common+core

math standards []

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Educators cannot teach one way, test another way, and expect positive outcomes. If testing is online and if learners will be expected to use visual displays, engage with simulations, write online, possibly perform calculations online, and complete performance tasks that may or may not involve online activities, they need routine exposure to those activities using technology. Yet Gray and colleague's (2010) research found relatively low percentages in regard to technology use in classrooms for such activities. Only 44 percent of teachers reported using software often or sometimes to administer tests; fewer (33 percent) used simulation and visualization software often or sometimes. Fifty percent reported using drill and practice programs and tutorials, and 59 percent used subject-specific programs often or sometimes.

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 * SBAC and PARCC Testing** According to the National Governors Association and the Council of Chief State School Officers (NGA-CCSSO, 2010), SBAC and PARCC share a common vision. New summative assessments would employ a mix of test questions and performance assessments with "sophisticated multiple-choice questions, constructed-response (or 'fill-in-the-space') questions, on-demand performance tasks, and--to the extent feasible--classroom-based performance assessments." Assessments would employ universal design principles (p. 2), which means that they would be "designed and developed from the outset to minimize the effects of disability, race, culture, gender or English language ability on testing" (CAST, 2010, p. 3). The common vision also includes that teachers will be provided support materials and tools such as curriculum frameworks, syllabi, and banks of curriculum-embedded performance tasks, and a reporting system for monitoring progress. SBAC will take an aggressive approach to including computerized adaptive testing; PARCC's current plans call for a move to computerized testing in 2016 (NGA-CCSSO, 2010, pp. 3-4).

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curric. maps []

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tech requirements for each grade []

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arkansas wiki []

collaborate on-line google docs [] [] wall wisher [] []

wiki

graphic organizer on-line -free [] [] []

[|sir ken robinson video]

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assessment

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powerpoint with sample questions in it []

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what is authentic assessment []

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rubrics []

performance tasks

appendix B []

Students // compare and contrast // the effect Henry Wadsworth Longfellow’s // poem // “Paul Revere’s Ride” has on them to the effect they experience from a // multimedia // dramatization of the event presented in an interactive digital map ( [] ), // analyzing // the impact of different // techniques // employed that are // unique to each medium // . [RL.6.7]

Students construct a holistic picture of the history of Manhattan by  // comparing and contrasting the information // gained from Donald Mackay’s // The Building of Manhattan // with the // multimedia sources // available on the “Manhattan on the Web” portal hosted by the New York Public Library ( [] ). [RST.6–.9] []

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3rd grade

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5th [] [] [] []

6th grade []

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7th grade []

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8th grade []

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class share items http://[|www.pppst.com] [|http://livebinders.com] [] []