Train teachers about the CLOSE READING September 11, 2012 To follow up with teacher about the use of the – MODEL and Write to Respond methodology and have teachers invite administration and other teachers to see how teachers are incorporating it as best practice GOAL Anticipated Strategy Barrier Monitoring 2012 Current Percent of Students Proficient in Listening/ Speaking: 2012 Current Percent of Students Proficient in Reading: 2012 Current Percent of Students NA None in Grade 4 Proficient in Writing: Mathematics Goal(s): 2012 Current 2013 Expected Level of of 1. Performance Performance (Enter (Enter percentage percentage information and information and the number of the number of students that students that percentage percentage reflects) reflects) Anticipated Barrier(s): 1. In a recent Harvard Education Letter (Volume 28, Number 4, July/August 2012), Robert Rothman Way Common Core Standards “The encourages teachers to take a closer look at Will Change the Classroom” the New Common Core State Standards and compare those features and concepts with existing standards. The new standards represent a substantial departure from current practice in a number of respects. This year, Stevenson’s Administration and teachers will investigate closely four areas of the Common Core Mathematic Standards. The Common Core Standards are on fewer topics and address them in greater intended focus depth. In elementary school mathematics, where the standards have concentrated heavily in the past on arithmetic and less on geometry, the idea now is to focus heavily on number sense and reasoning so that students have a real understanding of them and are able to move to more advanced topics. Common Core Standards are designed to Coherence – build on students’ understanding by introducing new topics from grade to grade. Students will be expected to learn content and skills and move to more advance topics. The Standards simultaneously build coherence
Train teachers about the CLOSE READING MODEL and Write to Respond September 11, 2012 To follow – up with teacher about the use of the methodology and have teachers invite administration and other teachers to see how teachers are incorporating it as best practice GOAL Anticipated Barrier Strategy 2012 Current Percent of Students Proficient in Listening/ Speaking: 2012 Current Percent of Students Proficient in Reading: 2012 Current Percent of Students Proficient in Writing: NA None in Grade 4 Mathematics Goal(s): 1. 2012 Current Level of Performance (Enter percentage information and the number of students that percentage reflects) 2013 Expected of Performance (Enter percentage information and the number of students that percentage reflects) Anticipated Barrier(s): 1. In a recent Harvard Education Letter (Volume 28, Number 4, July/August 2012), Robert Rothman “The Way Common Core Standards Will Change the Classroom” encourages teachers to take a closer look at the New Common Core State Standards and compare those features and concepts with existing standards. The new standards represent a substantial departure from current practice in a number of respects. This year, Stevenson’s Administration and teachers will investigate closely four areas of the Common Core Mathematic Standards. The Common Core Standards are intended focus on fewer topics and address them in greater depth. In elementary school mathematics, where the standards have concentrated heavily in the past on arithmetic and less on geometry, the idea now is to focus heavily on number sense and reasoning so that students have a real understanding of them and are able to move to more advanced topics. Coherence – Common Core Standards are designed to build on students’ understanding by introducing new topics from grade to grade. Students will be expected to learn content and skills and move to more advance topics. The Standards simultaneously build coherence Monitoring