SCHOOL DEVELOPMENT INSTITUTE SUMMARIES OF WORK, AUGUST 2012
BHS Physics Curriculum Work
Brian Hoffman and Richard Meyer
Re: Connection of one of the eight elements of student-centered learning as described in "Teachers at Work: Six
Exemplars of Everyday Practice."
We have chosen the element, “Anytime, Anywhere, and Real Time Learning” as our project. Our end goal is to
supplement the physics curriculum with online movies and more practice problems with solutions. This internet accessed
information would be available to students at home, in the library or any other WiFi location. Students could be expected
to view movies before topics are introduced in class or as a review following the discussion of material. By doing this,
students will return to class with question to make better use of instructional time. Peer-peer instructions and problem
solving becomes far more effective when everyone has been introduced to the topic. This concept was introduced by one
of the speakers at the SDI.
Another important individualized tool students will be expected to use is solved problems similar to assessment problems.
These problems with their solutions will be available online so students can see how far they may progress for each type
of question. Similar to the movies they will watch, students will come back to the class with questions knowing where
they stand in their comprehension of the material.
Behind the Scenes Work
Together we will both continue work on the following:
Watch and evaluate Khan Academy movies.
Watch and evaluate TED Talks movies for specific applications.
Embed text-based animations/movies in presentation materials.
Link all problems and detailed solutions to daily Google-docs agenda.
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BHS Algebra 1 Curriculum Work
Scott Hubbard, Diane Leavitt, Marcel Girouard
A unit on Linear Functions was designed using the UbD format and uploaded on to Atlas Rubicon, incorporating Common
Core style questions and use of graphing calculators. The unit focused on what students will be able to independently
transfer (plot points on the coordinate plane, calculate the slope of a line, graph linear functions, collect data and create a
scatter plot, and use technology to determine a best-fitting line); the big ideas emphasized throughout (graphs of lines are
functions used to represent changes in data; students will be able to transfer their classroom learning to real-life situations;
graphs are used frequently in publications and reports to represent real-life data); and the essential questions guiding
learning (what are the appropriate steps in plotting points on a coordinate plane and how can we use this plot to make
predictions from the information? What are some different ways to graph linear equations? Why is it important to identify
a graph as representing a function? How can a graph be used to represent real-life situations?).
BHS Student Ambassadors Program
Erin Dufault, Yvette Amblo-Bose, Patty Wesley, Adrien Preston
During the SDI the counselors designed and created an implementation plan for a BHS student ambassador program. We
will continue to work collaboratively throughout the year to train and support the ambassadors. Please see the attached
information sheet for an overview of the program.
The ambassador program connects to the following exemplars:
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Strong relationships with students-through the training and ongoing supervision with ambassadors, counselors
will establish strong relationships with students. Through the ambassador's work, they will establish relationships
with other students, faculty and community members.
 Supporting social and emotional growth and identity development- this leadership opportunity will enable
ambassadors to practice greeting and welcoming new people, instill a sense of pride in their school and
community and gain confidence in helping others.
 Technology will support this program through communication and scheduling of students via email and text. We
will also utilize the keynote program to create training materials. In addition we will compile ambassador photos
and bios to create a resource for new students and families.
(Attachments on file)
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BHS Fostering Autonomy and Lifelong Learning
Jay Cassell and Tiffany Rossi
Many of our BHS students have the transition goal of finding paid employment in the community. This organizational
tool will help students and case managers clearly state the student’s individual goal(s) with regard to employment, outline
the skills and objectives needed to get there, and help assess progress/mastery of these skills along the way. After all, the
ultimate goal is for all students to lead healthy, productive lives. (Attachments on file)
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BHS Tenth Grade Social Studies Curriculum Work
Dan Hagan, Fran Brock, Francesca Villela, Jessica Little-Hayes
The 10th grade social studies cohort has successfully completed a self-study of our program's first aligned year, with an
eye towards building on our successes. All 10th grade teachers taught a common curriculum according to a common pace
for the 2011-12 school year for the first time. Having completed the year, Jess, Francesca and Dan worked during the SDI
to orient "new" 10th grade teacher Fran to the curriculum. This has afforded the three of us the opportunity to educate a
colleague and justify our curricular choices, as well as to glean the feedback of an experienced outsider. Vetting our
year's experience through Fran's critical lens allowed us to make several key changes. For the year going forward, we
have therefore worked to integrate the key academic skills of summary, analysis and research into the earlier parts of the
first semester. An additional change, per Fran's suggestion, is the overlaying of a "follow the commodity" approach onto
our current curricular tract. Our work has centered upon implementing those changes, in the hopes of improving on last
year's successes.
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BHS World Language Curriculum Work
Catherine Tetu, Noralee Cartier, and Giovanna Yaranga
The world language group has been working on curriculum. We identified enduring questions for specific levels. We are
committed to working as a world language PLC and our focus will be on updating our curriculum documents in the UBD
format. The work on the maps will lead us to develop benchmarks that create clarity for what it means to be proficient at
each level. Once proficiency has been identified for the levels, we can look at the program in its totality and start the
discussion on vertical alignment to make sure that all areas have been sufficiently addressed. Proficiency benchmarks will
assist us in identifying students who need additional support and will help us in making accommodations for
them. Technology will aid us in differentiating instruction and will provide us with another resource to better meet the
needs of all students.
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BHS Business Curriculum Work
Brian Schwartz and Andreas Nolte
The Business Department group worked on creating a new curriculum for the CTS course using iPads as a student 1:1
device. This curriculum work included revamping certain existing assignments to utilize the iPads capabilities. We also
created an Edu2.0 (an online learning management system) master class so that each section of CTS will have their own
digital home base for students to access course content and interact with both the teacher and the other students in the
class. Additional work included integrating a revised digital citizenship curriculum using content provided by
CommonSense Media.
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BHS English Language Learner Parent Conferences
Jill Jacobelli and Susan King
ELL teachers were asked to have conferences to explain to families the academic progress of ELL students. Initially
discussed for the spring, the ELL department decided hold the conferences before the 2012-2013 school year because the
information would be more relevant. We ended up holding 26 conferences with the Nepali, Burundi, Burmese
communities. We plan to have more conferences soon to accommodate the rest of the ELL families.
During the conferences, we shared with parents several standardized scores. We explained how the scores on WIDA,
NECAP, SRI scores relate to class placement at Burlington High School. We also explained Pathways to College and
Accuplacer and TOEFL scores where it was relevant. In addition, when students were present, we made co-curricular,
post-secondary, and WIDA goals with students.
Here are some suggestions for the next round of progress monitoring. Give Nijaza more notice and invite her to the initial
planning meetings. Also, schedule conferences during normal liaison working hours (this includes Saturdays). Another
suggestion was to talk to new families about school expectations. And remember, no shortcuts in translating: the parents
want to hear directly from teachers. Last, make it mandatory that students accompany parents to the conferences and keep
clearly explaining test scores and success in prior classes relate to current class placement.
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BHS Student Interventions Group Work
Sara Crothers, Lisa Sitek, Laura Allyn, Beth Giese, Henri Sparks, Sally Martin, Lynne Hefferon, Madhu Neupane, Kate
Lyons, Sharon Weltman
At the start of the SDI, we reviewed the book Implementing RTI with English language learners. We discussed how to
implement components of RTI at BHS. It was determined that while we may be able to implement some components of
RTI this year, the faculty would probably be resistant to any additional initiatives at this time. Therefore, we decided to
think about how the Be SHARP program could be expanded or adapted to encourage more positive behavior with both
students and teachers. We may be able to introduce certain aspects of RTI with English language learners over the course
of the year in faculty meetings or other opportunities.
We are planning to roll out an expanded "be sharp" program. This will have two parts:
Be SHARP posters will go up around the school and in classrooms. They list specific examples of the behaviors
expected at BHS around being SAFE, being HERE, being ACCOUNTABLE, being RESPECTFUL, and being
PREPARED. Teachers will be reminded that they should model the Be SHARP expectations.
Teachers will be given cards to hand out to students for random acts of kindness and adhering to the "be sharp"
principles. Students will place cards in a box like thing outside of the main office. Cards will be selected randomly
and students will be recognized. Names will be posted on the screen in the cafeteria and those students will be
profiled in the school newspaper and/or on bulletin boards/TVs. The students will also receive a ticket to a school
event ...either athletic, a dance, or a certificate to gourmet cafe.
In addition, we discussed the need for accountability and consistency in taking attendance. Teachers must take attendance
every block as it is a safety issue. All teachers should be expected to follow school policies.
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BHS Ninth Grade Academies Planning Work
Jocelyn Fletcher, Debra Blumberg, Nadya Bech-Conger, Francesca Villella, Dov Stucker, Nick Molander, Tammie
Ledoux, Dan Ukolowicz, Gretchen Muller, Kerry Bechtloff, Carole Lavigne, Erika Lowe, Emmanuel Amoah, Norm
Tremblay, Gordana Pobric, Sue Blethen
During the SDI, the academies' main goal was to decide how we were going to organize ourselves in order to keep
consistency throughout the whole ninth grade, as well as individual academies. Some of the policies that were decided and
agreed upon we're that we would use the same language on Jupiter Grades, enforce receiving passes for tardies, accept all
work until the end of the quarter, and prevent students from getting zeros as best as possible. It was also decided that we
would all use the same basic norms for our classrooms, including how we would utilize the iPads. Lastly, we determined
what our roles would be during freshman orientation, which includes specific academy-based activities during the actual
orientation day and also during the first week of school to encourage community building.
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BHS Year End Studies Program
Colby Skoglund and Gretchen Muller
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Met with students to discuss the registration process in June. Gathered input to create the registration form.
Created the registration form.
Met with students to review what we created and made edits/additions to the registration form (August).
Organized all YES classes by subject matter and created a list of morning and afternoon classes.
Created a spreadsheet identifying classroom assignments based on teacher requests and course needs. (Info found
on the Logistic Calendars submitted by faculty in May.)
 Submitted course room assignments to Bonnie to enter into the SMS system.
Identified many aspects of YES that still need to be completed and the need for time to have the YES committee
to continue to meet.
 Contacted faculty who we still need information submitted.
 Contacted newly hired faculty to inform them of the program and give them forms to begin their planning
process.
 Met with Claire regarding the ordering process (purchase orders and accounts).
 Created an email account specific for YES yes@bsdvt.org
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BHS Chemistry Curriculum Work
Molly Heath, Aaron Fogg, Jackie Kohler
In Chemistry, our curriculum work focused on student choice in instruction. We revised our scientific measurement unit
using backward design. Our new unit begins with a pre-assessment. Based on their pre-assessment scores, students will
get feedback about what skills they need to work on. They will then have a menu of learning activities including online
tutorials, hands-on activities, and laboratory activities to build the skills they are missing. Quizzes to test their knowledge
of each topic will be scheduled flexibly. If students still haven't mastered the material, they will be able to retake the quiz.
Our goal is to emphasize the importance to building key scientific measurement skills, hold every student accountable for
mastering them, and give them multiple pathways to reach that goal. For evidence of our work, please see our unit in
Atlas: Chem 1, titled Unit 2: Scientific Measurement
Additional work was done (Jackie) on a density unit and trying to clarify and upgrade it. Many great density labs deal
with different aspects of density and how it relates to chemistry. To cut down on the sheer number, different aspects were
combined: metric measurement of solids, and liquids, the uses of density, how to fine density of regularly and irregularly
shaped objects, density of liquids, how to predict whether an object will sink or float, and how you can identify (a la
Archimedes) whether a substance is pure or not based on its density (fewer topics, deeper depth). An inclass dimensional analysis exercise asks students to use the internet (and next year their i-pads) to get data and convert
different lengths, weights, distances, monetary units etc. Writing, use of technology, group work and student choice, as
well as reading scripts (for honors classes, a dying art) were incorporated into the exercise. Additional work included
rewriting the safety lab to incorporate more basic lab skills that students will cycle back to in future labs, more
reading/writing discussion assignments for ELL students in scientific method, and more deep reading assignments for
honors classes
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BHS Geometry and Elements Math Curriculum Work
Andrew Mack, David Rome, Emmanuel Amoah, and David Williams
Andrew: We used the Common Core KUD template to create a new Geometry unit (KUD Chapter 1.doc) and one for
Elements (Place value KUD.doc). We found this exercise valuable, as it forced us to re-evaluate topics we already have
been teaching, in a more holistic manner. Truthfully, I think most veteran teachers automatically conceive our lessons
with all these parameters and analyses hidden in the process. Still, it is good to make sure. The portion that we really
paid attention to in this process is topic sequence in a small (day-to-day) frame of reference. We also started on the work
of combining Elements and Pre-Algebra into one course, taught on alternating days. Please refer to the Elements~PreAlgebra.ods. This was not simply a matter of scheduling Elements topics first semester, and Pre-Al topics the
second. Collapsing the overlap in the two courses allowed us to schedule more time for the toughest topics. One will be
the "lead" teacher and do most of the presenting (the core 9th grade teacher) with the other doing follow up, re-teach, fill
in, and use of Khan Academy on the other day.
David: I wholeheartedly agree with his assessment of the value of the exercise of completing the Common Core KUD for
an early chapter in Geometry. It was particularly useful using it for this chapter as it will set the tone for the year; one in
which we will both be introduce chapters with larger problems that students will ponder and try and figure out what they
need to be able to solve it. We will then help them learn the necessary skills that will have them successfully solve the
initial problem by implementing them. We also spent a good deal of time working on introduction problems for
Elements, which is a course we both teach, as well. Knowing the level of understanding of these students was a critical
part of creating these problems. While the problems are still below grade level, they are designed to show the students
why what it is they are about to learn is important. We spent several hours designing problem for all the units we teach in
Elements.
What Andrew said about veteran teaches has a good deal of truth. Sometimes we take for granted that students are
understanding what we are teaching, but in reality, the opposite might be true. By reflecting and listening to students we
can be better teachers, and by revising our teaching methods we can improve even more. I think the SDI gave us the
opportunity to collaborate and create ideas that will likely work because we took the time to analyze how the Common
Core can be properly implemented in both Geometry and Elements. (Attachments on file)
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BHS Physical Education Curriculum Work
Gayle Botelho, Fran Demasi, and Allyson Archaki
Fran, Allyson and I had the perfect opportunity to work together to accomplish a few things that we have been meaning to
do and have not had the time during the year. The first thing we did was revamp our units for our courses. Since we have
new semester classes we evaluated what we did and when, and then made a few changes to each course. That document is
attached listed as Units for Courses. This will information will be available to students through course expectations and
Jupiter Grades. One of our biggest changes is we are giving students the chance to choose what unit they would like to
complete. This is the first time students will have a choice in an activity.
We also looked at the fitness component of our classes and decided we needed to make a few changes. We decided in our
Lifetime Activities and Team Activities courses we are adding 10-15 minutes in the beginning of class for F.I.T.T. time.
This document is attached and is named LA - TA new guidelines. The outline of our expectations is included in this
document. Our goal is to increase students' fitness. There are numerous research studies done that support the direct
correlation between students' fitness levels and his/her ability to do well in school. We do not have a lot of reading
incorporated in our Phys Ed Curriculum; however, we do have many other skills such as math, note taking skills, etc.
Therefore, we believe this could be our way to help contribute to the BHS goals.
Then our focus was on our new class Lifetime Activities and Team Activities. Since we have the use of the iPad and our
classes take place outside the traditional classroom, we decided to put our skill assessments on the iPad. We learned how
to manipulate the program Numbers on the iPad to create spreadsheets for our assessments. We completed skill
assessments for our first three units in the fall; Project Adventure, Canoeing, and Badminton. Each unit has several skills.
This is information is on our iPads. I will email an example of this work to you. Students will receive rubrics for the skills
to be tested at the start of each unit. Attached is an example of this entitled Badminton Skill Assessment.
Our time together was very useful and we feel like we accomplished quite a bit in a short amount of time. We appreciate
the opportunity to have this time to do this type of work.
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BHS Pre-Algebra/Algebra Curriculum Work
Gordana Pobric, Jim Park, David Williams
With the implementation of every-day math classes this year our group decided to focus on our curriculum for the PreAlg./Algebra class. We reviewed each course outline and eliminated areas of overlap and worked to achieve greater depth
in areas of importance. Part of our project was to gather materials that meet the needs of all learners. The range of students
in this class will most likely vary and it is important to us that each student has their individual needs met. In addition to
re-mapping our curriculum we explored different technologies that we may use in the classroom. We played around with
different apps for the Ipad. One area of concern for students in Pre-Alg is students’ basic skills. There are lots of apps that
provide fun and interactive games to strengthen and promote skill building. In addition, we will continue to use Kuta
Software and Khan Academy. Khan Academy provides students with a wide variety of mathematical video tutorials. Now
students have 24-7 access to math support, which echoes our move in the direction of learning anywhere at any time.
Throughout the course of the year, we will also try and connect the current topic in class to a lesson on Khan Academy.
Our final product consisted of a laid out play for the year as well as materials to support the plan and some technology to
enhance every day activities in the classroom.
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Winooski High School One-to-One Technology Initiative
Bill Clark, Brent Litterer, Shannon Bundy, Christina Lauterbach, Marc McQuinn, Rebecca Mellen, Tom Payeur, Randy
Argraves, Lisa Basille, Steve Crowley
Winooski High School looked at the process of school change and how new school leadership and opportunities with
technology can support student-centered learning opportunities. There was agreement that change should happen but
none us were sure of how it would happen. It is that how that will occupy us in the year ahead.
• How will we involve the parents, teachers, administrators and students?
• What will we do to give students a voice in the process?
• How will we balance the parents’ prerogatives at home with this initiative? In particular, how do we address the
fact that some parents may place fewer or more restrictions on their child’s computer use?
• Can we begin a process that allows students (with direction and discussion) to create an acceptable use policy
(AUP) that gives them freedom to use the technology while protecting their (and the school’s) interests?
The SDI work relates to two of the goals we have for the year:
• Creating a staff partnership for 21st Century Learning excellence (Shared Leadership)
• Building bridges of understanding and developing partnerships with parents and our Winooski community
We must also “identify and consistently implement, brain-based professional and instructional practices that will best
support all students to learn and grow” as well as develop our students’ writing proficiency.
This process begins with our work at the SDI and continues through the Partnership for Change, which will hopefully
provide us with sufficient support to help build on our existing resources and create the change we need to see. Thank you
for the opportunity to work with our colleagues at Rock Point this summer. It truly was an informative experience.
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BHS Anytime, Anywhere, Real World Math Learning
Jackie Chozick
This summer I was fortunate enough to create a new mathematics curriculum for students who need extra support in
learning real life math. This new curriculum teachers students the “need to knows” about being an adult in a world that
uses mathematics. Students will engage in learning about nutrition, fitness, paying bills, cost of living, money
management, making change, reading temperature, time management, etc. while simultaneously working on basic math
skills. The class will run as if the students are at work. Earning money for clocking in and out, treating the teacher as a
boss fiture, and receiving payments. Students will also be responsible for creating a school business (like coffee for
teachers) in order to create a sustainable payment. The new curriculum will be implemented in 2012-13 and use
technology in the form of iPads and a Smart Board as a way to keep our class bank account, clock in, and take quizzes,
etc.
BHS Music Curriculum
Ed Owens and Frank Whitcomb along with Molly Dubois
Music teachers worked together and then on separate projects to deepen the musical knowledge, skills, and appreciation of
students. The project that I (Ed) worked on during the SDI will offer students a new way to learn and practice their music
with the implementation of SmartMusic in my classroom. I spent my time exploring and learning about SmartMusic and
researching ensemble music that is available in conjunction with SmartMusic. This work was done via their website,
tutorials and webinars. Further learning was completed at two seminar sessions that were offered at the New England
Band Directors Institute at Plymouth State University that I attended in July, 2012.SmartMusic is an innovative interactive
music software system that provides an excellent practice environment. It is an online learning environment where I can
send students an assignment containing customized instructions for playing a particular piece of music. As the music
appears on the screen, they play or sing along with background accompaniment. Following their performance,
SmartMusic provides an immediate assessment, displaying the notes that students performed correctly in green and the
notes they performed incorrectly in red. Students record and listen to each performance to hear how they really sound and
how their part fits within the whole. When they are satisfied with their performance, they send a recording to me so that I
can assess, score, and build a portfolio to track their progress over time. I am approaching this software as an
enhancement to our current curriculum. The goal is to improve the individual learning experience in order to improve the
overall ensemble experience. This should be a way to offer a new opportunity for students to use technology in a way that
aides their personal practice, helps them develop ownership of their playing and allows for more regular individual
“check-ins” with their music.
My (Frank) work at SDI this summer was both interesting, thought provoking and suggestive to me that I might think
about making several changes in the way I deliver my services while at the same time saving what I think is the best of
what I do. In that vein I have given considerable thought to how I wish my classes to look and develop as the year
progresses. I developed a system of melodic and rhythmic study that will be incorporated into the Choral Curriculum this
year. It is designed to give each student the opportunity to develop “music literacy;” in this case imparting the skills a
singer would need to “read” the language of music. It is divided into EIGHT semester sections (conceivably a student
could complete, or test out of, a section at the end of each semester), with students working toward a specific goal each
semester. Students can move at their own pace as they gain skills that will enable them to move out of that section and on
to more challenging material in the next. I am also instituting the idea of an “honors” Credit in Chorus, and the study and
passing through these eight sections of music literacy study would certainly be a part of that process. In addition, With
assistance from Ed Owens, I will be incorporating “SmartMusic” into the quarterly assessment procedures that we have
incorporated in the music.