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You did not add any gift products to the cart. Check your available gifts! Benefits Consider why an achievement gap remains in 21st century education and how response to intervention RTI can address that gap. Understand the differences among intervention, extension, prevention, and enrichment. Avoid common missteps when implementing RTI. Get your copy today Buy now. Email address. Create an account Your Solution Tree account allows you to access free resources, check out faster, and more.
Our biggest challenge is Developing a comprehensive plan for sustained improvement Integrating a targeted and systematic RTI Determining if current assessments are driving instruction Using technology to create personalized and authentic learning Developing instructional practices that engage, empower, and motivate Supporting teachers in preparing and delivering effective lessons Improving school culture Bridging the achievement gap for English learners Improving student performance and engagement in mathematics Expanding teacher leadership.
Outlying Islands U. If you are affiliated with a school or district, enter its zip code and select the name from the dropdown list.Iowa Core Mathematics includes recommendations for curriculum, instruction, and assessment, as well as standards for mathematical content and mathematical practices. In particular, Iowa Core Mathematics is built upon:.
By teaching through rich mathematical tasks, students develop deep conceptual understanding and skill proficiency. Rich mathematical tasks involve both:. Problem—Based Instructional Tasks Problem—based instructional tasks are at the heart of teaching for understanding. A world—class mathematics curriculum should be built around rich instructional tasks focused on important mathematics. Distributed Practice that is Meaningful and Purposeful Practice is essential to learn mathematics.
However, to be effective in improving student achievement, practice must be meaningful, purposeful, and distributed. Meaningful Purposeful Distributed Practice:. Mathematics experiences in early childhood settings should concentrate on 1 number which includes whole number, operations, and relations and 2 geometry, spatial relations, and measurement, with more mathematics learning time devoted to number than to other topics.
Mathematical process goals should be integrated in these content areas. The composite standards [of Hong Kong, Korea and Singapore] have a number of features that can inform an international benchmarking process for the development of K—6 mathematics standards in the U. First, the composite standards concentrate the early learning of mathematics on the number, measurement, and geometry strands with less emphasis on data analysis and little exposure to algebra.
The Hong Kong standards for grades 1—3 devote approximately half the targeted time to numbers and almost all the time remaining to geometry and measurement. Because the mathematics concepts in [U. We looked at both traditional and non—traditional textbooks used in the US and found this conceptual weakness in both. There are many ways to organize curricula. The challenge, now rarely met, is to avoid those that distort mathematics and turn off students.
For over a decade, research studies of mathematics education in high—performing countries have pointed to the conclusion that the mathematics curriculum in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country.
To deliver on the promise of common standards, the standards must address the problem of a curriculum that is "a mile wide and an inch deep. Achieving "fewer standards" would be easy to do by resorting to broad, general statements. Instead, these Standards aim for clarity and specificity.Follow Just ASK. Common Core.
Instructional Leadership. Creating a Culture for Learning. Best Practice in Instruction. Making Assessment a Learning Experience. Meeting the Needs of Diverse Learners. Mentoring and Induction. Motivational and Thought Provoking.
Each day, teachers are faced with the enormous responsibility of teaching, assessing, and responding to students learning across a high number of dense standards within a limited number of school days. Very often, teachers operate under the assumption that all standards are equally important and that they have to ensure that students are taught all of the standards with the same level of intensity each year. The danger of delivering standards that are an inch deep and a mile wide is that students will inevitably leave a grade level or course with gaps in their learning.
Endurance When the standard represents learning that goes beyond one course or grade level and is representative of a concept or skill that is important in life, it has endurance. Elementary RI. Secondary RI.
Texas Essential Knowledge and Skills
This standard endures far beyond one test, as students will need to read informational texts proficiently and substantiate their claims using evidence from the text when reading, writing, and speaking to a variety of audiences and for a variety of purposes. Students will cite textual evidence with increasing levels of sophistication throughout all of their years of schooling and will need to know how to do so in order to be college and career ready.
Leverage When the standard represents learning that is applied both within the content area and in other content areas, it has leverage. Elementary W.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Secondary W. The ability to write an argument and support claims with valid reasoning and evidence provides leverage in other content areas. For instance, students may be writing scientific, historical, or numerical arguments that they substantiate with evidence learned in specific content areas. Elementary 1. Secondary 6. At an early age, if students can understand the commutative and associative properties, they are ready to use those relationships between numbers to solve problems.
Later on, students show a readiness to apply all properties of operations to generate equivalent expressions that include whole numbers, fractions and decimals. Endurance, leverage, and readiness all carry equal weight when it comes to determining power standards. As Larry Ainsworth explains it, think of a triple Venn Diagram, and that for the overall success of students each circle in that Venn Diagram has equal importance as students move through their years of schooling and beyond.
In addition to endurance, leverage, and readiness, power standards are those that teachers will spend most of their instructional time teaching. They are the standards emphasized on state and national assessments, as well as the focus of teacher assessments. Without criteria for determining if a standard is a power standard, there is the risk of teachers picking and choosing the standards they feel are the highest priority.
If every teacher in the grade level or course is emphasizing something different, you do not have a guaranteed curriculum for students. The prioritization of standards relies on collaboration and teachers following a thoughtful process to determine what should be a power standard.
To determine power standards, teachers need to work collaboratively in vertical teams i. K-2, to discuss standards and determine which meet the criteria above. This process could be completed in one workshop day, or broken into smaller periods of time if necessary. Please note that the times listed below are approximations.How To Read A Jazz Chart - Guitar Lesson - JustinGuitar [JA-006]
Select the content area standards that will be prioritized.The Western School District works as a Professional Learning Community which is an ongoing process in which educators work collaboratively to achieve better results for the students they serve. Professional Learning Communities operate under the assumption that the key to improved learning for students is continuous job-embedded learning for educators. Additionally, all grade levels and subjects have state-mandated standards that they have to teach; however, some standards are deemed more essential than others.
Essential standards are deemed essential by meeting the following criteria:. Please click on the links below to access subject and grade specific Essential Standards. Please note that the essential standards work is an ongoing process. Skip to Main Content. District Home. Select a School Select a School. Sign In. Search Our Site. Home About Us ". Essential standards are deemed essential by meeting the following criteria: Endurance - concepts and skills that last over time Readiness - prepares students for the next level of learning External Exams - local, state, national, college, career, high stakes exams Leverage - crossover application to other academic areas Please click on the links below to access subject and grade specific Essential Standards.
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View Wish List View Cart. For All Subjects. Grade Levels. AssessmentPrintablesRubrics. File Type. Word Document File. Product Description. This is a editable student tracking chart for essential standards. The first two pages are ready to edit with your own pictures and essential standards. The final two pages are an example of a tracking chart for 9th grade social studies standards. You will now receive email updates about this store. Beside each purchase you'll see a Provide Feedback button.
Simply click it and you will be taken to a page where you can give a quick rating and leave a short comment for the product. Each time you give feedback, TPT gives you feedback credits that you use to lower the cost of your future purchases. Like this product? Total Pages. Report this Resource to TpT. Reported resources will be reviewed by our team. Add one to cart. Buy licenses to share. Add to Wish List. Share this resource. The Social Studies Doctor Followers. Keep in Touch! Sign Up.Keep track of when you have introduced, retaught and assessed each indicator.
The checklists are available in two formats:. The first two resources are the more in depth explanatory standards provided on www. You may want to print them and keep them in the front of a data binder for reference. The first set of checklists have been created using the 4th grade CCSS checklists as they are found on www. Choose whichever suits your needs the best! Start here:.
Updated 4th Grade CCSS and “I Can” Checklists
As with all of our resources, The Curriculum Corner creates these for free classroom use. Our products may not be sold. You may print and copy for your personal classroom use. These are also great for home school families!
You may not modify and resell in any form. Please let us know if you have any questions. Thank you both for all you do and for sharing this wonderful tool. I am not sure what I am doing wrong, but when I saved the Excel version for fourth grade and then opened it up, the words, Page 1, Page, 2, etc.
Your help would be greatly appreciated. Again, thanks for all of your efforts and for sharing this with fellow teachers! Hi Joan! Maybe we need to change the formatting on our end, save it and re-link it.
Thank you so much for the checklists and the ICan sheets. These are just what I was starting to create.