New Phonics Establish norms for real world with real world real world Program (Cindy collaborative connections connections and connections Cupp) Planning Kindergarten SRA Performance Based Continue to use Implement program Assessments Data Teams to Character Education Build School—wide Address math research and instruction Integrated Unit instruction by monitor assessment Themes piloting the New results to drive Establish Science Lab Zealand Numeracy differentiated Project instruction Differentiated Math Expand the New groups k-5 Zealand Numeracy Incorporate Project to all technology level classrooms. Further expand Data Teams to research and monitor assessment results to drive differentiated instruction Assessment Strategies Assessment Strategies Assessment Strategies Assessment Strategies Assessment Strategies Involves students in setting FCSS Common Matching assessments to Matching assessments to learning goals and monitoring Formative/Summative standards standards their own progress. Assessments FCSS Common FCSS Common Uses formal and informal Matching assessments to Formative/Summative Formative/Summative assessments for diagnostic, standards Assessments Assessments formative, and summative Uses formal and informal purposes. assessments for diagnostic, Uses grading practices that formative, and summative report mastery in purposes. relationship to content goals Uses grading practices that and objectives. report mastery in Uses assessment techniques relationship to content goals that are appropriate for the and objectives. developmental level of Introduction of Performance students. Based Assessments Collaborates with others to develop common assessments, when appropriate. Varies and modifies assessments to determine individual student needs and progress.
New Phonics Program (Cindy Cupp) Implement Character Education instruction Establish norms for collaborative Planning real world connections Kindergarten SRA program Build School—wide Integrated Unit Themes Establish Science Lab with real world connections and Performance Based Assessments Address math instruction by piloting the New Zealand Numeracy Project Differentiated Math groups k-5 Incorporate technology Further expand Data Teams to research and monitor assessment results to drive differentiated instruction real world connections Continue to use Data Teams to research and monitor assessment results to drive differentiated instruction Expand the New Zealand Numeracy Project to all level classrooms. Assessment Strategies Assessment Strategies Assessment Strategies Assessment Strategies Assessment Strategies FCSS Common Formative/Summative Assessments Matching assessments to standards Matching assessments to standards FCSS Common Formative/Summative Assessments Matching assessments to standards FCSS Common Formative/Summative Assessments Uses formal and informal assessments for diagnostic, formative, and summative purposes. Uses grading practices that report mastery in relationship to content goals and objectives. Introduction of Performance Based Assessments Involves students in setting learning goals and monitoring their own progress. Uses formal and informal assessments for diagnostic, formative, and summative purposes. Uses grading practices that report mastery in relationship to content goals and objectives. Uses assessment techniques that are appropriate for the developmental level of students. Collaborates with others to develop common assessments, when appropriate. Varies and modifies assessments to determine individual student needs and progress.
SCES1314.docx