To what extent do students learn and work together with teachers, peers and others, either face-to-face or virtually, to problem-solve and generate products/outcomes tied to curriculum and learning goals? Students are indiscriminate Students refer to works Students create of LA Writer’s Notebook/Binders (located in teacher’s in their reference of others’ of quality and substance quality and substance that classroom): A Cardwell (6th Special Ed), A work as models to inform as models to inform are used as models to (8th Reading), E Clark (6th Reading), H Elmore their work. their work. inform others’ work. (8th Writing), J Scott (8th Special Ed), K Doughty (6th Writing), L Smith (7th Reading) LA/Writing Charts or Models: 3 Paragraph; PQP markings; Look Fors; PQP method Models of Proficient/Distinguished responses K-PREP Like Assessment (KDE) C Donaldson (8th Social Studies) collab M Crawford (6-8 A&H): Student create name table using Ancient Cuneiform writing H Elmore (8th Writing) collab L Wood (6-8 GT): Define Narrative and Parts of a Plot (GT Differentiation) Teacher Modeling K Doughty (6th Writing) collab L Cardwell (6-8 Library Media): Natural Disaster Project and Presentation – student modeling (Board Builder) K Hughson (6-8 PLCS): STLP Projects exemplar past – – winners; Wants vs Needs Word Features exemplar – L Cardwell (6-8 Library Media): Storytelling KSA competition - exemplar L Graham (8th Math): Zentangle exemplar – M Crawford (6-8 A&H) collab L Cardwell (6-8 Library Media): Visual Poems using Recycled Materials – exemplar P McKinney (7th Math): Designing Menu exemplar; – Percent Poem exemplar, Teacher Modeling; Extended – Response Question exemplar; Percent of Change – – exemplar P Wallace (6th Math): Self Reflection exemplar, – Teacher Modeling To what extent do students refer to works of quality and substance as models to inform their work? Writing: Formative and Summative Assessment
To what extent do students learn and work together with teachers, peers and others, either face-to-face or virtually, to problem-solve and generate products/outcomes tied to curriculum and learning goals? Students are indiscriminate in their reference of others’ work as models to inform their work. Students refer to works of quality and substance as models to inform their work. Students create of quality and substance that are used as models to inform others’ work. LA Writer’s Notebook/Binders (located in teacher’s classroom): A Cardwell (6th Special Ed), A (8th Reading), E Clark (6th Reading), H Elmore (8th Writing), J Scott (8th Special Ed), K Doughty (6th Writing), L Smith (7th Reading) LA/Writing Charts or Models: 3 Paragraph; PQP markings; Look Fors; PQP method Models of Proficient/Distinguished responses K-PREP Like Assessment (KDE) C Donaldson (8th Social Studies) collab M Crawford (6-8 A&H): Student create name table using Ancient Cuneiform writing H Elmore (8th Writing) collab L Wood (6-8 GT): Define Narrative and Parts of a Plot (GT Differentiation) Teacher Modeling K Doughty (6th Writing) collab L Cardwell (6-8 Library Media): Natural Disaster Project and Presentation – student modeling (Board Builder) K Hughson (6-8 PLCS): STLP Projects – exemplar – past winners; Wants vs Needs Word Features – exemplar L Cardwell (6-8 Library Media): Storytelling KSA competition - exemplar L Graham (8th Math): Zentangle – exemplar M Crawford (6-8 A&H) collab L Cardwell (6-8 Library Media): Visual Poems using Recycled Materials – exemplar P McKinney (7th Math): Designing Menu – exemplar; Percent Poem – exemplar, Teacher Modeling; Extended Response Question – exemplar; Percent of Change – exemplar P Wallace (6th Math): Self Reflection – exemplar, Teacher Modeling To what extent do students refer to works of quality and substance as models to inform their work? Writing: Formative and Summative Assessment