EDU695 Common Core Presentation

Nov 21st, 2014
Social Science
Price: $5 USD

Question description

In the Common Core State Standards discussion for Week Two, you describe the foundation of CCSS and discuss how CCSS can be used to influence the use of technology-enhanced instructional strategies to support the needs of all learners. Here, you continue the discussion on CCSS, but from the perspective of linking report cards to the CCSS. It is common to think about how creating report cards that are linked to CCSS will define expectations for student learning, communicate student progress to parents, provides a consistent approach to assessment evaluations, and focuses on academic achievement. As needed, review the Hunt Institute video, which covers the history and development of the CCSS.

For this discussion, you will adopt the role of a school leader and create a digital presentation using the software of your choice (e.g., PowerPointPresent.meYouTubePreziJingSlideRocket, or another program). Your audience for this presentation can be either a school board or a stakeholder directly in the school setting, such as teachers, other staff, or students. If you use software other than PowerPoint, submit notes for each slide as part of your post. If you use PowerPoint, be sure to include notes for each talking point on slides in the notes section for each slide. The presentation needs to be six to eight slides, excluding the title and references slides, and cite at least one scholarly source in addition to the required resources for this week. 

Ensure that your presentation:

  • Explains the purpose of CCSS.
  • Explains how the CCSS are used within a school for teaching and learning. 
  • Justifies why creating report cards based on the CCSS is important in the school or district (depending on the role you chose to take as noted in the initial post directions above). 
  • Summarizes your understanding of how embedding evidence-based assessment in the curriculum can help guide teachers and learners in decision making.

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