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• Building the Power of Reading (Module 1, Unit 2)

• Why Mastery-Based Learning?

  Rather assuming that completing a number of hours in a classroom results in understanding, mastery-based learning requires students to demonstrate knowledge and skills before progressing to the next level. Mastery-based learning requires teachers to develop a more fine-grained understanding of student abilities.

• Grade 6: “The History of Earth Day” by Amanda Davis, “Earth Day” by Claudia Atticot and Alexandra Manning, and a video from NBC News

• CCSS Overview

  Common Core State Standards overview

• Extended Learning Opportunities - Mastery-Based Learning

  Extended Learning Opportunities (ELOs) are an integral part of Mastery-Based Learning. In a Mastery-Based environment instruction is fundamentally designed around the learner and learning pathways are flexible to meet students' needs while leveraging their interests.

• Section 1: Guidelines for Ages 3-22

  Section 1 of the Assistive Technology Guidelines for Ages 3-22 enables school districts to make informed decisions about AT considerations, implementation, and evaluation for their students, factoring in administrative support and professional development.

• TechEdStandards1214

• Action Planning - Mastery-Based Learning

  The Cycle of Action is a simple tool developed to frame the critical steps schools take when engaged in an evidence-based, goal-driven school-improvement process designed to raise the educational achievement, aspirations, and attainment of all students.

• Session Descriptions

  Session times, descriptions and presenter information for the 2018 Performance Matters Forum.

• Special Subject Cross-Endorsements

• Grade 10: The Force by Ellen Prager

• Standards Scavenger Hunt

• Grade 9: Making Evidence-Based Claims - Plato’s Apology

• Chart 4: What Does High Impact Family Engagement Look Like in Middle and High Schools?

• Professional Learning - Leadership

  Professional learning that enhances both educator practice and outcomes for each and every student requires and develops leadership capacity at all levels to advocate for and create systems for professional learning.