CMS's provides all of our students a fair, equitable, and significant opportunity to participate in a high-quality educational environment that revolves around 21st Century skill-based learning and encompasses critical thinking, creativity, collaboration and communication. Periodically tests are scheduled to analyze data from each student to help determine if the required knowledge and skills to become proficient in each core area of instruction is being met and if not, to help the student meet these goals, through our robust R.T.I. program.
"It is literally true that you can succeed best and quickest by helping others to succeed."
~ Napolean Hill
Achievement: Assessments are incorporated to measure student outcomes and teacher instruction to ensure a strong, innovative, and cohesive STEM program. Each of the following attributes uses innovative assessment to sustain a well- rounded STEM program.
Attribute 4.1 PERFORMANCE ASSESSMENTS
A variety of assessments are incorporated to measure student outcomes and teacher instruction to ensure a strong, innovative, and cohesive STEM program. The assessment plan includes rubric-based performance assessments that require students to demonstrate knowledge of STEM concepts and skill in completing authentic tasks that model performances in work- based learning.
S.T.E.M. ATTRIBUTES IMPLEMENTATION...
PRACTICE TCAP & OTHER TESTING EVIDENCES & ARTIFACTS
ATTRIBUTE 4.1 ARTIFACTS & EVIDENCES
S.T.E.M. LESSONS & STUDENT SAMPLES
S.T.E.M. LESSONS & STUDENT SAMPLES
The students learned ten new vocabulary words through the Flocabulary music video about Penguins: balance, base, dive, enemy, instrument, march, ocean, seal, stack, team. The students will complete various language based activities with the words, while learning about penguins, their habitat, and adaptations.
Attribute 4.2 ACCOUNTABILITY [DATA]
Diagnostic, ongoing, and vertically and horizontally aligned formative and summative assessments are used for all students to drive instructional decisions to promote student achievement.
E.S.L. R.T.I. Skits
TDOE TEACHER OBSERVATION INDICATOR SCORES 2016-2020: QUESTIONING
EVIDENCES & ARTIFACTS
IREADY GROWTH SCORES 2019-2020 MATH & READING
Every student at CMS is given the opportunity to take iReady tests in Reading and Math to gauge their understanding. iReady Diagnostic is an adaptive assessment designed to provide teachers with actionable insight into student needs. The Diagnostic offers a complete picture of student performance and growth, eliminating the need for multiple, redundant tests. Due to the fact that many of our students have been in Virtual School most of the past year, such information is critical to help guide instruction so we can serve our students better, especially since nationwide, early data shows pandemic learning loss.
EVIDENCES OF PROGRESS IN IREADY TESTING 2021
S.T.E.M. ENRICHMENT PROJECTS
PROJECT-BASED WORK ON WRITING DIGITAL JOURNAL
Add a dash of competitive spirit and you've got a surefire recipe for student engagement...
"Youscience" career testing
Every student at CMS that has a CTE class is given a YouScience account where they can take a career interest survey, and a career aptitude assessment to help determine their ideal field of study. The website offers a wide range of information about careers, with videos that specify current job and educational requirements, potential income and can be updated by the student as they move through the different grades. Every C.T.E. student has access from middle school through high school.
FORMATIVE & SUMMATIVE ASSESSMENTS
Class discussions provide an opportunity for group "sense-making" and for CMS teachers to informally assess student understanding. These discussions may begin with students writing down their individual thoughts before sharing with a partner or group. The goals of each discussion and how teachers might use them to evaluate learning are often what is included in our teachers formative assessments.
Journal Questions are another way to formatively assess the student's understanding. These questions are often reflective and require higher critical thinking skills. They allow students to reflect on what they have learned, and what they hope to learn more about. Journal prompts often accompany discussion questions.
Quick-check levels also considered as formative, may include multiple choice or short answer questions. These are usually given after students have had a chance to explore in-depth a concept or watch a videoclip. These type of questions check for common misunderstandings before students move on to the next lesson or task. Using a variety of online testing formats, including the quiz function in CANVAS or GOOGLE Classroom, students are often able to get immediate feedback on accuracy, before they move on to the next question.
Summative project-based lessons, include end of chapter projects incorporating the skills and understandings students have developed in the previous formative lessons. These projects are designed to assess unit-specific skills and showcases the progress the student is making as they navigate the entire course. There is broad guidance for these activities and established rubrics, but project implementation leaves room for students to put their personal stamp on the creation and allows for discovery and trial and error.