Science Instructional GuideFor

High School Integrated Coordinated Science

Biology and Chemistry

Professional Development Module 1

Introduction to the Instructional Guide, Professional Development, and Periodic Assessment System

Who Created the Instructional Guide?

Design Team of Teachers Science Experts and Specialists Central Office Science Unit

LAUSD Science Instructional Guide and Periodic Assessments

So What’s My Role and What Is Expected of Me?

What Must I do in This New System?

What Decisions Will I Be Able to Make?

Connections to Federal,State, and District Initiatives

n How the Instructional Guide and Periodic AssessmentSystem Supports:n Federal Initiative: No Child Left Behind Act of 2001 (NCLB)

n California Science Content Standards, California ScienceFramework, California Standards for the Teaching Profession(CSTP)

n Connections to LAUSD Initiatives to Close the Achievement Gapn The Secondary Literacy Plann The Principles of Learning

What Is in the Guide? Introduction Overview of Major District Initiatives Overview of State Documents Science Pedagogy Overview of Assessments Instructional Matrices Immersion Units (Under Development)

Science Instructional Guide Graphic OrganizerOverview For ICS I

Science InstructionalGuide Overview

I. Major DistrictInitiatives

ß SecondaryLi teracy Plan

ß IFL NinePrinciples ofLearning

ß CulturallyRelevantTeachingMethods to Closethe AchievementGap

ß Small LearningCommunities

ß LAUSPß MSP-SCALE

II. State of CaliforniaDocument

ß The Cali forniaContentStandards

ß ScienceFramework forCalifornia PublicSchools

ß CaliforniaStandards for theTeachingProfession

III. Science PedagogyIV. Assessment

ß PeriodicAssessment

ß Scoring ofPeriodicAssessments

ß Unit Reflectionand Intervention

Appendixß District Contacts

and other usefulinformation

InstructionalComponent 1Earth Science(3c, 3e, 3f, 7b, 7c,9b, 9d), (3a, 3b, 3c,3f, 9b), (3d, 9b, 9c,9d), (I & E a, b, c, d,e, f, g, h, I, k, m)• Content Standard Group• AnalyzedStandards• Instructional Resources: • Sample PerformanceTasks • Sample Scoring Criteria • SomeSuggested Concepts and Skills toSupport Student Success on the Sample Performance • Possible StandardsAligned Resources

InstructionalComponent 2Physics(4a, 4b, 4d, 4e, 4f),(5d, 5e, 5h, 5i, 5j, 5m3f)• Content Standard Group• Analyzed Standards• Instructional Resources: • Sample Performance Tasks • Sample Scoring Criteria • Some Suggested Concepts and Skills to Support Student Success on the Sample Performance • Possible Standards Aligned Resources

InstructionalComponent 3Chemistry(1a, 1b, 1c, 1d, 1e, 1f),(2a, 2b, 2c),(5a, 5c), (7b, 7c)• Content Standard Group• Analyzed Standards• Instructional Resources: • Sample Performance Tasks • Sample Scoring Criteria • Some Suggested Concepts and Skills to Support Student Success on the Sample Performance • Possible Standards Aligned Resources

InstructionalComponent 4Biology(6a, 6b, 6c, 6d, 6e, 6f,6g), (8a, 8b, 8e,),(I & E a, b, c, d, e, f, g,h, i, j, k, l, m, n)• Content Standard Group• Analyzed Standards• Instructional Resources: • Sample Performance Tasks • Sample Scoring Criteria • Some Suggested Concepts and Skills to Support Student Success on the Sample Performance • Possible Standards Aligned Resources

OverarchingInstructionalComponents• Review andRe-teach• Review resultsof PeriodicAssessments• ExtendedLearningInterventions• Student/teacherreflection onstudent work•End of unitassessments• Use of data

SciencePeriodic

Assessment 1

SciencePeriodic

Assessment 2

SciencePeriodic

Assessment 3

SciencePeriodic

Assessment 4

NOTE: The Instructional Guide Matrix that follows lays out an “instructional pathway” that teachers may use as a guide for teaching the Standards Setfor each Instructional Component. Explanations within each box or column of the Legend on this page describe the information that a teacher will findin the boxes and columns of the matrix that follows this Legend.

Science Instructional Guide Graphic OrganizerOverview For Biology

-

Science InstructionalGuide Overview

I. Major DistrictInitiatives

ß SecondaryLi teracy Plan

ß IFL NinePrinciples ofLearning

ß CulturallyRelevantTeachingMethods toClose theAchievementGap

ß Small LearningCommunities

ß LAUSPß MSP-SCALE

II. State of CaliforniaDocument

ß The Cali forniaContentStandards

ß ScienceFramework forCaliforniaPublic Schools

ß CaliforniaStandards forthe TeachingProfession

III. Science Pedagogy

IV. Assessmentß Periodic

Assessmentß Scoring of

Periodic

Instructional Component1

(1b, 1h, 4e, 4f),(1a, 1c, 1e, 1j),(1f, 1g, 1i), (1d, 4a, 4b,4c, 5a, 5b, 7c), (4d, 5c,5d, 5e),• Content Standard Group• Analyzed Standard• Instructional Resources: • Sample Performance Tasks • Sample Scoring Criteria • Some Suggested Concepts and Skills to Support Student Success on the Sample Performance • Possible Standards Aligned Resources

InstructionalComponent 3

(9a, 9f, 9g, 9i), (9b,9d, 9e, 9h), (9c, 9i),(10a, 10b, 10c, 10d,10e, 10f), (6a, 6b, 6c,6d, 6e, 6f),• Content Standard Group• Analyzed Standard• Instructional Resources: • Sample Performance Tasks • Sample Scoring Criteria • Some Suggested Concepts and Skills to Support Student Success on the Sample Performance • Possible Standards Aligned Resources

OverarchingInstructionalComponents

• Review andRe-teach• Review resultsof PeriodicAssessments• ExtendedLearningInterventions•Student/teacherreflection onstudent work• End of unitassessments• Use of data

SciencePeriodic

Assessment 1

SciencePeriodic

Assessment 2

Instructional Component2

(2b, 2d, 2e, 2f),(2a, 2c, 3b, 3d),(2g, 3a, 3c), (7a, 7c, 7d,8a, 8b, 6g, 8e), (7b, 7e,7f), (8c, 8d), (8e, 8f, 8g)• Content Standard Group• Analyzed Standard• Instructional Resources: • Sample Performance Tasks • Sample Scoring Criteria • Some Suggested Concepts and Skills to Support Student Success on the Sample Performance • Possible Standards Aligned Resources

SciencePeriodic

Assessment 3

NOTE: The Instructional Guide Matrix that follows lays out an “instructional pathway” that teachers may use as a guide for teaching the Standards Set foreach Instructional Component. Explanations within each box or column of the Legend on this page describe the information that a teacher will find in theboxes and columns of the matrix that follows this Legend.

Science Instructional Guide Graphic OrganizerOverview For Chemistry

Science Instructional GuideOverview

I. Major District Initiativesß Secondary Literacy Planß IFL Nine Principles of

Learningß Culturally Relevant

Teaching Methods toClose the AchievementGap

ß Small LearningCommunities

ß LAUSPß MSP-SCALE

II . State of California Documentß The California Content

Standardsß Science Framework for

California Public Schoolsß California Standards for

the Teaching Profession

III . Science Pedagogy

IV. Assessmentß Periodic Assessmentß Scoring of Periodic

Assessmentsß Unit Reflection and

Intervention

Appendixß District Contacts and

other useful information

InstructionalComponent 1

Standard Sets:(1b, 1f*, 1c), (1h*,1i*, 1j*, 1e), (1a, 1g*,1d), (2e, 2a, 1c, 2g*,2b, 2c, 2d, 2h*, 2f*),(3b, 3c, 3a)• Content Standard Group• Analyzed Standard• Instructional Resources: • Sample Performance Tasks • Sample Scoring Criteria • Some Suggested Concepts and Skills to Support Student Success on the Sample Performance • Possible Standards Aligned Resources

InstructionalComponent 2

Standard Sets:(3d, 3e, 3f*, 3g*)(4a, 4b, 4e, 4f, 4g*)(4c, 3d, 4d, 4h*, 4i*)(6a, 6b, 6d, 6e* 6f*),(9a, 9b, 6c, 9c*),(5a, 5b, 5e*), (5d, 5c,5f*, 5g*)• Content Standard Group• Analyzed Standard• Instructional Resources: • Sample Performance Tasks • Sample Scoring Criteria • Some Suggested Concepts and Skills to Support Student Success on the Sample Performance • Possible Standards Aligned Resources

InstructionalComponent 3

Standard Sets:(7a, 7c, 7d), (7b, 7e*,7f*), (8a, 8b, 8d*, 8c),(10b, 10d*, 10e*, 10a,10c, 10f*), (11a, 11c,11d, 11e, 11f*),(11b), (11g*)• Content Standard Group• Analyzed Standard• Instructional Resources: • Sample Performance Tasks • Sample Scoring Criteria • Some Suggested Concepts and Skills to Support Student Success on the Sample Performance • Possible Standards Aligned Resources

OverarchingInstructionalComponents• Review and Re-teach• Review results ofPeriodicAssessments• ExtendedLearningInterventions• Student/teacherreflection onstudent work• End of unitassessments• Use of data

SciencePeriodic

Assessment 1

SciencePeriodic

Assessment 2

SciencePeriodic

Assessment 3

California NCLBStandards Test

NOTE: The Instructional Guide Matrix that follows lays out an “instructional pathway” that teachers may use as a guide for teaching the Standards Set foreach Instructional Component. Explanations within each box or column of the Legend on this page describe the information that a teacher will find in theboxes and columns of the matrix that follows this Legend.

Instructional Matrix Sections

Standard Sets Content Standard Groups Key Concepts Analyzed Standards Instructional Resources

Text Activities Supplemental Activities/Resources Textbook References

Connections and Notes

LAUSD - High School Instructional GuideLegend for Matrix Chart

Standards for Instructional ComponentThe Standard Sets lay the foundation for each Instructional Component. The standards to be learned during this Instructional Component are listednumerically and alphabetically for easy reference and do not intend to suggest any order of teaching the standards.

Content Standard Group:The standards within each Standard Set are organized into smaller “Standard Groups” that provide a conceptual approach for teaching the standardswithin each Instructional Component.Key Concept for the Content Standard Group: The Key Concept signifies the “big idea” represented by each Standards Group.

Analyzed StandardsThe Standards grouped herecover the Key Concept.

Instructional Resources Connections and Notes

Analyzed Standards are atranslation of the State's contentstandards (that begin withstudents know) into statementsof student performance thatdescribes both the activity andthe "cognitive" demand placedon the students. The detaileddescription of the contentstandards in the ScienceFramework for CaliforniaPublic Schools: KindergartenThrough Grade Twelve (2003)was used extensively in thedevelopment of the analyzedstandards.

Possible Standards Aligned ResourcesA. Text ActivitiesLaboratory and other supplemental activities that address the Standards taken from thesupplemental materials of the cited textbooks.

B. Supplemental Activities/ResourcesLaboratory and other supplemental activities that address the Standards taken from variouscited sources

C. Text Book ReferencesTextbook references from LAUSD adopted series that have been correlated with theContent Standard Group. (The standard(s) for each reference are in parenthesis before thepage numbers.) The textbooks referenced are:Holt Modern Biology, 2002Prentice Hall Biology (Miller Levine), 1998Glencoe Biology The Dynamics of Life, 2005

Connections to Investigation andExperimentation standards (I&E),English Language Arts Standards(ELA) and Math Standards(Algebra 1 and Geometry) andspace for teachers to make theirown notes.

NOTE: The Instructional Guide Matrix that follows lays out an “instructional pathway” that teachers may use as a guide for teaching theStandards Sets for each Instructional Component. Explanations within each box or column of the Legend on this page describe theinformation that a teacher will find in the boxes and columns of the matrix that follows this Legend.

LAUSD - High School Instructional GuideLegend for Matrix Chart

Standards for Instructional ComponentThe Standard Sets lay the foundation for each Instructional Component. The standards to be learned during this Instructional Component are listednumerically and alphabetically for easy reference and do not intend to suggest any order of teaching the standards.

Content Standard Group:The standards within each Standard Set are organized into smaller “Standard Groups” that provide a conceptual approach for teaching the standardswithin each Instructional Component.

Key Concept for the Content Standard Group: The Key Concept signifies the “big idea” represented by each Standards Group.

Analyzed StandardsThe Standards grouped herecover the Key Concept.

Instructional Resources Connections and Notes

Analyzed Standards are atranslation of the State's contentstandards (that begin withstudents know) into statementsof student performance thatdescribes both the activity andthe "cognitive" demand placedon the students. The detaileddescription of the contentstandards in the ScienceFramework for CaliforniaPublic Schools: KindergartenThrough Grade Twelve (2003)was used extensively in thedevelopment of the analyzedstandards.

Possible Standards Aligned ResourcesA. Text ActivitiesLaboratory and other supplemental activities that address the Standards taken from thesupplemental materials of the cited textbooks.

B. Supplemental Activities/ResourcesLaboratory and other supplemental activities that address the Standards taken from variouscited sources

C. Text Book ReferencesTextbook references from LAUSD adopted series that have been correlated with theContent Standard Group. (The standard(s) for each reference are in parenthesis before thepage numbers.) The textbooks referenced are:Holt Modern Biology, 2002Prentice Hall Biology (Miller Levine), 1998Glencoe Biology The Dynamics of Life, 2005

Connections to Investigation andExperimentation standards (I&E),English Language Arts Standards(ELA) and Math Standards(Algebra 1 and Geometry) andspace for teachers to make theirown notes.

NOTE: The Instructional Guide Matrix that follows lays out an “instructional pathway” that teachers may use as a guide for teaching theStandards Sets for each Instructional Component. Explanations within each box or column of the Legend on this page describe theinformation that a teacher will find in the boxes and columns of the matrix that follows this Legend.

LAUSD - High School Instructional GuideLegend for Matrix Chart

Standards for Instructional ComponentThe Standard Sets lay the foundation for each Instructional Component. The standards to be learned during this Instructional Component are listednumerically and alphabetically for easy reference and do not intend to suggest any order of teaching the standards.

Content Standard Group:The standards within each Standard Set are organized into smaller “Standard Groups” that provide a conceptual approach for teaching the standardswithin each Instructional Component.Key Concept for the Content Standard Group: The Key Concept signifies the “big idea” represented by each Standards Group.

Analyzed StandardsThe Standards grouped herecover the Key Concept.

Instructional Resources Connections and Notes

Analyzed Standards are atranslation of the State's contentstandards (that begin withstudents know) into statementsof student performance thatdescribes both the activity andthe "cognitive" demand placedon the students. The detaileddescription of the contentstandards in the ScienceFramework for CaliforniaPublic Schools: KindergartenThrough Grade Twelve (2003)was used extensively in thedevelopment of the analyzedstandards.

Possible Standards Aligned ResourcesA. Text ActivitiesLaboratory and other supplemental activities that address the Standards taken from thesupplemental materials of the cited textbooks.

B. Supplemental Activities/ResourcesLaboratory and other supplemental activities that address the Standards taken from variouscited sources

C. Text Book ReferencesTextbook references from LAUSD adopted series that have been correlated with theContent Standard Group. (The standard(s) for each reference are in parenthesis before thepage numbers.) The textbooks referenced are:Holt Modern Biology, 2002Prentice Hall Biology (Miller Levine), 1998Glencoe Biology The Dynamics of Life, 2005

Connections to Investigation andExperimentation standards (I&E),English Language Arts Standards(ELA) and Math Standards(Algebra 1 and Geometry) andspace for teachers to make theirown notes.

NOTE: The Instructional Guide Matrix that follows lays out an “instructional pathway” that teachers may use as a guide for teaching theStandards Sets for each Instructional Component. Explanations within each box or column of the Legend on this page describe theinformation that a teacher will find in the boxes and columns of the matrix that follows this Legend.

LAUSD - High School Instructional GuideLegend for Matrix Chart

Standards for Instructional ComponentThe Standard Sets lay the foundation for each Instructional Component. The standards to be learned during this Instructional Component are listednumerically and alphabetically for easy reference and do not intend to suggest any order of teaching the standards.

Content Standard Group:The standards within each Standard Set are organized into smaller “Standard Groups” that provide a conceptual approach for teaching the standardswithin each Instructional Component.Key Concept for the Content Standard Group: The Key Concept signifies the “big idea” represented by each Standards Group.

Analyzed StandardsThe Standards grouped herecover the Key Concept.

Instructional Resources Connections and Notes

Analyzed Standards are atranslation of the State's contentstandards (that begin withstudents know) into statementsof student performance thatdescribes both the activity andthe "cognitive" demand placedon the students. The detaileddescription of the contentstandards in the ScienceFramework for CaliforniaPublic Schools: KindergartenThrough Grade Twelve (2003)was used extensively in thedevelopment of the analyzedstandards.

Possible Standards Aligned ResourcesA. Text ActivitiesLaboratory and other supplemental activities that address the Standards taken from thesupplemental materials of the cited textbooks.

B. Supplemental Activities/ResourcesLaboratory and other supplemental activities that address the Standards taken from variouscited sources

C. Text Book ReferencesTextbook references from LAUSD adopted series that have been correlated with theContent Standard Group. (The standard(s) for each reference are in parenthesis before thepage numbers.) The textbooks referenced are:Holt Modern Biology, 2002Prentice Hall Biology (Miller Levine), 1998Glencoe Biology The Dynamics of Life, 2005

Connections to Investigation andExperimentation standards (I&E),English Language Arts Standards(ELA) and Math Standards(Algebra 1 and Geometry) andspace for teachers to make theirown notes.

NOTE: The Instructional Guide Matrix that follows lays out an “instructional pathway” that teachers may use as a guide for teaching theStandards Sets for each Instructional Component. Explanations within each box or column of the Legend on this page describe theinformation that a teacher will find in the boxes and columns of the matrix that follows this Legend.

LAUSD - High School Instructional GuideLegend for Matrix Chart

Standards for Instructional ComponentThe Standard Sets lay the foundation for each Instructional Component. The standards to be learned during this Instructional Component are listednumerically and alphabetically for easy reference and do not intend to suggest any order of teaching the standards.

Content Standard Group:The standards within each Standard Set are organized into smaller “Standard Groups” that provide a conceptual approach for teaching the standardswithin each Instructional Component.Key Concept for the Content Standard Group: The Key Concept signifies the “big idea” represented by each Standards Group.

Analyzed StandardsThe Standards grouped herecover the Key Concept.

Instructional Resources Connections and Notes

Analyzed Standards are atranslation of the State's contentstandards (that begin withstudents know) into statementsof student performance thatdescribes both the activity andthe "cognitive" demand placedon the students. The detaileddescription of the contentstandards in the ScienceFramework for CaliforniaPublic Schools: KindergartenThrough Grade Twelve (2003)was used extensively in thedevelopment of the analyzedstandards.

Possible Standards Aligned ResourcesA. Text ActivitiesLaboratory and other supplemental activities that address the Standards taken from thesupplemental materials of the cited textbooks.

B. Supplemental Activities/ResourcesLaboratory and other supplemental activities that address the Standards taken from variouscited sources

C. Text Book ReferencesTextbook references from LAUSD adopted series that have been correlated with theContent Standard Group. (The standard(s) for each reference are in parenthesis before thepage numbers.) The textbooks referenced are:Holt Modern Biology, 2002Prentice Hall Biology (Miller Levine), 1998Glencoe Biology The Dynamics of Life, 2005

Connections to Investigation andExperimentation standards (I&E),English Language Arts Standards(ELA) and Math Standards(Algebra 1 and Geometry) andspace for teachers to make theirown notes.

NOTE: The Instructional Guide Matrix that follows lays out an “instructional pathway” that teachers may use as a guide for teaching theStandards Sets for each Instructional Component. Explanations within each box or column of the Legend on this page describe theinformation that a teacher will find in the boxes and columns of the matrix that follows this Legend.

LAUSD - High School Instructional GuideLegend for Matrix Chart

Standards for Instructional ComponentThe Standard Sets lay the foundation for each Instructional Component. The standards to be learned during this Instructional Component are listednumerically and alphabetically for easy reference and do not intend to suggest any order of teaching the standards.

Content Standard Group:The standards within each Standard Set are organized into smaller “Standard Groups” that provide a conceptual approach for teaching the standardswithin each Instructional Component.Key Concept for the Content Standard Group: The Key Concept signifies the “big idea” represented by each Standards Group.

Analyzed StandardsThe Standards grouped herecover the Key Concept.

Instructional Resources Connections and Notes

Analyzed Standards are atranslation of the State's contentstandards (that begin withstudents know) into statementsof student performance thatdescribes both the activity andthe "cognitive" demand placedon the students. The detaileddescription of the contentstandards in the ScienceFramework for CaliforniaPublic Schools: KindergartenThrough Grade Twelve (2003)was used extensively in thedevelopment of the analyzedstandards.

Possible Standards Aligned ResourcesA. Text ActivitiesLaboratory and other supplemental activities that address the Standards taken from thesupplemental materials of the cited textbooks.

B. Supplemental Activities/ResourcesLaboratory and other supplemental activities that address the Standards taken from variouscited sources

C. Text Book ReferencesTextbook references from LAUSD adopted series that have been correlated with theContent Standard Group. (The standard(s) for each reference are in parenthesis before thepage numbers.) The textbooks referenced are:Holt Modern Biology, 2002Prentice Hall Biology (Miller Levine), 1998Glencoe Biology The Dynamics of Life, 2005

Connections to Investigation andExperimentation standards (I&E),English Language Arts Standards(ELA) and Math Standards(Algebra 1 and Geometry) andspace for teachers to make theirown notes.

NOTE: The Instructional Guide Matrix that follows lays out an “instructional pathway” that teachers may use as a guide for teaching theStandards Sets for each Instructional Component. Explanations within each box or column of the Legend on this page describe theinformation that a teacher will find in the boxes and columns of the matrix that follows this Legend.

LAUSD - High School Instructional GuideLegend for Matrix Chart

Standards for Instructional ComponentThe Standard Sets lay the foundation for each Instructional Component. The standards to be learned during this Instructional Component are listednumerically and alphabetically for easy reference and do not intend to suggest any order of teaching the standards.

Content Standard Group:The standards within each Standard Set are organized into smaller “Standard Groups” that provide a conceptual approach for teaching the standardswithin each Instructional Component.

Key Concept for the Content Standard Group: The Key Concept signifies the “big idea” represented by each Standards Group.

Analyzed StandardsThe Standards grouped herecover the Key Concept.

Instructional Resources Connections and Notes

Analyzed Standards are atranslation of the State's contentstandards (that begin withstudents know) into statementsof student performance thatdescribes both the activity andthe "cognitive" demand placedon the students. The detaileddescription of the contentstandards in the ScienceFramework for CaliforniaPublic Schools: KindergartenThrough Grade Twelve (2003)was used extensively in thedevelopment of the analyzedstandards.

Possible Standards Aligned ResourcesA. Text ActivitiesLaboratory and other supplemental activities that address the Standards taken from thesupplemental materials of the cited textbooks.

B. Supplemental Activities/ResourcesLaboratory and other supplemental activities that address the Standards taken from variouscited sources

C. Text Book ReferencesTextbook references from LAUSD adopted series that have been correlated with theContent Standard Group. (The standard(s) for each reference are in parenthesis before thepage numbers.) The textbooks referenced are:Holt Modern Biology, 2002Prentice Hall Biology (Miller Levine), 1998Glencoe Biology The Dynamics of Life, 2005

Connections to Investigation andExperimentation standards (I&E),English Language Arts Standards(ELA) and Math Standards(Algebra 1 and Geometry) andspace for teachers to make theirown notes.

NOTE: The Instructional Guide Matrix that follows lays out an “instructional pathway” that teachers may use as a guide for teaching theStandards Sets for each Instructional Component. Explanations within each box or column of the Legend on this page describe theinformation that a teacher will find in the boxes and columns of the matrix that follows this Legend.

The Analyzed Standards

Analyzing the California Content Standards

What are the differences between the California content standards and the analyzed standards?

How do the Analyzed Standards reflect: Basic Skills,

Conceptual Understanding, Problem Solving?

How might the Analyzed Standards be used in instruction?

Los Angeles County Office of Education August 2003

Bloom’s 6 Levels of Thinking

Performance Task Traits

Aligns to Standards Is Inquiry-Based Demonstrates Skills Establishes Clear

Expectations Provides Scaffolding of

Skills, Content, and Levels of Thinking

Concept

Skill

Skill

Concept

Problem Solving

Application

Analysis

Performance Task

Integrated Science I Performance Task 2

Biology Performance Task 6

Chemistry Performance Task 1

Performance Tasks

Adopt Use the task “as is”

Adapt Modify the task

Use as a springboard for developing other tasks Use the idea of the task to build

new inquiry-based student experiences

What are these strategies? Why is it important to embed them in

instruction? What do they look like in Science

classrooms?

Culturally Relevant and Responsive Strategies

Periodic Assessments

Provide a source of evidence about student progress toward proficiency on the grade level standards

Provide feedback to inform practice

Provide data for professional development that focuses on collaborative teacher conversations

Periodic Assessment Administration

When are the assessments given?

Refer to page 4-3 in your guide Assessment Window will vary

depending on your calendar and track

Biology and Chemistry have 3 per year

ICS I has 4 per year

Assessment System - Theory of Action

Prepared for the Los Angeles Unified School District by Cheryl Z. Tibbals, Education Consultant

Instructional Guides› Standards Sets› Standards-Aligned

Textbook References› Culturally Relevant

Instructional Strategies› Student/Teacher Reflection› Interventions/Extensions

Modules› Use of the Instructional Guides› Use of Data and Item Analysis to

Inform Practice› Lesson Study

Periodic Assessments› Formative/Diagnostic/Standards-Based› Feedback on Curriculum Taught› Feedback to Inform Practice

LAUSD Secondary Instructional, Professional Development, Assessment System - Theory of Action

Feedback

Teachers will have an opportunity to provide feedback to their LD Secondary Expert/Specialist

Instructional Guide Periodic Assessment Professional Development

Los Angeles Unified School DistrictMiddle School Science Instructional Guide