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Looking at the differences and relationships between distance and time in regards to force and motion

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Looking at the differences and relationships between distance and time in regards to force and motion

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Clarity in standards is a must! Math has a guide from the state that clarifies the expectation for depth with regards to each standard (in overview), however the science standards don't appear to have any supporting/clarifying documents to go with them. All I see is a one sentence standard and am left to guess how deep I am expected to teach it. 

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Clarity in standards is a must! Math has a guide from the state that clarifies the expectation for depth with regards to each standard (in overview), however the science standards don't appear to have any supporting/clarifying documents to go with them. All I see is a one sentence standard and am left to guess how deep I am expected to teach it. 

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Decompose the standards, standards resources, build tests/benchmarks to see what the expectations are and what instruction should include

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Decompose the standards, standards resources, build tests/benchmarks to see what the expectations are and what instruction should include

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Standards and expectations need to be clearer for teachers so that students are receiving proper instruction

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Standards and expectations need to be clearer for teachers so that students are receiving proper instruction

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Period 2 has higher distinguished, Period 1 has higher mastery

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Period 2 has higher distinguished, Period 1 has higher mastery

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I notice that my RTI students are being pulled during science and not testing well. 

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I notice that my RTI students are being pulled during science and not testing well. 

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I notice a larger percentage of distinguished in Caucasian population than black population 

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I notice a larger percentage of distinguished in Caucasian population than black population 

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Special needs students, and those that really learn from repetition, had a hard time with the disjointedness of the Q1 PBL and the content. 

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Special needs students, and those that really learn from repetition, had a hard time with the disjointedness of the Q1 PBL and the content. 

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I need to assess with multiple choice more.

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I need to assess with multiple choice more.

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Non-reading proficient students did poorly. 

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Non-reading proficient students did poorly. 

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#4, Need a better understanding of motion

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#4, Need a better understanding of motion

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Welcome! Type your name in the comment section below.

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Welcome! Type your name in the comment section below.

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1. What did we want the students to learn?
2. How will we respond to students who are not showing evidence of learning?
3. How will respond to students who are ready to extend their learning.