MA Model System Training Module 5: Gathering Evidence ...



?Teacher: Tom Wilson Contract Status: ContractSchool: George Washington Middle School School Year: 2014-15Administrator/evaluator: P. Randolph, Principal Date: 9/29/2014Grade Level: FORMCHECKBOX Elementary FORMCHECKBOX Middle School FORMCHECKBOX High SchoolGoal Type: FORMCHECKBOX Individual Goal FORMCHECKBOX Team GoalSLG GOAL 1Content Standards/Skills Use the sixth grade Oregon Science standards, district-adopted Science Curriculum Framework & CCSS for Literacy in Science6-8.RST.7Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).6-8.RST.8Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.6-8.RST.9Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.AssessmentsCategory 2District-wide four point descriptive rubric Context/StudentsMy sixth grade science class has 30 students.5 are intermediate ELL students and 5 are advanced ELL students. 3 students are on IEPs.Baseline DataBased on Pre- CFA (Common Formative Assessment) data: 5 intermediate ELL scored average score of .75 : Integrates information with words that are supported by a visual representation.3 on IEPs scored average score of .75 - Integrates information with words that are supported by a visual representation.5 advanced ELL students scored average score of 1.2 - Distinguish the difference between facts and judgments within published scientific studies.10 Low performers scored average score of 2 - Distinguish the difference between facts and judgments within published scientific studies.7 mid performers average score of 2.7 - Compare and contrast the information gained from experiments and from reading a text on the same topic. Student Growth Goal (Targets)Based on Pre- CFA data that scored the Integration of Knowledge and Ideas Literacy in Science standard with a four point descriptive rubric all students will improve one level on their targeted areas on a Post-CFA assessing similar tasks.RationaleThe reading skills needed to gain information from science and technical texts are very different from those of literature. Students must be able to read complex informational texts in these fields with independence and confidence because the vast majority of reading in college and workforce training programs will be sophisticated nonfiction.Strategies Identify student knowledge level at the beginning of each unit using a formative assessment.Use formative assessment results to plan and adjust instruction for each unit.Disaggregate unit assessment data for Intermediate and Advanced ELL students and identify proportion that mastered content standards within each unit.Professional Learning and SupportCollaboration with ELL specialist Weekly science team meetingsSign-Off at Initial Collaborative Meeting: Date: __________ Teacher: ____________________________ Principal: _________________________Professional Growth Goal(s)Science Team Goal: In order to build mastery of science content by ELLs, we will work to consistently identify and teach symbols, key terms, and other domain-specific words and phrases, using specific pedagogical techniques and additional resources to ensure comprehension.Research evidence-based instructional strategies that target vocabulary development and academic language with ELL students. Identify a minimum of two instructional strategies for use in my classroom.Pilot two instructional strategies related to teaching symbols, key terms, and other domain-specific works and phrases effectively with ELL students. Use exit slips at least weekly to measure student mastery of new vocabulary and/or scientific language.StrategiesRead Teaching Basic & Advanced Vocabulary by Marzano and share insights with science team.Meet with ELL specialist to discuss evidence-based instructional strategies for teaching academic language and vocabulary to ELL students.Include weekly vocabulary in Monday lesson plans as well as instructional strategy that will be used to teach it.Weekly analysis of exit slips to assess student mastery of new vocabulary and/or scientific language and determine effectiveness of instructional strategy. Make adjustments if needed.141414517145T. Wilson, sixth-grade science teacher00T. Wilson, sixth-grade science teacherEducator—Name/Title: 14141452540P. Randolph, principal00P. Randolph, principalEvaluator—Name/Title: 638175158115George Washington Middle School00George Washington Middle SchoolSchool(s): 127381044451001318960544459/29/15009/29/15580707582551:30–1:40001:30–1:40Observation Number: Observation Date: Observation Time/Duration: 370522536195Classroom00ClassroomObservation Location (e.g., classroom, grade-level meeting, etc.): Intended Observation Focus: higher-order thinking (school focus on rigor)Observation EvidenceWhat did the educator and students say and do?Aligned IndicatorVocabulary-rich lesson (autotrophs, heterotrophs, producers, consumers, decomposers, predator, prey)—aligned to standards (on board).Your facilitation is very well balanced in terms of your guidance versus student driven.Application, analysis, synthesis, evaluation = yes!—yay!“What evidence do you have?” Yes—this is what we were talking about in terms of getting them deep!Use of Spanish to support ELLs in the class—used to translate vocabulary (producers and consumers), clarify directions and make connections to cognates (“primary is like primero”). Harris , Valerie , Gerry! Big improvement! These guys are way ahead of last year, huh?Choral responses are used to get quick feedback from the class (1:33, 1:34; 1:38). Student disagreement in choral response (showing a lack of understanding around 1:38)—Teacher reviewed the concept of heterotrophs versus autotrophs. Material is interesting and expectations clear—the worst anyone is behaving is pretty compliant.Danielson1a.3c.3b.3a., 3c.3d.MarshallA.f. & A.h.C.f., C.g. & C.h. C.f.C.e. & C.h.D.b., D.c., & D.f.Feedback to the EducatorDo you script your questions?It might be interesting to show them the article from today’s paper about cougars returning to the local area.Targeted use of Spanish for your ELLs seemed to keep them on pace with the lesson. Nice job. How will you assess their overall understanding at the conclusion?Good use of class choral responses to check student understanding.Students were asked to do higher-order thinking in today’s activity—how will you assess student understanding at the end of the unit? How are planning to bring this focus on analysis and higher-order thinking into subsequent lessons? Lesson Plans T. WilsonSixth-Grade Science DAY 1 ObjectiveStudents will be able to:Construct definition of the word “diffusion.”Construct a definition of the word “active transport.”Distinguish between active and passive transport/diffusion.Indicate why both diffusion and active transport are necessary for the absorption of nutrients.ResourcesLesson 6: Diffusion and Active Transport, Inquiry 6: “Spreading Out and Through”Two-Day Lesson—Day 1VocabularyDiffusion—When a substance spreads out from one place to another.Passive transport—The movement of nutrients from one place to another that does not require energy from cells.Active transport—The movement of nutrients from one place to another that does require energy from cells.Membrane—The protective outer wall of a cell. It keeps the insides of the cell in and what should stay outside the cell out.Permeable—Allowing all liquids or gases to pass through a membrane.Semipermeable—Only certain substances can pass in and out of a membrane.ATP—The substance made in your body that gives off energy for active transport to take place.Lesson Cycle/ActivitiesDo Now:Use the glossary to look up the words “active transport” and “passive transport” and add them to you list of definitions on Lesson 6 Notes.Direct Instruction:Teacher will explain that there is another way—besides diffusion—that our bodies absorb nutrients from food. Teacher does a quick review of diffusion.Independent Practice:Students will assign themselves jobs and pick up lab materials. They will conduct Day 1 of Inquiry 5.1: “Exploring Chemical Digestion in the Stomach” SG pp. 33–35. They will record their data on their data table.Guided Instruction:Students will go verbally through procedures of Inquiry 6.1. Since the membranes are defective and will not allow us to physically complete the lab, we will go through each step and make predictions of what would happen if a sugar solution was put into a membrane and set into a water-filled test tube versus if a starch solution was put in a membrane and set into a water-filled test tube. Students will hypothesize which solution will be able to pass through the membrane after 15 minutes and why.Students will describe why they will need Benedict’s solution and Lugol’s solution to complete the test. Direct Instruction:Teacher explains what “passive transport” and “active transport” are.Assessments/Homework Exit slip—quick write-up on passive and active transport (flip index card).Tuesday: In your own words, the difference between active and passive transport. Modified: Use Venn diagram.Modifications (gifted, special education, ELL) Group 1—ELLs: Miguel, Jonathan, Adriana, Saul, Edward, Aldo, Melodi, Marco Modifications: English translated into Spanish verbally, when needed for clarity—special emphasis on key vocabulary terms (which are also on index cards on the tabletop).Lesson Plans T. WilsonSixth-Grade Science DAY 2ObjectiveStudents will be able to:Distinguish between active and passive transport/diffusion.Indicate why both diffusion and active transport are necessary for the absorption of nutrients.Summarize the digestive processes that take place in the small intestine.Add to study notes.ResourcesLesson 6: Diffusion and Active Transport, Inquiry 6: Spreading Out and ThroughTwo-Day Lesson—Day 2VocabularyDiffusion—When a substance spreads out from one place to another.Passive transport—The movement of nutrients from one place to another that does not require energy from cells.Active transport—The movement of nutrients from one place to another that does require energy from cells.Membrane—The protective outer wall of a cell. It keeps the insides of the cell in and what should stay outside the cell out.Permeable—Allowing all liquids or gases to pass through a membrane.Semipermeable—Only certain substances can pass in and out of a membrane.ATP—The substance made in your body that gives off energy for active transport to take place.Small intestine, large intestine, liver, pancreas, and gall bladderLesson Cycle/ActivitiesDo Now:Update your binder.Direct Instruction: Teacher will talk through the science notes as students write them down.Teacher explains that today’s lesson will involve role play.Guided Practice: Teacher will put Student Sheet 6.1 on the overhead projector and allow students to come up and put their answers on the transparency. Teacher will also post the two homework articles, “Spies: The Long and Winding Tube” and “Diffusion and Active Transport: Getting From Here to There,” on the overhead to review and highlight with different colors.Independent Practice: Students will make study flash cards based on the science notes the teacher has given; they included these cards in their ISB.Students will develop a skit and role-play how active transport works (students in predetermined triads; one ELL student/group).Assessments/Homework Classroom observations.Wednesday: Use the article “The Long Winding Tube” to describe what takes place in the small intestine in 10+ lines; use content vocabulary!Modified: 5+ lines; continue focus on content vocabulary.Modifications (gifted, special education, ELL) Group 1—ELLs: Miguel, Jonathan, Adriana, Saul, Edward, Aldo, Melodi, Marco Modifications: English translated into Spanish verbally, when needed for clarity—special emphasis on key vocabulary terms (which are also on index cards on the tabletop).Analysis of ELL student progress, by question type (multiple choice [MC], short answer, essay; score out of 10)?Unit 1 Assessment (9/30)Unit 2 Assessment (10/19)Unit 3 Assessment (11/9)?MCShort AnswerEssayAvg ScoreMCShort AnswerEssayAvg ScoreMCShort AnswerEssayAvg ScoreMiguel8.06.06.06.78.07.06.07.08.06.07.07.0Jonathan7.06.06.06.38.06.06.06.78.07.07.07.3Adrianna9.07.07.07.78.08.07.07.79.07.08.08.0Saul6.05.05.05.37.06.05.06.07.06.06.06.3Edward7.06.06.06.38.06.07.07.09.07.07.07.7Aldo7.05.06.06.07.06.06.06.39.06.07.07.3Melodi6.05.05.05.37.06.05.06.06.06.05.05.7Marco6.04.04.04.77.05.05.05.76.06.06.06.0ELL Avg7.05.55.66.07.56.35.96.57.86.46.66.9?????(+.5)(+.8)(+.3)(+.5)(+.3)(+.1)(+.3)(+.4)Non-ELL Avg87.577.5887.57.898.58.58.7V. AndersonE. AveryR. DavidC. ElliottS. MichaelsR. SmithT. WilsonQuarter 1 team focus: Build shared understanding of the implications of CCS instructional shifts in ELA on the science classroom, and begin to make changes to our own practices to support student learning and college and career readiness.ItemActionsReviewed and discussed article on “CCS and the Science Classroom” and take-aways for team. (Thanks, T. Wilson, for finding and sharing this article!)Data update: All participants share data of recent unit assessment(s).Returned to discussion on doing writing-based mini-research projects into each quarter; shared writing objectives for Quarter 2 opening units. Reviewed Draft 2 of shared rubric.Finalized plans for museum field trips in December.Finalized Quarter 2 team goal: Will keep the same goal but add “a focus on Writing from Sources and Academic Vocabulary.”Upcoming:Family Learning Night in January—we need to start generating ideas. (V. Anderson will bring information from last year.)* All teachers should try at least two strategies from pp. 8–21 and bring evidence of practice to next two meetings.* R. Smith will check out the links to science readings and suggest top picks for us by 11/12.* T. Wilson will ask Ms. Avila to attend a November meeting to follow up on ELL questions we generated (share questions ASAP with Ms. Avila via e-mail).* Everyone identified a partner who had students that showed success in an area of their weakness to discuss instructional strategies with during common planning time.* Everyone will tweak writing objectives and send out by Wednesday. Everyone will respond to each other via e-mail. Bring final copy to 11/4 meeting.* T. Wilson will revise rubric and send out by Friday via e-mail (please read before 11/4 meeting).* E. Avery will check afterschool library support available. * Still to decide: Do we need examples to share with students? (Final decision needed 11/4!)None (reminder: permission slips out before Thanksgiving break).Next meeting: November 4 Reminder: meeting 11/12, not 11/11 (Q2, W1—Monday holiday)DatePerson ContactedCommunication TypeNature of Communication (Reason and Outcome)10/28Alex’s mom, CC: TeamE-mailReason: Concerns about Alex’s lab reportsOutcome: Sent copies of lab report rubric and a high-quality example10/31Trevor’s momTelephoneReason: Wants printouts of all Quarter 1 assignments to go over with Trevor to help him improve for 2nd quarterOutcome: Will discuss with team on Monday, printouts in report card envelope11/7Trevor’s dadTelephoneReason: Share notes from Monday team meeting—disengagement on Trevor’s part, inconsistent effort, especially on quizzes and tests (in-class work better)Outcome: Not too bad, will talk to Trevor regarding the questions we have11/11Marco’s momE-mailReason: Follow-up from conference, sending vocabulary list and reminder about cardsOutcome: She followed up that they would complete them; clarified they are not for extra credit11/11Trevor’s momTelephoneReason: Explain questions about first quarter assignments—Mom: embarrassment level is highOutcome: Accordion file with assignment book; challenge with research topic, but actual writing is going better11/14Katherine’s momTelephone and e-mailTelephone: left messageReason: concern about Katherine’s conference as student ledOutcome: Katherine came11/15Marco’s momE-mailReason: shared quiz score and high use of vocabulary; sent new list for next week11/19Katherine’s mom, counselor, gifted teacherTelephoneReason: Katherine was upset in large group, couldn’t concentrate, bad day; behavior affecting learning (challenged?)Outcome: Gifted services11/20Thomas’s mom and dad, team, counselorIn personReason: Thomas’s social skills concerns—how he is perceived by others and working with lab partnerOutcome: Thomas will meet with counselor on Fridays 11/24Nicole’s momTelephoneLeft message—response to note regarding conferences11/24Trevor’s momTelephoneLeft message—research paper is going well and new system seems to be working well12/2Dominick’s mom, counselorTelephoneReason: Dominick’s behavior impacting learning—not doing work, acting up in classOutcome: Sign assignment notebook every nightFrom: Wilson, TomSent: Wednesday, 11/9/2011, 2:15 p.m.To: Martinez, JuliaSubject: Digestion Unit VocabularyDear Mrs. Martinez,As we discussed at our last conference, I’m attaching a list of key vocabulary for the unit on digestion that starts next week. We committed to working together on two things:Helping Marco keep his materials for science organized so that he can use these resources to study (so you will now have this vocabulary list as a “backup”—and, as a reminder, it is also on this “this week” tab on our class website: sciencerocks/6thgrade).Helping Marco prioritize daily review of vocabulary at home so that he does more learning of these terms “along the way” rather than only studying the night before a quiz.I hope you can take these next steps with Marco:Have him make vocabulary cards (word on the front, definition on the back).Set up a nightly schedule for five minutes of review—maybe during dinner, maybe right before bed—but some time when he will review the cards and you can either monitor him or work directly with him.Please keep me posted on how this at-home activity goes this week so that we can continue to work together to support Marco’s science learning. I hope we’ll see great results on this week’s quiz!Mr. WilsonScience TeacherGeorge Washington Middle SchoolFrom: Martinez, JuliaSent: Thursday, 11/10/2011, 8:30 p.m.To: Wilson, TomSubject: RE: Digestion Unit VocabularyThank you for sending the vocabulary list. Marco is making the vocabulary cards tonight, but he feels like this is “extra work.” Will he get extra credit for making these cards? Thank you again, Mrs. MartinezP.S. Can you send more index cards? Thank you!From: Wilson, TomSent: Thursday, 11/10/2011, 11:30 p.m.To: Martinez, JuliaSubject: RE: Digestion Unit VocabularyDear Mrs. Martinez,Thanks for your follow-up e-mail and question. It’s great for us to keep communicating in support of Marco’s science learning. I reminded Marco today that making these vocabulary cards is absolutely “extra work,” but it is not for extra credit —it is to help him improve his science grade. Specifically, I mentioned to him:Using science vocabulary appropriately improves his class discussion grade.Including the science vocabulary improves his lab reports.Learning the science vocabulary improves his quiz and test scores.He seemed to understand why this work was required and why we are talking about it so much; keep me posted on any more questions that come up at home. I will send a pack of index cards early next week.Mr. WilsonScience TeacherGeorge Washington Middle SchoolFrom: Wilson, TomSent: Tuesday, 11/15/2011, 2:20 p.m.To: Martinez, JuliaSubject: Quiz score Dear Mrs. Martinez,Marco received a 6/10 on today’s quiz. While that score still has room for improvement, I wanted to let you know it was his highest score of the quarter and that he included more vocabulary in his short-answer questions than any other quiz this year. Let’s continue with our plan next week—I attached the list here for the circulatory system, the new unit we’re starting, so you have them as backup at home. Let me know if you have questions.Mr. WilsonScience TeacherGeorge Washington Middle SchoolElements of the PlanNotes: What, Where, When, and How…BE STRATEGICSupport the development of detailed Educator PlansIdentify common artifacts all or most educators may be expected to collect and analyzeShare examples of high-quality evidenceGET ORGANIZEDIdentify a system for collecting and organizing evidence (paper based, e-mail driven, cloud supported)Determine a district wide process by which educators should submit evidence (how and when)Calendar(ensure that agreed-upon supports and resources are available throughout the year; identify and calendar regular points of contact)COMMUNICATE EXPECTATIONSCommunicate districtwide expectations to all educators: what, how and when to share evidence (faculty meeting, e-mail, calendar reminders, etc.) ................
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