and understand their significance.) Students 18 and over may sign their own forms. In addition to having to sign this Authorized Use Agreement Form, all students using the Internet must abide by the terms and conditions of the Board of Education’s Acceptable Use Policy and its accompanying regulations.

The Board of Education does not authorize any use of the Internet that is not conducted strictly in compliance with its Acceptable Use Policy and its implementing regulation. The Board believes that the Internet offers vast, diverse, and unique resources and materials for students, teachers and other users. The Board’s goal in providing this service to staff and students is to promote educational excellence in schools by facilitating resource sharing, innovation, and communication.

The North Royalton City School District has chosen to make Internet resources available to students and the consequence is that they will have access to far more information than if they had to rely on their school’s library. If a student user chooses to use these resources for finding information that will be of assistance in learning, the benefit will be continued access to the Internet. If a student user chooses to access resources that are objectionable, adult-oriented or restricted, the consequence will be suspension or termination of access privileges and/or other sanctioned disciplinary and/or legal action.

Because the District may not be able to technologically limit access to services through the District’s Internet connection to only those that have been authorized for the purpose of instruction, study and research related to the curriculum, parents/guardians are advised that a determined user may be able to gain access to services on the Internet which the District has not authorized for educational purposes. By participating in the use of the Internet, students may gain access to information and communications which they and/or their parents/guardians may find inappropriate, offensive, objectionable or controversial. Parents/guardians assume this risk by consenting to allow their students to participate in the use of the Internet.

Users who disregard the Board’s Acceptable Use Policy and related regulations may have their use privileges suspended or revoked, as well as other disciplinary or legal action taken. Users granted access to the Internet through the North Royalton City School District assume personal responsibility and liability, both civil and criminal, for uses of the Internet not authorized by Board policy and regulation.

Use of the Internet is a privilege, not a right and inappropriate use will result in a cancellation of those privileges. Teachers and building principals are responsible for determining what is inappropriate use and the building principal’s decision is final. The principal, after providing appropriate due process, may deny, revoke, or suspend access to the Internet to those who violate one or more of the terms and conditions listed in the Board of Education’s Acceptable Use Policy and/or Regulations and take such other disciplinary action as is appropriate pursuant to the Student Handbook/Code of Conduct.

File: EDE-E

Please complete the following information:

Student User’s Full Name (please print):____________________________________________________

School: ________________________________________________________Grade:________________

Parent/Guardian’s Name:________________________________________________________________

Student’s Home Address:________________________________________________________________

Student’s Home Telephone Number:___________________________________

Parent/Guardian

As the parent/guardian of this student, I have read the Board of Education’s Acceptable Use Policy and Regulations and have discussed them with my child. I understand that student access to the Internet is designed for educational purposes and that the Board of the North Royalton City School District has taken available precautions to limit and/or control student access to controversial material on the Internet. However, I recognize that it is impossible for the North Royalton City School District to restrict access to all controversial materials which may be found on the Internet, and I will not hold the Board (or any of its employees, administrators or officers) responsible for materials my child may acquire or come in contact with while on the Internet. Additionally, I accept responsibility for communicating to my child guidance concerning his/her acceptable use of the Internet – setting and conveying standards for my daughter or son to follow when selecting, sharing, and exploring information and resources on the Internet. Similarly, I accept full responsibility for supervision if and when my child’s use of downloaded material is not in a school setting. I hereby give permission for my child to use and access the Internet, and for the Board of Education to issue an Internet/e-mail account to my child. I further understand that individuals and families may be liable for violations.

I certify that the information contained on this Agreement Form is correct. The use of the Internet at school will be subject to the availability of resources.

Parent/Guardian’s Signature:___________________________________________________________

Date:_________________________________________

Student

I have read and understood and agree to abide by the Board of Education’s Acceptable Use Policy and Regulations. I further understand that any violation of the terms and conditions set forth in the Policy/Regulations is unethical and may constitute a criminal offense. Should I commit any violation, my access privileges may be revoked, school disciplinary action may be taken and/or appropriate legal action may be instituted. As a user of the North Royalton City School District’s computer network and the Internet, I hereby agree to communicate over the Internet and the network in a reliable fashion while honoring all relevant laws and restrictions.

Student’s Signature:______________________________________________________Date:__________

Lesson 1 Indicators	1	2	3	4	5
Develop effective search strategies for defined information needs for both school projects and personal needs	Was not able to do this				No Problem, this is a valuable resource that I will continue to use throughout my teaching
Modify a search through the use of different keywords and other techniques specific to a database or search engine.	Was not able to do this				No Problem, this is a valuable resource that I will continue to use throughout my teaching
Identify and evaluate relevant information and select pertinent information found in each source	Was not able to do this				No Problem, this is a valuable resource that I will continue to use throughout my teaching
Access the library facility in person and remotely	Was not able to do this				No Problem, this is a valuable resource that I will continue to use throughout my teaching
Seek advice and input from the library media specialist or library staff member as needed	Was not able to do this				No Problem, this is a valuable resource that I will continue to use throughout my teaching
Use a variety of libraries for academic achievement and life-long learning after graduation e.g. university libraries, career/work-related libraries, etc.	Was not able to do this				No Problem, this is a valuable resource that I will continue to use throughout my teaching

Ohio Standards Connections:

Collaborative Teaching With Standards

No Teacher Left Behind

Lesson 2: Working With Standards

Ohio Standards Connections:
Technology

Technology and Information Literacy Standard

Students engage in information literacy strategies; use the Internet, technology tools and resources; and apply information management skills to answer questions and expand knowledge.

Benchmark B: Students will define tasks, identify strategies to find information, and evaluate the effectiveness of their solutions.

Indicators:

· Identify and evaluate relevant information and select pertinent information found in each source.

· Analyze information, finding connections that lead to a final product.

Design Standard

Students develop an understanding of the nature of design, the role of engineering, and related problem solving processes.

Students explain critical design factors and/or processes in the development, application, and utilization of technology as a key process in problem solving. They apply and explain the contribution of thinking and procedural steps to create an appropriate design and the process skills required to build a product or system. They critically evaluate a design to address a problem of personal, societal and environmental interests. Students systematically solve a variety of types of problems using different design approaches including troubleshooting, research and development, innovation, invention and experimentation.

Benchmark A: Students will be able to analyze a problem, design a solution, and evaluate that solution.

Indicator

· Implement the design process: defining a problem, brainstorming, researching and generating ideas, identifying criteria and specifying constraints, exploring possibilities, selecting an approach, developing a design proposal, making a model or prototype, testing and evaluating the design using specifications, refining the design, creating or making it, and communicating processes and results.

Library Media

Technology Literacy Guideline

Effective school library media programs provide technological literacy skills instruction in the usage of library-based technologies.

Technological literacy skills include appropriate and ethical use of technology for information access, retrieval, production, dissemination via electronic resources networks, and the Internet.

Benchmarks

Benchmark A: Utilizes library-based technologies to access, view, transfer, create and publish information for classroom assignments and personal interests.

Indicators:

· Understand that technology-based resources may be organized by format or topic e.g. database of magazine articles, electronic photos, digital video, etc

· Use school library and INFOhio electronic resources e.g. encyclopedia, age-appropriate databases, etc.

· Access school library and INFOhio electronic resources remotely from the classroom or home.

Lesson Summary: Second Lesson will include looking at model curricula and draft versions, Sharing Tech & Library standards and collaboration. Target audience should include special education, regular academic teachers, and those in the areas of fine arts, technology and media.

Estimated Duration: This session will last approximately 3 hrs.

Commentary: This series of lessons will model the Lesson Plan Template from the Ohio Department of Education for all five lessons. This series of lessons will use the indicators from the 12^th grade Library Media Standards and 12^th grade Technology Standards for the purpose of modeling the format.

Pre-Assessment:

Review vocabulary from Lesson 1: Standards, Benchmarks, Indicators, Backwards Design, rubrics, Boolean Logic

Scoring Guidelines:

An informal scale of 1-10 will be used to indicate the comfort level of the learners with state standards. 1 being none and 10 being an author of one of the academic areas.

Instructor should conduct ongoing learner assessment (1-10) throughout instruction.

Post-Assessment: Learners will illustrate their feelings via a smiley face and put it on the wall.

Scoring Guidelines:

http://www.smiling-faces.com/php/moresmilies.php?lan=&subpageid=25&catid=47

Instructional Procedures:
1. Learners will decide which academic content area they are going to use for their lesson. They should have the Standards for that subject area.

*Learners will be directed as to how to use post-it notes to organize their Content Standards for easy access reference. This will also allow them to become more familiar with the standards.

· Use post it note on the top of the page to notate a standard.

· Use post-it notes along the side for Benchmarks and indicators for a particular grade level.

· Continue labeling until each standard is completed.

*Divide the Learners into groups of 3 or 4 according to the grade bands, K-2, 3-5, 6-8, or 9-12. Each group will have a copy of the Library Standards and the Technology Standards. Groups will page through the library and technology standards to see which indicators can apply to their subject area.

2. Learners need to collaborate with either a special education teacher and/or media/technology specialist to create a lesson. This session the learners will find a topic only…..not write the lesson yet.

3. Learners will identify the electronic resources that they will use to develop their lesson. (Infohio, NCEMC, for starters)

4. Learners will identify scientific-based research to support their lesson. (refer to CD-rom provided by instructors)

5. Develop an assessment rubric to measure outcomes.

Additional information on types of assessment:

Local assessments include:

· District-developed or school assessments

· Classroom assessments

Ohio's Comprehensive Assessment System Each assessment provides invaluable information to Ohio's educators, parents, students and communities. While each piece supports the others, each serves its own purpose.

For more info:

http://ims.ode.state.oh.us/ODE/IMS/Assessment/FAQ/ohio_comprehensive_system.asp

What are some types of classroom assessment and what student evidence can they generate?

http://ims.ode.state.oh.us/ODE/IMS/Assessment/FAQ/types_of_assessment.asp

Classroom assessments generally fall into one of the following categories, based on what students do in the assessment and what data is generated by the assessment. An extended assessment, such as a test or a project, may include a few different types.

Types of Classroom Assessment

Differentiated Instructional Support

Although this lesson deals with teachers as learners, the instructors that there are varying proficiency levels involving technology and electronic resources. Therefore, learners may schedule an appointment with instructors or key building personnel such as technology and media specialists for individual assistance.

Extension

Rubric:

http://school.discovery.com/schrockguide/assess.html

http://ims.ode.state.oh.us/ODE/IMS/Assessment/FAQ/types_of_assessment.asp

Webquests:

http://webquest.org/

Homework Options and Home Connections

Develop an assessment rubric to cover your indicators. http://school.discovery.com/schrockguide/assess.html

http://school.discovery.com/schrockguide/assess.html#rubrics

http://school.discovery.com/schrockguide/assess.html#articles

Interdisciplinary Connections

Cross reference their Content Area Standards with Library media and/or Technology to see if any of the indicators are covered.

Materials and Resources:

For instructor	Library Media content standards, Technology content standards, Handouts, Computer, with internet connection and with projection device, CD-rom with ODE template, Technology and Library Standards, list of reference websites. Post-it notes,
For learner	Computer with internet connection, academic content standards,

Key Vocabulary rubric, grade bands, electronic resources, INFOhio, NCEMC

Technology Connections

Demonstrate the ability to navigate the ODE website, lesson plan template and content standards for the subject identified for creating a lesson.

Library Connections

Demonstrate the ability to navigate InfoOhio . Introduce NCEMC , and tools for locating quality internet sites.

Research Connections

Teacher Models for Implementing Standards for Technological Literacy. By: Poertner, Carole; Sumner, Anna; Tsosie, Teri; Zak, Edward. Technology Teacher, Sep2002, Vol. 62 Issue 1, p27, 3p; (AN 7350359)
HTML Full Text PDF Full Text (760K)

How Standards Enhanced My Teaching Style. By: Galus, Pamela. Educational Leadership, Dec2001/Jan2002, Vol. 59 Issue 4, p77, 3p, 2c; (AN 7146957)
PDF Full Text (597K)

Reference Database Enhancing Statewide Program. Media & Methods, Mar/Apr2000, Vol. 36 Issue 4, p54, 1p, 1bw; Abstract: Interviews Beachwood, Ohio, library media specialist Jennifer Schwelik about INFOhio, a statewide electronic network of K-12 libraries. Goals of the program; Reasons for participating in the program; Use of the program by teachers and librarians.; (AN 2888906)
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Developing partnerships in inclusive education: One school's approach. By: Phillips, Linda; Sapona, Regina H.. Intervention in School & Clinic, May95, Vol. 30 Issue 5, p262, 11p, 8 charts, 2bw; Abstract: Describes how teachers at a Kentucky elementary school address the issue of inclusive education. Definition of inclusion; Description of the school and faculty; Teachers' stories; Collaborative efforts between special and general educators; Developing a personal definition of collaboration; Working through the logistics; Recognizing the benefits.; (AN 9505154363)
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General Tips

Start to think of the theme for a lesson plan so that when exploring any web resource there may be a topic for which to search.

Attachments

Lesson 2 rubric

Lesson 2 Indicators	1	2	3	4	5
Identify and evaluate relevant information and select pertinent information found in each source	Was not able to do this				No Problem, this is a valuable resource that I will continue to use throughout my teaching
Analyze information, finding connections that lead to a final product	Was not able to do this				No Problem, this is a valuable resource that I will continue to use throughout my teaching
Implement the design process	Was not able to do this				No Problem, this is a valuable resource that I will continue to use throughout my teaching
Understand that technology-based resources may be organized by format or topic e.g. database of magazine articles, electronic photos, digital video, etc	Was not able to do this				No Problem, this is a valuable resource that I will continue to use throughout my teaching
Use school library and INFOhio electronic resources e.g. encyclopedia, age-appropriate databases, etc	Was not able to do this				No Problem, this is a valuable resource that I will continue to use throughout my teaching
Access school library and INFOhio electronic resources remotely from the classroom or home	Was not able to do this				No Problem, this is a valuable resource that I will continue to use throughout my teaching

Ohio Standards Connections:

Collaborative Teaching With Standards

No Teacher Left Behind

Lesson 3: Intro to ODE Template

Ohio Standards Connections:

Technology

Technology for Productivity Applications Standard

Students learn the operations of technology through the usage of technology tools and productivity tools.

Benchmark B: Students will learn to operate technology tools that effect specific content areas & Network operations.

Indicators

Utilize advanced word processing and desktop publishing features and programs.

Technology and Information Literacy Standard

Students engage in information literacy strategies; use the Internet, technology tools and resources; and apply information management skills to answer questions and expand knowledge.

Benchmark B: Students will define tasks, identify strategies to find information, and evaluate the effectiveness of their solutions.

Indicators:

Use a recognized research process model to conduct research.
Identify and evaluate relevant information and select pertinent information found in each source.
Examine information in different types of subscription databases to locate information for a curricular need.

Library Media

Technology Literacy Guideline

Effective school library media programs provide technological literacy skills instruction in the usage of library-based technologies.

Technological literacy skills include appropriate and ethical use of technology for information access, retrieval, production, dissemination via electronic resources networks, and the Internet.

Benchmark C: Students utilize the Internet for research, classroom assignments, and appropriate personal interests.

Indicators:

Understand that the Internet contains free and fee-based resources.
Access the school web page, the school library web site, and the INFOhio web site.
Conduct complex Internet searches using Boolean logic e.g. truncation, limiters, etc.
Evaluates content of the Web site for accuracy, currency, reliability, usefulness, validity, scope, and intended audience, etc.

Lesson Summary: Third lesson: Learners will choose a subject area to create a lesson using ODE template and incorporating Standards, Benchmarks and Indicators from their subject AND library media and/or tech. Learners are encouraged to partner with a Special Education Teacher or a Specialist.

Estimated Duration:

This lesson will last approximately 3 hours.

Pre-Assessment:

Learners will bring to class an assessment rubric, which they created.

Complete a general assessment with: “the comfort level of the Learner with making a rubric.” (1-10) Learners will hold up fingers to indicate their own level.

Discuss problems and questions about the creation of the rubric.

Scoring Guidelines:

Instructor should conduct on-going learner assessment (1-10) throughout instruction.

Post-Assessment: Learners will illustrate their feelings via a smiley face and put it on the wall. (Instructors will have a poster on the wall for the learners)

Scoring Guidelines: Go here for additional smiley faces!

http://www.smiling-faces.com/php/moresmilies.php?lan=&subpageid=25&catid=47

Instructional Procedures:

Learners will be given a copy of the Ohio Department of Education Lesson plan template.
Learners will have instructors’ Lessons One, Two and Three in front of them.
Learners will follow the template and start to make a lesson plan to cover the indicators in their content area.
Learners may collaborate with Intervention Specialists and Media/Technology Specialists to make the lesson.
Instructors will facilitate the lesson plan writing as needed.

Differentiated Instructional Support

Lesson plans will include extensions and remediation to fit the individual needs of their class.

Include a home connection, through a communication, website, other.

Instructors will be assisting and answering questions.

Extension

Learners will include web-based extensions for their students for use remotely or in a lab setting.

Homework Options and Home Connections

Learners will complete the lesson plan and complete Independent Work Survey to the next class session

Interdisciplinary Connections

Cross reference their Content Area Standards with Library media and/or Technology to see of the indicators are covered.

Materials and Resources:

For instructor	Technology and Library Standards, Internet connection and projection unit.
For learner	Content Standards for their academic area. Computer with internet connection, ODE template.

Key Vocabulary

Learners will develop a key vocabulary list to accompany the lesson.

Technology Connections

Basic navigating procedures within the template. Cutting and pasting from one source to another, etc.

Library Connections

Learners will identify the electronic resources and internet sites appropriate for their lesson.

Research Connections

ONLINE DATABASES. By: Tenopir, Carol. Library Journal, 2/1/2003, Vol. 128 Issue 2, p36, 1p, 1bw; Abstract: In 1983, online systems already had a decade-long history. In 1983, the hottest issue was the entry of the end user. Throughout the previous decade, expert searchers were the only ones with their hands on the keyboard. The widespread acceptance of the personal computer in the early 1980s spurred new expectations. End user versions of major intermediary systems heralded the beginning of the end user revolution. Although the Internet wasn't new even in 1993, it was limited to research and military use. The introduction of the World Wide Web, combined with the opening of the Internet to commercial organizations and virtually all users, quickly turned the question "Will CD-ROM make online obsolete?" to "Will the web make CD-ROM obsolete?" From 1995 to 2002 nearly every online system redesigned its software at least once. Creating web-compatible versions was the main impetus, but building an interface that appealed to end users was another. The mergers and acquisitions in the database industry over the past decade will have a long-term effect on selection, pricing, and library relations with the information industry. But it is the joint ventures and cooperation, coupled with technological enhancements, that affect us immediately. One of the most significant impacts of cooperation is the convergence that is making full texts readily available. E-journals and links to e-journals or e-articles are possible owing to advances in technology such as improved scanning software, increased bandwidth, and the web. Changes in pricing algorithms and an increased reliance on site-license negotiation changed the jobs of many acquisitions and electronic services librarians this past decade. Even though librarians in 2003 have many more decisions to make, online life has gotten better. Because the web is a model platform, users are demanding online content, linking is widespread, and online resources are the most important part of a library's collections and services. (AN 9018037)
HTML Full Text PDF Full Text (188K)

General Tips

Instructors will conduct a discussion and field questions about the process. We are teaching the process for writing a lesson using the ODE lesson plan template.
Attachments

Work survey.

ODE lesson Plan Template

Excerpt from “Assessing Your Students' Learning”

http://www-ed.fnal.gov/lincon/el_assessment.shtml

Questions to Ask Yourself to Evaluate Performance Assessment Tool

Did your assessment engage learners in a real-world task or application?
Did your assessment allow students an equal opportunity to perform?
Did your assessment allow students to use higher-level thinking and problem-solving skills?
Did your assessment allow students to achieve one criteria while advancing to another?
Did you create a rubric to evaluate the students' progress throughout the task?
Did you allow the students to help develop goals and criteria for the evaluation of the task?

Assessment is not a test at the end of a unit. It is found in all three learning components: the content, the process, and the product. It is performance-based, seamless, generative, and ongoing. Students need multiple opportunities to demonstrate their learning.

Ohio Standards Connections:

ODE Lesson Template

Lesson Summary:

Briefly describe the procedures and purposes of the lesson.

Estimated Duration:

Include an estimate of the time needed for instruction.

Commentary:

Pre-Assessment:

Identify strategies to pre-assess student knowledge of the selected standard(s), benchmark(s) and indicator(s). Data from pre-assessment helps educators select specific instructional strategies and determine appropriate complexity and pacing for the lesson. Pre-assessments may be as informal as a reflection on students’ prior learning, a conversation about concepts or warm-up problems at the beginning of class that are not scored. They may be more formally structured, such as a quiz or an assigned writing topic.

Scoring Guidelines:

Define scoring guidelines for the pre-assessment, which may take the form of teacher judgment, a checklist or another scoring format. Scoring guidelines should reveal whether or not student has met the indicator or benchmark so that instruction can be modified and targeted to learners accordingly.

Teachers should conduct ongoing teacher assessment and student self assessment throughout instruction. These can be planned or conducted as opportunities for observation or reflection arise. If planned, describe here.

Post-Assessment:

Identify strategies to assess student learning as a result of the lesson. Data that results should help to plan subsequent instruction.

Scoring Guidelines:

Define scoring criteria for the post-assessment, which may take the form of a rubric or another scoring format. Scoring criteria should reveal whether or not student has met the indicator or benchmark so that instruction can be targeted accordingly. If possible, assessment and scoring criteria should be developed to reflect student process as well as product.

Instructional Procedures:

Describe the instructional steps that will be taken to implement the lesson.

Differentiated Instructional Support

Describe how instruction can be differentiated according to learner needs, to help all learners either meet the intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the specified indicator(s).

Extension

These are ideas for all students to continue learning on this topic -- in class or outside of class.

Homework Options and Home Connections

Describe work that will be assigned to students outside of the classroom.

Interdisciplinary Connections

Tell how the lesson can be integrated with other content areas to strengthen student learning.

Materials and Resources:

For teachers	List the materials needed for the teacher.
For students	List the materials needed for the students.

Key Vocabulary

List key terms that need to be defined prior to or as part of instruction.

Technology Connections

Suggest ideas for integrating technology into the lesson.

Research Connections

Include research that supports the content or methods of instruction within the lesson.

General Tips

Record observations and suggested modifications to facilitate instruction and student learning in the lesson.

Attachments

List and attach any additional materials created for the lesson, including student handouts, blackline masters, overheads, etc.

Lesson 3 Indicators	1	2	3	4	5
Utilize advanced word processing and desktop publishing features and programs.	Was not able to do this				No Problem, this is a valuable resource that I will continue to use throughout my teaching
Use a recognized research process model to conduct research.	Was not able to do this				No Problem, this is a valuable resource that I will continue to use throughout my teaching
Identify and evaluate relevant information and select pertinent information found in each source.	Was not able to do this				No Problem, this is a valuable resource that I will continue to use throughout my teaching
Understand the the Internet contains free and fee-based resources.	Was not able to do this				No Problem, this is a valuable resource that I will continue to use throughout my teaching
Access to the school web site, school library site and the INFOhio website.	Was not able to do this				No Problem, this is a valuable resource that I will continue to use throughout my teaching
Conduct complex internet searches using Boolean logic, eg. Truncation, limiters, etc.	Was not able to do this				No Problem, this is a valuable resource that I will continue to use throughout my teaching

Ohio Standards Connections:

No Teacher Left Behind

Lesson 4: Let’s react and revise!

Ohio Standards Connections:

Technology:

Technology and Information Literacy Standard

Students engage in information literacy strategies; use the Internet, technology tools and resources; and apply information management skills to answer questions and expand knowledge.

Benchmark A: Students will process, organize and maintain data and generate new data, information and knowledge.

Indicator:

Indicator

· Seek and evaluate information to answer both personal and curricular needs.

Benchmark B: Students will define tasks, identify strategies to find information, and evaluate the effectiveness of their solutions.

Indicators

Use a recognized research model or personally developed model to conduct independent research.
Identify and evaluate relevant information and select pertinent information found in each source

Technology and Problem-solving Tools and Applications Standard

Students utilize technology for problem-solving and decision making.

Benchmark A: Students use emerging technology to develop new problem solving strategies and make informed decisions.

Collaborate with peers and experts information that is credible and applicable to a specific problem.

Library Media

Technology Literacy Guideline

Effective school library media programs provide technological literacy skills instruction in the usage of library-based technologies.

Technological literacy skills include appropriate and ethical use of technology for information access, retrieval, production, dissemination via electronic resources networks, and the Internet.

Benchmark A: Utilizes library-based technologies to access, view, transfer, create and publish information for classroom assignments and personal interests.

Indicators:

Select technology-based library materials and multimedia tools based on need e.g. to obtain, analyze, or communicate information.
Demonstrate appropriate usage of library technology.
Use school library technology-based resources to learn about classroom assignments and discover areas of interest.
Use library computers and software e.g. use menus to select and open programs, controls volume, follow printing directions etc.
Demonstrate appropriate library network log-in and log-off procedure.
Demonstrate appropriate library network log-in and log-off procedure.
Use school library and INFOhio electronic resources e.g. encyclopedia, age-appropriate databases, etc.

Access school library and INFOhio electronic resources remotely from the classroom or home.

Benchmark C: Students utilize the Internet for research, classroom assignments, and appropriate personal interests.

Indicators:

Understand that the Internet contains free and fee-based resources.
Access the school web page, the school library web site, and the INFOhio web site.
Conduct complex Internet searches using Boolean logic e.g. truncation, limiters, etc.

Lesson Summary:

Fourth lesson: Learners will return with completed lesson plan to tweak and assess via the rubric in a group setting.

Estimated Duration:

The class time allotted for this session is 3 hours.

Pre-Assessment:

Scoring Guidelines:

An informal scale of 1-10 will be used to indicate the comfort level of the learners creating assessment rubrics. 1 being none and 10 being an author of one of a published rubric.

Instructor should conduct ongoing learner assessment (1-10) throughout instruction.

Post-Assessment: Learners will illustrate their feelings via a smiley face and put it on the wall.

Scoring Guidelines:

http://www.smiling-faces.com/php/moresmilies.php?lan=&subpageid=25&catid=47

Instructional Procedures:

Recognizing that learners do not always make detailed lesson plans such as this. We will field a discussion of the lesson planning process.

Did you start with the Standards, Benchmark and Indicators?
How was Backwards design implemented?
Did you plan your assessment before your lesson?
How much time did you spend?
Were you able to navigate through the Standards?

Look at the student assessment rubric for the lesson. Revisions?
Group discussion, using an excel spreadsheet projected on the wall. Start from scratch to make a teacher assessment of the lesson.

What resources could we use?

Differentiated Instructional Support

Teams should utilize the Special Education teachers to develop additional approaches to be used in the climate of the individual classroom. This may even involve a gifted co-ordinator.

Extension

Find a webquest that would provide additional information for students who need more challenging.

Create a class web page to share information and resources with parents. Free web pages are available to teachers in many places such as : www.scholastic.com

Homework Options and Home Connections

Learners will return to the classroom and teach the lesson. Learners will come to the last session with student evidence. Review the following website: http://ims.ode.state.oh.us/ODE/IMS/Assessment/FAQ/types_of_assessment.asp

What are some types of classroom assessment and what student evidence can they generate?

Types of Classroom Assessment

Adapted from NCTM (2000) with additional information from Marzano & Kendall (1996).

CLOSED TASKS

· Click here to see released items from the National Assessment for Educational Progress (NAEP) including both closed-task items and open-task items.

· Click here for the Ohio Department of Education's website. Within this site one can view released items from Ohio’s state achievement testing system.

OPEN TASKS

· Click here to view an example of a grade four constructed response item from NAEP.

· Click here to view an example of a grade 12 constructed response functional reading item from NAEP.

· Click here to see released items from the National Assessment for Educational Progress (NAEP) including both closed-task items and open-task items.

· Click here to view examples of open-ended mathematics tasks for students in kindergarten through grade 12.

PERFORMANCE TASKS

· Click here for an overview on developing and using performance assessments in the classroom.

· Click here for steps and tips on developing and using performance tasks in the classroom.

· Click here for a site devoted to the what, why and how of developing and using authentic assessments.

· Click here to read suggestions for evaluating the reliability and validity of performance assessment tasks.

· Click here to view example performance assessments tasks for different content areas in grades kindergarten through 12.

· Click here for examples of performance tasks that integrate multiple content areas.

· Click here for an example unit and related assessments for teaching Romeo and Juliet.

· Click here for an example unit and related assessments for teaching opinion writing in high school.

· Click here for examples of mathematics and science performance tasks and tips for use.

· Click here for examples of mathematics performance assessment tasks, kindergarten through grade eight.

· Click here for examples of science performance assessment tasks, kindergarten through grade 12.

INFORMAL ASSESSMENTS

· Click here for a definition of observation and techniques for conducting observations.

· Click here for an example of an observational checklist and tips for use (mathematics and science).

· Click here for a tutorial on using observation in the classroom.

· Click here for an example of an observation/interview tool to evaluate young children’s concepts of print.

SELF-ASSESSMENT

· Click here for an example of a self-assessment rating scale and tips for use (mathematics and science).

· Click here for examples of checklists and a tutorial to build checklists that can help students evaluate their own progress and take control of their learning.

· Click here for guidelines for encouraging self-assessment when using student portfolios.

Interdisciplinary Connections

Cross reference their Content Area Standards with Library media and/or Technology to see if any of the indicators are covered.

Materials and Resources:

For instructor	Computer with internet and projection device. Access to Ohio Content Standards
For learner	Lesson Plan Draft, Content standards, Computer with Internet.

Key Vocabulary

CLOSED TASKS

OPEN TASKS

SELF-ASSESSMENT

INFORMAL ASSESSMENTS

Technology Connections

Learners will navigate through more of the ODE website it include different types of assessments.

Library Connections

Learners will locate and bookmark appropriate electronic resources

.
Research Connections

Learner will include research that supports the content or methods of instruction within the lesson.

General Tips

Bookmark web pages for easy return access.

Attachments

Lesson 4 rubric

Lesson 4 Indicators	1	2	3	4	5
Seek and evaluate information to answer both personal and curricular needs	Was not able to do this				No Problem, this is a valuable resource that I will continue to use throughout my teaching
Use a recognized research model or personally developed model to conduct independent research	Was not able to do this				No Problem, this is a valuable resource that I will continue to use throughout my teaching
Identify and evaluate relevant information and select pertinent information found in each source	Was not able to do this				No Problem, this is a valuable resource that I will continue to use throughout my teaching
Collaborate with peers and experts information that is credible and applicable to a specific problem	Was not able to do this				No Problem, this is a valuable resource that I will continue to use throughout my teaching
Use school library technology-based to learn about classroom assignments and discover areas of interest.	Was not able to do this				No Problem, this is a valuable resource that I will continue to use throughout my teaching
Access school library and INFOhio electronic resources remotely, from the classroom or home.	Was not able to do this				No Problem, this is a valuable resource that I will continue to use throughout my teaching

Ohio Standards Connections:

Collaborative Teaching With Standards

No Teacher Left Behind

Lesson 5: Student Evidence

Ohio Standards Connections:

Technology:

Technology and Information Literacy Standard

Students engage in information literacy strategies; use the Internet, technology tools and resources; and apply information management skills to answer questions and expand knowledge.

Benchmark B: Students will define tasks, identify strategies to find information, and evaluate the effectiveness of their solutions.

Indicators

Create an information product to communicate information
Determine if completed product reflects original information need.

Technology and Problem-solving Tools and Applications Standard

Students utilize technology for problem solving and decision-making.

Benchmark A: Students use emerging technology to develop new problem solving strategies and make informed decisions.

Indicator

Collaborate with peers and experts information that is credible and applicable to a specific problem.

Library Media

Technology Literacy Guideline

Effective school library media programs provide technological literacy skills instruction in the usage of library-based technologies.

Technological literacy skills include appropriate and ethical use of technology for information access, retrieval, production, dissemination via electronic resources networks, and the Internet.

Benchmark C: Students utilize the Internet for research, classroom assignments, and appropriate personal interests.

Indicators:

· Integrate information literacy and technology literacy skills into the Internet search process.

Verify Web site author?s credentials and/or credibility of ownership organization.

Evaluates content of the Web site for accuracy, currency, reliability, usefulness, validity, scope, and intended audience, etc.

Lesson Summary:

Fifth lesson: Learners will return after teaching the lesson with student evidence, student assessment, for group analysis and application to the rubric.

Estimated Duration: The time allotted for this session is three hours.

Commentary: This series of lessons will model the Lesson Plan Template from the Ohio Department of Education for all five lessons. This series of lessons will use the indicators from the 12^th grade Library Media Standards and 12th grade Technology Standards for the purpose of modeling the format.

Pre-Assessment:

Also do a general assessment with the comfort level of the Learner with Internet navigating. (1-10)

Scoring Guidelines:

An informal scale of 1-10 will be used to indicate the comfort level of the learners with state standards. 1 being none and 10 being an author of one of the academic areas.

Instructor should conduct ongoing learner assessment (1-10) throughout instruction.

Post-Assessment: Learners will illustrate their feelings via a smiley face and put it on the wall. And complete the Lesson 5 Indicator Rubric.

http://www.smiling-faces.com/php/moresmilies.php?lan=&subpageid=25&catid=47

Instructional Procedures:

Depending on the size of the group of learners, we will be presenting in front of the whole group.
Learners should bring a lesson plan on a disk to be projected on the wall for discussion.
Learners are encouraged to bring a videotape of students during lesson or students reflecting on the lesson.
Learners may make a PowerPoint presentation about their lesson and the students’ experiences.
Learners may bring digital pictures to help explain their project.
Learners should bring samples of student work as a result of the lesson.

Differentiated Instructional Support

Learners will explain how differentiation was addressed within their lesson. Did it make a difference to the lesson? How did the students respond to it?

Extension

If you had an opportunity to involve parents, how did you do that?

If information was on a website, bring the URL

If you involved another class with yours, explain.

Homework Options and Home Connections

As a result of participating as a learner, do you feel more confident as a teacher when discussing Academic content standards and assessment?

Interdisciplinary Connections

Which Content Area Standards were included within your lesson?

Materials and Resources:

For instructor	Provide the multimedia equipment for presentations by learners.
For learner	Bring all lesson materials to share with others during a presentation. Have student evidence. Have a digital format for your lesson.

Key Vocabulary

Technology Connections

Try to involve a new means by which to share your lesson with others. Multi-media such as videotapes and PowerPoint presentation truly help the learners to visualize your lesson.

Library Connections

Plan ahead as to what media equipment is needed for presentations.

Research Connections

Teaching reflection: Information seeking and evaluation in a digital library environment. By: Jacobson, Frances F.; Ignacio, Emily N.. Library Trends, Spring97, Vol. 45 Issue 4, p771, 32p, 1 chart; Abstract: Provides information on influences of electronic information systems on teaching methods. Listing of theories which informed the teaching methods; Detailed information on the description of the teaching course and data analysis; Conclusion reached.; (AN 9710022612)

General Tips

Let the instructors know as soon as you do as to what presentation equipment you will need: VCRs, overheads, etc. Using digital format for your lesson plan will allow all lessons to be compiled onto one CD-R to be given to all learners.

Attachments

Lesson 5 Rubric

Lesson 5 Indicators	1	2	3	4	5
· Create an information product to communicate information	Was not able to do this				No Problem, this is a valuable resource that I will continue to use throughout my teaching
Determine if completed product reflects original information need.	Was not able to do this				No Problem, this is a valuable resource that I will continue to use throughout my teaching
Collaborate with peers and experts information that is credible and applicable to a specific problem.	Was not able to do this				No Problem, this is a valuable resource that I will continue to use throughout my teaching
Verify web site author's credentials and/or credibility of ownership organization.	Was not able to do this				No Problem, this is a valuable resource that I will continue to use throughout my teaching
Evaluates content of the website for accuracy, currency reliability, usefulness, valididity, scope and intended audience, etc.	Was not able to do this				No Problem, this is a valuable resource that I will continue to use throughout my teaching
Intergrate information and technology literacy skills into the internet search process.	Was not able to do this				No Problem, this is a valuable resource that I will continue to use throughout my teaching