API Meeting September 4, 2013 - Wiki
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High School
Programs Admin
Wiki
Some
hsprograms.
pbworks.com
Nuts and Bolts
Find meeting dates, places, agendas, digital copies of materials and powerpoints, announcements and updates,
…plus…other supports for facilitating a culture of engaged, rigorous learning at your school.
Agenda at hsprograms.pbworks.com
, click API tab
Case 21 no longer being used for High School benchmarks
Exploring options – Study Island, SchoolNet
Benchmarks for Math I and Biology will be created centrally in Study Island – must be taken online
Benchmarks for English II will be Performance Tasks – teachers will receive training
Participation strongly encouraged for fall semester
For Admins:
Uploading Users into Study Island
For Teachers:
Creating a Class or Group
Creating Assignments-Assessments
For All:
Using Study Island Data in Data Teams
The Learning Continuum
NC Teacher Evaluation Standards aligns with Study Island
Purpose and description o o
Allows students to prove mastery of course content and receive credit without the seat hours.
Students will then be able to move on to more rigorous courses.
Does not factor into GPA
AP/Honors classes are ineligible for CDM
Phase 1—written test—students must earn 94% to move forward
Phase 2—performance task/authentic assessment evaluated by a school-based team
Link for Parents (should be posted on school’s website): http://www.wcpss.net/parents/guides/credit-bydemonstrated-mastery/
Link for School-Based Administrators: https://hsprograms.pbworks.com/w/page/82703890/Cre dit%20By%20Demonstrated%20Mastery
CDM Committee
Purpose: Leads overall process, communicates with school community regarding CDM, schedules times for
Phase One and Phase Two assesments, informs outcomes of multi-phase process to students/families
3-5 Members
Should reflect diversity of school population
Should represent various interests of the school
Committee members: administrator, counselor, teachers, AIG or curriculum specialist (if available)
Review Panel
Purpose: Works with CDM
Committee to facilitate Phase
One and Phase Two, reviews student submissions for Phase
Two, provides documentation to
CDM Committee regarding outcome of Phase Two
3-5 Members
Suggested members: two content-area experts related to subject presented for CDM, department chair, AIG or curriculum specialist (if available)
Information regarding CDM shared with students/families and teachers in August/September 2014. The school’s
CDM committee guides the communication process.
• Announcement from district office about timelines
•
•
•
•
• District website maintained with timely information
PA announcement at the building site
Opportunity presented in school registration materials
Other school-based means of parent/student communication
Information shared with faculty
Regional information meetings held to provide details regarding process.
Student/Family completes and submits application which will remain with student’s records at the school . Due by
October 1
School CDM Committee reviews applications o
API or Dean use Google Form to report the course names that students have requested for CDM —Due by October 2
Counselors meet with applicants to advise and answer questions.
Student completes Phase One assessment—Testing window from February 16-27 o
Testing at school/during school day
Tests are scored and scores are reported to the school by mid-March
Review Panel meets to review scores and notifies students/families if score meets minimum criteria to move on to Phase Two
Mid-March: Review Panel schedules Phase Two
Assessments o
Completed at school/during school day
The district will develop Phase Two assessments
Mid-April: Student completes/submits Phase Two assessments for review o o o
Review Panel reviews/scores Phase Two submissions and determines if student has earned credit based on results of Phase
One and Phase Two
Review Panel sends documentation to CDM Committee
CDM Committee provides results to student/family and informs them of appeals process
• Conduct schedule changes as necessary
Ten-calendar-day window for submission of appeals
Notice of appeal must be in writing and must be based on a belief that the school misapplied DPI guidelines or policies.
First week of May—CDM Committee conducts appeal reviews
Second week of May—CDM Committee finalizes appeal decisions and shares results
Researched Best Practices for Student Learning
Sara Overby, Coordinating Teacher for Secondary Literacy, soverby@wcpss.net
I am able to implement at least 3 ideas that will help to shift the culture at my school towards a Growth Mindset for teachers AND for students.
I would like to see
Growth Mindset happen, but I don’t see that I have any control over it
I have talked to teachers about the ideas surrounding
Growth Mindsets, but I don’t know any concrete ideas to give them.
I offer concrete strategies to teachers for fostering Growth
Mindsets, and I’m seeing some progress.
I hold teachers accountable for fostering Growth
Mindsets, and give them tools they need to do so. My school makes a focus on
Growth Mindset explicit to students, also.
Questions and
Hypotheses
Notes Deep Idea 1 Deep Idea 2
Concepts based on Carol S. Dweck, Mindset (2008)
Image from http://cdn2.hubspot.net/hub/147545/file-985442257-png/Blog/GrowthvFixed.png?t=1408983517123
http://i.huffpost.com/gen/1668641/thumbs/o-BORED-HIGH-SCHOOL-STUDENT-facebook.jpg
http://i2.cdn.turner.com/cnn/2009/HEALTH/04/22/chewing.gum.benefit
s/art.gum.chewing.girl.gi.jpg
http://atlantablackstar.com/wp-content/uploads/2012/05/frustrated_teacher2.jpg
“Teachers must adopt the mind-set that there’s no such thing as laziness.
If a student appears lazy, there’s something else going on that we can’t see.”
Rick Wormeli, “Motivating Young Adolescents”
Educational Leadership (Sept. 2014).
http://slitech.files.wordpress.com/2010/06/engaged-students.jpg
How Do I Feel?
Am I tired? Hungry? Worried about home?
Do I like this class?
Do I like this teacher?
Do I like my classmates?
Marzano and Pickering, 2011
Can I Do This?
Will I look stupid?
Will I be embarrassed?
Do I have the background skills?
Is this “too hard”?
Will I get frustrated?
http://ak1.picdn.net/shutterstock/videos/6443924/preview/stock-footage-male-high-school-student-with-teacherdiscussing-textbook.jpg
Marzano and Pickering, 2011
Am I Interested?
Do I already have a natural interest or talent?
http://cmsimg.news-
Do I see how this connects to my own life – today, not 10 years from now?
leader.com/apps/pbcsi.dll/bilde?Site=DO&Date=20061217&Category=NEWS01&ArtNo=612170411&Ref=AR
&MaxW=640&Border=0&Keeping-kids-school
Does somebody else have a passion that makes me want to know what’s so great?
Do
Does someone make this seem fun to learn or worth my time?
Marzano and Pickering, 2011
Is This
Important?
Does it relate to my current life?
Does it relate to goals I
I set for myself?
Can I see how it matters in my society or community?
http://www.tiesteach.org/assets/components/phpthumbof/cache/schooldesign.0ba8069c2e26887d96c74f1f206aa22b.png
Marzano and Pickering, 2011
Questions and
Hypotheses
Notes Deep Idea 1 Deep Idea 2
Power
Do I work towards my own goals?
Do I have a voice in my evaluation?
Do I think I’m competent?
Do I think I’m significant?
Glasser, Choice Theory, 1998
Belonging
Do I know that the teacher “sees me”?
Do I feel emotionally safe here?
Do I have a valuable role in this environment?
Do my peers “hear me”?
Glasser, Choice Theory, 1998
Freedom
Do I have opportunities to make choices?
Do I have opportunities to design and create?
Do I have opportunities to make my own plans?
Do I have opportunities to move around?
Glasser, Choice Theory, 1998
Fun
Is this environment enjoyable (but focused)?
Is this class interactive?
Are my experiences in this class rich and relevant?
Do I regularly have “healthy challenges” in this class?
http://futureeducators.pages.tcnj.edu/files/2010/12/Cadets-Fishbowl-Lesson.jpg
Glasser, Choice Theory, 1998
Questions and
Hypotheses
Notes Deep Idea 1 Deep Idea 2
The Wingman
https://www.teachingchannel.org/videos/strategies-for-engaging-students
How does this strategy address the 4 Hidden
Questions students bring to learning?
How does it address the 4 Needs of All
Learners?
How could a teacher adapt this for different purposes or different learning activities?
Questions and
Hypotheses
Notes Deep Idea 1 Deep Idea 2
“When students know there are supports in place to keep them from free-falling into failure, they’re much more likely to take risks to deepen their learning.” http://www.ed.gov/blog/wp-content/uploads/2013/11/Douglass2.jpg
Robyn Jackson and Allison Zmuda, “4 (Secret) Keys to Student
Engagement” Educational Leadership (Sept. 2014).
Effort and Motivation
Environment that makes it safe to take risks
Activities with built-in internal motivators
Lesson arcs that move from low-risk to increasingly higher risks emotionally and intellectually
Learning structures with authentic peer recognition
Learning structures with self-assessments of effort and achievement
Lesson plans that address the 4 Questions and
4 Needs
low-risk to increasingly higher risks?
authentic peer recognition?
safe to take risks?
internal motivators?
self-assessments of effort and achievement?
4 Needs?
Power? Belonging? Freedom? Fun?
4 Questions?
How I feel? Can I do it? Important?
Interested?
Collaborative
Note Taking?
I am able to implement at least 3 ideas that will help to shift the culture at my school towards a Growth Mindset for teachers AND for students.
I have talked to teachers about the ideas surrounding
Growth Mindsets, and I can give them 3 ideas for shifting their classroom culture towards Promoting Effort.
I hold teachers accountable for fostering Growth Mindsets, and can give them 3 more tools to do so. My school makes a focus on Growth
Mindset explicit to students, also.
I would like to see Growth
Mindset happen, but I don’t see that I have any control over it. I don’t remember 3 ideas to shift culture at my school.
I can offer several more concrete ideas to teachers for fostering Growth Mindsets, and
I’m seeing some progress. I will create a structure that monitors teachers’ effort at promoting effort!
