Question 1
Context:
Independently, the teacher gathered data from Edcite after students completed their U3 W14 comprehension quiz to complete their data analysis.
Question 2
Context:
Independently, the teacher gathered data from Edcite after students completed their U3 W14 comprehension quiz to complete their data analysis.
Question 3
Context:
SE resource room teacher works with her students to identify their fluency goal (yellow line) and assists them in determining what progress looks like. Students own the data entry portion with support from the teacher.
Question 4
Context:
SE resource room teacher works with her students to identify their fluency goal (yellow line) and assists them in determining what progress looks like. Students own the data entry portion with support from the teacher.
Question 5
Context:
High school students had to write about Romeo and Juliet after reading it in class. The students' writing was scored by their EL teacher using the WIDA Writing Rubric (pp. 3-4).
Question 6
Context:
High school students had to write about Romeo and Juliet after reading it in class. The students' writing was scored using the WIDA Writing Rubric (pp. 3-4).
Question 7
Context:
The Special education teacher collected progress monitoring data for a 2nd grade student on each IEP goal and communicated the data to the IEP team inclusive of the parent indicated on this progress report.
Question 8
Context:
The Special education teacher collected progress monitoring data for a 2nd grade student on each IEP goal and communicated the data to the IEP team inclusive of the parent indicated on this progress report.
Assessing Practice Complete
CF Assessing Practice (C&I and SE)
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Created on March 20, 2025
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Transcript
Question 1
Context:
Independently, the teacher gathered data from Edcite after students completed their U3 W14 comprehension quiz to complete their data analysis.
Question 2
Context:
Independently, the teacher gathered data from Edcite after students completed their U3 W14 comprehension quiz to complete their data analysis.
Question 3
Context:
SE resource room teacher works with her students to identify their fluency goal (yellow line) and assists them in determining what progress looks like. Students own the data entry portion with support from the teacher.
Question 4
Context:
SE resource room teacher works with her students to identify their fluency goal (yellow line) and assists them in determining what progress looks like. Students own the data entry portion with support from the teacher.
Question 5
Context:
High school students had to write about Romeo and Juliet after reading it in class. The students' writing was scored by their EL teacher using the WIDA Writing Rubric (pp. 3-4).
Question 6
Context:
High school students had to write about Romeo and Juliet after reading it in class. The students' writing was scored using the WIDA Writing Rubric (pp. 3-4).
Question 7
Context:
The Special education teacher collected progress monitoring data for a 2nd grade student on each IEP goal and communicated the data to the IEP team inclusive of the parent indicated on this progress report.
Question 8
Context:
The Special education teacher collected progress monitoring data for a 2nd grade student on each IEP goal and communicated the data to the IEP team inclusive of the parent indicated on this progress report.
Assessing Practice Complete