1. Identify student 2006 MA Science Frequency: Prior to each unit knowledge at the Curriculum Framework Process benchmark: beginning of each unit Development/refinement of formative 2011 MA Revised using a formative assessments for each unit Curriculum Framework for assessment. ELA and Literacy Outcome benchmark: Analysis of student (Standards for Literacy in knowledge level related to content Science) standard(s) using formative assessment results prior to each unit Evidence: Student Learning Goal(s): Planned Activities Describe actions the educator will take to attain the student learning goal(s). Activities may to individual and/or team. Attach additional pages as needed. Supports/Resources Action Timeline, Benchmarks, or Frequency From School/District2 2. Use formative Formative Frequency: After each formative unit assessment results to plan assessment results assessment and adjust instruction for each unit. Collaboration with Process benchmark: collaboration and ELL specialist analysis with ELL specialist, plus feedback notes Weekly science team meetings Process benchmark: Analysis of student data after each formative assessment, with notes as to how instruction will be adjusted during the next unit Outcome benchmark: Lesson plans that target core content standards for each unit and reflect attention to identified student needs based on formative assessments Evidence: *Additional detail may be attached if needed.
1. Identify student knowledge at the beginning of each unit using a formative assessment. 2006 MA Science Curriculum Framework 2011 MA Revised Curriculum Framework for ELA and Literacy (Standards for Literacy in Science) Frequency: Prior to each unit Process benchmark: Development/refinement of formative assessments for each unit Outcome benchmark: Analysis of student knowledge level related to content standard(s) using formative assessment results prior to each unit Evidence: *Additional detail may be attached if needed. Student Learning Goal(s): Planned Activities Describe actions the educator will take to attain the student learning goal(s). Activities may to individual and/or team. Attach additional pages as needed. Action Supports/Resources From School/District2 Timeline, Benchmarks, or Frequency 2. Use formative assessment results to plan and adjust instruction for each unit. Formative assessment results Collaboration with ELL specialist Weekly science team meetings Frequency: After each formative unit assessment Process benchmark: collaboration and analysis with ELL specialist, plus feedback notes Process benchmark: Analysis of student data after each formative assessment, with notes as to how instruction will be adjusted during the next unit Outcome benchmark: Lesson plans that target core content standards for each unit and reflect attention to identified student needs based on formative assessments Evidence:
Workshop4-Handouts.docx