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- Assessment vs Evaluation.pdf
- DLL_SCIENCE 6_Q2_W7
- 1. NEW YEAR NEW YOU
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- week 9 short form-2
- philosophyofassessment 4
- jan 22 to feb 1 cardboard sculpture
- social studies lesson
- lessonplantemplate-angelalongo
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- tech lesson plan format
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- Educational Assessment Notes EDUC3143
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PLC:

1. What do we want students to

learn?

2. How will we know if they have

learned?

3. What will we do if they dont

learn?

4. What will we do if they already

know it?

PLC Team Present: Mathew, Louisa, Sam, Aneesa Start Date of Cycle: November 17, 2016

Essential Agreements:

1. Start on time. End on time

2. Bring your materials (computer, student data, assessments, etc.)

3. Speak your truth (respectfully agree to disagree)

Step 1: Analyze Data & Prioritize Needs

and the formative assessments for rational number unit. 3.1.2.1 Add and subtract multi-digit numbers, using efficient and

generalizable procedures based on knowledge of place value,

Math MCA Benchmark Analysis for all High Priority Sites shows including standard algorithms

that 3-5th grade students at Hall struggled with the following

vertically aligned standards. Without a deeper understanding of 4.1.1.3 Multiply multi-digit numbers, using efficient and generalizable

whole number, the 5th graders are not able to build meaning of procedures, based on knowledge of place value, including standard

rational numbers. algorithms.

Therefore, for this PLC cycle students who achieved less than 5.1.1.1 Divide multi-digit numbers, using efficient and generalizable

60% of formative assessments for rational number will work on procedures, based on knowledge of place value, including standard

CPV. Students who achieved more than 60% will continue algorithms. Recognize that quotients can be represented in a variety

rational number unit at grade level. of ways, including a whole number with a remainder, a fraction or

mixed number, or a decimal.

1. What do we want students to learn? This meeting - Assessment Tool, Standards Give the Background Knowledge Assessment to

2. How will we know if they have learned? Next meeting - Look at student groups and students

3. What will we do if they dont learn? brainstorm instructional strategies Group students

4. What will we do if they already know it? List strengths, errors, inferences, needs

Which concepts & skills were

students able to demonstrate on the

Misconceptions What are the possible explanations

based on the strengths, errors, and

What errors & misconceptions did

pre-instruction assessment? misconceptions?

students make?

Exceeds They will continue Telescope

Enter student names from ALL Math

classes in this space

Dylan Steffans

Kainus Scott

Enter student names from ALL to work on lessons 10-18

classes in this space from the Rational Number

Resner Project during their Guided

Jonesia Bass Math Time. Since Matthew

Gregory Wheeler believes he only has two,

Andre Fleischfresser maybe they could join

Kevion Gray Resners class and Resner

could send some of the

Collier: middle kids to Collier?

Alayna Green

Shaliyah Woods

Wyatt

Johnny Bates

Carmen Ayala Ramos

Jaden Scott

William Matthews

Which concepts & skills were

students able to demonstrate on the

Misconceptions What are the possible explanations

based on the strengths, errors, and

What errors & misconceptions did

pre-instruction assessment? misconceptions?

students make?

Enter student names from ALL rational numbers, but

classes in this space increase level of support to

Which kids were these from Resners

Do the Math Fractions during

room? the Guided Math rotations.

That group will be taught by

(Leo, right?)

Far, But Can Get There They can unitize ten, count Without materials these These students might have a They will work on Conceptual

Enter student names from ALL forward and backward on and students may use the reached the concrete stage of Place Value Level 3+ games

classes in this space off the decade, build a two- algorithm unsuccessfully to understanding around and activities during Guided

digit number with base ten solve addition and subtraction conceptual place value, but Math rotations.

Resner:

blocks, say how many groups problems. They most likely do didnt spend enough time in

Aveon Jefferson

of tens and ones are in a two- not have a jumping strategy the representation phase and

Devon Pope

digit number, and combine or to increment or decrement by therefore are not able to solve

Naliyah Woods

separate groups of tens when tens and ones. They most problems at the abstract

Rhianna Johnson

adding or subtracting while likely are not adding from a stage. They need more time

using materials decade or subtracting from a representing how they

decade without counting. compose and decompose

Collier: They most likely are not numbers and jump and on

Marion Phromngam applying knowledge of parts empty number lines.

Cahmera Kopet-Gervais of numbers up to ten to add

or subtract through decades.

Wyatt

Dashiya Conley

Tyree Jackson

Chairish Byas

Dashiya Conley

Zaria Woodard

Denea Lewis

Nousheelong Thao

RaKiyah White Cobb

Needs More Time Hopefully these students The position of the digit isnt These students are not These students will work on

Enter student names from ALL have counting sequences by seen as groups of tens, or unitizing ten (seeing ten ones Conceptual Place Value

classes in this space ones and tens in the range to groups of 100s. Therefore as one group). They are still games and activities Levels

200. students may add or subtract at a concrete stage of Emergent to Level 2 during

Resner:

without the place value in thinking about conceptual Guided Math rotations.

Kamiya Mangun

mind. place value. They most likely

Lela Wade

still count by ones to solve

DAndre Spelker

problems or unsuccessfully A small group of students in

AJohntez Moore

use an algorithm. special education (and

Sanaa Smith perhaps a few other students

at a similar level) all identified

Collier: here will work on Do the

Thomas Banks Math Addition and

Danahjah Davis Subtraction Level A with Sam

Iyanna Wallace Salo.

Terrell Booker 1.

Shalayah Woods 2.

Amere Warren 3.

Destine Terrell 4.

Saniya Bryant 5.

Makaley Robinson

Wyatt

DeOnn Bryant

Nyree Walls

Carvon Saine

Daleeyah Snow

Donaeyeah Hill

Ashley Adame Silva

RaKiyah White Cobb

Myanah Jones (Salo)

Travelle Booker (Salso)

Valentine Cotten (Salso)

Dawann Davis (Salso)

The percentage of students achieving Level 6 or above on Conceptual Place Value Assessment

will increase from _____ to _____ as measured by interview based assessment by January 27. At least 75% of

students will move one or more levels.

1. What do we want students to learn?

2. How will we know if they have learned?

3. What will we do if they dont learn?

4. What will we do if they already know

it?

Data to consider: We gave the Conceptual Place Value assessment to 27 of 51 student in fifth grade. We gave the assessments to

students who did not meet proficiency on the MCA. We missed nine students. In addition to the CPV assessment, teachers are using

formative data from class to place students into instructional groups. Baseline stats show:

6 of those 27 students are at Emergent (22%) which is at first grade level.

7 of those 27 students are at Level 1 (26%) which is at first grade level.

3 of those 27 students are at Level 2 (11%) which is at first grade level.

4 of those 27 students are at Level 3 (15%) which is at second grade level.

5 of those 27 students are at Level 4 (19%) which is at second grade level.

1 of those 27 students is at Level 5 (4%) which is at second grade level.

1 of those 27 students is at Level 6 (4%) which is at second grade level.

Steps 3 & 4: Select Common Instructional Strategies & Determine Results Indicators

Assessment Tool: Conceptual Place Value (CFA) Standard(s): 5.1.1.1 Divide multi-digit numbers, using efficient and

generalizable procedures, based on knowledge of place value,

including standard algorithms. Recognize that quotients can be

represented in a variety of ways, including a whole number with a

remainder, a fraction or mixed number, or a decimal.

Learning Target(s): For CPV groups These learning targets will be addressed on Nov 28-Dec 1, and then well report

RED: I can represent a number using place value. out at PLC and plan another round of lessons.

ORANGE: I can jump forward and backward by groups of tens

and ones.

GREEN: I can(what is the rational number LT?)

Strategies

Student Prioritized Instructional How/when will How will we Adult Actions Student What do we

Group Needs Strategies to Meet the strategies integrate IB? (plan for all adults) Actions look for in

(from step 1) Needs be used? What student work?

and plan to check for materials are

understanding needed?

Proficient

Rational

Number

Project

Lessons 10-13

Strategies

Student Prioritized Instructional How/when will How will we Adult Actions Student What do we

Group Needs Strategies to Meet the strategies integrate IB? (plan for all adults) Actions look for in

(from step 1) Needs be used? What student work?

and plan to check for materials are

understanding needed?

Close to Understanding Do the Math-Fractions Guided Math (two Leo teaches Which lesson has

Proficien the foundations rotations) group the assessment?

t of fractions. ^no longer

present during

our math time

Far, But Conceptual Using models to represent Guided Math Use Arrow Card Using question Students should

Can Get Place Value quantity to 1000; arrow rotations questioning page. stems when start jumping by

There Level 3+ cards, dot strips, place Include jumping playing games, groups of tens on

value boards and base ten BANK OF by groups of ten recording jumps and off the

Representing pieces. ACTIVITIES: forward and on an empty decade without

3-digit numbers Teacher Table: backward, number line, and counting by ones.

w/Arrow Cards Using a jumping strategy to Arrow Card jumping by recording

and base ten solve addition and Activities groups of 100 equations during

pieces to subtraction problems.by forward and games.

compose and recording jumps on the Independent backward. Model

decompose Empty Number Line. Work: Two or representing

numbers based Three Digit Place jumps on an

on place value. Value Challenge, Empty Number

Leap Frog and/or Line.

Jumping by ten Three in a Row

from any Model making

number two digit numbers

on the rekenreks

and asking how

many to the next

decade?

Needs Conceptual Using models to represent Guided Math Use Arrow Card Using question Watch to see if

More Place Value quantity to 100; arrow rotations questioning page. stems when students are

Time Levels cards, dot cards, place Include jumping playing games, unitizing ten; not

Emergent to value boards, and base ten Teacher Table by groups of ten trading groups of counting from one

Level 2 pieces. Arrow Card forward and ones for a ten any longer.

Activities with backward, Model

Representing building, Spinning representing

2-digit numbers a Flat jumps on an

w/Arrow Cards Empty Number

and base ten Independent Line.

pieces to Work (modeled at

compose and Teacher Table) Use sticks and

decompose bundles to ask

numbers based Spinning a Flat, incrementing and

on place value. Two digit Place decrementing

Value Challenge, tasks.

Toss It

Assessment Tool This week the formative assessments will include I will double check these, and provide copies.

Proficient Students: RNP lesson

Close to Proficient: Do the Math, Lesson 5 assessment?

Far: 1.6.11, p.152-153 (Engage NY lessons)

Needs more time 1.6.3 p 58, 1.6.5, p84-86 (Engage NY lessons)

When to Administer Common CPV Week of January 3--Aneesa will do this with help.

Formative Assessment

1. What do we want students to learn?

2. How will we know if they have learned?

3. What will we do if they dont learn?

4. What will we do if they already know it?

on 12/1 after one week with What worked and why? What didnt work and why? What are you observing in the classroom during this instructional block? How are

students responding to the strategies? What changes have you noticed in students (engagement, knowledge, application)?

CPV strategies.

Teacher: Collier 12/1 My students showed more excitement about math than ever before. Especially playing the matching game

and stick bundle activity. Also student were able to articulate why the numbers and pictures matched.

Teacher: Resner 12/1 Students enjoyed decomposing numbers to reach the decade, and then go past the decade

Students enjoyed using the Rekenreks.

Teacher: Salo 12/1 When I first started using Do the Math, I wanted to start with the assessment from the level I thought they

were on. This proved to be very difficult because even though I believe they knew the content, they had not

commonly used the ten-frame set up before when adding. They did not realize that they should fill up a ten

frame before moving on to the second ten-frame to easily see the group of ten. Today, I ended up moving on to

the next lesson to start fresh instead of having them start with an assessment. They were more engaged today

because I went through everything from scratch. I am excited to see their progress come the next assessment

and if their feelings towards taking an assessment change.

We planned an additional weeks work of lessons in small groups and will reflect again 12/7. On 12/17 we will report to the whole school about the

instructional strategies we are using and how they have impacted our students, but we will not be done with our full cycle to show post assessment

data.

Date: Dec 1, 2016 Teacher: Matthew, Louisa, Marcia and Sam with Aneesa

3.1.2.1 Add and subtract multi-digit numbers, using efficient and

We used pages from Engage NY at two levels to look at how generalizable procedures based on knowledge of place value,

our students were meeting the learning targets related to their including standard algorithms

group.

4.1.1.3 Multiply multi-digit numbers, using efficient and generalizable

Level 1: The students had to look at a two-digit number and tell procedures, based on knowledge of place value, including standard

how many groups of tens and ones, or the opposite. They also algorithms.

looked at pictures of tens and ones, and then determined one

more, one less, ten more and ten less. 5.1.1.1 Divide multi-digit numbers, using efficient and generalizable

procedures, based on knowledge of place value, including standard

Level 2: The students had to add or subtract multiples of ten algorithms. Recognize that quotients can be represented in a variety

from a two-digit number. of ways, including a whole number with a remainder, a fraction or

mixed number, or a decimal.

1. What do we want students to learn? Below is a description of what teachers Based on these reflections, continue

2. How will we know if they have learned?

shared about each group of students. lessons during Guided Math small groups

3. What will we do if they dont learn?

4. What will we do if they already know it? next week.

Full lesson plans for the week are here

Which concepts & skills were

students able to demonstrate on the

Misconceptions What are the possible explanations

based on the strengths, errors, and

What errors & misconceptions did

pre-instruction assessment? misconceptions?

students make?

Exceeds

Enter student names from ALL

classes in this space

There are students who were

meeting MCA and doing well on

rational numbers that are continuing

that work while other students work

on CPV. How did they do w/RNP?

Proficient

Enter student names from ALL

classes in this space

All students still receive a

grade level mini lesson on

Geometry standards from

Unit 3. How did they do?

Which concepts & skills were

students able to demonstrate on the

Misconceptions What are the possible explanations

based on the strengths, errors, and

What errors & misconceptions did

pre-instruction assessment? misconceptions?

students make?

Close to Proficient

Enter student names from ALL

classes in this space

Louisa has a group of

students working with Leo on

Do the Math-Fractions. How

did they do?

Far, But Can Get There Louisa said her students All teachers noticed that Students havent had enough Continue work on subtracting

Enter student names from ALL know how to make ten and students stack problems that experience representing their through a decade.

classes in this space jump to decades. are written horizontally. We work on an Empty Number

think this means that students Line. They havent had Continue adding and

These are the students in the They are starting to add arent mentally jumping and enough experiences with subtracting groups of tens

higher CPV group working on through the decade. might not be seeing the Number Talks that require until they can do that

these learning targets. numbers are groups of tens. them to explain their thinking mentally, but then move on to

One student said, This is so without writing. adding groups of tens and

I can add or subtract groups much better than counting on Louisa said that her students ones. Include instructional

of ten to a two digit number. my fingers. are not applying what they strategies that use a mental

know about adding through model of the tens (like

I know my combinations up the decade to subtracting yet. Rekenreks) and show

to ten automatically. students how to record those

jumps on an Empty Number

I can add and subtract Line.

through the decade with a

two-digit and one-digit

number.

Needs More Time Matthew reported that Looking at evidence from the Students are engaged Connect the numeral to the

Enter student names from ALL students were able to use the assessment we used it was because they feel more quantity so that when the

classes in this space Base Ten Concentration hard to tell if students could confident using materials and groups of tens change they

cards and count by tens and jump forward and backward games at their level, but we know how that impacts the

These are the students in the ones to show the total. They by ten. They might have been still need to push them to amount.

lower CPV group and working were engaged! copying. We might have to explain their thinking and (This means you have to

on Learning Targets like: gather more anecdotal move to higher levels quickly. keep building numbers with

Sam reported that the ten evidence. arrow cards and then

I can represent a two-digit frames were helping students showing how much that is

number with groups of tens organize two collections into Sam shared that one student with base ten blocks.)

and ones, or given a groups of tens. is not yet filling ten frames to

collection of tens and ones I see the total yet, so he might

can write the numeral. need a different setting like

the Rekenrek.

Using materials I can jump

forward and backward by

groups of tens from any

number.

Steps 8 & 9: Select Common Instructional Strategies & Determine Results Indicators

Date: Dec 8 PLC Team: Matthew, Marcia, Sam, Louisa, and Aneesa

Assessment Tool: CPV Standard(s): 3.1.2.1 Add and subtract multi-digit numbers, using

efficient and generalizable procedures based on knowledge of place

value, including standard algorithms

procedures, based on knowledge of place value, including standard

algorithms.

procedures, based on knowledge of place value, including standard

algorithms. Recognize that quotients can be represented in a variety

of ways, including a whole number with a remainder, a fraction or

mixed number, or a decimal.

Learning Target(s):

Strategies

Student Prioritized Instructional Strategies How/when will How will we Adult Actions Student What do we

Group Needs to Meet Needs the strategies integrate IB? (plan for all adults) Actions look for in

(from step 7) and plan to check for be used? What student work?

understanding materials are

needed?

meeting MCA and doing well on

rational numbers that are continuing

that work while other students work

on CPV. How did they do w/RNP?

grade level mini lesson on

Geometry standards from

Unit 3. How did they do?

Strategies

Student Prioritized Instructional How/when will How will we Adult Actions Student What do we

Group Needs Strategies to Meet the strategies integrate IB? (plan for all adults) Actions look for in

(from step 7) Needs be used? What student work?

and plan to check for materials are

understanding needed?

Close to

Proficient

Far, But

Can Get

There

Needs

More

Time

Common Formative Problem Bank These are Cognitively Guided Instruction problems written for the CPV Levels. For each group, use one

Assessment Tool problem to model how to complete the problems and then have students independently solve the additional three

problems (up to you if you give them all the same day, or over multiple days). Model how to write an answer sentence,

how to write an equation, and how to show their strategy. There are three number choices for each problem, so students

could solve more problems for additional evidence. How students share their strategies with each other.

Formative Assessment

1. What do we want students to learn?

2. How will we know if they have learned?

3. What will we do if they dont learn?

4. What will we do if they already know it?

What worked and why? What didnt work and why? What are you observing in the classroom during this instructional block? How are

students responding to the strategies? What changes have you noticed in students (engagement, knowledge, application)?

Teacher: Marcia Today we began with Guided Math groups. The mini lesson was based on the Focus Instruction lesson #6. I then

began teaching Base Ten Concentration to the Needs more time group. After teaching the game students were

put in pairs and sent to play with each other. The 2nd group, was working on the game Adding Tens Bingo. The

higher group was working on an independent activity before being called. Things went well at the beginning but

students began to lose focus and then behaviors became concerning. Need to also address stamina when it

comes to working during math.

Teacher: Mathew

Students in the Needs more Time group are able to add on groups of tens, however struggles with making a

group of tens and subtracting by tens.

Teacher: Louisa

Teacher: Sam Most students are showing that they can count up by tens and see ten as a group, however, they do not always

generalize the skill when using the materials to count up from any two-digit number. It can be difficult to see that

when they add ten it does not change what we already have for ones. Students still need practice with adding

tens to two-digit numbers.

Teacher:

Date: January 5, 2017 PLC Team: Matthew, Louisa, Sam, Marcia and Aneesa

Assessment Tool: CPV Assessment-- see below for a detailed Standard(s): Standard(s):

schedule of when these assessments will be completed. 3.1.2.1 Add and subtract multi-digit numbers, using efficient and

generalizable procedures based on knowledge of place value,

including standard algorithms

procedures, based on knowledge of place value, including standard

algorithms.

procedures, based on knowledge of place value, including standard

algorithms. Recognize that quotients can be represented in a variety

of ways, including a whole number with a remainder, a fraction or

mixed number, or a decimal.

1. What do we want students to learn? Look at student work from the problem We will follow the lesson plans and give

2. How will we know if they have learned?

bank. Problem Banks before winter break.

3. What will we do if they dont learn?

4. What will we do if they already know it? Orange group: #7 (Model) #8, 9, 11

Red group: #1 (Model) #2, 3, and 5

Which concepts & skills were

students able to demonstrate on the

Misconceptions What are the possible explanations

based on the strengths, errors, and

What errors & misconceptions did

pre-instruction assessment? misconceptions?

students make?

Exceeds

Enter student names from ALL

classes in this space

Proficient

Enter student names from ALL

classes in this space

reflect on the whole group

Geometry instruction too

much (other than to say

youd finished lessons and

Matthew and Louisa had

given pretest for Algebra

unit)

Student Group Strengths Errors & Inferences Prioritized Needs

Which concepts & skills were

students able to demonstrate on the

Misconceptions What are the possible explanations

based on the strengths, errors, and

What errors & misconceptions did

pre-instruction assessment? misconceptions?

students make?

Close to Proficient

Enter student names from ALL

classes in this space

During PLC we did not

reflect on group continuing

work on fractions. You

could add notes.

Far, But Can Get There Some student who were able We have little evidence of Students at this level were Students need more practice

Enter student names from ALL to solve problems did split the subtracting through the labeling their work, and that is writing answer sentences,

classes in this space smaller number in order to decade, because students a beginning step to Students need more

read a decade and had a didnt pay attention to the successful problem solving. strategies to represent non-

recording strategy that was action in the story. counting by ones strategies,

semi successful. and to move beyond stacking

as their only strategy (if it is

unsuccessful)

Needs More Time Students were automatic with Some students recorded a Students need more practice During algebra unit continue

Enter student names from ALL adding to a decade. Teachers lower level strategy when with using labels. to use story problem banks,

classes in this space could tell they were automatic they used to solve problem. but through strategic number

because they wrote the Some kids are stacking. choices push them to high

equations before they Some kids were not sure CPV levels (a=based on our

recorded a strategy. about the label to use. post assessment.

Where are we at in More kids are adding to the decade automatically. These were the students that needed much more time,

and so it was nice to see success with them. More students are using tools to represent groups of tens and

achieving our goal? ones.

More students working on adding and subtracting through the decade are still stacking or counting on and not

using groups. Some kids are not still seeing groups of numbers (not so much that they cant get to decades)

The whole class has moved from Geometry to Algebra learning targets. Its time to measure progress in CPV

(and then incorporate that data into our decisions about the types of problems students will solve in algebra

lessons).

Rotations have started for Guided Math, but the independent stations are not strong yet. The activities need

to be planned for this next unit, modeled and the social emotional/self regulation goals more closely

monitored.

How can we move Keep doing story problem banks with just right numbers during independent work.

Addressing algebra learning targets, but using the number choices to reflect the CPV levels.

more students to be

proficient or exceed Remember the three CGI states that students cycle through

this standard? 1. Direct modeling (like when they draw pictures of ones)

2. Counting (like when they can record counting by tens on the empty number line)

3. Deriving (when they will stack but only because they are automatic.)

Remember that in addition to moving from direct modeling, to representing, to the abstract, students are

moving through the conceptual place value learning trajectory

1. Emergent (not counting by tens and ones)

2. Level 1-- Counting by tens and ones to quantify a collection

3. Level 2-- Increments and Decrements by tens and ones with materials

4. Level 3 -- Jumps from a decade, jumps back to a decade automatically

5. Level 4 -- Jumps forward to a decade, and jumps back from a decade (using parts of ten)

6. Level 5 --Jumps forward or backward through a decade by a single decade number without counting

7. Level 6 --Jumps forward from a decade to add a two-digit number w/o counting or jumps back to a decade

subtracting a two-digit number w/o counting

8. Level 7--Using various mental strategies to solve two-digit addition and subtraction problems

9. Level 8--Using various mental strategies to solve three-digit addition and subtraction problems

Talk about using the most efficient strategy a lot (and what is efficient will evolve)

Talk about having more than one strategy

Expect students to explain their thinking using place value language (groups of tens, jumping, splitting,

getting to ten, etc). Have them turn and talk to each other a lot

Model how to record their thinking; splitting with a tree, jumping on a number line, using a bar model etc

Continue to use representations of tens and ones (rekenreks, arrow cards, hundreds charts, ten frame cards,

base ten pieces, etc) to explain problems

Resources for more problem banks (you can modify number choices and print only what you need)

Rational Number Story Problem Bank

Multiplication and Division Story Problem Bank

Addition and Subtraction Story Problem Bank

Examples of math progress monitoring the following are arranged by CPV level and are taken from Engage

NY. We used this once for student work during the PLC cycle. If you open the link, there is a table of contents

at the beginning. Click on the level you want.

What are your next Finish the CPV assessments for our post test. Then meet to use that information, and the new FAST data to

group students for Algebra unit. Continue teaching Algebra Unit.

steps?

(continue implementing additional

instructional strategies to meet this

Schedule PD on WOOT Math (possibly Jan 12) and then begin using that as an independent station.

standard, re-vamp this goal, start a Possibly schedule ST Math session w/Marium Toure (maybe Jan 30 in the PM?) to enroll students into

new goal, etc.) content related to learning targets at their levels.

Pick a time that works for you and let me know. Using the class list (Ill share) high light students you want to

assess and students youd like me to assess

Aneesa comes Jan 9 all day *** will model CPV assessment during your prep at 1 for anyone who wants to

watch (Matthew will pick the student and keep them back from prep)

Aneesa comes Jan 10 in AM

Aneesa in Matthews room- test Jan 11

Aneesa finishes Jan 13 in AM

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