Goals: Complete skeleton maps and our master trend maps Come to consensus on curricular modifications based on repetitions, scaffolding, and gaps Come up with a plan for developmental levels of skills and concepts Create benchmarks for each grade level
Friday -- AM Step 1 – Look at monthly maps and spreadsheet…make sure your information from your grade is correct Step 2 – make corrections Step 3 – Add skills (standards 1,2, 6, 7)use core curriculum Step 4 – Look at the entire document –D–Delete unneeded repetitions –A–Add concepts not taught or not spiraled
Step 3 Standard 6 – Key Idea 2 Models Read through the KI – brainstorm 1-3 hands-on activities where you use this in each unit Mark on Trend Sheet Ex: K – plant a seed and watch it grow, and label a plant diagram as part of CFA.
Are there Gaps? Look at trends…is there scaffolded learning in trended areas? Are there unneeded Repetitions When the units are taught?? Pre-requisite skills…background knowledge that spirals Step 4 – Look at the entire document Re-visit Maps and Health (Look at and make changes)
Where do we need to make modifications? What SUPPORT do we (and our teachers) need?
Add Skills Add skills from department meetings to Map Now lets look at map again… Secured areas of learning S
1.Mastery/Secure/Extension at what grade(s)? DEVELOPMENTAL LEVELS B Beginning: Students are first exposed to the skill through heavy teacher modeling D Developing: Students have knowledge, begin independent practice S Secure: Students practice skill independently and demonstrate security with skill E Extension: Students are expected to apply skill independently, flexibly, and appropriately, without prompting from teacher. Students are challenged to be reflective about their practice and evaluative of their metacognitive practices in order to reinforce growth