ACORN High School for Social Justice

Technology

1. Putting our students first—They are digital learners, therefore, we have to become digital teachers.

2. Technology does not replace the teacher but rather is a tool to increase the effectiveness of instruction, increasing student learning and achievement.

3. Technology increases the efficiency of communication among all stake holders at the school level.

4. Technology makes collaboration easier. 5. Technology makes the job easier by

providing the structure to organize lessons and presentation in the classrooms.

Vision for Technology Integration

6. Provides for easy differentiation of instruction and

faster availability of data from online assessments.

7. Use of various forms of Technology in the classroom

creates a 21st Century classroom environment. 8. Routine use of computers in the classroom by all teachers by June 2008.9. Routine use of computers in the classroom by all students by June 200910. Routine use of computers by our students’

parents by June 2010. 11. All stakeholders at our school can learn to use technology.

Vision for Technology Integration

1. No systems in place to support digital learners2. All computers were broken whether they were

in classrooms, in the library or in computer labs

3. No technical assistance available 4. Laptops were given only the teachers who

were proficient in the use of computers and would use them primarily for planning purposes

5. No use of technology for communication—no email, websites, teacher WebPages, etc.

What we found on 2/1/08

6. Obsolete smart boards 7. No equipment for incorporating technology

during lesson implementation such as LCD

projectors, Elmos, etc. 8. No focused professional development for

teachers in the use of technology for educational purposes.

9. No student access to computer labs after school.

What we found on 2/1/08

Action Plan1. Fix all computers ASAP—Completed in two

weeks2. Give all teachers laptops whether they know to

use them or not. 3. Discuss expectations around technology use for collaboration, communication and educational purposes at faculty conference. 4. Conduct technology survey of teachers to determine level of expertise.5. Identify expert teachers—Model Technology Teachers who would provide professional development to their colleagues, one in each

subject area.

Action Plan6. Determine the professional development

needs of all teachers in the area of technology

7. Provide technology Professional Development during common planning on Wednesdays and after school.

8. Purchase equipment such as smart boards, laptops, Elmos, LCD projectors, etc.

9. Identify expert students—Model Technology Students who provide technical assistance to teachers through an in school help desk

10. Communicate primarily using email.

Action Plan11. Develop teacher WebPages on NYLearns. 12. Purchase software for use by both

teachers and students13. Create an environment for peer support

to increase collaboration. 14. Television Production and Music

Recording Studio up and running by September 2008.

Making the Case for Routine Use of Technology in the Classroom

Instructional Plan Curriculum/Curriculum

Outlines—Scope/Sequence/Pacing based on the standards and assessments. (Must be posted on classroom door and inside of classroom and distributed to students).

Unit Plans/Weekly Planners---Developed using Understanding By Design (Must be posted on classroom door and inside of classroom) containing daily aims to be taught. If the course ends in a Regent exam, start planning the units from the exams. State and Regent exams are based on the learning and performance standards in the various subjects. Know what is being tested and emphasize that in your plans.

Lesson Plans---Developed using Recommended Templates

Instructional Delivery via the Workshop Model (Agendas, Mini-Lessons, Independent Work Period, Share, Active Charting and Displays, Word Walls including definitions, Daily Homework Assignments). Process charts should be posted in the classroom as well. Agendas and mini-lessons can be on power point presentations. Incorporate appropriate instructional strategies.

Student Engagement through appropriate Questions and Discussions and Reading and Writing in all classes.

Effort Based Learning/Student Responsibility---Using Rubrics to make student work better. Student Work displayed on Bulletin Boards within and outside of classrooms. Using rubrics to improve Student Notebooks, Writer’s Notebooks, Reader’s Notebooks, Journals and Portfolios. Using Resources such as Classroom Libraries and Calculators.

Assessment tied to Curriculum including ongoing or formative assessments, periodic assessments and summative assessments. Review of Student Work.

Immersion in the Social Justice and Technology Themes

Field Trips to Apply and/or Deepen learning preferably taking place after school and on weekends.

Use of Technology both by teachers and students to make teaching more effective and learning more efficient.

Making the Case for Routine Use of Technology in the Classroom

Provision of Targeted Interventions to Support Learning such as Special Education classes, SETSS, Speech, Prep Classes, ESL classes, etc.

Evidence of the Principles of Learning in all classrooms and all lessons.

Classroom Management: Use of Late Log, Limiting Use of Classroom Passes, Monitoring Student Attendance and Lateness.

Thematic/Interdisciplinary Units to make Connections among subjects and grades and to build Community.

Use of Data to improve teaching and learning.

Making the case for routine use of technology in the classroom

Experiential Learning Continuum

Amount of Retention20% 30% 50% 70% 90%

-Lecture -Audiotape- Books- Articles

-Pictures- Graphs- Direct Observation

-Films- Slides- Overheads- Video- Demos

-Discussion- Q & A- Compare- Opinion- Brainstorm- Evaluate- Case Studies- Define Terms

- Role Playing- Games- Simulation- Application- Team Events- Trial & Error

1. We have purchased seven smart boards, 20 Elmos, 20 LCD projectors

2. We have purchased two carts with 34 laptops each using SINI funds

3. We have trained all teachers to use Microsoft Office---Word and PowerPoint and development of their websites.

4. We have purchased software that teachers have been trained to use and are using them with their students.

5. Teachers have developed WebPages. 6. Teachers have been trained to use Scantron,

Acuity, ARIS, etc. 7. We have created a support environment for

teachers to take risks in using new technologies. 8. We have five Inquiry Teams that use various

technologies , item analyses to analyses student data to better inform instructional decisions.

Implementation

1. Microsoft Office2. Castle Learning—Regent Exam Preparation3. Renzulli—Differentiation of Instruction

according to student interests4. Achieve3000---Differentiation of Instruction

according to student reading levels5. TurnItIn.com---Essay submission/Plagiarism

identifier6. TurningPoint.com with clickers7. TI Navigator---Math 8. Tabula Digita—Algebra Game9. Smart Labs---Virtual Science Labs10. Plato for Credit Recovery 11. Web 2.0 technologies12. Science Edugame

Software in Routine Use

this program differentiates texts across the curriculum based on students reading levels.

provides credit recovery courses for students who have taken and failed theirregular high school classes.

this software program is used to help students practice for the regent examinations.

this program differentiates the curriculum in all

subject areas according to students interests and strengths, learning styles and expression modes. It makes the teacher's work to differentiate a particular lesson easier and it helps students maximize their learning of that lesson because they will learn in the way in which they can learn.  Also, please be aware that Renzulli is just part of the differentiation puzzle, teachers play the major role. Differentiation involves differentiation of the content (knowledge), instructional styles (pedagogy), the classroom (management/organization) and the products.

Tabula Digita: 

this program is an integrated algebra game.    an electronic grading book for all teachers and students/parents.  

the primary software used in the I-Careers classes.  

primarily for document creation and presentations by both teachers and students. SCANTRON a diagnostic assessment used to let us know where our students are and what deficits we need to address to bring them up to grade level.  

 

is formative and predictive assessment. It gives information about the progress students are making towards success on the ELA and Mathematics Regent's examinations. Both students and teachers can use the information from this assessment as a guide to what they need to learn or teach before the next administration of the regent's examination in order to be successful.

 

is a place where teachers and parents can get information about their students' past and current academic performance in the NYC public school system in addition to biographical and targeted intervention ( ESL,

SCIENCE EDU GAME

COMPUTER PODS

ELMO

RENZULLI LEARNING

CASTLE LEARNING

ACORN High School for Social JusticeSCIENCE Department

CHEMISTRY - Midterm Exam November 18, 2008Ms. Fajardo - Item Analysis

0

10

20

30

40

50

60

70

80

90

100

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Question Number

Per

cent

(%) o

f Stu

dent

s w

ith C

orre

ct

Res

pons

e

Curriculum Outline from Ms. Fajardo SCIENCE DEPARTMENT

LIVING ENVIRONMENT CURRICULUM MAP AND UNIT AIMS UNIT 1: SCIENTIFIC INQUIRY * 12 days Science Performance Standards: S5 a. Frames questions to distinguish cause and effect; identifies or controls variablesS5b. Uses concepts of physical Science, Life Science, Earth and

Space Sciences, and Scientific Connections and applications, to

explain a variety of observations and phenomenaS5d. Proposes, recognizes, analyzes, and critiques alternative explanations and distinguishes between facts and opinionsS5e. Identifies problems, proposes and implements solutions and accuracy, design, and outcomes of investigationsS5f. Works individually and in teams to collect and share

information an ideasS6a. Uses technology and tools to observe and measure objects, organisms, and phenomena, directly, indirectly, and remotely,

with appropriate consideration of accuracy and precision.S6b. Records and stores data using a variety of formats.S6c. Collects and analyzes data using concepts and techniques in Mathematics

Curriculum Outline from Ms. Fajardo

CONTENT Aim

1.1 Introduction to Biology

How does studying biology affect you and the society?

1.2.The Scientific Method

* 2 sessions

How do we use scientific method in designing and interpreting a controlled experiment?

2.3 Classification System How are organisms classified?

2.4 Dichotomous Key How do we use dichotomous key in classifying and identifying organisms?

1.3 Constructing, Analyzing and Interpreting Graphs

* 2 sessions

How do we construct, analyze and interpret graphs?

1.4 Lab no 1. Lab Safety How do we work and follow safety rules in the science lab?

1.5 Parts and Functions of a Microscope

How do we identify and describe parts of the microscope?

1.6. Lab: Use of the Microscope

How do we properly use and operate parts of the microscope?

1.7 Regents Lab: Making Connections

Parts 1-3 * 2 sessions

How do we relate pulse rate and heart rate to rate of physical activities?

How does muscle fatigue affect muscle performance?

1.8 LAB: Designing Controlled

Experiment * 2 sessions

How can use the steps in a scientific method in designing and conducting a controlled experiment?

Weekly Planner from Ms. FajardoLIVING ENVIRONMENT

Week of May 18, 2009   Unit: GENETICS AND BIOTECHNOLOGY  Teacher: Ms. Fajardo

  Monday Tuesday Wednesday Thursday Friday

LESSON

Biotechnology Genetic Engineering

Relationships andBiodiversity Lab

UNIT TEST REVIEWGenetics

QUIZ # 1: GENETICS

AIM How do we identifyand describe thetechniques used inbiotechnology?

How do we describe

genetic engineering

and it’s used in thefield of medicine?

How do we gather andanalyze evidences to

proverelationships of Botanacurus to species XYZ?

How do we review onGenetics using the SCIENCE EDU GAME?

How do we asses

our knowledge on

genetics?

OBJECTIVES

Define biotechnology

Distinguish between

inbreeding and out breeding

Illustrate the steps in

cloning process.

Explain the advantages

and disadvantages of

cloning.

Brainstorm genetic engineering using circle map.

Illustrate the steps used in modifying genes of

organisms.

Explain the use of genetic

engineering in

medicine andagriculture.

Observe and compare structural and

molecular characteristics of

botana curus to species X,Y &

Z.

Formulate hypothesis based

on the evidences.

Analyze evidences and interpret experimental results.

Collaborate and discuss

review questions and answers.

Assign task to eachmember of the team. Read aloud review questions.

Actively participate &follow science edu

game rules.

Answer and discuss

review questions.

Read and analyze

test questions

Use and apply test

taking strategies.

VOCABU

LARYWORDS

Breeding, selective breeding,

inbreeding, hybridization,

cloning, genotype,

phenoype

Genetic engineering,

recombinant DNA, Genes, cell

division, vector, insulin, asexual

reproduction, enzymes.

Curol, enzyme M, gel electrophoresis,

hypothesis ,banding pattern,

proteintranslation, hypotesis

Enzymes, insulin, asexual. Sexual,

genes, DNA, protein

synthesis, cloning, hormones,

cross over, linkage,

mutation.

Pea plants, recessive traits, dominant traits, hybrid, homozygous

traits.

HOMEWORK

Answer castle learning

assignment # 20: Biotechnology

Married couples should

be allowed to choose

the genetic traits of

their child like eye color, sex etc. Evaluate this statement by

agreeing or disagreeing with

it. Justify your

answer.

Answer castle learning assignment #

21:Genetics

ASSIGNMENT SHEET:Answer Part B-1 L.E.Regent Questions

Answer Renzulli Learning Assignment: Gel Electrophoresis Simulated Lab

The Workshop Model on PowerPoint

1. All teachers are expected to implement their lessons using the workshop model. 2. They post their agendas on each slide so late students can catch up. 3. They actively chart. 4. They printout their presentations and post in

their classrooms. 5. They post their presentations on their

WebPages.

Arrange the followingstructures from largest to smallest. chromosome ________ nucleus ________ genes ________

nucleus

chromosomes

genes

TOPIC: SIMULATED LAB: DNA EXTRACTIONAIM : How do we extract DNA from living things?

AGENDA 05/18/09DO NOW: • Arranging structures involve in inheritance of traits

MINI LESSON: • discussing log in instructions on Renzulli learning• following online lab instructions•Answering lab guide questions. ACTIVITY:• simulated lab on Renzullilearning.com

REFLECTIONHOMEWORK

DO NOW ( 5-10 mins )

Rubric for NYlearns Teacher Website

Item and Points 0 points 1 point 2 points

Overall Layoutdesigncreativitywelcome address

The layout offers little appeal to potential visitors.

The layout offers an attractive appeal to potential visitors.

The layout is very exciting and attractive to potential visitors.

ContentCourse descriptionScope and sequenceWeekly planners/ calendar of activitiesPowerpoint lessonsHomeworkUseful websites/internet linksStudents of the month

Information is incomplete and unorganized.

Information is mostly complete and is organized to some extent.

Information is complete and well organized.

Language Many grammatical errors.  Language is uninteresting.

There are few grammatical errors.  Descriptive language is used.

There are very few or no grammatical errors.  Language is very descriptive.

Use of Technologyinternet linksvideosregents prep websites ( castlelearning)

Few or no images, internet links and resources are included.  Images and links used are out of context.

An adequate number of images, internet links and resources are used and clearly relate to the text.

Full use of images, internet links and resources without overdoing it and fully support  and compliment the written text.

Mechanics Sources of information and images are not documented.

Some sources of information and images are documented.

All sources of information and images are well documented.

TOTAL POINTS            10

For School Year 2009-2010

1. Purchase laptop cart with laptops for each teacher.

2. Purchase SmartBoards and LCD Television sets for all classroom.

3. Pilot of 1:1 computing with AVID students.

4. Parent data lab.5. Parent workshops in the use of all

technology resources available to them to support their children’s achievement.

For School Year 2009-2010

1. New website www.acornsojo.com with advanced features in development such as password protected intranet for staff, blogs, wikis, videos of lessons and presentations, curriculum outlines and weekly plans posted, etc.

2. New data analysis and reporting system—Dedealus at www.acornsojo.net

3. Text alerts for parents to improve communication.

4. Submitted grant for increasing collaboration through ARIS Connect.

5. Distance learning connecting classrooms within the school and to AVID classrooms worldwide.

6. Competitive academic games.