Strategic Planning Committee Minutes

May 11, 2005

Christy White, Kandi Tucker, Lisa Hughes and Laurel McCurdy shared the second grade integrated performance task for social studies, English language arts and technology. The students were learning how historical figures shaped the community. The teachers pre-tested the students using K-W-L-Q charts. They lead oral discussions with their students using inquiry questions and assessed the students with a rubric. The teachers will make revisions to the task that includes integrating more inquiry into activities, and adding more local figures that influenced the community.

Fifth grade teachers, Phyllis McCullough, Erica Sadlon and Michelle Wagner, presented their integrated task for geography and science which combined a study of landforms with how people adapt to the environment. Prior knowledge was accessed with social studies booklets and worksheets. Students utilized scientific experiments to learn about landforms and erosion. They made predictions based on their experiments and then analyzed how landforms and regions were adapted by humans. Students created models of landforms that demonstrated the conditions of erosion and students also identified why humans built dams, etc. after building the models. Students also created travel guides illustrating travel from one region to another which included an explanation of the landforms the traveler would observe and how those landforms were formed. The students were assessed as they worked on their experiments at the stream tables and by the accuracy of their travel guides.

Debbie Magnon-Nolting, Judi Berridge and Robin Davidson shared the ninth grade integrated performance task in world geography and English language arts. Students studied one country from each of five regions of Africa. They gathered data on the physical, human and political geography for each country. The data that students collected from geography and language arts class was summarized on a chart and included a generalization for each country. Students then designed a visual that showcased each country selected from the five regions of Africa and presented the display to the class. A rubric was used to assess the task. All the students completed the task successfully, and they now have a better understanding of the economics and culture of Africa. Some of the revisions that will be made on the task include having more teacher collaboration prior to the task, having students gather notes using note cards and using those note cards to assist them in writing their summaries and generalizations, and having more practice on writing summaries and generalizations prior to assigning the performance task.

Suzi Nolan and Karen Weehler shared an integrated task for sociology and environmental science. Students researched the population in six countries and compared that population data. They created population pyramids in different countries and compared the population data to the land surface that was available in various countries. Students looked at the future projections of populations and what those changes will mean to the various countries.

Lynn Wheeler presented the integrated performance task that she and Jana Smith developed for seventh grade math and science. Students researched information on predators and prey and developed a PowerPoint presentation or brochure to persuade people to come to see animals based on future animal population predictions. Students had to considerer how the environment influenced animal populations. Students completed the lab in science and then utilized the results in Mrs. Smith’s class as they analyzed the data and made predictions as to which populations of animals would be most abundant in the following years. Students had to use ration and proportions as they analyzed the data. The teachers used a checklist to assess the brochures that the students developed.

Kay Magness and Dabs Hollimon shared the draft of the Curriculum Continuum Rubric to analyze the quality of performance tasks with the committee. Additional information was included in the continuum after the teachers subcommittee members used it with other teachers. The rubric will be explained prior to teachers using it and completing the rubric with a partner was more helpful when the continuum was piloted. The subcommittee recommends that such pairing continue since it promoted discussion, confidence and understanding. If the task to be analyzed is an integrated task all the participating teachers need to use the continuum together to analyze the task. The task will begin to be used by teachers next school year.

Roger Ruder shared the draft of the letter to parents informing them of the research resources that are available to their students through the district website. The subcommittee recommended that we inform parents of this resource at PTO Open Houses as well as including the parent letter in the registration information for new students and sending it home with the first report card in the fall. SPC agreed with these recommendations.

Edie Gross and Ron Bolin shared the draft of the scope and sequence template with the committee. The information included on the template will be the course, unit, timeframe, TEKS, resources, what the student will know and be able to do, and assessments. This scope and sequence will give teachers an overview of the curriculum for each course, and only teachers will be able to access the template. The SPC will review the completed template at the August meeting prior to presenting it to teachers.

The next meeting will be on Wednesday, August 10, beginning with lunch at noon and concluding by 3:30. The agenda will include review of the Results of an Aligned Curriculum and the template for the scope and sequence.

Next scheduled meeting: Wednesday, August 10, 2005

Randolph High School

Library

4:00 PM