Presentation on theme: "Superintendent’s Breakfast November 18, 2014. Continuing What Has Already Been Presented: PROGRESS REPORT Superintendent Breakfast – March 2014 – June."— Presentation transcript:
Continuing What Has Already Been Presented: PROGRESS REPORT Superintendent Breakfast – March 2014 – June 2014 Open Board Session – October 2014
Building Our Curriculum Current Program Work Analysis of Student Performance Completing ELA/Science Standards Review Mathematics Algebra 1 as the Gateway in American Currucula Revising Offerings Revisiting Curriculum and Assessment in Elementary School Brazilian University Entrance THIN data! Feedback from 2-3 Students: Math and Science Moving to get more IB HL classes (Other AASB Schools) Expectation of Being Able to Take Exam Without a Cursinho Curriculum Analysis and Expectations Back to Elementary and MS 20 MARCH 2014
Mathematics: What Are We Doing? GOALS: – ES Common Assessments – Assure Readiness for Algebra 1 in Grade 8 – Address Issues with Rising Grade 8 – Add I.B. Math Options at Higher Levels 6 JUNE 2014
Mathematics: What Are We Doing? Diagnostic Internal Assessments in ES to Target Math Gaps – 3 rd grade: Measurement and Computation (multiplication) – 4 th grade: Measurement, Statistics, and number sense (fraction operations) – 5 th grade: Measurement, Statistics, and number sense (decimals – place value) – 6 th grade: Geometry, Algebraic concepts – 7 th grade: Algebraic Concepts Restructure Math Program Starting Grade 8 6 JUNE 2014
Science No Internal or External Assessments – Alignment issues What Are We Doing? – GOALS Align ECC-12 Program Develop Coherent Internal Assessment Expand I.B. Offerings from Biology SL to include Options in Chemistry and Physics, at last one HL – NOTE: issues with number of students re: options – Program Evaluation and Development Consultant and Work Plan 6 JUNE 2014
Organizational Goals for 2014-15: Instruction 14 OCTOBER 2014 TASKSAAGE Data-driven decision making… continuesScholarship – all metrics Second Round: Development of assessment structures (common assessments, rubrics, anchor papers) related to Common Core Standards Scholarship – focus math, science, English language Science Curriculum: complete work through MS, evaluation of sequence/offerings HS, honing Common Core/IB offerings, plan for more advanced IB offerings Scholarship – College Acceptance, ENEM Mathematics Program: implementation of new structure, planning for addition of more advanced IB coursework Scholarship – Math, College Acceptance, ENEM Program Evaluation of ECC – developmentally appropriate practice, language/literacy development: using results for development planning Scholarship – English reading and language. Global Citizenship Community Service as a function of Global Citizenship: defining outcomes and using Service as a strategy to reach them Global Citizenship – all metrics
Purpose of this Meeting Provide an Update on Progress in Assessing, Developing and Implementing the Mathematics and Science Programs at PASB
Mathematics: Background/Review Data show: – average performance consistently above average – the proportion of students scoring above average has been dropping – Limited feedback from graduates has been that math portions of Brazilian university entrance exams are much harder for them than the humanities areas It has been very difficult to enter pre-engineering programs in the US/Canada because of weaker math areas
Program Analysis Information Skill mastery at all grade levels needs to be reviewed and missing areas addressed The sequencing of classes offered needs to be revisited PASB needs to push students to perform, providing the tools to be able to reach to higher levels of mathematics
Elementary Math Interventions Adopted and “Unpacked” Common Core Standards Assessment Structures – Internal: a major teacher tool used to develop lesson plans – Gives us ability to look at individual skills – Pearson SuccessNet online benchmark assessments through enVision math aligned to the common core standards.
Common Core Standards Example of Standard 5.NBT.7 Sample of one of several ways to teach the standard
Integration of math and science Measurement and data math standards are being taught and reinforced through science instruction Math standards are being highlighted in science units
Measurement Sample from Science Sample of Data Mass Time
Middle School Algebra 1 Established as the Target Grade 8 Structure Revised and Implemented – Three levels – Leads to modification of grade 9-12 structure as well – Facilitated by Enrollment Growth Grade 7 Modified “On the Fly” Grade 6 in Process: part of this year plan. We are doing curriculum compacting. With the extra time in the year we are hitting targeting skills and preparing for 7 th grade accelerated.
Science Data show: – Limited feedback from graduates has been that physics portions of Brazilian university entrance exams are much harder for them than the humanities areas It has been very difficult to enter pre-engineering programs in the US/Canada because of weaker physics background – Feedback from Teachers has been that Inconsistent assessment within and across levels from issues based in curriculum clarity Performance issues are increased by rapid class size increases with students with more limited English language than in the past
Analysis The science curriculum is disjointed and lacks a coherent, sequential assessment structure. The science program needs to shift to a heavier experiential, problem-solving base with a stronger emphasis on the physical sciences HS Physics appears to be more of an issue than Chemistry, and Biology is strong Math skills impact student ability to handle the physical sciences
Highlights of New Standards Science and Engineering Practices Disciplinary Core Ideas – NOT isolated concepts – interdisciplinary units – opportunity for integration of core science ideas and other subjects see them as interconnecting rather than isolated Integration of Problem-Based Learning Teaches Students to be Scientists Hands-On Science Conduct and Design Experiments Put Education in a Real World Context
Learning Outcomes (unpacked standards) 4-ESS3-2 (Earth Science Standard) Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. Research various man made solutions that reduce impact of Earth’s processes Give examples of manmade preventative measures and their function Compare and contrast different methods for monitoring natural processes. Create a model for a solution to minimize impact from an earth process. Evaluate the best method for monitoring earthquakes, floods, tsunamis, and volcanic eruptions. Compare and contrast the methods for determining and monitoring earthquakes, floods, tsunamis, and volcanic eruptions.
MS Alignment grade Q1Q2Q3Q4 6 Earth: Earth's Place in the Universe Earth: Earth's Systems Physical: Motion and Stability: Forces and Interactions Physcial: Energy 7 Life: From Molecules to Organisms: Structure and Processes Life: Ecosystems: Interactions, Energy, and Dynamics Physical: Energy Physical: Waves and Their Applications in Technologies for Information Transfer 8 Life: Heredity: Inheritance and Variation of Traits Life: Biological Evolution: Unity and Diversity Physical: Matter and Its Interactions Earth: Earth and Human Activity MS-ESS2 Earth's Systems
Assessments Actual application of the to real world problems and solutions EXAMPLE 4 th Grade Assessment Problem-Based Learning – students responsible for their learning – encourages collaboration Allows students to work at their individual levels and be responsible for their own learning
High School Science Target remains to adjust the sequence to increase work in physics, moving from Conceptual Physics to offer/require more advanced lab-based physics We recognize that adjustments in science curricula must align with the math program to assure students have the requisite skills Discussion on how to do this are in progress