Superintendent’s Breakfast November 18, 2014. Continuing What Has Already Been Presented: PROGRESS...
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Transcript of Superintendent’s Breakfast November 18, 2014. Continuing What Has Already Been Presented: PROGRESS...
![Page 1: Superintendent’s Breakfast November 18, 2014. Continuing What Has Already Been Presented: PROGRESS REPORT Superintendent Breakfast – March 2014 – June.](https://reader038.fdocuments.net/reader038/viewer/2022110204/56649c6d5503460f9491f3dc/html5/thumbnails/1.jpg)
Superintendent’s Breakfast
November 18, 2014
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Continuing What Has Already Been Presented: PROGRESS REPORT
• Superintendent Breakfast– March 2014– June 2014
• Open Board Session– October 2014
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Building Our Curriculum
Current Program Work Analysis of Student Performance Completing ELA/Science Standards Review Mathematics
Algebra 1 as the Gateway in American Currucula Revising Offerings Revisiting Curriculum and Assessment in Elementary
School
Brazilian University Entrance THIN data! Feedback from 2-3 Students: Math and Science
Moving to get more IB HL classes (Other AASB Schools) Expectation of Being Able to Take Exam Without a
Cursinho Curriculum Analysis and Expectations Back to
Elementary and MS
20
MARCH 2014
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Mathematics: What Are We Doing?
• GOALS:– ES Common Assessments– Assure Readiness for Algebra 1 in Grade 8– Address Issues with Rising Grade 8– Add I.B. Math Options at Higher Levels
6JUNE 2014
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Mathematics: What Are We Doing?
• Diagnostic Internal Assessments in ES to Target Math Gaps– 3rd grade: Measurement and Computation
(multiplication)– 4th grade: Measurement, Statistics, and number
sense (fraction operations)– 5th grade: Measurement, Statistics, and number
sense (decimals – place value)– 6th grade: Geometry, Algebraic concepts– 7th grade: Algebraic Concepts
• Restructure Math Program Starting Grade 8
6JUNE 2014
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Modified Math Program
6JUNE 2014
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Science
• No Internal or External Assessments– Alignment issues
• What Are We Doing?– GOALS• Align ECC-12 Program• Develop Coherent Internal Assessment• Expand I.B. Offerings from Biology SL to include
Options in Chemistry and Physics, at last one HL– NOTE: issues with number of students re: options
– Program Evaluation and Development• Consultant and Work Plan
6JUNE 2014
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Organizational Goals for 2014-15: Instruction
14
OCTOBER 2014
TASK SAAGEData-driven decision making… continues Scholarship – all metricsSecond Round: Development of assessment structures (common assessments, rubrics, anchor papers) related to Common Core Standards
Scholarship – focus math, science, English language
Science Curriculum: complete work through MS, evaluation of sequence/offerings HS, honing Common Core/IB offerings, plan for more advanced IB offerings
Scholarship – College Acceptance, ENEM
Mathematics Program: implementation of new structure, planning for addition of more advanced IB coursework
Scholarship – Math, College Acceptance, ENEM
Program Evaluation of ECC – developmentally appropriate practice, language/literacy development: using results for development planning
Scholarship – English reading and language. Global Citizenship
Community Service as a function of Global Citizenship: defining outcomes and using Service as a strategy to reach them
Global Citizenship – all metrics
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Purpose of this Meeting
Provide an Update on Progress in Assessing, Developing and
Implementing the Mathematics and Science Programs at PASB
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Plan – Do – Study - Act
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Mathematics: Background/Review
• Data show:– average performance consistently above average– the proportion of students scoring above average
has been dropping– Limited feedback from graduates has been that• math portions of Brazilian university entrance exams
are much harder for them than the humanities areas• It has been very difficult to enter pre-engineering
programs in the US/Canada because of weaker math areas
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Program Analysis Information
• Skill mastery at all grade levels needs to be reviewed and missing areas addressed
• The sequencing of classes offered needs to be revisited
• PASB needs to push students to perform, providing the tools to be able to reach to higher levels of mathematics
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Elementary Math Interventions
Adopted and “Unpacked” Common Core Standards• Assessment Structures– Internal: a major teacher tool used to develop
lesson plans– Gives us ability to look at individual skills– Pearson SuccessNet online benchmark
assessments • through enVision math • aligned to the common core standards.
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Common Core StandardsExample of Standard 5.NBT.7
Sample of one of several ways to teach the standard
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How Assessment Informs Instruction
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ELECTRONIC READ OUT OF SKILLS
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Integration of math and science
• Measurement and data math standards are being taught and reinforced through science instruction
• Math standards are being highlighted in science units
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MeasurementSample from Science
Sample of Data
Mass
Time
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Middle School• Algebra 1 Established as the Target• Grade 8 Structure Revised and Implemented– Three levels– Leads to modification of grade 9-12 structure as well– Facilitated by Enrollment Growth
• Grade 7 Modified “On the Fly”• Grade 6 in Process: part of this year plan. We are doing
curriculum compacting. With the extra time in the year we are hitting targeting skills and preparing for 7th grade accelerated.
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High School: Implemented – Still Reviewing
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Science
• Data show:– Limited feedback from graduates has been that
• physics portions of Brazilian university entrance exams are much harder for them than the humanities areas
• It has been very difficult to enter pre-engineering programs in the US/Canada because of weaker physics background
– Feedback from Teachers has been that• Inconsistent assessment within and across levels from
issues based in curriculum clarity• Performance issues are increased by rapid class size
increases with students with more limited English language than in the past
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Analysis
• The science curriculum is disjointed and lacks a coherent, sequential assessment structure.
• The science program needs to shift to a heavier experiential, problem-solving base with a stronger emphasis on the physical sciences
• HS Physics appears to be more of an issue than Chemistry, and Biology is strong
• Math skills impact student ability to handle the physical sciences
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NEXT GENERATION SCIENCE STANDARDS
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Highlights of New Standards• Science and Engineering Practices• Disciplinary Core Ideas– NOT isolated concepts– interdisciplinary units– opportunity for integration of core science ideas and
other subjects• see them as interconnecting rather than isolated
• Integration of Problem-Based Learning• Teaches Students to be Scientists• Hands-On Science• Conduct and Design Experiments• Put Education in a Real World Context
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Learning Outcomes (unpacked standards)
4-ESS3-2 (Earth Science Standard)
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
Research various man made solutions that reduce impact of Earth’s processes
Give examples of manmade preventative measures and their function
Compare and contrast different methods for monitoring natural processes.
Create a model for a solution to minimize impact from an earth process.
Evaluate the best method for monitoring earthquakes, floods, tsunamis, and volcanic eruptions.
Compare and contrast the methods for determining and monitoring earthquakes, floods, tsunamis, and volcanic eruptions.
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Elementary Alignment
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MS Alignment
grade Q1 Q2 Q3 Q4
6 Earth: Earth's Place in the Universe
Earth: Earth's Systems
Physical: Motion and Stability: Forces and Interactions
Physcial: Energy
7 Life: From Molecules to Organisms: Structure and Processes
Life: Ecosystems: Interactions, Energy, and Dynamics
Physical: Energy
Physical: Waves and Their Applications in Technologies for Information Transfer
8
Life: Heredity: Inheritance and Variation of Traits
Life: Biological Evolution: Unity and Diversity
Physical: Matter and Its Interactions
Earth: Earth and Human Activity MS-ESS2 Earth's Systems
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Assessments
• Actual application of the to real world problems and solutions
• EXAMPLE 4th Grade Assessment• Problem-Based Learning– students responsible for their learning– encourages collaboration
• Allows students to work at their individual levels and be responsible for their own learning
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High School Science
• Target remains to adjust the sequence to increase work in physics, moving from Conceptual Physics to offer/require more advanced lab-based physics
• We recognize that adjustments in science curricula must align with the math program to assure students have the requisite skills
• Discussion on how to do this are in progress
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Questions?