MS. SARAH SMITH LAKELAND HIGH
PORTFOLIO 2017-2018
Portfolio Log Cover Sheet Teacher: Sarah M Smith
Standards
Required Item
School Year: 2017-2018
Examples of Evidence
Evidence Included
1. Professional Knowledge
No evidence is required in the portfolio
Can include (but not required): • Lesson/intervention plan (No more than two examples accepted) • Innovative approaches developed by teacher (No more than two examples accepted)
2. Instructional Planning
*Data notebook for core areas
Can include (but not required): • Lesson Plans (No more than one example accepted) • Differentiated Instruction Lesson Plans (No more than two examples accepted)
Instructional Lesson Plan
Standards
Required Item
Examples of Evidence
Evidence Included
Can include (but not required): • Student Products (No more than 2 examples accepted) • Student Interest Inventory (No more than one example accepted) • Differentiated Instruction (No more than one example accepted) • Evidence of Research Based Strategies (Marzano) (No more than two examples accepted) • BLOOMS (No more than one example accepted) • Brain Compatible Instructional Strategies (No more than one example accepted)
Student Product – Packaging Design Project
3. Instructional Delivery
No evidence is required in the portfolio
1
4. Assessment of and for Student Learning
*Data notebooks for core areas * Pre and post assessment (No more than 2 examples accepted)
Standards
Required Item
Can include (but not accepted): • Student learning goals and reflections (No more than one example accepted) • Variety of assessments (No more than one example accepted)
Income and Taxes Test Entrepreneur Research Project W!SE Pre and Post Test Results
Examples of Evidence
Evidence Included
5. Learning Environment
No evidence is required in the portfolio
Can include (but not required): • Classroom rules/discipline plan (No more than 2 examples accepted) • Summary Form Student Survey (Goal Setting Class) • Daily Routines (No more than 2 examples accepted) ESD-Effective School Wide Discipline ( Daily Routines - No more than one example accepted)
Course Syllabus Student Survey
6.Professionalism
*Annual Professional Development Form
Can include (but not required): • Collaboration on Special/Extra assignment (No more than one example accepted) • Community involvement (No more than two examples accepted)
Professional Development Form Parent Communication Log Completed Google Educator Certification Level 1 and 2
*Parent Communication Log 7. Student Academic Progress
*Student Achievement Goal Setting Form
Student Achievement Goal Setting Document – Revised at midterm and end of year.
*Final data to support goal
* indicates a required item
2
Student Achievement Goal Setting Form Student Goal Setting Data
Instructional Planning
Lakeland High School Unit/Lesson Plan SUBJECT: Marketing DATES: Dec. 18, 2017-Jan. 8, 2018 Block 1, Block 5 Unit/Topic: Developing Product/Service Planning Skills
TEACHER: D.A. wiggins
Task Competencies: 67: Identify the role of product/service planning in marketing, 68: Describe types of product mix strategies, 69: Describe Product Life Cycle, 70: Describe the Importance of branding in Marketing, Explain the difference between brand name and brand. 72: Explain the use of national and private brand names in marketing. Cross-Curricular Component/Correlated SOLs: SOL: English 11.5-The student will read and analyze a variety of nonfiction texts. (a.) Use information from texts to clarify understanding of concepts. English 12.5-The student will read and analyze a variety of nonfiction texts. Materials/ Documents needed: PowerPoint Presentation, Notebooks, laptops, pen/pencil Dates Nov. 9
Essential Skills Behavior Objectives :
Dates Nov. 9
Students will be able to identify the importance of product/service planning, Students will be able to describe the types of product mix strategies, Students will be able to identify and describe the product life cycle. Students will be able to distinguish the differences between brand name and brand. Students will explain the use of national and private brand names.
Classwork/Activities Write ‘Brand Names’ on the board and ask students to give you some examples of brand names. TIP: Be sure that students understand that brands and not just expensive names like Gucci or Ray Ban but also include products like Nike, Nescafe, Cadbury’s, Coca Cola etc. Notes: Students follow along on note-taking Guide Now give students 3 minutes to work in small groups. Ask them to write down as many brand names as they can. At the end of the 3 minutes, shout out ‘Stop!’ and see which group has the most names on their list. Ask students if they know what products each brand makes and if they own / would like to own any of their products.
Nov. 14
Get the students to skim read the short text on brand naming in task 1 on the worksheet and underline any new vocabulary. Students should ask their friends or look up the meaning of any new words in a dictionary. Notes: Students follow along on note-taking guide. Students then complete the comprehension questions in task 2 as a discussion in pairs. Teachers should check for comprehension. Students then complete the matching exercise in task 3 individually or in pairs.
Nov. 16
Review and Discuss Note and review previous topic of 4Ps. Students will develop a brand of drink, water, soda, sports drink, etc “Packaging Design Project”
Dates Nov 14 Nov 16
Homework Bring in Empty Drink containers Prepare Presentation
Dates
Nov 916
Strategies to Enhance Differentiated Instruction
☐Manipulatives ☒Graphic Organizers ☐Role playing/ Simulations ☐Student choice ☐Video clips/ Audio Recording ☐Varied questioning strategies ☐Journals ☐Dialogue/ Debate ☐Experiments ☐Other: ______ __________________
Dates Nov 16
Assessment(s) .Presentation of Product Developed
Nov 18
End of Unit Test
Dates
Nov 916
Marzano’s Strategies
☐Identifying similarities and differences ☒Summarizing and note taking ☐Reinforcing efforts and providing recognition ☒Homework and Practice ☐Nonlinguistic representative ☐Cooperative learning ☒Setting objectives and providing feedback ☐Generating and testing hypothesis ☐Questions, cues, and advance organizers
Cognitive Level: Bloom’s (Check all that apply):
☒ Remembering COMMENTS:
☒ Understanding
☒ Applying
☐ Analyzing
☐ Evaluating
☒ Creating
Instructional Delivery
Packaging Design Project Objective: Create a brand mark and unique package for a company. Provide a brief justification report on why you chose the colors, packaging, and name that you did. Company information: A new company that specializes in drink products, wants to create a new drink that will rival the current competition. In an effort to appeal to their target market (determine your target), they would like a packaging design that stands out among competitors. Instructions: Create a new drink brand for your company, creating a drink name, logo and designing the appropriate packaging to attract the correct target market. The packaging should include appropriate labels. Must include the 4Ps of Marketing in your presentation. Product, Place, Price and Promotion as well as all the components of Branding and Packaging. Categories Label
Brand mark
Package Design
Justification summary
25 Included appropriate label type and all necessary and relevant information Created a unique brand mark in alignment with company mission Package design appeals to target market, provides product protection, and has a unique design. Well written using high levels of marketing language with no grammatical errors
20 Included appropriate label type and most necessary and relevant information Created a unique brand mark but not very aligned with company mission Packaging design appeals to target market, provides protection, but does not have a unique design. Well written using marketing terms with no grammatical errors
15 Included appropriate label type and some relevant information
10 or less Included a label with no relevant information or did not include a label.
Created a brand mark not aligned with company mission
Did not create a brand mark or used a brand mark that already existed. Package design was not fully constructed.
Packaging design appeals to target market, but provides little protection, and does not have a unique design. Written using marketing terms with two or fewer grammatical errors
Written with three or more grammatical errors
Assessment of and for Student Learning
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NAME:
PERIOD:
Entrepreneur Research Project Entrepreneur: An individual who starts and operates a business Project Objectives To search the Internet to find information on a famous entrepreneur of your choice and determine their road to success Evaluation 1. Create a PowerPoint One slide per topic listed below- do them in order Make sure to include pictures, facts, and lots of information about your person and their company. 2. Presentation- will begin on _________________ *You will be graded on the quality and information reported Research Topics: This is the exact order your slides should be inâ&#x20AC;Ś
1) Your name, period, Name of entrepreneur 2) General biography of entrepreneur (date and place born, education, family, etc.) 3) Background information of work/jobs the person has done/did 4) Company/business that he/she started 5) How the company/business came to be and all info about it- background of company (3 facts). 5) Pictures of entrepreneur (can also be added throughout the slides) 6) Other interesting facts (3 facts) 7) One question you would ask him/her if you could get the chance?
NAME:
PERIOD:
Entrepreneur Research Project Assessment Rubric Student:_____________________
Entrepreneur:___________________
You will receive an individual grade on this assignment. Total score is computed by multiplying the total points received below by 5, for a total score of 100 possible points. Assessed Activity
Thorough (4)
Good (3)
Satisfactory (2)
Needs Improvement (1)
Communicates thoughts, ideas, information, and messages appropriately.
PowerPoint organizes ideas and communicates visually in an appealing manner and covers all material. Project shows understanding of the subject matter. Presentation was thorough and interesting. Good presentation (posture, voice, etc.) Content
Total Points Received ________ X 5 = __________ Score for project____________ 4 - Thorough Understanding • • • • • •
Consistently and actively works toward project goals. Is sensitive to the feelings and learning needs of all class members. Willingly accepts and fulfills individual role. Consistently and actively contributes knowledge, opinions, and skills. Values the knowledge, opinion and skills of all class members and encourages their contribution. Helps others identify necessary changes and encourages individual action for change.
2 - Satisfactory Understanding • • • •
Works toward project goals with occasional prompting. Contributes to the project with occasional prompting. Shows sensitivity to the feelings of others. Participates in needed changes, with occasional prompting.
3 - Good Understanding • • • • •
Works toward project goals without prompting. Accepts and fulfills individual role Contributes knowledge, opinions, and skills without prompting. Shows sensitivity to the feelings of others. Willingly participates in needed changes.
1 - Needs Improvement • • • •
Works toward project goals only when prompted. Contributes to the project only when prompted. Needs occasional reminders to be sensitive to the feelings of others. Participates in needed changes only when prompted and encouraged.
Pre and Post Test
Student Name Almond, Trayvon Smith, Madahjii Darrius K Reid Michael D Britt Cameron J Ellis Tiajuana S Goodman Jody C Graves Quanasia J McQuillia Ahmad R Wilson-Boykins William A Riddick Peter B Bowyer TyShaun E Harris Cameron A Miller Vann, Brittany Miller, Mya Megan N Simpson Class Average
Edwards, Aveion Hargrove, Kayla Harris, Rashad Trotter, Tamijah Warren, Jaivion Ashburn, Jayalyn Bell, Ahymil Biggs, Loren Boothe, Lauren Brinkley, Daijah Campbell, Jacob Edghill, Nathaniel Grays, Deja
Pre-Test 40% 40% 48% 60% 44% 44% 48% 0% 42% 44% 40% 40% 68% 30% 46% 54%
Post-Test 62% 58% 44% 82% 66% 68% 86% 68% 74% 68% 68% 78% 90% 38% 68% 88%
43% Percent Increase
69% 61%
0% 24% 32% 22% 0% 34% 0% 38% 44% 42% 64% 26% 52%
58% 56% 44% 54% 62% 76% 72% 74% 88% 58% 80% 84% 82%
Mehalko, Nolan Mercer, Terlia Peebles Jonathan Ridley, Markia Tolliver, Shaleah Waters, Richelle Class Average
40% 56% 68% 42% 68% 28% 36% Percent Increase
72% 94% 92% 84% 90% 70% 73% 104%
All Classes Average
39% Percent Increase
71% 81%
Learning Environment
LAKELAND HIGH SCHOOL Instructional Syllabus for Economics and Personal Finance Teacher Information • •
Sarah Noble (sarahnoble@spsk12.net) School Phone Number: (757) 925-5790
Planning Block: 6th Block
Course Information Students learn how to navigate the financial decisions they must face and to make informed decisions related to career exploration, budgeting, banking, credit, insurance, spending, taxes, saving, investing, buying/leasing a vehicle, living independently, and inheritance. Development of financial literacy skills and an understanding of economic principles will provide the basis for responsible citizenship and career success. In addition to developing personal finance skills, students in the course will also study basic occupational skills and concepts in preparation for entry-level employment in the field of finance. The course incorporates all economics and financial literacy objectives included in the Code of Virginia §22.1-200-03B. The cooperative education method is optional for this course. Students combine classroom instruction and supervised on-the-job training in an approved position with continuing supervision throughout the school year. Course Materials • • •
Loose-leaf 3-ring notebook/binder (1”) with notebook paper Textbook: Economics and Personal Finance by Glencoe Publishing (Class set only-not issued to students) Optional: Jump drive, calculator
Classroom Expectations ATTEND CLASS DAILY AND ON TIME. Your attendance is very important for your success! A student who misses more than 9 class periods will automatically fail the course unless granted extenuating circumstances by an administrator. You must be inside the classroom when the bell rings or you are tardy. The lock out policy will be enforced. REMAIN SEATED. Students should remain seated until the bell rings and the teacher dismisses the class. BE PREPARED. Bring your supplies every day. Keep your work organized – keep all of your work in the appropriate section of your notebook. Work the entire class period and ask for help when you need it. Finish incomplete work for homework. Use a planner to record important dates, such as project deadlines and test dates. INTERACT IN A PROFESSIONAL MANNER. As a business/marketing student, you will demonstrate one of the most important skills for success by cooperating with your peers and teacher in a positive manner. At work, people are often promoted when they demonstrate the ability to work well with others and to communicate any issues in a professional manner. You will be expected to behave in a professional manner, and use appropriate language, at all times in this class. KEEP THE CLASSROOM NEAT. Please clean up after yourself at the end of class by pushing in your chair, taking all of your belongings with you and throwing away trash. Drinks are permitted in class only if they have a lid and they must NEVER be placed on the computer tables. ALL OTHER RULES AND REGULATIONS outlined in the STUDENT HANDBOOK and the LAKELAND HIGH SCHOOL CODE OF ACADEMIC INTEGRITY are in EFFECT. Student Discipline: Students are expected to follow all classroom and school rules, as well as all teacher instructions. Disrupting the learning environment interferes with students’ success. The following sequential consequences will be applied for persistent discipline issues: 1) Parent contact 2) Referral to an administrator 3) Referral to an administrator with a request for a parent conference
Grading Procedures: Evaluation will be based on tests, projects, quizzes, class work and homework. A total point system will be used. At the end of a grading period, the total number of points earned will be divided by the total number of points possible. Thus, the percentage of correct work equates to the letter grade defined by the Suffolk Public School grading scale.
Letter Grade A AB+ B BC+ C CD+ D DF I
Score Range Progress Statement 100-93 Outstanding progress; superior work 92-90 89-87 86-83 Good; better than average progress 82-80 79-77 76-73 Average progress 72-70 69-67 62-63 Poor, but passing 62-60 Below 60 Unsatisfactory Incomplete – work must be made up
Components that make up term grades include performance on: • Classwork 65% • Test 20% • Quizzes 15%
**Late work-A due date will be given for every assignment. Late assignments will lose points equal to 10% of the point value of the assignment. Students should communicate with me if they are having difficulty completing an assignment. **Make up Work – Students are expected to retrieve make up work from the designated folder upon returning from an absence and turning in the work within one week. After one week, the late work policy applies. Enhanced Learning Opportunities • •
I am available to assist students during school hours and can also be contacted via email after school. My planning time and email address are listed at the top of this syllabus. Students enrolled in this course are eligible to join and participate in DECA, an organization that prepares emerging leaders and entrepreneurs in marketing, finance, hospitality and management. More information about DECA will be distributed later this week.
Attendance Policy Students will be required to adhere to the Suffolk Public Schools attendance policy. Please refer to the Lakeland High School Student Handbook. Code of Academic Integrity Students will be required to adhere to the Code of Academic Integrity which is referenced in the Lakeland High School Student Handbook. Suffolk Public Schools Telecommunications Acceptable Use Policy Students will be required to adhere to the Suffolk Public Schools Telecommunications Acceptable Use Policy. Please refer to the SPS Student Conduct Policy Guidelines for Parents and Students issued on the first day of school.
***PLEASE RETURN THIS PAGE TO THE TEACHER***
Parent Contact Information Parent Name ____________________________________________________________ Parent Phone Numbers ____________________________________________________ Parent E-mail ____________________________________________________________ Student and Parent Acknowledgement & Agreement I have reviewed this syllabus and understand the course expectations. Student Signature ____________________________________________ Date____________ Parent Signature _____________________________________________ Date___________ A copy of this syllabus will be available on the course Edline page for the duration of the semester.
Economics and Personal Finance
Student Survey Summary Teacher’s Name: Sarah Smith Grade(s) 9-12
School Year: 2017-2018
Subject(s): Entrepreneurship, Marketing, Economics and Personal Finance
Survey Version Given: Grades K-2 1. How many surveys did you distribute?
Grades 3-5
Grades 6-8
☒ Grades 9-12
58
2. How many completed surveys were returned? 46 3. What is the percentage of completed questionnaires you received (#1 divided into #2)? 79%
Student Satisfaction Analysis 4. Describe your survey population(s) (i.e., list appropriate demographic characteristics such as grade level and subject for students). Students enrolled in a CTE course in the 9th-12th Grade 5. List factors that might have influenced the results (e.g., survey was conducted as the bell rang for dismissal). N/A 6. Analyze survey responses and answer the following questions: A) What did students perceive as your major strengths? Subject Area Knowledge, Respect and Communication B) What did students perceive as your major weaknesses? Making Course work Challenging C) How can you use this information for continuous professional growth? Work on differentiated learning assignments for students that need additional challenges and working ahead of other students.
Strongly Agree Agree Disagree Strongly Disagree Not Applicable
I feel my teacher values me as a person.
My teacher shows respect to all students.
My teacher helps me outside of class time when needed.
I feel challenged in this class.
My teacher allows me to demonstrate my learning in a variety of ways.
My teacher handles classroom disruptions effectively.
I get helpful feedback from my teacher.
My teacher gives feedback on work and exams in a timely manner.
The workload in this class is manageable.
My teacher communicates clearly.
My teacher is knowledgeable about the subject area he/she teaches.
My teacher respects my culture.
Student Survey Results 2018
40
35
30
25
20
15
10
5
0
Professionalism
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Official Individual Transcript Report This is an individual transcript report. It shows the catalog units that the user has completed.
SUFFOLK CITY PUBLIC SCHOOLS LAKELAND HIGH
Requested By: Sarah Noble Unit Type
Unit Title
Status
Completed Date
Credits Earned
TARGET Year 1
Training
Technology Takeover
Completed
20-Sep-17
1.0
TARGET Year 1
Training
Data, Data Everywhere
Completed
16-Oct-17
1.0
2017-2018 PD Activities
Training
New Teacher Orientation
Completed
22-Aug-17
15.0
Preservice 2017
Training
CTE/CCAP Review & Updates
Completed
27-Aug-17
6.25
Catalog
Sarah Noble
Total Credits Earned:
23.25
Signature: Sarah Noble
Official Individual Transcript Report
Date
Page 1 of 1
26-Apr-18 08:07 AM
Certification Exams
10 April 2018 To whom it may concern, The Google for Education team would like to take this opportunity to celebrate one of your educators; Sarah Smith, who recently passed the Google Certified Educator Level 2 Exam on 10 April 2018. The GCE Level 2 exam is the capstone certification for Google's ISTE-inspired Professional Development training courses for teachers. The program's goal is to help educators master the technological skills needed to integrate Google tools into the classroom, helping improve teacher efficiency, communication, and student outcomes. We want to thank you for supporting your teachers and faculty in their professional growth. We know a strong professional development program is vital to any educator's continued success, and we commend you for enabling Sarah Smith to take the lead in learning how to best apply our tools in your classrooms. Celebrating milestones is embedded in our culture at Google. We encourage you to share this achievement with other school leaders who may work directly with Sarah Smith as well. Congratulations!
Bram Bout Director, Google for Education
Certification Exams
09 April 2018 To whom it may concern, The Google for Education team would like to take this opportunity to celebrate one of your educators; Sarah Smith, who recently passed the Google Certified Educator Level 1 Exam on 09 April 2018. The GCE Level 1 exam is the capstone certification for Google's ISTE-inspired Professional Development training courses for teachers. The program's goal is to help educators master the technological skills needed to integrate Google tools into the classroom, helping improve teacher efficiency, communication, and student outcomes. We want to thank you for supporting your teachers and faculty in their professional growth. We know a strong professional development program is vital to any educator's continued success, and we commend you for enabling Sarah Smith to take the lead in learning how to best apply our tools in your classrooms. Celebrating milestones is embedded in our culture at Google. We encourage you to share this achievement with other school leaders who may work directly with Sarah Smith as well. Congratulations!
Bram Bout Director, Google for Education
Ms. Smith Parent Contact Log
Date
Time
Student
Spoke with
Mode Purpose
9/29/2017
8:57:00 Logan AM Oaks
Mother
Email Attendance
12/14/2017
3:06:00 Taylor PM Oaks
Mother
Email DECA
Step Father
Joe currently has an F in EPF, He is not participating in class like he used to and seems more withdrawn. He did not take a test or his Midterm even though he was in class and reminded to Phone do so. Called and spoke with Step-father.
1/31/2018
12:15:00 Jody PM Graves
1/31/2018
3:10:00 Aveion AM Edwards
Left Message Phone Failing to complete assignments, potential for failure
1/31/2018
3:15:00 Rashad AM Harris
Left Message Phone Failing to complete assignments, potential for failure
1/31/2018
3:20:00 Armani AM Holland
Left Message Phone Failing to complete assignments, potential for failure
1/31/2018
3:30:00 Jaivion AM Warren
Left Message Phone Failing to complete assignments, potential for failure
01/31/2018
3:35:00 Kayla PM Hargrove
Mother
Phone Participation in Class, Failing Grade
02/06/2018
2:45:00 Kayla PM Hargrove
Mother
Phone Being disrespectful and combative in class
12:30:00 Joseph PM Parker
Mother
Phone Failing to complete assignments, potential for failure
12:30:00 Vernon 02/10/2018 PM Shearin
Mother
Phone Failing to complete assignments, potential for failure
02/10/2018
2/20/2018
3:30:00 Nolan AM Mehalko
Father
Phone Inappropriate conversation in class
2/20/2018
3:15:00 Jayalyn AM Ashburn
Mother
Phone Inappropriate conversation in class
2/20/2018
3:10:00 Shaleah AM Tolliver
Mother
Shaleah's concern in regards to Inappropriate Phone conversation in class
03/08/2018
1:05:00 Taylor PM Oaks
Mother
Email Attendance
03/14/2018
4:45:00 Aubrey PM Wilson
Aunt
Grades and projects due to complete missed Email assignments
03/27/2018
1:53:00 Aubrey AM Wilson
Aunt
Grades and projects due to complete missed Email assignments
4/19/2018
11:40:00 Peter AM Boyer
Mother
Email Missed assignments and methods to bring up grade.
5/3/2018
9:58:00 Peter AM Boyer
Mother
Email Missed assignments and methods to bring up grade.
Student Academic Progress
Goal Setting for Student Progress Form Teacherâ&#x20AC;&#x2122;s Name: Sarah Noble Subject/Grade: Economics and Personal Finance - 9, 10, 11, 12
School Year: 2017-18
Directions: This form is a tool to assist teachers in setting a goal that results in measurable learner progress. NOTE: When applicable, learner achievement/progress should be the focus of the goal. Enter information electronically into the cells (the boxes will expand to fit the text). Initial Goal Submission (due by October 17, 2017 to the evaluator) I. Setting (Describe the population and special learning circumstances) II. Content/Subject/Field Area (The area/topic addressed based on learner achievement, data analysis, or observational data) III. Baseline Data (What is shown by the current data?)
IV. Goal Statement (Describe what you want learners/program to accomplish)
The 21 students who completed the pre-test are enrolled in Economics and Personal Finance (6120), of which 1 student has an IEP Economics and Personal Finance 19 Students scored 0-40 pts (Tier 3) 2 Students scored 41-80 pts (Tier 2) 0 Students scored 81-100 pts (Tier 1) â&#x2DC;? Data attached Students in Tier 1 will increase score by 10-15 points. Students in Tier 2 will increase score by 20-25 points. Students in Tier 3 will increase by 30-35 points.
V. Means for Attaining Goal (Strategies used to accomplish the goal) Strategy
Evidence
Target Date
Increase understanding of main ideas and concepts by breaking units into smaller sub-units. Students will also use note-taking guides and smaller projects culminating into final unit assessments. Students will create study guides for unit test.
Students should score 70 or higher on exit quizzes, and 80 or higher on unit test.
Prior to Mid-terms
Students will participate in activities that will increase organizational skills and time management skills in class.
Set time schedule for class assignments. Monitor students work progress.
on-going throughout the school year
Increase completion of class assignments on time.
Increase student check-points, utilizing exit tickets and small assessments throughout the unit to check knowledge of key facts.
Students should score 70 or higher on exit tickets.
Teacher’s Signature
Date
Prior to Mid-term Exam and ongoing throughout year
10/12/2017
Evaluator’s Signature ____________________________________________ VI. Mid-Year Review (Describe goal progress and other relevant data)
Date
Mid-year review conducted on____________ Initials:
_____(teacher)
_____(evaluator)
☐ Data attached
Teacher’s Signature _________________________________________ Date _____________________ Evaluator’s Signature ________________________________________ Date _____________________
End-of-Year Review ☐ Appropriate Data Received Strategies used and data provided demonstrate appropriate Student Growth
☐ Yes ☐ No
Evaluator’s Signature __________________________________ Date _____________________
Goal Setting for Student Progress Result
Name
Pre-Test 9/25/17 # Correct Grade
Post-Test Goal Increase Goal Score Goal %
Post-Test 4/25/18 # Correct Grade
Outcome Increase
Met Goal
Ashburn, Jayalyn
28
37.33%
20-25
50.33%
71
94.67%
57.33%
yes
Bell, Ayhmil Sade
44
58.67%
10-15
68.67%
54
72.00%
13.33%
yes
Biggs, Loren Alexis
20
26.67%
20-25
41.67%
65
86.67%
60.00%
yes
Boothe, Lauryn
39
52.00%
10-15
62.00%
55
73.33%
21.33%
yes
Boswell, Heather
20
26.67%
20-25
41.67%
Brinkley, Daijah
19
25.33%
20-25
40.33%
66
88.00%
62.67%
yes
Campbell, Jacob
44
58.67%
10-15
68.67%
62
82.67%
24.00%
yes
Edghill, Nathaniel
11
14.67%
20-25
34.67%
51
68.00%
53.33%
yes
Edwards, Aveion
14
18.67%
20-25
38.67%
Grays, Deja Renee
7
9.33%
20-25
29.33%
68
90.67%
81.33%
yes
Hargrove, Kayla
17
22.67%
20-25
37.67%
65
86.67%
64.00%
yes
Harris, Rashad
23
30.67%
20-25
43.67%
68
90.67%
60.00%
yes
Holland, Armani
29
38.67%
20-25
51.67%
72
96.00%
57.33%
yes
Mehalko, Nolan
16
21.33%
20-25
36.33%
73
97.33%
76.00%
yes
Mercer, Terlia
11
14.67%
20-25
34.67%
67
89.33%
74.67%
yes
Peebles, Jonathan
20
26.67%
20-25
41.67%
65
86.67%
60.00%
yes
Ridley, Markia
31
41.33%
10-15
54.33%
56
74.67%
33.33%
yes
Tolliver, Shaleah
36
48.00%
10-15
61.00%
68
90.67%
42.67%
yes
Trotter, Tamijah
24
32.00%
20-25
45.00%
57
76.00%
44.00%
yes
Waters, Richelle
10
13.33%
20-25
33.33%
57
76.00%
62.67%
yes
Watford, Keshon
16
21.33%
20-25
36.33%
WITHDRAWN
no
WITHDRAWN
Goal Outcome Did Not Meet Goal 6%
GOAL OUTCOME
Met Goal 94%
Met Goal
Did Not Meet Goal
17
Met Goal
1
Did Not Meet Goal