JZT2 Task 1.docx Curriculum Evaluation JZT2 Task One WGU Washington I am currently t

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JZT2 Task 1.docx Curriculum Evaluation JZT2 Task One WGU Washington I am currently teaching mathematics to fourth grade students at a smaller elementary school in the inner city in close proximi... ty to a joint military base considered a title 1 school. My average class size is approximately 33 students which is considered overloaded. My school demographic is as follows. The percentage of Caucasian is 32%, Hispanic is 21%, African American is 9%, and all other races making up the other 38% (National Center for Education Statistics, 2018). Approximately 66% of students receive reduced/free school lunch. (National Center for Education Statistics, 2018). There is a high turnover at my school due to many students coming from military households. With over half of my students coming from low socio-economic households and high turnover my classroom environment faces many challenges that include many of my students being two to three years (grade levels) behind. It is important for instructors to teach utilizing standard-based curriculum to promote development and proficiency in understudy learning. Intended Outcomes The district provided math curriculum is composed by math program experts. The utilization of Washington common core standards, state standards, illustrative math, and the use of research program experts that specialize in writing math tasks that strictly align to these standards help in determining the intended learning outcomes. The modules are broken into priority and standard cl. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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