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Thursday, April 7

  1. page Student Advisory edited ... Meeting 2 December 3 Meeting 3 February 25 Meeting 4 March 24 April 7 Student Advisory S…
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    Meeting 2 December 3
    Meeting 3 February 25
    Meeting 4 March 24April 7
    Student Advisory Showcase - May 3, 2016
    2014-15 Student Advisory Council Meetings
    (view changes)
    9:22 am
  2. page 2015-2016 NCCS Innovative Grants edited ... NCCS is excited to announce a way for teachers to think outside the box in their classrooms du…
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    NCCS is excited to announce a way for teachers to think outside the box in their classrooms during the 2015-2016 school year. NCCS Innovative Grants provide teachers an opportunity to implement new and creative ideas to meet the needs of our students. NCCS embraces the fact that every child learns differently and that the number of ways we can engage students is limitless. Our goal, as educators, is to prepare students for college, career, and beyond, and NCCS Innovative Grants will be awarded to fund projects that extend the regular curriculum; encourage higher-level thinking skills; and enrich student learning through culture, art, music, and other activities. Teachers who receive the grant will be able to create memorable, interactive, and enhanced learning experiences that would not be possible without additional funding. These opportunities may include but are not limited to providing engaging learning opportunities outside of the standard curriculum or piloting innovative
    educational programs.
    Click HERE to Vote for the Inno Award Winner!
    Grant Expectations and Deadlines
    Written form to be completed by May 5
    (view changes)
    7:06 am

Friday, January 8

Tuesday, December 1

Thursday, October 29

  1. page Elementary CASE 21 Analysis edited First Quarter Data Meeting Notes from November - 1st Quarter Meeting Case 21 Presentation 2nd…

    First Quarter Data
    Meeting Notes from November - 1st Quarter Meeting
    Case 21 Presentation 2nd Quarter
    NCASA: CASE 21 Presentation

    Depth of Knowledge
    Level 1 Recall and Reproduction requires recall of information, such as a fact, definition, term, or a simple procedure, as well as performing a simple science process or procedure. Level 1 only requires students to demonstrate a rote response, use a well-known formula, follow a set procedure (like a recipe), or perform a clearly defined series of steps. A “simple” procedure is well-defined and typically involves only one-step. Verbs such as “identify,” “recall,” “recognize,” “use,” “calculate,” and “measure” generally represent cognitive work at the recall and reproduction level. Simple word problems that can be directly translated into and solved by a formula are considered Level 1. Verbs such as “describe” and “explain” could be classified at different DOK levels, depending on the complexity of what is to be described and explained.
    (view changes)
    11:32 am
  2. page 2015-2016 Elementary Case 21 Analysis edited 2014-2015 and 2015-2016 1st Quarter Case 21 Data South Newton by teacher data 1st Qtr. North N…

    2014-2015 and 2015-2016 1st Quarter Case 21 Data
    South Newton by teacher data 1st Qtr.
    North Newton by teacher data 1st Qtr.
    Shuford by teacher data 1st Qtr.

    Assessment Analysis Sheet for teachers
    Increasing Rigor in the classroom
    (view changes)
    11:25 am
  3. page 2015-2016 Elementary Case 21 Analysis edited ... Shuford by teacher data 1st Qtr. Assessment Analysis Sheet for teachers Increasing Rigor in…
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    Shuford by teacher data 1st Qtr.
    Assessment Analysis Sheet for teachers
    Increasing Rigor in the classroom
    Depth of Knowledge
    Level 1 Recall and Reproduction requires recall of information, such as a fact, definition, term, or a simple procedure, as well as performing a simple science process or procedure. Level 1 only requires students to demonstrate a rote response, use a well-known formula, follow a set procedure (like a recipe), or perform a clearly defined series of steps. A “simple” procedure is well-defined and typically involves only one-step. Verbs such as “identify,” “recall,” “recognize,” “use,” “calculate,” and “measure” generally represent cognitive work at the recall and reproduction level. Simple word problems that can be directly translated into and solved by a formula are considered Level 1. Verbs such as “describe” and “explain” could be classified at different DOK levels, depending on the complexity of what is to be described and explained.
    (view changes)
    10:25 am
  4. page 2015-2016 Elementary Case 21 Analysis edited ... North Newton by teacher data 1st Qtr. Shuford by teacher data 1st Qtr. Assessment Analysis …
    ...
    North Newton by teacher data 1st Qtr.
    Shuford by teacher data 1st Qtr.
    Assessment Analysis Sheet for teachers
    Depth of Knowledge
    Level 1 Recall and Reproduction requires recall of information, such as a fact, definition, term, or a simple procedure, as well as performing a simple science process or procedure. Level 1 only requires students to demonstrate a rote response, use a well-known formula, follow a set procedure (like a recipe), or perform a clearly defined series of steps. A “simple” procedure is well-defined and typically involves only one-step. Verbs such as “identify,” “recall,” “recognize,” “use,” “calculate,” and “measure” generally represent cognitive work at the recall and reproduction level. Simple word problems that can be directly translated into and solved by a formula are considered Level 1. Verbs such as “describe” and “explain” could be classified at different DOK levels, depending on the complexity of what is to be described and explained.
    (view changes)
    10:09 am
  5. page 2015-2016 Elementary Case 21 Analysis edited 2014-2015 and 2015-2016 1st Quarter Case 21 Data South Newton by teacher data 1st Qtr. North N…

    2014-2015 and 2015-2016 1st Quarter Case 21 Data
    South Newton by teacher data 1st Qtr.
    North Newton by teacher data 1st Qtr.
    Shuford by teacher data 1st Qtr.

    Depth of Knowledge
    Level 1 Recall and Reproduction requires recall of information, such as a fact, definition, term, or a simple procedure, as well as performing a simple science process or procedure. Level 1 only requires students to demonstrate a rote response, use a well-known formula, follow a set procedure (like a recipe), or perform a clearly defined series of steps. A “simple” procedure is well-defined and typically involves only one-step. Verbs such as “identify,” “recall,” “recognize,” “use,” “calculate,” and “measure” generally represent cognitive work at the recall and reproduction level. Simple word problems that can be directly translated into and solved by a formula are considered Level 1. Verbs such as “describe” and “explain” could be classified at different DOK levels, depending on the complexity of what is to be described and explained.
    (view changes)
    8:21 am

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