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an instructional unit. In the example in Figure 1.1, students are asked to choose from a selection of responses as well as write about how they deter- mined their answer diagnostic assessments for primary grade math- ematics such as Key . for the targeted mathematics concepts addressed by the Probes in this book.
Intervention: The assessment will target sources of difficulties and misconceptions in middle school geometry, specifically properties of shapes, why students struggle with a given geometric concept, and it will provide teachers with instructional strategies and resources designed to address the targeted conceptions.
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Prioritize content that is aligned to CCSS;. • Identify a high-quality assessment to measure student progress;. • Are aligned to leader goals. Student learning targets establish a vision for what students should know or be able to do at the end of the year and guide the educator's planning and instructional decisions.
a course or academic year. The key to measuring student learning is to select the appropriate assessments or sources of evidence. Baseline data are used to establish SLO targets (the expected outcome at the end of the instructional period). Consider the following teachers' rationale for identifying and using baseline data
Instructional Guide to Observation & Feedback spend instructional time helping students uncover the true meaning of mathematics through the mastery of priority content and when appropriate, provide targeted (3d); Questions and tasks require students to justify their reasoning using precise mathematical language.
be: Informal Academic Diagnostic Assessment: Using Data to Guide Intensive. Instruction: Explain that this section provides guidance on identifying target skills for reading and math intervention. If progress monitoring data shows that a change is needed to a student's instructional intervention. If you don't have progress
Learning Targets. • Know what to assess. – Select appropriate assessments. • Clarity on what instructional activities to plan. – Intentional teaching. • Ability to balance “in Depth" with “Coverage". • Know What your assessments reflect at a finer grain. – Reflects exactly what you will teach and students will learn. – Able to use
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