vi. attachments attachment 1: journey to impact · vi. attachments attachment 1: journey to impact...
TRANSCRIPT
VI. ATTACHMENTS
Attachment 1: Journey to Impact
AW
AK
EN
6th 7th 8th
Advisory
Personality, Interest, Learning Style
Assessments and Profiling
Time Capsule: Self-Awareness Video
Interview (Number 1)
6th Grade “Second STEP” SEL Units: Self-
Awareness, Emotion Management,
Bullying Prevention
Personality, Interest, Learning
Style Assessments and
Profiling
Time Capsule: Self-Awareness
Video Interview (Number 2)
7th Grade “Second STEP” SEL
Units: Self-Awareness,
Emotion Management,
Bullying Prevention
Personality, Interest, Learning Style
Assessments
and Profiling
Time Capsule: Self-Awareness Video
Interview (Number 3)
8th Grade “Second STEP” SEL Units:
Self-Awareness, Emotion
Management, Bullying Prevention
Cores and Electives
Student Memoir Writing (Phase 1)
I-Read (SSR): Biographical studies aligned
to students i-Awaken Personality Profiles
(and Lexile Levels)
Digital Playlist: Computer based learning
resources supporting various learning
styles.
Blended Rotational Model Classroom:
Learning stations supporting various
Learning Styles.
PBL: Support various learning styles.
Student Memoir Writing and
Revision (Phase 2)
Digital Playlist: Computer
based learning resources
supporting various learning
styles.
Blended Rotational Model
Classroom: Learning stations
supporting various Learning
Styles.
PBL: Support various learning
styles.
Student Memoir Writing, Revision
and Presentations (Phase 3)
Digital Playlist: Computer based
learning resources supporting various
learning styles.
Blended Rotational Model Classroom:
Learning stations supporting various
Learning Styles.
PBL: Support various learning styles.
EN
LIG
HT
EN
6th 7th 8th
Advisory
Career Assessments/Research (Naviance)
Career-Based Projects (Exploring the nature
of various professions and their alignment
of personality profiles)
Field Trips to High Schools
Guest Speakers (High School, Collegiate
Professional)
Career Fairs
Career Assessments/Research
(Naviance)
Career-Based Projects
(Exploring the detailed
personal, educational and
professional pathways toward
careers)
Field Trips to
Colleges/Universities
Guest speakers (Collegiate,
Professional)
Career Fairs
Career Assessments/Research
(Naviance)
Field Trips Businesses and Industries.
Guest Speakers (Professional)
Career Fairs
Cores and Electives
6 Week Career Themes 6 Week Career Themes
i-READ (SSR): Biographical
Studies Aligned to Students
Career Short List (and Lexile
Levels)
Job Shadowing
IGN
ITE
6th 7th 8th
Advisory
Revisit career choice and Rank career
options at end of each six weeks
Time Capsule: Vision Video Interview
(Number 1)
6th Grade “2nd STEP” SEL Unit:
Substance Abuse Prevention
Draft a personal life vision
aligned to career short list.
Time Capsule: Vision Video
Interview (Number 2)
7th Grade “2nd STEP” SEL
Unit: Substance Abuse
Prevention
Craft a personal/professional life
vision aligned to career of choice
“Growth Mindset” Book Study
Time Capsule: Vision Video
Interview (Number 3)
8th Grade “2nd STEP” SEL Unit:
Goal-Setting, Substance Abuse
Prevention
Cores and Electives
Students Craft Unit Learning Objectives
based on General Career Interests and Unit
Career Themes
Students Craft Unit Learning
Objectives based on Career
Short-List and Unit Career
Themes
Students Craft Daily/Weekly
Learning Objectives based on
Personal Vision
i-Read (SSR): Biographical studies
Aligned to students Personal Visions
(and Lexile Levels).
IMP
AC
T
Advisory
6th Grade “2nd STEP” SEL Unit: Problem-
Solving, Empathy and Communication.
Journaling/Progress Monitoring: Reflecting
new awareness personal traits, self-esteem,
and how to effectively interface with
school, home and community .
Technological Literacy Lesson
7th Grade “2nd STEP” SEL
Unit: Problem-Solving,
Empathy and Communication.
Journaling/Progress
Monitoring: Students apply
21st century skills needed in
tentative profession of choice
to school, home, and
community.
Technological Literacy
Lessons
8th Grade “2nd STEP” SEL Unit:
Problem-Solving, Empathy and
Communication.
Journaling/Progress Monitoring:
Students apply 21st century skills
needed to accomplish Personal Vision
at school, home, and community.
Technological Literacy Lessons
Cores and Electives
PBL projects aligned to Personality Profiles
(Focus on Teaming), Core Content
Standards, Unit Themes
PBL projects aligned to Career
Short List, Core Content
Standards, Unit Themes
Capstone PBL Project aligned to
personal vision and professional
interest.
Attachment 2: Classroom Map
Attachment 3: Competency Based Leading Example
Attachment 4. Annotated Bell Schedule
Assessment 5: PROFESSIONAL DEVELOPMENT PROTOCOL
PD Phases
(Journey to Impact)
Description of Phases Additional Information
AWAKEN
Teachers Evaluate the impact of their
instructional practices and previous PD
learning through analysis of assessment
data and student work samples
Teachers reflect on student growth in light
of progress on toward their developmental
goals in their Professional Growth Plans
Facilitator helps teachers identify pressing
student and teacher needs
Data and research focused discussion
ENLIGHTEN
Teachers engage in new learning. •Design airtight activities that lead
participants to the right conclusions with
minimal re-directing
•Facilitate substantive sharing time that
allows participants to draw the conclusion
from the activity
•Frame the participants’ conclusions with
the formal vocabulary of the associated
principles so that participants share one
common language
•Provide ample opportunities for
participants to reflect
IGNITE
Teachers set goals and Develop their new
learning in preparation for upcoming
lessons
•Ensure that participants plan & practice
implementing their learning in simulated
and real-world experiences
IMPACT
Teachers implement plans in the
classroom.
Leaders conduct classroom observations
to monitor and support implementation of
plans.
Attachment 6. Sample PBL Lesson
Project-Based Learning Lesson Plan
Career Focus: Sports and Entertainment Content Lead: Science The Science department will spearhead our PBL experience focusing on Sports and Entertainment this six-weeks. The project is vertically aligned to 8th grade science standards with the intention to provide a substantial foundation in preparation for state science assessment (STAAR).
Project Big Idea: It would be AMAZING to create a multi-faceted experience for our kids to understand the science and mathematics infiltrated in the elements of the sport! This Project based learning experience will engage learners in identifying and relating football to physics in multiple ways. Scholars will apply knowledge of basic physics concepts and solve a problem for the DFW Texans, a local little-league flag football team. Scholars relate to football and is up for the challenge to convert their pass-time passion into problem-solving through design. Physics and Football will take place over a 6-weeks period incorporating both physics mini-lessons through interactive activities. . It would be amazing for students to not only identify concepts while watching the game, furthermore become designers who work tirelessly to provide solutions for a local pop-warner football team in their community. Pop-warner also known as little-league football teams are more likely to be the first intramural sports students in lower socio-economic status family homes.
Standards: Scholars will engage in exploring the following standards tightly aligned to our career exploration focus.
Technology/ Engineering Standards: International Society of Technology in Education (ISTE)
1. Student will integrate technology for creating, communicating, researching, and thinking critically to serve the DFW Texans throughout this project. Feel free to click here for more information on ISTE below:
Project title: Physics and Football
Teachers: M. Gayles, Taji Wright, Mrs. Preyan, A. Benagh
School: IGNITE School
Grade Level: 8th
SCIENCE TEKS 8.6 Force, Motion, and Energy:
The student knows that there is a relationship between force,
motion, and energy.
Figure 1:
MATH TEK: 8.1 Mathematical Processing Standards
Scholars will integrate mathematic processing skills as it
relates to using models and mental math during their mini-
lesson and through their questioning to check for
understanding. Mental math and pictorial representations
such as arrows are needs to calculate the amount of force on
an object.
3d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
Key skills students will learn:
Identify how balanced and unbalanced forces affect motion
Apply how balanced and unbalanced forces relate to injuries in football
Use mental computations and motion graphs to describe motion in football
Create a solution to solve an immerging problem concerning youth participating in little-league football
Develop a presentation to present to community organization
Create a prototype using resources in a IGNITE maker space.
Achieve 80% or higher on formative assessments aligned with Force and Motion Standards
Habits of Mind students will practice in this project:
Willingness to think critically through solving problem
Willingness to think work challenges
District Outcomes:
Scholar will demonstrate 80% mastery on formative summative assessments for the listed standard above. (see figure 1)
2015-16 District STAAR Outcome depicted below:
School Outcomes:
Scholar will demonstrate master of content while doing real-work and generating real solutions.
Scholar will develop communicative and collaborative skills within peers
Scholars will develop real relationships with community partners through presenting solutions
Driving Question: How can knowledge of force and motion apply toward generating a safer experience for adolescent participants in Pop-Warner football in urban communities?
1. Create a solution to decrease the number of potential long-term injuries facing young athletes who participate in this
contact sport.
Required Project Products and Artifacts: Early:
Desoto Texans Interview
Exploring fundamentals of the game and equipment
Force and Motion pre-assessment During:
Formative Assessments
Project progress submission
Interview transcripts
Design challenge draft
Research After:
Written project
Solution-based presentation to panel of partner organization members based on BUCKS INSTITUTE Rubric
Design prototype
80% mastery on summative assessments
Assessments: All assessments will be graded using the Buck Institute PBL assessment rubric with the exception of traditional standard-based assessments. 1) The written project
a) Criteria based on Buck Institute Project Rubric 2) Presentation
a) Criteria based on Buck Institute Presentation Rubric integrated with ISTE technology standards rubric
3) Physical Product (design prototype) a) Criteria based on Buck Institute Product rubric
integrated with teacher-made design rubric. 4) Traditional Standard-based assessments.
a) Criteria based on state standards expectations for mastery.
Project Map:
KNOWLEDGE AND SKILLS NEEDED ALREADY HAVE LEARNED
TAUGHT BEFORE THE PROJECT
TAUGHT DURING THE PROJECT
1) Identify how balanced and unbalanced forces affect motion.
X
2) Using math triangle to learn three-part equation X
3) Applying how balanced and unbalanced forces relate to injuries in football.
X
4) Use mental computations and motion graphs to describe motion X
5) The Design Thinking PBL process X
6) Develop a presentation to present to community organization X
7) Create a solution to solve an immerging problem concerning youth participating in little-league football
X
8) Create a prototype using resources in a IGNITE maker space. X
9) Differentiating between Speed, Velocity, and Acceleration X
10) Achieve 80% or higher on formative assessments aligned with Force and Motion Standards
X
Project Story board: Outline of Timeline with daily I-90 goals.
Refer to Figures 2 and 3 below: Figure 2.
Figure 3
Project Tools:
Know/need to know list
Daily goal sheets
Journals
Briefs
Task List
Problem Logs
Interview Transcript
Design Challenge template
Additional Project Considerations:
Horizontal content alignment with Humanities:
A. Social Studies B. ELA
Student access pertaining to participation with community organization events.
IGNITE makerspace 3D printer availability for intricately designed prototypes
Extension activity for community organization
Differentiated Instruction:
Tiered groups based on learning profiles
Student Advocate-Centered roles in group
Menu options for prototype development
Force and motion reinforcement stations used as a resource for the ongoing learning of content
Student-friendly task list to ensure student remain on course during project development.
Project Reflection: Students will reflect on and evaluate the project through the following methods:
Class discussion
Student Facilitated formal debrief
Teacher-led formal debrief
Panel evaluations
Feedback fishbowl discussions
Ignite: Resumes