External Benchmarks Tests CAT4, MAP, CPAA and UAE National Agenda Priorities. Mrs. Rinkle Jadeja Head of Elementary

Size: px
Start display at page:

Download "External Benchmarks Tests CAT4, MAP, CPAA and UAE National Agenda Priorities. Mrs. Rinkle Jadeja Head of Elementary"

Transcription

1 External Benchmarks Tests CAT4, MAP, CPAA and UAE National Agenda Priorities Mrs. Rinkle Jadeja Head of Elementary

2 UAE NATIONAL AGENDA

3

4 NATIONAL AGENDA TARGETS The UAE vision 2021 emphasizes the development of Cohesive society proud of its identity and sense of belonging Competitive Knowledge Economy Sustainable Environment and Infrastructure Safe Public and Fair Judiciary World-Class Healthcare First-Rate Education System

5 NATIONAL AGENDA TARGET-6 6. First-Rate Education System:

6 National Agenda KHDA introduced the UAE National Agenda Parameter in as a way of measuring the progress that Dubai s private schools are making towards achieving their individual TIMSS and PISA assessment targets. The Last PISA assessment was held in 2018 and next PISA tests will be in The next TIMSS tests will be in 2019, the last before Schools are required to participate in international benchmarking tests and use the results to evaluate their progress towards meeting their National Agenda targets. The requirements for the National Agenda Parameter in include two mandatory components, summarized in Table A below. The components cover all grades from Grade 3 to 9 (UK schools Years 4 to 10).

7 National Agenda Focus Table A: Mandatory components for all schools The National Agenda Parameter components Targeted grades 1 GL Cognitive ability test CAT 4 Grades 3, 6 and 8 (UK schools: Years: 4, 7 and 9) Requirements Number of students All students in the targeted grades and all new students that joined the school in G3 G9 2 One benchmark assessment in Mathematics, Science and English (Arabic, Mathematics and Science for MoE schools) from those listed in Table B and specific to each curriculum. All grades from G3 G9 (in UK schools: All Years from Y4 Y10) All students in the targeted grades 3 OECD PBTS PISA based Test for Schools Grade 10 (UK schools: Year 11) All students in Grade10 (UK schools: Year 11)

8 Focus on MAP Assessments content

9 PISA (Programme for International Student Assessment) Every three years 15 year olds Reading, Mathematics and Science TIMSS(Trends in International Mathematics and Science Study) Every four years Year 5 and Year Mathematics and Science PIRLS(Progress in International Reading and Literacy Study) Every five years Year 5 and Year In the PISA 2012 assessment UAE ranks 46 out of 65 countries. In the TIMSS 2011 assessment UAE ranks 23 out of 42 countries. TIMSS 2015 Result was announced in 29 th November 2016

10 The summary is as below- TIMMS Maths Grade 4- UAE has stood at 34 th place. Grade 8-UAE had stood at 17 th place. TIMSS- Science Grade 4- UAE had stood at 39 th place. Grade 8-UAE had stood at 23 rd place. 2/7/2019

11 The summary is as below- TIMMS Maths Grade 4- UAE has stood at 34 th place. Grade 8-UAE had stood at 17 th place. 2/7/2019 TIMSS- Science Grade 4- UAE had stood at 39 th place. Grade 8-UAE had stood at 23 rd place. national-results/download-center/

12 DIS-PISA Scores and Targets Maths Science Reading 2015 Scores Our Target DIS-TIMSS Scores and Targets Maths Grade 4 Science Maths Grade 8 Science 2015 Score Our Target

13 Comprehensive Content Coverage Mathematics Framework Grade 4 Fourth Grade Content Domains Percentages Number 50% Measurement and Geometry 30% Data 20% Number Number provides the foundation of mathematics in primary school. The number content domain consists of three topic areas. The fifty percent of the assessment devoted to number is apportioned as follows: Whole numbers (25%) Expressions, simple equations, and relationships (15%) Fractions and decimals (10%)

14 Comprehensive Content Coverage Science Framework Grade 4 Fourth Grade Content Domains Percentages Life Science 45% Physical Science 35% Earth Science 20%

15 Mathematics and Science Cognitive Domains Grades 4 & 8 Reasoning Reasoning (20-30%) Analyze, integrate/synthesize, generalize, hypothesize/predict, draw conclusions, justify, solve nonroutine problems and conduct investigations Applying Applying (35-40%) Compare/contrast, model, represent, use relationships and concepts to solve problems Knowing Knowing (30-40%) Recall, recognize, classify, define, measure

16

17 The UAE National Agenda What steps has Dubai International School taken to meet the UAE National Agenda targets and the UAE Vision 2021?

18 The UAE National Agenda We have invested in International and National Benchmarking Assessments to ensure that our assessments are accurate and in-line with National and International standards. The results from these feed into the levels reported to parents throughout the year.

19 The UAE National Agenda These assessments include: MAP (Measure of Academic Progress) CAT 4 (Cognitive Ability Test Grade 2 upwards) CPAA ( Children s Progress Academic Assessment) TIMSS (Grades 4 and 8) PISA (15 years old - Grade 9) PIRLS (Grade 4 -Comprehension and online reading )

20 The UAE National Agenda PISA Use results to adapt the curriculum and assessment to be aligned with PISA test requirements in content and skills. Schemes of work, Curriculum Maps includes topics, activities and strategies to encourage thinking, reasoning and evaluating skills in real life context. Lesson Plans to have critical thinking questions and focus being PISA questionnaire. Share PISA 2015 results and resources with teachers and guide them to adapt their planning, instruction, and assessment. Focus on the Math content domains (Change and relationship, Space and shape, quantity, Uncertainty and data), focus on Science Domains as per PISA requirements. The addition of Guided Reading into the curriculum will raise comprehension standards. Additional curriculum time will be allocated to the teaching of English with greater focus on the use of texts and comprehension. Reading was the main focus of PISA and reading will be covered for our students through various subjects

21 The UAE National Agenda- TIMSS We used past TIMSS results to adapt the curriculum and assessment to be aligned with TIMSS test requirements in content and skills. Schemes of work, Curriculum Maps includes topics, activities and strategies to encourage thinking, reasoning and evaluating skills in real life context. Lesson Plans to have critical thinking questions. Share 2011 TIMSS results and resources with teachers and guide them to adapt their planning, instruction and assessment Focus on developing the science content domains (Earth Science, Life Science and Physical Science) and cognitive domains Focus on developing the Math cognitive domains (knowing, applying and reasoning) and content domains (Number, Algebra, Geometric Shapes and Data Display). Math activities designed around the concept of problem-solving and the application in real life situations. Started preparing grades 3 and 7 by aligning their assessment with TIMSS test requirements so that they are ready for 2019 TIMSS To create a rigorous assessment policy to ensure student progress and attainment is mapped robustly.

22 The UAE National Agenda To ensure that 90% of Emirati students complete their high school education Dubai International school met and exceeded this target as 100% of our students complete their high school education. Students are provided with guidance and support by teachers and support staff to meet academic targets and encourage high school success and diploma achievement. Parents are communicated regularly to raise awareness of the importance of high school graduation and higher education. Guidance Counselor to be appointed to continuously support students for successful career choices and meeting graduation requirements as per USA credit system. To create a rigorous assessment policy to ensure student progress and attainment is mapped robustly.

23 The UAE National Agenda To ensure that 95% of children in the UAE attend preprimary education - Dubai International School has its own pre-nursery- Kids Academy and students enrollment is increased since last academic year. DIS has ensured a Holistic development of children on the academic and social emotional levels. DIS has Improved parents involvement in school preprimary orientation and extracurricular activities and programs. SEND department has increased its qualified staff and added resources to attract parents to enroll their children with special needs to welcome students at DIS.

24 The UAE National Agenda To ensure that 100% of public schools have highly-effective school leadership DIS has recruited educators/leaders that contribute to the success of the school and has continued to improve leadership skills through internal and external PDs. DIS identifies leadership skills in existing staff and invest in their capabilities and development. DIS plans to further improve communication between school leaders and teachers. A very effective and confident student leadership body both Elementary, Middle and High participate and contribute in school initiatives development and implementing of school policies and initiatives. A strong and distributed leadership body with a clear action plan to ensure that the school exceeds the National Agenda with consistent and regular monitoring and evaluation. Student leadership conference dedicated to discussing ways forward on National Agenda.

25 The UAE National Agenda To ensure that no students need to join the university foundation Programme - Under-achieving students are targeted and provided with ongoing support from remedial classes to increase their performance. Remedial Classes made available to support under-achieving students with study skills and academic achievement. SAT training courses to prepare students to take the SATs. IELTS training integrated within the English course.

26 The UAE National Agenda Improve differentiation strategies and modification and adaptation of Curriculum Planning Using CAT4 Data Conducted professional development sessions for school leaders on how to read CAT4 students data and plan differentiation, modification of curriculum accordingly. Trained teachers on how to read and discuss Learners profiles with classifying them based on their cognitive abilities and learning preferences

27 CAT4 (Cognitive Ability Tests)

28 True or False Think of any two sentences describing yourself. The catch is, two of the statements are true and one is false. Try to guess which one is the false one.

29 What are standardized external assessments and why use them? 1. CAT 4 (potential)- Cognitive Abilities Test 2. MAP Tests- Measures of Academic Progress (attainment and progress year on year) 3. CPAA- Children s Progress Academic Assessment 29

30 CAT4 Assessment batteries 2 Verbal Verbal Classification Verbal Analogies 2 Quantitative Number Analogies Number Series 2 Non-verbal Figure Classification Figure Matrices 2 Spatial Figure Analysis Figure Recognition Verbal thinking with words Non-verbal thinking with shape Quantitative thinking with numbers Spatial- thinking with shape and space

31 CAT4 Summary presentation for senior leaders Group analysis (by battery)- Example

32 What does CAT4 do? Provides a rounded profile of pupil ability so you can target support, provide the right level of challenge and make informed decisions about pupils progress. It provides a unique profile of strengths and weaknesses across four batteries: Verbal Reasoning the ability to express ideas and reason through words is essential to subjects with a high language content, and the most obvious skill picked up by traditional assessment. Non-verbal Reasoning problem-solving using pictures and diagrams; skills which are important in a wide range of school subjects, including maths and science-based subjects. Spatial Reasoning the capacity to think and draw conclusions in three dimensions, needed for many STEM subjects, but not easily measured by other datasets. Quantitative Reasoning the ability to use numerical skills to solve problems, applicable well beyond mathematics.

33 Standard Age Score CAT - 4 ANALYSIS Descriptor KEY Corresponding Percentiles Comments CAT Very High High Gifted & Talented Above Average Average Average is the average score Average Below Average Low 5-11 Consider further assessment to identify whether a specific learning difficulty exists Very Low Students may benefit from withdrawal from mainstream 0-4 teaching.

34 CAT 4 Analysis Grade 3 Mean Average Scores- Who are Grade 4 this Year G r a d e 3 CAT4 Results Different Groups No.of Students Grade Group Verbal mean SAS Quantitative mean SAS Non verbal mean SAS Spatial mean SAS Overall mean SAS All students Male Female Emirati SEND Analysis: * The students are slightly above average in Quantitative or numerical reasoning, Non- verbal reasoning and spatial ability. * They show below average capability of Verbal and relatively in line with the national average in spatial ability. * Girls shows slightly better verbal reasoning as compared to boys, moreover, both Boys and Girls are also good in thinking with numbers and thinking with shapes. Action plan/strategies: * A slight bias for learning through reading, writing and discussion may be considered. Introduce Public Speaking competitions * Implement reading and writing across the curriculum. Guided Reading to be introduced in curriculum. Resources Linked to Guided Reading to be ordered. * Incorporate Teacher Map report to differentiate instruction and meet individual student needs.

35

36 Reporting to stakeholders: 1.CAT4 Group report for teachers 2.CAT4 Summary report for senior leaders 3.CAT4 Summary presentation for senior leaders 4.CAT4 Individual report for teachers 5.CAT4 Individual report for parents 6.CAT4 Individual report for students 7.CAT4 Excel report 8.CAT4 Cluster report

37 Cognitive strengths and weaknesses

38 The four cognitive batteries eg Yousef

39 Narrative on the implications for teaching and learning Yousef has a very strong understanding of spatial concepts, with average verbal reasoning skills. Students with such high levels of spatial ability are often characterised as intuitive and as those who see the bigger picture. This can be at the expense of a lack of attention to detail which may be characteristic of Yousef. Yousef should be encouraged to explain his understanding of spatial activities and reflect critically upon them to further enhance his verbal reasoning skills.

40 ISRT: eg Yousef s Learning Bias

41 The spatial learner Students with an extreme preference for learning in visual and spatial ways will display some of the following characteristics: Weakness (perceived and actual): spatial strengths at the expense of verbal skills Poor on detail Unresponsive to rote learning Often have poor handwriting May be poor oral reader Averse to routine (so many appear uncooperative) Disorganization

42 The spatial learner in the classroom Techniques that support the spatial learner will also help other students develop their spatial skills: Inductive learning start with the concept and from this generalize the rule Real life scenarios Provide a task or problem and allow students to find their own way to complete or solve it Hands on learning

43 The spatial learner in the classroom Use models, diagram, pictures. Visual representation both teacher and student Allow note-taking to be distinctive Use color and allow use of color and colorcoding Allow children to move and gesture Allow children time to supply verbal answer

44 What does this mean- Grade 3 Intervention strategies

45 Scenario- Grade 4 Ahmed Individual Student Report for Teachers KEY- SAS- Standard Age Score NPR- National Percentile Rank ST- Stanines

46 Individual Scatter gram A moderate preference for verbal over spatial learning. Ahmed enjoys learning through written texts, writing and discussion but should also perform well when using visualisation and learning through working with pictures, diagrams, 3D objects, mind maps etc. His spatial ability is in the average range so he will like learning methods such as modelling, demonstrating and simulations. He will do very well in language-based subjects but may perform at a slightly lower level in subjects such as STEM that draw on his spatial ability.

47 Ahmed Ahmed Ahmed Ahmed Ahmed Ahmed

48 The UAE National Agenda With the partner sat next to you, spend five minutes discussing how you can contribute to the National Agenda framework as parents in the school.

49 MAP (Measures of Academic Progress ) NWEA Northwest Evaluation Association

50 What is MAP? Measures of Academic Progress (MAP) is a computerized test given to students at DIS in Grades 3-9 in Reading, Math and Science. MAP is the computerized test given to students. NWEA (Northwest Evaluation Association) is the nonprofit educational services organization that creates the assessment

51 MAP Growth By the Numbers 10+ Million Students Tested Annually with MAP 4.5 Billion Test Items Responses 7,600 + Current Educational Partners In Over 141 Countries Worldwide 46+ Million Assessments Administered

52 Why do we use MAP? MAP tests are tailored to a student s current achievement level and measures growth over time. As a result, each student has the same opportunity to succeed and maintain a positive attitude toward testing. Furthermore, with MAP we can administer shorter tests and use less class time while still receiving detailed, accurate information about your child s growth. Following each testing period, you will receive a report showing your child s growth. The test provides immediate information to students, teachers and families three times a year (fall, winter, spring).

53

54 How Does it Work? Students are tested in Science, English (Reading and Language) and Mathematics on the computer Questions become more difficult with each correct answer, or easier with each incorrect answer Tests are about 1 hour long Reports are provided after each test to show growth, areas of strengths, areas to improve and goals for the year

55 What does the MAP test look like? Sample Math Question Work the problem on your scratch paper Click on the best answer Click on the <Go on> button

56 What does the MAP test look like? Sample Reading Question Read the passage and select the best answer Click the <Go on> button

57 Rasch unit (RIT) Scale Equal interval Used to show growth over time Independent of grade level Grade-Level Norms K

58 Normative Data: Bringing Context to the Data Grade-level norms Typical performance Beginning, middle, and end of year NWEA MAP provides schools with norms every three years. This is anonymous data from more than 10 million students around the world. Knowing the top, middle, and bottom scores of all these students combined allows teachers to compare where one student is relative to other students and helps them identify how to help students grow.

59 RIT can be thought of as READY FOR 250 INSTRUCTION TODAY

60 What does it Measure? Reading Foundational Skills (phonics/phonological awareness/print concepts) Language and Writing (conventions/language usage and grammar) Literature and Informational (Key ideas, details, craft, structure in each) Vocabulary Use and Functions (Context Clues and References, Acquisition of new words and usage) Tests measure the essential skills that work together so that you can most effectively read and do math. Math Operations and Algebraic Thinking (Represent & Solve Problems, Properties of Operations) Number and Operations in Base Ten (counting, order of numbers, place value, basic addition and subtraction) Measurement and Data (measuring and graphing, data interpretation) Geometry (Reason with shapes and their attributes, fractions)

61 How Does it Measure? Similar to a growth chart, MAP tests measure your students growth in Math, Reading and Science each year. The scale used to measure progress is not feet and inches, but a RIT scale. Reports provide scores for each skill area to determine strengths, areas to improve and overall score

62 Sample Student Progress Report Student Score Projected Growth Norm Group Ave National Percentile Ranking Lexile Range

63 Student Progress Reports

64 Understanding Your Child s Progress Report UAE

65 Understanding Your Child s Progress Report

66 What is a Lexile Measure? The Lexile Framework is for Reading. A Lexile range is a score (displayed as a 150-point range) resulting from a correlation between NWEA s RIT score and the Lexile scale that helps identify reading material that is at an appropriate difficulty level for an individual student (see Student Goal Setting Sheets and Reports). It allows educators and parents to find books, periodicals, and other reading material that should stimulate a student to learning while rewarding their current reading abilities.

67 Sample Lexile Level Books for a frame of reference on leveled books

68 What can you do with Lexile?

69

70

71

72 Children s Progress Academic Assessment Grade 1 and 2 CPAA is conducted with Grade 1 and 2 similar to MAP and to prepare them for MAP

73

74

75

76

77

78

79 Websites for Parents and Students Borrowed from NWEA Parent Tool Kit found at

80

Psychometric Research Brief Office of Shared Accountability

Psychometric Research Brief Office of Shared Accountability August 2012 Psychometric Research Brief Office of Shared Accountability Linking Measures of Academic Progress in Mathematics and Maryland School Assessment in Mathematics Huafang Zhao, Ph.D. This brief

More information

Introducing the New Iowa Assessments Mathematics Levels 12 14

Introducing the New Iowa Assessments Mathematics Levels 12 14 Introducing the New Iowa Assessments Mathematics Levels 12 14 ITP Assessment Tools Math Interim Assessments: Grades 3 8 Administered online Constructed Response Supplements Reading, Language Arts, Mathematics

More information

Missouri Mathematics Grade-Level Expectations

Missouri Mathematics Grade-Level Expectations A Correlation of to the Grades K - 6 G/M-223 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley Mathematics in meeting the

More information

Abu Dhabi Grammar School - Canada

Abu Dhabi Grammar School - Canada Abu Dhabi Grammar School - Canada Parent Survey Results 2016-2017 Parent Survey Results Academic Year 2016/2017 September 2017 Research Office The Research Office conducts surveys to gather qualitative

More information

Fourth Grade. Reporting Student Progress. Libertyville School District 70. Fourth Grade

Fourth Grade. Reporting Student Progress. Libertyville School District 70. Fourth Grade Fourth Grade Libertyville School District 70 Reporting Student Progress Fourth Grade A Message to Parents/Guardians: Libertyville Elementary District 70 teachers of students in kindergarten-5 utilize a

More information

Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade

Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade The third grade standards primarily address multiplication and division, which are covered in Math-U-See

More information

Linking the Ohio State Assessments to NWEA MAP Growth Tests *

Linking the Ohio State Assessments to NWEA MAP Growth Tests * Linking the Ohio State Assessments to NWEA MAP Growth Tests * *As of June 2017 Measures of Academic Progress (MAP ) is known as MAP Growth. August 2016 Introduction Northwest Evaluation Association (NWEA

More information

Aalya School. Parent Survey Results

Aalya School. Parent Survey Results Aalya School Parent Survey Results 2016-2017 Parent Survey Results Academic Year 2016/2017 September 2017 Research Office The Research Office conducts surveys to gather qualitative and quantitative data

More information

CAAP. Content Analysis Report. Sample College. Institution Code: 9011 Institution Type: 4-Year Subgroup: none Test Date: Spring 2011

CAAP. Content Analysis Report. Sample College. Institution Code: 9011 Institution Type: 4-Year Subgroup: none Test Date: Spring 2011 CAAP Content Analysis Report Institution Code: 911 Institution Type: 4-Year Normative Group: 4-year Colleges Introduction This report provides information intended to help postsecondary institutions better

More information

Abu Dhabi Indian. Parent Survey Results

Abu Dhabi Indian. Parent Survey Results Abu Dhabi Indian Parent Survey Results 2016-2017 Parent Survey Results Academic Year 2016/2017 September 2017 Research Office The Research Office conducts surveys to gather qualitative and quantitative

More information

PIRLS. International Achievement in the Processes of Reading Comprehension Results from PIRLS 2001 in 35 Countries

PIRLS. International Achievement in the Processes of Reading Comprehension Results from PIRLS 2001 in 35 Countries Ina V.S. Mullis Michael O. Martin Eugenio J. Gonzalez PIRLS International Achievement in the Processes of Reading Comprehension Results from PIRLS 2001 in 35 Countries International Study Center International

More information

TABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards

TABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards TABE 9&10 Revised 8/2013- with reference to College and Career Readiness Standards LEVEL E Test 1: Reading Name Class E01- INTERPRET GRAPHIC INFORMATION Signs Maps Graphs Consumer Materials Forms Dictionary

More information

Essentials of Ability Testing. Joni Lakin Assistant Professor Educational Foundations, Leadership, and Technology

Essentials of Ability Testing. Joni Lakin Assistant Professor Educational Foundations, Leadership, and Technology Essentials of Ability Testing Joni Lakin Assistant Professor Educational Foundations, Leadership, and Technology Basic Topics Why do we administer ability tests? What do ability tests measure? How are

More information

AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS

AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS 1 CALIFORNIA CONTENT STANDARDS: Chapter 1 ALGEBRA AND WHOLE NUMBERS Algebra and Functions 1.4 Students use algebraic

More information

Probability and Statistics Curriculum Pacing Guide

Probability and Statistics Curriculum Pacing Guide Unit 1 Terms PS.SPMJ.3 PS.SPMJ.5 Plan and conduct a survey to answer a statistical question. Recognize how the plan addresses sampling technique, randomization, measurement of experimental error and methods

More information

Cooper Upper Elementary School

Cooper Upper Elementary School LIVONIA PUBLIC SCHOOLS http://cooper.livoniapublicschools.org 215-216 Annual Education Report BOARD OF EDUCATION 215-16 Colleen Burton, President Dianne Laura, Vice President Tammy Bonifield, Secretary

More information

Extending Place Value with Whole Numbers to 1,000,000

Extending Place Value with Whole Numbers to 1,000,000 Grade 4 Mathematics, Quarter 1, Unit 1.1 Extending Place Value with Whole Numbers to 1,000,000 Overview Number of Instructional Days: 10 (1 day = 45 minutes) Content to Be Learned Recognize that a digit

More information

EXECUTIVE SUMMARY. TIMSS 1999 International Mathematics Report

EXECUTIVE SUMMARY. TIMSS 1999 International Mathematics Report EXECUTIVE SUMMARY TIMSS 1999 International Mathematics Report S S Executive Summary In 1999, the Third International Mathematics and Science Study (timss) was replicated at the eighth grade. Involving

More information

Integrating Common Core Standards and CASAS Content Standards: Improving Instruction and Adult Learner Outcomes

Integrating Common Core Standards and CASAS Content Standards: Improving Instruction and Adult Learner Outcomes Integrating Common Core Standards and CASAS Content Standards: Improving Instruction and Adult Learner Outcomes Linda Taylor, CASAS ltaylor@casas.or Susana van Bezooijen, CASAS svanb@casas.org CASAS and

More information

Colorado s Unified Improvement Plan for Schools for Online UIP Report

Colorado s Unified Improvement Plan for Schools for Online UIP Report Colorado s Unified Improvement Plan for Schools for 2015-16 Online UIP Report Organization Code: 2690 District Name: PUEBLO CITY 60 Official 2014 SPF: 1-Year Executive Summary How are students performing?

More information

Honors Mathematics. Introduction and Definition of Honors Mathematics

Honors Mathematics. Introduction and Definition of Honors Mathematics Honors Mathematics Introduction and Definition of Honors Mathematics Honors Mathematics courses are intended to be more challenging than standard courses and provide multiple opportunities for students

More information

Common Core Standards Alignment Chart Grade 5

Common Core Standards Alignment Chart Grade 5 Common Core Standards Alignment Chart Grade 5 Units 5.OA.1 5.OA.2 5.OA.3 5.NBT.1 5.NBT.2 5.NBT.3 5.NBT.4 5.NBT.5 5.NBT.6 5.NBT.7 5.NF.1 5.NF.2 5.NF.3 5.NF.4 5.NF.5 5.NF.6 5.NF.7 5.MD.1 5.MD.2 5.MD.3 5.MD.4

More information

Dublin City Schools Mathematics Graded Course of Study GRADE 4

Dublin City Schools Mathematics Graded Course of Study GRADE 4 I. Content Standard: Number, Number Sense and Operations Standard Students demonstrate number sense, including an understanding of number systems and reasonable estimates using paper and pencil, technology-supported

More information

Montana Content Standards for Mathematics Grade 3. Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011

Montana Content Standards for Mathematics Grade 3. Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011 Montana Content Standards for Mathematics Grade 3 Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011 Contents Standards for Mathematical Practice: Grade

More information

Executive Summary. Laurel County School District. Dr. Doug Bennett, Superintendent 718 N Main St London, KY

Executive Summary. Laurel County School District. Dr. Doug Bennett, Superintendent 718 N Main St London, KY Dr. Doug Bennett, Superintendent 718 N Main St London, KY 40741-1222 Document Generated On January 13, 2014 TABLE OF CONTENTS Introduction 1 Description of the School System 2 System's Purpose 4 Notable

More information

UNIT ONE Tools of Algebra

UNIT ONE Tools of Algebra UNIT ONE Tools of Algebra Subject: Algebra 1 Grade: 9 th 10 th Standards and Benchmarks: 1 a, b,e; 3 a, b; 4 a, b; Overview My Lessons are following the first unit from Prentice Hall Algebra 1 1. Students

More information

AP Statistics Summer Assignment 17-18

AP Statistics Summer Assignment 17-18 AP Statistics Summer Assignment 17-18 Welcome to AP Statistics. This course will be unlike any other math class you have ever taken before! Before taking this course you will need to be competent in basic

More information

The Oregon Literacy Framework of September 2009 as it Applies to grades K-3

The Oregon Literacy Framework of September 2009 as it Applies to grades K-3 The Oregon Literacy Framework of September 2009 as it Applies to grades K-3 The State Board adopted the Oregon K-12 Literacy Framework (December 2009) as guidance for the State, districts, and schools

More information

Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster

Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster Drayton Infant School Drayton CE Junior School Ghost Hill Infant School & Nursery Nightingale First School Taverham VC CE

More information

Math 96: Intermediate Algebra in Context

Math 96: Intermediate Algebra in Context : Intermediate Algebra in Context Syllabus Spring Quarter 2016 Daily, 9:20 10:30am Instructor: Lauri Lindberg Office Hours@ tutoring: Tutoring Center (CAS-504) 8 9am & 1 2pm daily STEM (Math) Center (RAI-338)

More information

Content Language Objectives (CLOs) August 2012, H. Butts & G. De Anda

Content Language Objectives (CLOs) August 2012, H. Butts & G. De Anda Content Language Objectives (CLOs) Outcomes Identify the evolution of the CLO Identify the components of the CLO Understand how the CLO helps provide all students the opportunity to access the rigor of

More information

South Carolina English Language Arts

South Carolina English Language Arts South Carolina English Language Arts A S O F J U N E 2 0, 2 0 1 0, T H I S S TAT E H A D A D O P T E D T H E CO M M O N CO R E S TAT E S TA N DA R D S. DOCUMENTS REVIEWED South Carolina Academic Content

More information

Unit 3: Lesson 1 Decimals as Equal Divisions

Unit 3: Lesson 1 Decimals as Equal Divisions Unit 3: Lesson 1 Strategy Problem: Each photograph in a series has different dimensions that follow a pattern. The 1 st photo has a length that is half its width and an area of 8 in². The 2 nd is a square

More information

Edexcel GCSE. Statistics 1389 Paper 1H. June Mark Scheme. Statistics Edexcel GCSE

Edexcel GCSE. Statistics 1389 Paper 1H. June Mark Scheme. Statistics Edexcel GCSE Edexcel GCSE Statistics 1389 Paper 1H June 2007 Mark Scheme Edexcel GCSE Statistics 1389 NOTES ON MARKING PRINCIPLES 1 Types of mark M marks: method marks A marks: accuracy marks B marks: unconditional

More information

Aimsweb Fluency Norms Chart

Aimsweb Fluency Norms Chart Aimsweb Fluency Norms Chart Free PDF ebook Download: Aimsweb Fluency Norms Chart Download or Read Online ebook aimsweb fluency norms chart in PDF Format From The Best User Guide Database AIMSweb Norms.

More information

California Professional Standards for Education Leaders (CPSELs)

California Professional Standards for Education Leaders (CPSELs) Standard 1 STANDARD 1: DEVELOPMENT AND IMPLEMENTATION OF A SHARED VISION Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students. Element

More information

Engineers and Engineering Brand Monitor 2015

Engineers and Engineering Brand Monitor 2015 Engineers and Engineering Brand Monitor 2015 Key Findings Prepared for Engineering UK By IFF Research 7 September 2015 We gratefully acknowledge the support of Pearson in delivering this study Contact

More information

Entrepreneurial Discovery and the Demmert/Klein Experiment: Additional Evidence from Germany

Entrepreneurial Discovery and the Demmert/Klein Experiment: Additional Evidence from Germany Entrepreneurial Discovery and the Demmert/Klein Experiment: Additional Evidence from Germany Jana Kitzmann and Dirk Schiereck, Endowed Chair for Banking and Finance, EUROPEAN BUSINESS SCHOOL, International

More information

Radius STEM Readiness TM

Radius STEM Readiness TM Curriculum Guide Radius STEM Readiness TM While today s teens are surrounded by technology, we face a stark and imminent shortage of graduates pursuing careers in Science, Technology, Engineering, and

More information

PEDAGOGICAL LEARNING WALKS: MAKING THE THEORY; PRACTICE

PEDAGOGICAL LEARNING WALKS: MAKING THE THEORY; PRACTICE PEDAGOGICAL LEARNING WALKS: MAKING THE THEORY; PRACTICE DR. BEV FREEDMAN B. Freedman OISE/Norway 2015 LEARNING LEADERS ARE Discuss and share.. THE PURPOSEFUL OF CLASSROOM/SCHOOL OBSERVATIONS IS TO OBSERVE

More information

Mathematics subject curriculum

Mathematics subject curriculum Mathematics subject curriculum Dette er ei omsetjing av den fastsette læreplanteksten. Læreplanen er fastsett på Nynorsk Established as a Regulation by the Ministry of Education and Research on 24 June

More information

Interpreting ACER Test Results

Interpreting ACER Test Results Interpreting ACER Test Results This document briefly explains the different reports provided by the online ACER Progressive Achievement Tests (PAT). More detailed information can be found in the relevant

More information

Dyslexia and Dyscalculia Screeners Digital. Guidance and Information for Teachers

Dyslexia and Dyscalculia Screeners Digital. Guidance and Information for Teachers Dyslexia and Dyscalculia Screeners Digital Guidance and Information for Teachers Digital Tests from GL Assessment For fully comprehensive information about using digital tests from GL Assessment, please

More information

Lower and Upper Secondary

Lower and Upper Secondary Lower and Upper Secondary Type of Course Age Group Content Duration Target General English Lower secondary Grammar work, reading and comprehension skills, speech and drama. Using Multi-Media CD - Rom 7

More information

Classroom Assessment Techniques (CATs; Angelo & Cross, 1993)

Classroom Assessment Techniques (CATs; Angelo & Cross, 1993) Classroom Assessment Techniques (CATs; Angelo & Cross, 1993) From: http://warrington.ufl.edu/itsp/docs/instructor/assessmenttechniques.pdf Assessing Prior Knowledge, Recall, and Understanding 1. Background

More information

Requirements for the Degree: Bachelor of Science in Education in Early Childhood Special Education (P-5)

Requirements for the Degree: Bachelor of Science in Education in Early Childhood Special Education (P-5) Requirements for the Degree: Bachelor of Science in Education in Early Childhood Special Education (P-5) Core Curriculum Requirements: 60 hours Minimum Academic Good Standing Grade Point Average:.75 Upper

More information

Lesson M4. page 1 of 2

Lesson M4. page 1 of 2 Lesson M4 page 1 of 2 Miniature Gulf Coast Project Math TEKS Objectives 111.22 6b.1 (A) apply mathematics to problems arising in everyday life, society, and the workplace; 6b.1 (C) select tools, including

More information

1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature

1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature 1 st Grade Curriculum Map Common Core Standards Language Arts 2013 2014 1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature Key Ideas and Details

More information

Post-intervention multi-informant survey on knowledge, attitudes and practices (KAP) on disability and inclusive education

Post-intervention multi-informant survey on knowledge, attitudes and practices (KAP) on disability and inclusive education Leonard Cheshire Disability and Inclusive Development Centre University College London Promoting the provision of inclusive primary education for children with disabilities in Mashonaland, West Province,

More information

Case study Norway case 1

Case study Norway case 1 Case study Norway case 1 School : B (primary school) Theme: Science microorganisms Dates of lessons: March 26-27 th 2015 Age of students: 10-11 (grade 5) Data sources: Pre- and post-interview with 1 teacher

More information

Algebra 1, Quarter 3, Unit 3.1. Line of Best Fit. Overview

Algebra 1, Quarter 3, Unit 3.1. Line of Best Fit. Overview Algebra 1, Quarter 3, Unit 3.1 Line of Best Fit Overview Number of instructional days 6 (1 day assessment) (1 day = 45 minutes) Content to be learned Analyze scatter plots and construct the line of best

More information

A Pilot Study on Pearson s Interactive Science 2011 Program

A Pilot Study on Pearson s Interactive Science 2011 Program Final Report A Pilot Study on Pearson s Interactive Science 2011 Program Prepared by: Danielle DuBose, Research Associate Miriam Resendez, Senior Researcher Dr. Mariam Azin, President Submitted on August

More information

First Grade Curriculum Highlights: In alignment with the Common Core Standards

First Grade Curriculum Highlights: In alignment with the Common Core Standards First Grade Curriculum Highlights: In alignment with the Common Core Standards ENGLISH LANGUAGE ARTS Foundational Skills Print Concepts Demonstrate understanding of the organization and basic features

More information

Hokulani Elementary School

Hokulani Elementary School Hokulani Elementary Code: 109 Status and Improvement Report Year -11 Contents Focus On Standards Grades K-5 This Status and Improvement Report has been prepared as part of the Department's education accountability

More information

Proficiency Illusion

Proficiency Illusion KINGSBURY RESEARCH CENTER Proficiency Illusion Deborah Adkins, MS 1 Partnering to Help All Kids Learn NWEA.org 503.624.1951 121 NW Everett St., Portland, OR 97209 Executive Summary At the heart of the

More information

Thameside Primary School Rationale for Assessment against the National Curriculum

Thameside Primary School Rationale for Assessment against the National Curriculum Thameside Primary School Rationale for Assessment against the National Curriculum We are a rights respecting school: Article 28: (Right to education): All children have the right to a primary education.

More information

Welcome to ACT Brain Boot Camp

Welcome to ACT Brain Boot Camp Welcome to ACT Brain Boot Camp 9:30 am - 9:45 am Basics (in every room) 9:45 am - 10:15 am Breakout Session #1 ACT Math: Adame ACT Science: Moreno ACT Reading: Campbell ACT English: Lee 10:20 am - 10:50

More information

Omak School District WAVA K-5 Learning Improvement Plan

Omak School District WAVA K-5 Learning Improvement Plan Omak School District WAVA K-5 Learning Improvement Plan 2015-2016 Vision Omak School District is committed to success for all students and provides a wide range of high quality instructional programs and

More information

University of Waterloo School of Accountancy. AFM 102: Introductory Management Accounting. Fall Term 2004: Section 4

University of Waterloo School of Accountancy. AFM 102: Introductory Management Accounting. Fall Term 2004: Section 4 University of Waterloo School of Accountancy AFM 102: Introductory Management Accounting Fall Term 2004: Section 4 Instructor: Alan Webb Office: HH 289A / BFG 2120 B (after October 1) Phone: 888-4567 ext.

More information

Curriculum and Assessment Policy

Curriculum and Assessment Policy *Note: Much of policy heavily based on Assessment Policy of The International School Paris, an IB World School, with permission. Principles of assessment Why do we assess? How do we assess? Students not

More information

Page 1 of 11. Curriculum Map: Grade 4 Math Course: Math 4 Sub-topic: General. Grade(s): None specified

Page 1 of 11. Curriculum Map: Grade 4 Math Course: Math 4 Sub-topic: General. Grade(s): None specified Curriculum Map: Grade 4 Math Course: Math 4 Sub-topic: General Grade(s): None specified Unit: Creating a Community of Mathematical Thinkers Timeline: Week 1 The purpose of the Establishing a Community

More information

TIMSS Highlights from the Primary Grades

TIMSS Highlights from the Primary Grades TIMSS International Study Center June 1997 BOSTON COLLEGE TIMSS Highlights from the Primary Grades THIRD INTERNATIONAL MATHEMATICS AND SCIENCE STUDY Most Recent Publications International comparative results

More information

Math Grade 3 Assessment Anchors and Eligible Content

Math Grade 3 Assessment Anchors and Eligible Content Math Grade 3 Assessment Anchors and Eligible Content www.pde.state.pa.us 2007 M3.A Numbers and Operations M3.A.1 Demonstrate an understanding of numbers, ways of representing numbers, relationships among

More information

Calculators in a Middle School Mathematics Classroom: Helpful or Harmful?

Calculators in a Middle School Mathematics Classroom: Helpful or Harmful? University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Action Research Projects Math in the Middle Institute Partnership 7-2008 Calculators in a Middle School Mathematics Classroom:

More information

Alignment of Australian Curriculum Year Levels to the Scope and Sequence of Math-U-See Program

Alignment of Australian Curriculum Year Levels to the Scope and Sequence of Math-U-See Program Alignment of s to the Scope and Sequence of Math-U-See Program This table provides guidance to educators when aligning levels/resources to the Australian Curriculum (AC). The Math-U-See levels do not address

More information

How to Judge the Quality of an Objective Classroom Test

How to Judge the Quality of an Objective Classroom Test How to Judge the Quality of an Objective Classroom Test Technical Bulletin #6 Evaluation and Examination Service The University of Iowa (319) 335-0356 HOW TO JUDGE THE QUALITY OF AN OBJECTIVE CLASSROOM

More information

Ready Common Core Ccls Answer Key

Ready Common Core Ccls Answer Key Ready Ccls Answer Key Free PDF ebook Download: Ready Ccls Answer Key Download or Read Online ebook ready common core ccls answer key in PDF Format From The Best User Guide Database Learning Standards Coverage

More information

CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION. Connecticut State Department of Education

CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION. Connecticut State Department of Education CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION Connecticut State Department of Education October 2017 Preface Connecticut s educators are committed to ensuring that students develop the skills and acquire

More information

The Condition of College & Career Readiness 2016

The Condition of College & Career Readiness 2016 The Condition of College and Career Readiness This report looks at the progress of the 16 ACT -tested graduating class relative to college and career readiness. This year s report shows that 64% of students

More information

PROGRESS MONITORING FOR STUDENTS WITH DISABILITIES Participant Materials

PROGRESS MONITORING FOR STUDENTS WITH DISABILITIES Participant Materials Instructional Accommodations and Curricular Modifications Bringing Learning Within the Reach of Every Student PROGRESS MONITORING FOR STUDENTS WITH DISABILITIES Participant Materials 2007, Stetson Online

More information

Analyzing Linguistically Appropriate IEP Goals in Dual Language Programs

Analyzing Linguistically Appropriate IEP Goals in Dual Language Programs Analyzing Linguistically Appropriate IEP Goals in Dual Language Programs 2016 Dual Language Conference: Making Connections Between Policy and Practice March 19, 2016 Framingham, MA Session Description

More information

Shelters Elementary School

Shelters Elementary School Shelters Elementary School August 2, 24 Dear Parents and Community Members: We are pleased to present you with the (AER) which provides key information on the 23-24 educational progress for the Shelters

More information

First Grade Standards

First Grade Standards These are the standards for what is taught throughout the year in First Grade. It is the expectation that these skills will be reinforced after they have been taught. Mathematical Practice Standards Taught

More information

International School of Kigali, Rwanda

International School of Kigali, Rwanda International School of Kigali, Rwanda Engaging Individuals Encouraging Success Enriching Global Citizens Parent Guide to the Grade 3 Curriculum International School of Kigali, Rwanda Guiding Statements

More information

Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand

Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand Texas Essential Knowledge and Skills (TEKS): (2.1) Number, operation, and quantitative reasoning. The student

More information

GALICIAN TEACHERS PERCEPTIONS ON THE USABILITY AND USEFULNESS OF THE ODS PORTAL

GALICIAN TEACHERS PERCEPTIONS ON THE USABILITY AND USEFULNESS OF THE ODS PORTAL The Fifth International Conference on e-learning (elearning-2014), 22-23 September 2014, Belgrade, Serbia GALICIAN TEACHERS PERCEPTIONS ON THE USABILITY AND USEFULNESS OF THE ODS PORTAL SONIA VALLADARES-RODRIGUEZ

More information

I N T E R P R E T H O G A N D E V E L O P HOGAN BUSINESS REASONING INVENTORY. Report for: Martina Mustermann ID: HC Date: May 02, 2017

I N T E R P R E T H O G A N D E V E L O P HOGAN BUSINESS REASONING INVENTORY. Report for: Martina Mustermann ID: HC Date: May 02, 2017 S E L E C T D E V E L O P L E A D H O G A N D E V E L O P I N T E R P R E T HOGAN BUSINESS REASONING INVENTORY Report for: Martina Mustermann ID: HC906276 Date: May 02, 2017 2 0 0 9 H O G A N A S S E S

More information

Computerized Adaptive Psychological Testing A Personalisation Perspective

Computerized Adaptive Psychological Testing A Personalisation Perspective Psychology and the internet: An European Perspective Computerized Adaptive Psychological Testing A Personalisation Perspective Mykola Pechenizkiy mpechen@cc.jyu.fi Introduction Mixed Model of IRT and ES

More information

The Indices Investigations Teacher s Notes

The Indices Investigations Teacher s Notes The Indices Investigations Teacher s Notes These activities are for students to use independently of the teacher to practise and develop number and algebra properties.. Number Framework domain and stage:

More information

Grade 6: Correlated to AGS Basic Math Skills

Grade 6: Correlated to AGS Basic Math Skills Grade 6: Correlated to AGS Basic Math Skills Grade 6: Standard 1 Number Sense Students compare and order positive and negative integers, decimals, fractions, and mixed numbers. They find multiples and

More information

UPPER ARLINGTON SCHOOLS

UPPER ARLINGTON SCHOOLS UPPER ARLINGTON SCHOOLS SERVE LEAD SUCCEED CHALLENGE AND SUPPORT EVERY STUDENT, EVERY STEP OF THE WAY. 2014-2015 www.uaschools.org 1950 North Mallway Drive Upper Arlington, Ohio 43221 (614) 487-5000 Introduction

More information

Mooresville Charter Academy

Mooresville Charter Academy NORTH CAROLINA CHARTER SCHOOL APPLICATION Mooresville Charter Academy Public charter schools opening the fall of 2015 Due by 5:00 pm, December 6, 2013 North Carolina Department of Public Instruction NCDPI/Office

More information

Executive Summary. Abraxas Naperville Bridge. Eileen Roberts, Program Manager th St Woodridge, IL

Executive Summary. Abraxas Naperville Bridge. Eileen Roberts, Program Manager th St Woodridge, IL Eileen Roberts, Program Manager 2221 64th St Woodridge, IL 60517-2180 Document Generated On January 18, 2017 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose 4 Notable Achievements

More information

Table of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards...

Table of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards... Table of Contents Introduction.... 4 How to Use This Book.....................5 Correlation to TESOL Standards... 6 ESL Terms.... 8 Levels of English Language Proficiency... 9 The Four Language Domains.............

More information

Technical Manual Supplement

Technical Manual Supplement VERSION 1.0 Technical Manual Supplement The ACT Contents Preface....................................................................... iii Introduction....................................................................

More information

Cooper Upper Elementary School

Cooper Upper Elementary School LIVONIA PUBLIC SCHOOLS www.livoniapublicschools.org/cooper 213-214 BOARD OF EDUCATION 213-14 Mark Johnson, President Colleen Burton, Vice President Dianne Laura, Secretary Tammy Bonifield, Trustee Dan

More information

NDPC-SD Data Probes Worksheet

NDPC-SD Data Probes Worksheet NDPC-SD Data Probes Worksheet This worksheet from the National Dropout Prevention Center for Students with Disabilities (NDPC- SD) is an optional tool to help schools organize multiple years of student

More information

CLASSIFICATION OF PROGRAM Critical Elements Analysis 1. High Priority Items Phonemic Awareness Instruction

CLASSIFICATION OF PROGRAM Critical Elements Analysis 1. High Priority Items Phonemic Awareness Instruction CLASSIFICATION OF PROGRAM Critical Elements Analysis 1 Program Name: Macmillan/McGraw Hill Reading 2003 Date of Publication: 2003 Publisher: Macmillan/McGraw Hill Reviewer Code: 1. X The program meets

More information

CUNY ASSESSMENT TESTS Webinar for International Students

CUNY ASSESSMENT TESTS Webinar for International Students CUNY ASSESSMENT TESTS Webinar for International Students 1 Today s Agenda ITEM 1 Description Overview of the CUNY ASSESSMENT TEST (CAT) What is the CUNY Assessment Test Why students need to take the CAT

More information

LITERACY ACROSS THE CURRICULUM POLICY

LITERACY ACROSS THE CURRICULUM POLICY "Pupils should be taught in all subjects to express themselves correctly and appropriately and to read accurately and with understanding." QCA Use of Language across the Curriculum "Thomas Estley Community

More information

College and Career Ready Performance Index, High School, Grades 9-12

College and Career Ready Performance Index, High School, Grades 9-12 Dr. John D. Barge, State School Superintendent Making Education Work for All of Georgia s Students College and Career Ready Performance Index, High School, Grades 9-12 CONTENT MASTERY (END of COURSE TESTS

More information

Why OUT-OF-LEVEL Testing? 2017 CTY Johns Hopkins University

Why OUT-OF-LEVEL Testing? 2017 CTY Johns Hopkins University Why OUT-OF-LEVEL Testing? BEFORE WE GET STARTED Welcome and introductions Today s session will last about 20 minutes Feel free to ask questions at any time by speaking into your phone or by using the Q&A

More information

Iowa School District Profiles. Le Mars

Iowa School District Profiles. Le Mars Iowa School District Profiles Overview This profile describes enrollment trends, student performance, income levels, population, and other characteristics of the public school district. The report utilizes

More information

EQuIP Review Feedback

EQuIP Review Feedback EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS

More information

Linking the Common European Framework of Reference and the Michigan English Language Assessment Battery Technical Report

Linking the Common European Framework of Reference and the Michigan English Language Assessment Battery Technical Report Linking the Common European Framework of Reference and the Michigan English Language Assessment Battery Technical Report Contact Information All correspondence and mailings should be addressed to: CaMLA

More information

Programme Specification. MSc in International Real Estate

Programme Specification. MSc in International Real Estate Programme Specification MSc in International Real Estate IRE GUIDE OCTOBER 2014 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION MSc International Real Estate NB The information contained

More information

Stimulating Techniques in Micro Teaching. Puan Ng Swee Teng Ketua Program Kursus Lanjutan U48 Kolej Sains Kesihatan Bersekutu, SAS, Ulu Kinta

Stimulating Techniques in Micro Teaching. Puan Ng Swee Teng Ketua Program Kursus Lanjutan U48 Kolej Sains Kesihatan Bersekutu, SAS, Ulu Kinta Stimulating Techniques in Micro Teaching Puan Ng Swee Teng Ketua Program Kursus Lanjutan U48 Kolej Sains Kesihatan Bersekutu, SAS, Ulu Kinta Learning Objectives General Objectives: At the end of the 2

More information

EXECUTIVE SUMMARY. TIMSS 1999 International Science Report

EXECUTIVE SUMMARY. TIMSS 1999 International Science Report EXECUTIVE SUMMARY TIMSS 1999 International Science Report S S Executive Summary In 1999, the Third International Mathematics and Science Study (timss) was replicated at the eighth grade. Involving 41 countries

More information

Irtiqa a Programme: Guide for the inspection of schools in The Emirate of Abu Dhabi

Irtiqa a Programme: Guide for the inspection of schools in The Emirate of Abu Dhabi Irtiqa a Programme: Guide for the inspection of schools in The Emirate of Abu Dhabi August 2015 Table of Contents Page Irtiqa a programme vision, mission, core values and objectives 4 1. Why are schools

More information

What the National Curriculum requires in reading at Y5 and Y6

What the National Curriculum requires in reading at Y5 and Y6 What the National Curriculum requires in reading at Y5 and Y6 Word reading apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in Appendix 1 of the

More information