NCHS NEAS&C Evidence Collection Form
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TimestampUsernameMaterial attached addresses the standard belowAs a second choice, material attached addresses the standard belowAs a third choice, material attached addresses the standard belowLevelDepartmentSubjectGradeSubmitting teacherCollaborating teacher(s) Type of assignmentIf "Other" above, please specifyDescribe the assignment and assessment criteriaList the learner outcomes/content standards/enduring understandingsWhich school-wide leraning expectation(s) are addressed through this assessement?Additional informationLink to assignmentLink to student workLink to rubricLink(s) to other related resources
1/30/2012 16:08:54jennifer.lee@ncps-k12.orgInstructionCurriculumAssessmentM4 HonorsMathMath12Lee, JenniferGroup WorkIn Multivariable Calculus, students work in teams of 3 or 4, completing activities for learning and solving problems. Each group is assigned a specific problem from the set for which they must submit a solution and an explanation on the class wiki (a Google doc displayed on a page of the class site). Then the group must select a problem that is similar to their own and compare the approaches for both problems. Each member of the group must demonstrate participation on the wiki during each grading period by color-coding their submissions. Wiki problems are graded once per 8-day cycle according to a rubric that can be found on the "Files" page of the site. Students may also comment on each others' work. The comments are not visible on the site; they are only visible from the original Google doc.Find an equation of a plane given a point and a normal vector.
Find an equation of a plane through three given points.
Determine whether a line is parallel to a plane.
Find the acute angle of intersection between two planes.
Find the distance from a point to a plane.
Find the distance between two parallel planes.
1.1 Problem Solving, 1.3 Communication, 2.1 Collaboration(Note: The links below may need to be updated for the 2013 visit. This site will be reset for a new set of students next year.)
2/3/2012 9:02:54michael.mcateer@ncps-k12.orgCurriculumInstructionCore Values, Beliefs & ExpectationsCareer & Tech EdEnglishMixedMcAteer, MichaelCebulski, RomanOtherRegularly-updated news websiteFor the Courant and, students are responsible for all areas of production. They research and propose story ideas to a team of student leaders, who then assign reporting and production tasks to each student in the class. Student reporters interview sources and write stories; student editors edit stories; student design and technology editors assign graphics and video production tasks. Students use Adobe InDesign to produce the newspaper; FinalCut Pro to produce videos for the website, and WordPress to manage and update the website. Reporting, Editing and Production Rubrics guide student work, and students regularly reflect on new learning and set goals for future learning.Students will learn:

journalistic ethics
journalistic writing
design principles
face-to-face presentation skills
print production skills
web production skills
video production skills
leadership skills
principles of American citizenship
1.1 Problem Solving, 1.2 Reflection, 1.3 Communication, 2.1 Collaboration, 2.2 Respect, 3.1 ContributionRubrics will have to be placed separately in evidence boxes, as I'm filling this out on an iPad and don't have the opportunity to link to the rubrics from
2/3/2012 9:12:16arri.weeks@ncps-k12.orgSchool ResourcesInstructionCore Values, Beliefs & ExpectationsSenior PoetryEnglishEnglish12Weeks, ArriOtherIn Class AssignmentAs an introductory assignment, students are using the ipods from the Library Media Center to capture an image from either the cafeteria or the lobby to investigate a subject they encounter everyday. The objective in this lesson is to have students look closely and critically at their environment and pick out details. Using their images, students then completed a handout, answering the questions "What details are present in your image?" "What mood is the image conveying?" "What topics are brought up by your image?". Finally, students were instructed to come up with a minimum of 50 words that they associate with the image.In terms of assessment, I am looking at the students' ability to look at their everyday environment more closely and in a new way. I will assess their ability to do this based on the details they pick out and the words they associations they make beyond the literal.

Anchor Standards
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
1.1 Problem Solving, 1.2 ReflectionRL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Close Looking Close Reading

Objective: Students will be able to begin to define what poetry is.
Students will be able to select and object to which they will look at from a different perspective.

1. We need to begin to come up with a working definition of what poetry is. So in your journal notebooks, answer the question:

• What is your definition of poetry? What characteristics must something have in order for it to qualify as poetry? (5 min)

2. Students will read and annotate the document that discusses what poetry is and the two poems. (5 min)

• Annotations should include New Information, Significant Information, Key/New Terms, and Confusing Information

3. Based on what you read and what you wrote down, what do you think poetry is? I will ask for a volunteer to take notes on the board as we discuss.
Create working definition of poetry.
• Characteristics
• Requirements
• What is it not? (7-10 min)

4. Ok, we’re going to tweak this idea of a definition of poetry over the semester, but using what we have let’s look at the poem on the back.

5. Appreciating poetry is closely related to image-making and appreciation. Just as you will look at poems to come to some sort of understanding, so too will you need to look closely at your environment and topics close to your world.

Your task is to go into the school lobby or the cafeteria and take an image of an object, scenery, person,
landscape, etc. that you see everyday, using the image-making process to help you examine your subject more closely. The photo can be a detail, close up, medium shot, or long shot. How you compose the
image will say as much about your subject matter as the subject itself.

When you are done email a copy of the image to me ( and to yourself. You
have 15 minutes to complete this task and return to the room.

6. When students come back to the room they are to complete the handout.
2/3/2012 10:46:58nikki.pivovar@ncps-k12.orgInstructionCurriculumAssessmentSpecial EducationSpecial EducationScienceMixedPivovar, NikkiOtherProjectStudents were given 7 choices for a weather project. Projects were designed so all students would be successful. Students choose a project based on their interst and ability. Students orginial projects were graded using a rubric based on the individual project. Project worth 50 points. This was the final assessment for the weather unit.The student will be able to orally present their orginial project to the class.
The student will create and interpret a chart.
The student will research key aspects of violent storms (Tornadoes and Hurricanes)
The student will integrate technology by taking digital pictures and express their creativity by writing captions for each.
The student will demonstrate an understanding of the four seasons by finding symbols that best represents each one.
The student will demonstrate an understanding of how weather impacts our daily lives.
1.1 Problem Solving, 1.3 Communication
2/3/2012 12:43:29michael.staffaroni@ncps-k12.orgAssessmentCurriculumInstructionRegularSocial StudiesSocial Studies11Staffaroni, MichaelSwan, CathyOtherProject - AssessmentStudents had to create an online newspaper modeled after the New York Times online edition and with PERSIA+GT as the organizing tabs. Students had to write in a biased style (yellow journalism) in their reporting of various US foreign policy moves in the beginning of the 20th century. A variety of topics were given with some as required and other as optional.

Students were assessed on their content, writing in a newspaper format, essay analysis of imperialism in general, and use of political cartoons.
When, if ever, is it justifiable for one country to intervene in the affairs of another country?
Evaluate the quality of historical accounts based on the arguments they advance and the evidence they use.
Describe the causes of and major events associated with the United States becoming an imperial power in the late 19th century.
Analyze the scope and evolution of various United States foreign policies in the early part of the 20th century.
1.2 Reflection, 1.3 Communication, 2.1 Collaboration, 3.1 Contributionincluded is the link for student work. Rubric and assignment sheet submitted as hard copy.,
2/3/2012 14:36:27katie.spaulding@ncps-k12.orgAssessmentCurriculumCore Values, Beliefs & ExpectationsFrench 3World LanguagesWorld LanguagesMixedSpaudling, KatieOtherProjectThe students had to use the vocabulary and verb tenses from their chapter about fairy tales to write their own fairy tale. They handed in the script and I highlighted errors for them to correct. They then had to film the script which required practice with pronunciation and taught them technology skills related to video editing and uploading / sharing digital files.• Prepare audio or visual messages in the target language for their peers in the target culture on topics of personal interest in their daily lives.
• Present short plays and skits, recite selected poems and anecdotes, and perform songs in the target language.
• Use oral and written language to relate their own experiences and construct their own stories.
• Present short plays and skits, recite selected poems and anecdotes, and perform songs in the target language.
1.3 Communication, 2.1 Collaboration
2/3/2012 14:50:14katie.spaulding@ncps-k12.orgCurriculumCore Values, Beliefs & ExpectationsAssessmentFrench 3World LanguagesWorld Languages9Spaulding, KatiePortfolioStudents had to compile spoken and written work into an online portfolio (google website). For written work they had to make corrections to papers before uploading them. The purpose of this assignment is so that students can have access to their work throughout the year in one location. They will be able to see their progress over the year and create goals based on reflections of previous work.• Prepare audio or visual messages in the target language for their peers in the target culture on topics of personal interest in their daily lives.
• Present short plays and skits, recite selected poems and anecdotes, and perform songs in the target language.
• Use oral and written language to relate their own experiences and construct their own stories.
-develop technology / internet skills
1.2 Reflection, 1.3 Communication
2/27/2012 14:54:11jessica.browner@ncps-k12.orgInstructionCurriculumCore Values, Beliefs & ExpectationsOtherOtherMixedBrowner, JessicaVarious (Writing Center staff)OtherWriting Center websiteSee below.The Writing Center website has been rendered in Google Sites to align with the district ICT plan, and is linked to the NCHS portal site under “Student Services.” As a result, students have access to reading, writing, and research strategies 24/7, and Writing Center and non-Writing Center teachers alike can collaboratively study and share effective instructional practices. 1.1 Problem Solving, 1.3 Communication, 2.1 Collaboration
2/27/2012 14:57:31jessica.browner@ncps-k12.orgInstructionInstructionInstructionOtherOtherMixedBrowner, JessicaVarious (Writing Center staff)OtherOn-line grammar practiceInternet-based writing skill development quiz sessions (for CAPT prep and independent development of writing skills). Self-assessed.1.1 Problem Solving, 1.2 Reflection
6/1/2012 11:28:44School ResourcesSchool ResourcesSchool ResourcesSpecial EducationOtherMixedMagnan, HannahOtherAssistive Technology used by special education departmentThis is not an assignment, rather an explanation from the director of Assistive Technology about her role and New Canaan's resources. It supports indicator 3 of the School Resources standard.
6/1/2012 11:44:11School ResourcesSchool ResourcesSchool ResourcesSpecial EducationOtherMixedMagnan, HannahOtherThis is a screen shot of the web-based software the school uses to create and manage student IEPsThis is a screen shot of the web-based software the school uses to create and manage student IEPs. It supports the School Resources standard, indicator 3
6/4/2012christine.bonarrigo@ncps-k12.orgCurriculumAssessmentInstructionEnglishEnglishSeniorsBonarrigo, ChristineResearch basedThis final project is for the Literature of the Holocaust , a senior class elective. Students were required to choose a subject that they might be majoring in next year. From a listing of these subjects or disciplines a topic was to be chosen for research.  Mixed media could be used  for its discussion. For instance, if one were going to be an art major than research on the "Art of the Holocaust" could be chosen. One would research an artist of the time and create a presentation and  paper on the subject. Oral presentation skills were also stressed.  This is just one example of topics chosen.Stusdents would be  involved in selecting a topic of their choice., whether it be in art,music,history, science ,finances, medicine, psychology or religion They would be researching an area that would be ancillary to our literature study . Looking at other things that happened during this time in history would create a fuller, rounder picture of this period. 1.3 Communication 1.2 Reflection
6/21/2012 14:17:27InstructionAssessmentCurriculumregular and honorsSocial StudiesSocial Studies11Darken, RobertMcDermott, MaggieGroup WorkPresentationIn this Unit Exam students work collaboratively to create a Powerpoint presentation in which they deconstruct a Hudson River School painting and discuss its content in terms of the class readings and themes of the unit.Students will understand that Hudson River School paintings embrace and reflect ideas from the era of Westward Movement and Manifest Destiny.1.1 Problem Solving, 1.3 Communication, 2.1 Collaboration
6/21/2012 14:18:08InstructionAssessmentCore Values, Beliefs & ExpectationsAP BiologyScienceScience12ZychOtherTechnology Integration Projectsee link to siteStudents choose an area related to biology to explore in depth. Students are placed into cooperative groups and perform research on their topic. Students collaborate via Google Docs and generate a web page within the AP Biology Team Project site. Students utilize a variety of technologies to explain their topic to their peers. Students evaluate their peers through student feedback forms created by the teacher on Google Docs.1.1 Problem Solving, 1.2 Reflection, 1.3 Communication, 1.4 Healthy Livign, 2.1 Collaboration
6/21/2012 14:32:37InstructionCurriculumAssessmentHonorsEnglishEnglish10Steidl, SusanLuhtala, MichelleOthermultifaceted projectStudents were asked to consider the influence of the media on society (gender roles, national identity, tolerance, politics, home life, work place, etc.), develop a thesis, research and collect images to support their thesis, and write a 2-3 page analytical research paper with a properly formatted bibliography. As a class, each section collaborated on publishing their essays with embedded images into an digital anthology of their essays. Visual media can exert an invisible influence on issues dealing with gender roles, national identity, tolerance, politics, home life, and work place, among others.

Students will:
interpret images, looking for deep meaning through careful and layered examination

· analyze the ways readers and writers are influenced by individual, social, cultural and historic contexts

· use the writing process to prepare, publish and present work appropriate to audience, purpose and task

· use standard English in both writing and speaking
1.1 Problem Solving, 1.2 Reflection, 1.3 Communication, 2.1 Collaboration, 2.2 Respect, 3.1 ContributionPlease see information on "Home" page.
6/21/2012 14:45:11InstructionCurriculumAssessmentSeniorsEnglishEnglish9BonarrigoChristineExhibitionWithin a literary circle group, discuss your piece with the class and use technology in an informative wayStudents will learn to cerate a presentation for a class that is visual, as opposed to written
Students will learn to integrate various technologies
1.3 Communication, 2.1 Collaboration
11/15/2012 16:06:04Core Values, Beliefs & ExpectationsCurriculumCore Values, Beliefs & ExpectationsregularInformation & Communications TechnologyEnglish9Luhtala, MichelleFallon, AllisonHomeworkStudents are expected to converse about their reading via Twitter for Ms. Fallon's English class. The idea behind this lesson is to get them prepped and fluent by January so that they can use the medium when they read Romeo & Juliet. We wanted to introduce them to the value and pitfalls of Twitter as a vehicle for learning. For this Twitter lesson, students completed an in-class activity, and Tweeted for homework. EU: Online communication tools can enrich your global reach, but using them requires caution, and an understanding of digital etiquette.
EQ: What's all the fuss about Twitter?; How is Twitter changing information exchange?; How is Twitter changing collaboration?; How can I use Twitter safely?; What makes an expert?
CCSS: Transfer current knowledge to the use of new technology; advocate and practice safe and responsible use of information and technology; exhibit a positive attitude toward using technology that supports collaboration, learning , and productivity.
1.3 Communication, 2.2 Respect, 3.1 Contribution need to capture screenshot
11/16/2012 10:53:10InstructionCore Values, Beliefs & ExpectationsCore Values, Beliefs & ExpectationsOtherCareer & Tech Ed9TESTTESTHomeworkTESTTEST>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>TEST1.3 CommunicationCCCCCCCCCCCCCCCCCCCC
12/6/2012 13:56:07CurriculumInstructionCore Values, Beliefs & ExpectationsEnglishEnglish10McAteer, MikeOtherObjectives and Expectations for LLC Shared with Students and ParentsThis handout provides an overview of the core objectives for the class, the kinds of assignments related to those objectives, and the rubrics - content-based and 21st Century Learning Expectation-based - that will be used for instruction and assessment.Students will see the relationships between the core work of the class - reading, writing and research - and the 21st Century skills essentially integrated into that core work, especially reflection and collaboration.1.2 Reflection, 2.1 Collaboration
2/12/2013 13:16:57Core Values, Beliefs & ExpectationsCurriculumAssessmentallInformation & Communications TechnologyPhysical Education & Health9RussoChristinaOtherAccessing and assessing health InformationStudents will apply " skills of information analysis, organization,
comparison, synthesis and evaluation to health
issues in order to become health-literate and
responsible, productive citizens." (CT, Healthy & Balanced Living Curriculum Framework)
Learners will: Self reflect,take a Library pre-test and post-test, analyze data from, complete a keyword and research question document, research a personal health concern, read, complete a self & peer-to-peer evaluation document, and writing an evaluative annotated bibliography, set wellness goals and uploading all documentation onto a Google Website. Students will be assessed
Students will understand that (SWUT) literacy can take many different forms, SWUT that information needs to be qualitatively evaluated and validated before it is cited or applied, SWUT literacy involves decoding, processing and synthesizing multiple forms of information, in multiple formats, SWUT access valid health information, products and services enhances health,SWUT learning involves metacognition: self reflection and evaluation of one's ideas, process, and product, SWUT knowledge can be organized and reorganized to create new knowledge, SWUT 21st century literacy is dependent on the acquisition, application and transfer of evolving ICT understandings in multiple, dynamic contexts, SWUT inventive thinking is about making connections.
1.1 Problem Solving, 1.2 Reflection, 1.3 Communication, 1.4 Healthy Livign, 2.1 Collaboration, 2.2 Respect, 3.1 ContributionMy Personal Wellness is a collaborative health/ICT 9th grade semester long (26 sessions) project that incorporates all NCHS school-wide learning expectations.
5/8/2013 15:00:17Core Values, Beliefs & ExpectationsCurriculumInstructionapEnglishEnglish12dsdsfgfgPaper
10/9/2014 12:21:25AssessmentCurriculumCore Values, Beliefs & ExpectationsPhysical Education & HealthPhysical Education & Health9Group Work