Document 6540082

Transcription

Document 6540082

by t J G-tOf·
1'1..
Edison High School
Intervention Math Class
Name:
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6-Step Strategy to Critical Thinking
o i\ stratcgy dcsigncd to rcducc the risk of mistakes while solving standardizcd 1118th problems.
1
2
Idcntify
t\VO k:cy
words.
Idcntify thc
gencral math
topic and/or
sub-topic
involved.
1
4
3
Makc sense of the problcm by
l
IdcntifY thc
drawing a picture, writing a formula, I answcr that does
110t makc allY
organizing information, or any othcr
scnsc and
idea that may motivatc your brain to
figurc out thc problcm.
explain why.
(NS)
')
3
L..
;
4
5
Identify the
"evil " answcr or
"trap" (cxpeeted
111 istakc) and
cxplain why.
(EA)
5
I
6
Choose the corrcct
answcr from the
rcmaining two and
cxplain wlly thc
iI1corrcct onc docs
not work.
6
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Towne drove from Minneapolis to Albany, l'-levv York, a ci isLan ee of l 25'7 Iniles Ir he
aver,1geci ~)O miles pCI' hO ll l', about how long did the trifJ tak e'?
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Common Assessment Map
Social Studies Secondary Sample
Essential Standard(s):
Timeline: (Unit)
GE. 01,
4 weeks
Understand and use geographic information using a variety of scales, patterns of distribution,
and arrangement.
GE O3,
Locate, identify and explain changes in countries over time
GE 04,
Locate, identify and explain changes in countries over time
GE 05, GE 08,
Apply geographic tools to identify change in a place over time, and to infer reasons for the
change.
HS 05
Analyze and evaluate, the impact of economic, cultural or environmental factors that result in
changes to population of cities, countries, or regions.
Knowledge
Reasoning
Performance
Skills
Locate/identify major geographic
Evaluate impact of
concepts
migration
Identify major geographic locations on
Analyze early
a world map
civilizations
innovations and
Identify examples of movement
impact on society
Vocabulary: movement, colonialism,
Evaluate early
imperialism, region, place, location,
civilizations
human/environment interaction,
interdependence, isolationism,
globalization, policy, military, political,
social, economic, hastened, flowering
of civilization, conquest, revolution,
enlightenment ideas, social
injustice,….
I can statements: (Break down the learning targets from above into student-friendly statements)
I can locate/identify major geographic concepts
I can analyze early civilizations innovations and impact on society
I can evaluate early civilizations innovations and impact on society.
I can identify examples of movement
I can evaluate impact of migration
Product
Describe
Assessment
and Timeline
Pre-assessment
Learning
Targets
All
Method
Analysis and
Intervention
When will we analyze it?
What kinds of
interventions may be used?
Student Response:
What will students do with
the data?
Use the
preassessment to
compare to the
summative
assessment
Review and discuss in class to
plan interventions for those
who don’t get it
Students will receive a list of
“I can” statements and they
will begin to check off when
they complete and understand.
Team will review results and
plan lessons for 1 or 2 I can
statements that seemed to be
the most critical for success
on the standards.
Formative
Assessment 1:
(add as many
rows as needed)
I can
analyze
early
civilizations
innovations
and impact
on society
I can
evaluate
early
civilizations
innovations
and impact
on society.
Students will
read a text
describing the
innovations of an
early civilization.
4 multiple choice
questions will
see if they can
analyze.
A short
paragraph will
ask them a
question to
evaluate.
The team will score a sample
of responses using the rubric
provided by the state.
Then, individual teachers will
score the rest of the
assessments and bring the
scores of all students to the
table.
Finally, students will be
categorized based on their
score on the evaluation
section—those students who
really get it; those who
somewhat get it; those who
really struggle. Together, we
will design activities for each
of these groups. Then, we
will all go back to our
classrooms and implement the
response as a differentiated
lesson.
Students will not get their
scores back immediately.
Instead, they will work in
groups to identify the
strengths and weaknesses of
sample paragraphs (from
previous years or other
classes).
Then, they will get their own
paragraphs back and they will
write another draft.
Formative
Assessment 2:
Summative
Assessment
all
Selected
response and
short essay
Receive a grade
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“I am a physically educated person.”
THE STANDARDS
I AM FIT
National Standard 4
I CAN MOVE
CORRECTLY
National Standard 1
I CAN PLAY
FAIRLY
National Standard 5
I PARTICPATE
REGULARLY
National Standard 3
I VALUE MY
HEALTH & FITNESS
National Standard 6
I CAN TRAIN ME &
OTHERS
National Standard 1
Exceeds Standard
Meets Standard
Does not meet Standard
2
1
0
-Has shown consistent
improvement/maintenance of personal
fitness throughout class.
-Understands & consistently applies
biomechanical principles
-Can correct errors
-Has shown inconsistent improvement of
personal fitness throughout the class
-Has not improved personal fitness during the
course of the class.
-Understands & consistently attempts
application of biomechanical principles
-Can correct errors
-Does not understand or apply
biomechanical principles
-Participates actively in classroom activities
-Demonstrates cooperation and
communication consistently
-Peer mentor or helper to others
-Helps distribute and collect equipment
-Leader and example of socially responsible
behaviors
-Actively participates each day in class.
-Makes up all missed PE days
-Participates actively in classroom
activities
-Demonstrates cooperation and
communication consistently
-Respects others, rules, and equipment
-Demonstrate appropriate and socially
responsible behaviors
-Participates each day in PE
-Makes up missed PE days
-Creates problems in activities
-Does not include all students
-Disrespectful to others, rules, & equipment
-Understands and demonstrates a
commitment to wellness in a variety of
ways.
-Participates & encourages others to be a
part of wellness both in and out of class
-Can design a wellness plan focusing on
balance for total personal wellness.
-Understands and demonstrates a
commitment to wellness in the classroom.
-Is involved in class in a variety of ways
demonstrating a positive attitude toward
wellness.
-Can identify weaknesses in personal
wellness and can write a plan that
focuses on personal wellness
development.
-No evidence of commitment of a healthy
lifestyle.
-Does not participate regularly.
-Does not participate each day in PE
-Does not make up missed days
- Does not show understanding on how to
write a plan to develop personal wellness.
Physical Education Rubric for Success
promotes lifelong physical activity.
BHHS Physical Education Syllabus
Lisa Summers, [email protected], #709-7847
Greg Bert, [email protected], #709-7848
Overview:
Our PE classes are designed to enhance or maintain fitness levels as well as develop and refine motor skills through various
activities. It is our goal to develop physically educated people. We want our students to have the skills, knowledge, and values
of leading a healthy and fit life through adulthood. In order to do this our students will be taught, trained, and assessed in these
areas to learn if they have met, exceeded, or failed to meet standard. Physical education students will be introduced to many
different fitness activities, sport/leisure games, training principles, fitness concepts throughout the semester. Fitness testing will
be administered throughout the semester; 20 meter Pacer, mile run, sit ups to failure, push ups to failure, and sit and reach as
required in the Tumwater School District.
Methods:
This course will operate with the integration of fitness, motor skills and active participation. Information will be covered each
week (principles, safety, history, rules, strategies, and concepts). The course will depend largely on small and large group
participation. Materials and supplements will come from Five for Life, Well-Pro, Fitnessgram, current textbooks, videos, district
power standards, Washington State Essential Learning Requirements, and National PE Standards and Guidelines. Guest
speakers, utilization of technology, in-class and take home assessments, tests, and projects are to be expected.
Grading:
A= 6/6 standards met
F= less than 3 standards met
B= 5/6 standards met
**Students & Parents can check grades on Skyward
The Physical Education Department at BHHS
promotes lifelong healthy choices.
BHHS Health Syllabus
Lisa Summers, [email protected], #709-7847
Greg Bert, [email protected], #709-7848
Overview:
Students are required to take a semester of health; within the freshmen PE/Health year, semester of health, independent study
at BHHS, or online BYU. Concepts, values, and principles in the following areas will be addressed and assessed;
health and fitness, nutrition, stress management, drug and alcohol education, sex education, conflict resolution, goal setting,
disease prevention, and first aid/CPR. Students will be tested on health-related cognitive concepts. Students will also be
required to take Washington state classroom-based assessments in health and fitness.
Methods:
The course will depend largely on small and large group participation. Materials and supplements will come from Five for Life,
Well-Pro, current textbooks, videos, district power standards, Washington State Essential Learning Requirements, and National
Health Standards and Guidelines. Guest speakers, utilization of technology, in-class and take home assessments, tests, and
projects are to be expected.
Grading:
A= 3/3 standards met
F= 0 standards met
B= 2/3 standards met
**Students & Parents can check grades on Skyward
C= 1/3 standards met
“I am a health educated person.”
THE STANDARDS
Exceeds Standard
Meets Standard
Does not meet Standard
2
I AM HEALTHY &
FIT
National Standard 1
I KNOW WHAT I AM
MADE OF
National Standard 1
I CAN MAKE
HEALTHY CHOICES
National Standard
2, 3,4, 5, 6,7
I VALUE MY
HEALTH & THE
HEALTH OF
OTHERS
National Standard
2,7,8
-Can design workouts and training sessions
for others and self based on principles and
concepts
-BHHS Personal Trainer Certification
-Able to identify, and explain functions of
systems of the body
-Is an example and leader of promoting and
applying healthy practices to promote health
and prevent disease,
-Understands and sets SMART goals
-Demonstrates ability to make appropriate
nutritional choices
-Able to analyze choices in personal health
-Demonstrates commitment through
organizations or clubs (communicate to
public)
-Understands and applies principles and
practices each day
-Evidence of commitment to wellness
(improvement on fitness tests, maintains
logs, & journals, etc.)
-Participates & encourages others to
participate in club, PE Nights, local events
ST
-CERTIFICATION IN 1 AID/CPR
1
-Can design workouts and training
sessions for others and self based on
principles and concepts
0
-Able to identify, and explain functions of
systems of the body
-Applies healthy practices to promote
health and prevent disease
- Does not show understanding on how to
apply principles and concepts in creating
training sessions and workouts for self or
others
-Cannot identify, and explain functions of
systems of the body
-Does not promote healthy practices
-Does not apply healthy practices
-Understands and sets SMART goals
-Demonstrates ability to make appropriate
nutritional choices
-Able to analyze choices in personal
health
-Does not set SMART goals
-Is not able to understand how to choose and
make healthy choices with nutrition, sleep,
hydration, personal relationships, drugs,
stress-reduction, and resolving conflicts
-Understands and applies principles and
practices each day
-Evidence of commitment to wellness
(improvement on fitness tests, skills
tests, keeps and maintains logs &
journals, etc.)
ST
-1 AID/CPR
-No evidence of commitment of a healthy
lifestyle.
-Does not participate regularly.
-No improvements shown on fitness tests,
concepts tests, &/or skills tests
Chapter 10 Audit
Algebra; South High School
Analyze your test item by item.
Identify and write down what learning each item assesses. Describe the learning in
whatever terms you want. If two or more items address the same learning, use the
same terms to describe that learning.
Renumbering the test
9
10
11
8
14
15
12
13
18
19
16
Item # based on draft test
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
Objective (see objective numbers below)
3
2 (by degree)
2
1
1
1
1
5
5
5
6
4 – Is it too hard? Will they freak out? A
goal next year that they won’t be scared of
a problem like this…
Draw a picture to help…. “the box model”
8
5
5
7
7
18
11
11 -- delete
11 (delete – like 19)
11
15
15
11 --delete
15 (and 14)
12
15
13
Factoring Chapter Test
Factoring Chapter Test
NEW 9x+54
Organize the learning targets into a test plan.
Transfer the information from Step One to this chart.
Objective
1. Adding and subtracting polynomials
4
2.
3.
4.
5.
6.
2
1
1
5
1
Classify by degree and number of terms
Writing polynomials in standard form
Multiplying polynomials
Multiplying binomial times a binomial
Multiplying a monomial times a polynomial
7. Using the zero product property to solve equations
8. Finding the area of a rectangle
9. Do the four some things…… “modeling polynomials in
different forms”
10. Writing quadratic equations giving the roots
11. Factor trinomials
12. Greatest Common Factor
13. Factor by grouping
14. Multiple step factoring
15. Solving quadratic equations by factoring
16. Identify and factor perfect square trinomials
17. Factor difference of squares
18. Finding x intercepts of a quadratic equation and the vertex
Item #s
# of points
2
1
0 (add #15
from
Chapter
test)
0 (Extra
Credit #31
and 32)
3
1
1
1 (included
in Object.
15, too)
4
0
0
1
Question your test plan: Is this a representative sample of what you taught and what you
expected students to learn?





Does the number of points for each learning target represent its relative importance
within the whole? If not, which ones are out of balance?
Does the number of points for each learning target represent the amount of time you
spent on it relative to the whole? If not, which ones are out of balance?
Are some learning targets over-represented? If so, which one(s)?
Are some learning targets under-represented? If so, which one(s)?
Are some of the important learning targets you taught left out? If so, which one(s)?
4. Adjust your test plan.
As needed, adjust the numbers in the “# of points” column on the previous page to
reflect the amount of time you spent teaching each learning target and each target’s
relative importance to the content as a whole.
As needed, add or delete learning targets to reflect what you taught and what you
deemed most important to learn and assess.
5. Audit your adjusted test plan against your list of outcomes.
Which outcomes are represented? Are any under- or over-represented on your test
plan?
6. Draw conclusions about your assessment.
What does this tell you about the matches among what’s written in your curriculum,
what you taught, and what you assessed?
*Need to reorder test items to help the thinking of students – reordered
English Language Arts 6 – 12 Power Standards
6th grade English Power Standards
•
The students will
o
analyze, make inferences, and draw conclusions about theme.
o
identify, explain, and analyze figurative language in all texts.
o
develop the initiative to become life-long readers.
o
actively participate in class discussions in which they paraphrase major ideas
and support with evidence, elaboration, and examples.
o
ask open-ended research questions in order to develop and gain knowledge.
o
correctly use and understand a variety of sentence types, while also ensuring
the use of appropriate grammar, punctuation, and spelling.
o
work productively with others in teams.
o
adhere to proper audience etiquette in both formal and informal settings.
•
The students will
o
use structural analysis (suffixes, prefixes, Latin roots) to determine the
meaning of words
o
compose effective paragraphs with appropriate sentence structure and
conventions
o
adjust rate and reading strategies according to purpose (fiction,
recreational reading, analytical, nonfiction, and research)
o
independently analyze literature for both literal and inferential meaning
o
choose an appropriate prewriting strategy for writing an essay (i.e. Venn
Diagram, KWL, etc.)
o
use elements of the writing process to compose texts
o
determine, locate, and explore valid and reliable sources to address a
research question
•
The students will
o
o
Use various strategies to compare and contrast the components of a work
Identify and analyze literary elements in a work
o
Analyze various characterization techniques in order to more fully
understand the meaning of a work
o
Develop a vocabulary based on works studied
o
Read a variety of works including both classic and contemporary works
o
Correctly cite sources from a variety of media
•
The students will
o
analyze, make inferences, and draw conclusions about major themes
o
analyze the effects of diction and imagery in poetry
o
read and discuss a self-selected literary work from different genres
o
make inferences and draw conclusions about a text using textual evidence
o
write more complex sentences focusing on sentence structure, sentence
combining, and diction
o
determine whether or not an electronic source is credible and/or
appropriate for what is being researched
o
identify and analyze literary elements in various texts
•
The students will
o
thoughtfully reflect in order to consider alternatives, justify answers, weigh
evidence, and support ideas.
o
effectively use reading and writing as tools of expression and
communication on both a personal level and to a larger audience.
o
understand how to make an effective argument.
o
draw valid conclusions from a text.
o
evaluate the role of syntax and diction and the effect of voice, tone, and
imagery on a speech, literary essay, or other forms of literary non-fiction.
o
evaluate how messages presented in media reflect social and cultural views in
ways different from traditional texts.
o
use intentional strategies meant to persuade the audience.
o
use elements of the writing process (planning, drafting, revising, editing, and
publishing) to compose grade-appropriate text.
•
The students will
o
respond to a question or issue with an assertion and evidence from the text.
o
research a topic, develop a thesis based on that research, and support the
thesis with evidence from various cited sources.
o
use vocabulary appropriate to a particular mode of response (ie descriptive,
persuasive, informative, etc).
o
analyze an author or speaker’s style in both written and verbal responses.
o
recognize a valid argument through the analysis of rhetorical strategies.
o
share their responses to a work with a group of their peers and both give
and receive feedback to improve their writing.
•
The students will
o
create a professional resume
o
write formal essays in a variety of styles including: business, literary
analysis, personal narrative, and expository.
o
understand and create writings in blank verse and iambic pentameter
o
read Shakespeare and recognize universal themes relevant today using the
original text
o
recognize archetypal images through both world literature and contemporary
society
o
create poetry in a variety of forms and then identify, analyze, and present
poetic elements in contemporary poetry