Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” ELA_Elementary Work Aligning GPS and Common Core to Linkable digital resources 3/28/20111

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” “We will lead the nation in improving student achievement.” What is TRL? The Teacher Resource Link (TRL) is a prototype that aligns resources to students based upon the student’s performance. TRL utilizes National Educational Technology Standards (NET-S) and 21 st Century Skills Assessment data to link resources to standards and elements. Teacher’s Resource Link

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” “We will lead the nation in improving student achievement.” Accessing TRL

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” “We will lead the nation in improving student achievement.” TRL Dashboard

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” “We will lead the nation in improving student achievement.” This chart shows that of the 25 students in this class…. 52% (13 students) are proficient 48% (12 students) are basic TRL Dashboard Composite Proficiency

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” “We will lead the nation in improving student achievement.” This table lists the 25 students from the pie chart by Scale Score. It also displays… Number of minutes the student spent on the assessment Proficiency Scale Score TRL Dashboard Detailed Student Results

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” “We will lead the nation in improving student achievement.” This table shows the achievement level by standard. For example, of the 25 students that were tested on the Creativity & Innovation standard…. 1 student is Below Basic 13 students are Basic 11 students are Proficient TRL Dashboard By Standard

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” “We will lead the nation in improving student achievement.” Each standard contains a hyperlink to the applicable elements. By clicking on the link, the page will refresh and all of the charts and tables will apply to that element. TRL Dashboard By Standard > By Element

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” “We will lead the nation in improving student achievement.” TRL Dashboard By Standard > By Element

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” “We will lead the nation in improving student achievement.” This chart shows that of the 25 students in this class that were tested on the Creativity & Innovation Standard…. 4% (1 student) is Below Basic 52% (13 students) are Basic 44% (11 students) are Proficient TRL Dashboard By Standard > By Element

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” “We will lead the nation in improving student achievement.” This table lists the 25 students from the pie chart by Scale Score. It also displays… Proficiency Scale Score TRL Dashboard Overall Proficiency of the Element

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” “We will lead the nation in improving student achievement.” TRL Dashboard By Element This table shows the achievement level by element. The horizontal bar indicates the number of students that scored Below Basic, Basic, Proficient, and Advanced by Element.

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” “We will lead the nation in improving student achievement.” TRL Dashboard By Element This table shows the achievement level by element. The elements are listed in the report header. The horizontal bar indicates if the student scored Below Basic, Basic, Proficient, or Advanced.

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” “We will lead the nation in improving student achievement.” Teacher’s Resource Links

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” “We will lead the nation in improving student achievement.” Teacher’s Resource Links The Teacher’s Resource Link resources can be filtered by: Resource Type Source Author Subject Grade

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” “We will lead the nation in improving student achievement.” Save Resources Teacher’s Resource Links

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” “We will lead the nation in improving student achievement.” Save Resources Teachers may save resources from the list and place them in their own person folder. The Suggested Resource section lists other resources that the user may find useful. Teacher’s Resource Links

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” “We will lead the nation in improving student achievement.” My Saved Resources Teacher’s Resource Links

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Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” “We will lead the nation in improving student achievement.” Teacher can select a rating by scrolling over the stars. Teachers may also enter a comment. Rate This Resource Teacher’s Resource Links

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” “We will lead the nation in improving student achievement.” Teacher can sort this data by rating, most recent, and author. Resource Reviews Teacher’s Resource Links

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” 3/28/ Defining the Work What is a domain? Reading Writing Grammar and Conventions Listening, Speaking, and Viewing If we stick with the domains as listed above some will end up with too much work and others not enough.

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” 3/28/ ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: a. Identifies and analyzes the elements of setting, characterization, and conflict in plot. b. Identifies and analyzes the structural elements particular to dramatic literature (e.g., scenes, acts, cast of characters, stage directions) in the plays read, viewed, written, and performed. c. Identifies and analyzes the similarities and differences between a narrative text and its film or play version. d. Relates a literary work to information about its setting (historically or culturally). e. Identifies imagery, figurative language (e.g., personification, metaphor, simile, hyperbole), rhythm, or flow when responding to literature. f. Identifies and analyzes the author’s use of dialogue and description. g. Applies knowledge of the concept that theme refers to the message about life and the world that the author wants us to understand whether implied or stated. h. Responds to and analyzes the effects of sound, figurative language, and graphics in order to uncover meaning in poetry. i. Sound (e.g., alliteration, onomatopoeia, rhyme scheme) ii. Figurative language (e.g., personification, metaphor, simile, hyperbole) iii. Graphics (i.e., capital letters, line length, stanzas). i. Makes judgments and inferences about setting, characters, and events and supports them with elaborating and convincing evidence from the text. j. Identifies similarities and differences between the characters or events and theme in a literary work and the actual experiences in an author’s life. k. Identifies common structures and stylistic elements (e.g., hyperbole, refrain, simile) in traditional literature. For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: a. Locates facts that answer the reader’s questions. b. Identifies and uses knowledge of common textual features (e.g., paragraphs, topic sentences, concluding sentences, glossary). c. Identifies and uses knowledge of common graphic features (e.g., charts, maps, diagrams, captions, and illustrations). d. Identifies and uses knowledge of common organizational structures (e.g., chronological order, logical order, cause and effect, classification schemes). e. Distinguishes cause from effect in context. f. Identifies and analyzes main ideas, supporting ideas, and supporting details. g. Makes perceptive and well-developed connections. h. Relates new information to prior knowledge and experience and makes connections to related topics or information.

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” 3/28/ Think in terms of work chunks For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: a. Identifies and analyzes the elements of setting, characterization, and conflict in plot. b. Identifies and analyzes the structural elements particular to dramatic literature (e.g., scenes, acts, cast of characters, stage directions) in the plays read, viewed, written, and performed. c. Identifies and analyzes the similarities and differences between a narrative text and its film or play version. d. Relates a literary work to information about its setting (historically or culturally). e. Identifies imagery, figurative language (e.g., personification, metaphor, simile, hyperbole), rhythm, or flow when responding to literature. f. Identifies and analyzes the author’s use of dialogue and description. g. Applies knowledge of the concept that theme refers to the message about life and the world that the author wants us to understand whether implied or stated. h. Responds to and analyzes the effects of sound, figurative language, and graphics in order to uncover meaning in poetry. i. Sound (e.g., alliteration, onomatopoeia, rhyme scheme) ii. Figurative language (e.g., personification, metaphor, simile, hyperbole) iii. Graphics (i.e., capital letters, line length, stanzas). i. Makes judgments and inferences about setting, characters, and events and supports them with elaborating and convincing evidence from the text. j. Identifies similarities and differences between the characters or events and theme in a literary work and the actual experiences in an author’s life. k. Identifies common structures and stylistic elements (e.g., hyperbole, refrain, simile) in traditional literature.