VI. ATTACHMENTS

Attachment 1: Journey to Impact

AW

AK

EN

6th 7th 8th

Advisory

Personality, Interest, Learning Style

Assessments and Profiling

Time Capsule: Self-Awareness Video

Interview (Number 1)

6th Grade “Second STEP” SEL Units: Self-

Awareness, Emotion Management,

Bullying Prevention

Personality, Interest, Learning

Style Assessments and

Profiling

Time Capsule: Self-Awareness

Video Interview (Number 2)

7th Grade “Second STEP” SEL

Units: Self-Awareness,

Emotion Management,

Bullying Prevention

Personality, Interest, Learning Style

Assessments

and Profiling

Time Capsule: Self-Awareness Video

Interview (Number 3)

8th Grade “Second STEP” SEL Units:

Self-Awareness, Emotion

Management, Bullying Prevention

Cores and Electives

Student Memoir Writing (Phase 1)

I-Read (SSR): Biographical studies aligned

to students i-Awaken Personality Profiles

(and Lexile Levels)

Digital Playlist: Computer based learning

resources supporting various learning

styles.

Blended Rotational Model Classroom:

Learning stations supporting various

Learning Styles.

PBL: Support various learning styles.

Student Memoir Writing and

Revision (Phase 2)

Digital Playlist: Computer

based learning resources

supporting various learning

styles.

Blended Rotational Model

Classroom: Learning stations

supporting various Learning

Styles.

PBL: Support various learning

styles.

Student Memoir Writing, Revision

and Presentations (Phase 3)

Digital Playlist: Computer based

learning resources supporting various

learning styles.

Blended Rotational Model Classroom:

Learning stations supporting various

Learning Styles.

PBL: Support various learning styles.

EN

LIG

HT

EN

6th 7th 8th

Advisory

Career Assessments/Research (Naviance)

Career-Based Projects (Exploring the nature

of various professions and their alignment

of personality profiles)

Field Trips to High Schools

Guest Speakers (High School, Collegiate

Professional)

Career Fairs

Career Assessments/Research

(Naviance)

Career-Based Projects

(Exploring the detailed

personal, educational and

professional pathways toward

careers)

Field Trips to

Colleges/Universities

Guest speakers (Collegiate,

Professional)

Career Fairs

Career Assessments/Research

(Naviance)

Field Trips Businesses and Industries.

Guest Speakers (Professional)

Career Fairs

Cores and Electives

6 Week Career Themes 6 Week Career Themes

i-READ (SSR): Biographical

Studies Aligned to Students

Career Short List (and Lexile

Levels)

Job Shadowing

IGN

ITE

6th 7th 8th

Advisory

Revisit career choice and Rank career

options at end of each six weeks

Time Capsule: Vision Video Interview

(Number 1)

6th Grade “2nd STEP” SEL Unit:

Substance Abuse Prevention

Draft a personal life vision

aligned to career short list.

Time Capsule: Vision Video

Interview (Number 2)

7th Grade “2nd STEP” SEL

Unit: Substance Abuse

Prevention

Craft a personal/professional life

vision aligned to career of choice

“Growth Mindset” Book Study

Time Capsule: Vision Video

Interview (Number 3)

8th Grade “2nd STEP” SEL Unit:

Goal-Setting, Substance Abuse

Prevention

Cores and Electives

Students Craft Unit Learning Objectives

based on General Career Interests and Unit

Career Themes

Students Craft Unit Learning

Objectives based on Career

Short-List and Unit Career

Themes

Students Craft Daily/Weekly

Learning Objectives based on

Personal Vision

i-Read (SSR): Biographical studies

Aligned to students Personal Visions

(and Lexile Levels).

IMP

AC

T

Advisory

6th Grade “2nd STEP” SEL Unit: Problem-

Solving, Empathy and Communication.

Journaling/Progress Monitoring: Reflecting

new awareness personal traits, self-esteem,

and how to effectively interface with

school, home and community .

Technological Literacy Lesson

7th Grade “2nd STEP” SEL

Unit: Problem-Solving,

Empathy and Communication.

Journaling/Progress

Monitoring: Students apply

21st century skills needed in

tentative profession of choice

to school, home, and

community.

Technological Literacy

Lessons

8th Grade “2nd STEP” SEL Unit:

Problem-Solving, Empathy and

Communication.

Journaling/Progress Monitoring:

Students apply 21st century skills

needed to accomplish Personal Vision

at school, home, and community.

Technological Literacy Lessons

Cores and Electives

PBL projects aligned to Personality Profiles

(Focus on Teaming), Core Content

Standards, Unit Themes

PBL projects aligned to Career

Short List, Core Content

Standards, Unit Themes

Capstone PBL Project aligned to

personal vision and professional

interest.

Attachment 2: Classroom Map

Attachment 3: Competency Based Leading Example

Attachment 4. Annotated Bell Schedule

Assessment 5: PROFESSIONAL DEVELOPMENT PROTOCOL

PD Phases

(Journey to Impact)

Description of Phases Additional Information

AWAKEN

Teachers Evaluate the impact of their

instructional practices and previous PD

learning through analysis of assessment

data and student work samples

Teachers reflect on student growth in light

of progress on toward their developmental

goals in their Professional Growth Plans

Facilitator helps teachers identify pressing

student and teacher needs

Data and research focused discussion

ENLIGHTEN

Teachers engage in new learning. •Design airtight activities that lead

participants to the right conclusions with

minimal re-directing

•Facilitate substantive sharing time that

allows participants to draw the conclusion

from the activity

•Frame the participants’ conclusions with

the formal vocabulary of the associated

principles so that participants share one

common language

•Provide ample opportunities for

participants to reflect

IGNITE

Teachers set goals and Develop their new

learning in preparation for upcoming

lessons

•Ensure that participants plan & practice

implementing their learning in simulated

and real-world experiences

IMPACT

Teachers implement plans in the

classroom.

Leaders conduct classroom observations

to monitor and support implementation of

plans.

Attachment 6. Sample PBL Lesson

Project-Based Learning Lesson Plan

Career Focus: Sports and Entertainment Content Lead: Science The Science department will spearhead our PBL experience focusing on Sports and Entertainment this six-weeks. The project is vertically aligned to 8th grade science standards with the intention to provide a substantial foundation in preparation for state science assessment (STAAR).

Project Big Idea: It would be AMAZING to create a multi-faceted experience for our kids to understand the science and mathematics infiltrated in the elements of the sport! This Project based learning experience will engage learners in identifying and relating football to physics in multiple ways. Scholars will apply knowledge of basic physics concepts and solve a problem for the DFW Texans, a local little-league flag football team. Scholars relate to football and is up for the challenge to convert their pass-time passion into problem-solving through design. Physics and Football will take place over a 6-weeks period incorporating both physics mini-lessons through interactive activities. . It would be amazing for students to not only identify concepts while watching the game, furthermore become designers who work tirelessly to provide solutions for a local pop-warner football team in their community. Pop-warner also known as little-league football teams are more likely to be the first intramural sports students in lower socio-economic status family homes.

Standards: Scholars will engage in exploring the following standards tightly aligned to our career exploration focus.

Technology/ Engineering Standards: International Society of Technology in Education (ISTE)

1. Student will integrate technology for creating, communicating, researching, and thinking critically to serve the DFW Texans throughout this project. Feel free to click here for more information on ISTE below:

Project title: Physics and Football

Teachers: M. Gayles, Taji Wright, Mrs. Preyan, A. Benagh

School: IGNITE School

Grade Level: 8th

SCIENCE TEKS 8.6 Force, Motion, and Energy:

The student knows that there is a relationship between force,

motion, and energy.

Figure 1:

MATH TEK: 8.1 Mathematical Processing Standards

Scholars will integrate mathematic processing skills as it

relates to using models and mental math during their mini-

lesson and through their questioning to check for

understanding. Mental math and pictorial representations

such as arrows are needs to calculate the amount of force on

an object.

3d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

Key skills students will learn:

Identify how balanced and unbalanced forces affect motion

Apply how balanced and unbalanced forces relate to injuries in football

Use mental computations and motion graphs to describe motion in football

Create a solution to solve an immerging problem concerning youth participating in little-league football

Develop a presentation to present to community organization

Create a prototype using resources in a IGNITE maker space.

Achieve 80% or higher on formative assessments aligned with Force and Motion Standards

Habits of Mind students will practice in this project:

Willingness to think critically through solving problem

Willingness to think work challenges

District Outcomes:

Scholar will demonstrate 80% mastery on formative summative assessments for the listed standard above. (see figure 1)

2015-16 District STAAR Outcome depicted below:

School Outcomes:

Scholar will demonstrate master of content while doing real-work and generating real solutions.

Scholar will develop communicative and collaborative skills within peers

Scholars will develop real relationships with community partners through presenting solutions

Driving Question: How can knowledge of force and motion apply toward generating a safer experience for adolescent participants in Pop-Warner football in urban communities?

1. Create a solution to decrease the number of potential long-term injuries facing young athletes who participate in this

contact sport.

Required Project Products and Artifacts: Early:

Desoto Texans Interview

Exploring fundamentals of the game and equipment

Force and Motion pre-assessment During:

Formative Assessments

Project progress submission

Interview transcripts

Design challenge draft

Research After:

Written project

Solution-based presentation to panel of partner organization members based on BUCKS INSTITUTE Rubric

Design prototype

80% mastery on summative assessments

Assessments: All assessments will be graded using the Buck Institute PBL assessment rubric with the exception of traditional standard-based assessments. 1) The written project

a) Criteria based on Buck Institute Project Rubric 2) Presentation

a) Criteria based on Buck Institute Presentation Rubric integrated with ISTE technology standards rubric

3) Physical Product (design prototype) a) Criteria based on Buck Institute Product rubric

integrated with teacher-made design rubric. 4) Traditional Standard-based assessments.

a) Criteria based on state standards expectations for mastery.

Project Map:

KNOWLEDGE AND SKILLS NEEDED ALREADY HAVE LEARNED

TAUGHT BEFORE THE PROJECT

TAUGHT DURING THE PROJECT

1) Identify how balanced and unbalanced forces affect motion.

X

2) Using math triangle to learn three-part equation X

3) Applying how balanced and unbalanced forces relate to injuries in football.

X

4) Use mental computations and motion graphs to describe motion X

5) The Design Thinking PBL process X

6) Develop a presentation to present to community organization X

7) Create a solution to solve an immerging problem concerning youth participating in little-league football

X

8) Create a prototype using resources in a IGNITE maker space. X

9) Differentiating between Speed, Velocity, and Acceleration X

10) Achieve 80% or higher on formative assessments aligned with Force and Motion Standards

X

Project Story board: Outline of Timeline with daily I-90 goals.

Refer to Figures 2 and 3 below: Figure 2.

Figure 3

Project Tools:

Know/need to know list

Daily goal sheets

Journals

Briefs

Task List

Problem Logs

Interview Transcript

Design Challenge template

Additional Project Considerations:

Horizontal content alignment with Humanities:

A. Social Studies B. ELA

Student access pertaining to participation with community organization events.

IGNITE makerspace 3D printer availability for intricately designed prototypes

Extension activity for community organization

Differentiated Instruction:

Tiered groups based on learning profiles

Student Advocate-Centered roles in group

Menu options for prototype development

Force and motion reinforcement stations used as a resource for the ongoing learning of content

Student-friendly task list to ensure student remain on course during project development.

Project Reflection: Students will reflect on and evaluate the project through the following methods:

Class discussion

Student Facilitated formal debrief

Teacher-led formal debrief

Panel evaluations

Feedback fishbowl discussions

Ignite: Resumes