% 2008
WESTEST Math
Novice Below M. Mastery Above Dist. Proficient
Grades 1 2 3 4 5 Level 3-5
3 0.2% 0.6% 9.2% 41.3% 48.7% 99.2%
4 0.0% 0.0% 8.8% 30.0% 61.1% 100.0%
5 0.0% 0.1% 7.6% 32.2% 60.1% 99.9%
6 0.0% 0.1% 8.8% 43.1% 48.0% 99.9%
7 0.0% 0.3% 11.1% 43.1% 45.5% 99.7%
8 0.0% 0.1% 10.0% 42.6% 47.3% 99.9%
0.0% 0.2% 9.4% 39.4% 51.0% 99.8%
WESTEST RLA
Novice Below M. Mastery Above Dist. Proficient
Grades 1 2 3 4 5 Level 3-5
3 0.2% 0.2% 5.5% 45.2% 48.9% 99.6%
4 0.0% 0.0% 8.3% 50.1% 41.7% 100.0%
5 0.0% 0.3% 11.2% 50.7% 37.8% 99.7%
6 0.0% 0.1% 5.1% 38.3% 56.4% 99.9%
7 0.0% 0.4% 5.5% 43.0% 51.0% 99.6%
8 0.0% 0.1% 4.6% 36.7% 58.7% 99.9%
0.0% 0.2% 6.5% 43.1% 50.2% 99.8%
WESTEST SS
Novice Below M. Mastery Above Dist. Proficient
Grades 1 2 3 4 5 Level 3-5
3 0.2% 0.0% 5.3% 34.6% 59.9% 99.8%
4 0.0% 0.0% 7.6% 48.9% 43.6% 100.0%
5 0.0% 0.6% 13.0% 53.8% 32.6% 99.4%
6 0.0% 0.2% 9.2% 53.4% 37.1% 99.8%
7 0.0% 0.4% 9.8% 47.5% 42.2% 99.6%
8 0.0% 0.7% 11.2% 41.7% 46.3% 99.3%
0.0% 0.4% 9.8% 47.1% 42.8% 99.6%
WESTEST SCI
Grades Novice Below M. Mastery Above Dist. Proficient
3 1 2 3 4 5 Level 3-5
4 0.0% 0.0% 4.4% 28.7% 66.8% 100.0%
5 0.0% 0.1% 8.5% 42.9% 48.4% 99.9%
6 0.1% 0.1% 2.8% 29.2% 67.7% 99.8%
7 0.0% 0.3% 4.0% 49.4% 46.3% 99.7%
8 0.1% 0.1% 6.0% 48.9% 45.0% 99.8%
0.1% 0.2% 5.2% 40.1% 54.5% 99.8%
• Grade level content in greater depth
• Opportunities for critical thinking
Enrichment
• Mastery of content at a faster or earlier rate either horizontally within grade level or vertically across grade levels
Acceleration
•Horizontal Alignment – within a single grade level for the needed depth and breadth on content
•Vertical Alignment – across grade levels for individual acceleration of content
•Horizontal Alignment – within a single grade level for the needed depth and breadth on content
•Vertical Alignment – across grade levels for individual acceleration of content
Civil War:
•Did we have to have the Civil War/War Between the States?
•How might the Civil War have been avoided?
•What are other ways that a country can resolve conflicts?
As a group, choose a topic and write
one or two essential questions
•The Scientific Method•Persuasive Writing•Nutrition•Geography•Mathematics (Numbers, Measurement, Data)•History•Government •Ecology•Fiction
•Essential questions – planning question•Journal•Index card•Mind Map•Inventories•Letter•Charts•Product or performance•Interview or observation•End of the unit test
Polygon
Definition: A closed plane bound by 3 or more line segments
Characteristics: more line segments, multiple angles
Examples: square, triangle, rectangle, quadrangle
Non-examples:circle, arc
What will the group
do this evening?
Point of View
Implications/ Consequences
Evidence/ Data
Concepts/Ideas
Assumptions
Inferences
Purpose/ Goal
School schedule shifts irk parents: Shorter week, later start force parents to alter routines (By Karen Bouffard/The Detroit News•LIVONIA – Debbie Cameron drops her two children off at Washington Elementary School each day on her way to work at Ford Motor Company. Now a Livonia task force has proposed a plan to start school 40 minutes later on Wednesdays so teachers have time to develop plans for boosting student achievement –throwing a wrench into the Camerons’ morning routine and causing child care, transportation and bedtime headaches for parents.
• Under pressure of strict new accountability standards, teacher unions are demanding that creatively scheduled chunks of time be included in their new contracts. Districts everywhere are manipulating schedules to squeeze free hours into teachers’ hectic days.• Officials in other districts are tweaking school schedules for reasons unrelated to academics –they’re proposing fewer days per week or per year to cut costs a districts struggle to cope with school funding crises.• Parents – already frazzled by the logistics of getting kids to baby sitters, school, music lessons and after-school sports – are in a tizzy over it.
Reasoning about a Situation or
EventWhat is the situation?
Who are the
stakeholders?
What is the point
of view for each
stakeholder?
What are the
assumptions of
each group?
What are the
implications of
these views?
Examples:
Reread the story imagining that you are one of the characters reviewing the his/her actions on a television talk-show.
Write a few paragraphs about the merits or demerits of the story from the point of view of your parent.
It is very important that you learn about traxoline. Traxoline is a new form of zointer. It is montilled in Ceristanna. The Ceristannians gisteriate large amounts of fevon and then bracter it to quaseltraxoline. Traxoline may well be one of our most lukized snezlaus in the future because of our zointer lescelidge.
•What is traxoline?•Where is traxoline montilled?•How is traxoline quaselled?
A crow, dying of thirst, came upon a pitcher which had once been full of water. When the crow put his beak into the mouth of the pitcher, he found that only very little water was left in it, and he could not reach far enough down to get at it. He tried and tried, but at last had to give up in despair.
The Crow and the Pitcher
Then a thought came to him. He took a pebble and dropped it into the pitcher. Then he took another pebble and dropped it into the pitcher. Then he took another pebble and dropped it into the pitcher. At last he saw the water rising toward him, and after casting a few more pebbles into the pitcher, he was able to drink and save his life.
Main Idea/Theme
Inference
What made the crow successful in getting a drink of water? Why did his plan work?
Characterization
What are the crow’s most important qualities? What other characters have you read about that show similar life qualities? How were their situations similar or different from the crow’s situation?
What main idea(s) did you get from this story?
Name:____________________________________________ Date: ____________
Scoring: 0 = Needs Improvement 1 = Satisfactory 2 = Exceeds Expectations Students score their work in the top part of the scoring box.
Teachers score the work in the bottom part of the scoring box.
Student Score: 0 1 2
Teacher Score: 0 1 2
Student Score: 0 1 2
Teacher Score: 0 1 2
Student Score: 0 1 2
Teacher Score: 0 1 2
Student Comments: Is there anything you would like your teacher to know about your work on this reading?
Selection T
itle: ________________________________________________________
Circ
le O
ne:
A3
B3
C3
D3
Circ
le O
ne:
A
2 B2
C2
D2
Cir
cle
One
:
A1
B1
C1
D1
Crows get thirsty. Crows are smart. The
crow kept putting pebbles in the water
until it could drink.
The crow’s most important
qualities are water and
food.
The crow was successful because when
you put the pebbles in the water, the water
came up. That helped him to get water.
He had to get pebbles and keep doing that
until water came up.
4 3 2 1 Score
Fluency I can think of many ideas.
I can think of some ideas
If I get some help, I can think of ideas
I have a hard time thinking of ideas
Flexibility I notice what is surprising and unusual
I notice unusual thingsaround me
When someone reminds me, notice
I hardly ever notice unusualthings
Evaluation I know several ways of deciding
I can tell which ideas are worth working on
With help, I can tell which ideas worthwhile
I cannot tell which ideas are worthwhile
Risk-taking I like to try new ideas
I try new ideas
Sometimes I try new ideas
I do not try new ideas
Seeking Challenges
Goal setting (etc.)
Goal setting
Goal setting (etc.)
I do not set goals
Elaboration When I have good idea, I add details to make great
I can usually add details to make better
Sometimes, I can think ofway to make better
I do not know how to make better
Criteria Exemplary (4-5)
Good(2-3)
NeedsImprovement(0-1)
InitialQuestions
Questions are probing and help clarify facts
All questions may not be relevant
Few or no questions formulated
Understandingthe problem
Clearly defines the problem
Statement has some vagueness or missing information
Problem defined incorrectly
Seekinginformation
Identifiesseveral sources of information
Relies on few sources
Not clear as to what is needed
Risk-taking I try new ideas Sometimes I try new ideas
I do not try new ideas
Integration of knowledge
Effectivelyapplies previous knowledge
Applies limited amount of prior knowledge
Unable to connect previous knowledge
Is this fair?
1. Asking the same as other students; to stretch a bit, learn new skills
2. Promoting success at new level; not failure at new level
3. Acknowledging skills; to not do so would be malpractice
4. Perfect time to do this
“Challenging the Gifted Child in the Classroom. The Challenge Magazine of The Center for Gifted Studies. Western Kentucky University. No. 20 Winter 2008
Carol Dweck. 1999 http://www.indiana.edu/~intell/dweck.shtml
Fisher, Tamara (2008). Curriculum Compacting. Teacher Sourcebook/ Fall 2008. p. 22. http://www.teachersourcebook.org
Sanders, William (2005). Value Added Assessment. http://www.springerlink.com/content/l801g2688u4k848k/
Tomlinson, Carol Ann (1995). How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, Carol Ann & Doubet, Kristina (2006). SMART in the Middle Grades – Classroom That Work for Bright Middle Schoolers. Westerville, OH: National Middle School Association.