Quality classroom assessment produces accurate information that is used effectively to maximize student learning. Accurate information comes from:
• clearly defining learning targets for students,
• clearly understanding the purpose(s) for which information about student learning is being gathered,
• using a variety of assessment methods as well, and
• designing assessments that cover important aspects of a learning target.

Information for both the teacher and student that can be used to guide and develop instructional plans and sequencing which leads to personalized learning opportunities based on choices of path, pace, place and time .

Investigate and manipulate elements of music and principles of composition including repetition and variety.

Choose an idea, a storyline, or an object that you want to represent. Create a presentation that shows repetition and variety in at least three different elements of music, and explain how it represents your idea/story/object. The explanation can be verbal, visual, or written. This can be worked on individually or collaboratively as a group.

CP6.8 Investigate and manipulate elements of music and principles of composition including repetition and variety.

Choose an idea, a storyline, or an object that you want to represent. Create a presentation that shows repetition and variety in at least three different elements of music, and explain how it represents your idea/story/object. The explanation can be verbal, visual, or written. This can be worked on individually or collaboratively as a group.

Throughout the year I have used this as a review for the end of each unit. I create five or six critical thinking questions that apply what we have been learning about. I print them on color paper and spread them around the room. I pair the students up, and have they move about the room solving the questions. I only have ten students in my class so I’m fortunate to have only five pairs at a time. I usually pair them up as sort of a strong and weak combination. This is an attempt to have them collaborate on the problems while using critical thinking.

This awesome science video explores how engineers identify and control variables as they are working on designing a solution to a problem.

This awesome science video outlines the engineering process - a series of steps engineers use to guide them as they solve problems. The steps include:
- define the problem
- do your research
- develop a possible solution
- design your solution
- build a prototype
- test it
- evaluate your solutions

Purpose
The purpose of the course EAL B10L Levels 1 and 2 is to provide students with a locally developed high school credit course in English as an Additional Language. The course is designed to build basic levels of English language proficiency for English language learners who are making transitions into secondary level academic areas of study. The course is based on 100 hours of classroom instruction.

The purpose of the course is to provide students with a locally developed high school credit course in English as an Additional Language. The course is designed for students who are making transitions into secondary level academic areas of study to enhance their English language proficiency.. It is based on 100 hours of classroom instruction.

The purpose of the course is to provide students with a locally developed high school credit course in English as an Additional Language. The course is designed for students who are making transitions into secondary level academic areas of study to enhance their English language proficiency.. It is based on 100 hours of classroom instruction.

The students were starting a lesson on franchising and how it can be considered a form of entrepreneurship. We discussed the benefits and drawbacks of being either a franchisor or a franchisee. To engage the students into some heavier content I found a graphic novel, “Tales o f Garcon, The Franchise Players”, on the website Teachers pay Teachers. This was a great resource meant for business/ economics students. I found the first 2 chapters fit perfectly into an entrepreneurship course. The first chapter was a free download and examined the concept of franchising. It outlined the history of franchises, the players involved, discussed business terminology and ended in a dramatic fashion forcing the students to ask themselves the following:
• Potential risks involved in franchising
• Legalities of franchising
• Protection available to both parties

I created this rubric for the Student - Directed Study outcome in Environmental Science 20. I wanted to leave the rubric very broad - based in order to give the students freedom to choose how they wanted to complete the project. Fostering creativity in our students is one of the 21st CCs (Competency 1: Creativity, Innovation, Entrepreneurship). By giving our students freedom to choose what they want to learn, how they want to go about learning it, and how they want to demonstrate their learning, we are embodying 21st Century Assessment practices. This assessment also gives the student a chance to think critically (competency 2), as they must complete research and then use the research to conclude how to answer their research question. The ability to acquire and process and wide variety of information to find out what is relevant is a major part of critical thinking. In this project, the students are required to work with at two of their peers at different times throughout the project to peer assess and collaborate in order to improve their projects. The idea of working with your peers to improve your product is part of 21st CCs (number 3), and is an essential skill for the students to have as they enter the work force. Throughout this assignment, the students will use a variety of forms of technology in order to complete their research and present their findings, which falls under competency #7.

This chart indicates the essential learning outcomes expected to be accomplished at the end of the year in K-10 math.

This checklist outlines how and why it is important to develop essential questions.

Remember to check for accuracy, objectivity, currency, content, and authority when using Internet sites as resources. The following list can help you to evaluate the internet sites you visit.

Author’s name ( last name, first name):______________________________________________
Title of document on the site ( put in quotation marks):_________________________________
Date of document or last date updated on the site:____________________________________
URL address of the site:___________________________________________________________
Date you visited the site:__________________________________________________________