- Output for git.master, git.master_jit, rfc.property-hooks
- Warning: Undefined variable $tree in /in/4kZop on line 21 Warning: Undefined array key 1 in /in/4kZop on line 21 Warning: Undefined array key 2 in /in/4kZop on line 21 Warning: Undefined array key 5 in /in/4kZop on line 21 Warning: Undefined array key 6 in /in/4kZop on line 21 Warning: Undefined array key 7 in /in/4kZop on line 21 Warning: Undefined array key 8 in /in/4kZop on line 21 Warning: Undefined array key 3 in /in/4kZop on line 21 Warning: Undefined array key 9 in /in/4kZop on line 21 Warning: Undefined array key 10 in /in/4kZop on line 21 Warning: Undefined array key 4 in /in/4kZop on line 21 Warning: Undefined array key 11 in /in/4kZop on line 21 Warning: Undefined array key 12 in /in/4kZop on line 21 Warning: Undefined array key 13 in /in/4kZop on line 21 Array ( [1] => Array ( [name] => Standard I: Curriculum, Planning, and Assessment ) [2] => Array ( [name] => Indicator I-A. Curriculum & Planning ) [5] => Array ( [name] => I-A-1. Subject Matter Knowledge [contents] => Array ( [0] => Common Core 2011 Mass Frameworks [1] => Accurately presents content identified in the state frameworks for the given grade level Makes connections across ideas and content areas [2] => Demonstrates sound knowledge and understanding of the subject matter and the pedagogy it requires by consistently engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject. [3] => Curriculum units Plan book Photographs Plan book, pictures, video ) ) [6] => Array ( [name] => I-A-2. Child and Adolescent Development [contents] => Array ( [0] => Differentiated Instruction [1] => Delivers instruction using language comprehensible to students Provides resources and assessments at appropriate challenge levels [2] => Demonstrates knowledge of the developmental levels of students in the classroom and the different ways these students learn by providing differentiated learning experiences that enable all students to progress toward meeting intended outcomes. [3] => Plan book, pictures, video Copies of resources, assessments ) ) [7] => Array ( [name] => I-A-3. Rigorous Standards-Based Unit Design [contents] => Array ( [0] => Understanding by Design (UbD) Bloom's Taxonomy Model Curriculum Units [1] => Formative and summative assessment is evident All lessons move toward the unit learning objectives [2] => Designs units of instruction with measurable outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula. [3] => Curriculum unit, video, student work ) ) [8] => Array ( [name] => I-A-4. Well-Structured Lessons [contents] => Array ( [0] => Understanding by Design (UbD) Universal Design for learning (UDL) [1] => Includes learning objectives Differentiates to meet diverse needs and learning styles [2] => Develops well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping. [3] => Plan book, lesson plan, video ) ) [3] => Array ( [name] => Indicator I-B. Assessment ) [9] => Array ( [name] => I-B-1. Variety of Assessment Methods [contents] => Array ( [0] => Massachusetts Tiered System of Support (MTSS) [1] => Uses range of formative and summative assessments Measures student growth toward standards [2] => Designs and administers a variety of informal and formal methods and assessments, including common interim assessments, to measure each student's learning, growth, and progress toward achieving state/local standards. [3] => Formative, interim, or summative assessments ) ) [10] => Array ( [name] => I-B-2. Adjustment to Practice [contents] => Array ( [0] => Professional Learning Communities Data Teams [1] => Groups students after formative assessments and/or data analysis Participates in data team meetings Adjusts pace according to student needs [2] => Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students. [3] => Lesson plan revised in response to assessment Pre- and post assessments ) ) [4] => Array ( [name] => Indicator I-C. Analysis ) [11] => Array ( [name] => I-C-1. Analysis and Conclusions [contents] => Array ( [0] => Data Teams PLCs [1] => Views wide range of data Draws conclusions to improve student learning [2] => Individually and with colleagues, draws appropriate conclusions from a thorough analysis of a wide range of assessment data to improve student learning. [3] => Data printouts or graphic representations Team meeting notes ) ) [12] => Array ( [name] => I-C-2. Sharing Conclusions With Colleagues [contents] => Array ( [0] => Data Teams PLCs [1] => Shares student learning conclusions with colleagues Seeks feedback about practices that will improve student learning [2] => Regularly shares with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning. [3] => Meeting notes Revised lesson or unit plans ) ) [13] => Array ( [name] => I-C-3. Sharing Conclusions With Students [contents] => Array ( [0] => [1] => Provides feedback to students about improving performance Provides feedback to families about improving student performance [2] => Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance. [3] => Conference notes, videotaped conference Conference notes, email, newsletters ) ) ) Array ( [1] => Array ( [2] => Array ( [5] => 1 [6] => 1 [7] => 1 [8] => 1 ) [3] => Array ( [9] => 1 [10] => 1 ) [4] => Array ( [11] => 1 [12] => 1 [13] => 1 ) ) ) <ul> <li>Standard I: Curriculum, Planning, and Assessment</li> <ul> <li>Indicator I-A. Curriculum & Planning</li> <ul> <li>I-A-1. Subject Matter Knowledge</li> <ul><li>Common Core 2011 Mass Frameworks</li> <li>Accurately presents content identified in the state frameworks for the given grade level Makes connections across ideas and content areas</li> <li>Demonstrates sound knowledge and understanding of the subject matter and the pedagogy it requires by consistently engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject.</li> <li>Curriculum units Plan book Photographs Plan book, pictures, video</li> </ul> <li>I-A-2. Child and Adolescent Development</li> <ul><li>Differentiated Instruction</li> <li>Delivers instruction using language comprehensible to students Provides resources and assessments at appropriate challenge levels</li> <li>Demonstrates knowledge of the developmental levels of students in the classroom and the different ways these students learn by providing differentiated learning experiences that enable all students to progress toward meeting intended outcomes.</li> <li>Plan book, pictures, video Copies of resources, assessments</li> </ul> <li>I-A-3. Rigorous Standards-Based Unit Design</li> <ul><li>Understanding by Design (UbD) Bloom's Taxonomy Model Curriculum Units</li> <li>Formative and summative assessment is evident All lessons move toward the unit learning objectives</li> <li>Designs units of instruction with measurable outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula.</li> <li>Curriculum unit, video, student work</li> </ul> <li>I-A-4. Well-Structured Lessons</li> <ul><li>Understanding by Design (UbD) Universal Design for learning (UDL)</li> <li>Includes learning objectives Differentiates to meet diverse needs and learning styles</li> <li>Develops well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping.</li> <li>Plan book, lesson plan, video</li> </ul> </ul> <li>Indicator I-B. Assessment</li> <ul> <li>I-B-1. Variety of Assessment Methods</li> <ul><li>Massachusetts Tiered System of Support (MTSS)</li> <li>Uses range of formative and summative assessments Measures student growth toward standards</li> <li>Designs and administers a variety of informal and formal methods and assessments, including common interim assessments, to measure each student's learning, growth, and progress toward achieving state/local standards.</li> <li>Formative, interim, or summative assessments</li> </ul> <li>I-B-2. Adjustment to Practice</li> <ul><li>Professional Learning Communities Data Teams</li> <li>Groups students after formative assessments and/or data analysis Participates in data team meetings Adjusts pace according to student needs</li> <li>Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students.</li> <li>Lesson plan revised in response to assessment Pre- and post assessments</li> </ul> </ul> <li>Indicator I-C. Analysis</li> <ul> <li>I-C-1. Analysis and Conclusions</li> <ul><li>Data Teams PLCs</li> <li>Views wide range of data Draws conclusions to improve student learning</li> <li>Individually and with colleagues, draws appropriate conclusions from a thorough analysis of a wide range of assessment data to improve student learning.</li> <li>Data printouts or graphic representations Team meeting notes</li> </ul> <li>I-C-2. Sharing Conclusions With Colleagues</li> <ul><li>Data Teams PLCs</li> <li>Shares student learning conclusions with colleagues Seeks feedback about practices that will improve student learning</li> <li>Regularly shares with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning.</li> <li>Meeting notes Revised lesson or unit plans</li> </ul> <li>I-C-3. Sharing Conclusions With Students</li> <ul><li></li> <li>Provides feedback to students about improving performance Provides feedback to families about improving student performance</li> <li>Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance.</li> <li>Conference notes, videotaped conference Conference notes, email, newsletters</li> </ul> </ul> </ul> </ul>
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- 2020-03-21 RFC: Is_Literal - declined
- 2020-12-04 Enumerations - included in PHP 8.1
- 2018-06-15 Typed Properties v2 - implemented in PHP 7.4
- 2016-08-12 Object typehint - included in PHP 7.2
- 2016-08-14 Arrow functions - withdrawn
- 2016-05-29 array_change_keys() - withdrawn
- 2016-04-19 Lexical scope support for anonymous classes - suspended
- 2016-04-17 Functional Interfaces - declined
- 2016-03-16 Typed Properties - superseded in favor of Typed Properties 2.0
- 2015-08-27 Callable Prototypes - declined
- 2015-05-01 Short Closures - declined / withdrawn in favor of Arrow Functions
- 2015-02-18 Scalar type hints v5 - included in PHP 7
- 2015-02-14 Union Types - declined
- 2013-09-22 Anonymous classes - included in PHP 7