WELCOME BACK Department Chair Meeting August 20, 2012 August 20, 2012

PURPOSE  Please share information with the rest of the teachers in your department.

Common Core and Essential Standards Training Professional Development for High School Teachers August 22 & 23, 2012 (8-1)-Triton High School Career/Technical Education Teachers Media Center (Downstairs) SEA System Activity # English Teachers Room 319 (Downstairs) SEA System Activity # Fine Arts Teachers Room 516 (Downstairs) SEA System Activity # Foreign Language Teachers Room 325 (Downstairs) SEA System Activity # Healthful Living Teachers Room 263 (Downstairs) SEA System Activity # Math Teachers Room 768 (Upstairs) SEA System Activity # ROTC/Peer Tutoring/Distance Learning/Homebound/Academic Support Room 814 (Upstairs) SEA System Activity # Science Teachers Room 824 (Upstairs) SEA System Activity # Social Studies Teachers Room 312 (Downstairs) SEA System Activity # Media Coordinators & Tech Facilitators Room 825 (Upstairs)SEA System Activity # 6-776

UPDATES  Scope and Sequence & Pacing Guide Documents STAFF PAGES, CURRICULUM RESOURCES, DISTRICT HIGH SCHOOL RESOURCES  Unit Plans com

NEW ACCOUNTABILITY MODEL ▲ EOG 3-8 Math Δ End of Grade 3-8 Math End of Course ACT Graduation Rates Math Course Rigor WorkKeys Graduation Project Δ End of Course Δ ACT Δ Graduation Rates Δ Math Course Rigor Δ WorkKeys EVAAS Growth School-wide Status Indicators “this year” Progress Indicators “trend over time for groups of students” Growth Indicators “combined individual student’s growth”

READY initiative (New Accountability Model) piloted End of Course tests in Algebra I, English II, and Biology % of students proficient 2. Achievement of Benchmarks in English, Math, Science, Reading, and Writing (ACT in Junior Year) - % of students who score well enough to have a 75% chance of getting a C or higher in their first credit-bearing college course 3. 4 and 5 year Cohort Graduation Rate 4-year: % of students who were freshmen in who graduated in year: % of students who were freshmen in who graduated by Graduates Passing Algebra II 5. Future-Ready Core Completion - % of graduates who pass higher level math classes 6. Work Keys - % of graduates achieving the Silver Level on the three Work Keys assessments 7. Graduation Project

Assessment Time Line For School Accountability Test on New State Developed Math 3-8 ELA 3-8 English II Alg I/Int I Biology Science 5 & 8 ACT SMARTER Balanced Math 3-8* ELA 3-8* 11 th Grade Math* 11 th Grade ELA* In Development SBE Decision * implementation of SMARTER assessments contingent upon board approval of assessments to replace the State-developed ELA and Math assessments. SBE Decision

SPECIFICATIONS FOR NEW EOCS  Look in your folder. If you are a department chair for English, Math, or Science, you will see specifications for courses which have EOCs.  CLASSSCAPE Benchmarks have been created for each six weeks for English II, Algebra I, and Biology. You have a copy of the names of these benchmarks for teachers at your school so they will know what should be given each six-weeks.

Content Specification Literacy Grade 3Grade 4Grade 5Grade 6Grade 7Grade 8Eng II Reading for Literature 32–37%30–34%36–40%32–36%34–38%31–35%30–34% Reading for Information 41–45%45–49%37-41%41–45% 42–46%32–38% WritingNA 14–18% Language20–24%19–21%21–25% 19–23%20–24%14–18% Reading Foundations and Speaking and Listening Skills will not be assessed on the and assessment. SMARTER Balanced does plan to assess both of the above in *Field testing can influence the weighting slightly

English II Multiple-Choice Item Moonrise by Jenette Purcell City night sky gives itself to me again when I have so little left to receive it. I am dark, crumbling and you are rivers and trees away searching your own night sky for a sign. The strong gates of your heart are wide open to me always, but, if only. So I wait, as seasons before, decades before, fathers and mothers before me still inside watch and listen. Suddenly, bamboo, bones, fiber, fences, water, glistening koi, * all the tiny rooms, paths and places I hold your memories relax in audible, reverent wonder at the fullness forming on this horizon’s edge. * koi: colorful fish that symbolize love and friendship Which line from the poem describes the speaker’s feelings about loving someone? “when I have so little left to receive it” “are wide open to me always, but” “paths and places I hold your memories “at the fullness forming” DOK: Skill/Concept Standard: Reading for Literature (RL.1) Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

English II Constructed-Response Item Moonrise by Jenette Purcell City night sky gives itself to me again when I have so little left to receive it. I am dark, crumbling and you are rivers and trees away searching your own night sky for a sign. The strong gates of your heart are wide open to me always, but, if only. So I wait, as seasons before, decades before, fathers and mothers before me still inside watch and listen. Suddenly, bamboo, bones, fiber, fences, water, glistening koi, * all the tiny rooms, paths and places I hold your memories relax in audible, reverent wonder at the fullness forming on this horizon’s edge. * koi: colorful fish that symbolize love and friendship In Moonrise, explain how the theme is developed throughout the poem. Use specific details to support your answer. DOK: Strategic Thinking Standard: Reading for Literature (RL.2) Key Ideas and Details: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Content Specification Math Algebra I/Integrated I Number and Quantity30–35% Algebra5–10% Functions20–25% Geometry22–27% Statistics and Probability10–15%

Getting Ready Item Types Review New Item Types, Items and Released Forms Where do I go to do that? Released Forms Coming in Fall of 2012 Tutorial of New Assessments

Getting Ready New Item Types and Items Constructed-Response and Technology-Enhanced Items Mathematics: gridded response items o Grades 5-8 and Math I (Algebra I/Integrated I) Calculator Inactive: Grades 3-8 and Math I (Algebra I/Integrated I) o One-third to one-half of grades 3-8 o One-third of Math I (Algebra I/Integrated I) English II: short constructed response, technology- enhanced and multiple choice

Math I Constructed Response Item Calculator: Inactive DOK: Skill/Concept Domain: Interpreting Functions Standard: F.IF.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. The daily profit, P, of a business that sells x units of a product each day is given by the function P = – 2x x + 3,000. The number of units sold on Tuesday was 10 less than the number needed for maximum possible profit. What is the difference between the actual profit on Tuesday and the maximum possible profit? Enter your response here: Only 0, 1, 2, 3, 4, 5, 6, 7, 8, 9,., -, and / are allowed.

Measures of Student Learning  Measures of Student Learning are being designed for non- tested subjects for district use to populate Standard 6 in the teacher evaluation instrument.

WE ARE IN THIS TOGETHER!  Please let me know if there is anything I can do to support you this year!  Allison Castle, Secondary Director 