Explore Flipsnack. Transform boring PDFs into engaging digital flipbooks. Share, engage, and track performance in the same platform.
From magazines to catalogs or private internal documents, you can make any page-flip publication look stunning with Flipsnack.
Check out examples from our customers. Digital magazines, zines, ebooks, booklets, flyers & more.
Pre-made templates to create stunning publications in minutes
Here are eight reasons why you should consider choosing interactive, digital flipbooks instead of boring and static PDFs. Check them out!
Name of Staff Member Jaymee Todd-Cooper Position iTech Date Submitted Name of District Level Expert Akilah Willery Name of Appraiser Tami Schuler CHECKLIST (To Be Completed by District Level Expert) Element Check if Minimum Requirement Met Comments/Feedback Population Specific group of students/teachers is identified Instructional Time Frequency of instructional time is identified (e.g., daily, bi- weekly, bi-monthly) PRIORITY OF CONTENT Aligned Standards Specific standards or performance indicators are listed (e.g., Math K.1A) Standards represent important content and/or skills for the grade level, course, or staff position Standards align to national, state, local, or Aldine recognized standards Assessment/ Evidence Each assessment/evidence is approved Each assessment/evidence measures the content/skills of the objective Each assessment/evidence provides specific data needed to determine whether the objective is met Description of each assessment/evidence includes who created it, its focus, the type, and what each requires of students Data Collection Detailed explanation of assessment administration is provided, including when they are administered and data collected, how often, and by whom EVALUATION AND ASSESSMENT/EVIDENC E Scoring Each rubric/scoring guide is approved Explanation of how data will be collected and scored is included and/or attached (including rubric/scoring guide and instructions) Baseline Data Baseline data about current student/teacher performance is included The baseline data source(s) measures the identified content/skills of the objective Expected Growth How much the identified student/teacher population is expected to grow has been determined based on the baseline data RIGOR OF SGO Evidence of Growth SGO indicates measurable growth in content/skills that is evaluated in assessment/evidence SGO is rigorous as determined by pre-established objectives for each staff type Rationale for SGO is included Page 1 of 5 Form INV9 STUDENT GROWTH OBJECTIVES (SGOs) Name of Staff Member Jaymee Todd-Cooper SETTING FORM (To Be Completed by Staff Member) Population: Which specific group of students/teachers will the objective address? 2 nd Grade Teachers
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