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VHS 2012-13

SMART GOALS

MATH

We will use Acuity questions to focus on weak areas identified in Westest 2 data on radicals and triangles by using bell ringers at least two to three times per week beginning on Monday, August 27, 2012 and ending with Westest 2.

We will focus on 1-2 step equations to build up to multi-step expressions, using a question as a bell ringer and for homework starting Monday, August 27, 2012 and ending with Westest 2.

We will measure each of these gains by comparing data from last year’s grade level scores (corhort) to this year’s grade level scores as we monitor Benchmark testing this year with an expected 5 percent gain increase of each benchmark taken. Appropriate grade levels will use Cognitive Tutor and track data generated on student progress to design interventions.

We will use formative assessment such as Benchmark tests and teacher generated Acuity tests to assess student success. Formative assessment data will be brought to PLC meetings to address curricular concerns.

ELA

We will use Acuity questions to focus on weak areas identified in Westest 2 on literary devices, vocabulary, reading comprehension, and to connect to various types of literature and resources by using Bell ringers and teacher made formative assessments at least two to three times per week beginning on Monday, August 27, 2012 and ending with Westest 2.

We will measure gains by comparing data from last year’s grade level scores (corhort) to this year’s grade level scores as we monitor Benchmark testing this year with an expected 5 percent gain increase of each benchmark taken.

We will use higher order classroom questioning techniques daily and use WVWrites once per week beginning on Monday, August 27, 2012 and ending with Westest 2 to improve literacy through writing by focusing on sentence structure, vocabulary, and to connect to various types of literature and resources. WVWrites data will be used to assess progress weekly to determine needed interventions.

We will use formative assessment such as Benchmark tests and teacher generated Acuity tests to assess student success. Formative assessment data will be brought to PLC meetings to address curricular concerns.

SOCIAL STUDIES

We will use Acuity questions to focus on addressing weaknesses identified from Westest 2 data on Economics, Geography and Historical connections by using Acuity Bell ringers and teacher made formative assessments at least two to three times per week beginning on Monday, August 27, 2012 and ending with Westest 2.

We will measure gains by comparing data from last year’s grade level scores (corhort) to this year’s grade level scores as we monitor Benchmark testing this year with an expected 5 percent gain increase of each benchmark taken.

We will use higher order classroom questioning techniques daily and use WVWrites every other week beginning on Monday, August 27, 2012 and ending with Westest 2 to improve Literacy through writing in the social studies content area. WVWrites data will be used to assess progress after each session to determine needed interventions.

We will use formative assessment such as Benchmark tests and teacher generated Acuity tests to assess student success. Formative assessment data will be brought to PLC meetings to address curricular concerns.

SCIENCE

We will use Acuity questions to focus on addressing weaknesses identified from Westest 2 data on Experimental Design Steps and Analyzing Charts, Graphs, and Tables to be used as bell ringers at least two to three times per week beginning on Monday, August 27, 2012 and ending with Westest 2.

We will focus on weaknesses identified in Westest 2 data in Application of Science by using Acuity questions as bell ringers and in homework starting Monday, August 27, 2012 and ending with Westest 2.

We will measure each of these gains by comparing data from last year’s grade level scores (corhort) to this year’s grade level scores as we monitor Benchmark testing this year with an expected 5 percent gain increase of each benchmark taken.

We will use formative assessment such as Benchmark tests and teacher generated Acuity tests to assess student success. Formative assessment data will be brought to PLC meetings to address curricular concerns.

http://www.myweb4ed.com/blog/80-highschool-math-resources-good-for-byodbyot/

http://www.mathsisfun.com

http://mathbits.com

http://jc-schools.net/tutorials/tools/math-hs.html

http://www.sosmath.com

http://ohiorc.org/for/math/tutorials/

http://faculty.usiouxfalls.edu/arpeterson/high_school_resources.htm  (scroll down under chemistry)

http://rozauer.tripod.com/math.htm

http://www.mrlsmath.com/20-free-resources-for-high-school-math-teachers/

http://www.transformation2013.org/resources/math-resources/high-school-math-resources/

http://www.ams.org/programs/students/high-school/high-school

http://archives.math.utk.edu/k12.html

http://www.awesomelibrary.org/Classroom/Mathematics/Middle-High_School_Math/Middle-High_School_Math.html

Smarter Balanced Assessment

WV Smarter Balanced

“You don’t have to burn books to destroy a culture, just get people to stop reading them.” -Ray Bradbury

READICIDE noun, the systematic killing of the love of reading, often exacerbated by the inane, mind-numbing practices found in schools (Galligher, 2009)

Reasons for Readicide:

1. A Curriculum Steeped in Multiple-Choice Test Preparation Drives Shallow Teaching and Learning

1. Rather Than Lift Up Struggling Readers, an Emphasis on Multiple-Choice Test Preparation Ensures That Struggling Readers Will Continue to Struggle.  Test Preparation Plays a Large Part in Maintaining “Apartheid Schools.”

Fight against Readicide  with…

 READING FOR PLEASURE

Shift the attitude by having everyone READ for pleasure everyday schoolwide!

Ask students, teachers, & principals:

• What book are you reading right now?
• What is your favorite type of book?
• Who is your favorite author?
• What would you like to read next?

Adapted from Hufferd-Ackles, Fuson, and Sherin (2004)

Courtesy WVDE

Instructional Moves

First move:

• Teacher does little to introduce
• So as not to simplify the text or rob students of discovering things for themselves

 Second move:

• Students read to themselves
• Research shows students reading and re-reading improves their comprehension

 Third move:

• Teacher reads portion of text out loud
• Research shows that teachers reading out loud improves fluency and builds vocabulary—smoothes out comprehension bumps caused by dysfluency, allowing all to access challenging text

 Fourth move:

• Students paraphrase or translate into own words
• Research shows asking students to write about what they read strengthens their comprehension of texts

 Fifth move:

• Teacher asks a series of specific, text-dependent questions
• Text-dependent questions serve as the scaffolding. They sustain focus on the paragraphs, sentences and even words of the text. They ask for evidence to support claims.

Sixth move:

•  Students write an independent essay on that is text-based and requires evidence to support claims and connects reading analysis to writing. 
• This is a means of processing and should be used as formative assessment.