agenda for board of directors auburn school …
TRANSCRIPT
AGENDA FOR BOARD OF DIRECTORS AUBURN SCHOOL DISTRICT NO. 408
Monday, April 22, 2013
I. TIME AND PLACE
1. 7 p.m. at the James P. Fugate Administration Building
II. ROLL CALL
1. Roll call of board members
III. PLEDGE OF ALLEGIANCE
IV. AUDIENCE PARTICIPATION
1. Written communications
2. Scheduled communications
a. Brenda Austin, Loss Control Consultant for the Washington Schools Risk Management Pool, would like to recognize Debbie Leighton and her staff for receiving a final score of 110 out of a possible 110 total points in the Employment Liability Risk Assessment Survey and will be presenting a plaque in recognition of the perfect score.
3. Unscheduled communications
4. Community groups and organizations
V. LEGISLATIVE UPDATE
VI. STUDENT AND STAFF RECOGNITION
1. Student recognition
2. Staff recognition
3. 30 years of service
VII. STUDENT PARTICIPATION
1. Activity/athletic report
2. Activity/athletic report
3. Request for travel
VIII. SCHOOL PROGRAMS AND STUDENT ACHIEVEMENT
1. 2012-13 Lakeland Hills Elementary School Improvement Plan
2. Advanced Placement music theory—first reading
3. World geography—first reading
4. Mathematics for business and personal finance—first reading
5. Digital photography—first reading
IX. PERSONNEL
1. Certificated and classified personnel report
X. BUILDING PROGRAM
1. Resolution No. 1179
2. Authorization of award of contract
3. Alpac Elementary School improvements project
XI. FINANCE
1. Vouchers
2. Financial statements
3. Comprehensive Annual Financial Report
XII. DIRECTORS
1. Approval of minutes
2. May 4 board workshop
3. Discussion
4. Executive session
LEGISLATIVE UPDATE The board will discuss legislative items.
April 22, 2013 Page 2
RECOGNITION 1. Recognition of Student
The Auburn School District Board of Directors will recognize Cassidy Brown, a senior at Auburn Riverside High School, for being an outstanding student. A leader in her own right, Cassidy serves the Raven community with kindness, compassion, and joy. According to Raven Crew advisor Meri Benedict, “Cassidy is genuinely kind and thoughtful to everyone she meets. She is always cheerful and smiling…she has a style that is creative, open, non-threatening, and embracing of others.” Cassidy’s ability to connect to her peers and articulate messages of acceptance and respect has led her to a unique position on campus. “Cassidy leads many Riverside assemblies and activities. She is fluid and articulate when speaking in front of large audiences and she has the ability to evoke emotion and deliver messages that are openly received and embraced,” says Ms. Benedict. In fact, Cassidy delivered a powerful message at this year’s Martin Luther King, Jr. assembly. She commended students’ commitment to make Riverside a ‘home away from home’ and encouraged them to show school spirit by wearing new spirit T-shirts that everyone received for free. She also challenged students to be the change and, in her own words, “Never let yourself believe that you are just somebody insignificant that can bring no change. If that were true, we would have no Mother Theresa, no Gandhi, and no Martin Luther King, Jr. We are the world. So let’s go change it.” Cassidy is a leader in the classroom and on the track. She holds a 4.0 GPA with AP and Honors courses. Additionally, she is a talented cross country and track and field athlete. Cassidy dedicates many hours to student leadership activities. Currently, she is the ASB vice president and a member of the Raven Crew. She also volunteers as a café worker and youth leader at Northwest Family Church. After graduation, Cassidy hopes to become a missionary or teacher.
2. Recognition of Staff
The Auburn School District Board of Directors will recognize Kathy Garrido, Gildo Rey Elementary School kindergarten teacher, for her outstanding service. Kathy Garrido’s kindergarten classroom at Gildo Rey Elementary School resonates with music and a love of learning. Kindergarteners often recite their ABCs, vocabulary, and days of the week in song. According to Kathy, “I hope to teach young children to love learning. I use music to engage the students in their learning, both academically and socially.”
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For 25 years, Kathy has taught kindergarten at Gildo Rey. And for the past 13 years, Kathy and MJ McDonald, founder of the Puget Sound Musical Theater, have written, produced, and directed Gildo Rey’s annual spring musical. This year’s musical titled, “Love You Forever,” is loosely adapted by the book of the same name. The all-school musical features 40-50 students across grade levels. All students who audition are cast into the musical and rehearse for six weeks after school prior to opening night. Students perform for families during an evening performance and for the student body during a school-wide assembly. Two of Kathy’s favorite musicals were “Life’s a Musical, Charlie Brown” and “Broadway Melodies.” “The spring musical makes an impact in many of the students’ lives. The positive experience helps them build confidence,” remarks Kathy. Kathy especially enjoys watching her former students continue their passion for musical theater. Recently, she had the opportunity to see two former Gildo Rey students perform in Auburn Riverside High School’s musical, “Oliver.” Kathy participates in early learning workshops and summer music courses. She graduated from UC Davis with a degree in sociology and relocated to Washington State to start a family. After raising three children, Kathy attended Central Washington University and earned a bachelor’s degree in early childhood education and a teaching credential. “Teaching was my calling,” says Kathy. Kathy’s father, grandmother, and grandfather were all teachers. In fact, her grandfather was a superintendent of schools in Nebraska. Kathy plans to retire after the 2013-14 school year and focus on yoga, gardening, and her four grandchildren. She also plans to continue to sing with the Federal Way Chorale. Kathy lives in Auburn with her husband of 40 years. According to Kathy, “I’m proud to have spent my entire teaching career at Gildo Rey, helping our students become lifelong learners.”
3. Years of Service This evening, the board will recognize Auburn School District staff with
30 years of service in education.
J. Scott Allen Deyanna King Douglas Aubert Terry Menzel Carol Barnett Bruce Morris Kathy Carnino Judith Shaw Sally Colburn Claudia Stroomer Paul Cooper, III Diane Tyler Christopher Garrison Vicki Wagner Ronald Holt Denise Wheeler Aleta Johnson
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STUDENT PARTICIPATION 1. Activity/Athletic Report—Lakeland Hills Elementary School Music Program
Ryan Foster, principal of Lakeland Hills Elementary School, will introduce Sarah Samuelson, Lakeland Hills Elementary School music teacher, who will introduce Faith Nehren, Nathan McGraw, Payton Marshall, Brianna Ingram, Kelli Allen, David Anderson, Gavin Bonham, Jaylah Brown, Madelyn Brown, Siarah Brown, Jessica Caudle, Lydia Evans, Kimmy Gavin, Camden Heilborn, Janalyn Lopez, Maya Martin, Kaden McCarthy, Madelyn McCarthy, Madison McKeough, Ella Miller, Alexa Nehren, Jessica Rubio, and Logan Smith, students, who will perform a short song and answer questions from the board.
2. Activity/Athletic Report—Olympic Middle School Robotics Program Jason Hill, principal of Olympic Middle School, will introduce Robert Moritz, Olympic Middle School teacher, who will introduce Bailey McClurg and Dustin Jones, students, who will share information on the program and answer questions from the board.
3. Request for Travel
a. Twenty-five Auburn Mountainview High School students request permission to travel to St. Louis, Missouri, Tuesday to Monday, April 23-29. The purpose of the trip would be to attend the Robotics World Championships. Lodging will be at the Hilton Ball Park, meals will be at local restaurants, and travel will be by air and local transportation. The cost of the trip will be paid by ASB and CTE funds. Michael Fawcett, Timothy Scott, Regina Grubb, and Erin Scott, teachers, requests permission to accompany the students. A substitute will be needed for five days.
Kathy Kimball, Jeffery Kimball, Alan Lee Wickland, Terry Fawcett,
Toss Fondy, Ronald Kukay, Anthony Hudgins, Nicole Jessee, and Jeff Olberg, mentor/parent chaperones, would also accompany the students.
Recommendation: That the above trip be approved as
requested.
April 22, 2013 Page 5
SCHOOL PROGRAMS AND STUDENT ACHIEVEMENT 1. 2012-13 Lakeland Hills Elementary School Improvement Plan Rodney Luke, associate superintendent of K-12 student learning and
technology, will introduce Ryan Foster who will introduce Stephanie Knapp, third grade teacher, and Kim McKeough, kindergarten teacher. The team will present the 2012-13 Lakeland Hills Elementary School Improvement Plan, share a PowerPoint presentation, and answer questions from the board. This presentation aligns with the 2009-12 district strategic improvement plan, Goal 1: student achievement, Objective 1.b school improvement plans and the 2012-13 stated district goals, Standard III “create conditions district wide for student and staff success.”
Recommendation: That the board approve the 2012-13
Lakeland Hills Elementary School Improvement Plan.
2. Advanced Placement Music Theory Curriculum—First Reading Rodney Luke will introduce Cynthia Blansfield, executive director of
high school and post-secondary programs, who will introduce Meghan Wagner, Auburn Riverside High School band teacher, who will provide an overview of the advanced placement music theory curriculum.
Recommendation: That the proposed advanced placement
music theory curriculum be approved for first reading with second reading and adoption scheduled for Monday, May 13.
3. World Geography Curriculum—First Reading Cynthia Blansfield will introduce Jon Price, Auburn Mountainview High
School social studies teacher, who will provide an overview of the world geography curriculum.
Recommendation: That the proposed world geography
curriculum be approved for first reading with second reading and adoption scheduled for Monday, May 13.
4. Mathematics for Business and Personal Finance Curriculum—First Reading Cynthia Blansfield will introduce Patty Eckelman, Auburn Mountainview
High School business education teacher, who will provide an overview of the mathematics for business and personal finance curriculum.
Recommendation: That the proposed mathematics for
business and personal finance curriculum be approved for first reading with second reading and adoption scheduled for Monday, May 13.
April 22, 2013 Page 6
5. Digital Photography Curriculum—First Reading Cynthia Blansfield will introduce Cary Davidson, Auburn Mountainview
High School visual communications teacher, who will provide an overview of the digital photography curriculum.
Recommendation: That the proposed digital photography
curriculum be approved for first reading with second reading and adoption scheduled for Monday, May 13.
Lakeland Hills Elementary School 2011-14 SIP Plan
Mission: We, the Lakeland Hills Staff, empower our community of learners for lifelong success.
Vision: We will provide a safe, secure and progressive learning environment for all students
and adults.
Demographic Data 2006-2007 School Year
• Total Enrollment 587
• American Indian 0.7%
• Asian/Pac. Isl. 18.1%
• Black 9.7%
• Hispanic 12.3%
• White 59.3%
• Free/Reduced 26.4%
• SPED 7.1%
2011-2012 School Year • Total Enrollment 631
• American Indian 0.3%
• Asian/Pac. Isl. 15.5%
• Black 7.1%
• Hispanic 14.1%
• White 56.1%
• Free/Reduced 26.3%
• SPED 7.8%
GR3-5 MSP Reading Scores (% Meeting Standard)
80.2
89.1
79.5 83.2
99 93.3 89.9
83.3
95.5
86.9
82.6
91.7
79.7
86.2 84.1 84
90.4
87.3
96
50
60
70
80
90
100
2007 2008 2009 2010 2011 2012 2013 2014
GR3 Reading GR4 Reading GR5 Reading 2014 SIP Goal
GR3-5 MSP Math Scores (% Meeting Standard)
80.2
89.4
74.4
87.5 88.7 92.4
73.9
65.7
73.9
67.5
80.4 83.3
65.8
83.9
72.9 69.1 77.4 76.5
96
50
60
70
80
90
100
2007 2008 2009 2010 2011 2012 2013 2014
GR3 Math GR4 Math GR5 Math 2014 SIP Goal
• Develop Strong Relationships Creating Strong Teams
• Develop Professional Learning Communities (PLCs)
• Change Our Math Instruction & Add Progress Monitoring • Create Common Pacing for State Math Performance Expectations
w/Assessments to Gauge Student Learning
• Implement Math Enrichment & Intervention Cycles
• Pilot & Adopt Standards Based Teaching, Learning & Reporting
• Change Our Reading Instruction • Create Common Pacing for State Reading Comprehension Targets w/Assessments to
Gauge Student Learning
• Implement Reading Comprehension Enrichment & Intervention Cycles
Our Journey Since 2006
• Formative & Summative Assessment Writing Training • Ongoing Collaborative Revisions &
Refinements
How Did We Approach The Change?
GR1 Sample
GR
5 S
ampl
e
GR3 Sample
• Develop an Assessment Data Management System School-Wide
How Did We Approach The Change?
Technology Supporting Instruction • Student Response System
“clickers” w/PowerPoint
• Microsoft Excel (seen on previous slide)
• STAR/Accelerated Reader Online
• Safari Montage Video Library
• IXL Online Mathematics Program
• We Are a Staff That Works Hard Together
• Take Time to Celebrate Our Achievements Along the Way • DIBELS, MAPs, MSP
• 2011 99% of GR3 Students Pass MSP in Reading • (We missed 100% by 1 kid missing 1 question too many)
• Winter 2013 Lakeland Hills Earned Washington Achievement Award: • Math • Overall Excellence
Accomplishments to Date
What’s Next on Our Journey?
• Fully Revised SIP Process 2013-14 School Year
• Continue to Refine Our Work To Date
• 2012-13 Peer Observations Cycle Implementation
• 2012-13 Common Core State Standards (CCSS) Implemented in K-2 Math
• 2013-14 CCSS ELA Standards Implemented in K-2
• 2013-14 96% of GR3-5 Students Pass MSP in Reading & Math
• 2014-15 CCSS Math & ELA Standards Implementation K-5
Planning Year 2010-2011 Implementation September 2011-June 2014
Lakeland Hills Elementary
Strategic Improvement Plan
Strategic Plan Adopted by the Auburn School Board of Directors on
September 2011-June 2014 Auburn School District Strategic Improvement Plan
District Improvement Goal 1: Student Achievement With district support, leadership, and guidance each student will achieve proficiency in the Washington Comprehensive Assessment Program (WCAP) and all schools will meet adequate yearly progress by meeting or exceeding the Washington State uniform bar in reading and mathematics in grades 3 through 8 and 10. District Improvement Goal 2: Dropout Rate and On-time Graduation Schools will reduce dropout rates and meet additional Adequate Yearly Progress indicators as determined by K-8 attendance and high school on-time graduation rates. District Improvement Goal 3: Parents/Guardians and Community Partnerships The district and schools will continue to develop partnerships to support student academic achievement and success. District Improvement Goal 4: Policies and Resource Management The district will focus on improving student academic achievement and narrowing the achievement gaps in its policy decisions and resource allocation. 2010-2011 Stated District Objectives-Student Achievement and Accountability Superintendent implements district strategic improvement plan to establish professional learning communities, become a standards-based district, produce power standards, develop common formative assessments, monitor student achievement, and provide intervention for continuous improvement for 10% more students at or above standards in reading and math. Superintendent increases high school graduation rates to 95% and increasing high school aggregate credits earned and decreasing failing grades in 9th grade. Superintendent increases learning enrichment and achievement beyond standards for all students including less represented population.
School:
Lakeland Hills Elementary School
Date of SIP Team District Improvement Goal Review: November 12, 2010
SIP Team Members:
Kim McKeough Dorothy Luke Christi Lee
Kimberly Wynn Tanya Rottle
Jen Swanson Lyn Hess
Stephanie Knapp Val Ohlson
Requirements for School Improvement Plan WAC 180-16-220
Each school in the district shall be approved annually by the school board of directors under an approval process determined by the district board of directors. “At a minimum the annual approval shall require each school to have a school improvement plan that is data driven, promotes a positive impact on student learning, and includes a continuous improvement process that shall mean the ongoing process used by a school to monitor, adjust, and update its school improvement plan”. The checklist below contains the required elements for School Improvement Plans under WAC 180-16-220. School Improvement Plans are subject to review by the Office of Superintendent of Public Instruction (OSPI).
1. Evidence and date of annual school board approval.
2. Evidence staff certification requirements were met. (Highly Qualified)
3. Evidence the plan is based on self-review and participation of required participants
(staff, students, families, parents, and community members).
4. Brief summary of use of data to establish improvement.
5. How continuous improvement in student achievement of state learning goals and essential academic learning requirements (EALRs) is promoted.
6. Recognition of non-academic student learning, what and how.
(School Climate, bullying, counselors, community resources, partnerships, student leadership, and interpersonal relationship skills)
7. Plan addresses characteristics of successful schools.
8. Plan addresses educational equity (gender, race, ethnicity, culture,
language and physical/mental ability).
9. Plan addresses use of technology to facilitate instruction.
10. Plan addresses parent, family, and community involvement. Failure to make AYP for two consecutive years will result in identification for school improvement beginning with Step 1. The consequences associated with each step are detailed at: http://www.k12.wa.us/ESEA/AdequateYearlyProgress.aspx
Executive Summary
Auburn School District Mission In a safe environment, all students will achieve high standards of learning in order to become ethically responsible decision makers and lifelong learners.
Auburn School District Vision The vision of Auburn School District is to develop in students the skills and attitudes that will maximize their potential for lifelong learning and ethically responsible decision making.
Lakeland Hills Elementary School Mission We, the Lakeland Hills Staff, empower our community of learners for lifelong success.
Lakeland Hills Elementary School Vision We will provide a safe, secure and progressive learning environment for all students and adults.
Background Information WAC 180-16-220 Requirements for School Improvement Plan
Each school shall be approved annually by the school board of directors under an approval process determined by the district board of directors and “At a minimum the annual approval shall require each school to have a school improvement plan that is data driven, promotes a positive impact on student learning, and includes a continuous improvement process that shall mean the ongoing process used by a school to monitor, adjust, and update its school improvement plan.” School Improvement plans must include a brief summary of use of data to establish improvement; acknowledging the use of data which may include DIBELS, MAP, WLPTII, Credit Attainment, Enrollment in Honors/AP Courses, CEE Perceptual Data, SAT/ACT, Discipline, and MSP or HSPE.
The Lakeland Hills SIP team first formed in the 2006-7 school year to create our first three year plan. The team has met each year on numerous occasions throughout the three years of that initial plan. The team began meeting in the fall of 2010 to begin the next full revision of our SIP plan. The team has fully participated in the process that the Auburn School District has provided. This includes attendance at all of the district sessions as follows:
• November 12, 2010 Full Day Training Session 1 • December 10, 2010 Full Day Training Session 2 • January 14, 2011 Full Day Training Session 3 • February 11, 2011 Full Day Training Session 4 • March 11, 2011 Full Day Training Session 5
In addition to the district sessions the Lakeland Hills SIP team has met numerous times between November and April to plan the sharing of data, research, strategies and ideas to the staff to create buy-in and incorporate the expertise that lies within our staff not represented on the SIP team. The whole staff has met on the following dates to support the fully revised SIP work and create staff buy-in:
• January 31, 2011 3hrs Data Carousel Activity • February 15, 2011 Staff Meeting Discussion of Fully Revised SIP Proposed Goals Discussion • March 8, 2011 Staff Meeting Discussion of Fully Revised SIP progress • April 12, 2011 Staff Meeting Discussion of Fully Revised SIP progress
• April 25, 2011 & May 2, 2011 4hrs SIP Math and Reading Strategies Proposal & Adoption The work contained in this document reflects the leadership and innovation of the fully revised SIP team to create our next three year plan. The staff at Lakeland Hills has been given updates, opportunities for feedback and suggestions throughout the process as outlined above. As a result, the plan laid forth has staff buy-in and will allow this to be a living document that will guide our work over the next three years.
Highly Qualified Staff The staff at Lakeland Hills ALL meets the highly qualified requirements set out in the NCLB mandates.
Demographic data The demographics at Lakeland Hills have stayed consistent over the past five years since the school has opened. Our school has the following demographics as of October 2010:
• 620 Students Kindergarten through fifth grade • Gender:
o Male 49.1% o Female 50.9%
• Ethnicity: o American Indian/Alaskan Native 0.6% o Asian/Pacific Islander 17.8% o Black 6.6% o Hispanic 13.6% o White 58.5%
• Special Programs: o Free/Reduced Priced Meals 25% o Special Education 7.4% o Transitional/Bilingual 11.7% o Migrant 0.0% o Section 504 1.0% o Foster Care 0.2%
• Other Information o Unexcused Absence Rate 0.5% o Mobility Rate 13%
• Teacher Information o Classroom Teachers 34 o Average Years of Experience 9.1 years o Teachers with/Master’s Degree 70.6%
Discipline and Attendance Analysis After reviewing preliminary data at the SIP team level for attendance and discipline it was decided by the SIP team and the staff that there was not a need to do an in-depth analysis of our attendance or discipline data as this is a real area of strength for Lakeland Hills. The processes we have in place for managing students through positive means as well as clear behavioral expectations and consequences for students choosing not to follow rules are more than adequate. Attendance is monitored every two weeks by the principal and counselor. Families are contacted as soon as their absences or tardies exceed 10% by the counselor and then have a conference scheduled when their absences and tardies exceed 15% by the principal or when they have 2 or more unexcused absences.
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These measures have been successful in both behavioral and attendance areas and the staff decided that spending more time looking in depth at this data was not necessary and that a more focused look at reading and math was the priority for Lakeland’s School Improvement Plan.
Assessment Decisions The use of assessment at Lakeland Hills has been a focus over the past two years and will continue to be the focus into the next three years of this revised plan. In the area of mathematics students take a Common Formative Assessment (CFA) after each math standard is taught that consists of 7-10 questions on that Performance Expectation (PE) to determine whether the child needs intervention to meet benchmark levels or if they have met benchmark levels then they receive enrichment opportunities on that standard. At the end of each trimester teachers have created a summative assessment that measures each PE taught that trimester with 3-4 questions and then in trimesters 2 and 3 also contains 1-2 questions on previous trimesters’ PEs. In addition to these measures the staff also uses released items and the MAPs assessment in GR 3-5 to assess students’ learning in mathematics three times per year. In the area of reading the revised SIP plan outlines a plan for the use of formative assessments to guide instruction in the five components of reading (Phonemic Awareness, Phonics, Fluency, Vocabulary and Comprehension). The staff will be using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) for formative and summative measures of student learning in reading in the areas of Phonemic Awareness, Phonics and Fluency. The SIP outlines a plan for teachers to create formative assessments in Vocabulary and Comprehension. Comprehension is broken up into 11 targets by the time students are in fifth grade. Teachers will be creating assessments in the 11 Comprehension areas starting with a couple in GR K and all 11 by GR 3. In addition to these measures the staff also uses released items and the MAPs assessment in GR 3-5 to assess students’ learning in reading, specifically vocabulary and comprehension, three times per year.
Data Analysis- DIBELS Fall 2011 Update: • Cohort data from Fall 2010 to Fall 2011 demonstrates significant movement of students that have
remained at Lakeland Hills from “At Risk” to “Moderate Risk” or “On Target” for all grades.
• Spring 2011 scores showed great growth over the course of the 2010-11 school year.
o Areas for emphasis in spring 2011 to address in fall 2011 showed the following subgroups with at least 33% students still “At Risk: K Hispanic (35.71%) and ELL (40%) GR 4 SPED (66.67%)
• Fall 2011 scores break down as follows(AR – At Risk, MR – Moderate Risk, OT – On Target): o K – AR:6%, MR:15%, OT:78% o 1 – AR:17%, MR:15%, OT:68%
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o 2 – AR:11%, MR:21%, OT:67% o 3 – AR:10%, MR:12%, OT:78% o 4 – AR:4%, MR:12%, OT:84% o 5 – AR:9%, MR:10%, OT:81%
Strengths • Historical Spring DIBELS
o LL has met or exceeded their historic goals each year (except the first year). o Our yearly goal (school) is always higher than the DIBELS site goals and our students have exceeded
this goal every year with the exception of 5th graders in ’07. o Trend across the board is going up. o Have surpassed our school’s DIBELS goal every year. o Exceedingly higher compared to the district consistently.
• Classes of 2008-14 o Second grade Reading on DIBELS scores makes highest jump. In general there is an increasing score
for each grade. It’s been constant for all of our current classes through this year’s 5th grade. • Four out of 5 years we have surpassed yearly goals. • In 2010 between 4th and 5th grade it is the only downward trend and doesn’t show much of a
difference, but students are above requirements. • K LL All/ELL/SPED vs ASD All/ELL/SPED 2010
o 82 % of our first graders are on target. • GR 1 LL All/ELL/SPED vs ASD All/ELL/SPED 2010
o Our yearly goal (school) is always higher than the DIBELS site goals and this grade’s students have exceeded this goal every year.
• GR 2 LL All/ELL/SPED vs ASD All/ELL/SPED 2010 o Lakeland ELLs have scored higher than district avg for ELLs.
Challenges • K LL All/ELL/SPED vs ASD All/ELL/SPED 2010
o 2010 Three out of four students were at risk in this group. o 58% of our 12 ELL students are at risk.
• GR 5 LL All/ELL/SPED vs ASD All/ELL/SPED 2010 o The biggest at risk groups are ELL and SPED. o LL need is larger than the district.
Questions • Historical Spring DIBELS
o We would like to track our own kids from K to 5th? o How well is the DIBELS data predicting the MSP data? o When is 240 words per minute detrimental? o How do we compare to populations like ours out of the district across the state?
• GR 1 LL All/ELL/SPED vs ASD All/ELL/SPED 2010
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o Why does it have 4 sped. kids in 2010 for Kindergarten, when there were only 2 getting serviced?
o How does the transient rate affect Sped. Scores? o How do we know how long they have actually received services?
• GR 5 LL All/ELL/SPED vs ASD All/ELL/SPED 2010 o This year’s 5th grade is at 58.33% risk.
Data Analysis- MAPS Fall 2011 Update: • Fall 2011 MAP scores fall into the four categories of predicted passage of MSP in the spring for GR 3-5
as follows:
The staff at Lakeland Hills decided not to look closely at MAPs data as there has not been enough historical data to see any trends. All third graders just started taking the MAPs test in the 2009-10 school year and all fourth graders have just started taking the MAPs test in the 2010-11 school year. Now that all three grade levels administer the MAPs test three times per year this will become important data to review in the future and is part of our assessment plan as described above.
Data Analysis- WLPTII Fall 2011 Update:
The data from WLPTII was reviewed with the ELL teacher and showed the same trends that the SIP team observed about their performance on the measures described above. ELL is a group that the revised SIP focuses on to help them be more successful in the future.
Data Analysis- Credit Attainment, Honors/AP Enrollment N/A
MATH <50% 51-69% 70-84% 85%+ GR 3 26% 27% 38% 9% GR 4 40% 33% 21% 6% GR 5 51% 26% 18% 5%
RDG <50% 51-69% 70-84% 85%+ GR 3 23% 13% 41% 23% GR 4 27% 26% 32% 15% GR 5 37% 23% 24% 16%
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Data Analysis- CEE Perceptual Survey The data from the CEE Perceptual Survey from 2008 was compared to the data collected in the fall of 2010. The trends across all 9 areas are either at or exceeding the results from 2008 and all are above 80% with the lowest area (focused professional development) being just under 80%. The lowest area in this category by a significant amount is the area of participating in classroom observations of peers (peer coaching/observations). As a result part of the Lakeland Hills SIP on the professional development strategy identifies this as an area for development over the next three years.
Achievement Lakeland Hills has met AYP every year since it has been open.
MSP/HSPE Reading
READING 2007 2008 2009 2010 2011 LL GR 3 80.2 89.1 79.5 83.2 99.0 LL GR 4 89.9 83.3 95.5 86.9 82.6 LL GR 5 79.7 86.2 84.1 84 90.4
MSP/HSPE Math
MATH 2007 2008 2009 2010 2011 LL GR 3 80.2 89.2 74.4 87.5 88.7 LL GR 4 73 65.7 73.9 67.5 80.4 LL GR 5 65.8 83.9 72.9 69.1 77.4
MSP/HSPE Science
GR 5 2007 2008 2009 2010 2011 LL SCIENCE 51.3 64.4 53.3 42.6 78.3
MSP/HSPE Writing
GR 4 2007 2008 2009 2010 2011 LL WRITING 82 66.7 88.5 75.4 77.2
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Prioritized Challenges Overall the students at Lakeland Hills have demonstrated strengths in the academic areas that are assessed with the MSP. In general the percent of students in grades 3-5 meeting standard is in the low to mid 80’s. The percent of students in grades 3-5 meeting standard is in the low to mid 70’s. Students in certain ethnic categories, socioeconomic categories or are in resource room, ELL or LAP that have met standard in grades 3-5 show a significant area of need for more support. The following is an exhaustive review of our strengths, challenges and questions from our Data Carousel activity that took place on January 31, 2011. GR 3-5 WASL/MSP Historical Reading and Math Data Strengths • GR 3
o In reading high growth %; 83% in 2006 to 89% in 2007 and 83% in 2010. o Third graders seem to do very well on all tests. o Third grade math scores raised 13.1% from 2009-2010.
• GR 4 o Huge jump in math in 2007 73%, in 2008 jumped to 83.9%. o In reading years 2006 through 2010 the mean score was 86.2%. o In math years 2006-2010 the mean score was 69.8%.
• GR 5 o High increase in math in 2006.
• IN ALL GRADES o For reading in the 2008, 09, 10 the scores had a very minor drop. o For math in the years 2008, 09, 10 the scores showed an extreme drop.
GR 3-5 WASL/MSP Historical Reading and Math Data Challenges • GR 3
o All grades – 6 pt leap. o This year 3rd graders need to hit 88.1 %.
• GR 4 o 3rd grade was at 77.4% at 2006, and dropped to 73% in 2007. o The scores over the years went up and down like a roller coaster.
GR 3-5 WASL/MSP Historical Reading and Math Data Questions • GR 4
o How will we account for the required jump in AYP for reading next year? o Looking at the average growth in reading scores over the past few years, how will we meet the required
goal? • GR 5
o Will there be some help when there is 21% jump in one year?
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• OVERALL QUESTIONS: o Do all students drop the same amount each year? o Is PLC having an effect on test score increases? If so, how? Can we better capitalize on these effects?
Class of… WASL/MSP Trend Strengths • Class of 2008
o MATH 4th-5th gained 10% o READING 4th-5th scores are similar o Met AYP in reading and math
• Class of 2009 o READING scores show small, but steady growth from 3rd, 4th, and 5th o MATH 4th-5th grade increased 7.2% o READING 4th-5th grade 0.8% increase o READING 3rd-5th grade 3.9% increase
• Class of 2010 o READING 3rd-4th grade scores increased 6.4% o READING 4th-5th grade decreased 11.5%
• Class of 2011 o READING increased 3rd-4th grade by 7.4%
Class of… WASL/MSP Trend Challenges • Class of 2008
o READING 3rd-4th grade dropped in reading by 3.7% • Class of 2009
o MATH 14.5% drop from 3rd-4th grade • Class of 2010
o MATH 3rd-4th grade scores dropped 15.5% o MATH 4th-5th grade scores dropped 4.8%
• Class of 2011 o MATH 3rd-4th grade scores dropped 6.9%
• MATH There has been a 20.3% drop from 3rd-5th grade for class of 2010 o Math scores dropped and reading scores increased in 2011
Class of… WASL/MSP Trend Questions • Class of 2008
o Did the reading scores go down 3.7% when the AYP went up? • General/Other
o Why is there a consistent drop in math from 3rd-4th grade from 2007-2010? o Does our MAPS question correlate with our WASL/MSP test scores? o Why has there been an increase in reading from 3rd-4th grade each year? o 2012 AYP goes from 58%-79% and our math scores are declining each year instead of
increasing?
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o Why is there a small downward trend from 4th-5th grade reading over the years? o With the exception of the 2008 4th and 2009 4th graders, no group has scored above the 2011AYP
mark in reading. o MATH-2008 5th grade, 2007 3rd graders; 2008 3rd graders are the only ones to score above the
2012 Math AYP.
ETHNIC Strengths • GR 3 Ethnic
o Asian and White students constantly perform higher in Math. • GR 4 Ethnic
o White and Asian constantly perform at the same level in Math.
ETHNIC Challenges • GR 3 Ethnic
o Hispanic students perform lower in every grade level in every subject every year. • GR 4 Ethnic
o Hispanic students perform lower in every grade level in every subject every year. o From 2006-2010 all groups made AYP for reading. o From 3rd to 4th (2008 to 2009) the Hispanic students increased by 25.6 %.
• GR 5 Ethnic o Hispanic students perform lower in every grade level in every subject every year. o Asian performed constantly the same as white in Math.
• Ethnic General/Other o Hispanic students perform lower in every grade level in every subject every year.
ETHNIC Questions • GR 3 Ethnic
o Why did third grade Hispanic perform so well in 2009 and 2010?
SPED Strengths • GR 3 SPED
o The students increased 31.3% in the years 2008 to 2009. o Lightning bolt SPED group’s reading achievement on WASL/MSP increased significantly in relation
to non-SPED. • GR 4 SPED
o These students increased in Math at about 8%. • SPED General/Other
o Overall most students have made some growth.
SPED Challenges • GR 3 SPED
o Hispanic students perform lower in every grade level in every subject every year.
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• GR 4 SPED o Hispanic students perform lower in every grade level in every subject every year.
SPED Questions • How do we compare to other districts in SPED? • Although great gains have been made in SPED reading, math is a challenge and area for potential growth.
Gender Strengths • GR 3 Gender
o 3rd grade boys outperformed the girls on the reading MSP in 2009-2010. o The 3rd grade girls outperformed the boys in math every year.
• GR 4 Gender o The 4th grade girls outperformed the boys in both math and reading every year.
• Gender General/Other o Girls are almost always higher than the boys. o Since we started PLC/CFA’s boys and girls have made AYP in all grades.
• GR 4 Income Low income reading scores made a 20% gain between 3rd and 4th grades.
• GR 5 Income o In 2007-2008 the low income and non-low income students’ scores were close.
• Income General/Other o Girls have outperformed boys in math for grades 3-5, except 2006-2007 in fifth grade. o The fourth grade test scores are generally lower than the 3rd or 5th grade scores.
Gender Challenges • GR 4 Gender
o The biggest discrepancy between boys and girls is in 4th grade.
Gender Questions • GR 3 Gender
o I wonder why the boy/girl difference is less in 3rd grade than in 4th grade? o Girls outperform boys in math and reading from 2006 – 2009.
• Gender General/Other o Is the test more geared towards girls? o Do girls always outperform boys across the state?
Low Income Strengths • GR 4 Low Income
o Grade 4, low income reading scores made a 20% gain between 3rd and 4th. • GR 5 Low Income
o In math the low income group in 08/09 (4th grade) increased by 20% when they went to 5th grade. o In 2007-2008 the low income and non-low income students’ scores were close.
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• Low Income General/Other o For the lightning bolt group (Class of 2011), the discrepancy in reading became smaller. o Sometimes the low income/non-low income scores are very close. o The fourth grade test scores are generally lower than the 3rd or 5th grade scores.
Low Income Challenges • Low income students consistently underperform non-low income students in 3rd and 4th grades in math and
reading. • Low income students have been outperformed by non-low income students in every area. • In math the low income group has a huge discrepancy with non low income students.
Low Income Questions • What percentage of low income students are also ELL? • Should we be looking at targeting low income math students in 4th grade? • What happened in 2007/8 in 5th grade to make the low income scores look similar to the non-low income? • Numbers are universal. Why is there such a huge gap between low income and non-low income students? • Does the lack of funding impact the performance of our low income? • Does the lack of computer access impact the performance of our low income students?
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Study Teams (Each study team should consider parent/community involvement, cultural competency and integration of technology as potential strategies in
each goal area e.g. How can parent involvement, cultural competence and technology assist the school in meeting its reading goal?)
Literacy Goal Group: Kimberly Harkness, Jen Swanson, Stephanie Knapp, Lyn Hess (SIP Team Representatives) Reading Goal Group Research Materials:
1) Regular Common Formative Assessments: Innovations that include strengthening the practice of formative assessment produce significant and often substantial learning gains. (Black & William, 1998b) Typical effect sizes were between 0.4 and 0.7. In other words, the achievement gains realized by students whose teachers rely on formative assessment can range from 15 to 25 percentile points, or two to four grade equivalents, on commonly used standardized achievement test score scales. In broader terms, this kind of score gain, if applied to performance on recent international assessments, would move the United States rank from the middle of the pack of the 42 nations tested to the top five (Black & William, 1998b). One of the most powerful, high-leverage strategies for improving student learning available to schools is the creation of frequent, common, high-quality formative assessments by teachers who are working collaboratively to help a group of students develop agreed-upon knowledge and skills (Fullan, 2005a: Hargreaves & Fink, 2006; Reeves, 2004; Schmoker, 2003; Stiggens, 2005). 2) Best instructional practices (5 pillars of reading, increased instructional time, etc.): There is a clear consensus among literacy researchers that accelerating vocabulary growth is a vital and often neglected component of a comprehensive reading program (Baumann & Kame’enui, 2004; NICHD Report of the National Reading Panel, 2000). Numerous studies have documented the strong and reciprocal relationship between vocabulary knowledge and reading comprehension. (Stahl & Fairbanks, 1987 Beck et al.; 2002; Graves, 2002; Baker et al., 1995) as well as general reading ability (Stanovich et al., 1984). Research focused on school-age second language learners similarly concludes that vocabulary knowledge is the single best predictor of their academic achievement across subject matter domains (Saville-Troike, 1984). In order to help all students learn at high levels, schools must provide students that are experiencing difficulty in learning with additional time and support for learning in a timely, directive, and systematic way (DuFour, DuFour, Eaker, & Many, 2006).
When the goal is to teach specific reading strategies, small-group instruction is necessary. In the small group setting, teachers are better able to observe, monitor, and attend to the needs of individual readers…A further advantage of small-group instruction is that it can target the specific needs of the group members. Although this is helpful for all learners, it is crucial for struggling readers, whose need for improvement is so great that they cannot afford to devote
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their instructional time to experiences that do not help them become more capable readers (Strickland et al, 2002).
In the RTI literature, it seems that most researchers have supported the standard treatment protocol as the RTI option of choice. This standard treatment protocol, as described previously, involves several separate educational interventions, progressing in intensity over time, prior to classification as learning disabled (Fuchs & Fuchs, 2005; Mellard, Byrd, Johnson, Tollefson, & Boesche, 2004).
In the discussions available in the professional literature, a three-tiered system involving three separate interventions is typically recommended (Fuchs & Fuchs, 2006; Gerstan & Dimino, 2006; Marston, Muyskens, Lau & Canter, 2003: Mastropieri & Scruggs, 2005; National Joint Committee on Learning Disabilities, 2005; Vaughn, Linan-Thompson, & Hickman, 2003; Vellutino et al., 1996). Some suggest that the three tiers may be considered primary, secondary, and tertiary interventions, with the first tier focused population wide, the second tier focused on more intensive smaller group work, and the third tier individually focused (Mellard et al., 2004).
Multi-tier instruction efforts like RTI can potentially prevent many struggling beginning readers from falling behind in ways that will harm their future academic success (Gersten, R., Compton, D., Connor, C.M., Dimino, J., Santoro, L., Linan-Thompson, S., and Tilly, W.D. 2008).
…a coordinated multi-tier instruction program that screens and monitors students accurately and addresses the core components of reading instruction can prevent struggling beginning readers from becoming struggling adolescent readers and reduce unnecessary referrals to special education (Gersten, R., Compton, D., Connor, C.M., Dimino, J., Santoro, L., Linan-Thompson, S., and Tilly, W.D. 2008).
Tier 2 instruction should take place in small homogenous groups ranging from three to four students using curricula that address the major components of reading instruction (comprehension, fluency, phonemic awareness, phonics, and vocabulary) (Gersten, R., Compton, D., Connor, C.M., Dimino, J., Santoro, L., Linan-Thompson, S., and Tilly, W.D. 2008). 3) Adult Support (professional development, reading strategies, MSP format, peer
observations, phonics/multisyllabic words instruction): Many readers must learn how to pause, consider the meaning in text, reflect on their understandings, and use different strategies to enhance their understanding. This process is best learned by watching and listening as effective models think aloud. As developing readers learn these processes, they can gradually take responsibility for monitoring their own comprehension as they read independently (Mosaic of Thought; Keene and Zimmerman, 1997).
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Learning by Doing, DuFour, DuFour, Eaker & Many: One of the most powerful, high-leverage strategies for improving student learning available to schools is the creation of frequent, common, high-quality formative assessments by teachers that are working collaboratively to help a group of students develop agreed-upon knowledge and skills (Fullan, 2005a: Hargreaves & Fink, 2006; Reeves, 2004; Schmoker, 2003; Stiggens, 2005). The reason Professional Learning Communities increase student learning is that they produce more good teaching by more teachers more of the time. Put simply, PLC improves teaching, which improves student results, especially for the least advantaged of students (Saphier, 2005). In order to help all students learn at high levels, schools must provide students that are experiencing difficulty in learning with additional time and support for learning in a timely, directive, and systematic way (DuFour, DuFour, Eaker, & Many, 2006). When the goal is to teach specific reading strategies, small-group instruction is necessary. In the small group setting, teachers are better able to observe, monitor, and attend to the needs of individual readers…A further advantage of small-group instruction is that it can target the specific needs of the group members. Although this is helpful for all learners, it is crucial for struggling readers, whose need for improvement is so great that they cannot afford to devote their instructional time to experiences that do not help them become more capable readers (Strickland et al, 2002). From: Response to Intervention: A practical guide for every teacher In the RTI literature, it seems that most researchers have supported the standard treatment protocol as the RTI option of choice. This standard treatment protocol, as described previously, involves several separate educational interventions, progressing in intensity over time, prior to classification as learning disabled (Fuchs & Fuchs, 2005; Mellard, Byrd, Johnson, Tollefson, & Boesche, 2004). In the discussions available in the professional literature, a three-tiered system involving three separate interventions is typically recommended (Fuchs & Fuchs, 2006; Gerstan & Dimino, 2006; Marston, Muyskens, Lau & Canter, 2003: Mastropieri & Scruggs, 2005; National Joint Committee on Learning Disabilities, 2005; Vaughn, Linan-Thompson, & Hickman, 2003; Vellutino et al., 1996). Some suggest that the three tiers may be considered primary, secondary, and tertiary interventions, with the first tier focused population wide, the second tier focused on more intensive smaller group work, and the third tier individually focused (Mellard et al., 2004). From: Assisting Students Struggling with Reading: Response to Intervention (RTI) and Muli-Tier Intervention in the Primary Grades Multi-tier instruction efforts like RTI can potentially prevent many struggling beginning readers from falling behind in ways that will harm their future academic success (Gersten, R., Compton, D., Connor, C.M., Dimino, J., Santoro, L., Linan-Thompson, S., and Tilly, W.D. 2008).
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…a coordinated multi-tier instruction program that screens and monitors students accurately and addresses the core components of reading instruction can prevent struggling beginning readers from becoming struggling adolescent readers and reduce unnecessary referrals to special education (Gersten, R., Compton, D., Connor, C.M., Dimino, J., Santoro, L., Linan-Thompson, S., and Tilly, W.D. 2008). Tier 2 instruction should take place in small homogenous groups ranging from three to four students using curricula that address the major components of reading instruction (comprehension, fluency, phonemic awareness, phonics, and vocabulary) (Gersten, R., Compton, D., Connor, C.M., Dimino, J., Santoro, L., Linan-Thompson, S., and Tilly, W.D. 2008).
Math Goal Group: Kim McKeough, Dorothy Luke, Tanya Rottle (SIP Team Representatives) Math Goal Group Research Materials: Assisting Students Struggling with Mathematics: Response to Intervention (RTI) for Elementary and Middle Schools by IES National Center for Education Evaluation and Regional Assistance, US Dept. of Education Tier 1 is the mathematics instruction that all students in a classroom receive. It entails universal screening of all students, regardless of mathematics proficiency, using valid measures to identify students at risk for future academic failure—so that they can receive early intervention. In Tier 2 interventions, schools provide additional assistance to students that demonstrate difficulties on screening measures or that demonstrate weak progress. Tier 2 students receive supplemental small group mathematics instruction aimed at building targeted mathematics proficiencies. These interventions are typically provided for 20 to 40 minutes, four to five times each week. Student progress is monitored throughout the intervention. Tier 3 interventions are provided to students that are not benefiting from Tier 2 and require more intensive assistance. Tier 3 usually entails one-on-one tutoring along with an appropriate mix of instructional interventions. In some cases, special education services are included in Tier 3, and in others special education is considered an additional tier. Ongoing analysis of student performance data is critical in this tier. Typically, specialized personnel, such as special education teachers and school psychologists, are involved in Tier 3 and special education services. However, students often receive relevant mathematics interventions from a wide array of school personnel, including their classroom teacher. Recommendations and corresponding levels of evidence Recommendation Level of evidence Tier 1 1. Screen all students to identify those at risk for potential mathematics Moderate
difficulties and provide interventions to students identified as at risk.
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Tiers 2 and 3 2. Instructional materials for students receiving interventions should Low focus intensely on in-depth treatment of whole numbers in kindergarten through grade 5 and on rational numbers in grades 4 through 8. These materials should be selected by committee. 3. Instruction during the intervention should be explicit and systematic. Strong This includes providing models of proficient problem solving, verbalization of thought processes, guided practice, corrective feedback, and frequent cumulative review. 4. Interventions should include instruction on solving word problems Strong that is based on common underlying structures. 5. Intervention materials should include opportunities for students to Moderate work with visual representations of mathematical ideas and interventionists should be proficient in the use of visual representations of mathematical ideas. 6. Interventions at all grade levels should devote about 10 minutes in each Moderate session to building fluent retrieval of basic arithmetic facts. 7. Monitor the progress of students receiving supplemental instruction Low and other students that are at risk. 8. Include motivational strategies in Tier 2 and Tier 3 interventions. Low
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Improvement Goals The creation of the SMART goals for Lakeland Hills Elementary School was based on our current performances in grades 3-5 on the WASL/MSP as well as the data collected reflecting achievement of the subgroups making up our overall results. As identified above, the number of students meeting standard in math is in the low to mid 80’s in reading and low to mid 70’s in math. The SMART goals below address these two core academic areas and will drive our work in the strategies that follow later in this document.
SMART Goal 1: The percentage of all GR 3-5 students meeting the reading MSP standards will increase 4% per year from 84% (2011) to 96% (2014).
SMART Goal 2: The percentage of all GR 3-5 students meeting the math MSP standards will increase from 87% in GR3, 74% GR4 and 75% GR5 (2010) to 96% for GR 3-5 in 2014.
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Needs Assessment Data Documents The following supporting documents were used to write the SMART GOALS and ACTION STEPS:
o DIBELS Dashboard
o MAP Data Dashboard
o WLPTII results
o CEE Spider chart
o AYP Results
o MSP Results and trend charts
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SMART Goal 1
Subject Area: Reading
School Name: Lakeland Hills Elementary School
Target Population- based on
demographic, discipline and attendance data analysis:
Students not meeting standard in the five components of reading (phonemic awareness, phonics, fluency, vocabulary & comprehension). Most common those are students of Hispanic demographic, low socio economic status, and/or students receiving LAP/ELL/SPED services.
Our Reality-based on assessment
data analysis: Currently there is a performance gap between all students and those students that make up the different subgroups described above. In reading, this is between 15-20% of our students.
Our SMART Goal-based on target
population and your reality: The percentage of all GR 3-5 students meeting the reading MSP standards will increase 4% per year from 84% (2011) to 96% (2014).
Action Steps Responsibility Timeline Resources Evidence of SMART Goal
Attainment Sequential- what comes first? Who will monitor?
Who will implement? Detailed milestones/markers of
progress towards evidence Examples include:
PLC, Building 21, CEE data, Power Standards
Student evidence Staff evidence
Evidence of impact Strategy 1: Implement regular common formative assessments to monitor students’ learning in reading.
Monitor – Principal & SIP Team Implement – A. All teachers
will give the DIBELS assessments to monitor PA, PH and FL at least three times per year as appropriate for their grade
Yr 1 (2011-12) DIBELS assessments 3x/yr for all students to provide data to inform instruction for Phonemic Awareness (PA), Phonics (PH), Fluency (FL). Comprehension (11 Targets) – Common Formative Assessments (CFA) created for each target. Specific Targets assigned to each grade level. Common pacing of 2 wks/target
March, May & June 2011 Waiver Days 5 Waiver Days in 2011-12 DIBELS, MAPS, MSP Data BLDG 21hrs, Staff Mtgs, District Designated ½ Day PLC Late Start Mondays (75% of time) focused in Reading
Student Evidence - DIBELS assessment data, CFA assessment data on 11 comprehension targets, MAPS, MSP data and other assessment data. Staff Evidence – Each team will create a CFA for the assigned comprehension targets assigned to their grade level. Each team will implement an intervention/ enrichment cycle following the CFA for that
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level. B. All teachers
will develop CFAs for their assigned comprehension targets Intervention & enrichment opportunities will be provided following each CFA.
followed by CFA for GR 3-5. Review of all 11 targets (2/wk for 6wks) completed prior to MSP testing in May. Target Assignments: K – 2-3 Targets TBD GR 1 – 3-4 Targets TBD GR 2 – 6 Targets TBD GR 3-5 – 11 Targets Yr 2 (2012-13) Vocabulary assessments development once a district/state/national vocabulary list is available. In the meantime GLAD and other local vocabulary will be taught.
Clock Hours available
comprehension target. Also evident in meeting agendas and minutes and observable classroom practices. Evidence of Impact – MSP scores in reading will rise to achieve 96% passing rate by 2014.
Strategy 2: Implement best instructional practices in reading instruction.
Monitor – Principal & SIP Team Implement – All teachers
Yr 1 (2011-12) Core Instructional Content aligned to 5 components of Reading for at least 45min/day 5 days per week GR K-5. Walk To Read Content/Focus clearly articulated within team and with support personnel (ELL, LAP, SPED staff) for at least 45min 4 days per week GR 1-5 (30min/day 4 days/wk K). MSP Strategic Practice throughout all reading instruction. GR 2 – Begin winter of each school year. GR 3-5 – Begin in September of each school year.
Harcourt, Teacher Developed Materials May & June 2011 Waiver Days 5 Waiver Days in 2011-12 DIBELS, MAPS, MSP Data BLDG 21hrs, Staff Mtgs, District Designated ½ Day PLC Late Start Mondays (75% of time) focused in Reading Clock Hours available
Student Evidence - DIBELS assessment data, MAPS, MSP data and other assessment data. Staff Evidence – Each team will create a clearly articulated plan for what is taught during core on grade level instruction and Walk to Read. Also evident in meeting agendas and minutes and observable classroom practices. Evidence of Impact – MSP scores in reading will rise to achieve 96% passing rate by 2014.
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Strategy 3: Implement targeted professional development and training for staff in reading.
Monitor – Principal & SIP Team Implement – All teachers
Year 1 2011-12 MSP vocabulary, format, writing mirror items and graphic organizers training. GLAD training & ongoing support for those previously trained. Harcourt Templates Review training for K/1 teachers. Phonics/Multisyllabic Words training for GR 2-5. Year 2 2012-13 Vertical Teaming Peer Observations
Staff Meetings 5 Waiver Days in 2011-12 DIBELS, MAPS, MSP Data BLDG 21hrs, Staff Mtgs, District Designated ½ Day PLC Late Start Mondays (75% of time) focused in Reading Clock Hours available
Student Evidence - DIBELS assessment data, MAPS, MSP data and other assessment data. Staff Evidence – Attendance & implementation of strategies and practices taught in trainings. Also evident in meeting agendas and minutes and observable classroom practices. Evidence of Impact – MSP scores in reading will rise to achieve 96% passing rate by 2014.
Alignment to District Improvement Plan Objectives: Goal 1 Objectives 1a-c, Goal 2 Objective 2a.
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SMART Goal 2
Subject Area: Mathematics
School Name: Lakeland Hills Elementary School
Target Population- based on
demographic, discipline and attendance data analysis:
Students not meeting standard in mathematics. Most common those are students of Hispanic demographic, low socio economic status, and/or students receiving LAP/ELL/SPED services.
Our Reality-based on assessment
data analysis: Currently there is a performance gap between all students and those students that make up the different subgroups described above. In math it is between 25-30% of our students.
Our SMART Goal-based on target
population and your reality: The percentage of all GR 3-5 students meeting the math MSP standards will increase from 87% in GR3, 74% GR4 and 75% GR5 (2010) to 96% for GR 3-5 in 2014.
Action Steps Responsibility Timeline Resources Evidence of SMART Goal
Attainment Sequential- what comes first? Who will monitor?
Who will implement? Detailed milestones/markers of
progress towards evidence Examples include: PLC, Building 21
Student evidence Staff evidence
Evidence of impact Implement regular assessments to monitor students’ learning in mathematics.
Monitor – Principal & SIP Team Implement – A. All teachers
will develop CFAs for math PEs Intervention & enrichment opportunities will be provided following each CFA.
Year 1 2011-12 Math CFA will be given after each Performance Expectation (PE) is taught. Results will be used to regroup students following each CFA into an intervention or an enrichment group. Summative assessments will be given following each strand or at least every trimester to assess the long term retention of math skills and knowledge over the course of the year. Each summative assessment will include questions that cover all previously covered
March, May & June 2011 Waiver Days 5 Waiver Days in 2011-12 MAPS, MSP Data BLDG 21hrs, Staff Mtgs, District Designated ½ Day PLC Late Start Mondays (25% of time) focused in Mathematics Clock Hours available
Student Evidence - teacher created CFA assessment data on each PE and on summative assessments, MAPS, MSP data and other assessment data. Staff Evidence – Each team will create & give a CFA for each math PE. Each team will implement an intervention/ enrichment cycle following the CFA for that comprehension target. Each team will create a common summative
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Summative Assessments will be created and used following each strand or trimester to assess the long term retention of skills and knowledge.
material from the beginning of the year to the current date.
assessment following each strand or trimester to assess the long term retention of skills and knowledge. Also evident in meeting agendas and minutes and observable classroom practices. Evidence of Impact – MSP scores in math will rise to achieve 96% passing rate by 2014.
Implement best instructional practices in mathematics instruction.
Monitor – Principal & SIP Team Implement – A. All teachers
will ensure 75 min 5 days per week for math instruction.
B. All teachers will ensure at least a 1 day per week intervention lasting at least 30min based on CFA results.
Year 1 2011-12 All teachers will devote 75min to math instruction 5 days/wk. (15min for fact strategy instruction & practice, 10-15min for review of previously taught skills and 45min of new content instruction.) Implement at least a 30min intervention/enrichment 1 day per week, groups determined by results of CFA. MSP instruction and strategic practice starting winter for GR 2 and starting in fall for GR 3-5.
5 Waiver Days in 2011-12 MAPS, MSP Data BLDG 21hrs, Staff Mtgs, District Designated ½ Day PLC Late Start Mondays (25% of time) focused in Mathematics Clock Hours available
Student Evidence - teacher created CFA assessment data, MAPS, MSP data and other assessment data. Staff Evidence – Each teacher will have 75min 5 days per week of math instruction and at least a 1 day per week 30min intervention/ enrichment cycle based on CFA data. Also evident in meeting agendas and minutes and observable classroom practices. Evidence of Impact – MSP scores in math will rise to achieve 96% passing rate by 2014.
Implement targeted professional development and training for staff in mathematics.
Monitor – Principal & SIP Team
Year 1 2011-12 MSP vocabulary, format and writing mirror items training.
5 Waiver Days in 2011-12 MAPS, MSP Data
Student Evidence - MAPS, MSP data and other assessment data.
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Implement – All teachers
Training on math fact strategies for each operation. Year 2 2012-13 Vertical Teaming Peer Observations
BLDG 21hrs, Staff Mtgs, District Designated ½ Day PLC Late Start Mondays (25% of time) focused in Mathematics Clock Hours available
Staff Evidence – Attendance & implementation of strategies and practices taught in trainings. Also evident in meeting agendas and minutes and observable classroom practices. Evidence of Impact – MSP scores in math will rise to achieve 96% passing rate by 2014.
Alignment to District Improvement Plan Objectives: Goal 1 Objectives 1a-c, Goal 2 Objective 2a.
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Planning Implementation Calendar, 2010-2011:
Timeline for Planning Process School Leadership Team Meetings: October 13, 2010: SIP Team Mtg December 3, 2010: SIP Team Planning Mtg December 10, 2010: SIP Team Data Carousel & SIP Plan Creation Mtg January 4, 2011: Fully Revised SIP Update to all Staff @ Staff Mtg – Data Carousel Overview January 14, 2011: SIP Team Data Carousel Planning Mtg. January 31, 2011: Data Carousel January 21, 2010: SIP Study Groups February 4, 2010: SIP Study Groups February 15, 2011: Fully Revised SIP Update to all Staff @ Staff Mtg – SIP Goals Presentation March 2, 2011: ½ day release for SIP team to prepare strategies & goals for SIP plan to present to staff March 8, 2011: Fully Revised SIP Update to all Staff @ Staff Mtg – Adjusted SIP Goals Presentation PLC Perception Data Survey Review April 11, 2011: SIP Team Strategies Presentation to Staff – Preparation Mtg April 12, 2011: Fully Revised SIP Update to all Staff @ Staff Mtg – Strategies Overview May 9, 2011: Finalize SIP Document as a Whole Group District Meetings: November 12, 2010: Data Analysis and Goal Setting
Facilitators: Pili Wolf and Adriane Hartness December 10, 2010: Using Data: Building Literacy in At-Risk Learners Project Originator: Heidi Harris Facilitator: Debbie Helm January 14, 2011: Using Data: Building Math Literacy in At-Risk Learners Project Originator: Cindi Blansfield February 11, 2011: Crafting and Monitoring the Plan
Facilitators: Pili Wolf and Adriane Hartness March 11, 2011: Strategies for Crafting and Monitoring Student Academic Improvement – Work Session Facilitators: Pili Wolf and Adriane Hartness Staff Professional Development: September 2, 2010: Review/Revise Team Norms, Protocols & Assignments for PLC Late Start Mondays,
Math Pacing Schedule Review, Revise Math CFAs, Intervention & Enrichment Articulation, Assessing Intervention/Enrichment.
September 24, 2010: Walk to Read Training & Preparation, IXL Math Training /Webinar, Optional Student-Led Conferences Training Part 2
October –ongoing: Guided Language Acquisition Design (GLAD) Initial Training & Ongoing Support for those previously trained
October 22, 2010: Waiver Day #2 – DIBELS Math overview, Math Intervention/Enrichment sharing across teams
November 9, 2010: Supporting Vocabulary Instruction for ELL Students @ Staff mtg
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February-Mar 2011: A Repair Kit for Grading – 15 Fixes for Broken Grades Book Study for all staff March 14, 2011: Waiver Day #3 – Math summative assessments overview and training, preview plan for
standards based reading instruction for 2011-12 May 9, 2011: Waiver Day #4 – Final creation of math summative assessments for trimester 3, begin
planning and working for transition to standards based reading instruction for 2011-12 June 13, 2011: Waiver Day #5 – Review seven strategies for effective assessments from ATLA teachers,
Harcourt reading and assessment presentations, work on transition to standards based reading instruction for 2011-12
Planning Implementation Calendar 2011-2012 Reading Spring/Fall 2011
1. Strategy 1 a. Follow a common pacing for teaching the 11 comprehension targets to GR 3-5 students b. Create CFAs for comprehension targets for each grade level c. Implement intervention & enrichment opportunities for 11 comprehension targets following
instruction (Defer Implementation until fall 2012) 2. Strategy 2
a. Articulate focus for core reading instruction incorporating the 5 components of reading and the 11 comprehension targets
b. Articulate focus for Walk to Read instruction that supports core instruction, but provides instruction targeted at the students’ instructional level in smaller group settings
c. Intentional MSP practice to begin in second grade in the winter and in grades 3-5 starting in the fall each year
3. Strategy 3 a. PD on MSP vocabulary, format, MSP graphic organizers and writing MSP type questions with
all K-5 staff b. GLAD full training for those not previously trained as training is available
i. Support currently trained staff with in-building support through certified trainer on staff Reading Winter/Spring 2012
1. Strategy 3 a. Harcourt Templates Review for K/1 and Phonics/Multi-Syllabic Words instruction training for
GR 2-5 staff
Reading Spring/Fall 2012 1. Strategy 1
a. Implement building-wide vocabulary instruction program and create CFAs to inform instruction and provide summative evidence of student learning in vocabulary
2. Strategy 3 a. Provide opportunities for Vertical Teaming with focus in reading b. Provide opportunities for staff peer observations to increase instructional effectiveness within
teams and across grade level teams Math Spring/Fall 2011
1. Strategy 1
SIP Template
32 | P a g e
a. Create CFAs for each Math PE for each grade level to be given after each PE is taught b. Create summative assessments for each strand or each trimester for each grade level
2. Strategy 2 a. Increase core math instruction to 75minutes per day 5 days per week
i. 15min fact fluency instruction & practice on grade level appropriate operations ii. 15min review of previously taught content
iii. 45min direct instruction on current PE b. Regroup students at least one time per week for 30min in addition to the core instruction math
time based on results of each PE CFA to provide intervention or enrichment c. Intentional MSP practice to begin in second grade in the winter and in grades 3-5 starting in the
fall each year 3. Strategy 3
a. PD on MSP vocabulary, format and writing MSP type questions with all K-5 staff b. Math fact strategy PD for all K-5 staff
Math Spring/Fall 2012
1. Strategy 3 a. Provide opportunities for Vertical Teaming with focus in reading b. Provide opportunities for staff peer observations to increase instructional effectiveness within
teams and across grade level teams
ADVANCED PLACEMENT MUSIC THEORY
INTRODUCTION
Course Name Advanced Placement Music Theory Grade Level(s) 11 & 12 Course Length Year Long Course Code MUS 501, 502
Course Description AP Music Theory will allow students the opportunity to expand their music education to include the history and fundamentals behind the music we already perform. The description from the college board state: “The ultimate goal of an AP Music Theory course is to develop a student’s ability to recognize, understand and describe the basic materials and processes of music that are heard or presented in a score.”
Pathway Connections Primary Connection Arts & Communication Secondary Connection Sample Sequence of Courses Grade 5-8 Band, Orchestra or Choir Grade 9-12 Band, Orchestra
or Choir AP Music Theory should be available for current music students in their 11th or 12th grade year.
Basic Textbook The Musician’s Guide to Fundamentals by Jane Piper Clendinning,
Elizabeth West Marvin and Joel Phillips
The Musician’s Guide to Aural Skills by Joel Phillips, Paul Murphy, Elizabeth West Marvin and Jane Clendinning
Software Finale Music Notation Software
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POWER STANDARDS
Course Name AP Music Theory Grade Level(s) 11-12
1) Notate pitch & rhythm in accordance with standard notation practices
2) Read melodies in treble, bass and movable C clefs
3) Write, sing, and play major scales and all three forms of minor scales
4) Recognize by ear and by sight all intervals within an octave
5) Use the basic rules that govern music composition
6) Harmonize a melody with appropriate chords using good voice leading
7) Analyze the chords of a musical composition by number and letter name
8) Transpose a composition from one key to another
9) Express musical ideas by composing and arranging
10) Understand and recognize basic musical forms: ternary, binary, rondo, etc.
11) Write simple rhythmic, melodic, and harmonic dictation
3
COURSE OUTLINE
Course Name AP Music Theory Grade Level(s) 11 & 12
“A major component of any college music curriculum is a course introducing the first year student to musicianship, theory, musical materials and procedures. It may emphasize one aspect of music, such as harmony; more often, however, it integrates aspects of melody, harmony, texture, rhythm, form, musical analysis, elementary composition and, to some extent, history and style. Musicianship skills such as dictation and other listening skills, sight-singing, and keyboard harmony are considered an important part of the theory course, although they may be taught as separate classes. The ultimate goal of an AP Music Theory course is to develop a student’s ability to recognize, understand and describe the basic materials and processes of music that are heard or presented in a score.”
Please see the attached syllabus for lessons and curriculum outline.
4
AP Music Theory Syllabus Auburn Riverside High School Meghan Wagner, instructor
Texts
We will be utilizing information from a variety of college music theory text books as well as online resources.
Primary Texts
Clendinning, Jane Piper, and Elizabeth West Marvin. 2005. The Musician’s Guide to Theory and Analysis, with Workbook and Anthology. New York: W. W. Norton.
Phillips, Joel, Jane Piper Clendinning, and Elizabeth West Marvin. 2005. The Musician’s Guide to Aural Skills, Vol. 1. New York: W. W. Norton.
Course Objectives
At the end of the course, students should be able to:
a. Notate pitch & rhythm in accordance with standard notation practices b. Read melodies in treble, bass and movable C clefs c. Write, sing, and play major scales and all three forms of minor scales d. Recognize by ear and by sight all intervals within an octave e. Use the basic rules that govern music composition f. Harmonize a melody with appropriate chords using good voice leading g. Analyze the chords of a musical composition by number and letter name h. Transpose a composition from one key to another i. Express musical ideas by composing and arranging j. Understand and recognize basic musical forms: ternary, binary, rondo, etc. k. Write simple rhythmic, melodic, and harmonic dictation
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Course Planner
First 9 Weeks
Part I: Building a Musical Vocabulary
Although students have previous musical knowledge from their involvement and participation in a variety of performing ensembles, it is important that we are all in agreement as to the expectations and vocabulary requirements for this course. The materials produced by the College Board helps clarify the advanced content for this course. I administer the sample exam questions found in the AP Course Description. We complete the sample free-response questions as a class, including the sight-singing exercises. I have compiled a checklist of the theory concepts required to answer each item, and we use it as we review our tests and make appropriate corrections.
Week 1 Pitch and Pitch Class Week 2 Beat, Meter, and Rhythm: Simple & Compound Meters Week 3 Pitch Collections, Scales, and Major keys Week 4 Minor Keys and Diatonic Modes and Triads Week 5 Pitch Intervals Week 6 Circle of Fifths and Key Signatures Week 7-8 Clefs and Notation Week 9 Part I Exam
Sight-Singing Week 1 Major Ascending Intervals Week 2 Major Descending Intervals Week 3 Minor Ascending Intervals Week 4 Minor Descending Intervals Week 5 Modal Scales Week 6 Introduction to Solfege
Second 9 Weeks
Part II: Linking Musical Elements in Time Weeks 1-2 Intervals in Action (Two-Voice Counterpoint; Voice Leading) Week 3 Melodic and Rhythmic Embellishment in Two-Voice Composition Week 4 Notation and Scoring Weeks 4-5 Voicing Chords in Multiple Parts: Instrumentation Week 5 Part II Exam
Part III: The Phrase Model Week 6 The Basic Phrase Model: Tonic and Dominant Voice Leading Week 7 Embellishing Tones Week 8 Choral Harmonization and Figured Bass
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Week 9 Semester Exams Sight-Singing
Week 1 Focus on Intervals from the Tonic/Triad Week 2 Major Key Emphasis Week 3 Minor Key Emphasis Week 4 Further Use of Diatonic Intervals
Melody: Diatonic Intervals/Rhythm: Subdivision of the Beat Week 5 Rhythmic Dictation (practice of rhythmic dictation will continue regularly in
class) Week 6 Melody: Intervals from the Tonic and Dominant Triads Week 7 Further Use of Diatonic Intervals
Third 9 Weeks
Week 1 Chorale Harmonization and Figured Bass Week 2 Expanding the Basic Phrase: Leading Tone, Predominant, and 6/4 Chords
Further Expansions of the Basic Phrase: Tonic Expansions, Root Progressions, and the Mediant Triad
Week 3 The Interaction of Melody and Harmony: More on Cadence, Phrase and Melody
Week 4 Diatonic Sequences Week 5 Intensifying the Dominant: Secondary Dominants and Secondary Leading
Tone Chords; New Voice Leading Chords Phrase Rhythm and Motivic Analysis Musical Form and Interpretation
Week 6 Exam Popular Song and Art Song Week 7 Variation and Rondo Binary and Ternary Forms Week 8 Sonata-Form Movements
Chromaticism, Whole-tone Scales; Introduction to 20th Century Composing Techniques
Week 9 Exam Sight-Singing
- 8 measure excerpts from choral literature - Teacher-composed 8 measure phrases
Fourth 9 Weeks
Further Expansion of the Harmonic Vocabulary Week 1 Tonicizing Scale Degrees Other Than V Modulation to Closely Related Keys Color and Drama in Composition
7
Weeks 1-6 Required exams from the Musician’s Guide Website Weeks 1-6 Dictation exercises continue – add melodic and harmonic Weeks 1-6 Free-response question exercises Weeks 1-6 Recorded sight-singing exercises Weeks 1-6 In-depth aural analysis of literature – classwork/discussion Weeks 1-6 Students complete teacher-designed exams based on AP Released Exam
materials Weeks 3 & 5 Complete AP Music Theory Released Exam. Weeks 7-9 Student arranging assignments
Teaching Strategies
- Visual and Aural o J.S. Bach Chorales o Examples from music being studied in performance ensembles o I play piano to demonstrate harmonic cadences/intervals/etc.
- In class drill and practice o Regular dictation practice (rhythmic, melodic and harmonic) o Timed written assignments (i.e. diatonic triads/modal scales) o Group analysis work o Scale and key signature drills
- Ear Training o Sing everything that is learned in terms of scales, modes, intervals, triads, etc.
- Student-produced arrangements/compositions o Use of musical form knowledge (i.e. Theme and Variation)
Assessment Strategies
- Attendance - Classroom Participation - Homework Assignments - Quizzes - Final Exams
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Basic Instructional Materials Request Page 1 of 3
SCHOOL DEPARTMENT OR COMMITTEE SUBMITTING REQUEST: Auburn Riverside High School
List names of persons who evaluated this material:
NAME POSITION SCHOOL Meghan Wagner AP Music Theory/Band ARHS This request for basic instructional materials must be accompanied with a curriculum framework outlining, at a minimum, units of instruction, Essential Academic Learning Requirements and/or Grade Level Expectations, assessments, and thinking skills. A curriculum framework document is included in the Curriculum Framework section of this handbook. 1. REQUESTED MATERIAL
Type of material being requested: Book Software CD/DVD Online/Web Resources Other
Title The Musician’s Guide to Theory and Analysis with workbook Copyright 2005
Author Jane Piper Clendinning Publisher W.W. Norton ISBN
Range of readability levels Average readability level
2. COURSE INFORMATION Subject in which requested material will be used: AP Music Theory Grade level(s) for which this material is being requested: 11 & 12
3. COST ANALYSIS
First year cost per student $87.50 Number of students to use material 20
Cost per student to maintain on yearly basis $0
Other costs (specify) None
Total cost of adoption for: Building District $5,250
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Basic Instructional Materials Request
Page 2 of 3 PROGRAM GOALS. The requested basic instructional materials are consistent with district, building, department, and/or course goals including: Criteria Yes No N/A 1. Consistency with district and program mission, vision, goals and objectives 2. Align with state- and district-defined Essential Academic Learning Requirements
and/or Grade Level Expectations
3. Further the systematic and sequence of the program across K-12 DISTRICT AND COMMUNITY STANDARDS. The requested basic instructional materials are consistent with district and community standards including: Criteria Yes No N/A Provides teachers guidelines to: 1. Present differing viewpoints of controversial issues in order for students to
develop the skills of critical analysis and informed decision making.
2. Promote the diverse character of our world by: a. Presenting cultural and ethnic differences. b. Using language and examples which treat all human beings with respect
and dignity.
c. Helping students understand and accept the diversity in the heritage and culture of our nation’s people.
d. Recognizing various types of family structures. e. Recognizing differing socioeconomic levels. d. Recognizing differences in minorities and gender. e. Representing occupational diversity of populations.
3. Materials are appropriate for the age, experience, and maturity level of the student for whom it is intended.
a. Materials are free from inappropriate use of profane, obscene, or derogatory language.
b. Materials are free from inappropriate written or visual graphic sexual incidents.
6. Materials stimulate student growth in conceptual thinking, factual knowledge, physical fitness, literary appreciations, aesthetic values, and the development of ethical and moral standards.
7. Materials enrich and support the curriculum, taking into consideration the varied instructional needs, abilities, interests, and maturity levels of the students served.
Materials adopted in the Auburn School District are appropriate for the age, experience, and maturity level of the student for whom they are intended. Teaching and learning materials should not include obscene language or graphic sexual incidents. Rationale must be presented and appropriate instructional goals included where potentially explicit topics or visual aids are used. Alternate learning opportunities will be provided upon request in the case that an objection is made to the approved instructional material.
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Basic Instructional Materials Request Page 1 of 3
(Must include Evaluation of Basic Materials form for a minimum of two texts.) SCHOOL DEPARTMENT OR COMMITTEE SUBMITTING REQUEST: Auburn Riverside High School
List names of persons who evaluated this material:
NAME POSITION SCHOOL Meghan Wagner AP Music Theory/Band ARHS This request for basic instructional materials must be accompanied with a curriculum framework outlining, at a minimum, units of instruction, Essential Academic Learning Requirements and/or Grade Level Expectations, assessments, and thinking skills. A curriculum framework document is included in the Curriculum Framework section of this handbook. 1. REQUESTED MATERIAL
Type of material being requested: Book Software CD/DVD Online/Web Resources Other
Title The Musician’s Guide to Aural Skills Vol. 1 Copyright 2005
Author Joel Phillips Publisher W.W. Norton ISBN
Range of readability levels n/a Average readability level n/a
2. COURSE INFORMATION
Subject in which requested material will be used: AP Music Theory Grade level(s) for which this material is being requested: 11 & 12
3. COST ANALYSIS
First year cost per student $80.00 Number of students to use material 20
Cost per student to maintain on yearly basis $0
Other costs (specify) None
Total cost of adoption for: Building District $1,600
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Basic Instructional Materials Request
Page 2 of 3 PROGRAM GOALS. The requested basic instructional materials are consistent with district, building, department, and/or course goals including: Criteria Yes No N/A 1. Consistency with district and program mission, vision, goals and objectives 2. Align with state- and district-defined Essential Academic Learning Requirements
and/or Grade Level Expectations
3. Further the systematic and sequence of the program across K-12 DISTRICT AND COMMUNITY STANDARDS. The requested basic instructional materials are consistent with district and community standards including: Criteria Yes No N/A Provides teachers guidelines to: 1. Present differing viewpoints of controversial issues in order for students to
develop the skills of critical analysis and informed decision making.
2. Promote the diverse character of our world by: a. Presenting cultural and ethnic differences. b. Using language and examples which treat all human beings with respect
and dignity.
c. Helping students understand and accept the diversity in the heritage and culture of our nation’s people.
d. Recognizing various types of family structures. e. Recognizing differing socioeconomic levels. d. Recognizing differences in minorities and gender. e. Representing occupational diversity of populations.
3. Materials are appropriate for the age, experience, and maturity level of the student for whom it is intended.
a. Materials are free from inappropriate use of profane, obscene, or derogatory language.
b. Materials are free from inappropriate written or visual graphic sexual incidents.
6. Materials stimulate student growth in conceptual thinking, factual knowledge, physical fitness, literary appreciations, aesthetic values, and the development of ethical and moral standards.
7. Materials enrich and support the curriculum, taking into consideration the varied instructional needs, abilities, interests, and maturity levels of the students served.
Materials adopted in the Auburn School District are appropriate for the age, experience, and maturity level of the student for whom they are intended. Teaching and learning materials should not include obscene language or graphic sexual incidents. Rationale must be presented and appropriate instructional goals included where potentially explicit topics or visual aids are used. Alternate learning opportunities will be provided upon request in the case that an objection is made to the approved instructional material.
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Supplemental Instructional Materials Request Page 1 of 3
INTRODUCTION
The Supplemental Instructional Materials Approval form is to be completed by any individual, building, or program recommending use of supplemental instructional materials. Requests for approval of supplemental materials used on a district-wide basis are submitted on the Supplemental Instructional Materials Approval form to the Executive Director of K-12 Student Learning. The responsibility for the selection/approval of supplemental materials to be used on a single-building basis is delegated to the principal, following recommendations from the librarian and teachers. (Refer to “Instructional Materials Selection” for further information). Single-building use approval requests shall be submitted to the building principal for approval. Program use requests (such as those for LAP, Title, Honors, CTE, for example.) shall be submitted to the program administrator and to the building principal for approval. Program requests for usage at more than one building complete the requirements for district-wide use approval requests. District-wide use approval requests shall be submitted to the Executive Director of K-12 Student Learning for approval recommendation by the District Curriculum, Instruction, & Assessment Committee. This request for supplemental instructional materials must be accompanied with a curriculum framework outlining, at a minimum, units of instruction, Essential Academic Learning Requirements and/or Grade Level Expectations, assessments, and thinking skills. A curriculum framework document is included in the Curriculum Framework section of this handbook 1. Supplementary instructional materials approval is being requested for:
Single-building Program Use District-wide Use 2. Submitted by: Meghan Wagner
Building: Auburn Riverside High School Date: 2/26/13 3. Content Area: AP Music Theory Grade Level(s): 11 & 12
Course Title: AP Music Theory 4. Title of Material: Finale Music Notation Software 5. Publisher: ISBN:
Author: Copyright: 2010
6: Type of material being requested (check one): Book Software CD/DVD Online/Web
Resources
Other please describe: 7. Approximate cost per unit: $350 Number of units to be purchased: 1
Total cost to purchase: $350 8. Readability level (specialist input):
9. Description of contents: Music Notation Software
10. Has this material been previously approved for use at another grade level? X Yes No
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Supplemental Instructional Materials Request Page 2 of 3
PROGRAM GOALS. The requested basic instructional materials are consistent with district, building, department, and/or course goals including: Criteria Yes No N/A 1. Consistency with district and program mission, vision, goals, and objectives 2. Align with state- and district-defined Essential Academic Learning Requirements
and/or Grade Level Expectations
3. Further the systematic and sequence of the program across K-12 DISTRICT AND COMMUNITY STANDARDS. The requested basic instructional materials are consistent with district and community standards including: Criteria Yes No N/A Provides teachers guidelines to: 1. Present differing viewpoints of controversial issues in order for students to develop
the skills of critical analysis and informed decision making.
2. Promote the diverse character of our world by: a. Presenting cultural and ethnic differences. b. Using language and examples which treat all human beings with respect
and dignity.
c. Helping students understand and accept the diversity in the heritage and culture of our nation’s people.
d. Recognizing various types of family structures. e. Recognizing differing socioeconomic levels. f. Recognizing differences in minorities and gender. g. Representing occupational diversity of populations.
3. Materials are appropriate for the age, experience, and maturity level of the student for whom it is intended.
a. Materials are free from inappropriate use of profane, obscene, or derogatory language.
b. Materials are free from inappropriate written or visual graphic sexual incidents.
8. Materials stimulate student growth in conceptual thinking, factual knowledge, physical fitness, literary appreciations, aesthetic values, and the development of ethical and moral standards.
9. Materials enrich and support the curriculum, taking into consideration the varied instructional needs, abilities, interests, and maturity levels of the students served.
Materials adopted in the Auburn School District are appropriate for the age, experience, and maturity level of the student for whom they are intended. Teaching and learning materials should not include obscene language or graphic sexual incidents. Rationale must be presented and appropriate instructional goals included where potentially explicit topics or visual aids are used. Alternate learning opportunities will be provided upon request in the case that an objection is made to the approved instructional material.
16
17
WORLD GEOGRAPHY
INTRODUCTION
Course Name World Geography Grade Level(s) 10-12 Course Length Semester Course Code SOC 150
Course Description This course is a study of people, places, and environment from a physical and cultural perspective. Through a variety of classroom activities, students will gain an appreciation and understanding of the interdependent world in which they live. Students will analyze and evaluate the connection between their local and global communities. The course will emphasize the practical and responsible application of geography to life situations. After mastering the competencies in this course, students will have knowledge of the various regions and cultures and be able to interpret maps, analyze cultures and assess geographical information from a multicultural perspective.
Pathway Connections Social and Personal Services
Primary Connection Arts and Communications Secondary Connection Business and Management
Sample Sequence of Courses This course can fit in anywhere in the Social Studies course
sequence. Basic Textbook Geography published by Holt McDougal Equipment Basic classroom equipment, computer, LCD, Document camera Software Computer-based map skills program for students to gain computer
skills and work inter-actively (as needed) Supplemental Materials Dry-erase map sets so students would work along with the teacher.
(as needed)
POWER STANDARDS
Course Name World Geography Grade Level(s) 10-12
The student will… 1. demonstrate knowledge of continuity and change in the history of the world.
2. demonstrate knowledge of economic concepts and principles.
3. demonstrate knowledge of major elements of geographical study and analysis (such as location, place, movement, and regions) and their relationship to changes in society and the environment.
4. demonstrate knowledge of relationships of the individual and groups to institutions and cultural
traditions. 5. perfect skill building concepts and ideas based on the understanding of Political, Physical,
Economic, and Cultural maps and mapping. 6. demonstrate knowledge of the tools of social science inquiry (such as surveys, statistics, maps, and
documents). 7. recognize, relate, and integrate specific aspects of the past to current events and issues as they
apply tot eh student’s life as a citizen of a global community.
COURSE OUTLINE
Course Name World Geography Grade Level(s) 10-12
This course is a study of people, places and environment from a physical and cultural perspective. Through a variety of classroom activities, students will gain an appreciation and understanding of the interdependent world in which they live. Students will analyze and evaluate the connection between their local and global communities. The course will emphasize the practical and responsible application of geography to life situations. 1. Introduction to Geography, World Map Creation, Five Themes of Geography (3 weeks)
A. The Five Themes of Geography B. Introduce Maps: Physical vs. Political C. Introduce Geography Theme 1: Location D. Introduce Geography Theme 2: Place E. Introduce Geography Theme 3: Region F. Introduce Geography Theme 4: Environmental Interaction G. Introduce Geography Theme 5: Movement H. Assessment: Test on the Five themes of Geography
2. The United States and Canada (2 weeks) A. Physical and Political Map of US and Canada B. Map Skill work on the US and Canada C. Culture of US and Canada D. Economy of US and Canada E. Environmental Issues in the US and Canada F. Assessment
3. Central and South America (3 weeks) A. Physical and Political Map of Central America and the Caribbean B. Map Skill work on Central America and the Caribbean C. Culture of Central America and the Caribbean D. Economy of Central America and the Caribbean E. Environmental Issues in Central America and the Caribbean F. Physical and Political Map of South America G. Map Skill work on Central America and the Caribbean H. Cultural, Economic ,and Environmental Issues in South America I. Assessment : What does Rio de Janeiro, Brazil need to do to get ready for the Olympics?
4. Europe (2 weeks)
A. Physical and Political Map of Europe B. Map Skill work on Europe C. Culture of Europe D. Economy of Europe E. Environmental Issues in Europe F. Assessment
5. Africa and the Middle East (4 weeks)
A. Physical and Political Map of The Middle East B. Physical and Political Map of Africa C. Map Skill work on the Middle East and Africa D. Culture of Culture of the Middle East E. Culture of Africa F. Economy of Middle East (Oil Production) G. Economy of Africa H. Environmental Issues in Middle East I. Environmental Issues in Africa J. Research Project Guiding Questions: What happens to the Middle East when the Oil runs
out? –Or- What does Africa need help doing in order to modernize its economy, without losing African traditions?
6. Asia (2 weeks)
A. Physical and Political Map of Asia B. Map Skill work on Asia C. Culture of China, Japan, South Korea, North Korea, Indonesia D. Economy of Asia (Focus on China, Japan, and South Korea) E. Environmental Issues in China (Also look at the recent nuclear disaster in Japan) F. Assessment
7. CBA type Project (1 week)
A. Research and Problem Solve a serious issue facing a country of your choosing B. Research skill development C. Work on project
8. Final Review and Exam (1 week)
Auburn School District #408
Program Name Social Studies Course Name World Geography
Page 1 of 1
Unit: The Five Themes of Geography Approximate Length of Unit (in hours): 10
Grade Level 10-12 MSP or HSPE Benchmark Target Grade
Enduring Understandings:
Students will understand the Five Themes of Geography
Essential Questions:
What are the Five Themes of Geography? How they do they work together to describe Geography in general? Planning the Learning
[Understanding by Design Stage 3] Standards
(GLEs, EALRs, and/or Performance Expectations)
[Understanding by Design Stage 1] CONTENT
Performance Task/ Assessments
[Understanding by Design Stage 2] CONTEXT
Integrating Analytical, Logical, & Creative Thinking COGNITIVE DEMAND
Vocabulary Supplies & Materials
EALR 3: GEOGRAPHY The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments
Component 3.3: Understands the geographic context of global issues.
3.3.1 Understands how the geography of expansion and encounter has shaped global politics and economics in the past or present.
Students will use a variety of mediums to work with and understand the 5 concepts of Geography.
Students will use the FIve Themes of Geography to place themselves in the world, not simply physically but also where they fit in our culture and world.
Geography Absoluate Location Relative Location Hemisphere Equator Prime Meridan Latitude Longitude Location Place Region Human-Enironmental Interaction Movement
Geography Textbook and Atlas
Auburn School District #408
Program Name Social Studies Course Name World Geography
Page 1 of 1
Unit: World Map Creation Approximate Length of Unit (in hours): 5
Grade Level 10-12 MSP or HSPE Benchmark Target Grade 10
Enduring Understandings:
Students will create a lasting product of a hand written world map to begin to understand the spacial relationships between places in the world
Essential Questions:
What does a world map look like? How is the world arranged visually
Planning the Learning [Understanding by Design Stage 3]
Standards (GLEs, EALRs, and/or Performance
Expectations) [Understanding by Design Stage 1]
CONTENT
Performance Task/ Assessments
[Understanding by Design Stage 2] CONTEXT
Integrating Analytical, Logical, & Creative Thinking COGNITIVE DEMAND
Vocabulary Supplies & Materials
EALR 3: GEOGRAPHY The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features
3.1.2 Identifies major world
regions
Students create a map of the world to begin their study of World Geography.
Use of artistic skills and rudimentary understanding of spacial relationships on countries of our world.
latitude longitude compass poles continents oceans
Geography Textbook and Atlas
Auburn School District #408
Program Name Social Studies Course Name World Geography
Page 1 of 2
Unit: Mexico and the Caribbean Approximate Length of Unit (in hours): 20
Grade Level 10-12 MSP or HSPE Benchmark Target Grade
Enduring Understandings:
Students will understand the context of immigration from Mexico and the Caribbean to the United States and Canada
Essential Questions:
What causes migration to the US and Canada from the South? What effect does this migration have on the US and Canada? Planning the Learning
[Understanding by Design Stage 3] Standards
(GLEs, EALRs, and/or Performance Expectations)
[Understanding by Design Stage 1] CONTENT
Performance Task/ Assessments
[Understanding by Design Stage 2] CONTEXT
Integrating Analytical, Logical, & Creative Thinking COGNITIVE DEMAND
Vocabulary Supplies & Materials
2.2.1 Understands and analyzes how planned and market economies have shaped the production, distribution, and consumption of goods, services, and resources around the world in the past or present. 2.3.1 Analyzes the costs and benefits of government trade policies from around the world in the past or present. 2.4.1 Analyzes and evaluates how people across the world have addressed issues involved with the distribution of resources and sustainability in the past or present 3.2.3 Understands the causes and effects of voluntary and involuntary migration in the world in the past or present
One of the key issues facing the Western Hemisphere in the last half century and indefinitely going forward is immigration from "Latin America" to North America. This course has many students whose families have made this journey and it is interesting for to discover why their families made that journey. Therefore we contextualize their experiences with commonly held beliefs as to why these immigration patterns happen.
Creating an experience. Knowing what you know now about the US and Central America, what can the US and the countries to this region do to keep their workers in their home countries? How do you create jobs in locations that have traditionally lacked jobs?
NAFTA emigration immigration unemployment factory jobs formal economy information economy
Textbook and personal experiences of students.
Auburn School District #408
Program Name Social Studies Course Name World Geography
Page 2 of 2
5.1.2 Evaluates the precision of a position on an issue or event.
Auburn School District #408
Program Name Social Studies Course Name World Geography
Page 1 of 2
Unit: Europe Approximate Length of Unit (in hours): 20
Grade Level 10-12 MSP or HSPE Benchmark Target Grade 10
Enduring Understandings:
Students will explore the diversity continent of Europe and how the traditional roles and ideals of that area are changing dramatically as power shifts from Western Europe to Eastern Europe.
Essential Questions:
How do humans interact with the environment in North America? What is unique about North America as the newest civilization? How does the old world (Native people) clash with the new diversity of North America? What is North America's role as a world leader and how is that role accepted by other countries? Planning the Learning
[Understanding by Design Stage 3] Standards
(GLEs, EALRs, and/or Performance Expectations)
[Understanding by Design Stage 1] CONTENT
Performance Task/ Assessments
[Understanding by Design Stage 2] CONTEXT
Integrating Analytical, Logical, & Creative Thinking COGNITIVE DEMAND
Vocabulary Supplies & Materials
EALR 3: GEOGRAPHY The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments Component 3.3: Understands the geographic context of global issues. 3.3.1 Understands how the geography of expansion and encounter has shaped global politics and economics in the past or present. Component 3.2: Understands
Students will examine the continent of Europe and how the area is changing as traditional powers like Spain and France decline and marginalized powers like Poland and Russia rise to power.
Compare and Contrast Understanding mulitple sides of an issue Understanding the relationship between physical geography and cultural geography Relating acient history and society to modern needs. Students will also use research skills to examine the Cold War and Modern times in seeing how times are changing for all citizens in Europe. How does the rest of the world view North America? What can be done to change that perception?
city-state republic Nordic countries euro cultural crossroads satellite nations ethnic cleansing particulates somg ozone Baltic Republics USSR command economy Nomads privatization
Geography Textbook and supplemental map materials.
Auburn School District #408
Program Name Social Studies Course Name World Geography
Page 2 of 2
human interaction with the environment. 3.2.3 Understands the causes and effects of voluntary and involuntary migration in the world in the past or present.
Auburn School District #408
Program Name Social Studies Course Name World Geography
Page 1 of 1
Unit: Southwest Asia (The Middle East) Approximate Length of Unit (in hours): 20
Grade Level 10-12 MSP or HSPE Benchmark Target Grade 10
Enduring Understandings:
Students will explore the resource rich and cutlturally diverse area of the middle east
Essential Questions:
How do humans interact with the environment in the Middle East? What is different between the Middle East and the Western world? Why is this a concern here in the United States? Planning the Learning
[Understanding by Design Stage 3] Standards
(GLEs, EALRs, and/or Performance Expectations)
[Understanding by Design Stage 1] CONTENT
Performance Task/ Assessments
[Understanding by Design Stage 2] CONTEXT
Integrating Analytical, Logical, & Creative Thinking COGNITIVE DEMAND
Vocabulary Supplies & Materials
Component 3.2: Understands human interaction with the environment.
3.2.3 Understands the causes and effects of voluntary and involuntary migration in the world in the past or present.
Students will use a variety of mediums to work with and understand how human interaction has changed the Physical and Cultural Geography of rural and urban Middle East Students will see how values of the the Western world and the Middle East clash in many issues.
Compare and Contrast Understanding mulitple sides of an issue Understanding the relationship between physical geography and cultural geography Relating acient history and society to modern needs. Students will also use research skills to examine the crisis of environment in Middle East. Students will also begin to understand the ever changing crisis in the Middle East as it relates to the state of Israel.
Drip irrigation Desalinization crude oil refinery Islam Mecca Muhammad mosque Zionism PLO Sunni vs. Shi ite Taliban Oil Petroleum
Geography Textbook and supplemental map materials.
Auburn School District #408
Program Name Social Studies Course Name World Geography
Page 1 of 1
Unit: Asia Approximate Length of Unit (in hours): 10
Grade Level 10-12 MSP or HSPE Benchmark Target Grade 10
Enduring Understandings:
Students will explore the Human-Environmental Interaction/Destruction taking place in China
Essential Questions:
How do humans interact with the environment in China? What is different between China and the Western world? Why is this a concern here in the United States? Planning the Learning
[Understanding by Design Stage 3] Standards
(GLEs, EALRs, and/or Performance Expectations)
[Understanding by Design Stage 1] CONTENT
Performance Task/ Assessments
[Understanding by Design Stage 2] CONTEXT
Integrating Analytical, Logical, & Creative Thinking COGNITIVE DEMAND
Vocabulary Supplies & Materials
Component 3.2: Understands human interaction with the environment.
3.2.3 Understands the causes and effects of voluntary and involuntary migration in the world in the past or present.
Students will use a variety of mediums to work with and understand how human interaction and specifically the construction of the Three Gorges Dam in China has changed the Physical and Cultural Geography of rural China.
Compare and Contrast Understanding mulitple sides of an issue Understanding the relationship between physical geography and culutural geography Relating acient history and society to modern needs. Students will also use research skills to examine the crisis of environment in China. Focusing not only on the Three Gorges Dam but also on how the increase in factory production has increased air and water pollution in China.
Three Gorges Dam PCBs Landfill Coal Petroleum
Geography Textbook and articles students find relating to pollution in Asia, specifically China. Computer lab to research this issue.
Auburn School District #408
Program Name Social Studies Course Name World Geography
Page 1 of 1
Unit: Classroom-Based Assessment Project Approximate Length of Unit (in hours): 5
Grade Level 10-12 MSP or HSPE Benchmark Target Grade 10
Enduring Understandings:
Students will complete the state mandated CBA on Geography
Essential Questions:
How do Humans and the Environment and that interaction effect our world? Planning the Learning
[Understanding by Design Stage 3] Standards
(GLEs, EALRs, and/or Performance Expectations)
[Understanding by Design Stage 1] CONTENT
Performance Task/ Assessments
[Understanding by Design Stage 2] CONTEXT
Integrating Analytical, Logical, & Creative Thinking COGNITIVE DEMAND
Vocabulary Supplies & Materials
ALL Geography EALRs
Complete the state mandated CBA.
Write an essay explaining the interaction between one region on the Earth (covered in this course) and its environment and how that interaction effects our environment.
All vocabulary from this semester is potentially used.
Geography Textbook and Computer Lab for research and paper writing.
Basic Instructional Materials Request Page 1 of 3
(Must include Evaluation of Basic Materials form for a minimum of two texts.) SCHOOL DEPARTMENT OR COMMITTEE SUBMITTING REQUEST: Auburn Mountainview High School
List names of persons who evaluated this material:
NAME POSITION SCHOOL Jon Price Teacher AMHS Tori Ammons Department Chair AMHS This request for basic instructional materials must be accompanied with a curriculum framework outlining, at a minimum, units of instruction, Essential Academic Learning Requirements and/or Grade Level Expectations, assessments, and thinking skills. A curriculum framework document is included in the Curriculum Framework section of this handbook. 1. REQUESTED MATERIAL
Type of material being requested:
Book Software CD/DVD Online/Web Resources Other
Title Geography Copyright 2010
Author Daniel D. Arreloa and others Publisher Holt McDougal ISBN
Range of readability levels Average readability level 8.0
2. COURSE INFORMATION Subject in which requested material will be used: World Geography Grade level(s) for which this material is being requested: 9-12
3. COST ANALYSIS
First year cost per student $80 Number of students to use material 30
Cost per student to maintain on yearly basis None
Other costs (specify) None
Total cost of adoption for: Building $2,400 District $9,600
Basic Instructional Materials Request Page 2 of 3
PROGRAM GOALS. The requested basic instructional materials are consistent with district, building, department, and/or course goals including: Criteria Yes No N/A 1. Consistency with district and program mission, vision, goals and objectives 2. Align with state- and district-defined Essential Academic Learning Requirements
and/or Grade Level Expectations
3. Further the systematic and sequence of the program across K-12 DISTRICT AND COMMUNITY STANDARDS. The requested basic instructional materials are consistent with district and community standards including: Criteria Yes No N/A Provides teachers guidelines to: 1. Present differing viewpoints of controversial issues in order for students to
develop the skills of critical analysis and informed decision making.
2. Promote the diverse character of our world by: a. Presenting cultural and ethnic differences. b. Using language and examples which treat all human beings with respect
and dignity.
c. Helping students understand and accept the diversity in the heritage and culture of our nation’s people.
d. Recognizing various types of family structures. e. Recognizing differing socioeconomic levels. d. Recognizing differences in minorities and gender. e. Representing occupational diversity of populations.
3. Materials are appropriate for the age, experience, and maturity level of the student for whom it is intended.
a. Materials are free from inappropriate use of profane, obscene, or derogatory language.
b. Materials are free from inappropriate written or visual graphic sexual incidents.
6. Materials stimulate student growth in conceptual thinking, factual knowledge, physical fitness, literary appreciations, aesthetic values, and the development of ethical and moral standards.
7. Materials enrich and support the curriculum, taking into consideration the varied instructional needs, abilities, interests, and maturity levels of the students served.
Materials adopted in the Auburn School District are appropriate for the age, experience, and maturity level of the student for whom they are intended. Teaching and learning materials should not include obscene language or graphic sexual incidents. Rationale must be presented and appropriate instructional goals included where potentially explicit topics or visual aids are used. Alternate learning opportunities will be provided upon request in the case that an objection is made to the approved instructional material.
MATHEMATICS FOR BUSINESS AND PERSONAL
FINANCE
1
INTRODUCTION
Course Name Mathematics for Business and
Personal Finance Grade Level(s) 9-12
Course Length Year-long Course Code CTE 117, 118
Course Description Mathematics for Business and Personal Finance meets the third year math requirement. This course will teach students the knowledge necessary to enhance their own financial security. Students will also better understand their own wants, needs, and values, and how these affect personal financial decisions. Understanding the concepts presented will enable students to make wise decisions that will help their financial future and make them a more effective consumer. Topics covered include banking, investments, credit, paying for college, taxes, bankruptcy, bonds, mutual funds, and real estate. Students will then learn about purchasing insurance: home, automobile, health, disability, and life. Students will learn how to manage a payroll, inventory and increase their own personal financial awareness for a successful financial future.
Pathway Connections Primary Connection Business and Marketing Pathway Sample Sequence of Courses Algebra, Geometry, Mathematics for Business and Personal Finance,
Accounting Cross Credit Math Cross Credit and meets 3rd year Math Requirement Tech Prep Credit Tech Prep credit may be available for this course. Basic Textbook Mathematics for Business and Personal Finance, Glencoe 2010 Equipment Computers and printer Software Microsoft Excel 2010 and Internet Explorer Supplemental Materials Mathematics for Business and Personal Finance Student Activity
Workbook, Glencoe 2010 Skills Gap Data (CTE Courses only) See next page
2
According to 2011 “A Better Measure of Skills Gap” by the Act.org/workforce, there is a new reality for workforce developers and education/training providers: that a significant segment of today’s labor force does not have the requisite skills demanded by employers.” Topics include of this study discuss: The phrase “skills gap” is used in the public arena very loosely with varying degrees of understanding of what a “gap” in “skills” actually means. Propose a simple definition for the phrase “skills gap”: The difference between the skills needed for a job versus those skills possessed by a prospective worker. Significant foundational skills gaps exist for U.S. WorkKeys® examinees with both middle and high levels of education for jobs that require a similar level of education. Manufacturing, healthcare, construction, and energy-related target occupations that require a middle or high level of education, the majority of U.S. examinees did not meet or exceed the locating Information skill requirements. Less than half of U.S. examinees with a middle or high education level met the Applied Mathematics skill requirements for the majority of manufacturing, construction, and energy jobs. Despite research to quantify gaps in the skills needed by industry and those in supply nationally, strategies should be developed to replicate similar research at a state or local level. “Of particular note is the researchers’ finding that, since 2007, work tasks (and the skills needed to perform them) have become a better predictor of employment and wage growth than either educational level or occupational title.” Mathematics for Business and Personal Finance will provide the 3rd year Algebra Math component and help students prepare for their post-secondary education or have skills to be successful in the workforce. If we can provide the mathematical skills that students need, we better help them in their occupational future.
3
POWER STANDARDS
Course Name Mathematics for Business and Personal Finance Grade Level(s) 9-12
1. Demonstrate financial responsibility and decision making skills
2. Explore and research career opportunities
3. Learn the sources of income and state and federal tax mandates
4. Perform budgeting and the importance of money management
5. Explore different options/plans for saving and investing
6. Making solid purchasing decisions in buying goods and services
7. Learn about banking and financial institutions
8. Controlling your financial future such as establishing credit and managing debt
9. Risk management and insurance
4
COURSE OUTLINE Course Name Mathematics for Business and Personal Finance Grade Level(s) 9-12
1. Unit 1: Financial Responsibility and Decision Making
Use a rational decision-making process as it applies to the roles of citizens, workers, and consumers. Specifically: a. Apply reliable information and systematic decision making to personal financial decisions at different
stages of the life cycle. b. Analyze strategies to manage multiple individual, family, career, and community roles and responsibilities c. Find and evaluate financial information from a variety of sources d. Examine individual and family roles in the economic system e. Apply opportunity costs and trade-offs to financial decision making f. Recognize the consequences of economic choices g. Differentiate between types of financial decisions and identify those for which a formal decision-making
process should be used h. Examine how advertising, media and technological advances impact family and consumer decisions
2. Unit 2: Career Awareness
a. Assess personal skills, abilities and aptitudes and personal strengths and weaknesses as they relate to career exploration and development.
b. Assess and analyze personal talents, values, and interests as they may relate to a future career, based on the completion of standardized career interest survey and personality indicator assessments.
c. Correlate personal characteristics with the requirements of specific jobs within career clusters. d. Identify transferable competencies and job-specific skills related to career and job options. e. Apply knowledge gained from individual assessment to a comprehensive set of goals and an individual
career plan. f. Relate the importance of lifelong learning to career success. g. Use a variety of research tools (e.g., computer-assisted programs, newspapers, books, professional and
trade associations, informational interviews, job shadowing, career fairs, and the Internet) in the career exploration process
h. Relate the importance of workplace expectations to career development. i. Develop a plan to make an effective transition from school to a career. j. Describe the impact of the global economy on jobs and careers and explain how types and availability of
jobs are determined primarily by consumer demand in the market-oriented economy of the United States. k. Assess the impact of sociological, economic, and technological changes on future jobs
3. Unit 3: Income
a. Identify various forms of income and analyze factors that affect take-home pay b. Identify various ways people earn a living c. Discuss how income from employment is affected by factors such as supply and demand, geographic
location, level of education, type of industry, union membership, productivity, skill level, and work ethic d. Identify benefits as a component of total income e. Compare and contrast compensation packages that include varying levels of wages and benefits f. Investigate employee benefits and incentives g. Differentiate between earned and unearned income and identify sources of unearned income (e.g.
interest, rent, and profit) h. Differentiate between gross and net income i. Calculate net pay
5
j. Determine practices that allow families to maintain economic self-sufficiency k. Explore potential tax deductions and credits on a tax return l. Calculate personal tax liabilities for various types of taxes (e.g. property, income, sales, FICA, and
Medicare) (payroll) m. Explain the impact of taxes on personal financial planning
4. Unit 4: Planning and Money Management
a. Organize personal finances and use a budget to manage cash flow. Evaluate the need for personal and family financial planning
b. Analyze factors in developing a long-term financial management plan c. Demonstrate components of a financial planning process that reflect the distinction between needs,
wants, values, goals, and economic resources. d. Define fixed and variable expenses and categorize expenses as fixed or variable e. Construct and use a financial plan and evaluate it according to short- and long-term goals f. Describe how income and spending patterns change throughout the life cycle g. Examine the role of saving and investing in creating a financial plan h. Analyze the effects of leading economic indicators of a financial plan
5. Unit 5: Saving and Investing
a. Evaluate savings and investment options to meet short- and long-term goals. b. Discuss how savings contributes to financial well-being c. Differentiate between saving and investing d. Distinguish between simple and compound interest e. Describe the advantages and disadvantages of various savings and investing plans f. Apply criteria for choosing a savings or investment instrument (e.g. market risk, inflation risk, interest rate
risk, liquidity, and minimum investment) g. Describe how to buy and sell investments h. Analyze the power of compounding and the importance of starting early in implementing a plan of saving
and investing i. Calculate and apply the Rule of 72 (to find the number of years required to double money at a given
interest rate, divide the interest rate into 72) j. Investigate how agencies that regulate financial markets protect investors k. Explain why a savings and investing plan changes as one proceeds through the life cycle l. Differentiate between interest, dividends, capital gains, and rent from property m. Describe how saving and investing influence economic growth n. Describe investment products, including mutual funds, 401(K), 403B, annuity, Roth IRA, traditional IRA, tax
shelters, etc. o. Evaluate the tax incentives available for certain investments p. Analyze factors in developing a long-term financial management plan q. Evaluate the impact of technology on individual and family resources.
6. Unit 6: Buying Goods and Services
a. Apply a decision-making model to maximize consumer satisfaction when buying goods and services. b. Demonstrate management of individual and family resources including food, clothing, shelter, health care,
recreation and transportation c. Develop communication strategies for discussing financial issues d. Apply comparison buying practices, utilizing alternative sources for purchases, such as on-line stores, e-
malls, retail stores, wholesale shopping, and catalogs e. Discuss various ways competition among buyers helps the consumer f. Describe reasons why there are variances in price for a given item bought from different providers
6
g. Compare the costs and benefits of purchasing, leasing, and renting h. Summarize major consumer protection laws i. Identify and describe consumer assistance services provided by public and private organizations j. Calculate the costs of utilities, services, maintenance, and other expenses k. Describe the role that supply and demand and market structure play in determining the availability and
price of goods and services l. Examine behaviors that conserve, reuse, and recycle resources to maintain the environment
7. Unit 7: Banking and Financial Institutions
a. Identify various types of financial institutions and list basic services provided by each b. Identify the rights and responsibilities associated with using a checking account c. Describe the steps involved in opening and using a checking account d. Compare and contrast the different types of checking accounts offered by various financial institutions. e. Evaluate the impact of technology on individual and family resources. f. Differentiate among types of electronic monetary transactions (e.g. debit cards, ATM, and automatic
deposits/ payments/ transfers) and fees g. Evaluate services and related costs associated with financial institutions h. Describe and use the steps involved in the bank reconciliation process i. Compare and contrast the various forms of endorsement j. Maintain a checking account (i.e. recording transactions in a register, writing a check, using a debit card,
on-line banking) k. Compare costs and benefits of online and traditional banking l. Analyze privacy and security issues associated with financial transactions
8. Unit 8: Credit and Debt
a. Explain when and why borrowing is used for the purchase of goods and services b. Describe the risks, responsibilities and impact associated with using credit c. Identify the opportunity cost of credit decisions d. Identify methods of establishing and maintaining a credit rating e. Determine advantages and disadvantages of using credit f. Evaluate the various methods of financing a purchase g. Define interest as a cost of credit and explain why it is charged h. Analyze credit card features and their impact on financial planning i. Explain how the amount of principal, the period of the loan, and the interest rate affect the amount of
interest charged j. Explain why the interest rate varies with the amount of assumed risk k. Calculate a payment schedule for a loan l. Analyze various sources and types of credit, including payday loans m. Explain credit ratings and credit reports and describe why they are important to consumers n. Describe the relationship between a credit rating and the cost of credit o. Analyze the sources of assistance for debt management p. Analyze policies that support consumer rights and responsibilities. q. Compare and contrast the legal aspects of different forms of credit r. Identify the components listed on a credit report and explain how that information is used and how it is
received by and reported from the credit reporting agencies s. Identify specific steps to minimize their exposure to identify theft t. Summarize major consumer credit laws u. Explain the implications of bankruptcy v. Analyze the interrelationships between the economic system and consumer actions.
7
9. Unit 9: Risk Management and Insurance a. Identify risks and how to gain protection against the consequences of risk b. Explain the role of insurance in financial planning c. Explain how all types of insurance are based on the concept of risk sharing and statistical probability d. Explain the purpose and importance of property and liability insurance protection e. Explain the purpose and importance of health, disability and life insurance protection f. Explain why insurance needs change throughout the life cycle g. Examine state and federal policies and laws providing consumer protection and consumer rights
8
Mathematics for Business and Personal Finance – Auburn School District
Auburn School District Course: Mathematics for Business and Personal Finance Total Framework Hours up to: 180 CIP Code: 270305 Exploratory Preparatory Date Last Modified: 4/8/2013 Career Cluster: Business, Management, and Administration Cluster Pathway: Business and Marketing
Power Standards
1. Demonstrate financial responsibility and decision making skills 2. Explore and research career opportunities 3. Learn the sources of income and state and federal tax mandates 4. Perform budgeting and the importance of money management 5. Explore different options/plans for saving and investing 6. Making solid purchasing decisions in buying goods and services 7. Learn about banking and financial institutions 8. Controlling your financial future such as establishing credit and managing debt 9. Risk management and insurance
Unit Outline Hours
Unit 1: Financial Responsibility and Decision Making 10 Unit 2: Career Awareness 15 Unit 3: Income 20 Unit 4: Planning and Money Management 35 Unit 5: Saving and Investing 25 Unit 6: Buying Goods and Services 20 Unit 7: Banking and Financial Institutions 15 Unit 8: Credit and Debt 30 Unit 9: Risk Management and Insurance 10 Total Hours 180
9
Mathematics for Business and Personal Finance – Auburn School District
COMPONENTS AND ASSESSMENTS
Performance Assessments: Use the decision making process to make a financial decision and explain in a written/oral format why this was the best decision.
Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, locally developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business & entrepreneurial literacy, civic literacy, health & safety, environmental literacy)
Standards and Competencies Standard/Unit: Financial Responsibility and Decision Making
Competencies Total Learning Hours for Unit: 10 Use a rational decision-making process as it applies to the roles of citizens, workers, and consumers. Specifically: 1.1 Apply reliable information and systematic decision making to personal financial decisions at different stages of the life cycle. 1.2 Analyze strategies to manage multiple individual, family, career, and community roles and responsibilities 1.3 Find and evaluate financial information from a variety of sources 1.4 Examine individual and family roles in the economic system 1.5 Apply opportunity costs and trade-offs to financial decision making 1.6 Recognize the consequences of economic choices 1.7 Differentiate between types of financial decisions and identify those for which a formal decision-making process should be used Examine how advertising, media and technological advances impact family and consumer decisions
Aligned Washington State Standards
Communications 1.2 Understands, analyzes, synthesizes, or evaluates information from a variety of sources. 1.2.2 Evaluates the effect of bias and persuasive techniques in mass media.
Math
A1.2.B Recognize the multiple uses of variables, determine all possible values of variables that satisfy prescribed conditions, and evaluate algebraic expressions that involve variables.
A1.4.C Identify and interpret the slopes and intercepts of a linear function, including equations for parallel and perpendicular lines. A1.6.B Make valid inferences and draw conclusions based on data A1.8.A Analyze a problem situation and represent it mathematically. A1.8.B Select and apply strategies to solve problems A1.8.C Evaluate a solution for reasonableness, verify its accuracy, and interpret the solution in the context of the original problem A1.8.G Synthesize information to draw conclusions, and evaluate the arguments and conclusions of others. College Readiness Math Standards 1.1 Analyze a situation and describe the problem(s) to be solved. 2.1 Summarize and interpret mathematical information which may be in oral or written formats 6.3 Develop and evaluate inferences and predictions that are based on data
Reading
1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities.
2.3.4 Synthesize information from a variety of sources. 3.2 Read to perform a task.
Social Studies 2.1 Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices 5.4.1 Evaluates multiple reasons or factors to develop a position paper or presentation.
Writing 3 The student writes clearly and effectively.
10
Mathematics for Business and Personal Finance – Auburn School District
COMPONENTS AND ASSESSMENTS Performance Assessments: Create a career plan for post high school including a financial analysis or plan for that path.
Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, locally developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business & entrepreneurial literacy, civic literacy, health & safety, environmental literacy)
Standards and Competencies Standard/Unit: Career Awareness
Competencies Total Learning Hours for Unit: 15 2.1 Assess personal skills, abilities and aptitudes and personal strengths and weaknesses as they relate to career exploration and development. 2.2 Assess and analyze personal talents, values, and interests as they may relate to a future career, based on the completion of standardized career interest survey and personality
indicator assessments. 2.3 Correlate personal characteristics with the requirements of specific jobs within career clusters. 2.4 Identify transferable competencies and job-specific skills related to career and job options. 2.5 Apply knowledge gained from individual assessment to a comprehensive set of goals and an individual career plan. 2.6 Relate the importance of lifelong learning to career success. 2.7 Use a variety of research tools (e.g., computer-assisted programs, newspapers, books, professional and trade associations, informational interviews, job shadowing, career
fairs, and the Internet) in the career exploration process 2.8 Relate the importance of workplace expectations to career development. 2.9 Develop a plan to make an effective transition from school to a career. 2.10 Describe the impact of the global economy on jobs and careers and explain how types and availability of jobs are determined primarily by consumer demand in the market-
oriented economy of the United States. Assess the impact of sociological, economic, and technological changes on future jobs
Aligned Washington State Standards Art
Communications 1.1.2 Applies a variety of listening and observation skills/strategies to interpret information. 2.2 Uses interpersonal skills and strategies in a multicultural context to work collaboratively, solve problems, and perform tasks. 2.2.1 Uses communication skills that demonstrate respect.
Math
A1.2.B Recognize the multiple uses of variables, determine all possible values of variables that satisfy prescribed conditions, and evaluate algebraic expressions that involve variables.
A1.4.C Identify and interpret the slopes and intercepts of a linear function, including equations for parallel and perpendicular lines. A1.6.B Make valid inferences and draw conclusions based on data A1.8.A Analyze a problem situation and represent it mathematically. A1.8.B Select and apply strategies to solve problems A1.8.C Evaluate a solution for reasonableness, verify its accuracy, and interpret the solution in the context of the original problem A1.8.G Synthesize information to draw conclusions, and evaluate the arguments and conclusions of others. College Readiness Math Standard 1.1 Analyze a situation and describe the problem(s) to be solved. 2.1 Summarize and interpret mathematical information which may be in oral or written formats
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Mathematics for Business and Personal Finance – Auburn School District
Reading
1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities.
2.3.4 Synthesize information from a variety of sources. 3.3.1 Apply appropriate reading strategies for interpreting technical and nontechnical documents used in job-related settings.
Social Studies 2.1 Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices. 5.1.1 Analyzes consequences of positions on an issue or event.
Writing
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas. 1.5.1 Publishes in formats that are appropriate for specific audiences and purposes. 2.4.1 Produces documents used in a career setting. 3 The student writes clearly and effectively. 3.2.1 Analyzes audience and purposes and uses appropriate voice. 3.2.2 Analyzes and selects language appropriate for specific audiences and purposes. 3.3.3 Applies capitalization rules. 3.3.4 Applies punctuation rules. 3.3.5 Applies usage rules. 3.3.6 Uses complete sentences in writing. 3.3.7 Applies paragraph conventions.
COMPONENTS AND ASSESSMENTS
Performance Assessments: Use a career plan to develop personal income potential to complete a tax return form.
Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, locally developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business & entrepreneurial literacy, civic literacy, health & safety, environmental literacy)
Standards and Competencies Standard/Unit: Income Competencies Total Learning Hours for Unit: 20 3.1 Identify various forms of income and analyze factors that affect take-home pay 3.2 Identify various ways people earn a living 3.3 Discuss how income from employment is affected by factors such as supply and demand, geographic location, level of education, type of industry, union membership,
productivity, skill level, and work ethic 3.4 Identify benefits as a component of total income 3.5 Compare and contrast compensation packages that include varying levels of wages and benefits 3.6 Investigate employee benefits and incentives 3.7 Differentiate between earned and unearned income and identify sources of unearned income (e.g. interest, rent, and profit) 3.8 Differentiate between gross and net income 3.9 Calculate net pay 3.10 Determine practices that allow families to maintain economic self-sufficiency 3.11 Explore potential tax deductions and credits on a tax return 3.12 Calculate personal tax liabilities for various types of taxes (e.g. property, income, sales, FICA, and Medicare) (payroll) 3.13 Explain the impact of taxes on personal financial planning
12
Mathematics for Business and Personal Finance – Auburn School District
Aligned Washington State Standards
Communications 1 The student uses listening and observation skills and strategies to gain understanding.
Math
A1.1.A Select and justify functions and equations to model and solve problems. A1.1.B Solve problems that can be represented by linear functions, equations, and inequalities A1.1.E Solve problems that can be represented by exponential functions and equations. A1.3.A Determine whether a relationship is a function and identify the domain, range, roots, and independent and dependent variables. A1.3.C Evaluate f(x) at a(i.e., f(a)) and solve for x in the equation f(x) = b. A1.4.A Write and solve linear equations and inequalities in one variable. A1.8.A Analyze a problem situation and represent it mathematically A1.8.B Select and apply strategies to solve problems. A1.8.C Evaluate a solution for reasonableness, verify its accuracy, and interpret the solution in the context of the original problem. A1.8.D Generalize a solution strategy for a single problem to a class of related problems, and apply a strategy for a class of related problems to
solve specific problems A1.8.G Synthesize information to draw conclusions, and evaluate the arguments and conclusions of others. A1.8.H Use inductive reasoning about algebra and the properties of numbers to make conjectures, and use deductive reasoning to prove or
disprove conjectures. A2.8.H Synthesize information to draw conclusions and evaluate the arguments and conclusions of others. College Readiness Math Standard 1.1 Analyze a situation and describe the problem(s) to be solved. 2.1 Summarize and interpret mathematical information which may be in oral or written formats. 7.1 Recognize and use appropriate concepts, procedures, definitions, and properties to simplify expressions and solve equations.
Reading
1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities.
2.3.4 Synthesize information from a variety of sources. 3.1.1 Analyze web-based and other resource materials (including primary sources and secondary sources) for relevance in answering research
questions. 3.3.1 Apply appropriate reading strategies for interpreting technical and nontechnical documents used in job-related settings.
Social Studies 2.3 Understands the government's role in the economy
Writing 2.2.1 Demonstrates understanding of different purposes for writing. 3.3.1 Uses legible handwriting.
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Mathematics for Business and Personal Finance – Auburn School District
COMPONENTS AND ASSESSMENTS
Performance Assessments: Develop and evaluate a financial plan based on your career plan (complete a budget simulation such as Life In, by FEFE or Junior Achievement)
Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, locally developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business & entrepreneurial literacy, civic literacy, health & safety, environmental literacy)
Standards and Competencies Standard/Unit: Planning and Money Management Competencies Total Learning Hours for Unit: 35 4.1 Organize personal finances and use a budget to manage cash flow. Evaluate the need for personal and family financial planning 4.2 Analyze factors in developing a long-term financial management plan 4.3 Demonstrate components of a financial planning process that reflect the distinction between needs, wants, values, goals, and economic resources. 4.4 Define fixed and variable expenses and categorize expenses as fixed or variable 4.5 Construct and use a financial plan and evaluate it according to short- and long-term goals 4.6 Describe how income and spending patterns change throughout the life cycle 4.7 Examine the role of saving and investing in creating a financial plan 4.8 Analyze the effects of leading economic indicators of a financial plan
Aligned Washington State Standards
Communications 1 The student uses listening and observation skills and strategies to gain understanding. 2 The student uses communication skills and strategies to interact/work effectively with others
Math
A1.1.A Select and justify functions and equations to model and solve problems. A1.2.B Recognize the multiple uses of variables, determine all possible values of variables that satisfy prescribed conditions, and evaluate algebraic
expressions that involve variables. A1.3.B Represent a function with a symbolic expression, as a graph, in a table, and using words, and make connections among these
representations. A1.4.C Identify and interpret the slopes and intercepts of a linear function, including equations for parallel and perpendicular lines. A1.6.A Use and evaluate the accuracy of summary statistics to describe and compare data sets. A1.6.B Make valid inferences and draw conclusions based on data. A1.6.C Describe how linear transformations affect the center and spread of univariate data. A1.6.D Find the equation of a linear function that best fits bivariate data that are linearly related, interpret the slope and the y-intercept of the
line, and use the equation to make predictions. A1.6.E Describe the correlation of data in scatter plots in terms of strong or weak and positive or negative. A1.7.A Sketch the graph for an exponential function of the form y = abn where n is an integer, describe the effects that changes in the parameters
a and b have on the graph, and answer questions that arise in situations modeled by exponential functions. A1.7.B Find the approximate solutions to exponential equations. A1.7.C Express arithmetic and geometric sequences in explicit and recursive forms, translate between the two forms, explain how rate of change is
represented in each form, and use the forms to find specific terms in the sequence. A1.7.D Solve an equation involving several variables by expressing one variable in terms of the others. A1.8.A Analyze a problem situation and represent it mathematically. A1.8.B Select and apply strategies to solve problems. A1.8.C Evaluate a solution for reasonableness, verify its accuracy, and interpret the solution in the context of the original problem.
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Mathematics for Business and Personal Finance – Auburn School District
A1.8.D Generalize a solution strategy for a single problem to a class of related problems, and apply a strategy for a class of related problems to solve a specific problem.
A1.8.E Read and interpret diagrams, graphs, and text containing the symbols, language, and conventions of mathematics. A1.8.F Summarize mathematical ideas with precision and efficiency for a given audience and purpose. A1.8.G Synthesize information to draw conclusions and evaluate the arguments and conclusions of others. A1.8.H Use inductive reasoning about algebra and the properties of numbers to make conjectures, and use deductive reasoning to prove or
disprove conjectures. College Readiness Math Standard 1.1 Analyze a situation and describe the problem(s) to be solved. 2.1 Summarize and interpret mathematical information which may be in oral or written formats.
Reading 1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different
contexts, cultures, and communities. 3.2 Read to perform a task
Social Studies
2 The student applies understanding of economic concepts and systems to analyze decision-making and the interactions between individuals, households, businesses, governments, and societies.
2.2.1 Understands and analyzes how planned and market economies have shaped the production, distribution, and consumption of goods, services, and resources around the world in the past or present.
Writing 2.2 Writes for different purposes
COMPONENTS AND ASSESSMENTS Performance Assessments: Develop a diversified investment plan that is compatible with personal goals. Create an investment portfolio and analyze its progress throughout the course.(May use the stock market game)
Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, locally developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business & entrepreneurial literacy, civic literacy, health & safety, environmental literacy)
Standards and Competencies Standard/Unit: Saving and Investing Competencies Total Learning Hours for Unit: 25 5.1 Evaluate savings and investment options to meet short- and long-term goals. 5.2 Discuss how savings contributes to financial well-being 5.3 Differentiate between saving and investing 5.4 Distinguish between simple and compound interest 5.5 Describe the advantages and disadvantages of various savings and investing plans 5.6 Apply criteria for choosing a savings or investment instrument (e.g. market risk, inflation risk, interest rate risk, liquidity, and minimum investment) 5.7 Describe how to buy and sell investments 5.8 Analyze the power of compounding and the importance of starting early in implementing a plan of saving and investing 5.9 Calculate and apply the Rule of 72 (to find the number of years required to double money at a given interest rate, divide the interest rate into 72) 5.10 Investigate how agencies that regulate financial markets protect investors 5.11 Explain why a savings and investing plan changes as one proceeds through the life cycle 5.12 Differentiate between interest, dividends, capital gains, and rent from property 5.13 Describe how saving and investing influence economic growth
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Mathematics for Business and Personal Finance – Auburn School District
5.14 Describe investment products, including mutual funds, 401(K), 403B, annuity, Roth IRA, traditional IRA, tax shelters, etc. 5.15 Evaluate the tax incentives available for certain investments 5.16 Analyze factors in developing a long-term financial management plan 5.17 Evaluate the impact of technology on individual and family resources.
Aligned Washington State Standards
Communications 1 The student uses listening and observation skills and strategies to gain understanding. 2 The student uses communication skills and strategies to interact/work effectively with others
Math
A1.1.A Select and justify functions and equations to model and solve problems. A1.1.B Solve problems that can be represented by linear functions, equations and inequalities. A1.1.C Solve problems that can be represented by two linear functions, equations and inequalities. A1.1.E Solve problems that can be represented by exponential functions and equations. A1.4.C Identify and interpret the slope and intercepts of a linear function, including equations for parallel and perpendicular lines. A1.4.D Write and solve systems of two linear equations and inequalities in two variables. A1.4.E Describe how changes in the parameters of linear functions and functions containing an absolute value of a linear expression affect their
graphs and the relationships they represent. A1.6.C Describe how linear transformations affect the center and spread of univariate data. A1.7.A Sketch the graph for an exponential function of the form y=abn where n is an integer, describe the effects that changes in the parameters a
and b have on the graph, and answer questions that arise in situations modeled by exponential functions. A1.7.B Find the approximate solutions to exponential equations. College Readiness Math Standard 1.3 Use logical reasoning and mathematical knowledge to obtain and justify correct solutions. 2.3 Produce mathematically valid oral, written, and/or symbolic arguments to support a position or conclusion, using both mathematical and
everyday language. 6.3 Develop and evaluate inferences and predictions that are based on data. 7.1 Recognize and use appropriate concepts, procedures, definitions, and properties to simplify expressions and solve equations.
Reading 1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different
contexts, cultures, and communities. 3.2 Read to perform a task
Social Studies 2 Applies understanding of economic concepts and systems to analyze decision-making and the interactions between individuals,
households, businesses, governments, and societies. 2.1.1 Analyzes how the costs and benefits of economic choices have shaped events in the world in the past or present
Writing 2.2 Writes for different purposes. 3.3.1 Uses legible handwriting.
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Mathematics for Business and Personal Finance – Auburn School District
COMPONENTS AND ASSESSMENTS
Performance Assessments: Student completes a consumer research project for a product and produces an ad reflecting why one product is better than another.
Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, locally developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business & entrepreneurial literacy, civic literacy, health & safety, environmental literacy)
Standards and Competencies Standard/Unit: Buying Goods and Services Competencies Total Learning Hours for Unit: 20 6.1 Apply a decision-making model to maximize consumer satisfaction when buying goods and services. 6.2 Demonstrate management of individual and family resources including food, clothing, shelter, health care, recreation and transportation 6.3 Develop communication strategies for discussing financial issues 6.4 Apply comparison buying practices, utilizing alternative sources for purchases, such as on-line stores, e-malls, retail stores, wholesale shopping, and catalogs 6.5 Discuss various ways competition among buyers helps the consumer 6.6 Describe reasons why there are variances in price for a given item bought from different providers 6.7 Compare the costs and benefits of purchasing, leasing, and renting 6.8 Summarize major consumer protection laws 6.9 Identify and describe consumer assistance services provided by public and private organizations 6.10 Calculate the costs of utilities, services, maintenance, and other expenses 6.11 Describe the role that supply and demand and market structure play in determining the availability and price of goods and services 6.12 Examine behaviors that conserve, reuse, and recycle resources to maintain the environment
Aligned Washington State Standards
Communications 1 The student uses listening and observation skills and strategies to gain understanding. 3 The student uses communication skills and strategies to effectively present ideas and one's self in a variety of situations
Math
A1.4.C Identify and interpret the slopes and intercepts of a linear function, including equations for parallel and perpendicular lines. A1.6.A Use and evaluate the accuracy of summary statistics to describe and compare data sets. A1.6.B Make valid inferences and draw conclusions based on data College Readiness Math Standard 1.1 Analyze a situation and describe the problem(s) to be solved. 2.1 Summarize and interpret mathematical information which may be in oral or written formats. 6.1 Develop and evaluate inferences and predictions that are based on data
Reading
1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities.
3 The student reads different materials for a variety of purposes. 3.2 Read to perform a task.
Social Studies 2.1 Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices. 5.3.1 Evaluates one’s own viewpoint and the viewpoints of others in the context of a discussion.
Writing 2 The student writes in a variety of forms for different audiences and purposes. 3 The student writes clearly and effectively.
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Mathematics for Business and Personal Finance – Auburn School District
COMPONENTS AND ASSESSMENTS
Performance Assessments: Choose a financial service from two different institutions and Compare the costs and benefits. Analyze which would be the better choice and why?
Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, locally developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business & entrepreneurial literacy, civic literacy, health & safety, environmental literacy)
Standards and Competencies Standard/Unit: Banking and Finance Competencies Total Learning Hours for Unit: 15 7.1 Identify various types of financial institutions and list basic services provided by each 7.2 Identify the rights and responsibilities associated with using a checking account 7.3 Describe the steps involved in opening and using a checking account 7.4 Compare and contrast the different types of checking accounts offered by various financial institutions. 7.5 Evaluate the impact of technology on individual and family resources. 7.6 Differentiate among types of electronic monetary transactions (e.g. debit cards, ATM, and automatic deposits/ payments/ transfers) and fees 7.7 Evaluate services and related costs associated with financial institutions 7.8 Describe and use the steps involved in the bank reconciliation process 7.9 Compare and contrast the various forms of endorsement 7.10 Maintain a checking account (i.e. recording transactions in a register, writing a check, using a debit card, on-line banking) 7.11 Compare costs and benefits of online and traditional banking Analyze privacy and security issues associated with financial transactions
Aligned Washington State Standards
Communications 1 The student uses listening and observation skills and strategies to gain understanding. 1.2 Understands, analyzes, synthesizes, or evaluates information from a variety of sources.
Math
A1.1.A Select and justify functions and equations to model and solve problems. A1.1.B Solve problems that can be represented by linear functions, equations, and inequalities A1.1.C Solve problems that can be represented by a system of two linear equations, or inequalities A1.1.E Solve problems that can be represented by exponential functions and equations. A1.2.B Recognize the multiple uses of variables, determine all possible values of variables that satisfy prescribed conditions, and evaluate algebraic
expressions that involve variables. A1.6.A Use and evaluate the accuracy of summary statistics to describe and compare data sets. A1.6.B Make valid inferences and draw conclusions based on data A1.6.D Find the equation of a linear function that best fits bivariate data that are linearly related, interpret the slope and the y-intercept of the
line, and use the equation to make predictions. A1.8.A Analyze a problem situation and represent it mathematically A1.8.B Select and apply strategies to solve problems. A1.8.C Evaluate a solution for reasonableness, verify its accuracy, and interpret the solution in the context of the original problem. A1.8.D Generalize a solution strategy for a single problem to a class of related problems, and apply a strategy for a class of related problems to
solve specific problems A1.8.E Read and interpret diagrams, graphs, and text containing the symbols, language, and conventions of mathematics. A1.8.G Synthesize information to draw conclusions, and evaluate the arguments and conclusions of others. A1.8.H Use inductive reasoning about algebra and the properties of numbers to make conjectures, and use deductive reasoning to prove or
disprove conjectures. 18
Mathematics for Business and Personal Finance – Auburn School District
College Readiness Math Standards 1.1 Analyze a situation and describe the problem(s) to be solved. 2.1 Summarize and interpret mathematical information which may be in oral or written formats.
Reading 1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different
contexts, cultures, and communities. 3.2 Read to perform a task.
Social Studies 2.1 Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices. 4.2.3 Analyzes and evaluates how technology and ideas have shaped world history.
Writing 3.3.1 Uses legible handwriting.
COMPONENTS AND ASSESSMENTS Performance Assessments: Compare two different credit card offers and determine which would be the better offer and why. Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, locally developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business & entrepreneurial literacy, civic literacy, health & safety, environmental literacy)
Standards and Competencies Standard/Unit: Credit and Debt Competencies Total Learning Hours for Unit: 30 Analyze factors that affect credit worthiness, borrowing and managing debt, Including: 8.1 Explain when and why borrowing is used for the purchase of goods and services 8.2 Describe the risks, responsibilities and impact associated with using credit 8.3 Identify the opportunity cost of credit decisions 8.4 Identify methods of establishing and maintaining a credit rating 8.5 Determine advantages and disadvantages of using credit 8.6 Evaluate the various methods of financing a purchase 8.7 Define interest as a cost of credit and explain why it is charged 8.8 Analyze credit card features and their impact on financial planning 8.9 Explain how the amount of principal, the period of the loan, and the interest rate affect the amount of interest charged 8.10 Explain why the interest rate varies with the amount of assumed risk 8.11 Calculate a payment schedule for a loan 8.12 Analyze various sources and types of credit, including payday loans 8.13 Explain credit ratings and credit reports and describe why they are important to consumers 8.14 Describe the relationship between a credit rating and the cost of credit 8.15 Analyze the sources of assistance for debt management 8.16 Analyze policies that support consumer rights and responsibilities. 8.17 Compare and contrast the legal aspects of different forms of credit 8.18 Identify the components listed on a credit report and explain how that information is used and how it is received by and reported from the credit reporting agencies 8.19 Identify specific steps to minimize their exposure to identify theft 8.20 Summarize major consumer credit laws 8.21 Explain the implications of bankruptcy 8.22 Analyze the interrelationships between the economic system and consumer actions.
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Mathematics for Business and Personal Finance – Auburn School District
Aligned Washington State Standards Communications 1 The student uses listening and observation skills and strategies to gain understanding.
Math
A1.1.E Solve problems that can be represented by exponential functions and equations. A1.2.B Recognize the multiple uses of variables, determine all possible values of variables that satisfy prescribed conditions, and evaluate algebraic
expressions that involve variables. A1.3.B Represent a function with a symbolic expression, as a graph, in a table, and using words, and make connections among these
representations. A1.4.B Write and graph an equation for a line given the slope and the y-intercept, the slope and a point on the line, or two points on the line, and
translate between forms of linear equations. A1.4.E Describe how changes in the parameters of linear functions and functions containing an absolute value of a linear expression affect their
graphs and the relationships they represent A1.6.A Use and evaluate the accuracy of summary statistics to describe and compare data sets. A1.8.D Generalize a solution strategy for a single problem to a class of related problems, and apply a strategy for a class of related problems to
solve a specific problem. College Readiness Math Standard 1.1 Analyze a situation and describe the problem(s) to be solved. 2.1 Summarize and interpret mathematical information which may be in oral or written formats. 6.3 Develop and evaluate inferences and predictions that are based on data.
Reading
1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities.
2.1 Demonstrate evidence of reading comprehension 3.1 Read to learn new information.
Social Studies 2.1 Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices. Writing 2.2 Writes for different purposes.
COMPONENTS AND ASSESSMENTS
Performance Assessments: Calculate the financial and opportunity costs related to insurance.
Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, locally developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business & entrepreneurial literacy, civic literacy, health & safety, environmental literacy)
Standards and Competencies Standard/Unit: Risk Management and Insurance
Competencies Total Learning Hours for Unit: 10 Analyze choices available to consumers for protection against risk, fraud, and financial loss, Including: 9.1 Identify risks and how to gain protection against the consequences of risk 9.2 Explain the role of insurance in financial planning 9.3 Explain how all types of insurance are based on the concept of risk sharing and statistical probability 9.4 Explain the purpose and importance of property and liability insurance protection 9.5 Explain the purpose and importance of health, disability and life insurance protection 9.6 Explain why insurance needs change throughout the life cycle 9.7 Examine state and federal policies and laws providing consumer protection and consumer rights
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Mathematics for Business and Personal Finance – Auburn School District
Aligned Washington State Standards
Math
A1.1.A Select and justify functions and equations to model and solve problems. A1.1.B Solve problems that can be represented by linear functions, equations, and inequalities A1.1.E Solve problems that can be represented by exponential functions and equations. A1.3.A Determine whether a relationship is a function and identify the domain, range, roots, and independent and dependent variables. A1.4.A Write and solve linear equations and inequalities in one variable. A1.6.A Use and evaluate the accuracy of summary statistics to describe and compare data sets. A1.6.B Make valid inferences and draw conclusions based on data A1.8.A Analyze a problem situation and represent it mathematically A1.8.B Select and apply strategies to solve problems. A1.8.C Evaluate a solution for reasonableness, verify its accuracy, and interpret the solution in the context of the original problem. A1.8.D Generalize a solution strategy for a single problem to a class of related problems, and apply a strategy for a class of related problems to
solve specific problems A1.8.G Synthesize information to draw conclusions, and evaluate the arguments and conclusions of others. A1.8.H Use inductive reasoning about algebra and the properties of numbers to make conjectures, and use deductive reasoning to prove or
disprove conjectures. College Readiness Math Standard 1.1 Analyze a situation and describe the problem(s) to be solved. 2.1 Summarize and interpret mathematical information which may be in oral or written formats. 3.1 Use mathematical ideas and strategies to analyze relationships within mathematics and in other disciplines and real life situations. 6.1 Use empirical/ experimental and theoretical probability to investigate, represent, solve, and interpret the solutions to problems involving
uncertainty (probability) or counting techniques.
Reading 1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different
contexts, cultures, and communities. 3.2. Read to perform a task.
Social Studies 2.1 Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices. Writing 4.1.1 Analyzes and evaluates writing using established criteria.
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Mathematics for Business and Personal Finance – Auburn School District
21st Century Skills
Check those that students will demonstrate in this course: LEARNING & INNOVATION
Creativity and Innovation Think Creatively Work Creatively with Others Implement Innovations
Critical Thinking and Problem Solving Reason Effectively Use Systems Thinking Make Judgments and Decisions Solve Problems
Communication and Collaboration Communicate Clearly Collaborate with Others
INFORMATION, MEDIA & TECHNOLOGY SKILLS
Information Literacy Access and /evaluate Information Use and Manage Information
Media Literacy Analyze Media Create Media Products
Information, Communications and Technology (ICT Literacy)
Apply Technology Effectively
LIFE & CAREER SKILLS
Flexibility and Adaptability Adapt to Change Be Flexible
Initiative and Self-Direction Manage Goals and Time Work Independently Be Self-Directed Learners
Social and Cross-Cultural Interact Effectively with Others Work Effectively in Diverse Teams
Productivity and Accountability Manage Projects Produce Results
Leadership and Responsibility Guide and Lead Others Be Responsible to Others
22
Basic Instructional Materials Request Page 1 of 3
(Must include Evaluation of Basic Materials form for a minimum of two texts.) SCHOOL DEPARTMENT OR COMMITTEE SUBMITTING REQUEST: Business Education
List names of persons who evaluated this material:
NAME POSITION SCHOOL Patty Eckelman Business Instructor Auburn Mountainview Becky Keefe Business Instructor Auburn High School Steven Payne Business Instructor West Auburn Lori Yanzick Business Advisory/Community Support This request for basic instructional materials must be accompanied with a curriculum framework outlining, at a minimum, units of instruction, Essential Academic Learning Requirements and/or Grade Level Expectations, assessments, and thinking skills. A curriculum framework document is included in the Curriculum Framework section of this handbook. 1. REQUESTED MATERIAL
Type of material being requested: Book Software CD/DVD Online/Web Resources Other
Title Mathematics for Business and Personal Finance Copyright 2010
Author Walter H. Lange and Temoleon G Rousos Publisher Glencoe ISBN 9780078805059
Range of readability levels 9-12 Average readability level 10
2. COURSE INFORMATION Subject in which requested material will be used: Mathematics for Business and Personal Finance Grade level(s) for which this material is being requested: 9-12
3. COST ANALYSIS
First year cost per student $72 Number of students to use material 30 per building
Cost per student to maintain on yearly basis 0
Other costs (specify) None.
Total cost of adoption for: Building $2,570 District $4,320
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Basic Instructional Materials Request
Page 2 of 3 PROGRAM GOALS. The requested basic instructional materials are consistent with district, building, department, and/or course goals including: Criteria Yes No N/A 1. Consistency with district and program mission, vision, goals and objectives 2. Align with state- and district-defined Essential Academic Learning Requirements
and/or Grade Level Expectations
3. Further the systematic and sequence of the program across K-12 DISTRICT AND COMMUNITY STANDARDS. The requested basic instructional materials are consistent with district and community standards including: Criteria Yes No N/A Provides teachers guidelines to: 1. Present differing viewpoints of controversial issues in order for students to
develop the skills of critical analysis and informed decision making.
2. Promote the diverse character of our world by: a. Presenting cultural and ethnic differences. b. Using language and examples which treat all human beings with respect
and dignity.
c. Helping students understand and accept the diversity in the heritage and culture of our nation’s people.
d. Recognizing various types of family structures. e. Recognizing differing socioeconomic levels. d. Recognizing differences in minorities and gender. e. Representing occupational diversity of populations.
3. Materials are appropriate for the age, experience, and maturity level of the student for whom it is intended.
a. Materials are free from inappropriate use of profane, obscene, or derogatory language.
b. Materials are free from inappropriate written or visual graphic sexual incidents.
6. Materials stimulate student growth in conceptual thinking, factual knowledge, physical fitness, literary appreciations, aesthetic values, and the development of ethical and moral standards.
7. Materials enrich and support the curriculum, taking into consideration the varied instructional needs, abilities, interests, and maturity levels of the students served.
Materials adopted in the Auburn School District are appropriate for the age, experience, and maturity level of the student for whom they are intended. Teaching and learning materials should not include obscene language or graphic sexual incidents. Rationale must be presented and appropriate instructional goals included where potentially explicit topics or visual aids are used. Alternate learning opportunities will be provided upon request in the case that an objection is made to the approved instructional material.
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Supplemental Instructional Materials Request Page 1 of 3
INTRODUCTION
The Supplemental Instructional Materials Approval form is to be completed by any individual, building, or program recommending use of supplemental instructional materials. Requests for approval of supplemental materials used on a district-wide basis are submitted on the Supplemental Instructional Materials Approval form to the Executive Director of K-12 Student Learning. The responsibility for the selection/approval of supplemental materials to be used on a single-building basis is delegated to the principal, following recommendations from the librarian and teachers. (Refer to “Instructional Materials Selection” for further information). Single-building use approval requests shall be submitted to the building principal for approval. Program use requests (such as those for LAP, Title, Honors, CTE, for example.) shall be submitted to the program administrator and to the building principal for approval. Program requests for usage at more than one building complete the requirements for district-wide use approval requests. District-wide use approval requests shall be submitted to the Executive Director of K-12 Student Learning for approval recommendation by the District Curriculum, Instruction, & Assessment Committee. This request for supplemental instructional materials must be accompanied with a curriculum framework outlining, at a minimum, units of instruction, Essential Academic Learning Requirements and/or Grade Level Expectations, assessments, and thinking skills. A curriculum framework document is included in the Curriculum Framework section of this handbook 1. Supplementary instructional materials approval is being requested for:
Single-building Program Use District-wide Use 2. Submitted by: Patty Eckelman Eckelman
Building: Auburn Mountainview High School Date: 2/4/13 3. Content Area: Business Education Grade Level(s): 9-12
Course Title: Mathematics for Business and Personal Finance 4. Title of Material: Mathematics for Business and Personal Finance, Student Activity Workbook 5. Publisher: Glencoe ISBN: 9780078883644
Author: Walter H. Lange and Temoleon G. Rousos Copyright: 2010
6: Type of material being requested (check one): Book Software CD/DVD Online/Web
Resources
Other please describe: Student Workbook 7. Approximate cost per unit: $25.50 Number of units to be purchased: 90
Total cost to purchase: $2,295 (not including tax and shipping)
8. Readability level (specialist input): 9-12
9. Description of contents: This workbook is additional practice that correlates with the student textbook.
10. Has this material been previously approved for use at another grade level? Yes No
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Supplemental Instructional Materials Request Page 2 of 3
PROGRAM GOALS. The requested basic instructional materials are consistent with district, building, department, and/or course goals including: Criteria Yes No N/A 1. Consistency with district and program mission, vision, goals, and objectives 2. Align with state- and district-defined Essential Academic Learning Requirements
and/or Grade Level Expectations
3. Further the systematic and sequence of the program across K-12 DISTRICT AND COMMUNITY STANDARDS. The requested basic instructional materials are consistent with district and community standards including: Criteria Yes No N/A Provides teachers guidelines to: 1. Present differing viewpoints of controversial issues in order for students to develop
the skills of critical analysis and informed decision making.
2. Promote the diverse character of our world by: a. Presenting cultural and ethnic differences. b. Using language and examples which treat all human beings with respect
and dignity.
c. Helping students understand and accept the diversity in the heritage and culture of our nation’s people.
d. Recognizing various types of family structures. e. Recognizing differing socioeconomic levels. f. Recognizing differences in minorities and gender. g. Representing occupational diversity of populations.
3. Materials are appropriate for the age, experience, and maturity level of the student for whom it is intended.
a. Materials are free from inappropriate use of profane, obscene, or derogatory language.
b. Materials are free from inappropriate written or visual graphic sexual incidents.
8. Materials stimulate student growth in conceptual thinking, factual knowledge, physical fitness, literary appreciations, aesthetic values, and the development of ethical and moral standards.
9. Materials enrich and support the curriculum, taking into consideration the varied instructional needs, abilities, interests, and maturity levels of the students served.
Materials adopted in the Auburn School District are appropriate for the age, experience, and maturity level of the student for whom they are intended. Teaching and learning materials should not include obscene language or graphic sexual incidents. Rationale must be presented and appropriate instructional goals included where potentially explicit topics or visual aids are used. Alternate learning opportunities will be provided upon request in the case that an objection is made to the approved instructional material.
27
28
DIGITAL PHOTOGRAPHY
1
INTRODUCTION
Course Name Digital Photography Grade Level(s) 9-12 Course Length Semester Course Code CTE 368
Course Description A course designed to introduce students to the fundamentals of digital photography and digital imaging with an emphasis on the aesthetic, technical, critical and creative thinking skills necessary throughout the process. Required work will include the use of digital technology, hardware and software, necessary to do the required projects. Historical and cultural impact of photography will be studied and the ethics of digital photography in today’s world.
Pathway Connections Primary Connection Arts and Communications Secondary Connection Engineering, Science and Technology Sample Sequence of Courses Digital Photography I, Digital Photography II, Visual Communications
or Graphic Design, post-secondary opportunities starting with Tech Prep articulation with Highline Community College
Cross Credit Fine Arts Basic Textbook All primary instructional materials are composed by and originate
with the instructors and are derived from the photography competencies established and revised by the international Center for photography
Equipment Digital cameras, Computers Software Adobe Photoshop, MS Word, MS PowerPoint Supplemental Materials N/A Skills Gap Data (CTE Courses only) See attached documentation
2
POWER STANDARDS
Course Name Digital Photography Grade Level(s) 9-12
1. History of Photography a. Identify significant discoveries, developments, and inventions in the history of photography. b. Identify the work of major photographers of the 19th and 20th centuries
2. Critical Analysis a. Be able to discuss and debate the possible intention of various photographs. b. Encourage and accept critical assessment
3. Business Practices a. Understand legal practices such as copyright, work for hire and royalties b. Understand business ethics
4. Camera Operations a. Understand the basic principles of how to operate either a manual or automatic SLR camera b. Understand the basic guidelines for making successful photographs c. Identify various parts and controls of a SLR camera (film and/or digital) d. Know and use the vocabulary necessary to identify and learn to use the parts of the camera
5. Functions of a Lens a. Understand the differences between lenses of different focal lengths for different cameras b. Be familiar with both methods of focusing (manually and automatically) c. Understand the relationship between f/stop (aperture) and depth of field
6. Exposure Control a. Understand the relationship between the shutter and light b. Understand how to control motion in a still photograph c. Understand how the aperture of the camera works in relation to light d. Understand the concept of depth of field and how to control it e. Understand the tradeoff between aperture and shutter choice f. Understand how to use shutter speed and aperture to control exposure
7. Lights and Meters a. Use in-camera exposure meters b. Understand how to meter different scenes
3
8. Lighting
a. Shoot effectively with available light b. Identify a variety of lighting equipment including lights, diffusers and reflectors, supports for
lighting devices, and understand their uses
9. Image Quality a. Control image quality using camera control such as white balance, ISO b. Choose correct file size for output. c. Work with histograms to create better images and highlight alerts to make better images d. Understand how to store and back up digital images
10. Digital Editing and Printing a. Edit image using software including: burning, dodging, levels, masks, importance and
benefits of using layers, retouching b. Understand the ethics of altering images
11. Design Elements/Principles a. Applies, analyzes, and creates the visual arts elements of line, shape, form, color, value,
texture, and space in the production of a work of art. b. Creates, analyzes, and evaluates repetition/pattern, contrast, variety, balance,
movement/rhythm, proportion, emphasis/dominance, and harmony/unity in a work of art.
4
COURSE OUTLINE
Course Name Digital Photography Grade Level(s) 9-12
This semester long course is designed to teach the fundamentals of photography. Students will investigate composition, historical influences in photography, camera controls (such as aperture, and shutter and film speeds), and post processing techniques. As students will be creating their own photographs, they will need access to a digital camera. 1. Safety
A. Workplace ergonomics B. Personal protective equipment C. Safety regulations D. Promote a safe working environment E. Safety procedures F. Maintenance of equipment G. Safety practices H. Material Safety Data Sheets (MSDS) I. Reporting hazards J. Fire protection, precautions and response procedures
2. Copyright and Ethics
A. Ethics B. Laws and Guidelines
3. History of Photography
A. Significant discoveries, developments, and inventions B. Chronology of the development and popularization of photography C. The significance of burly documentary photography and it's social, political, and scientific impact D. Various movements, styles, and trends in the history of photography E. The work of major photographers of the 19th and 20th centuries F. The relationship of photography as a commercial and or fine Art endeavor Contemporary trends in
photography 4. Photographic Careers and Business Practices
A. Research B. Workplace Expectations C. Identify postsecondary Opportunities D. Create a Career Plan
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5. Principles and Elements of Design
A. Understand the 7 elements of design; line, shape, form, color, value, texture and space B. Understand the 7 Principles of design: Balance, Movement, Emphasis, Contrast, Pattern, Rhythm,
Unity C. Understand the Rule of Thirds D. Understand cropping E. Understand photographic composition: Framing, Rule of Thirds, Horizon Line, Leading Lines,
Perspective, Background/Foreground, Point of View, Tension
6. Digital Camera and Photography A. Basic features of digital/and or video cameras B. Digital image/and or video and the factors that affect its quality and file size C. Transferring digital images/and or video to a computer for storage and manipulation D. Differences between normal-focal length for digital/and or video camera lenses and traditional
camera lenses E. Adjustments for contrast, color balance, white balance and exposure using a digital/and or video
camera F. Differences between various digital/and or video cameras on the market G. Scanners H. Histograms I. Color management
7. Camera Operation and Control
A. Understand camera parts, functions and settings B. Understand resolution, color/white balancing C. Understand imaging devices and resolution D. Shutter Speed
8. Exposure
A. Understanding equivalent exposures B. Understand automatic exposure C. Using f-stop and shutter speed to control exposure D. Light meters
9. Lens Operation and Control
A. Types of lenses B. F-stops/Aperture C. Depth of field D. Focusing E. Filters F. Image stabilization
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10. Lighting
A. Basic concepts of degree of diffusion and direction of light B. Shoot effectively with available light C. Lighting equipment including lights, diffusers and reflectors, supports for lighting devices D. Multiple light sources E. Arrange lightening for portraits, reflective objects, textured surfaces F. Theory of light G. Choose appropriate lighting for desired artistic outcome or client needs
11. Digital Editing and Printing
A. Prepare a computer to correctly display digital images B. Adjust portions or complete images using software tools C. Using filters D. Burning, dodging, levels, masks, importance and benefits of using layers, retouching E. The ethics of altering images F. Printers and printer technologies G. Basic video editing skills such as scene insertion, continuity, cutaways, shooting angles, and audio
skills 12. Portfolio
A. Research Types of Portfolios B. Physical or Electronic Portfolio C. Critical Analysis
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Auburn School District – Digital Photography 04-08-2013
Auburn School District Course: Digital Photography Total Framework Hours up to: 180 CIP Code: 500406 Exploratory Preparatory Date Last Modified: April 8, 2013 Career Cluster: Arts, AV Technology & Communications Cluster Pathway: Visual Arts
Unit Outline Hours
Unit 1: Demonstrate Health and Safety Practices 5 Unit 2: Survey of History of Photography 10 Unit 3: Careers 5 Unit 4: Business Practices 5 Unit 5: Critical Analysis 10 Unit 6: Camera Operations 15 Unit 7: Functions of a Lens 15 Unit 8: Exposure Control 15 Unit 9: Light Meters and Exposure 5 Unit 10: Design Elements/Principles 20 Unit 11: Lighting 15 Unit 12: Image Quality 5 Unit 13: Digital Camera and Photography 20 Unit 14: Digital Editing and Printing 30 Unit 15: Presentation/Finishing 5 Total Hours 180
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Auburn School District – Digital Photography 04-08-2013
COMPONENTS AND ASSESSMENTS
Performance Assessments: Self-evaluation, peer, evaluation, performance-based products, competition, observation, collection of examples, client feedback, vocabulary quiz and locally developed rubric
Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, locally developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business & entrepreneurial literacy, civic literacy, health & safety, environmental literacy)
Standards and Competencies Standard/Unit: C-6 Demonstrate health and safety practices
Competencies Total Learning Hours for Unit: 5 C-6.1 Identify, describe and demonstrate the effective use of Material Safety Data Sheets (MSDS) C-6.2 Read chemical, product, and equipment labels to determine appropriate health and safety conditions C-6.3 Identify, describe and demonstrate personal, shop and job site safety practices and procedures
C-6.4 Demonstrate safe dress and use of relevant safety gear and personal protective equipment (PPE), including wrist rests, adjustable workspaces and equipment, gloves, boots, earplugs, eye protection, and breathing apparatus
C-6.5 Illustrate appropriate safe body mechanics, including proper lifting techniques and ergonomics
C-6.6 Locate emergency equipment in your lab, shop, and classroom, including (where appropriate) eyewash stations, shower facilities, sinks, fire extinguishers, fire blankets, telephone, master power switches, and emergency exits
C-6.7 Demonstrate the safe use, storage, and maintenance of every piece of equipment in the lab, shop, and classroom C-6.8 Describe safety practices and procedures to be followed when working with and around electricity C-6.9 Illustrate proper handling and storage practices, including working with hazardous materials, disposal, and recycling C-6.10 Demonstrate proper workspace cleaning procedures
Aligned Washington State Standards
Art
1.1 Understand arts concepts and vocabulary. 1.2 Develops arts skills and techniques. 1.3 Understands and applies arts genres and styles of various artists, cultures, and times. 2.1 Applies a creative process to the arts. 2.1 Applies a presentation process to the arts 2.3 Applies a responding process to an arts presentation of visual arts. 3.1 Uses the arts to express feelings and present ideas. 3.2 Uses the arts to communicate for a specific purpose. 3.3 Develops personal aesthetic criteria to communicate artistic choices. 4.2 Demonstrates and analyzes the connections among the arts and between the arts and other content areas. 4.4 Understands how the arts influence and reflect cultures/civilization, place, and time. 4.5 Understands ho w arts knowledge and skills are used in the world of work, including careers in the arts.
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Auburn School District – Digital Photography 04-08-2013
Communications 1.1.1 Applies a variety of listening strategies to accommodate the listening situation. 1.1.2 Applies a variety of listening and observation skills/strategies to recall and interpret information. 2.2.2 Applies skills and strategies to contribute responsibly in a group setting.
Math 8.5.A Analyze a problem situation to determine the question(s) to be answered 8.5.B Identify relevant, missing, and extraneous information related to the solution to a problem. A1.1.A Select and justify functions and equations to model and solve problems.
Reading
1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities.
2.2.2 Apply understanding of complex organizational features of printed text and electronic sources. 2.2.4 Apply understanding of text organizational structures. 2.3.2 Evaluate informational materials, including electronic sources, for effectiveness. 3.1.1 Analyze web-based and other resource materials (including primary sources and secondary sources) for relevance in
answering research questions. 3.2.2 Apply understanding of complex information, including functional documents, to perform a task.
Science
9-11 INQC Conclusions must be logical, based on evidence, and consistent with prior established knowledge.
9-11 APPC The ability to solve problems is greatly enhanced by use of mathematics and information technologies.
Social Studies 2.1 Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices.
Writing 3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. 3.3.6 Uses complete sentences in writing.
COMPONENTS AND ASSESSMENTS
Performance Assessments: Self-evaluation, peer evaluation, performance based products, competition, observation, collection of examples, client feedback, vocabulary quiz, and locally developed rubric
Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, locally developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business & entrepreneurial literacy, civic literacy, health & safety, environmental literacy)
Standards and Competencies Standard/Unit: C-9 Survey of History of Photography
Competencies Total Learning Hours for Unit: 10 C-9.1 Identify significant discoveries, developments, and inventions in the history of photography C-9.2 Understand the chronology of the development and popularization of photography C-9.3 Understand the significance of early documentary photography and its social, political, and scientific impact C-9.4 Identify the historically important figures and sponsoring individuals and agencies C-9.5 Distinguish between various movements, styles, and trends in the history of photography C-9.6 Identify the work of major photographers of the 19th and 20th centuries
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Auburn School District – Digital Photography 04-08-2013
Aligned Washington State Standards
Art
1.1 Understand arts concepts and vocabulary. 1.2 Develops arts skills and techniques. 1.3 Understands and applies arts genres and styles of various artists, cultures, and times. 2.1 Applies a creative process to the arts. 2.1 Applies a presentation process to the arts 2.3 Applies a responding process to an arts presentation of visual arts. 3.1 Uses the arts to express feelings and present ideas. 3.2 Uses the arts to communicate for a specific purpose. 3.3 Develops personal aesthetic criteria to communicate artistic choices. 4.2 Demonstrates and analyzes the connections among the arts and between the arts and other content areas. 4.4 Understands how the arts influence and reflect cultures/civilization, place, and time. 4.5 Understands how arts knowledge and skills are used in the world of work, including careers in the arts.
Communications 1.1.1 Applies a variety of listening strategies to accommodate the listening situation. 1.1.2 Applies a variety of listening and observation skills/strategies to recall and interpret information. 2.2.2 Applies skills and strategies to contribute responsibly in a group setting.
Math 8.5.A Analyze a problem situation to determine the question(s) to be answered 8.5.B Identify relevant, missing, and extraneous information related to the solution to a problem. A1.1.A Select and justify functions and equations to model and solve problems.
Reading
1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities.
2.2.2 Apply understanding of complex organizational features of printed text and electronic sources. 2.2.4 Apply understanding of text organizational structures. 2.3.2 Evaluate informational materials, including electronic sources, for effectiveness.
3.1.1 Analyze web-based and other resource materials (including primary sources and secondary sources) for relevance in answering research questions.
3.2.2 Apply understanding of complex information, including functional documents, to perform a task.
Science
9-11 INQC Conclusions must be logical, based on evidence, and consistent with prior established knowledge.
9-11 APPC The ability to solve problems is greatly enhanced by use of mathematics and information technologies.
Social Studies 2.1 Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices.
Writing 3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. 3.3.6 Uses complete sentences in writing.
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Auburn School District – Digital Photography 04-08-2013
COMPONENTS AND ASSESSMENTS
Performance Assessments: Self-evaluation, peer evaluation, performance based products, competition, observation, collection of examples, client feedback, vocabulary quiz, and locally developed rubric
Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, locally developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business & entrepreneurial literacy, civic literacy, health & safety, environmental literacy)
Standards and Competencies Standard/Unit: C-10 Careers
Competencies Total Learning Hours for Unit: 5
C-10.1 Students will be aware of the many jobs and careers in the photography industry and the requirements and skills needed to get those jobs C-10.2 Be aware of portfolios strategies that are audience specific C-10.3 Create a portfolio of work
Aligned Washington State Standards
Art
1.1 Understand arts concepts and vocabulary. 1.2 Develops arts skills and techniques. 1.3 Understands and applies arts genres and styles of various artists, cultures, and times. 2.1 Applies a creative process to the arts. 2.1 Applies a presentation process to the arts 2.3 Applies a responding process to an arts presentation of visual arts. 3.1 Uses the arts to express feelings and present ideas. 3.2 Uses the arts to communicate for a specific purpose. 3.3 Develops personal aesthetic criteria to communicate artistic choices. 4.2 Demonstrates and analyzes the connections among the arts and between the arts and other content areas. 4.4 Understands how the arts influence and reflect cultures/civilization, place, and time. 4.5 Understands how arts knowledge and skills are used in the world of work, including careers in the arts.
Communications 1.1.1 Applies a variety of listening strategies to accommodate the listening situation. 1.1.2 Applies a variety of listening and observation skills/strategies to recall and interpret information. 2.2.2 Applies skills and strategies to contribute responsibly in a group setting.
Math 8.5.A Analyze a problem situation to determine the question(s) to be answered 8.5.B Identify relevant, missing, and extraneous information related to the solution to a problem. A1.1.A Select and justify functions and equations to model and solve problems.
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Auburn School District – Digital Photography 04-08-2013
Reading
1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities.
2.2.2 Apply understanding of complex organizational features of printed text and electronic sources. 2.2.4 Apply understanding of text organizational structures. 2.3.2 Evaluate informational materials, including electronic sources, for effectiveness.
3.1.1 Analyze web-based and other resource materials (including primary sources and secondary sources) for relevance in answering research questions.
3.2.2 Apply understanding of complex information, including functional documents, to perform a task.
Science
9-11 INQC Conclusions must be logical, based on evidence, and consistent with prior established knowledge.
9-11 APPC The ability to solve problems is greatly enhanced by use of mathematics and information technologies.
Social Studies 2.1 Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices.
Writing 3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. 3.3.6 Uses complete sentences in writing.
COMPONENTS AND ASSESSMENTS
Performance Assessments: Self-evaluation, peer evaluation, performance based products, competition, observation, collection of examples, client feedback, vocabulary quiz, and locally developed rubric
Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, locally developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business & entrepreneurial literacy, civic literacy, health & safety, environmental literacy)
Standards and Competencies Standard/Unit: C-11 Business Practices
Competencies Total Learning Hours for Unit: 5
C-11.1 Understand legal practices such as copyright, work for hire and royalties C-11.2 Speak about photographs and present your work to agencies and galleries C-11.3 Understand business ethics
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Auburn School District – Digital Photography 04-08-2013
Aligned Washington State Standards
Art
1.1 Understand arts concepts and vocabulary. 1.2 Develops arts skills and techniques. 1.3 Understands and applies arts genres and styles of various artists, cultures, and times. 2.1 Applies a creative process to the arts. 2.1 Applies a presentation process to the arts 2.3 Applies a responding process to an arts presentation of visual arts. 3.1 Uses the arts to express feelings and present ideas. 3.2 Uses the arts to communicate for a specific purpose. 3.3 Develops personal aesthetic criteria to communicate artistic choices. 4.2 Demonstrates and analyzes the connections among the arts and between the arts and other content areas. 4.4 Understands how the arts influence and reflect cultures/civilization, place, and time. 4.5 Understands how arts knowledge and skills are used in the world of work, including careers in the arts.
Communications 1.1.1 Applies a variety of listening strategies to accommodate the listening situation. 1.1.2 Applies a variety of listening and observation skills/strategies to recall and interpret information. 2.2.2 Applies skills and strategies to contribute responsibly in a group setting.
Math 8.5.A Analyze a problem situation to determine the question(s) to be answered 8.5.B Identify relevant, missing, and extraneous information related to the solution to a problem. A1.1.A Select and justify functions and equations to model and solve problems.
Reading
1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities.
2.2.2 Apply understanding of complex organizational features of printed text and electronic sources. 2.2.4 Apply understanding of text organizational structures. 2.3.2 Evaluate informational materials, including electronic sources, for effectiveness.
3.1.1 Analyze web-based and other resource materials (including primary sources and secondary sources) for relevance in answering research questions.
3.2.2 Apply understanding of complex information, including functional documents, to perform a task.
Science
9-11 INQC Conclusions must be logical, based on evidence, and consistent with prior established knowledge.
9-11 APPC The ability to solve problems is greatly enhanced by use of mathematics and information technologies.
Social Studies 2.1 Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices.
Writing 3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. 3.3.6 Uses complete sentences in writing.
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Auburn School District – Digital Photography 04-08-2013
COMPONENTS AND ASSESSMENTS
Performance Assessments: Self-evaluation, peer evaluation, performance based products, competition, observation, collection of examples, client feedback, vocabulary quiz, and locally developed rubric
Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, locally developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business & entrepreneurial literacy, civic literacy, health & safety, environmental literacy)
Standards and Competencies Standard/Unit: C-12 Critical Analysis
Competencies Total Learning Hours for Unit: 10
C-12.1 Be able to discuss and debate the possible intention of various photographs C-12.2 Use reflection in evaluation to your own work
Aligned Washington State Standards
Art
1.1 Understand arts concepts and vocabulary. 1.2 Develops arts skills and techniques. 1.3 Understands and applies arts genres and styles of various artists, cultures, and times. 2.1 Applies a creative process to the arts. 2.1 Applies a presentation process to the arts 2.3 Applies a responding process to an arts presentation of visual arts. 3.1 Uses the arts to express feelings and present ideas. 3.2 Uses the arts to communicate for a specific purpose. 3.3 Develops personal aesthetic criteria to communicate artistic choices. 4.2 Demonstrates and analyzes the connections among the arts and between the arts and other content areas. 4.4 Understands how the arts influence and reflect cultures/civilization, place, and time. 4.5 Understands how arts knowledge and skills are used in the world of work, including careers in the arts.
Communications 1.1.1 Applies a variety of listening strategies to accommodate the listening situation. 1.1.2 Applies a variety of listening and observation skills/strategies to recall and interpret information. 2.2.2 Applies skills and strategies to contribute responsibly in a group setting.
Math 8.5.A Analyze a problem situation to determine the question(s) to be answered 8.5.B Identify relevant, missing, and extraneous information related to the solution to a problem. A1.1.A Select and justify functions and equations to model and solve problems.
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Auburn School District – Digital Photography 04-08-2013
Reading
1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities.
2.2.2 Apply understanding of complex organizational features of printed text and electronic sources. 2.2.4 Apply understanding of text organizational structures. 2.3.2 Evaluate informational materials, including electronic sources, for effectiveness.
3.1.1 Analyze web-based and other resource materials (including primary sources and secondary sources) for relevance in answering research questions.
3.2.2 Apply understanding of complex information, including functional documents, to perform a task.
Science
9-11 INQC Conclusions must be logical, based on evidence, and consistent with prior established knowledge.
9-11 APPC The ability to solve problems is greatly enhanced by use of mathematics and information technologies.
Social Studies 2.1 Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices.
Writing 3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. 3.3.6 Uses complete sentences in writing.
COMPONENTS AND ASSESSMENTS
Performance Assessments: Self-evaluation, peer evaluation, performance based products, competition, observation, collection of examples, client feedback, vocabulary quiz, and locally developed rubric
Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, locally developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business & entrepreneurial literacy, civic literacy, health & safety, environmental literacy)
Standards and Competencies Standard/Unit: C-13 Camera Operations
Competencies Total Learning Hours for Unit: 15 C-13.1 Identify various parts and controls of a SLR camera (film and/or digital) C-13.2 Understand the basic principles of how to operate either a manual or automatic SLR camera C-13.3 Understand the basic guidelines for making successful photographs C-13.4 Know and use the vocabulary necessary to identify and learn to use the parts of the camera C-13.5 Identify different camera formats and their advantages and disadvantages C-13.6 Identify special purpose cameras
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Auburn School District – Digital Photography 04-08-2013
Aligned Washington State Standards
Art
1.1 Understand arts concepts and vocabulary. 1.2 Develops arts skills and techniques. 1.3 Understands and applies arts genres and styles of various artists, cultures, and times. 2.1 Applies a creative process to the arts. 2.1 Applies a presentation process to the arts 2.3 Applies a responding process to an arts presentation of visual arts. 3.1 Uses the arts to express feelings and present ideas. 3.2 Uses the arts to communicate for a specific purpose. 3.3 Develops personal aesthetic criteria to communicate artistic choices. 4.2 Demonstrates and analyzes the connections among the arts and between the arts and other content areas. 4.4 Understands how the arts influence and reflect cultures/civilization, place, and time. 4.5 Understands how arts knowledge and skills are used in the world of work, including careers in the arts.
Communications 1.1.1 Applies a variety of listening strategies to accommodate the listening situation. 1.1.2 Applies a variety of listening and observation skills/strategies to recall and interpret information. 2.2.2 Applies skills and strategies to contribute responsibly in a group setting.
Educational Technology Health and Fitness
Math 8.5.A Analyze a problem situation to determine the question(s) to be answered 8.5.B Identify relevant, missing, and extraneous information related to the solution to a problem. A1.1.A Select and justify functions and equations to model and solve problems.
Reading
1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities.
2.2.2 Apply understanding of complex organizational features of printed text and electronic sources. 2.2.4 Apply understanding of text organizational structures. 2.3.2 Evaluate informational materials, including electronic sources, for effectiveness.
3.1.1 Analyze web-based and other resource materials (including primary sources and secondary sources) for relevance in answering research questions.
3.2.2 Apply understanding of complex information, including functional documents, to perform a task.
Science
9-11 INQC Conclusions must be logical, based on evidence, and consistent with prior established knowledge.
9-11 APPC The ability to solve problems is greatly enhanced by use of mathematics and information technologies.
Social Studies 2.1 Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices.
Writing 3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. 3.3.6 Uses complete sentences in writing.
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Auburn School District – Digital Photography 04-08-2013
COMPONENTS AND ASSESSMENTS
Performance Assessments: Self-evaluation, peer evaluation, performance based products, competition, observation, collection of examples, client feedback, vocabulary quiz, and locally developed rubric Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, locally developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business & entrepreneurial literacy, civic literacy, health & safety, environmental literacy)
Standards and Competencies Standard/Unit: C-14 Functions of a Lens Competencies Total Learning Hours for Unit: 15 C-14.1 Understand the differences between lenses of different focal lengths for different cameras C-14.2 Identify special purpose lenses C-14.3 Be familiar with both methods of focusing (manually and automatically) C-14.4 Understand the relationship between f/stop (aperture) and depth of field C-14.5 Understand the relationship between focal length and perspective C-14.6 Work effectively in close-up situations C-14.7 Know how to purchase lenses for a variety of purposes and care for them properly
Aligned Washington State Standards
Art
1.1 Understand arts concepts and vocabulary. 1.2 Develops arts skills and techniques. 1.3 Understands and applies arts genres and styles of various artists, cultures, and times. 2.1 Applies a creative process to the arts. 2.1 Applies a presentation process to the arts 2.3 Applies a responding process to an arts presentation of visual arts. 3.1 Uses the arts to express feelings and present ideas. 3.2 Uses the arts to communicate for a specific purpose. 3.3 Develops personal aesthetic criteria to communicate artistic choices. 4.2 Demonstrates and analyzes the connections among the arts and between the arts and other content areas. 4.4 Understands how the arts influence and reflect cultures/civilization, place, and time. 4.5 Understands how arts knowledge and skills are used in the world of work, including careers in the arts.
Communications 1.1.1 Applies a variety of listening strategies to accommodate the listening situation. 1.1.2 Applies a variety of listening and observation skills/strategies to recall and interpret information. 2.2.2 Applies skills and strategies to contribute responsibly in a group setting.
Math 8.5.A Analyze a problem situation to determine the question(s) to be answered 8.5.B Identify relevant, missing, and extraneous information related to the solution to a problem. A1.1.A Select and justify functions and equations to model and solve problems.
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Auburn School District – Digital Photography 04-08-2013
Reading
1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities.
2.2.2 Apply understanding of complex organizational features of printed text and electronic sources. 2.2.4 Apply understanding of text organizational structures. 2.3.2 Evaluate informational materials, including electronic sources, for effectiveness.
3.1.1 Analyze web-based and other resource materials (including primary sources and secondary sources) for relevance in answering research questions.
3.2.2 Apply understanding of complex information, including functional documents, to perform a task.
Science
9-11 INQC Conclusions must be logical, based on evidence, and consistent with prior established knowledge.
9-11 APPC The ability to solve problems is greatly enhanced by use of mathematics and information technologies.
Social Studies 2.1 Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices.
Writing 3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. 3.3.6 Uses complete sentences in writing.
COMPONENTS AND ASSESSMENTS
Performance Assessments: Self-evaluation, peer evaluation, performance based products, competition, observation, collection of examples, client feedback, vocabulary quiz, and locally developed rubric
Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, locally developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business & entrepreneurial literacy, civic literacy, health & safety, environmental literacy)
Standards and Competencies Standard/Unit: C-15 Exposure Control Competencies Total Learning Hours for Unit: 15 C-15.1 Understand the relationship between the shutter and light C-15.2 Understand how to convey motion in a still photograph C-15.3 Understand how the aperture of the camera works in relation to light C-15.4 Understand the concept of depth of field and how to control it C-15.5 Understand the trade off between aperture and shutter choice C-15.6 Understand how to use shutter speed and aperture to control exposure C-15.7 Understand how to use a camera and avoid or control blur in your images
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Auburn School District – Digital Photography 04-08-2013
Aligned Washington State Standards
Art
1.1 Understand arts concepts and vocabulary. 1.2 Develops arts skills and techniques. 1.3 Understands and applies arts genres and styles of various artists, cultures, and times. 2.1 Applies a creative process to the arts. 2.1 Applies a presentation process to the arts 2.3 Applies a responding process to an arts presentation of visual arts. 3.1 Uses the arts to express feelings and present ideas. 3.2 Uses the arts to communicate for a specific purpose. 3.3 Develops personal aesthetic criteria to communicate artistic choices. 4.2 Demonstrates and analyzes the connections among the arts and between the arts and other content areas. 4.4 Understands how the arts influence and reflect cultures/civilization, place, and time. 4.5 Understands how arts knowledge and skills are used in the world of work, including careers in the arts.
Communications 1.1.1 Applies a variety of listening strategies to accommodate the listening situation. 1.1.2 Applies a variety of listening and observation skills/strategies to recall and interpret information. 2.2.2 Applies skills and strategies to contribute responsibly in a group setting.
Educational Technology Health and Fitness
Math 8.5.A Analyze a problem situation to determine the question(s) to be answered 8.5.B Identify relevant, missing, and extraneous information related to the solution to a problem. A1.1.A Select and justify functions and equations to model and solve problems.
Reading
1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities.
2.2.2 Apply understanding of complex organizational features of printed text and electronic sources. 2.2.4 Apply understanding of text organizational structures. 2.3.2 Evaluate informational materials, including electronic sources, for effectiveness.
3.1.1 Analyze web-based and other resource materials (including primary sources and secondary sources) for relevance in answering research questions.
3.2.2 Apply understanding of complex information, including functional documents, to perform a task.
Science
9-11 INQC Conclusions must be logical, based on evidence, and consistent with prior established knowledge.
9-11 APPC The ability to solve problems is greatly enhanced by use of mathematics and information technologies.
Social Studies 2.1 Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices.
Writing 3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. 3.3.6 Uses complete sentences in writing.
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Auburn School District – Digital Photography 04-08-2013
COMPONENTS AND ASSESSMENTS
Performance Assessments: Self-evaluation, peer evaluation, performance based products, competition, observation, collection of examples, client feedback, vocabulary quiz, and locally developed rubric Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, locally developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business & entrepreneurial literacy, civic literacy, health & safety, environmental literacy)
Standards and Competencies Standard/Unit: C-16 Light Meters and Exposure
Competencies Total Learning Hours for Unit: 5 C-16.1 Understand the concept of equivalent exposures and how to achieve and apply them C-16.2 Understand how exposure meters work C-16.3 Use in-camera exposure meters C-16.4 Understand how automatic exposure systems operate C-16.5 Understand how to meter different scenes C-16.6 Be able to deal with hard-to-meter scenes C-16.7 Understand how to bracket a scene
Aligned Washington State Standards
Art
1.1 Understand arts concepts and vocabulary. 1.2 Develops arts skills and techniques. 1.3 Understands and applies arts genres and styles of various artists, cultures, and times. 2.1 Applies a creative process to the arts. 2.1 Applies a presentation process to the arts 2.3 Applies a responding process to an arts presentation of visual arts. 3.1 Uses the arts to express feelings and present ideas. 3.2 Uses the arts to communicate for a specific purpose. 3.3 Develops personal aesthetic criteria to communicate artistic choices. 4.2 Demonstrates and analyzes the connections among the arts and between the arts and other content areas. 4.4 Understands how the arts influence and reflect cultures/civilization, place, and time. 4.5 Understands how arts knowledge and skills are used in the world of work, including careers in the arts.
Communications 1.1.1 Applies a variety of listening strategies to accommodate the listening situation. 1.1.2 Applies a variety of listening and observation skills/strategies to recall and interpret information. 2.2.2 Applies skills and strategies to contribute responsibly in a group setting.
Math 8.5.A Analyze a problem situation to determine the question(s) to be answered 8.5.B Identify relevant, missing, and extraneous information related to the solution to a problem. A1.1.A Select and justify functions and equations to model and solve problems.
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Auburn School District – Digital Photography 04-08-2013
Reading
1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities.
2.2.2 Apply understanding of complex organizational features of printed text and electronic sources. 2.2.4 Apply understanding of text organizational structures. 2.3.2 Evaluate informational materials, including electronic sources, for effectiveness.
3.1.1 Analyze web-based and other resource materials (including primary sources and secondary sources) for relevance in answering research questions.
3.2.2 Apply understanding of complex information, including functional documents, to perform a task.
Science
9-11 INQC Conclusions must be logical, based on evidence, and consistent with prior established knowledge.
9-11 APPC The ability to solve problems is greatly enhanced by use of mathematics and information technologies.
Social Studies 2.1 Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices.
Writing 3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. 3.3.6 Uses complete sentences in writing.
COMPONENTS AND ASSESSMENTS
Performance Assessments: Self-evaluation, peer evaluation, performance based products, competition, observation, collection of examples, client feedback, vocabulary quiz, and locally developed rubric
Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, locally developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business & entrepreneurial literacy, civic literacy, health & safety, environmental literacy)
Standards and Competencies Standard/Unit: C-17 Design Elements/Principles
Competencies Total Learning Hours for Unit: 20 C-17.1 Understand the impact that framing and cropping has on an image C-17.2 Understand how to use the “rule of thirds” C-17.3 Understand how to use contrast to enhance your images C-17.4 Understand how points of view can affect the interpretation of an image C-17.5 Identify some “rules of thumb” employed by photographers involved in portraiture and landscape including managing motion, balance, and tension C-17.6 Speak about photographs and present your work to agencies and galleries C-17.7 Compose for specific audiences
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Auburn School District – Digital Photography 04-08-2013
Aligned Washington State Standards
Art
1.1 Understand arts concepts and vocabulary. 1.2 Develops arts skills and techniques. 1.3 Understands and applies arts genres and styles of various artists, cultures, and times. 2.1 Applies a creative process to the arts. 2.1 Applies a presentation process to the arts 2.3 Applies a responding process to an arts presentation of visual arts. 3.1 Uses the arts to express feelings and present ideas. 3.2 Uses the arts to communicate for a specific purpose. 3.3 Develops personal aesthetic criteria to communicate artistic choices. 4.2 Demonstrates and analyzes the connections among the arts and between the arts and other content areas. 4.4 Understands how the arts influence and reflect cultures/civilization, place, and time. 4.5 Understands how arts knowledge and skills are used in the world of work, including careers in the arts.
Communications 1.1.1 Applies a variety of listening strategies to accommodate the listening situation. 1.1.2 Applies a variety of listening and observation skills/strategies to recall and interpret information. 2.2.2 Applies skills and strategies to contribute responsibly in a group setting.
Math 8.5.A Analyze a problem situation to determine the question(s) to be answered 8.5.B Identify relevant, missing, and extraneous information related to the solution to a problem. A1.1.A Select and justify functions and equations to model and solve problems.
Reading
1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities.
2.2.2 Apply understanding of complex organizational features of printed text and electronic sources. 2.2.4 Apply understanding of text organizational structures. 2.3.2 Evaluate informational materials, including electronic sources, for effectiveness.
3.1.1 Analyze web-based and other resource materials (including primary sources and secondary sources) for relevance in answering research questions.
3.2.2 Apply understanding of complex information, including functional documents, to perform a task.
Science
9-11 INQC Conclusions must be logical, based on evidence, and consistent with prior established knowledge.
9-11 APPC The ability to solve problems is greatly enhanced by use of mathematics and information technologies.
Social Studies 2.1 Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices.
Writing 3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. 3.3.6 Uses complete sentences in writing.
23
Auburn School District – Digital Photography 04-08-2013
COMPONENTS AND ASSESSMENTS
Performance Assessments: Self-evaluation, peer evaluation, performance based products, competition, observation, collection of examples, client feedback, vocabulary quiz, and locally developed rubric
Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, locally developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business & entrepreneurial literacy, civic literacy, health & safety, environmental literacy)
Standards and Competencies Standard/Unit: A-1 Lighting Competencies Total Learning Hours for Unit: 15 A-1.1 Understand the basic concepts of degree of diffusion and direction of light A-1.2 Shoot effectively with available light A-1.3 Identify a variety of lighting equipment including lights, diffusers and reflectors, supports for lighting devices, and understand their uses
A-1.4 Understand the purpose for using more than one lighting device, and how to position fill lights to achieve certain effects, such as studio, on camera, existing, supplemental, reflectors, etc.
A-1.5 Identify a variety of flash units, flash meters, and flash accessories, and understand how they are used A-1.6 Meter for flash and calculate exposure A-1.7 Arrange lightening for portraits and reflective objects, and to enhance the appearance of textured surfaces A-1.8 Understand the theory of light and qualities of light such as electromagnetic spectrum, variances, reflectance, and physical properties of light
Aligned Washington State Standards
Art
1.1 Understand arts concepts and vocabulary. 1.2 Develops arts skills and techniques. 1.3 Understands and applies arts genres and styles of various artists, cultures, and times. 2.1 Applies a creative process to the arts. 2.1 Applies a presentation process to the arts 2.3 Applies a responding process to an arts presentation of visual arts. 3.1 Uses the arts to express feelings and present ideas. 3.2 Uses the arts to communicate for a specific purpose. 3.3 Develops personal aesthetic criteria to communicate artistic choices. 4.2 Demonstrates and analyzes the connections among the arts and between the arts and other content areas. 4.4 Understands how the arts influence and reflect cultures/civilization, place, and time. 4.5 Understands how arts knowledge and skills are used in the world of work, including careers in the arts.
Communications 1.1.1 Applies a variety of listening strategies to accommodate the listening situation. 1.1.2 Applies a variety of listening and observation skills/strategies to recall and interpret information. 2.2.2 Applies skills and strategies to contribute responsibly in a group setting.
Math 8.5.A Analyze a problem situation to determine the question(s) to be answered 8.5.B Identify relevant, missing, and extraneous information related to the solution to a problem. A1.1.A Select and justify functions and equations to model and solve problems.
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Auburn School District – Digital Photography 04-08-2013
Reading
1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities.
2.2.2 Apply understanding of complex organizational features of printed text and electronic sources. 2.2.4 Apply understanding of text organizational structures. 2.3.2 Evaluate informational materials, including electronic sources, for effectiveness.
3.1.1 Analyze web-based and other resource materials (including primary sources and secondary sources) for relevance in answering research questions.
3.2.2 Apply understanding of complex information, including functional documents, to perform a task.
Science
9-11 INQC Conclusions must be logical, based on evidence, and consistent with prior established knowledge.
9-11 APPC The ability to solve problems is greatly enhanced by use of mathematics and information technologies.
Social Studies 2.1 Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices.
Writing 3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. 3.3.6 Uses complete sentences in writing.
COMPONENTS AND ASSESSMENTS
Performance Assessments: Self-evaluation, peer evaluation, performance based products, competition, observation, collection of examples, client feedback, vocabulary quiz, and locally developed rubric
Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, locally developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business & entrepreneurial literacy, civic literacy, health & safety, environmental literacy)
Standards and Competencies Standard/Unit: A-2 Image Quality
Competencies Total Learning Hours for Unit: 5
A-2.1 Use different types of film and/or digital cameras (resolution issues) appropriate for the assignment A-2.2 Control image quality using color control, and other darkroom and/or digital techniques
25
Auburn School District – Digital Photography 04-08-2013
Aligned Washington State Standards
Art
1.1 Understand arts concepts and vocabulary. 1.2 Develops arts skills and techniques. 1.3 Understands and applies arts genres and styles of various artists, cultures, and times. 2.1 Applies a creative process to the arts. 2.1 Applies a presentation process to the arts 2.3 Applies a responding process to an arts presentation of visual arts. 3.1 Uses the arts to express feelings and present ideas. 3.2 Uses the arts to communicate for a specific purpose. 3.3 Develops personal aesthetic criteria to communicate artistic choices. 4.2 Demonstrates and analyzes the connections among the arts and between the arts and other content areas. 4.4 Understands how the arts influence and reflect cultures/civilization, place, and time. 4.5 Understands how arts knowledge and skills are used in the world of work, including careers in the arts.
Communications 1.1.1 Applies a variety of listening strategies to accommodate the listening situation. 1.1.2 Applies a variety of listening and observation skills/strategies to recall and interpret information. 2.2.2 Applies skills and strategies to contribute responsibly in a group setting.
Math 8.5.A Analyze a problem situation to determine the question(s) to be answered 8.5.B Identify relevant, missing, and extraneous information related to the solution to a problem. A1.1.A Select and justify functions and equations to model and solve problems.
Reading
1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities.
2.2.2 Apply understanding of complex organizational features of printed text and electronic sources. 2.2.4 Apply understanding of text organizational structures. 2.3.2 Evaluate informational materials, including electronic sources, for effectiveness.
3.1.1 Analyze web-based and other resource materials (including primary sources and secondary sources) for relevance in answering research questions.
3.2.2 Apply understanding of complex information, including functional documents, to perform a task.
Science
9-11 INQC Conclusions must be logical, based on evidence, and consistent with prior established knowledge.
9-11 APPC The ability to solve problems is greatly enhanced by use of mathematics and information technologies.
Social Studies 2.1 Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices.
Writing 3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. 3.3.6 Uses complete sentences in writing.
26
Auburn School District – Digital Photography 04-08-2013
COMPONENTS AND ASSESSMENTS
Performance Assessments: Self-evaluation, peer evaluation, performance based products, competition, observation, collection of examples, client feedback, vocabulary quiz, and locally developed rubric
Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, locally developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business & entrepreneurial literacy, civic literacy, health & safety, environmental literacy)
Standards and Competencies Standard/Unit: A-6 Digital Camera and Photography
Competencies Total Learning Hours for Unit: 20 A-6.1 Identify the basic features of digital cameras and know how to use them A-6.2 Understand the composition of a digital image and the factors that affect its quality and file size A-6.3 Understand how digital images are transferred to a computer for storage and manipulation A-6.4 Understand the differences between normal-focal length for digital camera lenses and traditional camera lenses A-6.5 Understand how to make adjustments for contrast, color balance and exposure using a digital camera
A-6.6 Understand the basic differences between various digital cameras on the market and weigh the relative advantages and disadvantages, conveniences and costs associated with their use
A-6.7 Understand how to use scanners A-6.8 Work with histograms to create better images A-6.9 Understand color management A-6.10 Understand how to store digital images
Aligned Washington State Standards
Art
1.1 Understand arts concepts and vocabulary. 1.2 Develops arts skills and techniques. 1.3 Understands and applies arts genres and styles of various artists, cultures, and times. 2.1 Applies a creative process to the arts. 2.1 Applies a presentation process to the arts 2.3 Applies a responding process to an arts presentation of visual arts. 3.1 Uses the arts to express feelings and present ideas. 3.2 Uses the arts to communicate for a specific purpose. 3.3 Develops personal aesthetic criteria to communicate artistic choices. 4.2 Demonstrates and analyzes the connections among the arts and between the arts and other content areas. 4.4 Understands how the arts influence and reflect cultures/civilization, place, and time. 4.5 Understands how arts knowledge and skills are used in the world of work, including careers in the arts.
Communications 1.1.1 Applies a variety of listening strategies to accommodate the listening situation. 1.1.2 Applies a variety of listening and observation skills/strategies to recall and interpret information. 2.2.2 Applies skills and strategies to contribute responsibly in a group setting.
27
Auburn School District – Digital Photography 04-08-2013
Math 8.5.A Analyze a problem situation to determine the question(s) to be answered 8.5.B Identify relevant, missing, and extraneous information related to the solution to a problem. A1.1.A Select and justify functions and equations to model and solve problems.
Reading
1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities.
2.2.2 Apply understanding of complex organizational features of printed text and electronic sources. 2.2.4 Apply understanding of text organizational structures. 2.3.2 Evaluate informational materials, including electronic sources, for effectiveness.
3.1.1 Analyze web-based and other resource materials (including primary sources and secondary sources) for relevance in answering research questions.
3.2.2 Apply understanding of complex information, including functional documents, to perform a task.
Science
9-11 INQC Conclusions must be logical, based on evidence, and consistent with prior established knowledge.
9-11 APPC The ability to solve problems is greatly enhanced by use of mathematics and information technologies.
Social Studies 2.1 Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices.
Writing 3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. 3.3.6 Uses complete sentences in writing.
COMPONENTS AND ASSESSMENTS
Performance Assessments: Self-evaluation, peer evaluation, performance based products, competition, observation, collection of examples, client feedback, vocabulary quiz, and locally developed rubric
Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, locally developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business & entrepreneurial literacy, civic literacy, health & safety, environmental literacy)
Standards and Competencies Standard/Unit: A-7 Digital Editing and Printing
Competencies Total Learning Hours for Unit: 30 A-7.1 Understand how to prepare a computer to correctly display digital images. A-7.2 Adjust portions or complete images using software tools A-7.3 Use other techniques including filters to readjust or sharpen images A-7.4 Edit image using software including: burning, dodging, levels, masks, importance and benefits of using layers, retouching A-7.5 Understand the ethics of altering images. A-7.6 Understand the relative advantages and disadvantages of a number of kinds of printers and printer technologies
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Auburn School District – Digital Photography 04-08-2013
COMPONENTS AND ASSESSMENTS
Performance Assessments: Technical
Leadership Alignment: Leadership activity embedded in curriculum and instruction. (Examples: CTSO project or activity, locally developed leadership project or activity, embedded 21st Century interdisciplinary theme activity such as global awareness, financial, economic, business & entrepreneurial literacy, civic literacy, health & safety, environmental literacy)
Standards and Competencies Standard/Unit: A-8 Presentation/ Finishing
Competencies Total Learning Hours for Unit: 5 A-8.1 Students will use proper spotting and mounting techniques A-8.2 Spot prints to correct flaws and improve their overall appearance prior to display A-8.3 Identify the equipment and supplies used in matting and mounting photographs A-8.4 Understand how the use of different mats will impact the appearance and longevity of your photographs A-8.5 Cut and produce mats in a number of styles
21st Century Skills
Check those that students will demonstrate in this course: LEARNING & INNOVATION
Creativity and Innovation Think Creatively Work Creatively with Others Implement Innovations
Critical Thinking and Problem Solving Reason Effectively Use Systems Thinking Make Judgments and Decisions Solve Problems
Communication and Collaboration Communicate Clearly Collaborate with Others
INFORMATION, MEDIA & TECHNOLOGY SKILLS
Information Literacy Access and /evaluate Information Use and Manage Information
Media Literacy Analyze Media Create Media Products
Information, Communications and Technology (ICT Literacy)
Apply Technology Effectively
LIFE & CAREER SKILLS
Flexibility and Adaptability Adapt to Change Be Flexible
Initiative and Self-Direction Manage Goals and Time Work Independently Be Self-Directed Learners
Social and Cross-Cultural Interact Effectively with Others Work Effectively in Diverse Teams
Productivity and Accountability Manage Projects Produce Results
Leadership and Responsibility Guide and Lead Others Be Responsible to Others
29
April 22, 2013 Page 7
PERSONNEL--CERTIFICATED AND CLASSIFIED 1. Certificated and Classified Personnel Report Attached is the personnel report, for certificated and classified
personnel, for the board’s approval. Recommendation: That the board approve the attached
report.
Monday, April 22, 2013
PERSONNEL--CERTIFICATED
Curriculum/Non-Curriculum hours
Afterschool math program
Mischke, Emily 45 hour(s) @ hourly rate of pay effective 3/4/2013
1 .
Camp Auburn
Markwell, John As needed effective 3/13/2013 1 .Stipend $409
Weaver, Roy As needed effective 3/20/2013 2 .Stipend $409
Camp Auburn--instructional director
Fisher, Anne As needed effective 5/14/2013 1 .Stipend $851
Goodlett, Travis As needed effective 5/14/2013 2 .Stipend $851
Luettgen, Sandra As needed effective 5/14/2013 3 .Stipend $851
Markwell, John As needed effective 5/14/2013 4 .Stipend $851
Camp Auburn--program director
Christiansen, Stephen As needed effective 5/14/2013 1 .Stipend $1,124
CIS-math club
Markwell, John 22 hour(s) @ hourly rate of pay effective 3/29/2013
1 .
CIS-math tutoring
Smith, Tori 22 hour(s) @ hourly rate of pay effective 3/29/2013
1 .
Clean out classroom
Begalka, Bonnie 14 hour(s) @ hourly rate of pay effective 4/1/2013
1 .
Hawk, Mindy 14 hour(s) @ hourly rate of pay effective 4/1/2013
2 .
Page 1
Monday, April 22, 2013
Early start program
Carter, Amber 12 hour(s) @ hourly rate of pay effective 4/1/2013
1 .
Diehm, Terri 12 hour(s) @ hourly rate of pay effective 4/1/2013
2 .
Donnelly, Holly 12 hour(s) @ hourly rate of pay effective 4/1/2013
3 .
Kearney, Karen 12 hour(s) @ hourly rate of pay effective 4/1/2013
4 .
Morris, Gary 12 hour(s) @ hourly rate of pay effective 4/1/2013
5 .
Wickstrom, Scott 12 hour(s) @ hourly rate of pay effective 4/1/2013
6 .
Extended day 21st century grant
Massimino, Joseph 10.5 hour(s) @ hourly rate of pay effective 4/9/2013
1 .
IEP meeting
Marcotte, Michael 1 hour(s) @ hourly rate of pay effective 3/4/2013
1 .
SIP revisions
Laukala, Rachel 6 hour(s) @ hourly rate of pay effective 3/29/2013
1 .
Leave
Teacher
Wittgow, Erica effective 9/4/2013 1 .PersonalLeave for 2013-14 school year
Teacher (.7)
McCleery, Kealy effective 9/4/2013 1 .Personal
New Hire
JROTC
Page 2
Monday, April 22, 2013
Shrader, Jason effective 9/4/2013 1 .C7, S4JROTC
Teacher
Thomas, Bryant effective 9/4/2013 1 .C8, S6Social Studies
Resignation/Retire
Psychologist
Kelly-Kennedy, Erika effective 6/21/2013 1 .Reloaction
Teacher
Boyko, Frank effective 6/21/2013 1 .Retirement
Page 3
Monday, April 22, 2013
PERSONNEL--CLASSIFIED
Curriculum/Non-Curriculum hours
21st Century Grant - Spring break camp
Ankerfelt, Patty 12 hour(s) @ hourly rate of pay effective 4/9/2013
1 .
Head custodian - Spring break
Cooley, Charles 8 hour(s) @ hourly rate of pay effective 4/9/2013
1 .
Post season pay - Athletic trainer
Ostrander, Tiffany As needed effective 1/15/2013 1 .Stipend - $1,329
Post season pay - Boys basketball
Oliver, Samuel As needed effective 1/15/2013 1 .Stipend - $1,029
Wills, Gregory As needed effective 1/15/2013 2 .Stipend - $343
Post season pay - Boys swim/dive
Kukors, Emily As needed effective 1/15/2013 1 .Stipend - $686
Pritchard, Justin effective 1/15/2013 2 .Stipend - $1,772
Schreib, Brandon As needed effective 1/15/2013 3 .Stipend - $1,372
Schreib, Dannette As needed effective 1/15/2013 4 .Stipend - $1,372
Southerland, James As needed effective 1/15/2013 5 .Stipend - $886
Post season pay - Girls basketball
DeCaires, Carolyn As needed effective 1/15/2013 1 .Stipend - $343
Nelson, Timothy As needed effective 1/15/2013 2 .Stipend - $886
Post season pay - Gymnastics
Page 4
Monday, April 22, 2013
Crawford, Mary Kathleen As needed effective 1/15/2013 1 .Stipend - $686
Hainer, Amanda As needed effective 1/15/2013 2 .Stipend - $686
Howitz, Michelle As needed effective 1/15/2013 3 .Stipend - $1,029
Jordan, Shawna As needed effective 1/15/2013 4 .Stipend - $343
Robinson, Cathy As needed effective 1/15/2013 5 .Stipend - $1,329
Stranack, Andrew As needed effective 1/15/2013 6 .Stipend - $686
Wilson, Kristie As needed effective 1/15/2013 7 .Stipend - $886
Post season pay - Wrestling
Herren Jr., Dennis As needed effective 1/15/2013 1 .Stipend - $1,329
Jones, Eric As needed effective 1/15/2013 2 .Stipend - $343
King, Darrell As needed effective 1/15/2013 3 .Stipend - $343
McCann, Timothy As needed effective 1/15/2013 4 .Stipend - $686
Opel, Erick As needed effective 1/15/2013 5 .Stipend - $1,329
Perry, Chad As needed effective 1/15/2013 6 .Stipend - $343
Vacca, Antonio As needed effective 1/15/2013 7 .Stipend - $686
Supervision - Water polo
Boxberger, Marc 75 hour(s) @ hourly rate of pay effective 2/28/2013
1 .
Time and Effort - Breakfast supervision
Page 5
Monday, April 22, 2013
Mendez, Tove 8.5 hour(s) @ hourly rate of pay effective 1/28/2013
1 .
Time and Effort - Family Read night
Frerichs, Rosanna 2.5 hour(s) @ hourly rate of pay effective 3/21/2013
1 .
Hettinger, Anna 2.5 hour(s) @ hourly rate of pay effective 3/21/2013
2 .
Lightburn, Tresa 2.5 hour(s) @ hourly rate of pay effective 3/21/2013
3 .
Water polo consul
Jones, Paige As needed @ hourly rate of pay effective 2/13/2013
1 .
New Hire
Administrative Assistant - Assistant Principals
Erickson, Marilyn 8 hour(s) for 66 day(s) @ hourly rate of pay effective 4/5/2013
1 .
Qualified, willing applicant hired through the interview process
Para Educator Special Education Class-size
Gollings, Sara 15.69 hour(s) for 51 day(s) @ hourly rate of pay effective 4/1/2013
1 .
Qualified, willing applicant hired through the interview process.
Para Educator Special Education ECE
Elvig, Jennifer 2.75 hour(s) for 37 day(s) @ hourly rate of pay effective 4/23/2013
1 .
Qualified, willing applicant hired through the interview process. For the 2012-13 school year only.
Rehire
Para Educator Special Education SLC
Nacanaynay, Jose 6.5 hour(s) for 52 day(s) @ hourly rate of pay effective 4/1/2013
1 .
Return to work after unpaid leave for student teaching.
Page 6
CERTIFICATED RESUMES
a. Jason Shrader--JROTC--Auburn Mountainview High School
Mr. Shrader earned his bachelor degree from the United States Military Academy and his master degree from the University of Missouri.
Jason is recently retired from the United States Army.
b. Bryant Thomas--social studies--Auburn Riverside High School
Mr. Thomas earned his bachelor degree at Washington State University and his master degree at Grand Canyon University.
Bryant previously worked for the Federal Way School District.
April 22, 2013 Page 8
BUILDING PROGRAM
1. Resolution No. 1179—Gildo Rey Elementary School Improvements Project Resolution No. 1179 and a letter from the architect are attached
accepting the work of Western Ventures Construction, Inc. for the Gildo Rey Elementary School Improvements project. The work has been completed, inspected, and found acceptable.
Jeffrey Grose, executive director of capital projects, will be present
to recommend acceptance of the project.
Recommendation: That Resolution No. 1179 accepting the work of Western Ventures Construction, Inc. for the Gildo Rey Elementary School Improvements project be adopted.
2. Authorization of Award of Contract—Ilalko Elementary School Improvements
Project Bids for the Ilalko Elementary School Improvements project were received
April 16, 2013. Bids were received from 12 contractors. The low base bid was submitted by Western Ventures Construction, Inc. of Mountlake Terrace, Washington, in the amount of $473,900.00 plus alternate bid no. 1 of $5,500.00 for a total of $479,400.00. A bid tabulation and recommendation from the architect are attached.
Jeffrey Grose will be present to recommend award of the contract.
Recommendation: That the contract for the Ilalko
Elementary School Improvements project be awarded to the low responsive bidder, Western Ventures Construction, Inc. for their bid of $473,900.00 plus alternate bid no. 1 of $5,500.00 for a total of $479,400.00.
3. Alpac Elementary School Improvements Project Attached is a copy of Change Order No. 10 for the Alpac Elementary
School Improvements project which should be considered to permit a change in the construction contract time with an extension of 300 calendar days.
Original Contract $949,200.00
Previously Approved 154,527.00 Change Order No. 10 +$ 0.00 New Contract Amount $1,103,727.00
Jeffrey Grose will be present to recommend acceptance of this change order.
Recommendation: That Change Order No. 10 be accepted for the Alpac Elementary School Improvements project and the contract time be extended 300 calendar days.
AUBURN SCHOOL DISTRICT NO. 408 RESOLUTION NO. 1179
A RESOLUTION OF ACCEPTANCE OF THE WORK OF THE CONTRACTOR FOR THE GILDO REY ELEMENTARY SCHOOL IMPROVEMENTS PROJECT
WHEREAS, Western Ventures Construction, Inc., Contractor for the Gildo Rey Elementary School Improvements project has completed the Work according to the contract documents, and WHEREAS, said project was inspected by the administration, and WHEREAS, based on the foregoing inspection, the Work was found to be satisfactorily complete, NOW, THEREFORE BE IT RESOLVED, that the Board of Directors of AUBURN SCHOOL DISTRICT NO. 408, King County, Washington, accept the Work of Western Ventures Construction, Inc. as complete. ADOPTED this 22nd day of April, 2013. BOARD OF DIRECTORS _________________________________ _________________________________ _________________________________ ATTEST: _________________________________ _____________________________ _________________________________ Secretary to the Board
www.nacarchitecture.com
NAC Inc | 2201 Sixth Avenue, Suite 1405 | Seattle, Washington 98121-1847 | T: 206.441.4522 | F: 206.441.7917
April 16, 2013 Mr. Bob Kenworthy Capital Project Manager Auburn School District 915 Fourth Street NE Auburn, WA 98002-4499 RE: Gildo Rey Elementary School Improvements – 121-11014-A202a Final Acceptance Dear Bob: To the best of our knowledge, all punchlists performed by NAC|Architecture and our consultants have been completed per the requirements of the contract documents for the above referenced project. Pursuant to Section GC-9.10 of the General Conditions, to the best of our knowledge, information and belief, and on the basis of our observations and inspections, the work has been completed in accordance with the terms and conditions of the contract documents. Therefore, we recommend the Gildo Rey Elementary School Improvements project be accepted as complete by the Auburn School District. Sincerely,
Steven M. Shiver, AIA Principal
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FINANCE 1. Vouchers Vouchers will be presented. Recommendation: That these vouchers be signed. 2. Financial Statements Financial statements for the month of March will be presented for the
board’s information. 3. Comprehensive Annual Financial Report Attached is the 2012 Comprehensive Annual Financial Report for the
district. On page 9 in the Financial Section is the State Auditor's Opinion indicating that our financial records are in excellent shape. The financial report itself reflects that the district managed its finances prudently for fiscal year 2012.
This report has been submitted to the Association of School Business Officials (ASBO) for consideration for a Certificate of Excellence Award. The report has also been submitted to the Municipal Securities Rulemaking Board (MSRB) through the Electronic Municipal Market Access (EMMA) data port as required by bond covenants. In addition, those financial institutions that have purchased our bonds; the bond rating agencies, Moody's Investor Service and Standard and Poor's Corporation; the credit rating agency, Dunn and Bradstreet; as well as other interested members of the financial community will be notified that the report has been posted to the Business Services section of the district’s website.
Michael Newman, deputy superintendent of business and operations, will highlight the 2012 Comprehensive Annual Financial Report and answer questions from the board.
3apckp07.p AUBURN SCHOOL DISTRICT NO. 408 9:22 AM 04/18/13 05.13.02.00.00-10.2-010019 Check Summary PAGE: 1 The following vouchers, as audited and certified by the Auditing Officer as required by RCW 42.24.080, and those expense reimbursement claims certified as required by RCW 42.24.090, are approved for payment. Those payments have been recorded on this listing which has been made available to the board. As of April 22, 2013, the board, by a __________________________ vote, approves payments, totaling $1,158,449.13. The payments are further identified in this document. Total by Payment Type for Cash Account, US Bank of Washington: Warrant Numbers 412131 through 412292, totaling $1,158,449.13 Secretary ________________________ Board Member ________________________ Board Member ________________________ Board Member ________________________ Board Member ________________________ Board Member ________________________ Check Nbr Vendor Name Check Date Check Amount 412131 911 ETC INC 04/22/2013 308.60 412132 AMERICAN RED CROSS 04/22/2013 163.35 412133 AMERICAN TIME AND SIGNAL CO 04/22/2013 738.69 412134 AN APPLE A DAY LLC 04/22/2013 255.00 412135 APPLE COMPUTER INC 04/22/2013 2,125.41 412136 ARAMARK UNIFORM SERVICES 04/22/2013 43.33 412137 ARREOLA, JOHANNE 04/22/2013 20.00 412138 AUBURN RIVERSIDE H S 04/22/2013 290.90 412139 AUBURN SENIOR H S 04/22/2013 300.00 412140 BARGREEN ELLINGSON INC 04/22/2013 174.11 412141 BARNES & NOBLE INC 5903315 04/22/2013 152.26 412142 BELLEVUE COMM COLLEGE 04/22/2013 3,168.65 412143 BRYSON SALES & SERVICE 04/22/2013 1,289.43 412144 CARPINITO BROTHERS INC 04/22/2013 1,112.79 412145 CASCADIA INTERNATIONAL LLC 04/22/2013 144.30 412146 CITY OF AUBURN UTILITIES 04/22/2013 22.07 412147 CITY OF PACIFIC 04/22/2013 1,460.06
3apckp07.p AUBURN SCHOOL DISTRICT NO. 408 9:22 AM 04/18/13 05.13.02.00.00-10.2-010019 Check Summary PAGE: 2 Check Nbr Vendor Name Check Date Check Amount 412148 CLARK SECURITY PRODUCTS INC 04/22/2013 88.21 412149 CUBILLOS MORENO, GABRIELA 04/22/2013 115.64 412150 CUMMINS NW LLC 04/22/2013 666.12 412151 CUSTOM ELECTRIC & CONTROLS 04/22/2013 402.41 412152 DAIRY FRESH FARMS INC 04/22/2013 1,530.86 412153 DELL MARKETING LP % DELL USA L 04/22/2013 109.49 412154 DEMCO INC 04/22/2013 126.23 412155 DEPT OF ENTERPRISE SERVICES 04/22/2013 1,000.00 412156 DEPT OF LICENSING 04/22/2013 169.00 412157 DEPT OF RETIREMENT SYSTEMS 04/22/2013 590.24 412158 DK CUSTOM INK 04/22/2013 200.00 412159 DRUG FREE BUSINESS 04/22/2013 579.00 412160 DYNAMIC LANGUAGE CENTER INC 04/22/2013 176.61 412161 EB BRADLEY COMPANY 04/22/2013 160.25 412162 EK BEVERAGE COMPANY 04/22/2013 408.96 412163 EMPLOYMENT SECURITY DEPT QTRLY 04/22/2013 3,354.73 412164 EMPLOYMENT SECURITY DEPT OASI 04/22/2013 3,000.00 412165 FAIRFAX HOSPITAL INC 04/22/2013 4,750.00 412166 FOOD SERVICES OF AMERICA * 04/22/2013 152,598.92 412167 FOOD SERVICES OF AMERICA ** 04/22/2013 10,942.39 412168 FOOD SERVICES OF AMERICA *** 04/22/2013 5,604.79 412169 FRONTIER CLEANERS 04/22/2013 977.84 412170 GOODY MAN DISTRIBUTING INC 04/22/2013 4,269.27 412171 GRAINGER DEPT 810392688 04/22/2013 206.04 412172 HAGGEN INC 04/22/2013 71.82
3apckp07.p AUBURN SCHOOL DISTRICT NO. 408 9:22 AM 04/18/13 05.13.02.00.00-10.2-010019 Check Summary PAGE: 3 Check Nbr Vendor Name Check Date Check Amount 412173 HARTNESS, ADRIANE L 04/22/2013 3,900.00 412174 HEFNER, KELLI 04/22/2013 15.00 412175 HIGHLINE COMMUNITY COLLEGE 04/22/2013 55,273.04 412176 HOLM, CYNTHIA 04/22/2013 637.84 412177 HOME DEPOT CREDIT SERVICES 04/22/2013 243.22 412178 KING COUNTY TREASURY FINANCE & 04/22/2013 527.20 412179 LEARNING PALACE 04/22/2013 355.25 412180 MAMAC SYSTEMS INC 04/22/2013 799.02 412181 MAXIM STAFFING SOLUTIONS 04/22/2013 720.00 412182 MICONTROLS INC 04/22/2013 3,894.05 412183 MILLER PAINT CO 04/22/2013 973.46 412184 MONTES, TINA B 04/22/2013 15.00 412185 MOORE, MICHELLE 04/22/2013 10.00 412186 MOTOR OIL SUPPLY INC 04/22/2013 1,862.93 412187 MR MS WORLD 04/22/2013 272.00 412188 MUSIC CENTERS INC 04/22/2013 248.02 412189 NOR PAC SEATING CO INC 04/22/2013 2,299.50 412190 NW CASCADE INC 04/22/2013 124.50 412191 NW SCHOOL HEARING IMPAIRED CHI 04/22/2013 3,000.00 412192 NW TEXTBOOK DEPOSITORY 04/22/2013 4,246.68 412193 OETC 04/22/2013 69.99 412194 OSPI CHILD NUTRITION SERV 04/22/2013 2,483.07 412195 OUTLAND, WYNNA 04/22/2013 653.14 412196 OUTPATIENT PHYSICAL THERAPY & 04/22/2013 8,347.00 412197 PACIFIC NW THEATRE ASSN INC 04/22/2013 731.66
3apckp07.p AUBURN SCHOOL DISTRICT NO. 408 9:22 AM 04/18/13 05.13.02.00.00-10.2-010019 Check Summary PAGE: 4 Check Nbr Vendor Name Check Date Check Amount 412198 PACIFIC WELDING SUPPLIES 04/22/2013 32.55 412199 PACIFIC POWER PRODUCTS COMPANY 04/22/2013 298.21 412200 PETRO CARD 04/22/2013 102,985.87 412201 PHILIPS MEDICAL SYSTEMS 04/22/2013 998.59 412202 PIERCE COLLEGE 04/22/2013 5,742.41 412203 PITNEY BOWES POSTAGE BY PHONE 04/22/2013 4,000.00 412204 PRAXAIR DISTRIBUTION INC 04/22/2013 37.02 412205 PRINT SHOP SERVICES LLC 04/22/2013 809.92 412206 PROGRESSUS THERAPY INC 04/22/2013 20,142.07 412207 PUGET SOUND ENERGY ELECTRIC 04/22/2013 18,497.34 412208 PUGET SOUND ENERGY NAT GAS 04/22/2013 19,206.82 412209 RIO GRANDE THE BELL GROUP 04/22/2013 1,267.99 412210 ROCKLER WOODWORKING & HARDWARE 04/22/2013 49.24 412211 RUIZ, MICAELA 04/22/2013 10.00 412212 SAFEWAY INC 04/22/2013 303.08 412213 SAMS CLUB 04/22/2013 35.00 412214 SIX ROBBLEES INC 04/22/2013 480.67 412215 SMITH, HARRY 04/22/2013 10.50 412216 SOLUTION TREE INC 04/22/2013 17,000.00 412217 SOOS CREEK WATER & SEWER DISTR 04/22/2013 2,690.36 412218 SPECIALTY FOREST PRODUCTS INC 04/22/2013 433.35 412219 STAR RENTALS 04/22/2013 333.99 412220 STATE AUDITOR'S OFFICE LEGIS B 04/22/2013 15,689.26 412221 SUNBELT STAFFING LLC 04/22/2013 10,275.00 412222 TACOMA COMMUNITY COLLEGE ED 04/22/2013 512.72
3apckp07.p AUBURN SCHOOL DISTRICT NO. 408 9:22 AM 04/18/13 05.13.02.00.00-10.2-010019 Check Summary PAGE: 5 Check Nbr Vendor Name Check Date Check Amount 412223 THIEMENS, JANE R 04/22/2013 47.00 412224 TOMYS INC 04/22/2013 4,971.85 412225 TOTAL FILTRATION SERVICES, INC 04/22/2013 4,586.26 412226 UNIVERSAL LANGUAGE SERVICE INC 04/22/2013 555.75 412227 WALMART SAMS CLUB 04/22/2013 30.40 412228 WASH STATE DEPT OF FINANCE TRA 04/22/2013 300.00 412229 WESCRAFT RV & TRUCK COLLISION 04/22/2013 13,128.00 412230 WESTERN TOOL SUPPLY 04/22/2013 144.87 412231 WHATCOM COMMUNITY COLLEGE TECH 04/22/2013 512.72 412232 WOLFE, UNA PILIALOHA 04/22/2013 3,600.00 412233 WORLD LANGUAGE SERVICES LLC 04/22/2013 1,502.42 412234 WSIPC NW ESD FISCAL AGENT 04/22/2013 20,782.79 412235 ARC PACIFIC NORTHWEST 04/22/2013 2,650.61 412236 CCI AUTOMATED TECHNOLOGIES 04/22/2013 1,115.26 412237 DAILY JOURNAL OF COMMERCE 04/22/2013 604.20 412238 DENALI ADVANCED INTEGRATION 04/22/2013 5,051.92 412239 DEPT OF REVENUE LEASEHOLD TAX 04/22/2013 3,844.39 412240 HARGIS ENGINEERS INC 04/22/2013 5,456.25 412241 HEFFRON TRANSPORTATION INC 04/22/2013 611.00 412242 MCKINNEY TRAILERS & CONTAINERS 04/22/2013 94.44 412243 MICRO COMPUTER SYSTEMS INC 04/22/2013 483.86 412244 NAC ARCHITECTURE INC 04/22/2013 116,888.71 412245 SHOCKEY PLANNING GROUP INC 04/22/2013 1,283.90 412246 WELSH COMMISSIONING GROUPS INC 04/22/2013 2,605.00 412247 WESTERN VENTURES CONSTRUCTION 04/22/2013 21,810.76
3apckp07.p AUBURN SCHOOL DISTRICT NO. 408 9:22 AM 04/18/13 05.13.02.00.00-10.2-010019 Check Summary PAGE: 6 Check Nbr Vendor Name Check Date Check Amount 412248 WSIPC NW ESD FISCAL AGENT 04/22/2013 5,628.87 412249 ANDERSON, MATTHEW ROBERT 04/22/2013 17.00 412250 AUBURN FOOD BANK 04/22/2013 3,664.76 412251 BAUDVILLE 04/22/2013 61.89 412252 BOTTOM LINE DUO 04/22/2013 500.00 412253 CASCADE VALLEY BLENDS LLC 04/22/2013 330.76 412254 CHAD DOWLING PRODUCTIONS 04/22/2013 550.00 412255 CHILDRENS DANCE THEATER 04/22/2013 29.94 412256 COSTCO 04/22/2013 420.45 412257 CSQUARED COFFEE LLC 04/22/2013 150.00 412258 DARBY, BRYAN JASON 04/22/2013 10.00 412259 DK CUSTOM INK 04/22/2013 803.13 412260 DOMINOS PIZZA-7113 04/22/2013 204.90 412261 EASTBAY 04/22/2013 6,673.37 412262 EWEBANKS CREATIONS 04/22/2013 87.60 412263 FONOTI, OTILA 04/22/2013 10.94 412264 FOOD SERVICES OF AMERICA 04/22/2013 1,789.43 412265 GREEN RIVER MUSIC EDUCATORS AS 04/22/2013 458.00 412266 HEIDIS PROMISE 04/22/2013 500.00 412267 HESSELGRAVE SOUTH 04/22/2013 905.13 412268 HILTUNEN, KATJA HANNELE 04/22/2013 49.94 412269 JOSTENS INC 04/22/2013 1,231.20 412270 KIMMEL ATHLETIC SUPPLY 04/22/2013 146.01 412271 KIWANIS CLUB OF THE VALLEY AUB 04/22/2013 231.00 412272 LOWES HIW INC 04/22/2013 1,525.88
3apckp07.p AUBURN SCHOOL DISTRICT NO. 408 9:22 AM 04/18/13 05.13.02.00.00-10.2-010019 Check Summary PAGE: 7 Check Nbr Vendor Name Check Date Check Amount 412273 MEDCO SUPPLY CO INC 04/22/2013 162.39 412274 MEMORY BOOK CO 04/22/2013 4,295.28 412275 OFFICIAL STITCHES 04/22/2013 76.65 412276 RETAIL ACQUISITION & DEVELOPME 04/22/2013 100.00 412277 SANDLAND PROMOTIONS 04/22/2013 161.29 412278 SPECIALTY FROZEN DISTIBUTING 04/22/2013 350.00 412279 SUNRISE DISTRIBUTION INC 04/22/2013 567.00 412280 SWALANDER SIGN & DESIGN 04/22/2013 472.41 412281 TACOMA SCHOOL DISTRICT 04/22/2013 100.00 412282 TC SPAN AMERICA 04/22/2013 545.47 412283 TED BROWN MUSIC COMPANY 04/22/2013 2,532.64 412284 TUXEDO WHOLESALER 04/22/2013 45.40 412285 WEST COAST AWARDS & ATHLETICS 04/22/2013 99.65 412286 AUBURN MOUNTAINVIEW H S 04/22/2013 440.00 412287 AUBURN RIVERSIDE H S 04/22/2013 224.00 412288 AUBURN SCHOOL DIST CHILD NUTR* 04/22/2013 544.80 412289 KROGER DBA FRED MEYER 04/22/2013 30.00 412290 MT BAKER M S 04/22/2013 92.00 412291 WEST AUBURN HIGH SCHOOL 04/22/2013 907.00 412292 SCHETKY NW SALES INC 04/22/2013 390,649.29 162 Computer Check(s) For a Total of 1,158,449.13
3apckp07.p AUBURN SCHOOL DISTRICT NO. 408 9:22 AM 04/18/13 05.13.02.00.00-10.2-010019 Check Summary PAGE: 8 0 Manual Checks For a Total of 0.00 0 Wire Transfer Checks For a Total of 0.00 0 ACH Checks For a Total of 0.00 162 Computer Checks For a Total of 1,158,449.13 Total For 162 Manual, Wire Tran, ACH & Computer Checks 1,158,449.13 Less 0 Voided Checks For a Total of 0.00 Net Amount 1,158,449.13 F U N D S U M M A R Y Fund Description Balance Sheet Revenue Expense Total 10 General Fund 3,102.28 127.50 564,343.58 567,573.36 20 Capital Projects 3,281.41 0.00 164,847.76 168,129.17 40 ASB Fund -5.88 37.94 29,827.45 29,859.51 70 Private Purpose 0.00 0.00 2,237.80 2,237.80 90 Transportation V 0.00 0.00 390,649.29 390,649.29
3apckp07.p AUBURN SCHOOL DISTRICT NO. 408 10:04 AM 04/18/13 05.13.02.00.00-10.2-010019 Check Summary PAGE: 1 The following vouchers, as audited and certified by the Auditing Officer as required by RCW 42.24.080, and those expense reimbursement claims certified as required by RCW 42.24.090, are approved for payment. Those payments have been recorded on this listing which has been made available to the board. As of April 22, 2013, the board, by a __________________________ vote, approves payments, totaling $195,849.37. The payments are further identified in this document. Total by Payment Type for Cash Account, US Bank Wire Transfers: Wire Transfer Payments 201200680 through 201200819, totaling $195,849.37 Secretary ________________________ Board Member ________________________ Board Member ________________________ Board Member ________________________ Board Member ________________________ Board Member ________________________ Check Nbr Vendor Name Check Date Check Amount 201200680 ADI 04/22/2013 949.23 201200734 PLUMBMASTER INC 04/22/2013 307.31 201200743 TIME EQUIPMENT COMPANY 04/22/2013 5,210.01 201200744 TROXELL COMMUNICATIONS INC 04/22/2013 715.47 201200745 UNITED PARCEL SERVICE 04/22/2013 84.48 201200752 WASH TRACTOR INC 04/22/2013 339.74 201200753 WASH TRACTOR INC 04/22/2013 1,415.84 201200763 ACROPRINT TIME RECORDER CO 04/22/2013 81.68 201200764 AGRISHOP INC 04/22/2013 83.76 201200765 SCHOOL SPECIALTY 04/22/2013 306.22 201200766 ALPINE PRODUCTS INC 04/22/2013 273.93 201200767 SPORT SUPPLY GROUP INC 04/22/2013 59.09 201200768 BINDER PRODUCTS INC 04/22/2013 109.50 201200769 BLICK ART MATERIALS 04/22/2013 299.85 201200770 CAREERSTAFF UNLIMITED INC 04/22/2013 18,279.00 201200771 COASTWIDE LABORATORIES 04/22/2013 4,053.19 201200772 CHILDRENS INSTITUTE FOR LEARNI 04/22/2013 7,300.00
3apckp07.p AUBURN SCHOOL DISTRICT NO. 408 10:04 AM 04/18/13 05.13.02.00.00-10.2-010019 Check Summary PAGE: 2 Check Nbr Vendor Name Check Date Check Amount 201200773 CENGAGE LEARNING 04/22/2013 278.24 201200774 DELTA ELECTRIC MOTORS INC 04/22/2013 220.14 201200775 ENAMELWORK SUPPLY CO 04/22/2013 82.13 201200776 EDEN ADVANCED PEST TECHNOLOGIE 04/22/2013 54.75 201200777 ECOLAB INC 04/22/2013 122.68 201200778 FERGUSON ENTERPRISES INC #3007 04/22/2013 4,039.07 201200779 GEMPLERS INC 04/22/2013 66.63 201200780 GOSNEY MOTOR PARTS INC 04/22/2013 1,697.04 201200781 HERTZ EQUIPMENT RENTAL CORPORA 04/12/2013 539.84 201200782 HARRISON EQUIPMENT CO INC 04/12/2013 275.94 201200783 JW PEPPER & SON INC 04/12/2013 325.77 201200784 JOHNSTONE SUPPLY 04/12/2013 1,448.19 201200785 JOSTENS INC 04/12/2013 2,751.40 201200786 KING COUNTY DIRECTORS ASSN 04/12/2013 20,901.57 201200787 KEEP BOOKS OHIO STATE UNIV 04/12/2013 96.00 201200788 KONICA MINOLTA BUSINESS SOLUTI 04/12/2013 7,056.90 201200789 LEVERAGE INFORMATION SYSTEMS I 04/22/2013 778.10 201200790 MAGNUM PRINT SOLUTIONS 04/22/2013 393.76 201200790 SPEED STACKS 04/22/2013 3,791.00 201200791 MIDCO MATERIAL HANDLING INC 04/22/2013 1,080.05 201200792 MT HOOD SOLUTIONS CO 04/22/2013 604.88 201200793 MIDWEST SIGN SCREEN PRINT 04/22/2013 249.75 201200794 NW PUMP & EQUIPMENT 04/22/2013 2,204.80 201200795 ORCA PACIFIC INC 04/22/2013 536.32 201200797 WASH DECA INC 04/22/2013 308.88
3apckp07.p AUBURN SCHOOL DISTRICT NO. 408 10:04 AM 04/18/13 05.13.02.00.00-10.2-010019 Check Summary PAGE: 3 Check Nbr Vendor Name Check Date Check Amount 201200798 SPEEDY AUTO GLASS INC 04/22/2013 136.75 201200799 STANSELL GLASS INC 04/22/2013 106.02 201200800 STANLEY CONVERGENT SECURITY SO 04/22/2013 408.44 201200803 AT & T 04/22/2013 122.93 201200804 CENTURY LINK 04/22/2013 40,066.05 201200804 CENTURY LINK 04/22/2013 13,079.02 201200805 LOWES HIW INC 04/22/2013 295.44 201200806 CEDAR GROVE ORGANICS RECYCLING 04/22/2013 2,578.15 201200806 UNIFIRST CORPORATION 04/22/2013 580.61 201200807 CITY OF AUBURN UTILITIES 04/22/2013 34,201.90 201200807 CITY OF AUBURN UTILITIES 04/22/2013 17.41 201200808 COMCAST 04/22/2013 67.62 201200809 VERIZON WIRELESS 04/22/2013 341.97 201200810 WASTE MANAGEMENT RECYCLE COMPA 04/22/2013 1,810.20 201200812 USA MOBILITY WIRELESS INC 04/22/2013 396.32 201200813 UNITED PARCEL SERVICE 04/22/2013 71.25 201200814 LES SCHWAB TIRE CENTER 04/22/2013 4,683.44 201200815 REPUBLIC SERVICES #176 04/22/2013 3,202.85 201200816 ASSN OF SCHOOL BUS OFFICIALS 04/22/2013 1,175.00 201200817 STAPLES ADVANTAGE 04/22/2013 1,513.80 201200818 OMNITRON ELECTRONICS INC 04/22/2013 1,092.07 201200819 WASH DECA INC 04/22/2013 130.00 64 Wire Transfer Check(s) For a Total of 195,849.37
3apckp07.p AUBURN SCHOOL DISTRICT NO. 408 10:04 AM 04/18/13 05.13.02.00.00-10.2-010019 Check Summary PAGE: 4 0 Manual Checks For a Total of 0.00 64 Wire Transfer Checks For a Total of 195,849.37 0 ACH Checks For a Total of 0.00 0 Computer Checks For a Total of 0.00 Total For 64 Manual, Wire Tran, ACH & Computer Checks 195,849.37 Less 0 Voided Checks For a Total of 0.00 Net Amount 195,849.37 F U N D S U M M A R Y Fund Description Balance Sheet Revenue Expense Total 10 General Fund 20,584.77 0.00 170,758.13 191,342.90 20 Capital Projects 0.00 0.00 715.47 715.47 40 ASB Fund -360.15 0.00 4,151.15 3,791.00
3apckp07.p AUBURN SCHOOL DISTRICT NO. 408 10:11 AM 04/18/13 05.13.02.00.00-10.2-010019 Check Summary PAGE: 1 The following vouchers, as audited and certified by the Auditing Officer as required by RCW 42.24.080, and those expense reimbursement claims certified as required by RCW 42.24.090, are approved for payment. Those payments have been recorded on this listing which has been made available to the board. As of April 22, 2013, the board, by a __________________________ vote, approves payments, totaling $64,469.67. The payments are further identified in this document. Total by Payment Type for Cash Account, AP Direct Dep Settlement Accou: ACH Numbers 121301495 through 121301572, totaling $64,469.67 Secretary ________________________ Board Member ________________________ Board Member ________________________ Board Member ________________________ Board Member ________________________ Board Member ________________________ Check Nbr Vendor Name Check Date Check Amount 121301495 ACEVEDO, ALISA RENE 04/22/2013 250.00 121301496 AUBURN SCHOOL DIST REVOLVING F 04/22/2013 1,616.00 121301497 BARLOW, COLLEEN MARIE 04/22/2013 45.31 121301498 BROWN, KAREN L 04/22/2013 17.49 121301499 BULSON, LAURIE JEAN 04/22/2013 285.00 121301500 BURNHAM, DOUGLAS PAUL 04/22/2013 15.54 121301501 BURT, TIFFANY ANN 04/22/2013 375.94 121301502 CAMPBELL-AIKENS, JANIS GAIL 04/22/2013 18.45 121301503 CAMPBELL, JULIE D 04/22/2013 44.69 121301504 CARSTENS, TIMOTHY ANDREW 04/22/2013 83.62 121301505 CHAVEZ, LUIS C 04/22/2013 54.72 121301506 CLOUSER, JENNIFER LYNN 04/22/2013 15.59 121301507 COLBURN, SALLY ANNE 04/22/2013 23.44 121301508 CRUICKSHANK, CRISTI LOUISE 04/22/2013 35.00 121301509 CUGHAN, RONALD LEE 04/22/2013 11.41 121301510 ECKELMAN, MONTE F 04/22/2013 18.53 121301511 FAWVER, RICHARD ALLEN 04/22/2013 41.30
3apckp07.p AUBURN SCHOOL DISTRICT NO. 408 10:11 AM 04/18/13 05.13.02.00.00-10.2-010019 Check Summary PAGE: 2 Check Nbr Vendor Name Check Date Check Amount 121301512 FOSTER, RYAN BRENT 04/22/2013 301.76 121301513 GARY, DEBRA O 04/22/2013 141.38 121301514 GIBSON-MYERS, ELIZABETH ANN 04/22/2013 22.66 121301515 HALES, KYM MICHELE 04/22/2013 80.81 121301516 HALL, BRANDON LEE 04/22/2013 21.92 121301517 HARLOR II, JOHN 04/22/2013 84.64 121301518 HEMBREE, LYNDA A 04/22/2013 50.00 121301519 HERING-PHILLIPS, CAROL S 04/22/2013 4.63 121301520 JACKOWSKI, ERIN ANDREWS 04/22/2013 7.85 121301521 JACKSON, SHAARON D 04/22/2013 10.62 121301522 JAMES, AMANDA N 04/22/2013 415.00 121301523 JENKINS, MARILYN K 04/22/2013 15.00 121301524 JOHNSON, ISAIAH DAVID 04/22/2013 67.73 121301525 KELLY KENNEDY, ERIKA 04/22/2013 500.00 121301526 KIM, MIRA 04/22/2013 19.21 121301527 KINDEM, SUSAN JEAN 04/22/2013 154.00 121301528 KNAPP, BARBARA JEAN 04/22/2013 15.93 121301529 KUKORS, JAAPJE A 04/22/2013 118.68 121301530 LAM, TAN VAN 04/22/2013 38.42 121301531 LLERA, KANDICE V 04/22/2013 12.77 121301532 MARAR, SVETLANA NIKOLAYEVNA 04/22/2013 60.03 121301533 MCCAUSLAND, ANGELA KARON 04/22/2013 24.58 121301534 MCHENRY, ANDREA 04/22/2013 187.18 121301535 NYBO, KELLEY ANDREA 04/22/2013 90.97 121301536 OLSON, JILL MARIE 04/22/2013 8.08
3apckp07.p AUBURN SCHOOL DISTRICT NO. 408 10:11 AM 04/18/13 05.13.02.00.00-10.2-010019 Check Summary PAGE: 3 Check Nbr Vendor Name Check Date Check Amount 121301537 PETRIE, DELLA J 04/22/2013 39.72 121301538 PODESTA, DEBRA SUE 04/22/2013 97.06 121301539 POTEET, JENNIFER L 04/22/2013 49.16 121301540 RASMUSSEN, KARINE MELISSA 04/22/2013 139.80 121301541 RICHSTAD, KEVIN K 04/22/2013 495.00 121301542 SAXON, JAN K 04/22/2013 70.91 121301543 SCOTT, ERIN FINLEY 04/22/2013 87.87 121301544 STAFFORD, DAVID LEE 04/22/2013 47.23 121301545 SWAIM, ROBERT PAUL 04/22/2013 62.15 121301546 THORINGTON, CHRISTINE A 04/22/2013 215.00 121301547 TURNER, MEGAN DENISE 04/22/2013 37.29 121301548 US BANK CORP PAYMENT SYSTEMS P 04/22/2013 19,685.72 121301549 US BANK CORP PAYMENT SYSTEM TR 04/22/2013 1,905.79 121301550 ZALDIVAR, MELISA K 04/22/2013 41.92 121301551 GROSE, JEFFREY LEE 04/22/2013 59.78 121301552 US BANK CORP PAYMENT SYSTEMS P 04/22/2013 6,078.86 121301553 AUBURN SCHOOL DIST REVOLVING F 04/22/2013 308.00 121301554 AUBURN SENIOR HIGH IMPREST 04/22/2013 150.00 121301555 BENDT, HEIDI KRISTINA 04/22/2013 45.94 121301556 CAMPBELL, DAVID L 04/22/2013 53.85 121301557 CAPPONI-GLIDEWELL, DEBBI LYN 04/22/2013 139.00 121301558 CUGHAN, RONALD LEE 04/22/2013 134.74 121301559 FRERICHS, KAREN M 04/22/2013 1,704.00 121301560 GERVIN-GILLYARD, MARCIA LYNN 04/22/2013 34.36 121301561 JOHNSON, DEBORAH DAWN 04/22/2013 2,025.96
3apckp07.p AUBURN SCHOOL DISTRICT NO. 408 10:11 AM 04/18/13 05.13.02.00.00-10.2-010019 Check Summary PAGE: 4 Check Nbr Vendor Name Check Date Check Amount 121301562 JONASSON, KIRK RAY 04/22/2013 11.99 121301563 KNAPP, BARBARA JEAN 04/22/2013 118.95 121301564 LOUIE, ALISA LYNN 04/22/2013 42.73 121301565 MAY, JONNA G 04/22/2013 237.92 121301566 ONISHI, CHRISTINE IDA 04/22/2013 664.23 121301567 SAARENAS, ROBYN NEIGEL 04/22/2013 164.25 121301568 SNYDER, CHERYL 04/22/2013 18.48 121301569 SUMNER, GEORGE WILLIAM 04/22/2013 229.01 121301570 US BANK CORP PAYMENT SYSTEMS P 04/22/2013 11,660.38 121301571 US BANK CORP PAYMENT SYSTEM TR 04/22/2013 12,046.74 121301572 US BANK CORP PAYMENT SYSTEMS P 04/22/2013 160.00 78 ACH Check(s) For a Total of 64,469.67
3apckp07.p AUBURN SCHOOL DISTRICT NO. 408 10:11 AM 04/18/13 05.13.02.00.00-10.2-010019 Check Summary PAGE: 5 0 Manual Checks For a Total of 0.00 0 Wire Transfer Checks For a Total of 0.00 78 ACH Checks For a Total of 64,469.67 0 Computer Checks For a Total of 0.00 Total For 78 Manual, Wire Tran, ACH & Computer Checks 64,469.67 Less 0 Voided Checks For a Total of 0.00 Net Amount 64,469.67 F U N D S U M M A R Y Fund Description Balance Sheet Revenue Expense Total 10 General Fund 1,337.65 0.00 27,042.85 28,380.50 20 Capital Projects 0.00 0.00 6,138.64 6,138.64 40 ASB Fund -91.60 0.00 29,882.13 29,790.53 70 Private Purpose 0.00 0.00 160.00 160.00
AUBURN SCHOOL DISTRICT NO. 408
FINANCIAL STATEMENTS FOR
MARCH, 2013
AUBURN SCHOOL DISTRICT NO. 408 MONTHLY FINANCIAL REPORTS
TABLE OF CONTENTS I. Combined Balance Sheet A. Governmental Funds B. Trust Funds and Account Groups II. Budget Status Reports A. General Fund B. Transportation Vehicle Fund C. Capital Projects Fund D. Debt Service Fund E. ASB Fund 1. High Schools 2. Middle Schools III. Private Purpose Trust Fund Statement IV. NBN Employee Benefits Trust Fund Statement V. Local Grants
AUBURN SCHOOL DISTRICT NO. 408BALANCE SHEETS - GOVERNMENTAL FUNDS
MARCH 31, 2013
TRANSPORT CAPITAL DEBT
GENERAL VEHICLE PROJECTS SERVICE ASB
ASSETS
Cash and cash equivalents 8,415,198 1,657,526 90,788,094 2,205,053 1,746,600
Restricted Cash 40,685 4,919 172,620 54,298 7,921
Property taxes receivable 30,428,180 160 4,064,262 16,387,361
Accounts receivable 592,080
Interest receivable
Due from other funds 192,394 3,366 10,334
Due from other governments 988 63,320
Inventory of supplies 332,833
Total Assets 40,002,358 1,662,605 95,091,662 18,657,046 1,754,521
LIABILITIES and EQUITY
Liabilities:
Accounts payable 1,237,476 2,688 17,933
Estimated Unemployment Payable 199,027
Due to other governments 90,631 3,237 113,514 35,256 5,123
Due to other funds 13,700 190,588 1,806
Deferred revenue 30,707,486 160 4,071,448 16,387,361
Total Liabilities 32,248,320 193,985 4,187,650 16,422,617 24,862
Equity:
Non Spendable Fund Bal--Inven 628,289
Restricted for Food Services 918,365
Restricted from Bond Proceeds 64,190,162
Restricted from Levy Proceeds 10,802,476
Restricted for Fund Purpose 1,729,659
Restricted to Debt Service 1,655,164
Assigned to Contingencies 300,000
Assigned to Other Purposes 1,800,000
Assigned To Fund Purposes 1,468,620 15,911,374 579,265
Unassigned Fund Balance 4,107,384
Total Equity 7,754,038 1,468,620 90,904,012 2,234,429 1,729,659
Total Liabilities and Equity 40,002,358 1,662,605 95,091,662 18,657,046 1,754,521
AUBURN SCHOOL DISTRICT NO. 408BALANCE SHEETS - TRUST FUNDS AND ACCOUNT GROUPS
MARCH 31, 2013
PRIV PURP NBN EMPLOY GENERAL GENERAL
TRUST BENEFITS FIXED ASSETS LONG-TERM DEBT
ASSETS
Cash and cash equivalents 599,166 60,565
Restricted Cash 3,770 1,102
Due From Other Funds
Accounts receivable
Interest receivable
Fixed assets 322,457,665
Other debits:
Amount available in Debt Service Fund 2,234,429
Amount to be provided for retirement 85,391,536
of general long-term obligations
Total Assets 602,936 61,667 322,457,665 87,625,965
LIABILITIES and EQUITY
Liabilities:
Accounts Payable -7,006
Compensated absences payable 2,785,965
Due to other governments 2,474 724
Due To Other Funds
General obligation bonds payable 84,840,000
Total Liabilities 2,474 -6,282 0 87,625,965
Equity:
Investment in general fixed assets 322,457,665
Fund balances:
Assigned To Fund Purposes 600,462 67,949
Total Equity 600,462 67,949 322,457,665 0
Total Liabilities and Equity 602,936 61,667 322,457,665 87,625,965
TRUST FUNDS ACCOUNT GROUPS
Auburn School District No. 408General Fund Budget Status Summary
EXPENDITURES FUND BALANCEFiscal Year Average Actual Actual Average Actual Monthly Beginning2012-13 Cum % Cum % Monthly Cum % Cum %** Amount 10,124,983
September 6.82% 6.42% 8,900,174 11.29% 11.34% 10,305,120 8,720,037 October 19.42% 20.17% 19,051,681 19.75% 19.60% 11,569,382 16,202,336 November 26.65% 27.71% 10,449,525 27.06% 27.23% 11,707,538 14,944,323 December 34.17% 34.95% 10,139,001 34.56% 34.82% 11,514,929 13,568,395 January 41.52% 41.78% 9,357,387 42.30% 42.71% 11,723,970 11,201,812 February 48.99% 48.59% 9,430,085 49.97% 50.23% 11,154,522 9,477,376 March 56.68% 56.00% 10,127,724 57.72% 58.12% 11,851,062 7,754,037 April 70.29% 66.29%May 78.42% 73.99%June 83.89% 81.58%July 91.43% 89.52%August 99.98% 96.92%
Revenue Expenditure Fund BalanceAnticipated - First Budget 138,577,729 143,182,856 4,696,764
EXPENDITURES FUND BALANCEFiscal Year Average Actual Actual Average Actual Monthly Beginning2011-12 Cum % Cum % Monthly Cum % Cum %** Amount 11,392,795
September 6.89% 6.43% 8,740,233 11.31% 11.83% 10,582,228 9,550,799 October 19.18% 20.72% 19,421,444 19.79% 19.67% 11,656,101 17,316,142 November 26.62% 27.63% 9,389,780 27.09% 27.11% 11,309,805 15,396,117 December 34.14% 34.62% 9,491,855 34.53% 34.84% 11,288,455 13,599,518 January 41.61% 41.22% 8,970,667 42.24% 42.49% 11,245,611 11,324,574 February 49.19% 48.10% 9,299,550 49.92% 49.97% 11,248,476 9,375,648 March 56.93% 55.48% 10,077,486 57.68% 57.48% 11,328,341 8,124,793 April 70.31% 69.73% 19,369,054 66.23% 65.44% 12,049,196 15,444,651 May 78.44% 78.84% 12,375,948 73.92% 73.22% 11,503,509 16,317,090 June 83.89% 84.38% 7,525,561 81.49% 81.20% 11,805,349 12,037,302 July 91.42% 91.64% 9,873,059 89.41% 88.91% 11,566,272 10,344,090 August 99.94% 99.96% 11,287,273 96.82% 96.16% 11,506,380 10,124,983
Revenue Expenditure Fund BalanceAnticipated - First Budget 135,890,337 142,565,696 3,530,281 Actual - At Fiscal Year End 135,821,910 137,089,723 10,124,983 ** Includes encumbrances.
REVENUE
REVENUE
AUBURN SCHOOL DISTRICT No. 408 GENERAL FUND2012-13
Revenue Expenditure Fund Balance
Sep $8,900,174 $10,305,120 $8,720,037
Oct $19,051,681 $11,569,382 $16,202,336
Nov $10,449,525 $11,707,538 $14,944,323
Dec $10,139,001 $11,514,929 $13,568,395
Jan $9,357,387 $11,723,970 $11,201,812
Feb $9,430,085 $11,154,522 $9,477,376
Mar $10,127,724 $11,851,062 $7,754,037
Apr
May
Jun
Jul
Aug
2011-12
2011-2012
Revenue Expenditure Fund Balance
Sep $8,740,233 $10,582,228 $9,550,799
Oct $19,421,444 $11,656,101 $17,316,142
Nov $9,389,780 $11,309,805 $15,396,117
Dec $9,491,855 $11,288,455 $13,599,518
Jan $8,970,667 $11,245,611 $11,324,574
Feb $9,299,550 $11,248,476 $9,375,648
Mar $10,077,486 $11,328,341 $8,124,793
Apr $19,369,054 $12,049,196 $15,444,651
May $12,375,948 $11,503,509 $16,317,090
Jun $7,525,561 $11,805,349 $12,037,302
Jul $9,873,059 $11,566,272 $10,344,090
Aug
2010-11
Revenue Expenditure Fund Balance
Sep $8,804,575 $10,431,521 $9,281,309
Oct $17,941,765 $11,561,822 $15,661,252
Nov $9,948,992 $11,270,063 $14,340,180
Dec $12,760,684 $10,888,967 $16,211,897
Jan $9,087,371 $11,069,170 $14,230,099
Feb $8,949,646 $11,391,935 $11,787,809
Mar $9,317,554 $11,384,179 $9,721,184
Apr $20,371,541 $11,418,693 $18,674,032
May $9,225,647 $10,622,601 $17,277,078
Jun $7,168,709 $11,629,690 $12,816,097
Jul $10,027,581 $11,445,107 $11,398,571
Aug $11,636,866 $11,642,643 $11,392,795
$0
$5,000,000
$10,000,000
$15,000,000
$20,000,000
$25,000,000
Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug
Revenue
Expenditure
$0
$5,000,000
$10,000,000
$15,000,000
$20,000,000
$25,000,000
Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug
Revenue
Expenditure
$0
$5,000,000
$10,000,000
$15,000,000
$20,000,000
$25,000,000
Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug
Revenue
Expenditure
Auburn School District No. 408General Fund Budget Status
For the Month of March, 2013
Annual Actual Total
Budget For Month For Year Encumbrance Balance Percent
TOTAL BEGINNING FUND BALANCE 9,301,891$ 10,124,983
REVENUES AND OTHER FINANCING SOURCES
1000 Local Taxes 30,258,960 836,373 15,429,011 14,829,949 50.99%
2000 Local Non-Tax 5,238,691 415,525 2,835,839 2,402,852 54.13%
3000 State, General Purpose 74,533,120 6,435,614 43,500,126 31,032,994 58.36%
4000 State, Special Purpose 15,210,010 1,375,285 9,057,623 6,152,387 59.55%
5000 Federal, General Purpose 107,000 - 16,901 90,099 15.80%
6000 Federal, Special Purpose 12,345,979 1,064,927 6,356,722 5,989,257 51.49%
7000 Revenues from Other District 781,269 - 254,662 526,607 32.60%
8000 Revenues from Other Agencies 102,700 - 1,600 101,100 1.56%
9000 Other Financing Sources - - 3,094 (3,094)
Total Revenues & Other Finance Sources 138,577,729 10,127,724 77,455,577 - 61,122,152 55.89%
EXPENDITURES
00 Regular Instruction 80,115,517 6,636,247 46,318,449 29,946,839 3,850,229 95.19%
10 Federal Stimulus - - - - -
20 Special Ed Instruction 16,996,073 1,525,702 9,652,275 6,591,461 752,337 95.57%
30 Vocational Instruction 6,025,201 472,744 3,303,320 2,419,150 302,731 94.98%
50&60 Compensatory Education 7,914,197 577,073 4,136,649 2,550,901 1,226,647 84.50%
70 Other Instructional Pgms 1,713,583 76,426 476,815 321,156 915,611 46.57%
80 Community Services 1,173,746 51,667 391,937 188,694 593,115 49.47%
90 Support Services 29,244,539 2,511,203 15,547,077 8,135,172 5,562,290 80.98%
Total Expenditures 143,182,856 11,851,062 79,826,523 50,153,374 13,202,960 90.78%
Excess Revenues/Other Financing Sources
Over (under) Expend & Oth Financing Uses (4,605,127) (1,723,338) (2,370,945)
Total Ending Fund Balance 4,696,764$ 7,754,037
Ending Fund Balance Accounts
GL 821 Restricted for Carryovers 750,000
GL 828 Restricted for Food Services 918,365
GL 840 Nonspendable Fund Bal - Inv 750,000 628,289
GL 875 Unrsrvd Dsgntd-Conting 1,300,000 300,000
GL 888 Assigned to Other Purposes 600,000 1,800,000
GL 890 UnRsrvd Undsgntd Fnd Bal 1,296,764 4,107,384
Total Ending Fund Balance 4,696,764$ 7,754,037$
Auburn School District No. 408Transportation Vehicle Fund Budget Status
For the Month of March, 2013
Annual Actual Total
Budget For Month For Year Encumb Balance Percent
TOTAL BEGINNING FUND BALANCE 1,622,358$ 1,648,536$
REVENUES AND OTHER FINANCING SOURCES
1000 Local Taxes 0 - 68 - (68) 0.00%
2000 Local Non-Tax 10,087 925 10,604 - (517) 105.13%
3000 State, General Purpose 0 - - - - 0.00%
4000 State, Special Purpose 671,092 - - - 671,092 0.00%
5000 Federal, General Purpose - - - - - 0.00%
8000 Revenues from Other Agencies - - - - - 0.00%
9000 Others Financing Sources - - - - -
Total Revenues & Other Financing Sources 681,179 925 10,673 - 670,506 1.57%
EXPENDITURES
Type 30 Equipment 2,303,500 133,778 190,588 793,946 1,318,966 42.74%
Total Expenditures 2,303,500 133,778 190,588 793,946 1,318,966 42.74%
Excess Revenues/Other Financing Sources
Over (under) Expend & Oth Financing Uses (1,622,321) (132,853) (179,916)
Total Ending Fund Balance 37$ 1,468,620$
Ending Fund Balance Accounts
GL 889 Assigned to Special Fund Purposes 37 - 1,468,620
GL 890 UnRsrvd Undsgntd Fnd Bal -
Total Ending Fund Balance 37$ 1,468,620$
Auburn School District No. 408Capital Projects Fund Budget Status
For the Month of March , 2013
Annual Actual Total Budget For Month For Year Encumbrance Balance Percent
TOTAL BEGINNING FUND BALANCE 22,709,551$ 22,709,552$
REVENUES AND OTHER FINANCING SOURCES1000 Local Taxes 7,552,334 134,060 5,707,176 1,845,158 75.57%2000 Local Non-Tax 1,629,715 77,226 1,502,149 127,566 92.17%3000 State, General Purpose - - - - 0.00%4000 State, Special Purpose - - - - 0.00%5000 Federal, General Purpose - - - - 0.00%6000 Federal, Special Purpose - - - - 0.00%7000 Revenues from Other District - - - - 0.00%8000 Revenues from Other Agencies - - - - 0.00%9000 Other Financing Sources 65,278,364 - 65,278,364 (0) 0.00%
Total Revenues & Other Financing Sources 74,460,413 211,286 72,487,689 - 1,972,724 97.35%
EXPENDITURES 10 Sites 2,910,000 2,552 878,815 - 2,031,185 30.20%20 Buildings 91,296,500 236,113 2,536,803 61,247,143 27,512,554 69.86%30 Equipment 2,090,000 72,963 823,524 350,274 916,203 56.16%40 Energy 3,500 8,125 54,087 - (50,587) 0.00%50 Sales & Lease Expenditures - - - - - 0.00%60 Bond Issuance Expenditures - - - - - 0.00%90 Debt - - - - - 0.00%
Total Expenditures 96,300,000 319,752 4,293,229 61,597,416 30,409,355 68.42%
Excess Revenues/Other Financing SourcesOver (under) Expend. & Oth Financing Uses (21,839,587) (108,466) 68,194,460
Total Ending Fund Balance 869,964$ 90,904,012$
Ending Fund Balance Accounts GL 861 Restricted from Bond Proceeds (66,808,505) 64,190,162 GL 862 Restricted from Levy Proceeds (16,664,741) 10,491,689 GL 865 Restricted from Other Proceeds 13,403,231 78,085 GL 866 Restricted from Impact Fees (3,520,434) (1,608) GL 889 Assigned to Fund Purpose 74,460,413 16,145,684 GL 890 UnRsrvd Undsgntd Fnd Bal
Total Ending Fund Balance 869,964$ 90,904,012$
Auburn School District No. 408Debt Service Fund Budget Status
For the Month of March, 2013
Annual Actual TotalBudget For Month Year Encumbrance Balance Percent
TOTAL BEGINNING FUND BALANCE 2,036,426$ 2,036,426$
REVENUES AND OTHER FINANCING SOURCES1000 Local Taxes 12,491,144 428,768 4,355,896 8,135,248 34.87%2000 Local Non-Tax 16,271 3,251 61,219 (44,948) 376.25%3000 State, General Purpose - - - - 0.00%5000 Federal, General Purpose - - - - 0.00%6000 Federal, Special Purpose - - - - 0.00%9000 Other Financing Sources 22,456,687 - 22,456,687 (0) 100.00%
Total Revenues & Other Financing Sources 34,964,102 432,019 26,873,803 8,090,299 76.86%
EXPENDITURESMatured Bond Expenditures 2,285,000 - 2,285,000 - - 100.00%Interest on Bonds 4,500,000 - 1,937,300 - 2,562,700 43.05%Interfund Loan Interest - - - - - 0.00%Bond Transfer Fees 100,000 - 43,166 - 56,834 43.17%Arbitrage Rebate - - - - - 0.00%Underwriter's fees 100,000 - 68,565 - 31,435 0.00%
Total Expenditures 6,985,000 - 4,334,031 - 2,650,969 62.05%
Other Financing Uses 22,341,769 - 22,341,769
Excess Revenues/Other Financing SourcesOver (under) Expend. & Oth Financing Uses 27,979,102 432,019 198,003
Total Ending Fund Balance 7,673,759$ 2,234,429$
Ending Fund Balance Accounts GL 810 Reserved For Other Items - - GL 830 Reserved For Debt Service 2,036,426 1,655,164 GL 889 Assigned to Fund Purposes 5,637,333 579,265 GL 890 UnRsrvd Undsgntd Fnd Bal - -
Total Ending Fund Balance 7,673,759$ 2,234,429$
Auburn School District No. 408ASB Fund Budget Status
For the Month of March, 2013
Annual Actual
Budget For Month Total for Year Encumb Balance Percent
TOTAL BEGINNING FUND BALANCE 957,531$ 1,426,617$
REVENUES AND OTHER FINANCING SOURCES
1000 General Student Body 1,713,005 34,752 527,098 1,185,907 30.77%
2000 Athletics 256,617 16,540 165,050 91,567 64.32%
3000 Classes 280,880 13,649 64,402 216,478 22.93%
4000 Clubs 1,659,689 126,598 756,890 902,799 45.60%
6000 Private Moneys 109,660 17,942 36,937 72,723 33.68%
Total Revenues & Other Financing Sources 4,019,851 209,481 1,550,378 - 2,469,473 38.57%
EXPENDITURES
1000 General Student Body 1,332,863 39,198 310,729 21,746 1,000,388 24.94%
2000 Athletics 327,535 36,460 199,016 16,649 111,870 65.84%
3000 Classes 301,571 3,817 41,186 7,547 252,839 16.16%
4000 Clubs 1,868,482 116,390 671,055 117,658 1,079,769 42.21%
6000 Private Moneys 112,428 7,092 25,350 - 87,078 22.55%
-
Total Expenditures 3,942,879 202,956 1,247,336 163,600 2,531,943 35.78%
Excess Revenues/Other Financing Sources
Over (under) Expend. & Oth Financing Uses 76,972 6,524 303,042
Total Ending Fund Balance 1,034,503$ 1,729,659$
Ending Fund Balance Accounts
GL 819 Restricted for Fund Purpose 1,034,503.00 1,729,659
GL 889 Assigned to Fund Purposes
Total Ending Fund Balance 1,034,503$ 1,729,659$
AUBURN SCHOOL DISTRICT No. 408ASB FUND
MARCH, 2013
HIGH SCHOOLS
Auburn HighAuburn
MountainviewAuburn
Riverside West Auburn TOTAL
BEGINNING BALANCE 247,273.33$ 258,807.60$ 384,018.54$ 11,602.93$ 901,702.40$
REVENUES 424,423.54$ 391,350.72$ 380,940.47$ 1,804.70$ 1,198,519.43$
EXPENDITURESGeneral 41,421.19$ 95,674.01$ 58,890.78$ -$ 195,985.98$ Athletics 77,951.97 29,817.19 75,685.17 - 183,454.33 Classes 3,135.30 20,133.74 10,225.08 - 33,494.12 Clubs 228,558.11 191,014.55 181,181.38 - 600,754.04 Private Monies 4,808.79 10,837.36 7,255.09 - 22,901.24 TOTAL EXPENDITURES 355,875.36$ 347,476.85$ 333,237.50$ -$ 1,036,589.71$
TRANSFERSGeneral 33,446.99$ 29,316.72$ 33,000.00$ -$ 95,763.71$ Athletics (14,358.63) (7,433.07) (22,190.00) - (43,981.70) Classes (46.68) (333.53) - - (380.21) Clubs (19,041.68) (21,629.85) (10,060.00) - (50,731.53) Private Monies - 79.73 (750.00) - (670.27) TOTAL TRANSFERS -$ -$ -$ -$ (0.00)$
OVER/ (UNDER) 68,548.18$ 43,873.87$ 47,702.97$ 1,804.70$ 161,929.72$
ENDING BALANCE 315,821.51$ 302,681.47$ 431,721.51$ 13,407.63$ 1,063,632.12$
AUBURN SCHOOL DISTRICT No. 408ASB FUND
MARCH, 2013
MIDDLE SCHOOLS
Cascade Mt. Baker Rainier Olympic TOTAL
BEGINNING BALANCE 73,031.15$ 52,195.22$ 85,381.53$ 92,979.37$ 303,587.27$
REVENUES 41,251.15$ 53,409.62$ 61,036.48$ 36,355.88$ 192,053.13$
EXPENDITURESGeneral 17,446.19$ 12,493.37$ 10,531.63$ 4,463.96$ 44,935.15$ Athletics 2,873.15 3,308.67 3,398.22 5,981.80 15,561.84 Classes - 460.00 2,137.34 397.31 2,994.65 Clubs 16,582.69 19,155.59 21,480.53 13,071.32 70,290.13 Private Monies 277.50 914.72 165.00 254.18 1,611.40 TOTAL EXPENDITURES 37,179.53$ 36,332.35$ 37,712.72$ 24,168.57$ 135,393.17$
TRANSFERSGeneral 10,361.62$ 12,839.70$ 9,400.00$ 9,095.00$ 41,696.32$ Athletics (6,000.00) (7,155.96) (6,100.00) (7,495.00) (26,750.96) Classes - (1,572.69) (2,000.00) - (3,572.69) Clubs (4,361.62) (4,111.05) (1,300.00) (1,600.00) (11,372.67) Private Monies - - - - TOTAL TRANSFERS -$ -$ -$ -$ -$
OVER/ (UNDER) 4,071.62$ 17,077.27$ 23,323.76$ 12,187.31$ 56,659.96$
ENDING BALANCE 77,102.77$ 69,272.49$ 108,705.29$ 105,166.68$ 360,247.23$
AUBURN SCHOOL DISTRICT NO. 408
PRIVATE PURPOSE TRUST FUND STATEMENT
March 31, 2013
REVENUES:InvestED 15,267$
Scholarship Donations:
6079 AHS Alumni 1,600 7005 AHS Booster Club 6,525 6107 AHS Hanan 983 6301 Aaron Orozco 750 6402 American Legion 400 6099 AMHS Cheer 475 6100 AMHS Drama 95 7004 ARHS Win Wishes 2,456 6016 Auburn Community 13,041 6084 Bonnie Olson 100 6105 Culinary Arts 4,500 6003 Daan Ansingh 2,000 6086 Don Standley 500 6076 Hirose Memorial 100 6083 Juan Huseby 4,000 6078 Kathy Hoefert 1,000 6103 Linda Cowan 100 7006 Native American Students 6 6007 Pat Kuhlman 1,200 7003 Pioneer Shoe Fund 1,306 6088 Volney Walters 30 6075 Wanda Hertlein 550 6089 Watt Memorial 300
Total Scholarship Donations 42,017
Interest 1,687 Total Revenues 58,971
EXPENDITURES:InvestED 12,508
7005 AHS Booster Club 7136100 AMHS Drama 4007004 ARHS Win Wishes 1,7546102 ASD Athletic 36101 ASD Student Aid 466016 Auburn Community 2,2347006 Native Am Students 11,6817003 Pioneer Shoe Fund 300
Total Expenditures 29,638
Excess of Revenue over (under) Expenditure 29,333
Fund Balance - Beginning of the Year 571,130
Fund Balance - Year to Date 600,462$
AUBURN SCHOOL DISTRICT NO 408NBN Employee Benefits Trust Fund Statement
March 31, 2013
ADDITIONS: Contributions from Plan Members 106,446.00$ Investment Earnings 1,500.21
Total Additions 107,946.21
DEDUCTIONS: Benefits Claims 123,772.49 State Program Fees 350.00
Total Deductions 124,122.49
NET DEDUCTIONS (16,176.28)
Net Assets at Beginning of Year 84,125.01
Net Assets Year To Date 67,948.73$
AUBURN SCHOOL DISTRICT NO. 408Local Grants Received in March, 2013
Donor Recipient Amount
1st and 3rd Grade Field Trips Lakeland Hills $136.75
#rd Grade Field Trips Lakeland Hills $237.00
Ann Brewer Lakeland Hills $79.00
Clearwire Washington $20,000.00
Communities in Schools ASD $15,000.00
Communities in Schools Cascade $1,212.70
Communities in Schools Gildo Rey $1,119.75
Communities in Schools Terminal Park $1,264.14
Dorian Studios Alpac $579.17
Dorian Studios Evergreen $691.28
Dorian Studios Lake View $144.63
Dorian Studios Terminal Park $449.13
Farwest Fabrication Annex $250.00
Greentech Lakeland Hills $237.23
Misc--Pencil Sales Terminal Park $100.00
Misc--Printer Cartridges Lake View $24.43
Muckleshoots ASD $60,578.00
PTA Alpac $961.93
PTA Gildo Rey $300.00
PTA Lake View $76.00
PTA Lakeland Hills $20.00
Steven Lewis Lakeland Hills $300.00
Susan Schuman Lakeland Hills $126.00
Target Washington $45.96
Total $103,933.10
April 22, 2013 Page 10
DIRECTORS 1. Approval of Minutes
The minutes of the regular meeting of Monday, April 8, have been forwarded to the board.
Recommendation: That the minutes be approved. 2. May 4 Board Workshop Attached is a copy of the proposed agenda for the upcoming Saturday,
May 4, board workshop for the board’s review. 3. Discussion 4. Executive Session
Proposed May 4 Board Workshop
9:00 – 12:00 Capital Projects Work Session - Mike Newman
AHS Tour, Modernization Progress and Bid/Estimate Review
Capital Projects Review and Planning for Future
Capital Budget Review of Expenditures and Revenues
Next Steps – Boundary Committee Review, Citizen Review of Facility Priorities and Facility Learning Needs and School Safety Technology
12:00 – 12:30 Lunch
12:30 – 2:30 Perceptual Survey Data Review – Kip Herren
Review of Employee Survey Satisfaction Comments
Review of WSSDA Self Assessment
District TPEP Review - Louanne Decker and Rod Luke
ASD Evaluation Implementation Progress
Future Steps
2:30 – 3:00 NSBA Roundtable