continuous school improvement strategies reference booklet...continuous school improvement...

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DEPARTMENT OF DEF ENSE EDUCAT ION ACT I V I TY

Cont inuous Schoo l Improvement S t ra teg ies Re fe rence Book le t

DODEA Virtual High School (DVHS): Vision

To prepare our students to live, learn, work, and serve the public good in a digital, global society through engaging, synchronous and asynchronous instruction.

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Table of Contents

Strategy Checklist 4

DVHS CSI 1-Pager 5

Goal #1 Summary Writing Marzano 6

Goal #1 Summary Writing AVID 7‐8

Goal #1 Summary Writing Checklist Rubric 9

Goal #1 Summary Writing Chart Rubric 10

Goal #1 6+1 Trait Writing Model 11

Goal #1 CCRSL & Core Six 12‐14

Goal #1 DoDEA Common/Banded Rubrics 15

Goal #1 Compare & Contrast Strategies & Templates 16‐19

Goal #2 Reading For Meaning, Close Reading, Academic Vocabulary 20‐21

Goal #2 HOTS 22‐24

Goal #2 AVID 3 Story Intellect 24

Goal #2 Blooms Digital Taxonomy 25‐29

Goal #2 Providing Feedback 30‐31

References & Image Credits 32‐33

Appendix 34‐54

Updated 12/01/17

Thisbookletwasdevelopedtoprovideallvirtualschoolteacherswith thecorrectinformationaboutallCSIstrategiesthathavebeenselectedtosupportstudentperformanceandensurethattheDVHSachievesitsselectedgoals.

P

S C Whatteachersdotoorwiththestudents

Researchbased/researchproven

2strategiespergoal

Mustbeusedfrequently

Mustbedocumentedwithstudentsamples

AssessmentsmeasuregrowthtowardgoalSO…thepurposeofthestrategyhastobeevidentintheassessments

E AllDVHSteacherswillshowevidenceoftheuseofeachstrategywithinthedevelopmentofeachmoduleintheirrespectivecourses.Student sampleswillbepostedbyeachteacheratperiodicintervals.

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VISION

DVHS Continuous School Improvement School Years 2009‐2020

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G #1Allstudentswillimprovetheirwritingskills;theywillbeabletorelate,integrate,andsynthesizewithincontentareasinwriting.

G #2Allstudentswillincreasetheirabilitytointerpret informationtextforessentialunderstanding.

TriangulationofDataUsedforGoal#1Selection1) TeacherPerceptions2) APScores3) Demographics(M‐F)

TriangulationofDataUsedforGoal#2Selection1) TeacherPerceptions2) TerraNova(Math/ScienceSystemData)3) NAEP(ReadingComprehension/SubjectArea

ConstructedResponseSystemData)

AssessmentstoMeasureGoal#1

1) APScores:AllstudentsenrolledinAPClasses‐ByJune2010,andannuallythereafter,theper‐centageofstudentsscoringa3,4,or5willin‐crease.

2) CommonCurriculum‐EmbeddedAssessments3) LocalAssessment

AssessmentstoMeasureGoal#2

1) APScores:AllstudentsenrolledinAPClasses‐ByJune2010,andannuallythereafter,theper‐centageofstudentsscoringa3,4,or5willin‐crease.

2) CommonCurriculum‐EmbeddedAssessments3) LocalAssessment

Goal#1Strategies

1) SummaryWriting(Marzano/AVID)2) DoDEACommonandGrade‐BandedRubrics

(InformationalandArgumentwriting)3) CoreSixWritingStrategies(WritetoLearn:Pro‐

visional,Readable,andPolishedWriting)4) TopHatComparison/Contrast

Goal#2Strategies

1) HighOrderThinking:HOTS(Pogrow);3StoryIntellect(AVID);Bloom’sTaxonomy(Bloom)

2) ProvidingFeedback3) CoreSixStrategiesforReading:Readingfor

Meaning,CloseReading,TopHatComparison/Contrast,AcademicVocabulary

MISSION

V=VirtualandVersatile

I =Interactive,Integrated,andIndividualizedInstructionthatis

R=RelevantandRealistic;focusedon

T=Twenty‐ irstCenturySkillswith

U=Usefulfeedbackthroughabalanceof

A=Assessmentsonstudentperformancetodevelop

L=Life‐LongLearners

ToEducate,Engage,andEmpowereachstudenttosucceedinadynamicworld.

Toprepareourstudentstolive,learn,work,andservethepublicgoodinadigital,globalsocietythroughengaging,synchronousandasynchronousinstruction.

DVHS:OneMission,OneVision,OneSchool

Updated 12/01/17

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S W —M I

Effectivesummarizingleadstoanincreaseinstudentlearning.Helpingstudentsrecognizehow information

isstructuredwillhelpthemsummarize

whattheyreadorhear.Forexample,

summarizingofareadingassignmentcan

bemoreeffectivewhendonewithin

summaryframes,whichtypicallyinclude

aseriesofquestionstheteacherprovides

todirectstudentattentiontospeci iccontent(Marzano,Pickering,&Pollock,2001).

Studentswhocaneffectivelysummarizelearntosynthesizeinformation,ahigher‐orderthinkingskillwhich includesanalyzinginformation,identifyingkeyconcepts,andde iningextraneousinformation.

K R F

Studentshavetoanalyzeinformationatadeeplevelinordertodecidewhatinformationtodelete,whattosubstitute,andwhattokeepwhentheyareaskedto

giveasummary(Anderson,V.,&Hidi,

1988/1989;Hidi&Anderson,1987).

Readingcomprehensionincreaseswhen

studentslearnhowtoincorporate"summaryframes"asatoolforsummarizing(Meyer&Freedle,1984).Summaryframesareaseriesof

questions createdbytheteacheranddesignedtohighlightcriticalpassagesoftext.Whenstudentsuse

thisstrategy,theyarebetterabletounderstandwhattheyarereading,identifykeyinformation,and

provideasummarythathelpsthemretaintheinformation(Armbruster,Anderson,&Ostertag,1987).

DVHS Continuous School Improvement

Purpose:ImproveWritingSkills

GOAL#1 S :S W R (M )

(2005).RESEARCHED‐BASEDSTRATEGIES,SummarizingandNoteTaking.FocusonEffectiveness.Retrieved03,2011,from

http://www.netc.org/focus/strategies/summ.php[Nolongeraviablelink].

NOTE:Thesematerialsareinthepublicdomainandmaybereproducedwithoutpermission.Thefollowingacknowledgmentis

requestedonmaterialswhicharereproduced:DevelopedbytheNorthwestRegionalEducationalLaboratory,Portland,Oregon.

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GOAL#1

W AVID?AVID,AdvancementViaIndividual

Determination,isacollege

readinesssystemforelementary

throughhighereducationthatis

designedtoincreaseschoolwide

learningandperformance.The

AVIDCollegeReadinessSystem(ACRS)acceleratesstudentlearning,usesresearchbasedmethodsofeffectiveinstruction,providesmeaningfulandmotivationalprofessionallearning,andactsasacatalystforsystemicreformandchange).

T R

AVIDreportsthat,“Since1980,

AVIDhasbeencloselystudiedbynumerousresearchteamsandindividuals.Inadditiontoourowndatacollection(seetheData&Resultspage),

AVID'ssuccesshasbeendemonstratedbynumerous

third‐partystudies.Infact,the

qualityofourproofissohigh,

thatAVIDwasoneofelevenorganizationstoreceivethe

highestpraiseforoutstanding

rigorousresearchbyBuildingEngineeringandScienceTalent

inanApril2004reportto

Congress.”

S t e p s t o Wr i t i n g a C omp e t e n t S umma r y

Carefullyreadtheselection.

Re‐readthetextandmark

informationthatisrelevantto

thereadingpurpose.

Pausetoconnectideaswithin

thetext.

Makealistofthemost

importantinformationintheparagraphorsection.Besuretoleaveoutnonessentialdescriptionsandothersupportingdetails.

Trytowriteonesentencethat

includesalloftherelevantinformationintheparagraph.Iftheparagraphislong,youmayneedtowritetwosentences.

C o n s i d e r t h e F o l l ow i n g wh e n Wr i t i n g a S umma r y

Useyourownwords,except

forimportantcontentwords.

Donotincludeyourownideas

orcomments,suchas“I

think…”

Donotrepeatideasorchange

theauthor’smeaning.

When s umma r i z i n g t h e who l e t e x t …

Copyyoursummarysentences

intoaparagraphanduse

transitionallanguageinorder

tologicallycreate

relationshipsbetweenideas.

Readyourparagraph.Checktobesurethatyouhaveincludedenoughinformationsothatsomeonewhohasnotreadtheselectionwouldunderstandthemainpoints.Your

summaryshouldnotbemorethanone‐fourthtoone‐thirdthelengthoftheoriginalpassage.

S :S W AVID

WanttolearnmoreaboutAVID’sinitiatives?

VisitAVIDandtheCommonCoreAVID,Research.RetrievedFebruary24,2015,fromhttp://www.avid.org/research.ashx.

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http://www.avid.org/research.ashx


http://www.avid.org/avid-college-readiness-system.ashx

http://www.avid.org/common-core.ashx

S W : AVID

Thisquickreferencedescribesthe

stepsareadershouldtakewhen

summarizingexpositorytexts.

Whenwesummarizepurely

informationaltexts,wewantto

accountforthemainideas.

Becauseinformationaltextscanbecontentheavy,wewillneedtoreadcarefullyforthemostimportantcontent.Notalltheinformationinthetextisimportant.Seektounderstandthereadingandwritingtasks.Establishingapurposeforreadingwillhelpnarrowourfocusaswemakedecisionsaboutwhatwe

shouldincludeinoursummaries.Thefollowingstepswillhelpuscompletethistypeofreadingandwritingassignment.

Step1:Seektounderstandthe

readingandwritingtasks.

Whatareyouexpectedtoknowanddo?Whatareyou

summarizing?

Step2:Carefullyreadthetext.Readthetextoncetogeta

generalideaofwhatthetextis

about.

Step3:Rereadandmarkthe

text.Circletermsandunderline

informationrelevanttothereadingandwritingtasks.

Step4:Pausetoconnectideas

withinthetext.Connectwhatis

saidtothevisualsinthetext.

Askquestionssuchas“How

doesthissectionconnecttothe

previoussection?”or“What

doesthisideahavetodowith

thatidea?”

Step5:Writesummarystatementsinthemargin.Whatisthisparagraph(orsection)about?Whatistheauthorsaying?Whatistheauthordoinginthisparagraph(orsection)?

Consider the following when summarizing informational text:

Ideasaretypicallypresentedintheorderthattheyappearinthetext;however,youmayneedto

presentideasinadifferentorderifitmakessensetodoso.

Refertoyourmarkings,

summarystatements,andany

othercommentsyoumadeas

youcraftyoursummary.

Useaccurateverbssuchas

de ining,illustrating,or

introducingtodescribewhatan

authorisdoinginaparagraphorsectionoftext.

Includeimportantcontentand

lesson‐basedvocabulary.

Accountforthemainideasin

thetext.Weshouldinclude

enoughinformationsothat

someonewhohasnotreadthe

textwouldunderstandthemain

points.

Useyourownwordsand

paraphrasewhennecessary.

Ideastakendirectlyfromthe

sourceshouldbeproperlyquotedandcited.

Whatwequoteandhowwe

quoteitwilldependontheactualdiscipline.Forexample,asciencepaperwillhavefarfewerdirectquotationsthananEnglishorsocialsciencepaper.Asageneralrule,weshoulddirectlyquoteideasthatcannot

beexpressedaccuratelythroughparaphrasingorsummarizing.

Writeobjectively.Besensitive

tobiases;avoidinaccurateinterpretationsor

representations.Weshould

expresstheideasinthetext

fairlyandaccurately.

Summariesshouldbereadfor

clarityandaccuracy.

Summariesshouldnotbemore

thanone‐fourthtoone‐thirdthelengthoftheoriginaltext.

RefertoAppendixA

forexamples.



GOAL#1 S :S W AVID

Updated 12/01/17


SummaryisAboveStandard=5

Summarydemonstratesastrongfocusandconciselycatchesthemainpoints

Themainideaisclear,sustainedandthereisuseofsupportingdetails

LengthofsummaryisappropriateIsincorrectparagraphformOrganizationofsummaryislogicalThereisawell‐linkedbeginning,middleandendExcellentuseoftransitionswithinsummaryVoiceisobjectiveandimpartiallypresentsan

appropriatepointofview.

VocabularyisappropriateforintendedaudienceExceptionaluseofsentencevarietyWritingisfreeofconventionalspellingand

mechanicalerrors


GOAL#1S :S W R C

SummaryisAtStandard=4

Clearmainidea&suf icientandrelevantsupportingdetailswithinsummarygivesreaderadequateunderstanding

IswritteninsentenceandparagraphformOverallorganizationofsummarydemonstratesa

strongbeginning,middleandending.

ClearuseoftransitionsVoiceisobjectiveanpersonalopinionisappropriateVocabularyisappropriatetothepurposeofthe

writing

EffectiveuseofsomesentencevarietyWritinghasbeenwelleditedOccasionalspelling&mechanicalerrorsdonot

distractthereader

SummaryisDeveloping=3

Mainideapresentedinsummaryisevidentbutsupportingdetailsonlyminimallysupportive

SomeparagraphinginsummarySummaryistoolongORtooshorttobeeffectiveDistinguishablebeginning,middleandendUseoftransitionsisattemptedwithinwritten

summary

Writer'svoiceisevidentandsummaryre lectsthewriter'sopinion

Manyerrorsinspellingandmechanicsthatdistractthereader

SummaryisBelowStandard=1

Supportingdetailsareweakanditisnotclearwhatideatheyaresupporting

Summarynotcompletedinsentenceandparagraphform

NouseoftransitionswithinwrittensummaryNodistinguishablevoiceVocabularyissimplebutsuf icienttoconvey

basicideas

Writinghasnotbeenedited&containsmanyspelling&mechanicalerrors

One Mission, One Vision, One School

Updated 12/01/17



GOAL#1 S :S W R

Below Standard 1 point

Developing 3 points

At Standard 4 points

Above Standard 5 points

Purpose & Form No clear topic sentence to indicate main idea of summary.

Supporting details are weak and it is not clear what idea they are sup-porting.

Summary not com-pleted in sentence and paragraph form.

Main idea presented in summary is evident but supporting details only minimally sup-portive; therefore, reader is vague about content of original article.

Some paragraphing in summary.

Summary is too long OR too short to be effective.

Clear main idea & suffi-cient and relevant sup-porting details within summary gives reader adequate understand-ing of content of origi-nal article.

Is one third to a half the length of the origi-nal

Is written in sentence and paragraph form.

Summary demon-strates a strong focus and concisely catches the main points of the origi-nal article.

The main idea is clear, sustained and supporting details presenting in same order as original.

Length of summary is appropriate

Is in correct para-graph form.

Organization No clear beginning, middle or ending

No use of transitions within written sum-mary

Distinguishable be-ginning, middle and end

Use of transitions is attempted within written summary.

Overall organization of summary demon-strates a strong begin-ning, middle and end-ing.

Clear use of tran-sitions

Organization of summary is logical & coincides with the original.

There is a well- linked beginning, middle and end

Excellent use of transitions within summary.

Style No distinguishable voice.

Vocabulary is sim-ple but sufficient to convey basic ide-as.

Writer's voice is evi-dent and summary reflects the writer's opinions.

Attempting to use vocabulary from with-in original article.

Voice is objective and no personal opinion is evident.

Vocabulary is appropri-ate to the purpose of the writing.

Effective use of some sentence vari-ety.

Voice is objective and impartially presents article's point of view.

Vocabulary is ap-propriate for in-tended audience and reflects accu-rately the degree of complexity of the original.

Exceptional use of sentence variety

Mechanics & Spelling

Writing has not been edited & contains many spelling & mechanical errors.

Many errors in spelling and me-chanics that dis-tract the reader.

Writing has been well edited.

Occasional spelling & mechanical errors do not distract the reader.

Writing is free of conventional spelling and me-chanical errors.

Updated 12/01/17


W 6T ?

“SixTraitsWritingisasystematicapproachforlookingatwritingonepartatatime.Sincewritingissucha

complicatedactivity,thisapproachhelpsmanypeoplebreakdownthetaskandunderstanditbetter.

Byfocusingonandscoringonlyonetraitatatime,awriter/readercanbreakdownacomplexactivitylikewritingandmakeitmoremanageable.Withpractice,writerscanthenlearntobemorecriticaloftheirown

workandcanmakeimprovementsinthequalityoftheirwriting.Perhaps,morethananythingelse,thesix

traitsgiveteachersandstudentsacommonvocabularyfortalkingandthinkingaboutwriting.”

6+1K Q

The6+1Trait®Writinganalyticalmodelforassessingandteachingwritingismadeupof6+1keyqualitiesthatde inestrongwriting.Theseare

Ideas,themainmessage;

Organization,theinternalstructureofthepiece;

Voice,thepersonaltoneand lavoroftheauthor'smessage;

WordChoice,thevocabularyawriterchoosestoconveymeaning;

SentenceFluency,therhythmand lowofthelanguage;

Conventions,themechanicalcorrectness;and

Presentation,howthewritingactuallylooksonthepage.


GOAL#1S :S W 6+1T W M

(2015).L.King.Basedonthe6+1TraitWritingbyEducationNorthwest.

(2015).EducationNorthwest.6+1TraitWriting.Retrieved02,2015,fromhttp://educationnorthwest.org/traits.

6+1TraitRubricshttp://educationnorthwest.org/traits/traits‐rubrics

5‐PointWriter’sRubrichttp://educationnorthwest.org/sites/default/ iles/5‐pointwriters‐rubric.pdf

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(2015).Long,V.andGardiner,S.TheInteractiveSixTraitWritingProcess.Introduction.Retrieved02,2015,fromTheLiterateLearnerathttp://literatelearner.com/6traits/page_template6t.php?f=main.

Updated 12/01/17

RefertoAppendixBforexamples.

http://educationnorthwest.org/traits

http://educationnorthwest.org/traits/traits-rubrics

http://educationnorthwest.org/sites/default/files/5-pointwriters-rubric.pdf

http://literatelearner.com/6traits/page_template6t.php?f=main


Updated 12/01/17

ourseContentCurriculumStandards:DoDEAhasadoptedcurriculumstandardsforeverycourseinitssystem.Thesecurriculumstandards

guidewhatistaughtwithineachofitscourses.Theknowledgegainedfromthestudent’sworkwith

thecoursecontentistheprimaryemphasisinallDoDEAschools.Thecoursecontentisthewhatofthe

curriculum:whatwillbetaught,whatwillbepracticed,whatwillbelearnedineachsubjectarea.

CRSL:DoDEAhasadoptedtheCollegeandCareerStandardsforLiteracyinEnglishLanguageArts,His‐tory/SocialStudies,Science,andTechnicalSubjects(CCRSL)tosupportcontentcurriculumacqui‐

sitionthroughliteracydevelopment.YoumightthinkoftheCCRSLasthehowofthecurriculum:thelens

throughwhichthewhatofthecurriculumwillbetaught.BycombingContentandLiteracyStandards,all

studentsgainstrengthinbothcontentknowledgeandliteracyskills.

Theliterateperson:

• Readscomplextextsindependently

• Buildsstrongcontentknowledgefromreading,writing,speaking,listening

• Respondstothevaryingdemandsofaudience,task,purpose,anddiscipline

• Comprehendsprintandnon‐printtextsaswellascritiquesthem

• Valuesgatheringandevaluatingevidence

• Usestechnologyanddigitalmediastrategically

• Understandsotherperspectivesandcultures

CoreStandards:http://www.corestandards.org/wp‐content/uploads/ELA_Standards1.pdf

oreSixStrategies:TheCoreSixstrategiessupporttheimplementationofthethreeshifts,theliteracystandardsoftheCCRSL,andeachcourse’scontentcurriculum.Eachstrategyisdesignedtoincreasestudentcontentknowledgeandliteracyskillthroughreading,writing,andspeaking:

C

C

C

Silver,H.F.,Dewing,R.T.,&Perini,M.J.(2012).Thecoresix:Essentialstrategiesforachievingex‐cellencewiththecommoncore.Alexandria,VA:

ASCD.Accesstobookinformationhere:http://www.ascd.org/publications/books/113007.aspx

http://www.corestandards.org/wp-content/uploads/ELA_Standards1.pdf

http://www.ascd.org/publications/books/113007.aspx

Updated 12/01/17

W T S T L ?

heThreeShifts:InordertoaddresstheliteracydevelopmentoftheCCRSL,threeshiftsinteachingareemphasized.Theseshiftsareimportanttoallcurricularareasinthattheysupportthestudent’sacquisitionoftheknowledgeofthecoursecurriculums.

Eachcoursewillallowstudentstoenhancetheircurricularknowledgeandliteracyskillsby:

1. Buildingknowledgethroughcontent‐richnon iction(aboutthesubjectstudiedanditsconnectiontotheworld)—throughreading,writing,andspeakinga. Studentsmustbeimmersedininformationabouttheworldaroundthemiftheyaretodevelopthe

stronggeneralknowledgeandvocabularytheyneedtobecomesuccessfulreadersandbepreparedforcollege,career,andlife.

b. Itisvitalforstudentstohaveextensiveopportunitiestobuildknowledgethroughtextssotheycanlearnindependently.

2. Reading,writing,andspeakinggroundedinevidencefromtext,bothliteraryandinformational(aboutthesubjectstudied)—throughreading,writing,andspeakinga. Thestandardsemphasizeusingevidencefromtextstopresentcarefulanalysis,well‐defended

claims,andclearinformation.b. Ratherthanaskingstudentsquestionstheycananswersolelyfromtheirpriorknowledgeandexpe‐

rience,thestandardscallforstudentstoanswerquestionsthatdependontheirhavingreadthetextswithcare.

c. Thoughthestandardsstillexpectnarrativewritingthroughoutthegrades,theyalsoexpectacom‐mandofsequenceanddetailthatareessentialforeffectiveargumentativeandinformativewriting.

3. Regularpracticewithcomplextextanditsacademiclanguage(connectedtothesubjectstudied)—throughreading,writing,andspeakinga. Thestandardscallforastaircaseofincreasingtextcomplexitysothatallstudentsarereadyforthe

demandsofcollege‐andcareer‐levelreadingnolaterthantheendofhighschool.b. Thestandardscallforstudentstogrowtheirvocabulariesthroughamixofconversation,directin‐

struction,andreading.Theyaskstudentstodeterminewordmeanings,appreciatethenuancesofwords,andsteadilyexpandtheirrangeofwordsandphrases(“KeyShiftsinEnglishLanguageArts,”CommonCoreStateStandardsInitiative).

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GOAL#1 S :C S :W S

Updated 12/01/17

W C S W S ?

The"CoreSix"areasetofresearchbasedstrategiesthatallowteachersandstudentstoachievethegoalsofthe

CollegeandCareerReadinessStandardsinLiteracy.Throughuseofthesestrategiesandtools(templates,

guides,etc.)teacherscanhelpstudentsmoredeeplyengagewithreadingacrossthecurriculumaswellascreate

moremeaningfulwritingactivities.Studentslearntouseevidencefromreadingintheirwriting.They

additionallywilllearnhowtobetterunderstandandusebothcontentspeci icandacademicvocabulary.These

strategiescanbeusedacrossallgradelevelsandsubjectareas.ThestrategiesarepublishedinthebookThe

CoreSix:EssentialStrategiesforAchievingExcellencewiththeCommonCore,writtenbyHarveyF.Silver,R.

ThomasDewing,&MatthewJ.Perini(2012).

Silver,H.F.,Dewing,R.T.,&Perini,M.J.(2012).Thecoresix:Essentialstrategiesforachievingexcellencewiththecommoncore.Alexandria,VA:ASCD.Accesstobookinformationhere:http://www.ascd.org/publications/books/113007.aspx

W L

Silver,Dewing,andPerini(2012)describe“WritetoLearn“throughthreetypesofwriting:provisional,readable,andpolished.

Provisional—IdeasWithoutRevision

Usinggraphicorganizers(comparison/contrast,Venndiagrams,etc.)

Brainstorming

FreeWriting

NotetakingReadable—BestWritingWithoutRevisionorPolish

Organizationandevidencewhenandwhererequired

Paragraphsoressays

Rubricscoring—DoDEACommonorGrade‐BandedRubric

On‐demandwritingPolished—BestWritingWithRevision

Organizationandevidencewhenandwhererequired

Paragraphsoressays

Rubricscoring—DoDEACommonorGrade‐BandedRubric

Extendedwritingwithfeedbackandrevision

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D DEAC G ‐B R — I ,A ,N

DoDEACommonWritingRubrics

DoDEAandCatapultLearningproducedrubricsaroundthethreetexttypesofwritingprioritizedbythe

CollegeandCareerReadyStandardsforLiteracy(CCRSL):argument,informative/explanatory,andnarrative

writing.ClickbelowtoseesomeexamplesofCommonRubricsusedbytheDVHS.

DoDEABanded(Grade‐Speci ic)

WritingRubrics

DoDEAalsohasthreeGrade‐Speci icWritingRubrics:oneforargumentativewriting,oneforinformativewriting,andonefornarrativewriting.Theserubricsarecloselyalignedwiththegrade‐levelCCRSLforWritingandcanbeusedtoprovidestudentswithfeedbackfortheirreadableorpolishedwriting.

ClicktheimagetomagnifytheexampleGradeBandedRubric.

WherecanIlocatetheDoDEACommonandGrade‐BandedRubrics?

TherubricslistedabovecanbefoundintheDoDEACollegeandCareer

ReadyEducatorResourcesGroup>Resources>Literacy>CCRSL

WritingTextTypesandPurposes>DoDEAWritingRubricsfolder.

WherecanIlocatetheDVHSversionsoftheCommonandGrade‐

BandedRubrics?

Additionally,versionsoftheserubricshavebeendevelopedinSchoology.

DVHSProfessionalLearning&CollaborationGroup>Resources>

ProfessionalDevelopment&Training>TeacherResources

>Rubrics

PleasecontractyourInstructionalDesignerifyouhavedif icultyinlocatingtheDVHSversions.

GOAL#1S :R D DEAC G B

Updated 12/01/17



Purpose:ImproveReading&WritingSkills

GOAL#1/#2 S :C S :C /C

Updated 12/01/17

P O

Phaseone—Comparison/ContrastDescriptionOrganizerTemplate

P T

PhaseTwo—Comparison/ContrastTopHatOrganizer

Studentsoftenwanttojumpaheadtothecomparisonwithoutfullyunderstandingthetwosubjects

theyarecomparing.Providingcriteriaslowsthemdownandallowsthemtounderstandcloselythe

subjectsbeingcompared.Provideclearcriteriatofocusstudentdescription.Remindstudentsthattheirjobistodescribeeachitemseparatelyaccordingtothecriteriayouprovide,nottocomparethem.Forexample:Ifstudentswereaskedtocomparevolume(subject1)andsurfacearea(subject2),theywould irstbeginbydescribingeachconceptaccordingtotopics(criteria).Thecriteriayouprovidemightbe:De inition,Howit’scalculated,Howit’sexpressed(units),Whenit’sused,Whatitdescribes(provideexamples).


P T

PhaseThree—OrganizingaComparison/ContrastEssayAswithallessays,thecomparison/contrastessaywillintroduceyourreadertoyourpoint,provideevidence

tosupportyourpoint,andconcludewitha inalthoughtaboutyourpoint.Ineffect,itmovesfromavery

generalidea(intheintroduction)tospeci icevidence(inthebody)andbacktoalessgeneralidea(inthe

conclusion).Therearetwodistinctwaysinwhichtostructureyourcomparison/contrastessay:

The irstisbytopic;thesecondisbysubject.

Let’ssayyouhavebeenaskedtocomparetwosportscars.YouchoosetocompareaPorscheanda

Corvette.Theseareyoursubjects.

You’vechosentocomparethemusingthefollowing:Cost,Speed,Style.Theseareyourtopics.

Structuringyourcomparison/contrastessaybytopic:

Structuringyourcomparison/contrastessaybysubject:

GOAL#1/#2S :C S :C /C

Updated 12/01/17




GOAL#1/#2 S :C S :C /C

Updated 12/01/17

P F

PhaseFour—ComparisonContrastWritingFramework

Downloadthecompareandcontrasttemplatestohandoutthemouttoyourstudents:

PhaseOne:Phase_One‐CompareContrast_Description_Template.pdf PhaseTwo:Phase_Two_CompareContrast_TopHat.pdf PhaseThree:Phase_Three_Organizing_a_Comparison.pdf PhaseFour:Phase_Four_ComparisonContrast_Writing_Framework .pdf

SomeTransitionalWordsandPhrasesforComparisonWriting

AlikeAlthoughButComparedwithDifferentfromEither...orConversely

HaveincommonHoweverIncontrasttoLessthanMorethanNeither...norIronically

NonethelessNotonly...butalsoOntheotherhandSimilartoUnlikeWhileYet

Thislinkhttp://www.mdc.edu/Kendall/collegeprep/documents2/TRANSITIONAL%20WORDS%20AND%20PHRASESrevised815.pdftakesyoutoainformationalresourceandquiztopreparestudentstoworkwiththelanguageofcomparison/contrast.Itincludesmanymoretransitionalwordsandphrasesdividedbycategoryandashortquizforstudents.

Hereisanotherresourcethatyourstudentsmay induseful:http://www.smart‐words.org/linking‐words/linking‐words.pdf

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http://www.mdc.edu/Kendall/collegeprep/documents2/TRANSITIONAL%20WORDS%20AND%20PHRASESrevised815.pdf

http://www.smart-words.org/linking-words/linking-words.pdf

https://content.dodea.edu/VS/csieportfolio_14/interactives/dvhs_csi_student_version/docs/phase_one-CC_description_template.pdf

https://content.dodea.edu/VS/csieportfolio_14/interactives/dvhs_csi_student_version/docs/phase_two_comparecontrast_tophat.pdf

https://content.dodea.edu/VS/csieportfolio_14/interactives/dvhs_csi_student_version/docs/phase_three_organizing_a_comparison.pdf

https://content.dodea.edu/VS/csieportfolio_14/interactives/dvhs_csi_student_version/docs/phase_four_CC_writing_framework.pdf


P F

PhaseFour—ComparisonContrastWritingFramework

GOAL#1/#2S :C S :C /C

Updated 12/01/17


Module: Comparativewritingframeworkforbeginningwriters

Iamcomparingandcontrasting________and_________.Although__________and____________aredifferent,

theyarealikeinsomeways.Forexample,theyareboth____________________.Therearealsosomeinter‐

estingdifferencesbetween______________and________________.Forexample,

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

________________________________________________________________________________________________________[Concluding

sentence:]__________________________________________________________________

Module: Comparativewritingframeworkfordevelopedwriters

Onthesurface,_______and_________appeartobeverysimilar.Theyeach________,__________,and

____________.However,acloseranalysisindicatesthat__________and_________are,infact,verydifferentin

threeimportantways.First,theyaredifferentinthat__________________.Second,theydifferinthat

_________________.Finally,andmostimportantly,incontrastto_________________,_______________is

____________________.

[Concludingsentence:]

_______________________________________________________________________________________________

Forthedevelopedwriter,eachofthetopicpointscouldbethebeginningofanewparagraph.Replac‐

ingthewordssimilarwithdifferentanddifferentwithsimilarallowsthewritertocomparetwoitems

thatlookdifferentbutthataresimilar.Herewearecomparingitemsthatlooksimilaronthesurface

butthatdiffer.


Purpose:ImproveReading

GOAL#2 S :C S :R F M /C R

Updated 12/01/17

R M

ReadingforMeaningisaCoreSixStrategythatoffersreadersmethodstohelptheminterpretdif icultandcomplextexts.AccordingtoSilver,DewingandPerini(2012),studentsbreakdown“criticalreading”into“threephases”:

1.Beforereading:Previewandpredict2.Duringreading:Searchforrelevantinformation3.Afterreading:Re lectonlearning

Tolearnmore,readCoreSix:Chapter1.ReadingforMeaningonlineathttp://www.ascd.org/publications/books/113007/chapters/Reading‐for‐Meaning.aspxSilver,H.F.,Dewing,R.T.,&Perini,M.J.(2012).Thecoresix:Essentialstrategiesforachievingexcellencewiththecommoncore.Alexandria,VA:ASCD.Accesstobookinformationhere:http://www.ascd.org/publications/books/113007.aspx

C R

FiveStepstoaCloseRead:AnOnlineModel Step1:SetaPurposeforReading Step2:FirstReading Step3:Secondreading—Quotes,Notes,Questions,Insights Step4:Paireddiscussion‐‐formative Step5:Writingassignment

Pleaserefertothetemplatehere:https://content.dodea.edu/VS/csieportfolio_14/interactives/dvhs_csi_student_version/docs/close_reading_student_template.pdf

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http://www.ascd.org/publications/books/113007/chapters/Reading-for-Meaning.aspx


https://content.dodea.edu/VS/csieportfolio_14/interactives/dvhs_csi_student_version/docs/close_reading_student_template.pdf


GOAL#2S :C S :A V

Updated 12/01/17

Purpose:ImproveReading

VocabularyCODESheet—HowdoICODEwithStudents?

onnect—throughsynonyms,antonyms,previouslearning,visuals,de initions,etc.

rganize—throughcategories

eeplyprocess—throughworkinvolvingactivelearning,makingfurtherconnectionsandcon‐

tinuedcategorizing

xercise—throughpracticeandrepetition,games,matching,etc.

OC

DEWhichwordsshouldbecoded?

Whileanywordcanbe,CareerReadyStandardsforLiteracy(CCRSL)stressestheneedforstudentstoworkmorefrequentlywithTierTwovocabularyinordertopreparethemforlearningbeyondsecondaryschool.

WhatareTierTwowordsandwhyshouldIspendtimeonthem?

TierOne:TierOnewordstendtobeinformalinnature.Forexample,ratherthanusingawordlike“thus”tomakeaconnectionbetweenideas,apersonmightsay“so.”Tieronewordsarethosewordswhichstudentslearnthroughspeechacquisition(therateofwhichvariesfromstudenttostudent)andcanbein luencedbyregionalordialecticaldifferences.

TierThree:TierThreewordstendtofocusoncontentspeci iclanguage.Thesewordsareveryoftentaughtincontextinastudent’stextbook.Theyoftenappearaswordsthatareboldandin‐textde initionsareoften

provided.Often,exercises,games,andpracticeactivitiescenteraroundthesewords.Aquestiontoaskyour‐

self:wouldstudentsbene itfromaddedconnections,organization,ordeepprocessingactivitiesbeforebeingaskedtoexercisewiththesewords?TierThreewordstendtobeconcreteinnature.

TierTwo:TierTwowordsarethosewordsmostoftenacquiredthroughreadingandareoftenmadeupof

conjunctiveadverbs,transitionalexpressions,formalnouns,speci icverbs,adverbs,andadjectivesthatcross

disciplines.Assuch,theyarenotinformal,noraretheycontentspeci ic.Peopletendnotto“pickup”TierTwowordsfromconversationorfromtextbooks.StudentswithoutagoodgraspofTierTwowordstendtostruggle

withunderstanding.ThosewithagoodgraspofTierTwowordstendtobebetterwritersastheyhavemore

conceptswithwhichtowork.TierTwowordstendtobeabstractratherthanconcrete,formalratherthanin‐

formal.Forexample:

Thusinsteadofso:becauseofeverythingI’vesaid(writtenorpresented)before,Icannowsaythis

Converselyinsteadofbut:I’vesaid(writtenorpresented)alot,butnowI’mgoingtosaytheopposite

HOTS was developed by Stanley Pogrow for Lower Level Students

Pogrow(1987)describestheHOTScurriculum:

"TheHOTSprogramcurrentlyconsistsofdailylessonsbuiltaroundpopular,commerciallyavailable

softwarethatdevelopsthefollowingthinkingskills:

TheHOTScurriculumdifferssubstantiallyfromconventionalapproachestousingcomputers.Softwareis

notusedtoteachtheaboveoranyotherspeci icskills.Rather,softwareisusedasaopportunitytocreate

'learningdramas':situationswherestudentsarehighlymotivatedtocompleteataskandwherequestionsaredevelopedtostimulatestudentstoengageinthekeythinkingskills.Thesequestionsarenot

necessarilyrelatedtothespeci icgoalofthesoftware,noristhespeci icgoalofthesoftwareimportantto

thelearningprocess.Theprogramssimplyinvolveandintriguethestudents.


GOAL#2 S :HOTSH O T S

Purpose:ReadingforEssentialUnderstanding

MetacognitionDevelopingandarticulatingstrategiesandtestingtheireffectsinsolvingproblems.Sucharticulationbothrequiresanddevelopssophisticatedlanguagecomprehensionskills.

InferenceBuildingunderstandingofunknownconceptsbyusinginformationfromknownconcepts.Again,languageskillshelpmakethenecessaryconnec‐tions.

DecontextualizationGeneralizinginformationfromonecontexttoan‐other.Whenpoorlearnersencounteranewbitofinformation,itisstoredinmemoryasaconceptpeculiartothespeci iccontextinwhichitwaslearned.Problemsolvingrequiresanabilitytolinkrelatedideas.

CombiningandSynthesizingInformation

(2015).L.King.BasedontheHOTScurriculumdevelopedbyStanleyPogrow(1987).Centralgraphic,modi iedfromchatchaisurakram.

Multicolorpresentationtemplate.iStock/thinkstock.

Updated 12/01/17

ThefollowingisanexampleofaquestioningstrategydevelopedaroundthepopularOregonTrail

simulationtopromotethekeythinkingskills:

Formetacognitionskills,ask,'WhatstrategydidyouusetogettoOregon,andwhywasitmoresuccessfulthanotherattempts?'or'Whatstrategydidyouuseandwhywasitunsuccessful?'

Tofacilitatedecontextualization,ask,'Wherehaveyouheardthewordyokebefore?'or'Fromwhatperspectiveareyouviewingthewagon,andhowdidthatdifferfromtheperspectivewhenyouwere

lyingtheballoonintheRidetheWindprogram?'

Toemphasizeinferencefromcontext,givethesedirections:'Readtheinstructionsandtellmeifyou

thinkayokeasusedinthisprogramispartofanegg[theyolk],whynot,whatyouthinkitmightbe,andwhyyouthinkitwouldbeimportant.'

And inally,toencouragestudentstocombinetheinformationthey'velearned,ask,'IsanyonewhotraveledtheOregonTrailstillalivetoday?Howcouldyou igureitout?'"(p.11)


GOAL#2S :HOTSH O T S


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NorthCentralRegionalEducationalLaboratory.HOTSCurriculum(1987),originallypublishedbyStanleyPogrow,1987byTheInternationalSocietyforTechnologyinEducation.RetrievedFebruary24,2015,fromhttp://www.ncrel.org/sdrs/areas/issues/students/

atrisk/at7lk20.htm

Updated 12/01/17


GOAL#2 S :HOTSH O T S


A 3–

Daws,T.,&Schiro,Ed.D.,P.(2009).TutorialSupportCurriculumResourceGuideCreatingRigorousTutorialstoIncreaseStudentAchievementinAcademicClasses.

Publisher:AVID.

Updated 12/01/17


GOAL#2Purpose:ReadingforEssential

Understanding

B '

Bloom'sDigitalTaxonomyMapRetrievedfromhttp://edorigami.wikispaces.com/Bloom%27s+‐+Introduction

underCreativeCommons2.5http://creativecommons.org/licenses/by‐sa/2.5/

KEY:Elementscoloredinblackarerecognizedandexistingverbs,Elementscoloredinbluearenewdigitalverbs.

S :HOTSB ’ D T

Updated 12/01/17

http://edorigami.wikispaces.com/Bloom%27s+-+Introduction

https://creativecommons.org/licenses/by-sa/2.5/

http://www.avid.org/educators.ashx


GOAL#2 S :HOTSB ’ D T


R

Thiselementofthetaxonomydoesinferthe

retrievalofmaterial.Thisisakeyelementgiven

thegrowthinknowledgeandinformation.The

digitaladditionsandtheirexplanationsareas

follows:

Bulletpointing–Thisisanalogoustolistingbut

inadigitalformat.

Highlighting–Thisisakeyelementofmostproductivitysuites;encouragingstudentstopickoutandhighlightkeywordsandphrasesisatechniqueforrecall.

Bookmarkingorfavorite‐ing–thisiswherethestudentsmarkforlaterusewebsites,resourcesand iles.Studentscanthenorganizethese.

Socialnetworking–thisiswherepeopledevelopnetworksoffriendsandassociates.Itforgesandcreateslinksbetweendifferentpeople.Likesocialbookmarks(seebelow)asocialnetworkcanform

akeyelementofcollaboratingandnetworking.

Socialbookmarking–thisisanonlineversionoflocalbookmarkingorfavorites,Itismore

advancedbecauseyoucandrawonothers'

bookmarksandtags.Whilehigherorderthinking

skillslikecollaboratingandsharing,cananddomakeuseoftheseskills,thisisitssimplestform‐

asimplelistofsitessavedtoanonlineformat

ratherthanlocallytothemachine.

Searchingor"Googling"‐Searchenginesare

nowkeyelementsofstudents'research.Atits

simplestthestudentisjustenteringakeywordor

phraseintothebasicentrypaneofthesearch

engine.Thisskilldoesnotre inethesearch

beyondthekeywordorterm.

U

Thedigitaladditionsandtheirexplanationsareas

follows:

AdvancedandBooleanSearching–Thisisaprogressionfromthepreviouscategory.Students

requireagreaterdepthofunderstandingtobeabletocreate,modifyandre inesearchestosuittheirsearchneeds.

BlogJournaling–Thisisthesimplestoftheuses

forablog,whereastudentsimply"talks""writes"or"types"adaily‐ortask‐speci icjournal.Thisshowsabasicunderstandingoftheactivityreportedupon.Theblogcanbeusedtodevelophigherlevelthinkingwhenusedfordiscussionandcollaboration.

Twittering–TheTwittersite'sfundamental

questionis"whatareyoudoing?"Thiscanbe,in

itsmostsimplisticform,aoneortwoword

answer,butwhendevelopedthisisatoolthat

lendsitselftodevelopingunderstandingandpotentiallystartingcollaboration.

Categorizing–digitalclassi ication‐organizing

andclassifying iles,websitesandmaterialsusing

foldersetc.

Commentingandannotating–avarietyoftools

existthatallowtheusertocommentandannotate

onwebpages,.pdf ilesandotherdocuments.The

userisdevelopingunderstandingbysimply

Key Terms - Remembering: Recognizing, listing, describing, identifying, retrieving, naming, locating, finding, Bullet pointing, highlight-ing, bookmarking, social networking, Social book-marking, favorite-ing/local bookmarking, Searching, Googling.

Updated 12/01/17



Understanding

commentingonthepages.Thisisanalogouswith

writingnotesonhandouts,butispotentially

morepowerfulasyoucanlinkandindexthese.

Subscribing–Subscriptiontakesbookmarkingin

itsvariousformsandsimplisticreadingonelevel

further.Theactofsubscriptionbyitselfdoesnot

showordevelopunderstandingbutoftenthe

processofreadingandrevisitingthesubscribed‐

tofeedsleadstogreaterunderstanding.

A


follows:

Runningandoperating–Thisistheactionof

initiatingaprogramoroperatingandmanipulatinghardwareandapplicationstoobtainabasicgoalorobjective.

Playing–Theincreasingemergenceofgamesasa

modeofeducationleadstotheinclusionofthisterminthelist.Studentswhosuccessfullyplayor

operateagameareshowingunderstandingof

processandtaskandapplicationofskills.

UploadingandSharing‐uploadingmaterialsto

websitesandthesharingofmaterialsviasiteslike

Flickretc.Thisisasimpleformofcollaboration,a

higherorderthinkingskill.

Hacking–hackinginitssimplerformsisapplying

asimplesetofrulestoachieveagoalorobjective.

Editing–Withmostmedia,editingisaprocessor

aprocedurethattheeditoremploys.

A


follows:

Mashing–mashupsaretheintegrationofseveraldatasourcesintoasingleresource.Mashingdata

currentlyisacomplexprocessbutasmoreoptionsandsitesevolvethiswillbecomeanincreasinglyeasyandaccessiblemeansofanalysis.

Linking–thisisestablishingandbuildinglinks

withinandoutsideofdocumentsandwebpages.

Reverse‐engineering–thisisanalogouswith

deconstruction.Itisalsorelatedtocrackingoften

withoutthenegativeimplicationsassociatedwiththis.

Cracking–crackingrequiresthecrackerto

understandandoperatetheapplicationorsystem

beingcracked,analyzeitsstrengthsandweaknessesandthenexploitthese.

Validating–Withthewealthofinformation

availabletostudentscombinedwiththelackof

authenticationofdata,studentsoftodayandtomorrowmustbeabletovalidatetheveracityof

theirinformationsources.Todothistheymustbe

abletoanalyzethedatasourcesandmakejudgmentsbasedonthese.

Key Terms - Understanding: Interpreting, Summarizing, inferring, paraphrasing, classifying, comparing, explaining, exemplifying, Advanced searching, Boolean searching, blog journaling, twittering, categorizing and tagging, commenting, annotating, subscribing.

S :HOTSB ’ D T

Key Terms - Applying: Implementing, carrying out, using, executing, run-ning, loading, playing, operating, hacking, uploading, sharing, editing.

Updated 12/01/17


GOAL#2 S :HOTSB ’ D T


Tagging–Thisisorganizing,structuringand

attributingonlinedata,meta‐taggingweb

pagesetc.Studentsneedtobeableunderstand

andanalyzethecontentofthepagestobeableto

tagit.

E

Thedigitaladditionsandtheirexplanationsare

asfollows:

Blog/vlogcommentingandre lecting–

Constructivecriticismandre lectivepracticeareoftenfacilitatedbytheuseofblogsandvideoblogs.Studentscommentingandreplyingtopostingshavetoevaluatethematerialincontextandreply.

Posting–postingcommentstoblogs,discussion

boards,threadeddiscussions.Theseare

increasinglycommonelementsofstudents'daily

practice.Goodpostingslikegoodcomments,arenotsimpleone‐lineanswersbutratherare

structuredandconstructedtoevaluatethetopic

orconcept.

Moderating–Thisishighlevelevaluation;themoderatormustbeabletoevaluateapostingor

commentfromavarietyofperspectives,assessing

itsworth,valueandappropriateness.

Collaboratingandnetworking–Collaborationisanincreasingfeatureofeducation.Inaworld

increasinglyfocusedoncommunication,

collaborationleadingtocollectiveintelligenceisa

keyaspect.Effectivecollaborationinvolves

evaluatingthestrengthsandabilitiesofthe

participantsandevaluatingthecontributionthey

make.Networkingisafeatureofcollaboration,

contactingandcommunicatingwithrelevant

personviaanetworkofassociates.

Testing(AlphaandBeta)–Testingof

applications,processesandproceduresisakeyelementinthedevelopmentofanytool.Tobeaneffectivetesteryoumusthavetheabilitytoanalyzethepurposeofthetoolorprocess,whatitscorrectfunctionshouldbeandwhatitscurrentfunctionis.

C


follows:

Programming–Whetheritiscreatingtheirownapplications,programmingmacrosordeveloping

gamesormultimediaapplicationswithin

structuredenvironments,studentsareroutinelycreatingtheirownprogramstosuittheirneeds

andgoals.

Filming,animating,videocasting,podcasting,

mixingandremixing–theserelatetothe

increasingavailabilityofmultimediaandmultimediaeditingtools.

Key Terms - Analyzing: Comparing, organizing, deconstructing, Attributing, outlining, finding, structuring, integrating, Mashing, linking, reverse-engineering, cracking, mind- mapping, validating, tagging.

Key Terms - Evaluating: Checking, hypothesizing, critiquing, experimenting, judging, testing, detecting, monitoring, (Blog/vlog) commenting, reviewing, posting, moderating, collabo-rating, networking, reflecting, (Alpha & beta) testing.

Updated 12/01/17



Understanding

Studentsfrequentlycapture,create,mixand

remixcontenttoproduceuniqueproducts.

Directingandproducing–todirectingor

producingaproduct,performanceorproduction

isahighlycreativeprocess.Itrequiresthe

studenttohavevision,understandthe

componentsandmeldtheseintoacoherent

product.

Publishing–whetherviatheweborfromhome

computers,publishingintext,mediaordigitalformatsisincreasing.Againthisrequiresahugeoverviewofnotonlythecontentbeingpublished,buttheprocessandproduct.RelatedtothisconceptarealsoVideoblogging–theproductionofvideoblogs,bloggingandalsowiki‐ing‐creating,addingtoandmodifycontentinwikis.CreatingorbuildingMashupswouldalso ithere.

B Churches,A.2009,Bloom’sDigitalTaxonomy

Churches,A.2007,EducationalOrigami,Bloom'sandICTTools

Anderson,L.W.,andD.Krathwohl(Eds.)(2001).ATaxonomyfor

Learning,TeachingandAssessing:aRevisionofBloom'sTaxonomy

ofEducationalObjectives.Longman,NewYork.

Acknowledgements:Forassistance,discussionandoften

punctuation:MiguelGuhlin,SherylNussbaum‐Beach,Alan

Knightbridge,SueCattell,RaewynCasey,MargMcLeod,Doug

DeKockEmail:AndrewChurches

Key Terms - Creating: designing, constructing, planning, producing, invent-ing, devising, making, programming, filming, animat-ing, Blogging, Video blogging, mixing, remixing, wiki-ing, publishing, videocasting, podcasting, directing/producing, creating or building mash ups

S :HOTSB ’ D T

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RefertoAppendixCforexamples.

http://totallypic.com/

http://edorigami.wikispaces.com/file/view/bloom's+Digital+taxonomy+v3.01.pdf

http://edorigami.wikispaces.com/Bloom's+and+ICT+tools

mailto:[email protected]



UnderstandingS :P F

P F

Providingtherightkindoffeedbacktostudents

canmakeasigni icantdifferenceintheir

achievement.Therearetwokeyconsiderations:

First,feedbackthatimproveslearningis

responsivetospeci icaspectsofstudentwork,

suchastestorhomeworkanswers,andprovides

speci icandrelatedsuggestions.Thereneedsto

beastronglinkbetweentheteachercommentandthestudent'sanswer,anditmustbeinstructive.Thiskindoffeedbackextendstheopportunitytoteachbyalleviatingmisunderstandingandreinforcinglearning.

Second,thefeedbackmustbetimely.Ifstudentsreceivefeedbacknomorethanadayafteratestorhomeworkassignmenthasbeenturnedin,itwillincreasethewindowofopportunityforlearning.Feedbackisaresearch‐basedstrategythatteachers,andstudents,canpracticetoimprovetheirsuccess.

K R F

Whenfeedbackiscorrectiveinnature—thatis,it

explainswhereandwhystudentshavemade

errors‐‐signi icantincreasesinstudentlearning

occur(Lysakowski&Walberg,1981,1982;

Walberg,1999;Tennenbaum&Goldring,1989).

Feedbackhasbeenshowntobeoneofthemost

signi icantactivitiesateachercanengageinto

improvestudentachievement(Hattie,1992).

Askingstudentstocontinueworkingonatask

untilitiscompletedandaccurate(untilthestandardismet)enhancesstudentachievement(Marzano,Pickering,&Pollock,2001).

Effectivefeedbackistimely.Delayinproviding

studentsfeedbackdiminishesitsvalueforlearning(Banger‐Drowns,Kulik,Kulik,&Morgan,1991).

Administerteststooptimizelearning.Givingtests

adayafteralearningexperienceisbetterthantestingimmediatelyafteralearningexperience(Bangert‐Downs,Kulik,Kulik,&Morgan,1991).

Rubricsprovidestudentswithhelpfulcriteriafor

success,makingdesiredlearningoutcomes

clearertothem.Criterion‐referencedfeedbackprovidestherightkindofguidanceforimproving

studentunderstanding(Crooks,1988;Wilburn&

Felps,1983).

Effectivelearningresultsfromstudentsprovidingtheirownfeedback,monitoringtheirwork

againstestablishedcriteria(Trammel,Schloss,&

Alper,1994;Wiggins,1993).

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Understanding

I

Fine‐tunehowyouprovidefeedbackbyfocusing

onthedetailsofwhatyousay,aswellaswhenyou

sayit.Researchsuggestsbestpracticesfor

providingfeedback:

1. Increasethevalueoftestsandhomework.

Providingonlyagradeornumberonatestor

homeworkassignmentleavesoutcritical

informationforstudents.Taketimetowritecomments,pointoutomissions,andexplainyourthinkingwhenreviewingstudentwork.

2. Makefeedbackcount.Feedbackisbestwhenitis

correctiveinnature.Helpstudentsseetheirerrorsandlearnhowtocorrectthembyprovidingexplicitandinformativefeedbackwhenreturningstudentwork.Makefeedbackanotherpartofthelearningprocess.Don'tdelayfeedback.Thelongerstudentshavetowaitforfeedback,theweakertheconnectiontotheireffortbecomes,andthelesslikelytheyaretobene it.

3. Helpstudentsgetitright.Ifstudentsknowyouwanttoseethemsucceed,andyou'rewillingtohelpexplainhow,theirlearningimproves.Give

studentsopportunitiestoimprove,tryagain,and

getitright.

4. Askstudentstoprovidefeedback.Studentscanmonitorandprovidefeedbacktootherstudents,

aswellascomparetheirworktocriteria.Engagestudentsinreviewoftheirownworkandothers.

5. Givestudentstimetoabsorbnewideas.Testsaremoreeffectiveasopportunitiesforlearningifadayhasgonebybetweenlearningexperiencesandthetest.

6. Userubrics.Rubricsprovidecriteriaagainst

whichstudentscancomparetheirlearning.

Involvestudentsindevelopingrubrics.Rubrics

helpstudentsfocustheireffort.

Psencik,Ed.D.,K.(n.d.).ExaminingStudentWorkandProvidingPreciseFeedback.

RetrievedFebruary24,2015,fromhttp://www4.scoe.net/ims/webcasts/relatedMaterials/140121ProvidingFeedback.pdf

OriginalSource:http://www.netc.org/focus/strategies/prov.php

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RefertoAppendixDforexamples.

S :P F

http://www4.scoe.net/ims/webcasts/relatedMaterials/140121ProvidingFeedback.pdf

REFERENCES P u b l i c a t i o n s

(2005). RESEARCHED-BASED STRATEGIES, Summarizing and Note Taking. Focus on Effectiveness. Retrieved 03, 2011, from http://www.netc.org/focus/strategies/summ.php [No longer a viable link].

Silver, H. F., Dewing, R. T., & Perini, M. J. (2012). The core six: Essential strategies for achieving excellence with the common core. Alexandria, VA: ASCD. Access to book infor-mation here: http://www.ascd.org/publications/books/113007.aspx

W e b R e s o u r c e s

“AVID, Advancement Via Individual Deter-mination, is a global nonprofit organization dedicated to closing the achievement gap by preparing all students for college and other postsecondary opportunities.” http://www.avid.org/what-is-avid.ashx

AVID College Readiness System http://www.avid.org/avid-college-readiness-system.ashx

AVID and the Common Core State Standards http://www.avid.org/common-core.ashx

AVID Research. http://www.avid.org/research.ashx.

Core Standards: http://www.corestandards.org/wp-content/uploads/ELA_Standards1.pdf

Core Six: Chapter 1. Reading for Meaning online at http://www.ascd.org/publications/books/113007/chapters/Reading-for-Meaning.aspx

Education Northwest, also known as Northwest Regional Education Laboratory, conducts Educational Research and provides professional development and consulting services to educational organizations. http://educationnorthwest.org/

6+1 Trait Rubrics http://educationnorthwest.org/traits/traits-rubrics

5-Point Writer’s Rubric http://educationnorthwest.org/sites/default/files/5-pointwriters-rubric.pdf

Educational Origami is a blog and a wiki, about 21st Century Teaching and Learning. This wiki is not just about the integration of technology into the classroom, though this is certainly a critical area, it is about shifting our educational paradigm. Its really about PEDAGOGY. http://edorigami.wikispaces.com/

Bloom's Digital Taxonomy Map http://edorigami.wikispaces.com/Bloom%27s+-+Introduction

Bloom's and ICT tools http://edorigami.wikispaces.com/Bloom%27s+and+ICT+tools

NCREL North Central Regional Educa-tional Laboratory provides resources on “Critical Issues” involving school improve-ment “Pathways”. http://www.ncrel.org/sdrs/

The Literate Learner, is a website created by teachers, Vince Long and Steve Gardner, at Billings Senior High School in Billings, Montana. This site provides information about 21st Century Literacy, Reading and Writing Resources. http://www.literatelearner.com/

6-Trait Writing Process http://www.literatelearner.com/6traits/page_template6t.php?f=main

Updated 12/01/17


http://www.avid.org/what-is-avid.ashx

http://www.avid.org/avid-college-readiness-system.ashx

http://www.avid.org/common-core.ashx


http://www.corestandards.org/wp-content/uploads/ELA_Standards1.pdf

http://www.ascd.org/publications/books/113007/chapters/Reading-for-Meaning.aspx

http://educationnorthwest.org/

http://educationnorthwest.org/traits/traits-rubrics

http://educationnorthwest.org/sites/default/files/5-pointwriters-rubric.pdf

http://edorigami.wikispaces.com/


http://edorigami.wikispaces.com/Bloom%27s+and+ICT+tools

http://www.literatelearner.com/

http://www.literatelearner.com/6traits/page_template6t.php?f=main

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IMAGE CREDITS P a g e 1

DVHS Logo

Mitchell, Dean. Students Standing Together - Isolated. 123947078. iStock/thinkstock. iStock/thinkstock

P a g e s 2 - 3

DVHS Logo

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buchachon. Success icon diagram. 173314239. iStock/thinkstock.

moodboard. University students studying, from above. 97429031. moodboard/thinkstock.

P a g e s 6 - 7

totallyPic.com. Creative template with pencil ribbon banner flow chart. 495569329. iStock/thinkstock.

Fuse. Teenager Reading Book. 78753306. thinkstock.

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LuminaStock. Teenage Girl Doing Homework. 166668594. iStock/thinkstock.

Monkey Business Images. Students studying in geography class. [cropped] 84464685. Monkey Business/thinkstock.

Goodshoot RF. teen boy seated on inflatable chair with laptop. 89585324. Goodshoot/thinkstock.

P a g e s 1 2 - 1 3

Lady-Photo. Critical thinking. 495524598. iStock/thinkstock.

P a g e s 1 4 - 1 5

TongRo Images Inc. Creative image with pen tearing paper to reveal an image. 87179513. TongRo Images/thinkstock.

DoDEA College & Career Ready Logo (Purple Apple)

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kreinick. Apple to Orange. 178972681. iStock/thinkstock.

P a g e 2 0 - 2 1

Avosb. Open book, hardback books on wooden table. 485377776. iStock/thinkstock.

P a g e 2 2 - 2 3

chatchaisurakram. Multicolor presentation template. [modified] 459459877. iStock/thinkstock.

Godruma. Modern Question mark icon : Vector Art. 478765949. iStock/thinkstock.

P a g e 2 4 - 2 5

Daws, T., & Schiro, Ed.D., P. (2009). Avid 3– story intellect model house. Tutorial Support Curriculum Resource Guide Creating Rigorous Tutorials to Increase Student Achievement in Academic Classes. Published by AVID.

Church, Andrew. Bloom's Digital Taxonomy Map Retrieved from http://edorigami.wikispaces.com/Bloom%27s+-+Introduction under Creative Commons 2.5 http://creativecommons.org/licenses/by-sa/2.5/.

P a g e 2 8 - 2 9

totallyPic.com. Abstract 3d paper infographics. [modified] 455784581. iStock/thinkstock.

P a g e 3 0 - 3 1

Romanov, Askold. E-learning icon flat. [modified] 525105875. iStock/thinkstock.

buchachon. Best practice. 174264486. iStock/thinkstock.

Appendix: (See specific pages for details)

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Updated 12/01/17


APPENDIX A T

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G #1,S #1S W S #26‐T

Department:EnglishCourse:ELA12

6TraitandSummaryIntervention(Goal1):ThisassignmentisaculminatingactivityforaunitthatfocusedonSirThomasMore's"Utopia"andresearch.ThestudentshadcomparetheliteraryUtopiawiththewaysocialinsti‐tutionsintheUnitedStatesoperated.Thenstudenthadtodeveloptheirownidealsandsummarizetheirideasintheformofacreativebrochure.The6+1traitswereusedtoevaluatethestudent'swork.(Ware‐UtopiaBro‐chureexampleinfolder)

GeneralAssignmentInstructions:ThePrimaryWritingRubric

The6+1Trait®Writingrubricisthebasisforallwritingrubricsinthiscourse.Checkitcarefullytoseehowwrit‐ingwillbescored.Thekeyideasforthebestscoresaresummarizedbelowasareminder.

Ideas/Content:TopScores(4‐5,ortheA‐Brange):Thisproductisclearandfocused.Itholdsthereader’sattentionandsup‐portsitsideasthroughampleandeffectiveuseofevidence

Organization:TopScores(4‐5,ortheA‐Brange):Theorganizationenhancesandshowcasesthecentralideaortheme.Theorder,structure,orpresentationofinformationiscompelling.

Voice:TopScores(4‐5,ortheA‐Brange):Thewriterspeaksdirectlytothereaderinawaythatisindividual,compelling,andengaging.Thewritershowsanawarenessandrespectfortheaudienceandthepurposeforwriting.

WordChoice:TopScores(4‐5,ortheA‐Brange):Wordsconveytheintendedmessageinaprecise,interesting,andnaturalway.Thewordsarepowerfulandengaging.

SentenceFluency:TopScores(4‐5,ortheA‐Brange):Thewritinghasaneasy low,rhythm,andcadence.Sentenceshaveastrongandvariedstructure

Convention:TopScores(4‐5,ortheA‐Brange):Thewriterdemonstratesagoodgraspofstandardwritingconventions(e.g.,spelling,punctuation,capitalization,grammar,usage,paragraphing)andusesconventionseffectivelytoenhancereadability.Errorsarefewanddonotdistractfromunderstanding.

Presentation:TopScores(4‐5,ortheA‐Brange):Theformandpresentationofthetextenhancestheabilityforthereadertounderstandandconnectwiththemessage.Itispleasingtotheeye.

Clicktheimagebelowtoreviewtherubric&astudentexample.

https://content.dodea.edu/VS/csieportfolio_14/flipping_book/csi_strategies_booklet/sources/g1s1_ela_alethea/g1s1ela1.swf

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APPENDIX A G #1,S #1S W

Department:EnglishCourse:ELA10

Writing:1F

Studentshadtowritearadiointerviewcontainingasummarybetweentwocharacters.

GeneralAssignmentInstructions:

Foryour inalassignmentonthestory“TheWager”(or“TheBet”),youwillwritearadiointerviewbetweentheBankerandaninvestigativejournalistsetintheyear1905,twentyyearsaftertheJuristvanishedfromhisplaceofcon inement.BesuretheinterviewcontainsasummaryoftheeventsinthestoryandtheBanker’sre lectionsontheseevents.Howhavetheeventsfrom“thewager”changedtheBanker’soutlookandmorality?WhatmoralissueswereaddressedinthestoryandwhataretheBanker’sopinionsaboutthemnow?Hashechangedhiside‐asaboutlifeanddeathandwhatmakeslifeworthwhile?Ifso,how?Besureyourinterviewhaseachcharacterspeakingatleasteighttimes.

Clicktheimagebelowtoreviewastudentexample.

https://content.dodea.edu/VS/csieportfolio_14/flipping_book/csi_strategies_booklet/sources/g1s1_sw_alethea/g1s1_sw_ela.swf

APPENDIX A T

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G #1,S #1S W

Department:WorldLanguagesCourse:German

GeneralAssignmentInstructions:

WriteinGERMANawell‐organizedandcoherentcompositionofabout150wordsonthepromptprovided.Yourworkwillbeevaluatedforgrammaticalaccuracyandspelling;forvariety,rangeandappropriatenessofvocabu‐laryandidioms;andfororganization.Besuretoincludespeci icexamplesfromthesourcesabovetosupportyourresponse.

NOextracreditwillbegivenforexceedingtheprescribedlength.Creditwillbedeductedforcompositionsthataretooshort.NOcreditwillbegivenforacompositionthatdoesnotaddresstheprompt.

Questions:

1. WiehabensichdieGesetzeinBezugaufdieEheunddieErziehungderKinderimZeitablaufverandert?

2. WasfureineWirkunghabendieseAnderungenaufdieFamiliebzw.dieGesellschaftgehabt?

Clicktheimagebelowtoreviewtherubric&astudentexample.

https://content.dodea.edu/VS/csieportfolio_14/flipping_book/csi_strategies_booklet/sources/g1s1_sw_german/g1s1_sw_german.htm

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APPENDIX A G #1,S #1S W

Department:CTECourse:APComputerScience

ExamErrorLogs—GeneralAssignmentInstructions:

Studentsreviewtheirendofchapterexamstogiveexplanationsforincorrectanswersandtoanalyzethecorrectresponse.UNDERSTANDTHECONCEPTOFTHEPROBLEMANDYOURMISTAKEBEFOREYOUSTARTWRITING.Youcancompleteinanyformatofyourchoice(document,presentation,video,etc).Beascreativeasyoulike.Usehighlightingandcolorstohelpexplainyourreasoning/explanations.TheexampleonthenextpageshowsONEwayyourerrorlogcanbecompleted.

ClickthethumbnailimagestoopenPDFexamples&studentwork.

Examplestudentwork.Examplegiventostudents.

https://content.dodea.edu/VS/csieportfolio_14/flipping_book/csi_strategies_booklet/sources/documents/error_log_sample.pdf

https://content.dodea.edu/VS/csieportfolio_14/flipping_book/csi_strategies_booklet/sources/documents/error_logs.pdf

APPENDIX A T

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G #1,S #1S W

Department:MathCourse:Trigonometry

GeneralAssignmentInstructions:BusinessApplications

Researchalocalbusinessto indoutwhatyoucanaboutitspro itsandcosts.Afterdoingso,completedthefol‐lowingtasks:.


https://content.dodea.edu/VS/csieportfolio_14/flipping_book/csi_strategies_booklet/sources/g1s1_trig/g1s1_trig.swf

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APPENDIX A G #1,S #1S W (M /AVID)

Department:SocialStudiesCourse:WorldHistory

ThisassignmentrequiresstudentstousemanylevelsofBloomsTaxonomyinwritingtheirsummary.

Clickthethumb‐nailimageabovetoopenthePDFofinformationandexamples.

https://content.dodea.edu/VS/csieportfolio_14/flipping_book/csi_strategies_booklet/sources/documents/worldhxgoal1.pdf

APPENDIX B T

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G #1,S #2—6+1W T

Department:SocialStudiesCourse:U.S.History

Pleasereviewthe6+1Rubricthatwillbeusedtogradethisassignmentbeforestarting.

Inanessayofatleast500words,describewhyPresidentAndrewJacksonwasconsideredamanofthepeople.Youressayshouldincludeinformationregardinghisbackgroundandcharacter.Besuretocitespeci icexamples.

Documentatleastthreesourcesinthestyleofyourchoice(MLA,APA,ETC).

Clickthethumb‐nailimageabovetoopenthePDFoftherubricand

example.

https://content.dodea.edu/VS/csieportfolio_14/flipping_book/csi_strategies_booklet/sources/documents/ushx_goal1_6_1.pdf

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APPENDIX B G #1,S #2—6+1W T

Department:WorldLanguagesCourse:Japanese

Unit3GrammarNotes(Pastimes)GeneralAssignmentInstructions:

OutlinetoCompleteGrammarNotes

Directions:FillinyourgrammarnotesbasedontheOutlineoftheUnitprovidedinthis ile.DoNOTdeleteany‐thinginthisoutline,just illinyour“notes”asyougoandsavethe ileasyouaddmaterialtoit.MakesureyouprovideatleastsomethingoneachtopicineachPartofeachSection,andmakethese“notes”workforYOUbyprovidingenoughinformation,includingexamples,tothoroughlycoverthegrammar(andsomevocabulary/expressionsasneeded).Ineverexpecteveryone’snotestobethesame,andyoushouldfocusonthosethingsyouhavethemostproblemswith(thatyouneedthemostreviewon)butyouMUSTincludesomethingforeachitem,sobecreativewithwhatwillhelpYOUthemostoneachitem.Alsokeepinmindthatifyouaredoingverywellonexams,thenIdon’texpectasmuchdetailinyournotes,butifyouarenotdoingverywellonexams,Iex‐pectmorefromyouonthisassignmentsinceyouclearlyneedthereview!Youwillbedoingnotesallyearoneve‐ryunit,soworknowtodevelopasystemthathelpsyoulearnandreview,anddon’tfocusonjustearningtheas‐signmentgrade.

RememberthatyouwillusethesenotestoreviewfortheUnit3Exam,butyouwillalsobeabletousethemforreviewforthesemester/end‐of‐yearexamstoo.Thenoteswillonlyhelpyouifyouputthepropereffortintocre‐atingthem!PleaseseesamplesofpreviousGrammarNotes(forstyleideas)intheResourcesTab,andinthepre‐viousunitmaterials.

Thisassignmentisworth40pointsandisduebyWedDec18.

TheOutlinebeginsonthenextpage.

NOTE:ThisOutlineonlycontainsthe“shell”ofSectionandPartsintheUnitthistime.Itisuptoyoutoidentifyallthetopicscoveredineachthistime.

Clickthethumb‐nailimageabovetoopenthePDFoftherubricand

example.

https://content.dodea.edu/VS/csieportfolio_14/flipping_book/csi_strategies_booklet/sources/documents/wl_6_1_grammar_notes.pdf

APPENDIX C T

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G #2,S #1B ’ D T

Department:Art,Health,Music,PEDept.Course:DigitalPhotography

Allstudentswillincreasetheirabilitytointerpret(decode,analyze,comprehend)electronicmedia(digitaltext)foressentialunderstanding.Thisassignmentisasharedmediaalbum‐afterbeingintroducedtophotographicattributesDigitalPhotographystudentswereto indanexampleofspeci icattributes:light,vantagepoint,andcropping/framing.Fromthewholepageview‐‐‐ataquickglancestudentscanseeexamplesof'light'.Thenextthreepagesshowthedetailviewofthreestudentsubmissions.Strategy:Bloom'sDigitalTaxonomy.Thisassign‐mentisstructuredsothatstudentsgothroughthedifferentsteps.

Remember:Searching/GooglingUnderstand:Commenting/AnnotatingApply:SharingAnalyze:Comparing/MashingEvaluate:Reviewing/Commenting/CollaboratingCreate:Ultimatelythestudentswillbecreatingtheirownworkwhichrelatestothe'photographicattributes'

lessonlaterinthemodule.

Clicktheimagebelowtoreviewstudentexamples.

https://content.dodea.edu/VS/csieportfolio_14/flipping_book/csi_strategies_booklet/sources/g2s1_1_ahmp/g2s1_1_ahmp.swf

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APPENDIX C G #2,S #1B ’ D T

Department:WorldLanguagesCourse:SpanishIII

Strategy:Comprehension(understanding)

SkillsDemonstrated: Understandinginformation Graspmeaning Translateknowledgeintonewcontext Interpretfacts,compare,contrast Order,group,infercauses Predictconsequences.


Goal2:Allstudentswillincreasetheirabilitytointerpret(decode,analyze,compre‐hend)electronicmedia(digitaltext)foressentialunderstanding.

https://content.dodea.edu/VS/csieportfolio_14/flipping_book/csi_strategies_booklet/sources/g2s1_hots_megan_1/g2s1_hots_megan_1.htm

APPENDIX C T

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G #2,S #1B ’ D T

Department:MathCourse:AlgebraII

ApplicationsofSystemsofEquations(WordProblems)

Afterreadingthroughthelesson,studentsweretoapplywhattheyknowaboutLinearSystemsandwriteandtheirownequationsfromwordproblems,thensolvethem.Studentsarerequiredtoreadtheproblemsandinter‐pretwhattheymean.Belowaresomeexamplesofstudents’responses.


https://content.dodea.edu/VS/csieportfolio_14/flipping_book/csi_strategies_booklet/sources/g2s1_alg/g2s1_alg.htm

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APPENDIX C G #2,S #1B ’ D T HOTS

Department:SocialStudiesCourse:Economics

Strategy:HigherOrderThinkingSkills;AVID;Bloom’sTaxonomy

Thisactivitydemonstratesfeedbackthatisatwo‐wayconversationbetweenteacherandstudentandnotjustteacherled.

AssignmentOverview:PowerPoint/Prezi/brochureandDiscussionBoardAssignment

ClickthethumbnailimagestoopenthePDFs.

Instructions

ExampleStudentWork

https://content.dodea.edu/VS/csieportfolio_14/flipping_book/csi_strategies_booklet/sources/documents/econ_project_db.pdf

https://content.dodea.edu/VS/csieportfolio_14/flipping_book/csi_strategies_booklet/sources/documents/econ_feedback_dbbrochure.pdf

https://content.dodea.edu/VS/csieportfolio_14/flipping_book/csi_strategies_booklet/sources/documents/2db_csi_econ_2_hots.pdf

APPENDIX C T

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G #2,S #1H O T S (HOTS) F

Department:CTECourse:GamingDesign

SkillsDemonstrated:Thisexampleshowsadiscussionrubricbasedonthestudentsreading.InthisdiscussionthestudentsaredemonstratingtheseHigherOrderThinkingSkills:RememberingUnderstandingApplyingAnalyzingEvaluating.Thediscussionboardalsoallowstheteachertoimplementthestrategy:feedback.


https://content.dodea.edu/VS/csieportfolio_14/flipping_book/csi_strategies_booklet/sources/g2s1_hots_gaming/g2s1_hots_gaming.htm

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APPENDIX C G #2,S #1H O T S (HOTS)

Department:ELACourse:APEnglishLiterature

AssignmentInstructions:Onceyouhavecompletedthisactivity,pleaseparticipateintheNotMyBestSideDiscus‐sion.

Prompt:DescribeindetailwhatishappeninginPauloUccello'sSaintGeorgeandtheDragon.Thelookatthepaintingcloselyandbasedonyourknowledgeofmythandlegend,whataresomeinitialinferenceyoucandrawconcerningthe iguresdepictedinthepainting?Inotherwords,whataresomeofthecharacteristicsyouassumeeachcharacterembodies?PleaseexplainwhatyouthinkUccello'sistryingtoconveytohisaudience?Onceyouhave inished,gotothediscussionboardandreadthepoembyU.A.Fanthorpetitled,"NotMyBestSide"...Don'treadthepoembeforeyouwritedownyourinitialimpressions.=)SaintGeorgeandtheDragon(c.1470),showingUccello'sGothicin luences.PublicDomain,retrievedfrom:http://commons.wikimedia.org/wiki/File:Paolo_Uccello_047b.jpg


http://commons.wikimedia.org/wiki/

https://content.dodea.edu/VS/csieportfolio_14/flipping_book/csi_strategies_booklet/sources/g2s1_hots_1/g2s1_hots_1.htm

APPENDIX D T

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G #2,S #2F

Department:ELACourse:APLanguageandComposition

Thisisanassignmentfromamodulefocusingonelementsoftheargumentessay.


https://content.dodea.edu/VS/csieportfolio_14/flipping_book/csi_strategies_booklet/sources/g2s2_ela_summer/g2s2_ela_summer.htm

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APPENDIX D G #2,S #2F

Department:WorldLanguagesCourse:APFrench

OuronlineAPFrenchLanguagecourseisanadvancedlanguagecourseinwhichstudentsacquirepro icienciesthatexpandtheircognitive,analyticalandcommunicativeskills.Itusesasitsfoundationthethreemodesofcommunication(Interpersonal,InterpretiveandPresentational)asde inedintheStandardsforFor‐eignLanguageLearninginthe21stCentury.ThecourseisdesignedasanimmersionexperiencerequiringtheuseofFrenchexclusively.TheonlinelearningcoachonlyusesFrenchtocommunicatewithstudents.Inaddition,allthereading,listening,speakingandwritingisinFrench.

StudentConversationalFeedbackExample

APPENDIX D T

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G #2,S #2F

Department:SocialStudiesCourse:APMacroeconomics

ADASWorksheet—RecordedAdobeConnectSession

ThisisanExampleofanAdobeConnectrecordingbyateacherexplainingsomethingstudentswerestrugglingtounderstand.

Clicktheimagebelowtowatchtherecordedsession.

https://content.dodea.edu/VS/csieportfolio_14/flipping_book/csi_strategies_booklet/sources/g2s1_apmacro/g2s1_apmacro.htm

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APPENDIX D

( t h i s p a g e i n t en t i o n a l l y l e f t b l a n k )

APPENDIX E G

ClicktheimagebelowtoopentheInteractiveGlossary.

https://content.dodea.edu/VS/csieportfolio_14/interactives/glossary/engage.html

APPENDIX E Acronym Meaning Acronym Meaning AAFES Army and Air Force Exchange Service (PX and BX) EML Environmental Morale Leave AEL Advance Educator Leave EPAS Educators Performance Appraisal System AFN American Forces Network E-QIP Electronic Questionnaires for Investigations Processing AFRTS American Forces Radio and Television Service ERD Early Return of Dependent AO Administrative Officer (formerly SMSS) ESL English as a Second Language AO Approving Official ET Educational Technologist AP Assistant Principal EVT Emergency Visitation Travel AP Advance Placement (courses) FAP Family Advocacy Program AP Area Pacific (mailing address) FAQ Frequently Asked Questions APL Any Purpose Leave FDN Field Deployment Notice APO Army Post Office FEA Federal Education Association ASAP As Soon As Possible FEGLI Federal Employees Group Life Insurance ASL Approved Software List FEHB Federal Employees Health Benefit ASL Academic Salary Lane FERS Federal Employment Retirement System ASS Administrative Support Specialist FML Family and Medical Leave AT Administrative Technologist FMLA Family And Medical Leave Act AT Antiterrorism FPO Fleet Post Office AVID Advancement Via Individual Determination FR Faculty Representative (union) AWOL Absent Without Leave FRS Faculty Representative Spokesperson BAS Benchmark Assessment System GE Gifted Education BO Billing Official GOV Government Operated Vehicle BOQ Bachelor Officer Quarters GPC Government Purchase Card BX Base Exchange GS General Scale (pay grades) CAC Common Access Card -"CAC Card" HAZMAT Hazardous Materials CI Communication Impaired (Speech Pathology) HHG Household Goods CID Criminal Investigation Division HI Hearing Impaired CFC Combined Federal Campaign HQ Headquarters CFC Combined Forces Command IC Information Center (Library/Media) CH Card Holder IEP Individual Education Plan COB Close of Business ILP Instructional Leadership Plan COLA Cost of Living Allowance IP Intervention Program CONUS Continental United States IS Information Specialist (Librarian) CPO Civilian Personnel Office ISS In school suspension CSC Child Study Committee ISS Instructional Support Specialist CSI Continuous School Improvement IT Information Technology CSILT Continuous School Improvement Leadership Team ITT Information Tickets & Travel CSP Community Strategic Plan LES Leave and Earning Statement (pay stub) DAPS DoDEA Allowance Processing System LI Learning Impaired

DDESS Domestic Dependents Elementary& Secondary Schools LI/MM Learning Impaired Mild to Moderate

DEROS Date of Estimated Rotation from Overseas LI/MS Learning Impaired Moderate to Severe DFAS Defense Finance and Accounting System LOE Letter of Employment DOB Date of Birth LQA Living Quarters Allowance DOD Department of Defense LRE Least Restrictive Environment DoDDS Department of Defense Dependents Schools LSS Literacy Support Specialist DoDEA Department of Defense Education Activity LWOP Leave without Pay DPI DoDEA Pacific Intranet (Human Resources) MAC Military Airlift Command DPP Deferred Payment Plan (AAFES Star Card) MAPA Multidimensional Administrator Performance Appraisal DRMO Defense Reutilization Marketing Office MFLC Military Family Life Consultant DSO District Superintendent’s Office MMS Manpower Management System DTS Defense Travel System MOU Memorandum of Understanding EBIS Employee Benefits Information System MP Military Police ECE Early Childhood Education MSS Math Support Specialist EDC Extra Duty Compensation MWR Morale Welfare and Recreation EDIS Educational and Developmental Intervention Services NAF Non-Appropriated Fund EEO Equal Employment Opportunity NCA North Central Association EFMP Exceptional Family Member Program NEA National Education Association EI Emotional Impaired NEO Noncombatant Evacuation Operations

( t h i s p a g e i n t en t i o n a l l y l e f t b l a n k )

DEPARTMENT OF DEF ENSE EDUCAT ION ACT I V I TY

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