Secondary Science 2015-16

Secondary Science 2015-16 Points of emphasis

Why we need equipment and new labs?

Students need to do it. Questions on the STAAR reference particular equipment. They will get derailed if they see a word they dont understand or they may get distracted.Thanks to the School board for the bond money and thanks to you for getting your teachers the equipment.

2Vocabulary Developmentthe rigor of the STAArLexiles of TextbooksThe 8th grade book is 990 (the range for most 8th graders is 900 to 1150)The biology books Lexile is 1170 (the range of most 9th graders is 855-1165)

8th grade Staar test example

8th grade Staar test example

8.11A ReadinessBiology STAAR Example

Biology STAAR Example

B.11A SupportingVocabulary- TeachersEmphasize the vocabulary of science throughout their units of studyTeach prefixes, suffixes and root word meanings with every unit and revisit throughout the yearUse a variety of methods: word walls, ceilings and halls, marzano steps and games, Dinah Zike methods, etc. Try not to do a stop down and do vocabulary. Integrate as much as possible.8Vocabulary-coordinatorProvide prefix and suffix list and resourcesProvide training for vocabulary developmentVisit classrooms that are being innovative with vocabulary development and publicize these classroomsProvide tips and reminders throughout the yearVocabulary-principalsEmphasize vocabulary development in meetings and plc IN WALK THROUGHS, LOOK FOR EVIDENCE OF VOCABUARLY DEVELOPMENT AND STRATEGIESLook for areas to display vocabulary words in hallways and creative placesSpecial Education and 5042015 was our growing pain year moving from STAAR m to STAAR AResults were low, with some pockets of goodnessPlacement of students seemed to be varied

Deciding whether a student would be able to function while taking the online version.Many students in the same room taking the oral administration is not effective.Students need practice. Either on the practice module or a new product if it can be found.11Special ed and 504-TeachersKnow what Staar test each student will be takingProvide appropriate instruction, modifications and accommodations for the studentsWork with inclusion/Co-teacher for best practices for the studentBe active in Ard and 504 meetingsClosely monitor student results on assessments and CBasThe planning needs to be more purposeful.CBA is too far away. Unit assessments need to be monitored on these students.12Special Ed and 504- CoordinatorProvide resources and suggestions as neededKeep teachers aware of trainings and procedures for instructing Sped and 504 studentsMonitor results for these students on CBAs and unit assessmentsSpecial Education and 504-PrincipalsImprove co-teaching modelProvide training and supportFrequent monitoring of inclusion or co-teach classesLook at data on these students following unit and district assessmentsAssessment evaluationKeystone of the curriculumGives direction to the planning of the unitBackward design The shift involves thinking a great deal, first, about the specific learning sought, and evidence of such learnings, before thinking about what we, as the teacher, will do or provide in teaching and learning activities. -Grant Wiggins and Jay mctighe, Understanding by designAssessment evaluation-teachersCampus teams should evaluate their assessment for alignment and rigor prior to beginning instructionRun item analysis following each unit assessment to look for issuesList concepts that need to be revisited and a plan for implementationMake notes on instruction that was successful and not successful in the unitCorrect questions that need editing for the next yearAssessment evaluation-coordinatorEvaluate the unit exams that the campuses are buildingProvide additional questions and suggestions when necessaryMonitor assessment results and address needs with the teachersAssessment evaluation-Principals Attend PLC meeting following an assessment and planning for the next unit to make sure protocols are followedSpot check assessments for rigorCheck aware for cba and unit assessment resultsBack to school TrainingsGroupsAugust 19thShannon LCAugust 20thShannon LC6th- 8th Zikes Vocabulary DevelopmentCafeteriaReg 11 STAAR Focus on SuccessCafeteriaBiologyChemistryRegion 4 Quality QuestioningLibrary - Room 101Reg 11 Chemistry ConceptsLibrary-101Physics-IPCCPORoom 211AP Physics 2Syllabi creationRoom 109Environmental/AquaticsTX Parks and Wildlife Room 207Pre-AP CurriculumWe will be meeting with a group of 6th grade teachers to write the pr-ap curriculum togetherThis is important for our advance scores for accountabilityThis will help our kids be more successful on the ap exams in their high school yearsPlease share any ideas that you have as to what you think this should look likeQuestionsKeith Morrison secondary Science coordinatorExt 5804