NEW! PEAR ASSESSMENT
Click HERE to access the Pear Assessment Getting Started Resource Document
You can access your Pear Assessment account through Clever.
Professional Development on Pear Assessment will occur during Summer Leadership Pathways and August Backpack Days.
STEP 1: GO TO CLEVER & CLICK HMH ED LEARNING
STEP 2: NAVIGATE DIGITAL RESOURCES BY UNIT, COURSE, STANDARDS, OR OTHER RESOURCES.
STEP 3: STILL NEED HELP? ACCESS THIS SCREENCAST.
6-12 MATH:DIRECTIONS ON SETTING UP YOUR MCGRAW HILL ACCOUNT
ALL PHYSICAL COPIES OF TEACHER EDITIONS HAVE BEEN DISTRIBUTED
6-12 NEXT GEN CONTENT PATHWAYS
TO ACCESS STANDARDS OF SUCCESS COMPASS, UNIT MAPS, & INSTRUCTIONAL RESOURCES, PLEASE CLICK ON THE ICON MATCHING YOUR CONTENT AREA BELOW
UNITING FOR STUDENT SUCCESS ASSESSMENT FOR LEARNING PILLARS
UNITING FOR STUDENT SUCCESS INSTRUCTIONAL PILLARS
UNITING FOR STUDENT SUCCESS NEXT LEVEL CRITICAL THINKING
CRITICAL THINKING CLASSROOMS:
WRITE FREQUENTLY WITH COMMON WRITING SCAFFOLDS (MEAL/ CERCA)
IMPROVE, DEVELOP AND REVISE WORK UNTIL IT IS HIGH QUALITY.
UTILIZE NEW AND ADVANCED VOCABULARY FREQUENTLY TO ENGAGE AND DISCUSS TOPICS AND CONTENT.
READ CHALLENGING TEXTS WITH A PEN IN HAND AND ANSWER TEXT-DEPENDENT QUESTIONS.
ACTIVELY PARTICIPATE THROUGH TOTAL PARTICIPATION STRATEGIES.
RECALL & APPLY AND KEY KNOWLEDGE INTO LONG-TERM MEMORY.
*TO INCREASE DEPTH OF AWARENESS, ALL ASSESSMENTS SHOULD INCLUDE CRITERIA FOR SUCCESS. STUDENTS SHOULD BE ABLE TO SPEAK TO THE CRITERIA FOR SUCCESS PRIOR TO ENGAGING IN THE ASSESSMENT.
ALL STUDENTS READ, WRITE,
THINK, & SPEAK EVERY DAY
“One of the things that we tend to fall back on as teachers are the traditional Q&A, where we shoot out a question, and basically whoever raises their hand gets to answer the question. Total Participation Techniques changes that,” There are instances when you can simply call on students, but not for higher-level thinking prompts that require more time to process. “The whole idea behind The Ripple is that I am no longer just calling on a kid. When the question is something that I want every student to show me evidence that they understand, then calling on someone is not the first thing I do. I’m going to want to get evidence from every individual student, and then I’m going to let them process it together quickly, and then call on them. “When you call on a student absent of total participation strategies, everyone else is off the hook. It’s really got to be a mindset of, ‘I want evidence that every student is learning. How am I going to do that?’ When it’s important enough for everyone to learn, you ought to make sure that every single student is going to give you that evidence.” (Persida)
GIFTED & TALENTED RESOURCES