Steps to Success Alignment of School System/School Level …
Steps to Success
Needs Assessment in Mathematics or Science
|A well-developed K-12 articulated curriculum based on Michigan standards, and Grade Level Content. Expectations is in place and being used to guide teaching and learning. |
|Elements of Success |Evidence of Success |
|Aligned with MI content standards (GLCE) | |
|Articulated K-12 curriculum | |
|Aligned with MI teaching and learning standards | |
|Aligned with MI assessment standards | |
|Teachers have a clear focus of what is taught in the grade above and below them | |
|Continuous review of curriculum | |
|0 |1 |2 |3 |4 |5 |
|Don’t know |At the beginning stage | | | |Fully accomplished |
|Instructional materials that specifically align/support the articulated curriculum are available and being used. |
|Elements of Success |Evidence of Success |
|Instructional resources align with the curriculum | |
|Materials, supplies, and equipment needed for investigative and inquiry activities are available | |
|for all classrooms | |
|Procedures for periodically determining equipment/material needs of all classrooms are in place | |
|Access to educational technology equipment (computers, handheld technology, audiovisual | |
|equipment, etc.) | |
|Updated teacher resources available such as content publications, resource books and educational | |
|journals | |
|Materials that help meet differentiation and diversity needs of the classroom are provided | |
|0 |1 |2 |3 |4 |5 |
|Don’t know |At the beginning stage | | | |Fully accomplished |
|Core instructional strategies/classroom practices are consistent across all grades and classrooms. |
|Elements of Success |Evidence of Success |
|Classroom experiences that provide inquiry and highly participatory opportunities for all | |
|students | |
|Commitment of staff to higher order thinking and problem solving skills across all grades and | |
|classrooms | |
|Teachers have sufficient instructional and “common” planning time to insure that all students | |
|receive quality instruction around focused content | |
|Classroom experiences are meaningful to student interests and provide real world connections | |
|Classroom and non-classroom experiences that provide individualized or specialized opportunities | |
|for interested and qualified students | |
|0 |1 |2 |3 |4 |5 |
|Don’t know |At the beginning stage | | | |Fully accomplished |
|Adequate professional development is provided for teachers and other staff that relates directly to implementing the articulated curriculum and using the instructional materials and strategies. |
|Elements of Success |Evidence of Success |
|Professional development that supports the curriculum and includes content in mathematics and | |
|science | |
|PD around effective instructional strategies, including inquiry, problem solving, cooperative | |
|learning, technology-assisted activities, etc. | |
|Opportunities for teachers to share materials/strategies with each other on a regular and | |
|continuing basis | |
|PD in the integration of content and knowledge into other curriculum areas | |
|Opportunities for teachers to collaborate/interact with professionals and others involved | |
|directly in the business and education (STEM) community | |
|Attendance at professional conferences | |
|0 |1 |2 |3 |4 |5 |
|Don’t know |At the beginning stage | | | |Fully accomplished |
|Student assessment system is in place that is aligned with the curriculum and Michigan standards and includes components at the district, school, and classroom levels. |
|Elements of Success |Evidence of Success |
|Common assessment procedures used in classroom, schools and district wide | |
|Alternative assessment opportunities available. (teacher observation, writing, journaling, | |
|reports, etc.) | |
|Familiarity of teachers at all grade levels with the content and format of the MEAP | |
|MEAP-like assessments at all grade levels using Standards vocabulary | |
|0 |1 |2 |3 |4 |5 |
|Don’t know |At the beginning stage | | | |Fully accomplished |
|Policies and procedures are in place that support/align with teaching and learning as reflected in curriculum, instruction, assessment, and instructional materials. |
|Elements of Success |Evidence of Success |
|School improvement plans support the mathematics and science content curriculum | |
|High level expectations for students and staff | |
|Daily operating procedures and schedule provides time to plan for and teach mathematics and | |
|science | |
|Open and clear communication between administration and teachers | |
|Advocacy for science and mathematics in the building and district | |
|Leveraging of community support for science and mathematics | |
|0 |1 |2 |3 |4 |5 |
|Don’t know |At the beginning stage | | | |Fully accomplished |
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