Superintendent’s Breakfast

November 18, 2014

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

6JUNE 2014

Mathematics: What Are We Doing?

• Diagnostic Internal Assessments in ES to Target Math Gaps– 3rd grade: Measurement and Computation

(multiplication)– 4th grade: Measurement, Statistics, and number

sense (fraction operations)– 5th grade: Measurement, Statistics, and number

sense (decimals – place value)– 6th grade: Geometry, Algebraic concepts– 7th grade: Algebraic Concepts

• Restructure Math Program Starting Grade 8

6JUNE 2014

Modified Math Program

6JUNE 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

6JUNE 2014

Organizational Goals for 2014-15: Instruction

14

OCTOBER 2014

TASK SAAGEData-driven decision making… continues Scholarship – all metricsSecond 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

Plan – Do – Study - Act

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 StandardsExample of Standard 5.NBT.7

Sample of one of several ways to teach the standard

How Assessment Informs Instruction

ELECTRONIC READ OUT OF SKILLS

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

MeasurementSample 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 7th grade accelerated.

High School: Implemented – Still Reviewing

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

NEXT GENERATION SCIENCE STANDARDS

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.

Elementary Alignment

MS Alignment

grade Q1 Q2 Q3 Q4

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 4th 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

Questions?