Guilderland High School ‘15-’16

2016 MOP Project Summer Institute

Laura ReddingtonDeborah Boyce

About us...Deborah Boyce

Teaching experience: 23 years

Degrees: B.S. Biology, minor in Chemistry

M.S. Ed. in Curriculum & Instruction

Laura Reddington

Teaching experience: 7 years \

Degrees: B.S. Forensic Science & Spanish

M.S. TESOL (Teaching English to Speakers of Other Languages)

District Overview★ ~5,000 students

★ encompasses most of the town of Guilderland and part of the towns of Knox,

New Scotland and Bethlehem (Albany County)

★ Guilderland’s academic program is recognized as one of the best and most

challenging in the Capital District. A rich array of basic goals and outcomes

provides focus for the school's’ efforts.

★ There are five elementary schools- Altamont, Guilderland, Lynnwood, Pine

Bush and Westmere

★ Farnsworth Middle School

★ Guilderland High School

District Mission and Vision

★ To inspire all students to be active lifelong learners, able to achieve their highest potential in a demanding and ever-changing global community.

★ To provide for all a safe and welcoming environment, where students, parents and staff are joined in the pursuit of academic excellence and personal growth. Thus, we shall provide a rich and rigorous education for all learners that, upon graduation, they are poised, capable and ready to meet the developments, challenges and opportunities of their future.

Overview of District Population (K-12)

Elementary (K-5)★ Altamont Elementary School ~300 students

★ Guilderland Elementary School ~ 500 students

★ Lynnwood Elementary School ~ 400 students

★ Pine Bush Elementary School ~500 students

★ Westmere Elementary School ~ 450 students

Middle School (6-8)Farnsworth Middle School ~ 1150

High School (9-12)Guilderland High School ~1600

Overview of Guilderland High School★ ~95% of our graduating seniors go on to college

Schedule: ★ alternate day block scheduling format★ four daily 86-minute periods

Personnel:★ In grades 9-12, more than 165 teachers (including special subject

areas and 2 RNs) and three assistant principals.★ five department supervisors (English & social studies, math &

science, music, world language & ENL and art. ★ director of health, physical education and interscholastic athletics★ 75 support personnel (teacher aides, teaching assistants, monitors,

cafeteria workers, custodians and office staff)

Features of the Guilderland High School Program:

★ more than 300 core courses and electives

★ earn college credit through advanced placement (AP) and and Syracuse University Project Advance (SUPA) courses.

○ Currently, the high school offers five SUPA and twelve AP courses.

★ an emphasis on professional development and curriculum work

★ a strong commitment to both the performing and fine arts

★ a wide range of educational co-curricular and interscholastic athletic programs

Technology available to GHS Students★ Five computer labs

★ Library with computers and chromebooks Ipads for ELLs

★ Laptop carts are available for teachers to sign out to use with their classes ○ (15 computers/cart to sign out to use in their classrooms).

★ Some teachers have “Chromebook” classrooms.

★ Teachers have a computer workstation integrated with an ELMO

projection system.

Technology (con’t)★ Most classrooms have one computer (PC) that can be accessed by students.

★ School Tool (a grading, attendance, and scheduling computer program)

ESOL Overview ★ 256 students

★ 12 ESOL teachers, one administrator

★ Integrated academically and socially into content classes

★ Sheltered instruction: Content ENL○ build background knowledge○ fill gaps○ develop skills

■ note-taking■ researching■ public speaking

○ comfortable and welcoming atmosphere to help build students’ confidence

★ Gradual, scaffolded release into content area classes, while providing the necessary skills to be successful

ELLs at GHS28 Students

10 “active” ELLs (NYSESLAT)

*Revised 2/22/16

◆ 7 Expanding (advanced)◆ 1 Transitioning◆ 1 Emerging (low-intermediate)◆ 1 Entering

❖ The ESOL program changes➢ Exclusively Sheltered ENL instruction → one sheltered ENL class and co-taught classes

❖ 2 High School ENL teachers ➢ co-taught classrooms and one sheltered ENL Content class

■ Biology, Chemistry, Physics, English 9, English 10, English 11, U.S History (2015-2016)

Overview of ESOL at Guilderland High School

Sheltered ENL Co-taught ELA Co-taught

Entering/Emerging(beginner/low intermediate)

Transitioning (intermediate)

Expanding/ Commanding (advanced/proficient)

Co-teaching & Co-Planning- mainly one teach one assist/consultant - Different co-teaching models haven't been able to be applied - part of a planning block every 4 days (schedule)

Planning time: look at materials and concepts ESOL teacher: supplementary materials, study guides, images, models, etc.

Bell Schedule

Typical Student Schedule

Block A Day B Day C Day D Day

1 (7:30-8:56) Science Science PE Science

2 (9:10-10:36) History Study Hall History Study Hall

3 (10:45-12:46) Foreign Language Elective Foreign Language Elective

4 (12:55-2:21) Math English Math English

Block A Day B Day C Day D Day

1 (7:30-8:56) Chemistry-R (co- taught no Reddington)

Chemistry-R (co- taught ESL w/

Reddington)

Chemistry-H (shared w/ McT)

Chemistry-R (co- taught ESL w/

Reddington)

2 (9:10-10:36) Planning Chemistry-H Chemistry-H Chemistry-H

3 (10:45-12:46) LUNCHChemistry-H

Planning Co-Planning with Reddington and McT

Planning

4 (12:55-2:21) Science Learning Center (Duty)

Chemistry-H Science Learning Center (Duty)

Chemistry-H

Teacher Schedule: Chemistry (Boyce) (2015-2016)

Teacher Schedule: ENL (Reddington) (2015-2016)

Block A Day B Day C Day D Day

1 (7:30-8:56) Co- Planning(English 9R)

Chemistry-R (co- taught ENL w/

Boyce)

Co- Planning(English 9R)

Chemistry-R (co- taught ESL w/

Boyce)

2 (9:10-10:36) Biology(co-taught w/ McCluskey)

Physics - (co-taught w/ Eric

Heidinger)

Biology(co-taught w/ McCluskey)

Physics (co-taught w/ Eric

Heidinger)

3 (10:45-12:46) PlanningMcCluskey

(Eric Study Hall 409)

English 9R Co-taught Planning (w/ Boyce)

(Eric Study Hall 409)

English 9R Co-taught

4 (12:55-2:21) ENL Content Planning ENL Content Planning

Overview of Regents ChemistryCourse DescriptionGrades: 10, 11, 12 (40 weeks)Exam: Regents (counts 20% of final grade for course)Offering: Full yearPrerequisites: Regents Biology and student is taking Algebra 2 concurrentlyReading Level: Average/High● This is a preparatory course for those who may take additional science in

college. The major emphasis is on chemical theory, atomic structure, bonding, kinetics and equilibrium, acids and bases, oxidation-reduction and electrochemistry, organic chemistry and nuclear chemistry. A minimum of 20 hours of laboratory work, with satisfactory reports, is required.

Our Students:Student Language/Country

of OriginGrade ENL Level Additional Information

1 Chinese Traditional / Taiwan

11 Commanding II This student came as an 8th grader and spent 2 years in ENL (ESL) classes as a beginner/intermediate. At the end of her 2nd year she tested Commanding (Proficient) on the NYSESLAT. She is highly motivated and now is in honors and AP classes.

2 Bengali / Bangladesh

12 Commanding I This student has been in the United States for 4 years. She tested out of ENL because she passed the NYS English Regents exam last June. She scored Expanding (Advanced) on the 2015 NYSESLAT. She still struggles in classes and presents more like a Transitioning/Expanding (Intermediate/Advanced) level student.

3 Punjabi, Urdu / Pakistan

12 Commanding I This student came as a 10th grader and was at the Advanced level for two years. Last May she tested Commanding (Proficient). She is a very capable student who seems to thrive in all of her classes. She still has some trouble with grammar structures.

TOOLS & TIPS- Shared docs (notes) with students- Google Classroom- Youtube channel Mrs. R's ESL Channel - interest Boards Chemistry and Science Vocabulary- Remind- Pocket Problems/Do Now (Bell Ringers)- Exit ticket- Padlet- Be relatable- Have fun- Know your kids- Don’t make assumptions!! - Student groupings (thoughtful, opportunities to talk)

As a result of our reflection, we incorporated the following strategies/practices:

★ continue to look at the language and content objectives and be thoughtful in instruction. We will continue to develop ways to explain, demonstrate and reinforce information (different examples and ways to make comparisons between everyday life and chemistry).

★ Continue to focus on creating more hands on materials and models (charts), continue to develop more supplemental materials such as review guides and video visual aids

★ continue to provide explicit instruction, scaffolded learning and continue to allow time for individual, partner and group work as well as peer teaching

★ incorporate more inquiry at the start of a unit, ex: eliciting background knowledge and thoughts to make guesses about content and then take their ideas and guide their thinking in a meaningful way tying into the the content they will be learning

The following slides include:

★ Models and Manipulatives

★ Student Work (individual and group generated)

★ Visual Aids (including an infographic on Reaction Rates)

★ Class activities

★ Additional resources

Atomic and Ionic Radius Models

Unit 8 (math of chem) Review Station Activity

Unit 8 Station Worksheet

Unit #5 Chapter 7 (Notes for Students)

Unit #7 Waves and Sound (CH. 14 & 15 → Sound)

Unit #3 Biology Notes

Unit #6 Ecology Notes

Project Rubrics/Feedback

Harlem Renaissance Project

Guided Note Packets are provided for each Unit.Power Point Presentations are posted to Google Classroom and can be referenced at anytime.

Unit 10: Kinetics, Introduction Notes

Unit 10 Kinetics: Power Point

Unit 1: Intro to Chemistry Notes

Unit 1: Intro to Chemistry Power Point

Do Now / Bell Ringer

Prediction Sentence Frame :

I think the______________ (higher/lower) the concentration (factor) the _________________ (faster/slower) the reaction rate.

Qualitative: more/less , faster/slower, higher/lower , increase/decrease

Quantitative: 4 pieces, 35mL,15 degrees

Factor Prediction Observations What conclusions can we make? Relationships?

Concentration

The more/less __________ the faster/slower the rate of the reaction.

As concentration ________________ (increases/decreases) the rate of the reaction ______________ (increases/decreases).

Temperature

Additional Kinetics Resources

Factors Worksheet

Collision theory POGIL

Ted Ed Reaction Rates

Posters made by students in follow up lesson