Curriculum
Around what standards and frameworks will the curriculum be organized?
In accordance with the Arkansas Department of Education and other schools in our district, our school will be adopting the Common Core Standards for grades 6th to 8th in English/Language Arts and Mathematics. Social Studies, Science, Fine Arts, Foreign Language, and Health will continue to follow the Arkansas Frameworks for grades 6th to 8th until the completion of the national standards designed for them, such as Next Generation Standards for Science.
The Common Core Standards were designed in order to give students the knowledge they need to achieve in life, whether they plan to pursue high education in college or move into the work force. The standards are meant to help students achieve higher-order thinking skills as they learn concepts that are evidence-based and relevant to the real world, and to provide a clear understanding to teachers, students, and parents of what the students are expected to learn.
*For more information on Common Core, our Arkansas Frameworks, and Next Generation please click on the buttons below.*
In accordance with the Arkansas Department of Education and other schools in our district, our school will be adopting the Common Core Standards for grades 6th to 8th in English/Language Arts and Mathematics. Social Studies, Science, Fine Arts, Foreign Language, and Health will continue to follow the Arkansas Frameworks for grades 6th to 8th until the completion of the national standards designed for them, such as Next Generation Standards for Science.
The Common Core Standards were designed in order to give students the knowledge they need to achieve in life, whether they plan to pursue high education in college or move into the work force. The standards are meant to help students achieve higher-order thinking skills as they learn concepts that are evidence-based and relevant to the real world, and to provide a clear understanding to teachers, students, and parents of what the students are expected to learn.
*For more information on Common Core, our Arkansas Frameworks, and Next Generation please click on the buttons below.*
What role will assessment play?
Assessment is the vehicle that drives teacher instruction within our school. Teachers base all lesson plans with the end in mind and alter those plans as they need to be based on what they hear and see during interactions with their students both inside and outside the classroom.
What types of formative and summative assessments will be emphasized?
Teachers here have a variety of assessment types they can implement. We encourage our teachers to move away from the traditional pencil and paper tests in order to more effectively measure what our students know and can do. In order to accomplish this, our teachers spend much of their instructional time assessing their students knowledge and understanding using multiple types of formative and summative assessments.
Formative Assessment is described by in an article by Garrison and Ehringhaus (2007) as part of the instructional process. This type of assessment occurs during the teaching of the lesson and the students take an active part. From this, teachers are able to adjust their instruction both during the lesson and for previous lessons based on what they observe concerning the students' knowledge and understanding. It is a great tool in helping to correct misconceptions early on and in scaffolding students to the next level in their learning. This is not for a grade and we do not hold students accountable for concepts they are just beginning to learn. Formative assessment can also include alternative and authentic assessment strategies. Some examples of formative assessment are:
Summative assessment is defined as tests given periodically to measure what students know and do not know at a particular point. These tests are simply the sum of the parts. The ending of a unit, 9-weeks, semester, or school year. Most often the term summative assessment is aligned with standardized tests, but summative assessments can also be chapter tests, unit tests, and report card grades. Summative assessment can also include alternative and authentic assessment strategies. Some examples of summative assessment used within our classrooms are:
*If you would like more information about formative and summative assessments or learn about the multiple types of each please visit the AMLE (Association for Middle Level Education) and Teach 21 websites. The links are provided for you below.
Assessment is the vehicle that drives teacher instruction within our school. Teachers base all lesson plans with the end in mind and alter those plans as they need to be based on what they hear and see during interactions with their students both inside and outside the classroom.
What types of formative and summative assessments will be emphasized?
Teachers here have a variety of assessment types they can implement. We encourage our teachers to move away from the traditional pencil and paper tests in order to more effectively measure what our students know and can do. In order to accomplish this, our teachers spend much of their instructional time assessing their students knowledge and understanding using multiple types of formative and summative assessments.
Formative Assessment is described by in an article by Garrison and Ehringhaus (2007) as part of the instructional process. This type of assessment occurs during the teaching of the lesson and the students take an active part. From this, teachers are able to adjust their instruction both during the lesson and for previous lessons based on what they observe concerning the students' knowledge and understanding. It is a great tool in helping to correct misconceptions early on and in scaffolding students to the next level in their learning. This is not for a grade and we do not hold students accountable for concepts they are just beginning to learn. Formative assessment can also include alternative and authentic assessment strategies. Some examples of formative assessment are:
- Observations - The teacher monitors the students as they discuss concepts both as a class and a group and makes notes of student understand, growth, or problem areas. The teacher can also monitor as the student works to solve problems during independent and group work.
- Questioning and Discussion - The teacher asks a higher-level, open-ended question in order to gauge student knowledge and understanding. Students respond and discuss as a group or class their answers and thoughts. They can think deeper about a concept when the question is open-ended versus a question that only has one correct answer.
- Tickets In and Out of the Door - A quick and easy to pre-assess student knowledge. Students will answer the questions as quick bell work before the beginning of class, or at the end before they can leave.
- Learning Logs - Students reflect on what they have learned in class and write down any questions they may have.
- Graphic Organizers - Visual models that can help students organize their thoughts and information. Students can also use them to communicate their thoughts and ideas effectively when they are brainstorming, structuring their writing, and working to solve a problem. Some of the common graphic organizers used in the classroom are: Venn Diagrams, KWL Charts, Concept Maps, T-Charts, Fish Bone Models, and Web Diagrams.
- Think-Pair-Share - During the lesson students pair up after they are given time to think over a question the teacher ask. They will share their answers or solutions and possibly alter their thoughts based on the information presented. Afterwards, they will share their consensus with the class.
- Peer/Self-Assessments - Students are involved in assessing their own learning. This fosters their metacognition and they become aware of their strengths and weaknesses in specific areas.
- Visual Representations - Students visually represent what they know and can do in ways such as drawing, a sequence of steps, pictures, graphic organizers, etc.
- Student-Teacher Conferences - Students meet with the teacher to discuss concepts orally. Students explain areas where they are struggling and ask questions for clarification.
- Portfolios - A gathering of student work over time that shows student growth and development. Portfolios can showcase the best of the student's work, or can contain other products such as rough drafts and outlines. Portfolios are also useful if students reflect on their growth.
Summative assessment is defined as tests given periodically to measure what students know and do not know at a particular point. These tests are simply the sum of the parts. The ending of a unit, 9-weeks, semester, or school year. Most often the term summative assessment is aligned with standardized tests, but summative assessments can also be chapter tests, unit tests, and report card grades. Summative assessment can also include alternative and authentic assessment strategies. Some examples of summative assessment used within our classrooms are:
- Chapter Tests - Given at the completion of a chapter to measure student's knowledge of the concepts covered.
- Unit Tests - Given at the completion of a unit (multiple chapters or concepts) to measure student's knowledge of the concepts covered.
- Presentations - Students create a presentation that encompasses the concepts taught within the classroom in a creative and personal way.
- Standardized Tests - Given near the end of the school year to measure student knowledge of all the concepts covered throughout the year.
*If you would like more information about formative and summative assessments or learn about the multiple types of each please visit the AMLE (Association for Middle Level Education) and Teach 21 websites. The links are provided for you below.