4.7.2014.Science+PD+Meeting

Professional Learning Communities 2013-2014 Team Planning Guide School: _ Team:

Instructional Strategies, Curriculum Mapping --Common extension plans & strategies || **Other Potential Meeting Items/Work:** Best practices, Benchmark review/planning, Technology integration, Review of Action Plans/SMART Goals, Mission/Vision statement alignment, Reflection on “problem of practice”, Lexile level differentiation, Common Core integration, Target student interventions ||
 * April || **Targeted Work:**
 * What do we expect students to learn?**
 * --**Unit Planning: Power Standards, Curriculum Alignment, Pacing,
 * How will we know if they learn it?**
 * --**Formative Assessment, Scoring Guides, Common Scoring Practices, Data Analysis
 * What will we do when they don’t learn?**
 * --**Common intervention plans & strategies
 * How will we extend their learning?**
 * Date: April 1- April 4//– Targeted Work//

//Patch up ALLI process and refined Domain 4 work// //Hash out pricing and organization of needed resources for Science Fair// ||
 * Date: April 7 - April //11 – Targeted Work://

//Project Planning and resource organization// //UC Course syllabus// //Examine Differentiation Tools - Grouping Timeline// ||
 * Date: April 14 - April 18 //– Targeted Work://

//**SPRING BREAK**// ||
 * Date: April 21 - April //25 –Targeted Work://

//Talk about Mrs. Kelley's Differentiation Observation// //Set up science fair// //Students develop digital project plans and upload to internets// //Set date and plan to inform community/professionals about event// || Potential PD Agenda Items 4/21
 * Not ||
 * Not ||

· Turning Data into Actionable Information (30 min):

1. Review the “Use It” section of this document. This is where you set your SMART Goals and developed an action plan during the beginning of the year. (Red-Content Area Goal (Science), Blue-Subject Area Goal (Biology), Green-Standard Improvement Goal or (Cluster), and Orange-Target Group Goal (ie SPED, ELL, etc.)

2. Read the directions on the “Review It” section of this document.

3. For each goal that applies (this depends on what your students have been assessed on thus far) answer the applicable questions. You may need to use data from BM1-BM3 and BM1-BM3 PLC Data Analysis and Goal Setting documents. Then in the box on this page assess your progress on each applicable goal for “Formative Review 3”.

4. If there are needed revisions to the goals make these changes in the section that states “Revisions”.

5. Submit this document to your content administrator by 4/11/14.

· Simon Tech Planning Tool (30 min):

1. Review the pdf. titled the “4 Driving Questions”. Remember this framework and your goals as you complete the Planning Tool.

2. Complete the Planning Tool and map out the targeted work you will do each week from April 1st-May 2nd.

3. Submit this document to your content administrator by 4/11/14.

· Global Content Benchmark Performance

1. How are we doing overall as a dept.?

2. Were there common performance areas of strength/struggle throughout the courses in your content area?

3. How can each course support common areas of struggle (test-taking strategies, common misconceptions, gaps in skills, etc.)?

4. Development of common content area test-taking strategies based on areas of struggle.

· Differentiated Re-teaching Strategies

1. Discuss/develop best-practices for providing differentiated re-teaching opportunities.

· Standards-Based Grading Policies

1. Examine current grading policies and assess their alignment with standards-based grading (O’Connor article).

2. Discuss policies and best-practices to end the year with and also for next year.

Top of Form ** Project Plan ** // Project plans should be done BEFORE you start your project. //  1. What is the purpose of the project?
 * __Simon Tech Science Fair Projects:__**

Students will use 21st century digital tools to demonstrate mastery of content standards that are presented in the Annual Schoolwide SimonTech Science Fair. The project will look at an issue related to student interests and current events, and will deal with how science approaches culturally relevant content.

2. Who will use or look at your project?

3. GATHER: How will you find the information, hardware, and/or software needed for your project?

4. ORGANIZE: In what ways will you use technology to organize the materials that you will gather? How will this help you in completing the project?

5. CONSTRUCT: What software, hardware, and/or online tools will you use to construct your project? If you don’t know, how will you find and decide what you will need?

6. SHARE: What technologies and online resources will you use to share your project with your intended audience?

7. How will you make this project interesting and creative?

8. Will there be a team of students working on this same project with you?

Yes

No

If Yes, then who will be on the team?

9. Will you need to collect data and report the results for your project?

Yes

No

If Yes, please explain

10. Will your project require a model or simulation of a real world system?

Yes

No

If Yes, please explain

11. Will you be using technology communication tools (e.g. forums, blogs, chat, email) to engage with learners from other countries?

Yes

No

If Yes, how will you work with them to learn about other cultures and/or topics of global concern?

Bottom of Form

1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities.

2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems.

3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results.

4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions.

5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship.

6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies. I verify to the best of my ability that the above assessment accurately reflects the qualities of this project. You can not check this unless at least one ISTE NETS indicator has been met. This project is at such a high standard that I recommend it as a Showcase project. You can not check this if the project has not been approved, the student hasn’t granted permission, or no links or files were included with the project. For more information see Project Showcase Criteria at the bottom of the Project Planning and Assessment Resources Section of the Toolkitin the Learn section