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Our work over the next 3 years
Establishing Focus
Defining Outcomes
Designing Instruction
Understanding New Assessments
Creating Assessments
Exploring Learning
Collaborative teams will develop leadership, connect work to the new teacher evaluation model and attend to the following questions:
Collaborative teams will work to define what students need to know and be able to do, now and for the future.
Collaborative teams will develop common curriculum maps and pacing guides that reflect contemporary learning and tiers of support.
Collaborative teams will study and grow in our understanding of Next Generation Assessments and create a balanced assessment system.
Collaborative teams will create common formative/ summative assessments and analyze data.
Collaborative teams will explore contemporary learning methodology, learning environments, use of instructional time, and digital resources.
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What do we want students to know and be able to do? What is our evidence? How do we respond when students don’t learn? How do we extend and enrich learning?
Collaborative work will be supported by:
Ongoing Professional Learning Developing our Professional Learning Networks Teaching and Learning Transformation Team/Technology Team/Media Specialists Instructional Coaches Resident Educator Program New School Net Curriculum Portal and Data Warehouse Development of District Collaborative Structures Building of Leadership Capacity Digital Tools: Google Apps, Schoology, Twitter, Diigo, Symbaloo, Jostle, United Streaming Data: Aimsweb, MAP, Common Assessment, College and Career Readiness, State Assessments Action Research Coordination, Collaboration, Communication
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DISTRICT VISION SUCCESS FOR ALL STUDENTS DISTRICT MISSION
Changes in Ohio’s Education
New Learning Standards Educator Evaluations Next Generation Assessments A-F Report Cards Third Grade Guarantee Early Childhood Improvement Digital Learning
To provide educational opportunities that enable our students to acquire the knowledge, skills, and personal qualities necessary for responsible GLOBAL citizenship and lifelong learning.
This must come together. What Teachers Teach
How Teachers Deliver Instruction
Measures of Educator Effectiveness
Measures of Student Learning
Vision for Instructional Design in Forest Hills School District Units by Quarter/Trimester
What do we want students to know and able to do?
Standards
Learning Targets
Assessments (formative and summative) How will we know if they know? ● Performance-based tasks ● Exemplars with shared rubrics Teacher Look-Fors (Instructional strategies-teacher behaviors) Classroom Walk Through Data Checklists
Student Look-Fors (Instructional strategies-student behaviors) Classroom Walk Through Data Checklists
Learning Strategies/Experiences
Vocabulary Resources Adopted Texts
Diverse Learners How we respond if students don’t learn? How will we extend and enrich? -Differentiation for instructional support and enrichment -Tiered supports -Subskills -IEP objectives
Content Connections
Approved Texts
7th Grade Science Content Statement: The atmosphere has different properties at different elevations and contains a mixture of gases that cycle through the lithosphere, biosphere, hydrosphere and atmosphere.
Before: I can… define layers of the atmosphere by their specific properties, such as temperature, chemical composition and physical characteristics. (Recall) identify gases in the atmosphere include nitrogen, oxygen, water vapor, carbon dioxide and other trace gases. (Recall) illustrate the movement of specific elements or molecules (such as carbon or nitrogen) through the lithosphere, biosphere, hydrosphere and atmosphere. (Recall) identify natural events/human activities that can change the properties of the atmosphere. (Recall)
• • • •
After: I can… Recalling Accurate Science
Interpreting and Communicating Science Concepts
What must the students know to master these How are students using knowledge to solve a standards? problem, make a decision, form a plan, etc?
Define layers of the atmosphere by their specific properties, such as temperature, chemical composition and physical characteristics. Identify gases in the atmosphere include nitrogen, oxygen, water vapor, carbon dioxide and other trace gases. Illustrate the movement of specific elements or molecules (such as carbon or nitrogen) through the lithosphere, biosphere, hydrosphere and atmosphere.
Identify & Evaluate the impact of human activities that can change the properties of the atmosphere using data from maps, models, technology, etc.
Demonstrating Science Knowledge
What must students be able to do? How are student using knowledge and reasoning to perform a task?
Plan and implement an investigation to test the relationship between air pressure, elevation and temperature.
Science CAT Focus for Month of Feb. 2013 1) Rigor and Relevance Framework Look at various lessons and evaluate to determine what Quadrant they would fit into. Quadrant D (Designing Technological/Engineering Solutions…) Understanding STEM involves product testing and solving problems…students don’t always have to be making something for a lesson/unit to fit into this category. 2) New Standards = New Expectations Update on new expectations coming with new standards: *Remember: Technical writing is written in 3rd person (no I, we, etc.) Ex. 5th grade expectation includes students making charts and graphs. 8th graders must be fluent at making charts and graphs, including electronic charts and graphs and must also be able to state the best graph(s) to represent the data 3) Claims Evidence Reasoning: Students must be able to refute claims and write a rebuttal. *Students may be asked to write questions that surface as the result of an experiment. 4) Scientific Laboratory Process vs. Engineering Design Process: a) Engineering process includes many constraints (cost, safety, materials, technology), process usually involves scientific laboratory tests. Look at Next Generation Science Standards 8 Science & Engineering Practices (Practice Description)...ODE uses this b) Students must be able to write out a plan for conducting an experiment. “Look fors” include: a. Wellwritten plan in logical order b. Test 1 item c. Only one variable d. State how data will be collected (type of data, units, chart, etc.) e. Conduct multiple tests/trials 5) Look at the examples of differentiated activity/rubric
6) Pick a content statement to come & (pick activity, lab, etc.) and bring back the student work that resulted from that