Geometry CPLs

When provided with at least 1 verbal cue from the teacher, (Student) can apply previously learned problem solving skills to solve more complex mathematical problems on 8 out of 10 occasions. When assigned homework on a fairly new topic, (Student) can independently use his notes as an effective resource on 7 out of 10 occasions, when problems are similar to those modeled in his notes. When provided with minimal support while completing an abstract problem, Tim can advocate for assistance from the teacher or a peer on 9 out of 10 measured occasions.

Tutorial CPLs
After listing off the literal facts from a book at her independent reading level, (Student) can make abstract connections with no more than 2 teacher cues on 3 out of 5 measured occasions. When given a passage at 600 Level of 6-Minute Solutions, (Student) can maintain a rate of 130 words per minute on the third read through and beyond and enunciate words and maintain appropriate expression as well as follow punctuation on all measured occasions. When provided with a familiar topic, (Student) can use a structured template to brainstorm 3 details and corresponding elaborations on 5 out of 6 occasions. When writing a 5 paragraph essay, (Student) can independently write introductory and conclusion paragraphs, with all necessary parts, on 3 out of 5 occasions.