Alicia hunter principal farristown middle school
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Alicia Hunter Principal Farristown Middle School. Success Criteria . Three Articles—Comparing to define quality Read and discuss What are the characteristics (criteria) of a good piece? Be specific Determine 3-5. Your turn. What did you do this summer?

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Alicia Hunter Principal Farristown Middle School

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Alicia hunter principal farristown middle school

Alicia HunterPrincipalFarristown Middle School


Success criteria

Success Criteria

  • Three Articles—Comparing to define quality

    • Read and discuss

      • What are the characteristics (criteria) of a good piece?

      • Be specific

      • Determine 3-5


Your turn

Your turn

What did you do this summer?

What did you want to do this summer?

http://www.youtube.com/watch?v=Qnh-jVSNLoc


Share and listen

Share…and Listen

Can you identify Success Criteria in your partner’s writing?


Http www youtube com watch feature player embedded v lcxq6vjavws

http://www.youtube.com/watch?feature=player_embedded&v=lCxq6vjAvWs


Alicia hunter principal farristown middle school

Our Journey

Student work

Chapter 9

Model

Implement

Model

Implement


Expectations meet reality

Expectations meet reality


Alicia hunter principal farristown middle school

Success Criteria

in Action


Writing

Writing

How’s it going?


Reading

Reading

What makes a

good group?

What did they read?


Alicia hunter principal farristown middle school

Math

Testing

Behavior


Health on demand writing

Health—On Demand Writing

Success Criteria

Student Checklist


What else

What else?

  • Music videos

  • QR codes

  • Artwork

  • Science labs

  • Highlight reels (Lebron shooting a 3)

  • ?

  • ?


Evaluations

Evaluations

  • Administrative

  • Peer--Feedback 

  • Student Voice


Alicia hunter principal farristown middle school

Accomplished

Exemplary

Component

Ineffective

Developing

3c

·

·

·

·

The learning tasks

The learning tasks

The learning tasks

Virtually all

Engaging

and activities,

and activities are

and activities are

students are

Students in

materials,

partially aligned

aligned with

intellectually

Learning

resources,

with the

instructional

engaged in

instructional

instructional

outcomes and

challenging

groups and

outcomes but

designed to

content through

technology are

require only

challenge student

well

designed

-

poorly aligned

minimal thinking

thinking, the result

learning tasks and

with the

by students,

being that most

suitable

instructional

allow

ing most to

students display

scaffolding by the

outcomes or

be passive or

active intellectual

teacher and fully

require only rote

merely compliant.

engagement with

aligned with the

responses.

·

important and

instructional

The pacing of the

·

challenging

outcomes.

lesson may not

The pace of the

content and are

·

lesson is too slow

provide students

In addition, there

supported in that

or too rushed.

the time needed

is evidence of

engagement by

·

to be intellectually

some student

Few students are

teacher

engaged.

initiation of

intellectually

scaffolding.

inquiry and of

engaged or

·

The pacing of the

student

interested.

lesson is

contribution to the

appropriate,

exploration of

providing most

important content.

students the ti

me

·

The pacing of the

needed to be

lesson provides

intellectually

students the time

engaged.

needed to

intellectually

engage with and

reflect upon their

learning and to

conso

lidate their

understanding.

·

Students may have

some choice in

how they

complete tasks

and may serve as

resources for one

another.


Alicia hunter principal farristown middle school

Developing

Component

Ineffective

Accomplished

Exemplary

3d

·

·

·

·

There is

little or no

Assessment is

Assessment is

Assessment is fully

Using

assessment or

used sporadically

used

regularly by

integrated into

Assessment

monitoring of

by teacher and/or

teacher and/or

instruction

in Instruction

student learning;

students

to

students during

through extensive

feedback is absent

support

the lesson through

use of formative

or of poor quality.

instruction

monitoring of

assessment.

·

through some

learning progress

·

Students do not

Students appear to

monitoring of

and results in

appear to be

be aware of, and

progress in

accurate, specific

aware of the

there is some

learning.

feedback that

assessment

evidence that they

·

advances learning.

criteria and do not

have contributed

Feedback to

·

engage in self

-

students is

to, the assessment

Students appear

assessment.

general, students

to be aware of the

criteria

appear to be only

assessment

·

Students self

-

partially aware of

criteria; some of

assess and

the assessment

them engage in

monitor their

criteria used to

self

-

assessment

progress.

evaluate their

·

Questions,

·

A variety of

work, and few

prompts,

feedback, from

assess their own

assessments are

both their teacher

work.

used to diagnose

and their peers, is

evidence of

accurate, specific,

learning

.

and advances

learning.

·

Questions,

prompts,

assessments are

used regularly to

diagnose evidence

of learning by

individual

students.


Student voice survey

Student Voice Survey

  • My teacher respects my ideas and suggestions

  • My teacher wants us to share our thoughts

  • Students speak up and share their ideas about class work

  • My teacher gives us time to explain our ideas

  • My teacher wants me to explain my answers –why I think what I think.

  • In this class we have to think hard about the writing we do.

  • My teacher pushes everybody to work hard.

  • My teacher pushes us to think hard about the things we read.


Alicia hunter principal farristown middle school

How?

  • Talk about what makes a successful classroom/work

  • Use models of excellence (2-3) as appropriate

  • Determine criteria (small groups, whole class)

  • Students use criteria to do work


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