Arts and Humanities-Demonstrator 1-A- and 2-C and 2-E: Curriculum and Instruction

Arts and Humanities

Curriculum and Instruction

Demonstrator 1: Student Access:  All students should have equitable access to high quality curriculum and instruction.

A: Access is provided for all through intentionally scheduling time within the instructional day for a balanced program of creating, performing and responding to the arts in each of the four arts disciplines (dance, drama, music and visual arts.)  

C: The school curriculum provides opportunities for integration as natural cross curricular connections are made between the arts and other content areas. 

E: The school arts curriculum is revised using multiple indicators such as formative and summative assessments, arts organization performance assessments from sanctioned events, or other student needs. 

As part of the program of Arts in the US History classroom, I provide students many opportunities to use art in a variety of ways in the classroom.  Today, students were able to create artwork for the veterans to be sent in with letters that were written. Students were given the option of using the artwork for the school art competition for the Veterans Day Ceremony. Although the students were given the option, none of them chose to complete the pieces they drew for me.  There were a few who are also enrolled in art class who developed a another piece to use. 

Practical Living and Career Studies-Guest Speaker in Psychology-Demonstrator 4-C and 4-F

Practical Living and Vocational Studies

Curriculum and Instruction

Demonstrator 4: Career Education: Students have equitable access to high quality, rigorous career education curriculum.

C: Career education curriculum is designed to meet the needs of business and industry, which includes the employment, needs of the local work force, as well as job outlook and/or sector strategy data. At the high school level, business and industry partners serve on advisory committees for career education programs.

F: Information about careers is routinely integrated into the total curriculum.

As part of the ongoing learning that takes place in Psychology Class, I invite guest speakers who are trained therapists, psychologists, counselors and such to speak to the students about the job outlook as well as where and how to receive the help they need. On November 10, 2014, I invited Melissa Dixon who is a soon to be graduate in the field of Social Work/Counseling.  She spoke to the students about job outlook, counseling services available and her personal struggles with Depression.  She spike to the students, provided handouts and answered lots of questions. 

Writing 2-B and 2-D-Curriculum and Instruction-Letters to Veterans, Evidence of Communication,Peer eview and Feedback

Curriculum and Instruction-Writing 2-B

Demonstrator 2: Aligned and Rigorous Curriculum: An aligned and rigorous curriculum provides access to a common academic core for all students as defined by state standards. 

B: Curriculum integrates the strands of literacy (reading, writing, speaking, listening and language use) across content areas to explicitly instruct and develop communication skills. 

D: Communications portfolio demonstrates student interests and the integration of writing and communication skill across the content areas and over time.


and for 

 Expectations for Student Learning 

Demonstrator 2. Teachers communicate consistently high expectations and use common standards for student learning in writing.

 Students know and understand expectations for their work and receive/provide feedback using standards specific language.

Students were given an opportunity to be a part of Operation Gratitude in US History. With that, they chose to write a letter to a veteran with an option for artwork as well.  Below is evidence of letters being written.  You will also find evidence of peer reviews not once but twice and then a final review by me. Student work on this over the course of the month of November with final drafts due by November 25. Evidence includes pictures of peer reviews in writing using a scoring guide, a video of peer review and feedback.  

The opportunity offered is posted on www.operationgratitude.com

Writing Evidence for Administrative/Leadership Support and Monitoring Dem. 2-A

Writing Evidence for Administrative/Leadership Support and Monitoring

Dem. 2: Principal Leadership: Principals are the primary leaders of all writing efforts and support teacher leadership through shared and distributed leadership strategies and actions.  

A: The principal enlists teacher leaders to collaborate, evaluate and reflect on impact of the writing instruction practices on overall student achievement in the school.

As a leader and as a support network for the teachers, Mr. Lykins provides the help we need so that our students can and will perform.  August 2014

He also ensures that he has leaders in the building who can provide help to all staff to ensure student as well as teacher success. Evidence email of Agenda for Professional Development for the month of November

LEWIS COUNTY SCHOOLS

TEACHER WORK DAY

NOVEMBER 3, 2014

AGENDA

• Lunch 11:00-Noon

LOCATION	GROUP	TOPIC	PRESENTER	PRODUCT	MATERIALS TO BRING
LCHS Math wing	6 - 12 Math Teachers 8:00-3:00	ACT	C. Bryan	Beginning to divide up previous ACT questions. Step one cut into strips Step two place questions into grade/subject level	Old ACT exams
LCHS computer lab	LCHS PL/VS Teachers 8:00 - 3:00	Program Review	K. Hilger	Review and improvement of program review entries	Program Review Document
LCHS Library	LCHS English 8:00 - 11:00	Program Review	Kara Johnson	Review and improvement of program review entries	Program Review Document
LCHS Pat McGlone lab	LCHS Social Studies, Science, Special Education 8:00 - 3:00	Program Review	Anna Sullivan	Review and improvement of program review entries Each teacher should have 20 items or more in the PR by the end of the day	Program Review Document
LCHS English wing	6 - 12 English/Language Arts Teachers and Michelle Watson 12:00 - 3:00	ACT Prep	Angela Hilterbrand	Implementation of ready to use ACT strategies to improve EXPLORE and ACT	TBD

Yellow Highlighted area= enlisting teacher leaders

Gray highlighted area= Literacy Specialist

Writing PD-Dem. 2-C- Professional Organizations

Anna Sullivan-Writing Professional Development- 2-C

Dem. 2: Participation: Teachers participate in writing specific professional development designed to meet their needs. All teachers participate in professional development focused on 21^st Century Skills.

C: Teachers are writing leaders and communicators in the school and professional organizations. 

Evidence from the Social Studies Leadership Network Meetings in Ashland. 

Writing Professional Development-2-B

Anna Sullivan-Writing-Professional Development-Dem. 2-B

Demonstrator 2- participation: Teachers participate in writing specific professional development designed to meet their needs. All teachers participate in professional development focused on 21^st Century Skills.

B- Teachers actively participate in writing professional learning communities and address issues related to instructional practices, data analysis and improving student achievement.

As part of our dept. meeting, we analyze data to address issues related to instructional practices and student achievement.  Below is the data that we gathered as part of our continuous instructional goals to increase student achievement.  

_________________________________________________________________________________

Social Studies Dept. Meeting  8-20-14

Scrimmage Analysis Results

1.       Areas of success- Students were able to identify the pros and cons of technology from a variety a list of different types of technology.

2.       Areas of weakness- Writing is very elementary as far as convention, organization and development.

3.       Implications-Writing more often, working with the English dept. so that we are teaching the same format for writing, model good writings, track scores to monitor improvement.

·         Class average on the Multiple Choice answers of the Diagnostics Exam of 100 questions was a 36%.  This is of all of the jr.s taking the exam with the exception of those enrolled in the college class.  As far as a plan for the multiple choice responses, we will address the biggest weakness first and work from there. 

·                                                    Unit                                                                           % Incorrect Responses

Colonization	65%
Antebellum America	56 %
Civil War	71 %
Industrialization	58 %
Increasing Influences and Challenges	71 %
1920s	68.64 %
America at War	67.64 %
Post War	62 %

·         Student growth goals completed and saved. 

Writing Professional Development-1-D-&-2-A

 Anna Sullivan: Writing Professional Development. -August 2014

Demonstrator 1: Opportunity: Professional development opportunities are planned with teacher learning needs in mind and in response to data available about teacher practice and student learning.

D: The school schedule allows for teachers to collaborate and exchange ideas about literacy best practices.

Demonstrator 2- participation: Teachers participate in writing specific professional development designed to meet their needs. All teachers participate in professional development focused on 21^st Century Skills.

A: Teachers participate in writing content-specific professional development selected based on school, student, and teacher data analysis. 

Here the Social Studies teachers are working with English Dept. Chair to exchange ideas for literacy strategies, as well as analyzing student data on the End of Course scrimmage. 

Writing Professional Development-Dem. 1-B- Job Embedded professional development.

Anna Sullivan-Professional Development.

Demonstrator 1: Opportunity: Professional development opportunities are planned with teacher learning needs in mind and in response to data available about teacher practice and student learning.

B: Job-embedded writing professional development opportunities are available to encourage continuous growth.

Writing-4-D-US History-Student refer to works of quality and substance as models to inform their work.

How to effectively and correctly take notes in U.S. History using Cornell Notes.   August-2014

1.       Project on the board and discuss:  http://coe.jmu.edu/learningtoolbox/cornellnotes.html

2.       Show and example of what good looks like: http://coe.jmu.edu/learningtoolbox/cornellnotes1.html

3. Pass out blank Cornell Note Taking Sheet. 

4. Model using lecture 1 on Exploration and Colonization.

Writing Dem. 4-B-Working and respecting social and cultural differences.

Anna Sullivan-Writing Dem. 4-B-Student work with others from a variety of diverse backgrounds on developing ideas about writing and rewriting a document.  Student must work together to build on their own ideas while respecting the differences of opinions of those they are working with. Students shown are working with African American students who have transferred here from Frankfort and Portsmouth.  They are paring up to learn how to work minority groups within the classroom setting. 

Demonstrator 4-B: Student Performance: All students have access to an aligned and rigorous curriculum, where instructional strategies are of high quality and inclusive, resulting in student’s performance at a consistently high level.

B- Students respect cultural differences and work effectively with people from a range of social and cultural backgrounds (face-to-face and virtually) to build on and articulate their own idea.

Writing Dem. 4-A-STudent communication and storytelling. Using an image to write and perform a story.

Students were paired up to write a story.  They were given an image and had 45 minutes to write a story about the image.  Students had to include what is going on in the picture, what led up to this image and what will happen in the future.  Students then had to perform their stories.  Below are the written portions of what they created.

Demonstrator 4-: Student Performance: All students have access to an aligned and rigorous curriculum, where instructional strategies are of high quality and inclusive, resulting in student performance at a consistently high level. 

A- Students craft communications distinctive to specific disciplines and purposes.  

Writing Demonstrator 3-E- and 4-A-Using a variety of writing strategies to communicate-Frayers.

Anna Sullivan-Using Frayers to communicate understanding of terms and concepts of the Social Studies and Standards.. Dem. 3-E and 4-A

Demonstrator 3- Instructional Strategies: All teachers implement instructional strategies that provide quality experiences, variety of activities, and access for all students.

E-Students use varying strategies and demonstrate an understanding of communicating to audiences in different forms and for various purposes.  

Demonstrator 4-: Student Performance: All students have access to an aligned and rigorous curriculum, where instructional strategies are of high quality and inclusive, resulting in student performance at a consistently high level. 

A- Students craft communications distinctive to specific disciplines and purposes.  

Writing 1-C-Literacy Guide for Reading or analyzing Documents.

Writing Demonstrator 1-Student Access:  All students should have equitable access to high quality curriculum and instruction.  Full implementation of a writing curriculum encompasses reading, speaking and listening opportunities. 

C- Teachers instruct the complex processes, concepts and principles of literacy using differentiated strategies that make instruction accessible to all students.

Students use a variety of Guided Reading sheets to help them identify the material needed.  

September-Rewriting the Declaration of Independence. Writing 1-A and 2-E and 4-C

Writing Demonstrator 1-Student Access:  All students should have equitable access to high quality curriculum and instruction.  Full implementation of a writing curriculum encompasses reading, speaking and listening opportunities. 

A-   Students participate in intentionally planned literacy learning opportunities to explore ideas and design products across content areas.

Writing Demonstrator 2-Aligned and Rigorous Curriculum: An aligned and rigorous curriculum provides access to a  common academic core for all students as defined by state standards. 

E-Curriculum provides opportunities for students to practice the 21st century critical thinking, collaboration, creativity, problem-solving, and communication skills and to connect these to real world experiences. 

Demonstrator 4-: Student Performance: All students have access to an aligned and rigorous curriculum, where instructional strategies are of high quality and inclusive, resulting in student performance at a consistently high level. 

C- Students learn and work together with teachers, peers, and others either face-to-face or virtually to problem-solve and generate products/outcomes tied to curriculum and learning goals. 

Evidence of students working together to interpret and rewrite the Declaration of Independence. 

Demonstrator 4-A Writing/Demonstrator 4-E-A&H---Using Art and a Written List to Comminicate

Writing-Demonstrator 4: Student Performance: All students have access to an aligned and rigorous curriculum, where instructional strategies are of high quality and inclusive, resulting in student performance at a consistently high level.

A)    Students craft communications distinctive to specific disciplines and purposes. 

Arts and Humanities-Demonstrator 4-Student Performance: All students have access to an aligned and rigorous curriculum, where instructional strategies are of high quality and inclusive, resulting in student performance at a consistently high level.

 E) Students demonstrate the ability to become self-sufficient in creating performances and/or products after teacher guidance.

Project Me!

Psychology/Sociology

Aug. 2014

          You will have 2-weeks to complete this project.  The due date for it is Aug. 14. Please take the time to complete this assignment to the best of your ability. Incomplete projects will be assigned an incomplete grade. 250 pts.

1.    One Hundred Goals: Type 100 goals that you want to accomplish in your lifetime.  (e.g. to travel to Italy before age 50). You will need to take 5 of those goals and explain in detail how you plan on accomplishing them.

2.    Self-Portrait: Draw a picture of yourself ten years from now engaged in the activity of your choice (this could be a picture of what you will be doing in 10 years.). You will not be graded on artistic ability however, please do your best. Be prepared to share with the class.