socorro independent school district sb149/ sb463 igc … · sb149/ sb463. igc meeting. september...
TRANSCRIPT
SB149/ SB463IGC Meeting
September 2017
Presented byDr. Holly Fields
Tammi MackebenAnd
Secondary Instructional Officers
Socorro Independent School District
AGENDA• SB149/SB463 Updates• Projects Overview
• Algebra I• Biology• U.S. History• English I and II
• Closing Task
Lesson Frame• EQ: How does SB149/SB463 impact student academic
achievement and graduation at my campus?
• We will understand the requirements outlined in SB149/SB463, as well as the projects, to ensure improved academic achievement for all graduates.
• I will explain the basics of the projects to a member of my team.
What’s New?Now We Have SB 463
Extension of Individual Graduation Committee’s New Expiration of September 1, 2019
May not fail more than 2 EOC’s
TSI Math may replace Algebra I EOC if the EOC was failed twice
TSI Reading may replace English II EOC if the EOC was failed twice
SB 463 Greater inclusivity for IGC participation
Includes students who entered ninth grade before 2011-2012 school year
Alternative requirements include: Alternative assessment Work experience Military or Life experience
A school district’s decision to award a diploma will be considered final and may not be appealed
SB 463This section applies only to a student who: (1) entered the ninth grade before the 2011-12 school year; (2) successfully completed the curriculum requirements for
high school graduation applicable to the student when the student entered the ninth grade;
(3) has not performed satisfactorily on an assessment instrument or a part of an assessment instrument required for high school graduation, including an alternate assessment instrument offered under Section 39.025(c-1) (which addresses alternate assessments for students who are subject to exit level TAAS requirements);
(4) has been administered the assessment instrument or the part of the assessment instrument for which the student has not performed satisfactorily at least three times
SB 463
Because of the greater inclusivity and extension of IGC’s, there is an inherent impact on school and district accountability for dropouts and graduates.
Coding in PEIMS
00 Not Applicable01 IGC Reviewed (Submission 3 Only)02 IGC Graduate (Submission 1 Only)
SB 463
Best Practices for SB 463
IGC Committee selection and participation is critical
Documentation and record keeping
Timely submission of IGC candidates to PEIMS clerk/registrar Entry and Exit date along with completion of IGC
IGC Composition
• Principal or designee
• Teacher of the relevant EOC assessment course(s)
• Department chair or lead teacher supervising the teacher(s) of the relevant course(s);
• Student’s parent/guardian, a designated advocate if the parent/guardian is unable to attend, or the student, at his/her option, if the student is at least 18 years of age or is an emancipated minor.
• Counselor
• Commissioner rules for alternate committee members forthcoming
Retest and Reporting Requirements
• Students must retake the relevant EOC tests until they graduate.
• Districts will be held accountable for retest results in keeping with state accountability system requirements.
• By Dec. 1 each year, districts must report in PEIMS the number of students for whom IGCs are convened, and of those, the number graduated by the IGC each year.
Algebra I• Student will develop a city map for a new master
planned community on graphed chart paper using the concepts form the new Algebra I standards.
• Both Process and Content Standards are addressed• Real World Application• Writing • Guided Practice and Supplemental Aide included
Algebra I Rubric
Guided Notes 4 Checkpoints 15 Community RequirementsCity Map Key Professional Representation
Biology• Following provided checkpoints, students will:
• Create graphic organizers, concept maps, and/or models pertaining to Student Expectations for Biology
• Cell Structure & Function
• Mechanisms of Genetics
• Biological Evolution and Classification
• Biological Process & Systems
• Interdependence within Environmental Systems
• Project:
• Students will play the role of a game manufacturer that has been assigned the task of creating a game to help students review for the Biology EOC in a fun and interesting way.
• The game will be original, scientifically accurate, entertaining and educational.
• Students will create at least 10 questions per reporting category. The questions and answers for the game must relate to the review topics. The questions must be somehow incorporated into playing the game.
Biology Rubric
• Weekly review of Student Tasks• Weekly follow up on Game Questions
created for the student’s game• Submit and play game with IGC
U.S. History• Trace a historical concept from 1877 through the
present day.
• Research key concepts and academic language pertaining to the concept and at least four historical eras, to include the modern era:
• Role of Women• Civil Rights• Role of the Judiciary• American Foreign Policy
U.S. History—Tasks • Write an extended essay explaining how the
concept has both changed and remained the same over time.
• Participate in an interview by a committee of teachers:
• Demonstrate a thorough understanding of the topic.
• Demonstrate the student completed his or her own work.
Criteria for U.S. History Rubric
• Rubric will be based on the following:• Construction or Development – 20 points
• Content – 60 points
• Interview – 20 points
English I and II
• Read two (thematically linked) reading selections (literary and informational).
• Annotate each of the selections (guiding questions provided).
• Write a short answer to each of the selections, including a draft.
• Write a short answer to a question that connects both selections.
• Write an expository essay.
• Students will be required to go through the writing process (planning, drafting, revising and editing)
• Read two reading selections (literary and informational).
• Annotate each of the selections (guiding questions provided).
• Write a short answer to each of the selections, including a draft.
• Write a persuasive essay.• Students will be required to go
through the writing process (planning, drafting, revising and editing)
English IIEnglish I
Feedback Received Thus Far*Reading
Short answer—remove or reword?
Keep annotating, inferencing, vocabulary
Do we include multiple choice?
Writing
Reword prompts
Keep writing
*Campuses that have provided feedback: SHS, MHS, AHS, & EDHS
Other
Revisit scoring guidelines
Do a project-based assignment since they are given 6 weeks; tie writing into the project
Recommendations?Questions?
• What recommendations do you have to improve the SB463 process?
• Do you have any questions?