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  5. CCSS: Needs Assessment - Serna Staff

CCSS: Needs Assessment - Serna Staff

Common Core State Standards Needs-Assessment--District Office Staff
Exit Survey
 
 
Please enter your first and last name--your name will be kept anonymous
   
 
 
 
What is your role in the District?
 
Language, Speech & Hearing Specialist
 
Resource Teacher, GATE
 
Teacher, Resource, Special Education
 
Training Specialist-Math
 
Training Specialist-ELA
 
Training Specialist-ELD
 
Training Specialist-Fine Arts
 
Vocational Specialist
 
Other
 
 
 
How many years have you served in this role?
 
0
 
1-3
 
4-7
 
8-10
 
11-15
 
16-20
 
20+
 
 
 
Tell us in which segment you work.
 
Elementary School
 
High School
 
K - 8 School
 
Middle School
 
Multiple Grade School

 
 
 
In which content area do you work?
 
ELA
 
Math
 
Both ELA & Math
 
 
Instructional Shifts



Beginning the Process In Process Fully Implemented
Text Complexity: I strategically engage my students in a range of texts that grow in complexity. Adding evidence is optional.
Text-Based Answers: I engage my students in rich and rigorous conversations and writing tasks that require citing evidence from texts to support arguments and claims. Adding evidence is optional.
Academic Language: I explicitly address the language demands of complex texts. Adding evidence is optional.
 
 
College & Career Descriptors



Beginning the process In Process Fully Implemented
Respond to the Varying Demands of Audience, Task, Purpose, and Discipline: My students adapt their communication, appreciate nuances, choose different types of evidence, and set and adjust purposes for reading, writing, speaking and listening, and language. Adding evidence is optional.
Comprehend as well as Critique: My students work diligently to understand precisely what an author or speaker is saying, but also questions an author's or speaker's assumptions. Adding evidence is optional.
Value Evidence: My students cite specific evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and constructively evaluate others' use of evidence. Adding evidence is optional.
 
 
Literacy Content Knowledge



Beginning the Process In Process Fully Implemented
Close Reading of Texts: My students engage in close reading that progresses through Reading Standards 1-10 of grade-level appropriate complex text. Adding evidence is optional.
Speaking/Listening: Student-Led Discussions: My students take leadership of their own discussions following agreed-upon classroom protocols. Adding evidence is optional.
Writing: Opinion/Argument: My students engage in opinion/argument writing in which they attend to audience, task, and purpose. Adding evidence is optional.
ELA TEACHERS ONLY Language: Linguistic Features of the Genre (Opinion/Argument) (i.e. text-, sentence-, phrase-, and word-level features): Within a unit of study my students: Analyze the linguistic features commonly found in opinion/argument genres (e.g. responses to literature essays, books, reviews, literary analysis essays, etc…) Adding evidence is optional.
ELA TEACHERS ONLY Language: Linguistic Features of the Genre (Opinion/Argument) (i.e. text-, sentence-, phrase-, and word-level features): Within a unit of study my students: Strategically and purposefully apply linguistic features to produce written and oral responses to literature Adding evidence is optional.
 
 
You have completed the ELA portion of the needs assessment. To exit the survey, select "Exit Survey". To continue to Mathematics portion, select "Continue to Mathematics."

 
 
Exit Survey
 
Continue to Mathematics
 
 
Mathematics Instructional Shifts
Beginning the Process In Process Fully Implemented
Deep Understanding: I effectively teach students to demonstrate deep conceptual understanding of the critical Common Core grade-level math concepts by applying them to new situations, as well as writing and speaking about their understanding. Adding evidence is optional.
Application: I provide opportunities for my students to apply math concepts in real-world situations. Adding evidence is optional.
 
 
Standards for Mathematical Practice
Beginning the Process In Process Fully Implemented
Reason Abstractly and Quantitatively: My students make sense of quantities and their relationships in problem-solving. They are able to represent quantities symbolically and manipulate the corresponding symbols. Adding evidence is optional.
Construct Viable Argument and Critique the Reasoning of Others: My students understand and use stated assumptions, definitions, and previously established results in constructing arguments while listening to the reasoning of others. Adding evidence is optional.
Look for and Make Use of Structure: My students look closely to discern a pattern or structure when solving math problems. Adding evidence is optional.
 
 
Mathematics Content Standards

I need help building my content knowledge in the following domains:
Beginning the Process In Process Fully Implemented N/A
K: Counting and Cardinality: Know number names, the count sequence, and compare numbers Adding evidence is optional.
K-2: Operations and Algebraic Thinking: Represent and solve problems involving addition and subtraction and work with equal groups of objects to gain foundations for multiplication. Adding evidence is optional.
K-2: Numbers and Operations in Base Ten: Understand place value and properties of operations to add and subtract. Adding evidence is optional.
3 - 5: Operations and Algebraic Thinking: Represent and solve problems involving multiplication and division, write and interpret numerical expressions, analyze patterns and relationships. Adding evidence is optional.
3-5: Numbers and Operations in Base Ten: Understand the place value system, perform operations with multi-digit whole numbers and with decimals to hundredths Adding evidence is optional.
6-7: The Number System: Apply and extend previous understanding of multiplication, division, and numbers to fractions and the system of rational numbers Adding evidence is optional.
8: Expressions and Equations: Work with radicals and integer exponents; understand the connections between proportional relationships, lines, and linear equations; analyze and solve linear equations and pairs of simultaneous linear equations. Adding evidence is optional.
8: Functions: Define, evaluate, and compare functions to model relationships between quantities Adding evidence is optional.
High School: Math 1 Creating Equations: Create equations that describe numbers or relationships Adding evidence is optional.
High School: Math 1 Building Functions: Build a function that models a relationship between two quantities and build new functions from existing functions Adding evidence is optional.
High School: Math 1 Congruence: Experiment with transformations in the plane; understand congruence in terms of rigid motion; prove geometric theorems and make constructions Adding evidence is optional.