API: How can CT’s help grow our API ? Teaching and Learning Model

Looking Forward… this year Identify Struggling Students Use Formative Assessment Data Ensure that PF AD stay PR AD Target FBB and BB for strategic growth Goal set with “bubble” BASIC Using the Teaching and Learning Model

What do Curricular Teams have to do with all this Departments are at different places on the spectrum of CT. But does it really work? Does it really help us reach students? Does it really increase achievement?

CSTP: 4.5 Modifying instructiona l plans to adjust for student needs

 Analyze Content Standards  Create Measurable Learning Objectives  Post and Communicate Measurable Learning Objectives to Students  Initial Instruction (With Emphasis On)  Student Engagement  Student Centered  Formative Assessment  What was learned?  Why or why not?  Re-Teach Areas of Weakness  Formative Assessment  What was learned?  Why or why not?  Lesson Closure  Re-state Learning Objective  Connect Learning Objective to Past and Future Learning  Celebrate Learning

 Identify and Assemble Curricular Team  Analyze Student CST Data  Analyze Content Standards  Review and Adjust Pacing Guide  Develop/Adjust Common Assessments  Create Common Assessment and Data Analysis Schedule  Team Based Adherence to Common Assessment and Data Analysis Schedule  Team Members Analyze Common Assessment Data (Early Out Wednesdays)  Identify Areas of Strength and Weakness  Re-Teach Areas of Weakness  Re-Assess Areas of Weakness  Celebrate Learning

SJMS Critical Questions  What do we want students to learn?  How are we going to teach them?  How will we know if they have learned it?  What are we going to do if they don’t?

Understanding what sustained growth looks like. Sustained GrowthSporadic Gains/Drops

7 th grade CT What we accomplished:  Began work on common pacing guide  Evaluated what would be the best common assessment to use per unit.  Attended Valley Regional Writing Day, to create common writing instruction. What we began:  A shift from quarterly assessments to common unit assessments. Where we are going:  Common writing strategies  Common writing prompts & rubrics  Common unit assessments  Begin to use assessment data to adapt and drive future instruction. 8 th grade CT What we accomplished:  Educating all students with excellent academic instruction and high quality instruction What we began:  Continuing to create more consistency and continuing to build team capacity Where we are going:  Focus on our curriculum, pacing guides, assessments,  Focus on classroom instruction  Use data to focus on students who are not making gains to close the achievement gap.  Create consistency and collaboration throughout our department.

Department Progress: 7 th ELA

Department Progress: 8 th ELA

7 th grade CT What we accomplished:  Finalized pacing guide for Pre- Algebra classes.  Common assessments for Pre- Algebra classes. What we began:  Developed a method for placing incoming seventh graders into math classes based on the district’s placement matrix. Where we are going:  Create more homogeneous class populations to make sure students are receiving the instruction that fits them the best. 8th grade CT What we accomplished:  Over two dozen common assessments for Algebra classes.  Revised pacing guide for Algebra classes.  Common assessments for Algebra Readiness classes.  Finalized pacing guide for Algebra Readiness classes. What we began:  A collaborative effort to correctly place students in the correct 8th grade math class using recommendations and data.  Put many of the assessments on Edusoft and compared data. Where we are going:  Determine which students are most likely to succeed in Algebra with Clinic/Support classes based off of data and recommendations from three sections this year.

Department Progress: 7 th Math

Department Progress: 8 th Math

7 th grade CT Have created: Common pacing guide for the year Common assessments for all of the chapters/units Common warm-ups using the questions from the assessments (power point) common Science Notebook set up common lessons/labs Working on: improving/refining assessment and warm-ups adding more and/or new hands on life science activities and labs 8 th grade CT Have created: Common pacing guide for the year common assessments for all of the chapters/units common Science Notebook set up common lessons/labs Working on: improving/refining assessment

Department Progress: Science

7 th grade CT What we accomplished:  Developed common assessments for the school year based on the same criteria described for Grade 8. What we began:  Over the summer, some of us met to create a common lesson binder, revise our pacing guides, set up testing windows and dates for data evaluation at department meetings. Where we are going:  We will continue to refine our lesson binders and common assessments and analyzing the assessment data, and implementing our process for re-teaching and re-evaluation, as well as continually revising practices based on our common evaluation of what is and isn’t working. (see 8th grade for more detail) 8 th grade CT What we accomplished:  We refined our existing common guiding questions for each unit as well as our common unit assessments and pacing guide (developed based on the CST Blueprint, Released CST Test Questions, and California Standards.  Focused not only to the content but also on introducing academic language and analysis skills.  Worked together to develop common day-by-day lesson binders for the first half of the year that all can access for strategies to teach standards. What we began:  common day-by-day lesson binders for the second half of the year  Finishing touches on our testing and reflection calendar  Everybody will have the test data ready for discussion and action at department meetings. Where we are going:  Complete Lesson binders for the year.  We are also hammering out our process for re- teaching and re-evaluating students based on the data our initial assessments provide.  Continue to collaboratively reflect and improve upon lessons and assessments.  Looking more closely on what the data suggests about the achievement gap  Exploring methods of engaging students who are detached from the learning process.

Department Progress: History

Raising API: Follow the Teaching and Learning Model Weekly formative assessments Common pacing and instruction in my CT Using Common assessment data to re- teach Set goals with my students Sharing data with student as to how they are progressing towards standards Mapping my pacing and instruction to the CDE Blueprints