Midland ISD
165901
Curriculum Development: Curriculum Management Plan
(Board REGULATION)
Midland Independent School District
Curriculum and Instruction
Curriculum Management Plan
Design, Delivery, and Evaluation
Vision Statement
“Midland ISD will educate the future by maximizing the potential of every student.”
School Board Goals
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· MISD will support high academic standards.
· MISD will uniformly use effective instructional strategies.
· MISD will recruit, develop, and support highly motivated staff members who maximize
student success.
· MISD will prepare technologically advanced students.
· MISD will provide facilities that support exemplary learning environments.
· MISD will fully develop positive partnerships with Midland’s community and business
organizations.
· MISD will exercise fiscal responsibility.
Updated 5/30/13
Midland ISD Curriculum Management Plan
I.
District Philosophy and Definition of Standards-Based Curriculum
II.
Standards-Based Curriculum Components and Definitions
A. The Written Standards-Based Curriculum
B. The Taught Standards-Based Curriculum
C. The Assessed Standards-Based Curriculum
III.
Professional Development to Support Standards-Based Curriculum Design and Delivery for:
A. Teachers
B. Campus Administrators
C. District Administrators
VI.
VII.
Roles and Responsibilities Regarding Standards-Based Curriculum Management
Glossary
Appendices
A. District Professional Development
B. MISD Curricula
a. ELAR/SLAR ESL
b. Math
c. Science
d. Social Studies
e. Advanced Academics
C. Planning a Lesson
C. Formative Assessments
D. Analysis of a Lesson
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V.
Communication Plan for Design and Delivery of the Standards-Based Curriculum
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IV.
Updated 5/30/13
Overview
The purpose of the Midland Independent School District (MISD) Curriculum Management Plan is to
coordinate improvement efforts in the development and implementation of the district’s standardsbased curriculum. The plan outlines the expectations and procedures regarding the written standardsbased curriculum (scope and sequence), the taught standards-based curriculum (resources and
instruction), and the assessed standards-based curriculum (assessments) in accordance with Board
policy. In accordance with EFA LOCAL, the superintendent or designee will design and deliver a
challenging, standards-based curriculum that meets the needs of a diverse student population and is
aligned from school to school and from classroom to classroom.
I. District Philosophy and Definition of Standards-Based Curriculum
The purpose of education is to impart the knowledge, concepts, processes, and attitudes necessary for
all students to be successful in society. This includes the preparation necessary to develop critical
thinking, creativity, innovation, and college and career readiness skills.
Philosophy
MISD will provide a learning environment where the students will acquire skills necessary to lead
productive lives in a society that is rapidly changing. Through an educational program based on
equity and excellence, MISD will ensure that all students have the opportunity to develop
competency in the areas of:
 Academics: reading, writing, math, science, social studies, technology applications, other
languages, and college and career preparation
 Human Relations: responsibility, respect for others, honesty, and communication
Definition
Standards-based curriculum in MISD is defined as the knowledge, skills, and processes to be
taught and learned at the appropriate levels and/or courses. The curricula specify the content of the
student expectations. Standards-based curriculum development, implementation, and evaluation
shall include the following aligned components: the written, the taught, and the assessed
curriculum. MISD campus/district administrators will monitor the curriculum to ensure
the standards are being taught according to the instructional unit and specificity of the TEKS.
TEKS Aligned Curriculum
Written
Curriculum
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Assessed
Curriculum
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Taught
Curriculum
Updated 5/30/13
II. Standards-Based Curriculum Components and Definitions
M IS D ’s purpose and vision is based upon the following common definitions and principles about
standards-based curriculum design and its implementation:
Standards-Based Curriculum Alignment
Alignment is the agreement and degree to which the written, taught, and assessed curricula are
correlated. Research supports that adherence to a tightly aligned curriculum will result in higher
student achievement. Standards-based curriculum principles are to be translated in documents,
instructional practices, and student assessments through the development of an aligned written,
taught, and assessed system.
Standards-Based Curriculum Effectiveness
Standards-based curriculum effectiveness is determined by the use of a variety of measures. These
measures include indications of student mastery of the skills necessary to advance to the next
grade/course and to prepare for college and career.
The Written Standards-Based Curriculum
Written standards-based curriculum is defined as those standards, goals, and objectives that students
are to achieve while in school. The written standards-based curriculum is in alignment with the
taught and assessed curricula. MISD expects adherence to the aligned, articulated curricula that
promote continuity and cumulative acquisition of skills and knowledge from grade to grade and from
school to school.
The focus of the standards-based curriculum shall ensure:
 Emphasis on reading at grade level
 Mastery of basic skills of writing and mathematics
 Inclusion of objectives from state and national standards
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Distribution of the Written Standards-Based Curriculum
The written standards-based curriculum scope and sequence is p ro vi d ed for all grade levels.
After subject-area curricula development is completed, curricula will be disseminated as follows:
 Curricula originals will be stored electronically
 Standards-based curriculum information will be available to the public
 Principals and teachers will have access to the standards-based curriculum scope and sequence
Updated 5/30/13
The Taught Standards-based Curriculum
The teaching of the standards-based curriculum shall be aligned with the written and assessed
curriculum. The alignment of these three components of the curriculum is essential to bring about a
high degree of consistency. The taught curriculum refers to instruction. Instruction is the process by
which teachers plan, organize, and deliver the written curriculum, utilizing best practice strategies.
Teachers are required to differentiate instruction as needed.
Effective Instruction includes:
 Establishing a school climate that continually affirms the worth and diversity of all students
 Expecting that all students perform at high levels of cognition
 Ensuring that all students experience opportunities for personal success
 Varying the time for learning according to the needs of each student and the complexity of the
task
 Having staff members take responsibility for successful learning
 Analyzing the content of each standard so that instructional strategies match content and
assessment
 Sequencing tasks into a hierarchy of learning skills to maximize the effectiveness of
instructional delivery
 Assessing student mastery of the standards to adjust instruction as needed to extend, enrich, or
differentiate instruction
 Embedding technology tools into all aspects of the standards-based curriculum
The Monitored Standards-based Curriculum
The standards-based curriculum serves as the road map for instruction. It is a tool for creating high
quality student learning opportunities. It requires a dynamic, on-going process for monitoring the
implementation.
Principle of the Monitored Standards-based Curriculum:
Monitoring the standards-based curriculum is a vital component to the “taught” curriculum as it is an
observation tool for student learning.
All instructional district/campus administrators are expected to monitor the delivery of the standardsbased curriculum and determine the concept or skills being taught, the context within which it is
being taught, and the cognitive level at which students are expected to demonstrate their learning.
Administrators are expected to determine if all aspects of the lesson observed match the curriculum.
Administrators are also expected to provide feedback to teachers regarding their teaching through
both reflective questions and dialogue in an effort to improve the delivery of the district curriculum.
[Regulation (Local)].
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The standards-based curriculum is monitored through a process that includes Instructional Focus
Visits (IFV) and formal observations. The campus principal is the instructional leader responsible for
monitoring the implementation of the district curriculum. The IFV observations include quick
“snapshots” of the daily implementation of the curriculum and instructional strategies.
Elementary IFV Blueprint
Secondary IFV Blueprint
Updated 5/30/13
Frequency
It is recommended that all administrators conduct IFVs each week. Data collected in all content and
specialized areas will be utilized as a basis for instructional conversation and reflection regarding
teaching and learning.
Tools:
 Lesson plans are submitted to and reviewed by campus administrators or designee.
 IFVs are used to monitor the delivery of the scope and sequence of the standards-based
curriculum.
 Formative and summative assessments are used to monitor curriculum and adjust instruction.
Additional Tools for Monitoring the Standards-based Curriculum
 Analysis of student assessment data
 Observation of teachers
 Interviews and conferences with individual teachers and/or teams
 Meetings with district curriculum personnel
 Opportunities for teachers to discuss and share ideas and strategies
 Incorporation of technology tools
Student Data – Excellence in Teaching Initiatives (Kail’s group)
Instructional Model and Instructional Delivery
Planning a lesson- Excellence in teaching initiative
A Philosophy for the Education of Educators
“Get over the idea that only children should spend their time in study. Be a student so long as you still have something to
learn, and this will mean all your life.” ~ Henry L. Doherty
Updated 5/30/13
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To meet the challenges inherent in helping first-year classroom teachers survive/succeed, a
forum must exist for a community of experts, collaborators, mentors, and novice teachers to problemsolve and innovate in an environment of encouragement and supportive, calm constancy. Offering
guidance in response to overwhelming need requires time. Time is at a premium. Educators are
entrusted to teach new teachers all the behaviors, the planning, the reflection, and the best-practices
implicit with excellence in teaching, but when? Too, this excellence in teaching cannot remain
conceptual, but must be modeled: teachers must demonstrate for new teachers how to aspire to, how to
inspire excellence in the classroom, teaching not only what is, but what is possible. Time must be
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The relationship between education and individual success, happiness and self-actualization has
long been a cornerstone of the American value system. Indeed, reverence for education is a global
phenomenon, and is a global measurement of achievement. Education is a continuum, consisting of
constant dialogue and constant reflection, transcending all boundaries pursuing every avenue of
thought. But, this reflection is not about the education of students; rather, it is about the education of
educators…new educators, to be exact.
created in order to nurture our community of educators.
Finally, the education of educators must be both pragmatic and social; all learning is best
accomplished in an environment of praise, support, collaboration, clarity and relevance. It is
incumbent upon every educator to remember that instruction must be learner-centered. It takes a
village, and the community of Midland educators must, each of us, become the molders and the
modelers of excellence.
Planning a
Lesson.pptx
Teaching a lesson- Excellence in teaching initiative (Rowley’s Group)
The Assessed Standards-based Curriculum
Assessments shall focus on determining the extent to which students are progressing and mastering
standards as well as the extent to which instruction is being delivered.
Principles of the Assessed Standards-based curriculum:
• Measures student progress
• Guides teachers’ instruction at appropriate levels of challenge
• Guides students’ learning
• Guides district/campus improvement and programmatic decisions
• Communicates progress to parents to support learning at home
Formative assessments-Excellence in teaching initiative
Formative assessments are for learning. Formative assessment is a practice that drives instruction in
the classroom. Formative assessments are short, frequent, and engage every student so that teachers
can adjust instruction and students can gage their level of understanding during a lesson. Embedding
formative assessment at strategic points during instruction provides information that teachers can use
to identify and respond to problem learning areas. Instead of calling on two-three students to answer
a question, formative assessments involve all students in answering the questions in responding to the
learning.
Formative assessments are aligned with a daily objective to provide evidence by which a teacher can
gage how well students are learning the essential standards. Formative assessment is a process of
accumulating information about a student that in turn leads to helping teachers to make instructional
decision that will improve that student’s understanding and achievement levels.
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Lesson analysis- Excellence in teaching initiative
Prezi Presentation
Updated 5/30/13
III. Professional Development to Support Standards-based Curriculum Design and Delivery
Teachers: Each year new teachers to MISD will receive a written and oral overview of the TEKS for
the subjects they teach. The purpose of this professional development is to explain the links between
standards-based curriculum and the state/local assessment blueprints. Standards-based curriculum
documents are reviewed and revised annually to correspond with student learning needs and
objectives. Professional development conducted during the summer as well as during the school
year, will focus on specific areas of need identified in various ways regarding either the design or the
delivery of the standards-based curriculum.
Campus Administrators:
Principals and assistant principals are the instructional leaders on their campus. Administrators know
the rationale for the design of the standards-based curriculum and the various delivery strategies.
Monitoring the standards-based curriculum is a critical component of a campus administrator’s
leadership duties.
District Administrators:
District administrators are knowledgeable of the TEKS in order to evaluate and align standards-based
curriculum and programs and to support effective instruction.
IV. Communication Plan for Design and Delivery of the Standards-based Curriculum
The design of the MISD Standards-based Curriculum Management Plan is primarily the
responsibility of the Teaching and Learning Department.
Every teacher impacted by the standards-based curriculum will have access to electronic copies of all
curriculum documents. Every new teacher and new administrator to the district will receive an
orientation to the MISD standards-based curriculum components including scope and sequences,
instructional and assessment timelines, and unit plans.
Principals and instructional staff will discuss instructional delivery of the standards-based curriculum
at staff meetings, during regular and extended planning time, at grade level and departmental
meetings, and with individual teachers.
V. Roles and Responsibilities Regarding Standards-based Curriculum Management
Updated 5/30/13
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District Instructional Administration: The Teaching and Learning Division (T&L) designs the
standards-based curriculum so that it is aligned 12th grade to Pre-Kindergarten. The MISD
Executive Director of Professional Development will facilitate the planning, completion, and
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Board of Trustees:
See EFA (LOCAL)
validation of professional development activities.
The Superintendent, the Chief Academic Officer, along with T&L are responsible for organizing an
assessment calendar process to maximize student performance. Through a collaborative effort
district and campus staff will coordinate student assessments, data disaggregation, and evaluation of
assessments.
Campus Administration: The principal is the instructional leader of the delivery of the standardsbased curriculum at the campus level.
Principals manage the implementation of the standards-based curriculum through a variety of
strategies that include:
• Analyze student assessment data
• Ensure that campus assessments align with the written standards-based curriculum
• Observe teachers
• Interview and conference with individual teachers and/or teams
• Meet with campus/district instructional staff to adjust instruction
• Help parents understand their role in supporting standards-based curriculum learning
Teachers: The teacher delivers the standards-based curriculum and meets with the grade
level/department and vertical teams so that instruction and curriculum is coordinated and articulated.
The teacher assesses the degree to which the design and delivery of the standards-based curriculum
meets the needs of students.
The District expects the teaching effort to be a part of a broad plan for quality education that ensures
equity for all students. Teachers are responsible for evaluating students using a variety of formative
assessments and all required district and state assessments.
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Teachers:
• Involve students in the learning process
• Diagnose students' learning strengths and needs
• Communicate learning strengths and needs to students, parents, and others
• Encourage parents to support learning of the standards-based curriculum
• Participate in the training needed to effectively carry out these functions
Updated 5/30/13
VI. GLOSSARY OF TERMS
Alignment: The agreement of the written, taught, and tested standards-based curriculum; vertical
alignment refers to agreement throughout the PK-12 system; horizontal alignment refers to agreement
within a grade level or course.
Assessed Standards-based Curriculum: Assessments shall focus on determining the extent to
which students are progressing and mastering standards as well as the extent to which instruction is
being delivered.
Core subjects:
• Language Arts
• Math
• Science
• Social Studies
District Assessments: The district assessment is utilized to adjust instruction and to predict success
on state assessments. These assessments cover the TEKS addressed on a specific test and are
administered in unit, six week, and nine week increments.
Objectives: Student skills/competencies expected for mastery of a course or discipline
Skills: Student’s knowledge and learning expectations for a particular subject/discipline
STAAR: State of Texas Assessment of Academic Readiness
Standards-based curriculum: The knowledge, skills, attitudes, and processes to be taught and
learned at the appropriate levels and/or courses
Taught Standards-based curriculum: The instructional strategies, resources, and teacher lesson
plans used to teach the standards-based curriculum
TEKS: Texas Essential Knowledge and Skills, the state-mandated standards-based curriculum
expectations for all students in every state-approved course of study
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Written Standards-based curriculum: The district standards-based curriculum guides which
outline the expectations for student mastery of a particular course/subject
Updated 5/30/13
District Professional Development Plan
A teacher new to the district should receive training in the following areas:
 School Data System (Schoolnet)
 Gradebook/Attendance
 Aesop (Subfinder)
 Email and Schoolwires
 Discipline Management
 Assessing curriculum – Cscope or other curriculum housing mechanism
 PDAS
 G/T training (as needed)
 Legal/Ethics topics
Focus for Professional Development in 2013-14 for all teachers is Lesson Planning. This includes:
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Planning a Lesson
Teaching a Lesson
Formative Assessment
Lesson Analysis
Interpreting data and adjusting curriculum
Knowledge of Content Standards (TEKS)
District Resources available
Summer Training
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AP summer institutes
AVID summer institutes
Region 18 trainings
Core Department offerings
During the School Day
 AVID Regional Training
 Core Department offerings
 Departmental Collaboratives
After School
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Data Analysis
Make and Take sessions
Planning sessions with coaches
Vertical Team
Department Chair
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Updated 5/30/13
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Updated 5/30/13
Midland Independent School District
Curriculum and Instruction
English/Spanish Language Arts and Reading
and English as a Second Language
Curriculum and Management Plan
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Design, Delivery and Evaluation
Updated 5/30/13
Midland ISD Language Arts and Reading Department Plan
Vision
The Midland ISD Language Arts student-centered program is dedicated to stimulating student
interest and developing student competence in the interrelated communication areas of
reading, writing, speaking, and listening. Our differentiated approach is designed to provide
success and challenge for all students in their use of language.
Goals
1) All students will read on or above grade level in a variety of genres.
2) All students will successfully communicate thoughts and ideas through writing in a variety
of genres.
.
Core Curriculum
K – 5 (English and Spanish)
Texas Essential Knowledge and Skills (TEKS) with embedded Texas College and Career
Readiness Standards (CCRS)
K-2 Comprehensive Literacy Framework
District Scope and Sequence aligned with CSCOPE
CSCOPE Year at a Glance (YAG), Vertical Alignment Document (VAD), and Instructional
Focus Document (IFD)
English Language Proficiency Standards (ELPS)
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6th Grade through English IV
Texas Essential Knowledge and Skills (TEKS) with embedded Texas College and Career
Readiness Standards (CCRS)
CSCOPE Year at a Glance (YAG), Vertical Alignment Document (VAD), and Instructional
Focus Document (IFD),
English Language Proficiency Standards (ELPS)
Updated 5/30/13
Approved Resources
Kindergarten (English)
1st Grade (English)
CSCOPE YAG, VAD, IFD
ETA Hand 2 Mind- CSCOPE
Literature Collection
Houghton Mifflin Reading
Adoption-Journeys
Fountas and Pinnell Phonics
Lessons
CSCOPE YAG, VAD, IFD
ETA Hand 2 Mind- CSCOPE
Literature Collection
Houghton Mifflin Reading
Adoption-Journeys
Fountas and Pinnell Phonics
Lessons
Kindergarten (Spanish)
CSCOPE YAG, VAD, IFD
ETA Hand 2 Mind- CSCOPE
Literature Collection
Houghton Mifflin Reading
Adoption-Senderos
Teacher Created Materials
 Exploring Nonfiction
 Building Fluency
through Reader’s
Theater
 Literacy, Language &
Learning Early
Childhood Themes
Kindergarten (ESL)
National Geographic REACH
 e-Assessment
Imagine Learning English
2nd Grade (English)
CSCOPE YAG, VAD, IFD
ETA Hand 2 Mind- CSCOPE
Literature Collection
Houghton Mifflin Reading
Adoption-Journeys
Fountas and Pinnell Phonics
Lessons
Texas Write Source Writing
and Grammar adoption
st
1 Grade (Spanish)
2nd Grade (Spanish)
CSCOPE YAG, VAD, IFD
CSCOPE YAG, VAD, IFD
ETA Hand 2 Mind- CSCOPE
ETA Hand 2 Mind- CSCOPE
Literature Collection
Literature Collection
Houghton Mifflin Reading
Houghton Mifflin Reading
Adoption-Senderos
Adoption-Senderos
Texas Fuente de escritura
Teacher Created Materials
(escritura y gramática)
 Exploring Nonfiction
 Time for Kids Nonfiction Teacher Created Materials
 Exploring Nonfiction
Readers
 Time for Kids Nonfiction
 Building Fluency
Readers
through Reader’s
Theater
 Building Fluency
through Reader’s
Theater
1st Grade (ESL)
2nd Grade (ESL)
National Geographic REACH
National Geographic REACH
 e-Assessment
 e-Assessment
 leveled readers
 leveled readers
Imagine Learning English
Imagine Learning English
4th Grade (English)
5th Grade (English)
CSCOPE YAG, VAD, IFD
ETA Hand 2 Mind- CSCOPE
Literature Collection
Houghton Mifflin Reading
Adoption
Fountas and Pinnell Word
Study
Texas Write Source Writing
and Grammar adoption
Empowering Writers
CSCOPE YAG, VAD, IFD
ETA Hand 2 Mind- CSCOPE
Literature Collection
Houghton Mifflin Reading
Adoption
Texas Write Source Writing
and Grammar adoption
Empowering Writers
CSCOPE YAG, VAD, IFD
ETA Hand 2 Mind- CSCOPE
Literature Collection
Houghton Mifflin Reading
Adoption
Texas Write Source Writing
and Grammar adoption
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3rd Grade (English)
Updated 5/30/13
4th Grade (Spanish)
5th Grade (Spanish)
CSCOPE YAG, VAD, IFD
ETA Hand 2 Mind- CSCOPE
Literature Collection
Houghton Mifflin Reading
Adoption-Senderos
Texas Fuente de escritura
(escritura y gramática)
Empowering Writers
3rd Grade (ESL)
National Geographic REACH
 e-Assessment
 leveled readers
CSCOPE YAG, VAD, IFD
Houghton Mifflin Reading
Adoption-Senderos
Texas Fuente de escritura
(escritura y gramática)
Empowering Writers
CSCOPE YAG, VAD, IFD
Houghton Mifflin Reading
Adoption-Senderos
Texas Fuente de escritura
(escritura y gramática)
4th Grade (ESL)
National Geographic REACH
 e-Assessment
 leveled readers
5th Grade (ESL)
National Geographic REACH
 e-Assessment
 leveled readers
6th Grade
7th Grade
8th Grade
CSCOPE
Holt McDougal Literature
Holt McDougal On-Line
Write Source Writing and
Grammar
Texas Portals to Reading
Empowering Writers
CSCOPE
Holt McDougal Literature
Holt McDougal On-Line
Write Source Writing and
Grammar
Texas Portals to Reading
Empowering Writers
CSCOPE
Holt McDougal Literature
Holt McDougal On-Line
Write Source Writing and
Grammar
Texas Portals to Reading
Empowering Writers
6th Grade (ESL)
National Geographic INSIDE
 e-Assessment
 leveled readers
7th (ESL)
National Geographic INSIDE
 e-Assessment
 leveled readers
National Geographic INSIDE
the USA (Newcomers)
Rosetta Stone (Newcomers)
8th (ESL)
National Geographic INSIDE
 e-Assessment
 leveled readers
National Geographic INSIDE
the USA (Newcomers)
Rosetta Stone (Newcomers)
English I
English II
English III
CSCOPE
Holt McDougal Literature
Holt McDougal On-Line
Write Source Writing and
Grammar
CSCOPE
Holt McDougal Literature
Holt McDougal On-Line
Write Source Writing and
Grammar
English I (ESL)
National Geographic EDGE
 e-Assessment
 leveled readers
National Geographic INSIDE
the USA (Newcomers)
Rosetta Stone (Newcomers)
English II (ESL)
National Geographic EDGE
 e-Assessment
 leveled readers
National Geographic INSIDE
the USA (Newcomers)
Rosetta Stone (Newcomers)
CSCOPE
Holt McDougal Literature
Holt McDougal On-Line
Write Source Writing and
Grammar
The Language of
Composition, Texas by
Holtzbrinck Publishers
English III (ESL)
National Geographic EDGE
 e-Assessment
 leveled readers
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3rd Grade (Spanish)
Updated 5/30/13
English IV
CSCOPE
Holt McDougal Literature
Holy McDougal On-Line
Write Source Writing and
Grammar
Perrine’s Literature: Structure,
Sound and Sense by Holt
McDougal
English IV (ESL)
National Geographic EDGE
 e-Assessment
 leveled readers
Interventions Programs Selected by the District
Grades K – 2
Fountas and Pinnell Level Literacy Intervention
IStation/ISIP Early Reading
Estrellita-Spanish
Language Power (Teacher Created Materials)
Building Vocabulary (Teacher Created Materials)
Grades 3 – 8
IStation
READ 180
System 44
Language Power (Teacher Created Materials) (Bil/ESL 3-6 and Newcomer Academy)
Building Vocabulary (Teacher Created Materials) (ESL)
Grades 9-12
READ 180
System 44
SSI Summer School Curriculum
Grade 5
Targeted Reading Instruction and Mentoring Minds
Grade 8
Custom written curriculum
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English I Custom written curriculum
Updated 5/30/13
District Resources Available
Summer Training:
AP summer institutes
AVID summer institutes
Region 18 trainings
CSCOPE Unit 1 Planning-ELAR/SLAR
STEM Academy (Bilingual Teachers)
Core Department Offerings:
During the School Day
Departmental Collaboratives
After School
Data Analysis
Planning sessions with coaches
Vertical Team
Department Chair
Professional Development for ELAR/SLAR
ELAR audit showed that many teachers lack knowledge of the components of balanced
literacy including instructional approaches for teaching the writing process.
Proposed Professional Development
K through 5
Guided Reading-English and Spanish (3 half day sessions)
Empowering Writers- English and Spanish (2 days 3rd& new 4th)
Leveled Literacy Intervention (LLI) - English Only (1/2 day K-2 new teachers)
Fountas and Pinnell Benchmark Assessment-K-5 English K-2 Spanish (1/2 day K-5 new
teachers)
Interactive Writing-English and Spanish (1/2 day K-1 new teachers)
CSCOPE Unit Planning-English and Spanish
iStation
REACH (e-Assessment)
Language Power and Building Vocabulary (after school)
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6 through 8
CSCOPE (1 day)
Empowering Writers (2 days)
STAAR Training (1/2 day)
IStation (1/2 day)
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9 through 12
CSCOPE (1day)
Updated 5/30/13
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STAAR EOC Training (1/2 day)
Project Share (1/2 day)
Updated 5/30/13
Midland Independent School District
Curriculum and Instruction
Mathematics Department
Curriculum and Management Plan
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20
Design, Delivery and Evaluation
Updated 5/30/13
Midland ISD Mathematics Department Vision Plan
The mission of the Midland ISD Mathematics Program is to promote the learning of mathematics by
all students through a curriculum that is coherent and comprehensive. The instructional program will
enable all students to understand and use mathematics in an increasingly technological world.
Core Curriculum
PK – 5:
Everyday Math Scope and Sequence
6th Grade through Algebra 2:
Cscope Year-at-a-Glance, Instructional Focus Document, and Vertical Alignment Document
PreAP Mathematics (5th through Precalculus):
College Prepatory Mathematics
Approved Resources
1st Grade
TEKS
Everyday Mathematics
3rd Grade
TEKS
Everyday Mathematics
CSCOPE as a resource
4th Grade
TEKS
Everyday Mathematics
CSCOPE as a resource
6th Grade
TEKS
CSCOPE
Holt
CMP2
TEKS
Everyday Mathematics
5th Grade
TEKS
Everyday Mathematics
CSCOPE as a resource
7th Grade
TEKS
CSCOPE
Holt
CMP2
8th Grade
TEKS
CSCOPE
Holt
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TEKS
Everyday Mathematics
2nd Grade
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Kinder
Updated 5/30/13
Algebra 1
CPM Algebra I
TEKS
CSCOPE
Holt
TEKS
CPM
CPM Geometry
Geometry
TEKS
CSCOPE
Holt
Algebra II
TEKS
CPM
TEKS
CSCOPE
PreAP Algebra 2
TEKS
CPM
Interventions Programs Selected by the District
Grades K :
Targeted Mathematics Intervention
Grades 1 and 2 – Bilingual Campuses
Targeted Mathematics Intervention
Grades 1 and 2 – Non Bilingual Campuses
Do the Math
Grades 3 – 5
Accelerated Math, Fasttmath, Closing the Distance, Engaging Math Activities, Region 4, tutorials
Bilingual 3 – 5
Targeted Mathematics Instruction
Grades 6 – 8
Math 180
Algebra I, Geometry, Algebra II:
Study Island, Closing the Distance, A+, OnTrack , tutorials before and after school and lunch
SSI Summer School Curriculum:
Grades 5 and 8 – Targeted Mathematics Instruction
Page
22
Algebra I – Custom written curriculum through Math by Morrison
Updated 5/30/13
Professional Development for Mathematics
Mathematics audit showed that many of the K – 8 teachers are generalists and weak in content
knowledge and math pedagogy. Proposed Professional Development for the improvement of content
knowledge are as follows:
K through 5
Van de Walle repeated for new and struggling teachers
K through Precalculus
New Math TEKS training
6 – Algebra 2
Lesson Planning and Content Knowledge
Page
23
Continuation of Collaborative Teams
Updated 5/30/13
Midland Independent School District
Curriculum and Instruction
Science Department
Curriculum Management Plan
Page
24
Design, Delivery and Evaluation
Updated 5/30/13
Midland ISD Science Department Vision
MISD will foster an environment where teachers work collaboratively to expand knowledge in the
discipline of science, seek to provide students with a science foundation that will allow for success at
all levels, and create a more scientific literate public. This will be accomplished through our
commitment to excellent teaching, which emphasizes problem solving, hands on laboratories, student
observation, and application of science to the real world.
To support this vision the science department will be committed to professional development, updating
the curriculum, making real world connections, providing materials, working collaboratively with all
stake holders, and incorporating technology into the curriculum.
Core Curriculum
K – 6:
CSCOPE Vertical Alignment Document (VAD), Instructional Focus Document (IFD), Year at a
Glance (YAG)
7th Grade - Physics:
CSCOPE VAD, IFD, and teacher modified YAG
4th Year Science Courses:
State TEKS, Teacher created/District approved YAG and adopted course textbook
Approved Resources
3rd Grade
TEKS
CSCOPE
Harcourt
AIMS
Discovery Ed
Edusmart
SMART Notebook
District Approved Internet Sites
TEKS
CSCOPE
Harcourt
AIMS
Discovery Ed
SMART Notebook
District Approved Internet Sites
4th Grade
TEKS
CSCOPE
Harcourt
AIMS
Discovery Ed
Edusmart
SMART Notebook
District Approved Internet Sites
2nd Grade
TEKS
CSCOPE
Harcourt
AIMS
Discovery Ed
SMART Notebook
District Approved Internet Sites
5th Grade
TEKS
CSCOPE
Harcourt
AIMS
Discovery Ed
Edusmart
Region 4 Materials
SMART Notebook
District Approved Internet Sites
25
TEKS
CSCOPE
Harcourt
AIMS
Discovery Ed
SMART Notebook
District Approved Internet Sites
1st Grade
Page
Kinder
Updated 5/30/13
6th Grade
TEKS
CSCOPE
Glencoe
Discovery Ed
SMART Notebook
District Approved Internet Sites
Biology
TEKS
Glencoe
CSCOPE
Discovery Ed
Dana Center Res.
Pearson Res.
SMART Notebook
District Approved Internet Sites
7th Grade
TEKS
Glencoe
CSCOPE
Discovery Ed
SREB Resources
SMART Notebook
District Approved Internet Sites
Chemistry
TEKS
Glencoe
CSCOPE
Discovery Ed
SREB Resources
SMART Notebook
District Approved Internet Sites
Physics
TEKS
Prentice Hall
CSCOPE
Discovery Ed
Dana Center Res.
Pearson Res.
SMART Notebook
District Approved Internet Sites
TEKS
Prentice Hall (Conceptual)
Holt (Pre-AP)
CSCOPE
Discovery Ed
SMART Notebook
District Approved Internet Sites
4th Year NON-AP Courses
IPC
TEKS
Glencoe
CSCOPE
Discovery Ed
SMART Notebook
District Approved Internet Sites
8th Grade
TEKS
Adopted Textbook
CSCOPE (if applicable)
Discovery Ed
District Approved Internet Sites
AP Courses
College Board Standards
CCRS
Adopted Textbook
Discovery Ed
District Approved Internet Sites
Interventions (RtI dependent)
K – 6th Grade:
No identified intervention. Campus and teacher based.
7th – 8th Grades:
Tutorials are offered before and after school, websites listed on District RtI plan, site based
supplemental materials
9th – 12th Grades:
Study Island, A+, OnTrack, tutorials before/after school and during lunch, STAAR Biology and
STAAR Chemistry from Dana Center
Summer School EOC Remediation
Updated 5/30/13
Page
Future vision of science intervention for MISD, at the middle and high schools, depends on a common
understanding of true intervention. Campuses would utilize District approved and supported
Programs.
26
Biology: Measuring Up Biology EOC Edition
Professional Development for Science
K - Physics – TEKS training
K – Physics – Continuation of Collaborative Teams
6 – 8: National Math and Science Initiative (3 year training)
Biology and Physics: STAAR Assessment by the Dana Center
Chemistry: STAAR Training presented by National Math and Science Initiative
Three Year Plan for 5th, 4th and 3rd Grades:
Year One:
5th Grade: All 5th grade teachers to be brought in in groups of 10 each 6 weeks covering content,
classroom management, notebooking, foldables, hands on ideas and literature connections.
Year Two:
New 5th Grade teachers and ALL 4th grade teachers: idea similar to year one but with topics focusing
on 4th grade (New 5th Grade would receive the year one sessions)
Page
27
Year Three:
New 4th and 5th Grade Teachers and ALL 3rd grade teachers: idea similar to year one/two but with
topics focusing on 3rd grade (New 5th/4th Grade would receive the year one/two sessions)
Updated 5/30/13
Midland Independent School District
Curriculum and Instruction
Social Studies Department
Curriculum and Management Plan
Page
28
Design, Delivery and Evaluation
Updated 5/30/13
Midland ISD Social Studies Department Vision Plan
The mission of the Midland ISD Social Studies Program is to empower students with the knowledge,
appreciation, skills and attitudes necessary for democratic citizenship, for rational decision making,
and for purposeful living in an increasingly complex, multi-cultural, and changing world. The social
studies program must provide integrative, meaningful, challenging, active, and value-based learning
experiences for all students. Through these experiences planned and modeled by teachers, students
will be encouraged to examine and evaluate character traits esteemed by members of a democratic
society.
Core Curriculum
K – 6:
CSCOPE (YAG, Year-at-a-Glance, IFD, Instructional Focus Document, VAD, Vertical Alignment
Document)
7 - 8:
CSCOPE (YAG, Year-at-a-Glance, IFD, Instructional Focus Document, VAD, Vertical Alignment
Document, TEKS Verification Document)
9 – US History:
CSCOPE (Teacher modified YAG, Year-at-a-Glance, IFD, Instructional Focus Document, VAD,
Vertical Alignment Document, TEKS Verification Document)
4th Year Social Studies Courses:
Page
29
CSCOPE (Teacher modified YAG, Year-at-a-Glance, IFD, Instructional Focus Document, VAD,
Vertical Alignment Document, TEKS Verification Document)
Updated 5/30/13
Approved Resources
3rd Grade
TEKS
CSCOPE
Scott Foresman
Discovery Education
SMART Notebook
District Approved Internet Sites
6th Grade
TEKS
CSCOPE
Prentice Hall
Discovery Education
SMART Notebook
District Approved Internet Sites
World Geography
TEKS
CSCOPE
McDougal Littell
Discovery Education
Jarrett Publishing Materials
Holt Test Bank
SMART Notebook
District Approved Internet Sites
TEKS
CSCOPE
Scott Foresman
Discovery Education
SMART Notebook
District Approved Internet Sites
4th Grade
TEKS
CSCOPE
Scott Foresman
Discovery Education
SMART Notebook
District Approved Internet Sites
7th Grade
TEKS
CSCOPE
McDougal Littell
Discovery Education
SMART Notebook
District Approved Internet Sites
World History
TEKS
CSCOPE
Glencoe McGraw Hill
Discovery Education
Jarrett Publishing Materials
Holt Test Bank
SMART Notebook
District Approved Internet Sites
2nd Grade
TEKS
CSCOPE
Scott Foresman
Discovery Education
SMART Notebook
District Approved Internet Sites
5th Grade
TEKS
CSCOPE
Scott Foresman
Discovery Education
SMART Notebook
District Approved Internet Sites
8th Grade
TEKS
CSCOPE
McDougal Littell
Discovery Education
Jarrett Publishing Materials
SMART Notebook
District Approved Internet Sites
US History
TEKS
CSCOPE
Glencoe McGraw Hill
Discovery Education
Jarrett Publishing Materials
Holt Test Bank
SMART Notebook
District Approved Internet Sites
30
TEKS
CSCOPE
Scott Foresman
Discovery Education
SMART Notebook
District Approved Internet Sites
1st Grade
Page
Kinder
Updated 5/30/13
4th Year NON-AP Courses
TEKS
CSCOPE (if applicable)
State Adopted Textbook
Discovery Education
Smart Notebook
District Approved Internet Sites
AP Courses
College Board Syllabus / Standards
CCRS
State Adopted Textbook
Discovery Education
Smart Notebook
District Approved Internet Sites
Intervention Programs
K – 6: None at this time
7 – 8: Tutorials before school, at lunch and after school
9 – US History: A+, Study Island, OnTrack, Tutorials before school, at lunch, and after school
4th Year Courses: Tutorials before school, at lunch, and after school
EOC Summer School Remediation Curriculum
9 – World History, US History: Jarrett Materials, Test Prep
Professional Development for Social Studies
World History -- TEKS Training, Region 18
8 -10 World Geography, World History, Grade 8 Training, 3Strategies
Page
31
7-12 Collaborative Teams Planning
Updated 5/30/13
ADVANCED PLACEMENT / PRE-AP PROGRAM
College Board Mission Statement
AP Access and Equity Initiative: Access for All Students
AP Access and Equity Initiative: Access for All Students: The College Board and the Advanced
Placement Program encourage teachers, AP Coordinators, and school administrators to make equitable
access a guiding principle for their AP programs. The College Board is committed to the principle that
all students deserve an opportunity to participate in rigorous and academically challenging courses and
programs. All students who are willing to accept the challenge of a rigorous academic curriculum
should be considered for admission to AP courses. The Board encourages the elimination of barriers
that restrict access for AP courses to students from ethnic, racial, and socioeconomic groups that have
been traditionally underrepresented in the AP Program. Schools should make every effort to ensure
that their AP classes reflect the diversity of their student population.
College Board. collegeboard.com, Inc., 2008. http://apcentral.collegeboard.com/apc.
Midland Independent School District Vision Statement and District Goals:
Midland ISD will educate the future by maximizing the potential of every student.
District Goals:
· MISD will support high academic standards.
· MISD will uniformly use effective instructional strategies.
· MISD will recruit, develop, and support highly motivated staff members who maximize student
success.
· MISD will prepare technologically advanced students.
· MISD will provide facilities that support exemplary learning environments.
· MISD will fully develop positive partnerships with Midland’s community and business
organizations.
· MISD will exercise fiscal responsibility
MISD Advanced Placement Mission Statement
Page
32
Midland ISD is committed to the principle that all students deserve an opportunity to
participate in a rigorous and academically challenging curriculum. Students who are
willing to accept the challenge of a rigorous academic curriculum are encouraged to
enroll into a Pre-AP/AP course.
Updated 5/30/13
ADVANCED PLACEMENT PROGRAM
The Advanced Placement (AP) program is a cooperative educational endeavor beteen secondary
schools and colleges and universities. The AP program offers college-level courses and exams that
give high school students the opportunity to receive advanced placement and/or credit in college. The
purpose of the AP/Pre-AP program offers students the opportunity to develop higher level thinking
skills through an immersion in rigorous content, an accelerated pace, and performance assessment at
the synthesis and evaluative levels.
Midland ISD is committed to the principle that all students deserve an opportunity to participate in
rigorous and academically challenging curriculum. Because of this commitment, students are highly
encouraged to take AP courses when appropriate. According to research, by the time students enter
college the type of courses they took in high school is more important than test scores, class rank, or
grade averages. Students participating in AP courses are significantly more likely to attain a college
degree than those without an AP experience (Adelman 1999). Midland ISD currently offers over 20
AP courses at our high schools.
What is Pre-AP?
Pre-AP is a set of content-specific strategies designed to build rigorous curricula, promote access to AP
for all students, introduce skills, concepts, and assessment methods to prepare students for success in
the AP program, and strengthen curriculum and increase the academic challenge for all students.
Midland ISD is committed to the principle that all students deserve an opportunity to participate in rigorous and
academically challenging curriculum. Because of this, students are highly encouraged to take Advanced
Placement (AP) courses when appropriate. According to research, by the time students enter college the type of
courses they took in high school is more important than test scores, class rank, or grade averages. Students
participating in AP courses are significantly more likely to attain a college degree than those without an AP
experience (Adelman 1999). Midland ISD currently offers over 20 AP courses at our high schools.
Many of the core courses in the major academic disciplines offer advanced courses referred to as Pre-AP. These
courses lay the foundation for success not only in the AP program but ultimately in college coursework. They
are on-grade level academically advanced courses designed to challenge motivated students to understand
rigorous content. Pre-AP courses emphasize the same types of thinking skills and student expectations as the
AP courses, although the course content is at the appropriate grade level. The coursework requires students to
engage in independent and analytical assignments. Students who elect not to take AP courses will still benefit
greatly from the curricula and requirements of the Pre-AP course of study.
The Pre-AP program in Midland ISD is an inclusive program. A student may enroll in a Pre-AP class as long
as the student is willing to accept the time, the rigor, and learning requirements of the class. Pre-AP junior high
courses are designed to prepare students for high school Pre-AP and Advanced Placement (AP) courses.
Updated 5/30/13
Page
Midland ISD currently offers over twenty(20) AP and Pre-AP courses at each of our high schools and
junior high schools. Content and curricular goals for each AP discipline are outlined in an AP Course
Description supplied by the College Board and can be found on the College Board website.
www.collegeboard.org/apcentral.
33
As students plan their schedules, they should consider the time commitments required in extracurricular and
outside activities by carefully reviewing the course descriptions before making decisions. These courses are
designed to prepare students for AP courses, but they also offer an excellent opportunity for students to enjoy a
challenging, interesting course in areas where students exhibit strengths and curiosity.
MISD AP AND PRE-AP COURSES
34
Pre-AP Courses
Pre-AP Algebra I
Pre-AP Algebra II
Pre-AP Biology I
Pre-AP Chemistry I
Pre-AP English I
Pre-AP English II
Pre-AP French III
Pre-AP Geometry
Pre-AP German III
Pre-AP Latin III
Pre-AP Physics
Pre-AP Pre-Calculus
Pre-AP Spanish III
Pre-AP World Geography
Pre-AP World History
7th and 8th grade Pre-AP English
7th grade Pre-AP Mathematics
7th and 8th grade Pre-AP Science
7th grade Pre-AP Texas History
8th grade Pre-AP US History
Page
AP Courses:
AP Biology
AP Calculus, AB
AP Calculus BC
AP Chemistry
AP Computer Science, A
AP Macroeconomics
AP Microeconomics
AP English Language and Composition
AP English Literature and Composition
AP French Language
AP German Language
AP Government, United States
AP Government, Comparative
AP Latin – Vergil
AP Macroeconomics
AP Microeconomics
AP Music Theory
AP Physics C
AP Psychology
AP Spanish Language
AP Spanish Literature
AP Studio Art – Drawing
AP United States History
Updated 5/30/13
AP/Pre-AP Guiding Criteria
High School
2013-2014



AP Classes:
Met Level II on STAAR/EOC, TAKS, or equivalent test
85% grade in non Pre-AP/AP current course in content area
70% maintenance grade in Pre-AP/AP in 2012-2013
Pre-AP Classes:
 Met passing standards on STAAR/EOC, TAKS, or equivalent test
 80% grade in non Pre-AP/AP current course in content area
 70% maintenance grade in 2012-2013
Exception: 80% maintenance grade for Algebra I 8th grade
AP/Pre-AP Guiding Criteria
Junior High School
2013-2014
Pre-AP Social Studies, Science, Math, and/or English:
 7th grade: 1567 Scale Score on STAAR reading (6th grade)
 7th grade: 1584 Scale Score on Math STAAR (6th grade)
 8th grade: 1615 Scale Score on STAAR reading (7th grade)
 85 in current course content non Pre-AP area of
previously completed semester.
Pre-qualifying conditions for Algebra:
To be considered for Algebra I in the 8th grade, a student must score 60% or higher on the IAAT AND
30 questions correct on the 7th grade Math STAAR. After this initial criteria has been met, the student
must meet 2 of the 3 following criteria:
 75 on Iowa Algebra Aptitude Test
 85 semester average in current math class
 36 questions correct on the Spring 2013 7th grade Math STAAR test
Maintenance in Algebra I in 8th Grade:
Students will be exited from Algebra I in the 8th grade if the following circumstances occur:
 The student receives an average below 80 on the 1st and 2nd six weeks grading period
 The student receives an average below 80 on two of the three 1st semester six weeks periods
and/or a 1st semester average that is below 80.
Foreign Language Guiding Criteria:
Page
35
Pre-qualifying conditions for 7th graders taking Spanish I:
 1567 Scale Score on STAAR reading (6th grade)
 85 in 6th grade ELA
Pre-qualifying conditions for Pre-AP Spanish III:
 80 in Spanish II
Updated 5/30/13
PROCEDURES TO WITHDRAW FROM AN AP OR PRE-AP COURSE
During the registration process, students who wish to enroll in an AP or Pre-AP course will sign an
Enrollment Agreement form that identifies roles and responsibilities. If a student wishes to withdraw
from an AP or Pre-AP course during the school year, the following steps must be followed:
1. The student may only voluntarily withdraw from a course between the 16th day of the semester to
the last day of the 2nd six weeks for either a one-semester or two-semester class. A student may
also exit after completing the end of the first semester course. To exit a PreAP course within the
designated time window, students must have completed the following steps:
 Attend a minimum of 3 documented tutorial sessions
 Attend a documented student/parent/teacher conference that includes the parent and teacher
signatures on the exit form. The exit form must be submitted to the counselor’s office for
consideration by the AP Steering Committee.
2. The student must have a 70 average in each Pre-AP course at the end of the first semester to
automatically continue in that Pre-AP course for the second semester. If the student does not have
a 70 average, the campus principal may consider extenuating circumstances and allow the student
to continue in the course for the second semester on a probationary status.
3. Students enrolled in Algebra I in the 8th grade must maintain at least an 80 average to remain in the
class. If a student’s grade falls below 80 during both the first and second six weeks, the student
will be removed from the course. If a student’s grade falls below 80 at the end of the semester, it is
strongly advised that the student exit from the course.
4. The AP and Pre-AP courses are rigorous and have high expectations. Parents and students should
consider the course load when registering for classes. Students taking AP/ Pre-AP ELA and Social
Studies courses will be required to participate in an AP Summer Reading Program assignment,
which will be posted on the MISD website.
5. The AP courses are college-level work designed to prepare students to take the AP examination.
The student enrolled in an AP course is expected to take the AP exam in each course in which the
student is enrolled.
Page
36
AP EXAMS
Approximately 1200 institutions of higher learning award credit based on a student’s AP examination
scores. AP examinations are structured to measure depth of knowledge, completeness of thought, and
synthesis of ideas. Each AP exam contains both multiple choice and free response questions that require
essay writing, problem solving, and other skills. Each exam receives an overall score based on a five-point
scale, with collete credit usually given for scores of 3 or highe
r.
Scale:
5 – Extremely well qualified
4 – Well qualified
3 – Qualified
2 – Possibly qualified
1 – No recommendation
AP exams are administered each year in May. AP Grade Reports are sent in July to each student’s home
address, high school, and, if the student has requested, to designated colleges. Each college
decides howmuch credit to award for AP scores. For more information, go to the AP Credit Policy search
at: www.collegeboard.com/ap/creditpolicy.
Updated 5/30/13
REQUIREMENTS FOR TEACHING AN AP OR PRE-AP COURSE





AP and Pre-AP teachers should have at least three (3) years of classroom teaching experience
before they become AP or Pre-AP teachers. A Master’s degree in the respective subject area
is recommended but not required.
AP eachers must submit their AP syllabus to the AP College Board Audit for approval in
order to teach an Advanced Placement course. This syllabus must be submitted by August
for the coming year in which the course will be taught.
AP and Pre-AP teachers will attend a College Board AP Summer Institute (APSI) in the
subject to be taught prior to teaching the course.
If a new AP/Pre-AP teacher cannot attend an APSI, a plan to attend a two-day College Board
AP/PreAP workshop during that school year in which the course is taught should be in place.
A new AP/PreAP teacher will be paired with an experienced mentor, one who has been
AP/Pre-AP trained and College Board approved through the AP Audit process and has taught
at least one year in theAP/Pre-AP subject.
PROFESSIONAL DEVELOPMENT PLAN
AP Summer Institute Training Cycle for AP and Pre-AP teachers:



Year 1: Initial APSI (AP Summer Institute for AP and Pre-AP Teachers) 5 day training
Year 2 and/or 3: Minimum of 6 hours of MISD training (advanced strategies, critical
thinking, GT training, AVID, etc.) or College Board 1-day or 2-day workshop. These
training must be approved by the campus Principal orAP Coordinator.
Year 4: Repeat APSI 5 day training
NOTE: High School teachers who teach multiple disciplines, such as Chemistry and Physics, need to
be trained in each subject area. This can effectively be done in two (2) consecutive years.
2012-2013
TIER I:
Advanced Placement teachers
Tier I includes all instructors who teach a College Board approved Advanced Placement course and have an
approved College Board AP Audit syllabus who have never attended an AP Summer Institute or who have not
attended a summer institute within the last three (3) years.Other
Fall and Spring: Additional Professional Development
Advanced Placement Vertical Teams in ELAR, Math, Science, Social Studies
College Board District Integrated Summary Report
PSAT/NMSQT Summary of Answer and Skills
2013-2014
Tier II includes all high school Pre-AP/GT Pre-AP teachers -Grades 9 – 12 who have never attended an AP
Summer Institute for Pre AP Teachers or Springboard training or who have not attended a summer institute
within the last three (3) years.
Updated 5/30/13
37
High School Pre-AP/GT Pre-AP teachers – grades 9 – 12
Page
TIER II:
Fall and Spring: Additional Professional Development
Advanced Placement Vertical Teams in ELAR, Math, Science, Social Studies
College Board District Integrated Summary Report
PSAT/NMSQT Summary of Answer and Skills
2014-2015
TIER III:
Junior High Pre-AP/GT Pre-AP teachers – grades 6 – 8
Tier III includes all junior high school Pre-AP/GT Pre-AP teachers, grades 6 – 8 who have never
attended an AP Summer Institute for Pre-AP Teachers or who have not attended a summer institute
within the last three (3) years.
Fall and Spring: Additional Professional Development
Advanced Placement Vertical Teams in ELAR, Math, Science, Social Studies
College Board District Integrated Summary Report
PSAT/NMSQT Summary of Answer and Skills
AVID: (Advancement Via Individual Determination)
2013-2014:
Summer District Training:
AVID Summer Institute in Dallas: June 26 – 28.
Fall District Training:
Tutor Training and 8 hour update
AVID Elective Teacher Workshop – 8 hour update
Administrator’s Workshop – 1 / 2 day
Monthly Reviews – 2-hour training each month
Spring District Training:
AVID Elective Teacher Spring Workshop
Monthly Reviews – 2-hour training each month
2014 – 2015:
Summer District Training:
AVID Summer Institute
Page
38
Fall District Training:
Tutor Training and 8 hour update
AVID Elective Teacher Workshop – 8 hour update
Administrator’s Workshop – 1 / 2 day
Monthly Reviews – 2-hour training each month
Spring District Training:
Tutor Training
AVID Elective Teacher Spring Workshop
Monthly Reviews – 2-hour training each month
Updated 5/30/13
MENTORING NEW AP INSTRUCTORS
MENTORING:
Mentor:
provides personal support
inducts the new teacher into the new context
support.
(Harrison, 2005)
provides professional
A mentor should be viewed as being supportive of what instructors are already doing rather than “one
more thing to do.”
A mentor must address growing diversity of AP teachers.
Page
39
TOP 5 CONCERNS OF TEACHERS IN THE FIRST THREE YEARS:
1. Classroom discipline
2. Motivating students
3. Dealing with individual differences
4. Assessing students’ work
5. Relations with parents
(Vennman, 1984)
BENEFITS OF MENTORING:
 Good mentoring can make the difference between a temporary instructor and a lifelong teacher.
 New instructors with mentors and new teacher meetings have higher self-efficacy
and job satisfaction.
(Smith & Ingersoll, 2004)
CHARACTERISTICS OF EFFECTIVE MENTORING:
 Long term interaction between teachers
 Structured relationship, which addresses concerns and expectations of new teacher
 Both instructors should have common goals and images about what mentor-mentee
relationship should involve
(Tauer, 1998)
CHARACTERISTICS TO STRIVE FOR AS A MENTOR:
 Professional
 Positive
 Collaborative
 Responsive
 Supportive
 Empathetic
 Non-judgmental
(Trubowitz, 2004)
MODEL:
 Monthly after school meetings with new teachers from all departments
 Meetings guided by principal or other school administrators
 Readings concerning teamwork and early career issues
 Monthly journal with reactions to articles and personal concerns and victories
 Student shadowing
Updated 5/30/13
EXAMPLES OF MEETING TOPICS:
 Working with parents and discipline concerns
 Finding one’s way around media center and electronic databases
AP INSTRUCTORS:
 Bimonthly meetings to discuss issues such as registration, professional
development opportunities, updates or curriculum changes
BENEFITS OF A SCHOOLWIDE MENTORING PROGRAM:
 Realization of a strong support network which crosses content and discipline lines
 Introduced to other faculty members that can provide support and answer questions
(principals, deans, other instructors)
 Feel a part of a group with other new instructors
(Lynch, 2000)
 Questionnaire of what new teacher needs to learn
 Self-reflection – what new teacher needs and wants to know
INCORPORATING NEW TEAM MEMBERS:
 Re-evaluate team norms and expectations each year
 Emphasize potential contributions of new team members
 Collectively set goals for team each year
 Be transparent in daily activities to build trust
 Find right balance for team between:
isolating----- collaborating------ enabling
ONE-TO-ONE MENTORING: SUMMER, JUNE – AUGUST
 Insure new teacher has textbook and all other relevant materials to begin preparing
for class
 Share formative and summative exams
 Help new instructor create a syllabus and course expectations
 Assist new instructor in submitting materials for AP course audit
 Register for AP Summer Institute
 Assist instructor in administrative elements of school
 Request common planning time or lunch hour as well as rooms near each other
 Help create a timeline for course
Page
40
ONE-TO-ONE MENTORING: FALL
 Help set up gradebook, request computer and library time, etc.
 Help set goals for grading period, semester, year
 Celebrate milestones
 Balancing the challenges of teaching/coaching/grading/etc.
 Preview weekly schedule
 Prepare for observations and feedback
 Prompt questions regarding content
 Daily check-in
 Insure new instructor is working with other people in department
ONE-TO-ONE MENTORING: WINTER
 Reflect on successes and challenges of first semester
 Advice on review in preparation for summative exam
 Learning from results of summative exams and AP results
 Encourage and support new instructor during winter lows.
Updated 5/30/13
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41
ONE-TO-ONE MENTORING: SPRING
 Reflect on goals set at the start of the year/semester
 Help with reviewing for the AP exam/timeline
 Creating valuable learning lessons post AP exam
 Preparing for the second semester summative
 Survey for student input on strengths and potential for growth
 Plan for continued activities and changes for the following year
 Allow new instructors to provide feedback regarding mentoring experience
 Make the new instructor aware of potential professional development opportunities
 Make clear that though the formal mentoring experience may be ending it will
continue informally
DISTANCE/INFORMAL MENTORING OPPORTUNITIES:
 List-Servs
 College Board mentoring program
 Content mentoring opportunities
THINGS WE HAVE LEARNED ALONG THE WAY . . .
 Keep a framework in mind, but be flexible with your mentoring philosophy.
 Considerations:
What is the personality of the mentee?
How much are you comfortable sharing?
Is your mentee new to teaching or just new to AP/school?
 Be part of the support system for the instructor without taking responsibility for
their courses.
 Let the mentee find their own style (even if it is different from your own).
 Help them learn from their (and your) mistakes.
 Be patient and remember that all skills take time to develop.
 Make clear to the mentee that all observations and input are non-evaluative (Lynch,
2004)
 Relationship must be based on mutual trust (Trubowitz, 2004)
Updated 5/30/13
SCHEDULE FOR MENTORING OF AP/PRE-AP TEACHERS
FIRST SEMESTER:
June - August:
 Meet with new teacher for introduction to AP Program and AP Strategies/Materials
 Share formative and summative exams
 Help new instructor create a syllabus and course expectations
o New AP teachers must submit AP syllabus to College Board Audit for approval
 Register for AP Summer Institute if applicable
 Help create a timeline for course
 Walk through the College Board AP Central website for information and assignments
September - December:
 Meet with new instructor to discuss developing lesson plans (twice a month)
 Preview weekly schedule and discuss AP strategies that work with lessons
 Help set goals for grading period, semester, year
 Conduct observations and present feedback
 Insure that new instructor is working with other people in department
SECOND SEMESTER:
 Reflect on successes and challenges of first semester
 Review preparation for AP Exams process
 Set monthly meetings to review lesson plans
 Continue observations and present feedback
 Reflect on goals set at the beginning of year/semester
 Help with reviewing for AP exam
 Creating valuable learning lessons post AP exam
 Plan for continued activities and changes for the following year
 Discuss potential professional development opportunities with AP Summer InstituteS
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Works Cited
College Board. AP Central. https://apcentral.collegeboard.com.
Harrison, J; T. Lawson & A. Wortley (2005). Facilitating the professional learning of new
teachers through critical reflection on practice during mentoring meetings. European Journal of Teacher Education, 28(3),
267-292.
Lynch, J.; J. DeRose & G. Kleindienst. (2006). Mentoring New Teachers. Techniques. Online
www.acteonline.org.
Smith, T.M.; & R. M. Ingersoll. (2004). What are the effects of induction and mentoring on
beginning teacher turnover? American Educational Research Journal 41(3): 681 – 714.
Tauer, S. M. (1998). The mentor-protégé relationship and its impact on the experienced teacher.
Teacher and Teacher Education, 14(2) 205-218.
Trabowitz, S. (2004). The Why, How and What of Mentoring. Phi Delta Kappa, September,
59-62.
Vennman, S. (1984). Perceived problems of beginning teachers. Review of Educational
Research, 54(2), 143-178.
Updated 5/30/13
AP/PRE-AP/GT OBSERVATION RUBRIC
TEACHER:
DATE:
SUBJECT:
CAMPUS:
TIME:
STRATEGIES FOR RIGOR AND DIFFERENTIATION:
Inquiry: Costa’s Higher level questioning: Level 1______ Level 2 ______ Level 3________
Socratic Method: Seminar_____
Open-ended discussion
_____ Other _____
Learning Strategies:
Memory Strategies _____ Organizing Strategies _____ Summarizing _____
Collaborative Learning _____
Critical Thinking Skills:
Comparison-contrast _____Cause-effect_____Problem-solution_____ Induction _____
Deduction _____ Abstracting _____ Error Analysis _____ Evaluation _____
Classification _____
Critical Thinking Processes:
Decision making _____ Problem solving _____ Investigation _____ Invention _____
Hypothesis testing _____ Synthesis writing _____
Critical Reading:
Notetaking: Cornell Notes_____ Notes from Overhead_____
Annotation of text_____Summarizing_____
Critical Writing
Analysis_____Synthesis_____Personal narrative_____Creative_____Quickwrite_____
Research and synthesis_____Technology_____
Bloom’s Levels:
Knowledge_____Comprehension _____Application _____Analysis _____
Synthesis _____Evaluation_____
AP Multiple choice questioning_____AP Free Response writing_____
Methodology:
Teacher directed_____Student-centered_____Project-based_____
Independent research study_____Lecture and/or Discussion_____
Levels of Rigor:
Acquisition_____ Application _____ Assimilation _____ Adaptation_____
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43
NOTES/COMMENTS:
Updated 5/30/13
AP ENGLISH IMPLEMENTATION OF AP STRATEGIES AND ASSESSMENTS
AP Curriculum:
In order to maintain the fidelity of rigor and differentiation of an AP English course, AP English Literature and
Composition and AP English Language and Composition will follow the College Board Standards and their
College Board approved AP Syllabus in conjunction with TEKS, as stated in the Texas Essential Knowledge
and Skills 110.83. Advanced Placement English Language and Composition and 110.84 Advanced Placement
English Literature and Composition.
All AP/Pre-AP English courses will embed AP multiple choice practice questions into each unit plan.
All AP/Pre-AP English courses will include at least 2 timed writing assessments each six weeks .
All AP/Pre-AP course syllabi will indicate state TEKS, College Board Standards, and College and
Career Readiness Standards within the Advanced Placement unit lessons and implement the four
stages of rigor.
All AP courses will have the option to incorporate district curriculum into the AP curriculum with the flexibility
to rearrange scope and sequence as needed. All Pre-AP English courses will follow district curriculum
framework and provide differentiation through the implementation of AP strategies to meet the AP College
Board Standards.
AP English IV English Literature and Composition:
1. Follow AP Syllabus in relation to College Board Standards for College Success
a. Embed AP syllabus into district curriculum framework by showing vertical alignment of TEKS,
College Board Standards, and College and Career Readiness Standards (CCRS).
b. Follow AP Syllabus in relation to College Board Standards for College Success and Texas
Essential Knowledge and Skills 110.83.
2. Fall semester: Incorporate AP assessments and timed writings with option to use nine weeks
assessments if it is aligned with AP curriculum.
3. Spring semester: Implement AP Practice Exam; Multiple Choice assessments; Open response timed
writings
AP English III English Language and Composition:
1. Follow AP Syllabus in relation to College Board Standards for College Success
a.
Embed AP syllabus into district curriculum framework by showing vertical alignment of TEKS,
College Board Standards, and College and Career Readiness Standards (CCRS).
b. Follow AP Syllabus in relation to College Board Standards for College Success and Texas
Essential Knowledge and Skills 110.83 in conjunction with C-Scope Framework.
2. Fall semester, 2011: Incorporate AP assessments and timed writings with option to use nine weeks
assessments if appropriately aligned with AP curriculum.
3. Spring semester: Implement AP Practice Exam; Multiple Choice assessments; Open response timed
writings
Pre-AP English:
1. Follow the district district curriculum framework and assessments, using AP strategies, additional AP
multiple choice questions, and open response timed writings.
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44
Summer Reading: All AP and Pre-AP English courses will require a summer reading program that includes an
assignment to complete at the end of the reading. The summer reading choice will come from the College
Board/AP Reading List.
Updated 5/30/13
AP IMPLEMENTATION OF AP STRATEGIES AND ASSESSMENTS
SOCIAL STUDIES GRADES 7 – 12
AP Curriculum:
In order to maintain the level and fidelity of rigor and differentiation of MISD Advanced Placement courses, all
Advanced Placement courses will follow their College Board approved AP Syllabus in conjunction with Texas
state TEKS, as stated in the Texas Essential Knowledge and Skills Subchapter D: AP US History 113.53; AP
US Government 113.57; AP Comparative Government 113.58; AP Microeconomics 118.13; AP
Macroeconomics 118.14; AP Psychology 113.59. Pre-AP World History and PreAP World Geography will
follow the district CSCOPE Framework in conjunction with Texas state TEKS, as stated in the Texas Essential
Knowledge and Skills Subchapter D: World Geography 113.33; World History 113. 34.
All AP course syllabi will indicate state TEKS, College Board Standards, and College and Career Readiness
Standards within the Advanced Placement unit lessons.
All AP courses will include at least 2 timed writing/open response assessments each six weeks.
All AP courses will have the option to incorporate district curriculum into AP curriculum with the flexibility to
re-arrange scope and sequence as needed to meet the AP College Board Standards.
All Pre-AP courses will include at least 1 timed writing/open response assessment each six weeks.
All Pre-AP courses will follow the district curriculum framework and will provide differentiation through the
implementation of AP strategies to meet the AP College Board Standards.
AP US History/ AP US and Comparative Government/ AP Micro-/Macroeconomics:
4. Follow AP Syllabus in relation to College Board Standards for College Success
c. Embed AP syllabus into district curriculum framework by showing vertical alignment of TEKS,
College Board Standards, and College and Career Readiness Standards (CCRS).
d. Follow AP Syllabus in relation to College Board Standards for College Success and Texas
Essential Knowledge and Skills 110.83.
5. Fall semester: Incorporate AP assessments, timed writings, and DBQs with option to use nine weeks
assessments if it is aligned with AP curriculum.
6. Spring semester: Follow AP Syllabus curriculum (with option to continue district curriculum)
Implement AP Practice Exams; Multiple Choice assessments; and other assessments to include timed writings,
DBQ writing throughout the semester.
7. Incorporate AP social studies strategies.
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Pre-AP World History, Pre-AP World Geography, and Junior High Social Studies:
1. Follow district curriculum framework and TEKS with evidence of differentiation for PreAP and GT
students, using AP strategies, additional AP multiple choice type of questions, and open response timed
writings.
2. Assessments: Use district curriculum assessments and AP formatted multiple choice assessments, timed
writings, and DBQ’s.
3. Incorporate AP social studies strategies
Summer Reading:
All AP and Pre-AP ELA/Social Studies courses will include a summer reading program with an assignment to
be completed at the end of the reading. The summer reading choice will come from the
College Board/AP-approved selections.
Updated 5/30/13
AP IMPLEMENTATION OF AP STRATEGIES AND ASSESSMENTS
MATH GRADES 7 – 12
AP Curriculum:
In order to maintain the level and fidelity of rigor and differentiation of MISD Advanced Placement courses, all
Advanced Placement courses will follow their College Board approved AP Syllabus in conjunction with Texas
state TEKS, as stated in the Texas Essential Knowledge and Skills Subchapter D: AP Calculus AB 111.54; AP
Calculus BC 111.55. All Pre-AP courses, including junior high 7th grade Pre-AP Math, Pre-AP Algebra I,
PreAP Algebra II, PreAP Geometry, and PreAP Precalculus will follow the district curriculum in conjunction
with Texas state TEKS, as stated in the Texas Essential Knowledge and Skills Subchapters B and C: Algebra I
111.39, Algebra II 111.40, Geometry 111.41; Precalculus 111.42; and Seventh Grade Mathematics 111.28,
using the 8th grade TEKS.
All AP course syllabi will indicate state TEKS, College Board Standards, and College and Career Readiness
Standards within the Advanced Placement unit lessons.
All AP courses will include practice in at least 2 free response assessments each six weeks and sample AP
multiple choice practice questions.
An important goal of the free-response sections of the AP Calculus Exams is to provide students with
an
opportunity to communicate their knowledge of correct reasoning and methods. Students are required
to show their work to assess the students’ methods and answers. (Source: AP Calculus Course
Description, College Board).
All AP courses will have the option to incorporate district curriculum into AP curriculum with the flexibility to
re-arrange scope and sequence as needed to meet the AP College Board Standards.
All Pre-AP courses will include at least 1 free response section where they show work each six weeks.
All Pre-AP courses will follow the district curriculum and will provide differentiation through the
implementation of AP strategies to meet the AP College Board Standards.
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46
AP Calculus AB, AP Calculus BC:
1. Follow AP Syllabus in relation to College Board Standards for College Success
a. Embed district curriculum into AP syllabus by showing vertical alignment of TEKS, College
Board Standards, and College and Career Readiness Standards (CCRS) for those courses in which
students must take EOC.
b. Follow AP Syllabus in relation to College Board Standards for College Success and Texas Essential
Knowledge and Skills 111. 54 and 111.55.
2. Fall semester: Incorporate AP assessments and free response timed examples, including problems with
and without graphing calculator.
3. Spring semester: Follow AP Syllabus curriculum and implement sample AP Practice Exams;
Multiple Choice assessments; and other assessments to include free response questions and problems with and
without graphing calculator throughout the semester.
4. Incorporate AP social studies strategies.
Pre-AP 7th Math: Follow district curriculum and TEKS with evidence of differentiation for PreAP and GT
students, using AP strategies, additional AP multiple choice type of questions, and free response sections with
and without the use of graphing calculator.
1. Assessments: Use district nine-week assessments and AP formatted multiple choice assessments
free-response timed sections and incorporate AP strategies.
Updated 5/30/13
AP IMPLEMENTATION OF AP STRATEGIES AND ASSESSMENTS
SCIENCE GRADES 7 – 12
AP Curriculum:
In order to maintain the level and fidelity of rigor and differentiation of MISD Advanced Placement courses, all
Advanced Placement courses will follow their College Board approved AP Syllabus in conjunction with Texas
state TEKS, as stated in the Texas Essential Knowledge and Skills Subchapter D: AP Biology 112.62; AP
Chemistry 112.63; AP Physics B 112.64; AP Physics C 112.65; AP Environmental Science 112.66. All Pre-AP
courses, including junior high 7th and 8th grade Pre-AP Science, Pre-AP Biology, PreAP Chemistry, and PreAP
Physics will follow the district CSCOPE Framework in conjunction with Texas state TEKS, as stated in the
Texas Essential Knowledge and Skills Subchapters B and C: Biology 112.34, Chemistry 112.35, Physics
112.39, Seventh Grade Science 112.19 and Eighth Grade Science 112.20.
All AP course syllabi will indicate state TEKS, College Board Standards, and College and Career Readiness
Standards within the Advanced Placement unit lessons.
All AP courses will include practice in at least 2 free response assessments each six weeks and sample AP
multiple choice practice questions.
Teachers are expected to devote 25 percent of instructional time to lab investigations and conduct at
least two investigations per big idea. In conducting lab investigations, students will be encouraged to
engage in the following: (Source: AP Biology Course Description, College Board).
• Generate questions for investigation
• Choose which variables to investigate
• Design and conduct experiments
• Design their own experimental procedures
• Collect, analyze, interpret, and display data
• Determine how to present their conclusions
All AP courses will have the option to incorporate district curriculum into AP curriculum with the flexibility to
re-arrange scope and sequence as needed to meet the AP College Board Standards.
All Pre-AP courses will include at least 1 free response assessment each six weeks.
Page
AP Biology, AP Chemistry, AP Physics C, AP Environmental Science:
1. Follow AP Syllabus in relation to College Board Standards for College Success
a. Embed district curriculum into AP syllabus by showing vertical alignment of TEKS, College
Board Standards, and College and Career Readiness Standards (CCRS) for those courses in which
students must take EOC.
b. Follow AP Syllabus in relation to College Board Standards for College Success and Texas
Essential Knowledge and Skills 110.83.
2. Fall semester: Incorporate AP assessments and free response timed writings, with option to use nine
weeks assessments if it is aligned with AP curriculum.
3. Spring semester: Follow AP Syllabus curriculum and implement sample AP Practice Exams
Implement AP Practice Exams; Multiple Choice assessments; and other assessments to include timed writings,
DBQ writing throughout the semester.
4. Incorporate AP social studies strategies.
47
All Pre-AP courses will follow the district curriculum and will provide differentiation through the
implementation of AP strategies to meet the AP College Board Standards.
Updated 5/30/13
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48
Pre-AP 7th and 8th Grade Science, PreAP Biology,, Pre-AP Chemistry, and PreAP Physics:
4. Follow district curriculum and TEKS with evidence of differentiation for PreAP and GT students, using
AP strategies, additional AP multiple choice type of questions, lab work, and free response timed
writings.
5. Assessments: Use district nine-week assessments and AP formatted multiple choice assessments, freeresponse timed writings.
6. Incorporate AP strategies
Updated 5/30/13
DEVELOPING INSTRUCTIONAL STANDARDS WITH AP VERTICAL TEAMS
WHAT IS AN AP VERTICAL TEAM?

An AP Vertical Team is a group of teachers from different grade levels in a given
discipline who work cooperatively to develop and implement a vertically aligned program
aimed at helping students acquire the academic skills necessary for success in the Advanced
Placement Program.
PRIMARY GOALS:


Improve academic performance for all students by introducing skills and concepts needed
for success in AP and other challenging courses in earlier grades.
Improve performance and participation in the Advanced Placement Program.
TIMELINE:
2007 – 2008:
--Organize AP English, Math, Science, and Social Studies Vertical Team
--Implement open enrollment into the AP/PreAP program
2008 – 2009:
--Develop an Academic Vocabulary Pacing Chart for grades 6 – 12 in the
PreAP/AP program
--Develop an ELA Skills Progression Chart in literary terms, grammar and
Composition
--Develop a standardized Science Lab Report with rubric
--Mandatory requirement for all students enrolled in AP courses to take the AP Exam. MISD will pay
for all AP exams.
2009 – 2010:
--Field test the Academic Vocabulary Pacing Chart
--Develop AP strategies across the content areas
--Writing across the content areas; Composition pacing chart
2010 - 2011: --Develop course outlines, syllabi to align with College Readiness Standards
--Develop and implement an Advanced Placement Summer Reading Program for English and
Social Studies students in grades 8 – 12
2011 – 2012: -- Create comprehensive unit lesson plans that incorporate the four stages of rigor and
demonstrate differentiation
--Revise and implement an Advanced Placement Summer Reading Program for Engilsh and Social
Studies students in grades 8 – 12
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49
2012 – 2013: -- Continue to develop comprehensive unit lesson plans that incorporate the four stages
of rigor and demonstrate differentiation
--Implement an Advanced Placement Summer Reading Program
for Engilsh and Social Studies students in grades 8 – 12
Updated 5/30/13
VERTICAL ALIGNMENT IN ENGLISH/LANGUAGE ARTS






Novel alignment
Literary terms
Summer reading
Major works requirements
Curriculum alignment
Annotation
VERTICAL ALIGNMENT IN SCIENCE: SCIENCE STANDARDS
Common abbreviations and symbols
Latin and Greek roots
Graphing standards
Scientific inquiry methods
Lab reports and lab notebooks
Lab report rubric
Equipment Continuum
2.
Realizing that student understanding and proficiency in the use of lab equipment is
critical to student success on required assessments and to student access to advanced
science courses, the AP Science Vertical Team has established a continuum of
experiences with science lab equipment that is intended to support the development of
student proficiency and understanding of science concepts.
Specific goals of the AP Science Vertical Team include:
a.
Establish grade level expectations and standard experiences for science instruction
6 – 12.
b.
Integrate equipment skills needed for success in science courses including AP
science courses into the curriculum.
c.
This portion of the equipment continuum is designed to emphasize the use of
selected lab tools in the lower grades to support student understanding of their
function and application in the upper grades and courses.
50
1.
Page







Updated 5/30/13
EQUIPMENT CONTINUUM:
 Measure mass with a Balance
Pan balance
Triple beam balance
Digital balance after experience with triple beam balance
Analytical balance PreAP/AP
 Use a Graduated Cylinder/Buret
Rulers/meter sticks
Graduated cylinders
Burets
 Use a Microscope
Scope on a rope (flexcam)
Hand lens
Compound microscope
 Use a pH Meter
Indicators – household/commercial
pH paper
pH meter
 Use Spring Scales
Rulers/meter sticks
Spring scales
PRE-AP SCIENCE STRATEGIES:
 Acquiring data by experimentation and observation
 Recording and manipulating data
 Communicating and sharing results
 Designing experiments
 Developing an understanding of science as a process
VERTICAL ALIGNMENT IN MATHEMATICS: GRAPHING CALCULATOR
CONTINUUM



Identify the calculator skills needed for each math course
Imbed calculator objective into course expectations
Deliberate instruction and skill development
VERTICAL ALIGNMENT IN SOCIAL STUDIES: FOCUS ON SKILLS
PreAP 7th grade Texas History
PreAP 6th grade Social Studies
51
PreAP World History
PreAP World Geography
PreAP 8th grade US History
Page
AP Psychology
AP Government
AP Macroeconomics
AP US History
Updated 5/30/13
SOCIAL STUDIES SKILLS CONTINUUM:
 Thesis development
 Document analysis
 Multiple choice tests
 Note-making
 Vocabulary
 DBQ / FRQ
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CRITICAL VOCABULARY:
 Vocabulary critical to the understanding of the discipline
 Vertically aligned 6 – 12
Critical Vocabulary supported by:
 Content and grade/course specific training on good vocabulary instruction
 Master list of critical vocabulary for grades 6 – 12
 Grade/course specific list of critical vocabulary words in the order in which they are to be
taught along with a description of the words so that all teachers have a common
understanding of how to teach the words
 Glossary of all the critical vocabulary words, the descriptions, and in which grade/course it
is taught
 Grade/course specific list of resources to use when introducing each word
Updated 5/30/13
ESTABLISHING AN INSTRUCTIONAL STANDARD FOR ALL VERTICAL TEAMS:
Student Experiences:
 Timed writings (DBQ, FRQ)
 Thesis writing
 Document analysis
 Essential labs
 Lab reports
 Use of lab equipment
 Novels
 Vocabulary
WHAT TO LOOK FOR IN . . .
AN AP CLASS:
A PRE-AP CLASS:
 AP course content
* MISD PreAP curriculum
 Practice with AP testing format
* Practice with MC and free response
 Periodic timed assessments
testing formats
 Independent reading and
* Periodic timed assessments
Accountability
* Increasing accountability for independent
 Efficient use of instructional time
reading

* PreAP Strategies
VERTICAL TEAM TRAINING INITIATIVES
Pre-AP: Interdisciplinary Strategies for English and Social Studies
Thesis development
Document analysis
Interactive Lecture Book Study
Phasing labs
Multiple Choice Assessment
Summer Reading – Assessing Student Reading
Pre-AP Science Strategies
Vocabulary instruction
Notemaking
Calculator Training
Laying the Foundation
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PROJECTED RESULTS:
 Increased Instructional Leadership
 Improved Student Skills
 Improved Staff Development
 Collaboration / Team Spirit
 Written, Aligned Curriculum
 Common Language
 Student Success
 Impact on Academic Classes
Updated 5/30/13
Advanced Placement Vertical Team Primary Goals

To improve academic performance for all students by introducing college readiness standards,
strategies and concepts needed for success in AP and Pre-AP courses.

To improve performance and participation in Advanced Placement program and on Advanced
Placement exams.
Strategies
Writing: synthesis, analysis, comparison-contrast, timed writing prompts
Inquiry: level two and level three questions
Collaboration: group discussion, Socratic seminar, group projects, peer editing
Reading: annotating text, summary, making notes
Lecture, note making, collaboration, inquiry, writing, discussion, one-on-one sharing, presentations, research,
analysis, synthesis, evaluation, application
English
 Novel alignment (completed)
 Literary academic vocabulary (completed)
 Summer reading
 Major works requirements (research)
 Annotation
 Analytical writing
 Critical reading and thinking
 Timed writings
 AP Multiple choice questions
Science
 Common abbreviations and symbols
 Latin and Greek roots
 Graphing standards
 Scientific inquiry methods
 Lab reports / lab notebooks / rubric (completed)
 Equipment continuum
Math
 Graphing calculator continuum
 Identify claculator skills needed for each math course
 Embed calculator objective into course expectations
 Deliberate instruction and skill development
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54
Social Studies
 Thesis development
 Document analysis
 AP Multiple choice tests and essential questions
 Note making
 Vocabulary alignment(completed)
Updated 5/30/13
Vertical Team Training Initiatives
 PreAP Interdisciplinary Strategies for ELA and Social Studies
 Thesis development
 Analysis – documents
 Interactive lecture book study
 AP Multiple choice assessment
 Summer reading
 PreAP Science strategies
 Vocabulary instruction
 Note making
 Calculator training
 Laying the Foundations
Page
55
Results
 Increased instructional leadership
 Improved student skills
 Improved staff development
 Collaboration / team spirit
 Written aligned curriculum
 Common language
 Student success
 Impact on academic classes
 CollegeBoard consultants / readers
Updated 5/30/13
PROCEDURE FOR SUBMITTING A PROPOSAL FOR WORKS NOT ON THE APPROVED
AP/PRE-AP READING LIST
Advanced Placement Grade Level Reading List Proposals: Secondary Recommended for
Classroom Instruction: Each proposal will include the following overview: title, author, synopsis,
reading level, interest level, key literary elements, recommendations/awards, and the work’s literary
significance. These books are acceptable for teacher assigned reading and direct class instruction.
To Submit for Approval for Works Not On Protected Book List: Teachers may use works that do
not appear on the protected book list. To use a work not on the list, the teacher should submit a
proposal* by completing the following procedure:
1. Write a summary of the book that includes: title, author, synopsis, reading level, interest level,
key elements, recommendations/awards, the work’s significance, and brief unit plan that shows
how the work will be implemented.
2. This summary should be submitted to the principal, subject area supervisor, and the Director of
Advanced Academics for approval prior to using the work. These individuals will confer to
determine approval.
3. Following the instruction of the unit, the teacher will complete an evaluation form, which is
distributed when a proposal is approved. After completing the evaluation form, the teacher will
send it to the Director of Advanced Academics for final approval to add work to the Protected
Book List.
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56
* **NOTE: The teacher must have read the entire work before submitting the proposal.
Updated 5/30/13
Advanced Placement Grade Level Reading List Proposal
Secondary
Teacher’s Name: _____________________________________ Campus__________
Background to Book:
Author: _____________________Title of Work: ______________________________
Publisher:_____________________________ ISBN#:___________
Reading Lexile: ______
Grade Level:______
Interest Level: _________
Key Literary Elements:
Recommendations/Awards:
Work’s Literary Significance:
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57
Brief Summary of Book”:
Updated 5/30/13
ADVANCED PLACEMENT / PRE-AP UNIT PLAN
TEACHER:___________ COURSE:_______________CAMPUS:__________GRADE LEVEL:______
UNITTITLE:_____________________________________________________________________
LEARNING STANDARDS/OBJECTIVES:
Standard:__________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________
Acquisition
Objective(s):
Application
Objective(s):
Assimilation
Objective(s):
Adaptation
Objective(s):
LEARNING MATERIALS:
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58
ACQUISITION:
Organizing Strategies:
__________________________________________________________________________________________
__________________________________________________________________________________________
___________________________________________________________________________
Updated 5/30/13
Direct Instruction:
Guided Practice:
Independent Practice:
Ongoing Assessment:
APPLICATION:
Thinking Skills:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________
Direct Instruction:
Guided Practice:
Independent Practice:
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59
Ongoing Assessment:
Updated 5/30/13
ASSIMILATION:
Thinking Process:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________
Direct Instruction:
Guided Practice:
Independent Practice:
Ongoing Assessment:
ADAPTATION: (if applicable)
Habits of Mind:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________
Direct Instruction:
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Guided Practice:
Independent Practice:
Updated 5/30/13
Ongoing Assessment:
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61
SUMMATIVE
ASSESSMENT_______________________________________________________________________________
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Updated 5/30/13
FORMATIVE ASSESSMENTS
Formative assessments are for learning. Formative assessment is a practice that drives instruction in the classroom. Formative assessments are short,
frequent, and engage every student so that teachers can adjust instruction and students can gage their level of understanding during a lesson. Embedding
formative assessment at strategic points during instruction provides information that teachers can use to identify and respond to problem learning areas.
Instead of calling on two-three students to answer a question, formative assessments involve all students in answering the questions in responding to the
learning.
Formative assessments are aligned with a daily objective to provide evidence by which a teacher can gage how well students are learning the essential
standards. Formative assessment is a process of accumulating information about a student that in turn leads to helping teachers to make instructional
decision that will improve that student’s understanding and achievement levels.
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“If you can both listen to children and accept their answers not as things to just be judged right or wrong but as pieces of information which
may reveal what the child is thinking, you will have taken a giant step toward becoming a master teacher, rather than merely a disseminator of
information.” Easley & Swoyer, 1975
Updated 5/30/13
Elementary Basic Formative Assessments Elementary Formative Assessments with Formative Assessments involving a
Writing
Response Activity
Fact or Fib (students write facts or fibs after a unit of
study, spin on true false)
Fist to Five (Show your understanding on scale 1-5)
Graphic Organizers (Assesses students’ conceptual
understanding)
Interactive Notebook (Reflections, data, vocabulary
activities)
KWL Chart (Chart divided - What I know? What I want
to know? What I learned?)
Response Boards (Dry erase, signs, magnetic boards,
chalkboards – write answer and reveal)
Think Pair Share (Teacher poses questions, students
think, students pair with partner and discusses
responses, share answers with whole class)
Quick Write (Student writes at least 3 minutes on a
topic)
Read Write Pair Share ( Student reads material,
writes in response to reading , engages in partner
conversation, shares with whole class)
Reflection Paragraph (5 minute paragraph using key
vocabulary of the day and reflect on learning)
Request (Students think and record questions while
reading)
Summary Star (One reflection on each point of the
star)
Two Stars & Wish (Peer editing-2 things they like &
1 thing they wish they saw)
Yesterday’s News (Tell what yesterday’s lesson was
& tell about key understandings)
Apple and the Worm (Apple gives the answer,
worm – justifies the answer)
Balloon Pop (Put your question in a
balloon…student pops to get the question)
Beach Ball Review (Vis-a-vis topics on ball –
student catches and responds)
Cash Out (Reflect on read passage –what did
you learn, how did you react, what surprised
you, what idea helped)
Class Quilt (Each student reflects on learning &
ideas are combined on to make quilt)
Cup Signal (Green cup = I understand well,
yellow cup= Slow down a little, red cup = Stop I
am totally lost)
Fact or Fib (students write facts or fibs after a
unit of study, spin on true false)
I Used to Think…But Now I know (Student
compare verbally or in writing ideas from
beginning to end of lesson)
Interest Scale (Post-it scale on a scale 1-10
based on level of understanding)
Paint the Picture (Explain lesson only with
drawing, no words)
Pictionary (Draw vocabulary word without
talking and students guess)
Post It Note Showdown (Slap down the correct
post-it note)
Snowball (Write question or statement on
paper, wad it up, throw it, pick up snowball &
students share)
Vegas Review (Roll the die and come up with
that many things about a given topic)
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Constructive Quizzes (Teacher made curriculum
based assessments)
Exit Slips (As students leave students record-3 things I
learned, 2 interesting things, 1 question, etc.)
Admit Slips (Graphic organizers, stems, questions,
etc. as students enter class)
Chain Notes (Teacher gives statement or question
at the top of the page, student writes a responding
statement then passes the paper to next person)
Closing Thoughts/321 (Summarization 3 big ideas, 2
words to sum up learning, 1 question you have)
Exit Slips (Example - As students leave they record -3
things I learned, 2 interesting things, 1 question)
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Admit Slips (Graphic organizers, question stems,
questions, etc. student complete as they enter class)
Bingo (Old fashioned review game – vocabulary,
concepts, mixed ideas, etc.)
Updated 5/30/13
Secondary Basic Formative Assessments
Secondary Formative Assessments with
Writing
Formative Assessments involving a
Response Activity
Admit Slips (Graphic organizers, stems, questions, etc.)
Admit Slips (Graphic organizers, stems, questions,
etc.)
Chain Notes(Teacher gives statement or question at
the top of the page, student write a responding
statement and passes paper to the next person)
Exit Slips (Example - As students leave they record 3
things I learned, 2 interesting things, 1 question)
Balloon Pop (Teacher puts question in a
balloon…student pops to get the question)
Beach Ball Review (Vis-a-Vis topic on ball –
student catches and determines question)
Exit Slips (As students leave students record 3 things I
learned, 2 interesting things, 1 question)
Fact or Fib (Students write facts or fibs after a unit of
study, spin on true false)
Graphic Organizers (Assesses students’ conceptual
understanding)
KWL Chart (What I know? What I want to know? What I
learned?)
Interactive Notebook (Students record authentic
reflections, data, vocabulary activities, etc.)
Response Boards (dry erase, signs, magnetic boards,
chalkboards – write answer and reveal)
Think Pair Share (Teacher poses questions, student
thinks, student pairs with partner and discusses
responses, share answers with whole class)
Quick Write (Student writes at least 3 minutes on a
topic)
Read Write Pair Share (Student reads material,
write in response to reading, engages in partner
conversation, shares with whole class)
Reflection Paragraph(5 minute paragraph using key
vocabulary of the day and reflect on learning)
Request (Students think and record questions while
reading)
Summary Star (One reflection on each point of the
star)
Yesterday’s News (Student tells what yesterday’s
lesson was and tells about key understandings)
Cash Out (Reflect on read passage –what did
you learn, how did you react, what surprised
you, what idea helped)
Fact or Fib (Students write facts or fibs after a
unit of study, spin on true false)
I Used to Think…But Now I know (Students
compare verbally or in writing ideas from
beginning to end of lesson)
Note on Back – (Students give clues about
sticky note on students back)
Paint the Picture (Explain lesson only with
drawing, no words)
Pictionary (Draw vocabulary word without
talking and students guess)
Picture Reveal (As students answer
questions correctly, teacher reveals parts of a
picture)
Snowballs (Student writes question or
statement on paper, wad it up, throw it, pick
up snowball & students share)
Spot Light (Flashlight on baggie word wall)
Sticky Note Concentration (Words on the
wall covered in post-it notes)
Vegas Review (Roll the dice and come up
with that many things about a given topic)
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Constructive Quizzes (Teacher made curriculum based
assessments)
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Bingo (Old fashioned review game – vocabulary,
concepts, mixed ideas, etc.)
Updated 5/30/13
DESCRIPTIONS OF FORMATIVE ASSESSMENTS:
Admit Slips: As students enter class they are given a sticky note or strip of paper where they write in response to a prompt. Students can write as a pre
assessment or as a summary of yesterday’s learning.
Apple and The Worm: Partner activity to review learning. Apple gives the answer. Worm justifies the answer.
Balloon Pop: Teacher puts problem, vocabulary word, or comprehension question inside a balloon that is inflated. The student gets to pop a balloon and
must answer what is inside.
Bingo: This can be a review game – students take a variety of topics, vocabulary words etc., and place on grid.
Beach Ball Review – Pass the beach ball 5 times across the room. The person who catches the 5th pass will comment on the information covered based on
the prompt closest to his/her right thumb. Teacher uses a Vis-a-Vis pen and writes questions or vocabulary words to go with a lesson.
CASH Out: CASH out requires students to reflect on a reading passage, article or video using four guiding questions:
(1) What did you learn about the topic? (Cognitive)
(2) How did you react to the topic? (Affective)
(3) What surprised you about the topic? (Surprise)
(4) What idea or topic was helpful to you? (Help) - Participants respond individually after the reading the passage or viewing a video, followed by a
timed pair share in which each partner has one minute to share out his or her responses to each question.
Chain Notes: Chain Notes begin with a question printed at the top of a paper. The paper is then circulated from student to student. Each student responds
with one or two sentences related to the question and passes it on to the next student. Upon receiving the previous “chain of responses,” a student adds a
new thought or builds on a prior statement.
These are best used as a check for understanding after students have had sufficient opportunities to explore and learn about the concept addressed by the
question in the note.
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Class Quilt: Each student reflects on learning through an illustration and writing. Pages are hung together as a quilt by glue or string.
Updated 5/30/13
Closing Thoughts: Teacher gives a reflective sentence starter that students use to give a closing thought before leaving the classroom.






One thing I learned today
I wonder
I’m confused about
I believe
One question I have is
I now know
Constructive Quizzes/CBA’s (Teacher made tests/quizzes/ formative assessments): Each week the teacher creates a short quiz that covers the 1-2 TEKS that
were taught in that week. The quizzes usually have between 3-5 questions. The teacher may ask questions that need a short response verses multiple choice.
This gives insight into what the children are thinking. Or the teacher may use multiple choice questions. The results assist in planning for small groups the
following week. If the class did poorly across the board on particular questions, then the teacher will reteach that skill whole group. As a unit progresses, the
quizzes may get longer if the teacher adds one question from the previous week or weeks to the new current assessment of this week’s skills. This keeps all
skills fresh on the student’s minds and gives the data about who “has” it and who needs continued intervention.
Constructive quizzes will not only furnish teachers with feedback on their students, but they serve to help students evaluate their own learning. By using
quizzes to furnish students with immediate feedback, the teacher can quickly determine the status of each student in relation to the learning targets.
Cup Signal – (Stoplight): Red/yellow/green cups: Student each have three cups the colors of stoplights on their desks- one red, one yellow, one green. The
cups go inside one another. The color of the outside cup indicates how well the student is making sense of what is currently being taught. Green means that
the student understands. Yellow means that the student is not sure what he or she is learning. Red means that the student is lost and needs intervention
from the teacher or another student.
Exit Slips: Exit Cards are index cards or sticky notes that students hand to you, deposit in a box, or post on the door as they leave the classroom. On the Exit
Card, your students have written their names and have responded to a question, solved a problem, or summarized their understanding after a particular
learning experience. In a few minutes, the teacher can read the responses sort them into groups (students who have not yet mastered the skill, student who
are ready to apply the skills, students who are ready to go ahead or to go deeper), and use the date to inform the next day’s or, even , that afternoon’s
instruction.
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Feedback provided by the Exit Cards frequently leads to the formation of a needs-based group whose members require re-teaching of the concept in a
different way. It also identifies which of your students do not need to participate in your planned whole group mini-lesson, because they are ready to be
challenged at a greater level of complexity.
Updated 5/30/13
Example of an exit slip3-2-1: This is a summarization technique. List 3-2-1, vertically with stems. The stems are flexible and can be tailored for
any content, example –
3. Big ideas you have learned
2.
1.
Words which sum up your learning
Question you have
Fact or Fib (True or False): Students utilize this to reflect on unit of study, or literature selection.
1.
2.
3.
Students make a list of fact statements from their learning
For each fact, they need to decide if they will write the answer as a fact or fib
Student can fold 5-7 index card or sticky note in half writing their statement on front and answer on inside
Graphic Organizers: A graphic organizer is a “visual representation of knowledge” on a concept or topic. These include items such as Venn diagrams,
word/idea
webs or concept maps, cause/effect charts. Graphic organizers can be used to assess prior knowledge, record learning during a lecture or class reading, or
organize knowledge after learning.
Fist to Five: The teacher tells students that he or she would like to get a sense of how well each of them is understanding a concept or skill by asking every
student to make a fist in front of his or her chest. At the count of three, the students display anywhere from zero to five fingers, keeping their eyes on the
teacher and their hands in front of the chests, (Zero represents a student not understanding at all. One represents minimal understanding. Two represents
some understanding, three represents that the student understands almost everything but could not explain it all to someone else. Four represents that the
student understands everything and could probably explain it to someone else. Five represents that the student understands everything very well and feels
confident about his or her capability of explaining it to someone else.) For example, after giving instructions for a lab activity, teachers might ask for a fist to
five to do a quick check on whether students understand the directions before proceeding with the lab.
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Interactive Notebook- An interactive notebook is where students record notes on a lesson or reading. Students’ writing or drawings provide documentation
of their thinking, which can be used to guide instruction. Activities are teacher-initiated but student directed. Teachers provide the prompts but students
choose from a menu of activities. They can create illustrations, diagrams, flow charts, concept maps, etc. Students also have the opportunity to respond by
writing.
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I Used to Think…But Now I Know: This strategy asks students to compare verbally or in writing their ideas at the beginning of a lesson (instructional
sequence) to the ideas they have after completing the lesson(s). It differs from K-W-L because both parts of the reflection occur after instruction.
Interest Scale: The Interest Scale may be used two ways. It can be used to gauge student understanding of a topic being taught. The technique uses a chart
marked with a scale (1-10) in which students place Post-it notes on a scale of low to high to indicate their level of understanding of a topic being studied.
Students can complete prior to class or a leaving class. Students who place their note on number four or below need re-teaching.
An Interest scale may also be used to gauge student interest in an upcoming topic. Student interest is a strong contributing factor to student learning. This
strategy helps spot particular students or groups of students who may be disengaged and need differentiated strategies for motivating and interesting them
in learning about the topic.
KWL Chart: A chart/student paper is divided into 3 categories. (What I know? What I want to know? What I learned) This strategy is used to not only assess a
student’s prior knowledge before a unit but also can be used as a formative assessment after a day’s lesson or overall unit.
Note on Back: A Post-it note is placed on a student back, students give evidence from text or clues to help student guess what is on the sticky note.
Vocabulary words, character, content ideas, etc.
Paint the Picture: Paint the Picture visually depicts students’ thinking about an idea, for example in science, without using any annotations. This involves
giving students a question and asking them to design a visual representation that reveals their thinking and answers the question. The picture needs to stand
alone without labels and can be used to explain their thinking.
Pictionary: Students illustrate concept/vocabulary words without speaking and partner guesses from the drawing. This can be a partner or group activity.
Picture Reveal: Teacher takes a picture or cartoon and covers it with small sticky notes and places it on the overhead. Students are asked comprehension
questions, asked to explain concepts, define vocabulary, solve math problems, etc. As each student answers a question correctly a sticky note is removed
until students can guess the picture.
Post-it Note Show Down: Students write true, false or fact or fib on post-it note. Teacher or students make a statement and students slap it down as they
answer. First one down and correct wins.
Quick Writes: Given a topic and short time frame, students write everything they know on the topic.
Read Write Pair Share: This is a strategy that can promote content literacy.
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1. Read: Students either read silently, or follow along as the teachers reads aloud.
2. Write: Students quickly write their impressions or reactions to the text, or answer a specific question
3. Pair: Students turn to a partner and talk about what they’ve written
4. Share: The teacher invites large group discussion.
This strategy helps teachers avoid classroom discussion situations where only a few students participate.
Updated 5/30/13
Reflection Paragraph – A reflection paragraph simply asks students to write what they learned in two to four sentences or with short time limits (5 minutes.)
It encourages students to think in complete sentences and in broad schemas. These can be included in interactive notebooks
ReQuest: Students record questions or thinking as they read a specific section.
Response Board – Response cards are index cards, signs, dry-erase boards, magnetic boards, or other items that are simultaneously held up by all students in
class to indicate their response to a question or a problem presented by the teacher. Using response cards, the teacher can easily note the responses of
individual students while teaching the whole group. Additionally, response boards allow for participation by the whole class and not just a few students who
raise their hands to respond.
Snowball: 1. Student writes question or statement on paper, wad it up, and throw it. 2. Students pick up each other’s snowball & students answer/ share.
Spotlight: Teacher prepares a content word wall of baggies. Inside each baggie is a question or vocabulary word that goes with the unit. Teacher or student
shines a flashlight on a baggie student must answer the question or define vocabulary word that is inside the baggie in the spot light. This is serves as a
motivating review.
Summary Star - Star, Webbing, Cluster diagrams are a type of graphic organizer that condense and organize data about multiple traits, fact, or attributes
associated a single topic.
For example, a star diagram can be used to create a graphic display describing all you know about dinosaurs (when they lived, what kinds there were, how big
they were, what they ate, where fossils have been found, etc.) or a graphic display of methods that help your study skills (like taking notes, reading, doing
homework, memorizing, etc.). Another use is a story star, a star diagram used to describe the key points of a story or event, noting the 5 W's: who, when,
where, what, and why
Star diagrams are useful for basic brainstorming about a topic or simply listing all the major traits related to a theme.
Think-Pair-Share: This is a cooperative discussion strategy that allows students to discuss their responses with a peer before sharing with the whole class.
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Two Stars and a Wish: This is a very simple technique for getting started with peer assessment. When any student gives feedback on another student’s
work, he has to provide two things he thinks were good about the work (the two stars) and a suggestion for improvement (the wish). The comments are
written on sticky notes so that if the recipient doesn’t find the feedback helpful, it can easily be removed.
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Think – The teacher engages students’ thinking with a question, prompt, reading, visual or observation. The students should take a few minutes (not seconds)
to think about the questions.
Pair – Using designated partners, students pair up to discuss their respective responses. The compare their thoughts and identify the responses they think are
the best, most intriguing, most convincing, or most unique.
Share – After students talk in pairs for a few moments, the teacher asks pairs to share their thinking with the rest of the class
Vegas Review: Students roll a die and have to come up with the same number of facts about a topic as the number they roll on the dice.
Yesterday’s News: Often used as a Do Now or Admit slip. Students write a paragraph outlining the main concept or ideas they recall from the previous
lesson.
Committee Members:
Jane Rambo
April Paris
Kelli Hamilton
Kim Burnett
Christine Morgan
Kim Elkins
Halston McCalla
jrambo@midlandisd.net
aparis@midlandisd.net
khamilto@midlandisd.net
kimburnett@midlandisd.net
cmorgan@midlandisd.net
kaelkins@midlandisd.net
halston.mccalla@midlandisd.net
Resources on Formative Assessments:
Fisher, Douglas and Frey, Nancy: Checking for Understanding: Formative Assessment Techniques for Your Classroom. ASCD, 2007.
www.nwea.org/.../dylan-wiliam-the-5-formative-assessment-strategies-to-improve-student-learning
Embedded Formative Assessment - Dylan Wiliam - YouTube
www.youtube.com/watch?v=B3HRvFsZHoo
http://www.wordle.net//03%20Formative
daretodifferentiate.wikispaces.com/.../03+-+Formative+Assessment+Strategies.pdf -
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www.livebinders.com/play/play?id=143973 -
Updated 5/30/13
Lesson Plan Self – Reflection and Evaluation Checklist
I.
II.
On a scale of one to five how did this lesson go?
1
2
3
4
5
What problems did I have?
Behavior
Engagement
Understanding
Organization/planning
None
III.
What will I do different for my next lesson?
IV.
What type of assessment did I use?
V.
How did my students perform on the assessment given?
Poor
okay
good
excellent
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Comments:____________________________________________________________________
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Other: ________________
Updated 5/30/13
Team Analysis
I. Identify Students that need additional time and support
II. What areas are students struggling in?
III. Plan for Improvement.
IV. Identify Students that are highly proficient
V. Plan for enrichment and extension of learning for those students.
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VI. Team strategies that are working. How can they be implemented in each of the team
member’s classroom?
Updated 5/30/13