task 1 plan of library

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Urban Library Project Work Plan 2021

# task #1: develop conceptual services plan for 21st century library services at jpl's five urban branches.

Aaron Cohen Associates:

Team Work Session 1 (week 1-4)

Internal Library Workshop 2, 3 (week 3-4)

Brief Report (week 4-6)

Internal Library Workshop 4,5 (week 6-8)

Conceptual Service Plan (week 9-10)

Acuity Design Group (ADG):

External Work Session 1 (week 1-4)

Outreach to business ongoing (start week 3-4)

External Work Session 2,3 (week 4-6)

External Work Session 4,5 (week 6-8)

In the Community (week 8-10)

Facilities Work Session 1 (week 1-4)

Library Facilities Review Work Session 2, 3 (week 4-6)

Facilities Work Session 4,5 (week 6-8) Conceptual Service Plan (week 8-10)

Work Sessions 2: Evaluate JPL's Five Urban Branches Against the Conceptual Services Plan from Task #1

Internal Library Workshop 6,7 (week 10-12)

Community Follow Up Discussions (week 12-14)

Our team will work closely with the library director, staff, city and county government leadership. We will work to develop sustainable direction that will allow funding to flow. The urban branch plan will include implementation strategies to enhance the Jacksonville Public Library urban branches.

External Work Session 6,7 - In the Community (week 10-12)

Internal Work Session 6,7 (week 10-14)

Work Session 3: Recommendations and Cost Estimates

Internal Library Workshop 8,9 (week 14-16)

Final Report and Recommendations 8, 9 (week 14-16)

Facilities Work Session 8,9 (week 14-16)

Timeline for Completion

Get a Library Card

Task 1 Map Questions (IELTS Tips & Samples)

In the IELTS Academic Writing test, a Task 1 map question usually comes as a shock to candidates.

However, they appear in about 1 out of every 8 tests, so you need to be prepared.

In this lesson, you’ll learn to follow 4 practical steps and see them being used in 3 sample answers, as well as learn all the vocabulary and grammar tenses you’ll need.

Learning how to answer IELTS Task 1 map questions will mean you're taking less risks on test day.

Lesson Contents:

4 Steps for High Task 1 Map Scores

The way you answer an IELTS Task 1 map question is essentially the same as any Task 1 question.

In fact, the IELTS examiner will use the exact same band descriptors to determine your score.

Step 1 – Analyse the Task 1 Map Question

An IELTS Task 1 map question shows two maps of one location, and each map is from a different year.

Analysing the question is much like spot the difference puzzles where we find which things in each map are the same and which are different.

Take enough time to analyse the IELTS Writing Task 1 map properly.

As you write the answer, cross off each similarity and difference as you describe it.

Step 2 – Write Paragraph 1

Like all Task 1 answers, the first paragraph has a paraphrase and an overview.

Writing the Paraphrase

To write a paraphrase, you simply rewrite the question in your own words.

Your primary focus is to write a paraphrase with the exact same meaning as the question.

Getting a map IELTS Task 1 question isn't a problem as long as you learn how to approach them.

If you need to copy some words from the question, that’s okay.

To paraphrase, divide the question into smaller parts and rewrite them in order.

For example, the question below has been divided into four sections, each with a different colour.

This is the typical wording of a question statement for a map IELTS Task 1.

Sample Paraphrase;

The maps display the centre of a small town based on how it was in 1962 and its current appearance.

Writing the Overview

An overview is a general description of the maps with no specific information.

In the overview, write one or both of the following;

The overview is most important part of your Task 1 map answer.

General Description of the Maps

Describe any significant features that are in both maps.

This could be the shape, the size, a central feature or a road that runs through the map.

Just make sure that the description is accurate for both maps.

General Description of the Changes

To describe the general changes, we can say things like;

This is key vocabulary you'll need for writing an IELTS Task 1 map overview.

Step 3 – Write Paragraphs 2 and 3

We refer to these as the details paragraphs as they describe the specific similarities and differences between the two maps.

Firstly, consider the order in which you’ll describe the features.

It’s best to have a logical flow through the map rather than randomly listing the differences.

Secondly, decide which features will be in each paragraph.

Put roughly the same number in each one.

After that, write the paragraphs.

Step 4 – Proofread Your Answer

You should aim to have 5 minutes after writing your answer to find and correct your typical writing mistakes.

You can also improve your range of vocabulary at this time by replacing words you’ve used a lot.

Proofreading your IELTS Writing Task 1 map answer will mean that you can significantly improve your Grammatical Range and Accuracy and your Lexical Resource band scores.

IELTS Writing Task 1 Map Question #1

This map IELTS Task 1 question is the kind of thing you can expect in the real test.

Task 1 Map Analysis of Question #1

Task 1 Map Sample Answer #1

The maps display the University Hospital in Kingston as it was in 1990 and again in 2020. Overall, Nessan’s Road runs from east to west at the bottom, and the hospital is situated above this. By 2020, the main change is that the farmland had been replaced with infrastructure for the hospital. The farmland that stood in the northeast of the map had been replaced by a new hospital building used for inpatients, and the area of farmland in the east was being used as additional parking spaces in 2020. The original hospital building in the northwest of the map was being used exclusively for treating outpatients in 2020. At the west end of Nessan’s Road, a new entrance had been added specifically for ambulances with a road leading to the outpatient building. To the east, the old entrance became the public entrance, and that road to the hospital had two roundabouts built on it; the first giving access to the parking area and the second for accessing a new road that extends to the east. This new road ends at a third roundabout for entering the inpatient building or the northern entrance to the parking facility.

Comments on Sample Answer #1

While paraphrasing.

When paraphrasing the question, I used the word map again as there isn’t a suitable synonym for this word.

Ensuring the Overview isn’t Specific

In my overview, I used the word ‘ infrastructure ‘ as it doesn’t communicate any specific information.

If the overview in your map IELTS Task 1 answer is specific, you'll get a low score for Task Achievement.

This ensured that my overview contained a general description rather than a specific one which would significantly reduce my Task Achievement score.

Which Vocabulary is Acceptable

When describing the map, I can use vocabulary like ‘the bottom’ and ‘above’, but it’s best to use the compass points when describing the hospital.

Evenly Dividing the Features

Grammar Tenses

Here I will describe the reasons for some of the grammar tenses used in the sample answer.

Additional Vocabulary for Question #1

Here are alternative ways to say; ‘ The farmland that stood in the northeast of the map had been replaced by a new hospital building used for inpatients. ‘

The farmland that stood in the northeast of the map was no longer there as it had been developed into a new hospital building used for inpatients .

The hospital grounds expanded into the farmland that stood in the northeast of the map, where a new hospital building for inpatients was built.

You'll need to learn all the various vocabulary to describe a Task 1 map before your IELTS test.

IELTS Writing Task 1 Map Question #2

You're like to get a floor plan of a building like this in an IELTS Task 1 map question.

Task 1 Map Analysis of Question #2

Task 1 Map Sample Answer #2

The illustration shows the floor plans of a public library now and after its intended development. Overall, it’s a one-floor building and has steps leading up to the entrance. The main difference is that the library will be extended to the east, roughly doubling its size to allow for the addition of extra facilities. After the extension, on the east side of the library, there will be a new entrance into a kid’s area where the kid’s books will be moved, and additional seating will be added. To the south of the kid’s area will be a computer room, and to the north will be a store and a staff room with its own staff entrance. The existing library space will become the main area and will be narrower due to an internal wall constructed from the north to the south end of the building. The male and female restrooms, original entrance, and sections for romance and thriller will all remain unchanged within this area. However, the seating, fantasy and mystery sections will be relocated closer to the west side of the building to accommodate the changes.

Comments on Sample Answer #2

Paraphrase mistake.

In my paraphrase, I had initially used the word ‘renovating’ but, while proofreading, I realised that this word isn’t a suitable synonym, so I replaced it with the word ‘development’ from the question instead.

Overview Difficulties

Only use vocabulary that's 100% accurate when answering an IELTS Writing Task 1 map question.

In the overview, I found it quite difficult to find features to include in the general description of the maps because they had hardly any similarities that weren’t specific. If you are answering an IELTS Task 1 map question and this happens to you, it’s okay only to include a general description of the changes.

When to Group Features

It’s essential to mention all the features on the map in your answer, and to help with this; it’s okay to group them sometimes.

This is especially true when mentioning things that hadn’t changed like this sentence; ‘ The male and female restrooms, original entrance, and sections for romance and thriller will all remain unchanged within this area. ‘ However, this is only suitable as they are all in the sample area.

It's good to group similar features in your map IELTS Task 1 answer so that you don't need to write a very long answer.

Here are the main tenses in the sample answer and why they were used;

Additional Vocabulary for Question #2

Here is an alternative way to say this part of the sample essay; ‘ The male and female restrooms will remain unchanged .’

The male and female restrooms won’t undergo any changes.

IELTS Writing Task 1 Map Question #3

This is a typical Task 1 map where you are shown the same location at two different points in time.

Task 1 Map Analysis of Question #3

Task 1 Map Sample Answer #3

The maps display a countryside town in 1983 and its current appearance. Overall, Main Road cuts through the centre from west to east and is intersected roughly halfway by the River May, which extends from north to south. The main changes are an increase in residential and commercial buildings. In the west, the five houses already erected in 1983 are still standing, and to the west of the River May, the school, to the north, and police station, to the south of Main Road, have remained unchanged. On the far side of the river, the post office is still in place, as is the windmill further to the south. East of the post office, Munster Road connects with Main Road, where a petrol station has replaced the farm. Travelling southeastward on Munster Road, a cafe is seen to have been built. Returning to Main Road, on the east side of the town, a supermarket has taken the place of the shop. Moving to the northwest corner of the map, the forest has been cleared to make way for a cul-de-sac named High Road lined with an additional nine houses. Finally, on the northern end of the May River, a dam has been constructed.

Comments on Sample Answer #3

Being extra careful.

Because there are so many features in this question, I was cautious while analysing as I was worried that I would miss something. To get a high score, we need to mention every feature in our answer, so I actually went through each map several times.

For any IELTS Task 1 map with a lot of features, you need to be very careful to include everything in your answer.

Guiding the Reader

When writing an IELTS Task 1 map answer, we need to imagine that the reader doesn’t have the map and that our descriptions are the only information they will see. With this in mind, my main focus while writing the answer above was to help the reader easily imagine where they were at all times. This is why one-third of the word count in this essay is used for this purpose. In the map below, you can see all the language from the essay used to guide the reader.

This is a clear representation of how to guide the examiner through an IELTS Writing Task 1 map.

Additional Vocabulary for Question #3

Here are alternative ways to say; ‘ A supermarket has taken the place of the shop .’

The shop has been demolished / knocked down , and a supermarket has taken its place.

One building will often replace another in IELTS Writing Task 1 maps.

The first thing to do is review the three sample answers in this lesson and learn any new vocabulary.

My strategy for improving vocabulary will help you with this task.

Once you’ve learned all the vocabulary, you’ll be ready to describe any map.

After that, you’ll need to practice writing IELTS Task 1 map answers. You can sign up below for access to additional questions.

Of course, you’ll also need to understand how the examiner scores the bands; Task Achievement , Coherence and Cohesion , Vocabulary and Grammar .

You’ll also need to prepare yourself for the other question types, so make sure to complete my lessons on how to write an overview and how to write an answer for Task 1 graphs and the process question lesson .

Getting a Task 1 map question is not as likely as a Task 1 graph question, so you'll absolutely have to prepare for that as well.

You can also review this lesson and see more sample answers in this video.

Privacy Overview

You should spend about 20 minutes on this task.

The diagram below shows the plan of a library in 2001 and 2009. Summarise the information by selecting and reporting the main features and make comparisons where relevant.

Write at least 150 words.

Model Answer

The given diagram compares the map of the ground floor of a library in 2001 and 2009. It can be clearly seen that a lot of changes took place in the ground floor over a period of eight years.

In 2001, the self help and history section occupied the whole left wall, but in 2009 fiction, kitchen, economics and law sections were also added. The fiction section on the back wall of the ground floor, was replaced by the children’s books in front of which the children’s area was made. On the right wall the newspapers and periodicals area was there in 2001. However, in 2009, films and DVDs were placed in front of which computers were placed. The eight smaller tables in 2001 were removed and in place of these four bigger tables were placed.

No changes were made to the entrance, the librarian’s desk and the stairs. The librarian’s desk was right after the entrance and the stairs were in the front right corner in both the years.

Overall, a lot of additions can be seen in the ground floor of the library over a period of eight years.

The diagram below shows the plan of a library in 2001 and 2009. Summarise the information by selecting and reporting the main features and make comparisons where relevant.

IELTS academic The diagram below shows the plan of a library in 2001 and 2009.

BEST Writing Task 1 IELTS Academic, 22nd January

Table of Contents

IELTS ACADEMIC WRITING TASK 1

The diagram below shows the plan of a library in 2001 and 2009. Summarise the information by selecting and reporting the main features and make comparisons where relevant.

SAMPLE ANSWER

The given diagram compares the map of the ground floor of a library in 2001 and 2009. It can be clearly seen that a lot of changes took place in the ground floor over a period of eight years.

No changes were made to the entrance, the librarian’s desk and the stairs. The librarian’s desk was right after the entrance and the stairs were in the front right corner in both the years.

Overall, a lot of additions can be seen in the ground floor of the library over a period of eight years.

Accessibility Report

[Personal and organization information from the Preferences > Identity dialog.]

The checker found no problems in this document.

Detailed Report

The plans below show a school library five years ago and the same library now

The plans below show a school library five years ago and the same library now.

The diagram compares library’s layout in 5 years ago with its present one.

Overall, it is noticeable that there are desks for students to use their laptops. Besides, shared studying tables were replaced with private studying ones.

There were 4 separate tables for studying in 5 years ago, but now 36 individual tables which are arranged in 6 groups occupy the center of the library. In addition, bookshelves in the bottom of the library were cleared and replaced with desks for student’s laptop. Additionally, there are extra desks for student’s laptops, in the place which had ever been desks for computers in the right of the library.

The classroom of 5 years ago is recording studio now; while the meeting room remained in the same place. The borrowing and returning desk is still but is divided into two separate areas. The space for library office in the past is replaced with the conference room.

Essay evaluations by e-grader

Grammar and spelling errors: Line 7, column 188, Rule ID: ENGLISH_WORD_REPEAT_BEGINNING_RULE Message: Three successive sentences begin with the same word. Reword the sentence or use a thesaurus to find a synonym. ...but is divided into two separate areas. The space for library office in the past is... ^^^

Transition Words or Phrases used: besides, but, still, while, in addition

Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments

Performance on Part of Speech: To be verbs : 12.0 7.0 171% => OK Auxiliary verbs: 0.0 1.00243902439 0% => OK Conjunction : 4.0 6.8 59% => More conjunction wanted. Relative clauses : 3.0 3.15609756098 95% => OK Pronoun: 4.0 5.60731707317 71% => OK Preposition: 20.0 33.7804878049 59% => More preposition wanted. Nominalization: 2.0 3.97073170732 50% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.

Performance on vocabulary words: No of characters: 778.0 965.302439024 81% => OK No of words: 154.0 196.424390244 78% => More content wanted. Chars per words: 5.05194805195 4.92477711251 103% => OK Fourth root words length: 3.52273666998 3.73543355544 94% => OK Word Length SD: 2.73477631955 2.65546596893 103% => OK Unique words: 90.0 106.607317073 84% => More unique words wanted. Unique words percentage: 0.584415584416 0.547539520022 107% => OK syllable_count: 236.7 283.868780488 83% => OK avg_syllables_per_word: 1.5 1.45097560976 103% => OK

A sentence (or a clause, phrase) starts by: Pronoun: 1.0 1.53170731707 65% => OK Article: 4.0 4.33902439024 92% => OK Subordination: 1.0 1.07073170732 93% => OK Conjunction: 1.0 0.482926829268 207% => Less conjunction wanted as sentence beginning. Preposition: 2.0 3.36585365854 59% => More preposition wanted as sentence beginning.

Performance on sentences: How many sentences: 9.0 8.94146341463 101% => OK Sentence length: 17.0 22.4926829268 76% => The Avg. Sentence Length is relatively short. Sentence length SD: 28.4761108456 43.030603864 66% => OK Chars per sentence: 86.4444444444 112.824112599 77% => OK Words per sentence: 17.1111111111 22.9334400587 75% => OK Discourse Markers: 4.33333333333 5.23603664747 83% => OK Paragraphs: 4.0 3.83414634146 104% => OK Language errors: 1.0 1.69756097561 59% => OK Sentences with positive sentiment : 2.0 3.70975609756 54% => More positive sentences wanted. Sentences with negative sentiment : 0.0 1.13902439024 0% => More negative sentences wanted. Sentences with neutral sentiment: 7.0 4.09268292683 171% => OK What are sentences with positive/Negative/neutral sentiment?

Coherence and Cohesion: Essay topic to essay body coherence: 0.170105957242 0.215688989381 79% => OK Sentence topic coherence: 0.077496738907 0.103423049105 75% => OK Sentence topic coherence SD: 0.0787137334673 0.0843802449381 93% => OK Paragraph topic coherence: 0.121890408725 0.15604864568 78% => OK Paragraph topic coherence SD: 0.0820955900966 0.0819641961636 100% => OK

Essay readability: automated_readability_index: 10.9 13.2329268293 82% => Automated_readability_index is low. flesch_reading_ease: 62.68 61.2550243902 102% => OK smog_index: 3.1 6.51609756098 48% => Smog_index is low. flesch_kincaid_grade: 8.7 10.3012195122 84% => OK coleman_liau_index: 11.71 11.4140731707 103% => OK dale_chall_readability_score: 8.07 8.06136585366 100% => OK difficult_words: 35.0 40.7170731707 86% => OK linsear_write_formula: 8.5 11.4329268293 74% => OK gunning_fog: 8.8 10.9970731707 80% => OK text_standard: 9.0 11.0658536585 81% => OK What are above readability scores?

--------------------- More content wanted. Rates: 61.797752809 out of 100 Scores by essay e-grader: 5.5 Out of 9 --------------------- Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.

IELTS with Fiona

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IELTS Writing Task 1 floor plan: 5 ways to describe ‘before and after’ diagrams

By ieltsetc on May 31, 2019 8

The IELTS Writing Task 1 floor plans and ‘before and after’ maps require a little thought and preparation if you’ve never done one before. Here are some guidelines.

IELTS Writing Task 1 changes to grange park

Floor Plan Step 1: Find the Key features

Write on the question paper. Draw circles around

The key features will start to stand out. In this example you’ll quickly notice that there have been considerable changes but the park itself is still basically the same – this gives you a good overview.

Now start describing the changes. In this example, you can simply go through them one by one comparing the past with the present.

Floor Plan Step 2: Choose your tenses

Past tense .

Notice the different ways of expressing the past tense:

Present Perfect Tense

Present Tense

Notice the different ways of expressing the Present Tense:

Floor Plan Step 3: Add linking words

Linking words should be

Look at these examples:

When Grange Park opened in 1920, there was a large fountain in the centre, but this has been replaced with a rose garden and seats.

Floor Plan Step 4: Add some Band 7 features

Floor Plan Step 5: Introduction and Overall

Compare the original introduction with my version – what do you notice?

‘The plans below a public park when it first opened in 1920 and the same park today.’

The plans show how a park has altered since it was built in 1920.

Using the word ‘how’ gives you an instant paraphrase in many different tasks

e.g. ‘The charts show daily expenditure’ =

‘the charts show how much money people spend every day’

Overall Statement:

Overall we can see that despite significant adaptations, the park retains the basic elements of flowers, water, seating and music with the addition of a cafe and a children’s play area.

The plans show how a park has altered since it was built in 1920. Overall we can see that despite significant adaptations, the park retains the basic elements of flowers, water, seating and music with the addition of a cafe and a children’s play area.

When Grange Park opened in 1920, there was a large fountain dominating the centre. This has now been replaced with a sizeable rose garden and seats all around it. In addition, the glasshouse to the right of the Eldon Street entrance has gone and in its place there is a water feature.

To the left of where the fountain once stood, there used to be a bandstand with a stage for musicians. An amphitheatre for concerts and associated seating now takes up this space. Similarly, the pond for water plants has been removed and there is a children’s play area in the north east corner and a cafe has been built nearby. Around the edges of the park there were rose gardens with park benches for people to smell the flowers and listen to music. Only one of the smaller rose gardens remains on the north side of the park and the seats have been taken away.

Access to the park is still via the two original entrances, but there is now a third entrance near the water feature from an underground park.

Proofread your floor plan

Spend one or two minutes checking for mistakes such as:

Floor Plans Practice

Use models like the one below to test yourself – make gapped versions like this so that you can be sure that you have understood the choices you have to make e.g. tenses and articles.

Check back with the full model above.

The plans show how a park ____ altered since it ___ built in 1920. Overall we can see that despite significant adaptations, the park retains the basic elements of flowers, water, seating and music with the addition of a cafe and a children’s play area.

When Grange Park opened in 1920, _______ ___ a large fountain dominating the centre. This ____ now _______ replaced with a sizeable rose garden and seats all around it. In addition, the glasshouse to the right of the Eldon Street entrance has _____ and in its place there ___ a water feature.

To the left of where the fountain once stood, there ______ to __ a bandstand with a stage for musicians. An amphitheatre for concerts and associated seating now takes up this space. Similarly, the pond for water plants have ____ removed and there is a children’s play area in the north east corner and a cafe ____ _____ built nearby. Around the edges of the park there ____ rose gardens with park benches for people to smell the flowers and listen to music. Only one of the smaller rose gardens remains on the north side of the park and the seats have _____ taken away.

Access to the park is still via the two original entrances, but there __ now a third entrance near the water feature from an underground park.

Prepositions for floor plans

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Reader Interactions

September 10, 2020 at 6:17 am

Here,in introduction you have used ‘a park has altered”…can we use “a park has been altered”

September 13, 2020 at 10:08 am

Hi Kevin. It’s a very good question. Sometimes places are deliberately altered by people e.g. The paths have been widened to make them more accessible to wheelchairs. . But sometimes places just ‘evolve’ naturally over time. Yes, this park was altered by someone but because we assume it was a gradual process we can say ‘The park has altered’ in the same way you can say ‘The town has changed over the last decade’. Certain individual aspects of the town/park have ‘been changed’ e.g. shops have been pulled down, more houses have been built but you would say OVERALL the town/park has changed. I hope that helps and thank you for your comment. Best wishes, Fiona.

September 9, 2020 at 1:40 pm

Here,in introduction you have used “a park”. Can we use “the park” because examiner knows about which park we are writing?

September 13, 2020 at 10:10 am

Hi Kevin, yes you can but in the first sentence you are introducing the park as a ‘first mention’ (it is one of many parks) so I would choose ‘a’.

December 25, 2019 at 3:28 pm

Thank you so much I learned things that I need from your sample

December 30, 2019 at 4:42 pm

You’re very welcome. Thank you for your comment 🙂

June 19, 2019 at 6:13 pm

kindly tell how can we proper Grammer use and as well how can we improve? if you have any formula kindly share with us.

June 23, 2019 at 5:20 pm

Hi Muhammad and thanks for your question. Grammar is a formula and you just have to learn how it works. Learning the tense system is probably a good start – Past, Present and Future. The easies way is to get a good grammar book with lots of practice. I have a list of good books here https://ieltsetc.com/ielts-test-information-faqs/ . Hope that helps, All the best, Fiona

Building & Assessing Evidence of Career Ready Skills

A blog post on how to help students develop career ready skills by enabling experiential learning within the classroom

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Understanding the PPAT Assessment: A Beginner’s Guide

How do you know that a teacher candidate is ready to take on the classroom?

One answer is the PPAT assessment: an online portfolio that measures teacher candidates’ abilities and readiness to teach.

The PPAT assessment was developed by ETS and includes both formative and summative components. ETS has put together an incredible handbook with in-depth information on everything you need to know about the assessment. But if 57 pages are too much and you’d just like a broad overview, we’ve got you covered.

We’re outlining the PPAT assessment process and the main components below.

The PPAT Assessment Process

As found in the handbook , The PPAT assessment has four tasks:

Task 1: Knowledge of Students and the Learning Environment

Task 1 is about culturally responsive pedagogy—learning more about students, their families, and the school environment.

Task 2: Assessment and Data Collection to Measure and Inform Student Learning

Task 2 is all about using data and assessments to measure and inform student learning.

Task 3: Designing Instruction for Student Learning

Task 3 requires candidates to demonstrate their skills in lesson planning, instructional design, and technology incorporation.

Task 4: Implementing and Analyzing Instruction to Promote Student Learning

Task 4 is proof that candidates can apply the first 3 tasks. This task also requires candidates to adjust instruction and demonstrate an understanding of reflective practice.

Each task has a number of steps and requires candidates to submit evidence. Evidence should demonstrate skill proficiency and include written commentary, instructional artifacts, and a video in Task 4.

Written Commentary

The PPAT assessment tasks encourage three kinds of writing: descriptive, analytical, and reflective. Candidates must use these styles of writing to explain everything that took place in a lesson.

The PPAT handbook suggests that written responses:

Encourage your candidates to review written responses in the Library of Examples to see what strong writing looks like and understand what’s expected. As a mentor, you should not review, edit, or score candidates’ work. Instead, provide feedback by asking questions to help candidates understand what they’re aiming to accomplish.

Instructional Artifacts

In addition to some form of written response, tasks require other types of evidence or artifacts. Artifacts may include a lesson plan, rubric, scoring guide, anecdotal notes from students, or student work samples.

Have your candidates outline the types of evidence required for each task. As they choose artifacts, remind them that each artifact should connect, support, and enhance the written commentary. When discussing artifacts, candidates should not identify themselves, their students, their colleagues, or their school. Instead, they should refer to students as “student 1” and places as “my school”.

A 15-minute video is required to pass the PPAT assessment. Videos should show how you interact with students, create a positive learning environment, and engage students in learning. The video is an artifact—the evidence or proof of what’s written in your commentary.

Candidates can only upload one video file, which may include either one continuous fifteen-minute segment or three separate five-minute segments. Because the video should represent an authentic view of your classroom, videos should not be edited in any way.

To help your candidates get comfortable on camera and reflect on their teaching practice, have them film several practice videos. GoReact is the best way to help students feel comfortable in front of the camera. With just a webcam or smartphone, candidates can video themselves and self-reflect on their performance with ease. By utilizing GoReact, candidates won’t be left scrambling for videos at the last minute. They’ll have an entire library of GoReact video clips by the time Task 4 is due.

Don’t forget to remind your candidates to obtain ETS permission forms early in the semester. Although it may seem inconvenient, candidates need parent/guardian permission before they can begin filming in the classroom.

By mastering the basics, you’ll be able to better prepare your candidates to pass the PPAT assessment. Hopefully you now have a better understanding of what the PPAT assessment entails, including the written commentary, instructional artifacts, and video portion.

For more information, check out the PPAT handbook for candidates and educators or visit the ETS website .

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Now California reparations panel RAISES amount it wants to give 1.8m black people from $220,000 to $360,000 each in $650 BILLION give away - as hearing is told payments are 'only way to stop our children busting into liquor and grocery stores'

By Helena Kelly For Dailymail.Com

Published: 19:43 EST, 3 March 2023 | Updated: 22:09 EST, 3 March 2023

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Black Californians could be in line for $360,000 each as part of the state's plan to dish out 'reparations' to descendants of slaves.

Secretary of State Shirley Weber told a meeting today that California must 'admit its sins and change the narrative,' to pave the way for initiatives similar to ones already being considered in other states .

But there has been no detail about how the $650 billion project will be funded amid concerns over California's growing deficit which is expected to worsen due to a jobs blood bath in its tax-generating Silicon Valley.

And members of the black community were divided over the plan, with one woman saying racial injustice would not be solved 'if we just throw money at it.'

Others accused the scheme of being nothing more than 'political theatre' and 'marketing' rather than offering genuine support to black Americans.

Members of the public welcomed plans to pay reparations, with one man saying, pictured, said money is the only to stop 'our childen busting into liqour stores'

A nine-member 'reparations taskforce' was set up in 2020 by California Governor Gavin Newsom following nationwide protests for racial justice in the wake of the killing of George Floyd.

Previous estimates suggested the payments could be as much as $220,000 each for the state's 1.8 million black citizens.

But in a meeting on Friday, the taskforce indicated the cheques could actually be as high as $350,000 as they seek to compensate Black citizens for generations of discriminatory practices.

There have been difficulties from the start around how the state could accurately measure the harms suffered by its black citizens.

And local residents voiced concerns about how the money would be paid in practice.

One man wearing a top hat told the meeting that the money must be made in cash payments direct to black citizens.

'There is only one thing that would stimulate this economy - and I need you to spread the word what you heard - and that one thing is capital, money, reparations,' he told the meeting.

'That will stimulate the economy for the millions of blacks in California.

The reparations taskforce has divided California's black residents. One woman, pictured, pointed out it was created by Governor Gavin Newsom, Senate President Toni Atkins and Assembly Speaker Anthony Rendon - none of whom are black

Another member of the public, pictured, accused the taskforce of being more concerned with creating 'political theatre' and 'marketing' than genuinely helping black Americans

Gloria Pierrot-Dyer, 71, said racial injustice could not be solved 'if we just throw money at it'

'There is only one thing that would stop our children busting into these liquor stores and grocery stores, stealing junk food and different things and that's reparations.'

However Gloria Pierrot-Dyer, 71, disagreed.

'If you want to do something it’s not going to solve the problem if we just throw money at it,' she said.

‘We need programs and resources to undo the psychological harm that has been done by being surrounded by hatred for centuries.'

The taskforce in California is made up of: Chair Kamilah Moore, Vice Chair Dr. Amos C. Brown, San Diego Councilmember Monica Montgomery Steppe, California State Senator Steven Bradford, Dr. Cheryl Grills, Lisa Holder, Donald K. Tamaki, Jovan Scott Lewis, and Reginald Jones Sawyer.

Moore has previously stated she plans to be as 'radical as possible' when it comes to deciding who will receive reparations and how much.

But local residents took aim at the taskforce during Friday's heated meeting, with one man demanding Moore 'step down and step aside' as she was not fit for the job.

'This is all political theatre and it needs to end,' he added.

A nine-member 'Reparations Task Force' was first set up in 2020 by California Governor Gavin Newsom, pictured, following nationwide protests for racial justice in the wake of the killing of George Floyd

Meanwhile one woman pointed out the taskforce had been put together by Governor Gavin Newsom, Senate President Toni Atkins and Assembly Speaker Anthony Rendon - none of whom are black.

'We don’t expect non-blacks to tell us how we going to get reparations - we’re going to mobilize it by ourselves. It’s power to the people.'

In California, white families are roughly six times wealthier than their black counterparts.

The taskforce is considering a model which would use the state's racial wealth gap to measure how much descendants of slaves had lost.

A conservative estimate would mean the state owed $636.7 billion to its black citizens.

Other strategies discussed were calculating damages related to specific injustices such as housing discrimination, mass incarceration and health harms.

The taskforce has until July 1 to publish its recommendations and outline exactly how the reparations will be made.

It will then be up to lawmakers to decide whether to adopt them.

The idea of giving reparations to black citizens has become popular across America, with cities including Boston, Massachusetts, St Paul, Minnesota, and St Louis, Missouri, as well as the California cities, San Francisco and Los Angeles, among those to have set up similar task forces.

Evanston, Illinois, in 2021 became the first US city to provide reparations to its Black residents, including giving housing grants.

Task force Chair Kamilah Moore has stated she plans to be as 'radical as possible' when it comes to deciding who will receive reparations and how much

California State Senator Steven Bradford, representing Senate District 35, is concerned that the asks of the team might be a 'bridge too far' even for his Democrat colleagues

California State Senator Steven Bradford (left) and Dr. Cheryl Grills (right) also appear on the taskforce

Lisa Holder periodically teaches the Civil Rights and Police Accountability Clinic at UCLA Law School and serves as a legislative consultant on institutional bias elimination

Task force members Lisa Holder (left) and Donald K. Tamaki (right)

Councilmember Monica Montgomery Steppe earned a Bachelor¿s degree in Political Science from Spelman College and a Juris Doctor from California Western School of Law.

Task force members Councilmember Monica Montgomery Steppe (left) and Jovan Scott Lewis (right)

Reginal Jones-Sawyer compared slavery in the past to the prison system in America currently, claiming that it 'might just be another form of slavery'

Reginald Jones Sawyer (left) and Reparations Task Force Vice Chair Dr. Amos C. Brown

More recently politicians in Shelby County, Memphis, voted to allocate $5 million funding to a feasibility study which will 'establish, develop and implement reparations.'

Cities including Boston, Massachusetts, St Paul, Minnesota, and St Louis, Missouri, as well as the California cities, San Francisco and Los Angeles, have also set up task forces and panels to hatch their own reparations plans.

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