Exemplary Investment Plans - Sanford Inspire

Before viewing these investment plan artifacts, there are a couple of clarifications to note. First, all investment plans and accompanying artifacts are different and there was not a consistent template used across all plans in the bank. Second, all of the investment plans and artifacts you find in the Investment. Plan Bank are ...
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Exemplary Investment Plans

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How to Use These Resources

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Pre-Kindergarten – Letters and Sounds (Reading)

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Early Elementary – Math

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Middle School – Math (I)

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Middle School – Math (II)

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Middle School - Science

Copyright © 2017 Arizona Board of Regents, All rights reserved  SanfordInspire.org

How to Use These Resources (Back to Table of Contents)

Before viewing these investment plan artifacts, there are a couple of clarifications to note. First, all investment plans and accompanying artifacts are different and there was not a consistent template used across all plans in the bank. Second, all of the investment plans and artifacts you find in the Investment Plan Bank are considered to be of high quality. While they are different, they each accomplish the goal of motivating students and tracking their progress toward academic goals. The Sanford Inspire Program has collected several different investment plans and artifacts to demonstrate the various ways to invest students in learning. Exemplar Investment Plan Uses Brief Description Allow this investment plan artifact and others in the bank to serve as idea generators for yourself and your unique setting. Idea Generation

Implementation

Uses 



Take and use the investment plan artifact in your specific setting. Confirm with administrators and instructional support staff that the plan fulfills the needs your classroom has.



Pick and choose components of the investment plan artifact which serve you well and use them as you see fit. Adopt the format of the artifact while replacing all of the components with more appropriate material for your specific setting. Implement this artifact in your classroom as it is planned in the document.

Copyright © 2017 Arizona Board of Regents, All rights reserved  SanfordInspire.org

Pre-Kindergarten – Letters & Sounds (Reading) (Back to Table of Contents)

Teacher Name:

Date:

Grade Level: Pre-Kindergarten

Subject: Literacy

Time: 10:00-10:45

Meeting Days: 2-3 days a week

Students in Group:  Toby  Lucas  Aria  Ezra

Semester Goal: By the end of the 15 weeks each of the students in the small group will be accurately able to use, identify, and sound out all 26 of the letters of the alphabet as measured by our tracking system.

Grouping Tracking Systems Where will you post this? What will it look like? When and how will you reference this visual throughout your work with the small group? Our investment plans will not be posted in the classroom. This is because the children in this classroom are highly focused on the progress of their other classmates, which does not motivate their learning but instead causes many problems. The investment plans are going to be in individual file folders for only the specific child to see. It will look like a file folder with the child’s name on the tab. Once you open it up, there will be a “Go for the Gold” treasure chest themed tracking sheet. The tracking system is made like a bar graph. It will have the child’s name on the xaxis and the weekly letter groupings on the y-axis. As the children complete working with each chunk of letters we will meet with the individual child, refer to their tracking sheet, discuss their progress and add the jewel and treasure themed stickers to the bar graph as they master each chunk. Once the stickers on their bar graph are filled all the way to the top, they have reached the “Gold” or treasure chest, which is the ultimate goal.

Individual Tracking Systems Who will maintain this (teacher or student)? When will it be updated? Where will it be stored? The teacher will maintain the individual tracking system. It will be updated weekly with the child