Unit Title: Post-War Period Context of Unit For specific details regarding what students need to know, understand and be able to do, please see the section below labeled “Stage One—Unit Essentials.” This unit can be assessed using several different formative assessments, performance tasks, traditional quizzes, and a unit test. Details of these assessments are listed below in the section labeled “Stage Two—Assessment Evidence.”

Cognitive level emphasis Describe the contributions of the North Carolina figures (Dr. Frank P. Graham, Kerr Scott, Terry Sanford) and the effects on North Carolina of each. Explain how the Cold War positively and negatively affected the state and the nation.

Horizontal Alignment This unit continues to examine social, economic, and political structures in the region. It also elaborates upon the role that the United States played in international affairs.

Stage One—Unit Essentials Unit Title: Post-War Period

Pacing of Unit: 15 Days Objectives from the Standard Course of Study

7.01 Analyze the extent and significance of economic changes in North Carolina. 7.02 Evaluate the importance of social changes to different groups in North Carolina. 7.03 Assess the influence of technological advances on economic development and daily life. 7.04 Compare and contrast the various political viewpoints surrounding issues of the post World War II era. 7.05 Evaluate the major changes and events that have affected the roles of local, state, and national governments.

Unit Essential Questions By the end of this unit, students will be able to answer the following questions:

Unit Concepts By the end of this unit, students will

understand that… 1. How did foreign and domestic issues affect North Carolina and the nation during the Cold War? 2. How did the economy and society change in North Carolina and the nation after World War II? 3. What were the causes and effects of the major

1. the aftermath of war can be positive and negative to everyone directly and indirectly involved. 2. prominent North Carolina people have influenced the growth of education, road improvements, and government participation.

international conflicts during this period (Korea, Vietnam, Cold War)?

3. the issue of communism after WWII was frightening to most people in the state and nation. 4. there were rising incomes, broader employment opportunities, and wider educational opportunities in NC during the post WWII period. 5. the Korean War and the Vietnam War affected political issues in the state and the nation.

Unit Facts By the end of this unit, students will

know…

Unit Skills By the end of this unit, students will be

able to…

1. Key Terms: United Nations, North Carolina Fund, Community College System, “Good Neighbor Councils,” Cold War, “Big Three” (furniture, tobacco, textiles), RTP, labor union, commute, interstate, highway system, bypass, “variety vacationland” 2. that Governor Frank P. Graham (Dr. Frank) was instrumental to providing all North Carolinians, especially the poor and African Americans, with access to a better education and affordable tuition at state schools even when segregation was alive and well. 3. that Governor Kerr Scott’s “Go Forward” initiatives increased taxes to create and/or improve rural roads as well as supported women and African Americans to participate in government 4. that although Governor Terry Sanford (“Tax-em Terry”) used income taxes as well as wealthy out-of-state donors to create programs to benefit North Carolinians in the early 1960’s, his administration also increased sales taxes, which included taxing food for the first time in NC history. 5. that most jobs in North Carolina were in agriculture and textiles. 6. that labor unions failed because most workers were suspicious of the unions’ possible links to communism.

7. that tobacco and dairy farming were two agribusinesses that grew tremendously in post WWII.

1. create a foldable that shows the contributions of the North Carolina figures (Dr. Frank P. Graham, Kerr Scott, Terry Sanford) and the effects on North Carolina of each. 2. explain how the Cold War positively and negatively affected the state and the nation.

8. that because times were prosperous in the nation, North Carolinians also enjoyed more opportunities in employment, education, entertainment, and recreation. 9. that the military bases in North Carolina such as Fort Bragg, Seymour Johnson, and Camp Lejeune were essential to keep the US military strong. 10. that after WWII, because Japan lost the war, Korea was divided into two countries at the 38th parallel: North Korea which is communist and South Korea which is non-communist.

11. that even after the Korean War, Korea is still divided at the 38th parallel into North and South Korea. 12. that after WWII, the US backed France’s stand to maintain control of Vietnam, as the communists led by Ho Chi Minh, tried to end French colonial rule. 13. that an international conference in Geneva, Switzerland in 1954 divided Vietnam into North Vietnam and South Vietnam after the Ho Chi Minh-led forces defeated the French. 14. that because there was a fight between communist forces in North Vietnam and non-communist forces in South Vietnam, the US became involved with the fighting to stop the spread of communism. 15. that the US involvement in Vietnam divided our country with those who thought we should help South Vietnam and those who didn’t support that effort. 16. the role or impact of the following people:

• Frank P. Graham (“Dr. Frank”) – President of the UNC system, increased affordability and access to the university system. Helped set up the United Nations. • Kerr Scott – NC governor in the late 40’s, increased education funding and had rural roads paved.

• Terry Sanford (“Tax-‘em Terry”)– NC governor in the 1960’s, set up community college system, advocated integration and civil rights.

• Harry Truman – integrated United States military, first practiced policy of containment of communism (Korea) • Gen. Douglas MacArthur – Supreme Commander Allied Forces Korea, fired by Truman for disobeying orders

• Ho Chi Minh – leader of communist insurgency forces in Vietnam (Vietcong)

• John F. Kennedy – President 1960-1963; Bay of Pigs, Cuban Missile Crisis major foreign policy events. Increased US involvement in Vietnam.

• Lyndon Johnson – Advocated passage of the Great Society programs. Rapidly escalated Vietnam conflict through Gulf of Tonkin Resolution.

Stage Two—Assessment Evidence Essential question teachers should consider as they develop assessments: What collection of assessments will PROVE that students

learned the essentials that are outlined in this unit? NOTE: These assessments are merely suggestions. Wake County Public School System recognizes that classroom teachers are professionally trained to make instructional decisions for their students and are therefore fully capable of developing an assessment plan that is aligned with the “essentials” of this unit.

Note: Information in parentheses refers to the elements from the Unit Essentials that are assessed with each Performance Tasks or Other Evidence.

Key: Objective=Obj. EQ=Essential Question C=Concept F=Fact S=Skill Performance Tasks: 1. Foldable: Create a foldable shows the contributions of the North Carolina figures (Dr. Frank, Kerr Scott, Terry Sanford) and the effects on North Carolina of each. Use this website for ideas/instructions on foldables: http://gallimorelearning.blogspot.com/search/label/foldables (Obj. 7.01-7.05; C2, F2-4, S1)

2. Journal Writing/Learning Log/Peer Share: Write an essay analyzing the positive and negative effects of the Cold War on North Carolina and the nation. (Obj. 7.04, 7.05; EQ1-2, C1, C3-4, C6; F1-17, S2) 3. Cause-Effect Charts: Students will create two separate charts: (1) Cause-Effect of the Korean War and (2) Cause-Effect of the Vietnam War. Students will identify the main causes of each of these conflicts and the effect or impact each cause has had on the state or the nation. Students should be sure to identify positive and negative effects. (Obj. 7.01-7.05, EQ3, C1, C3-6, F9-17, S2) 4. Economic Changes: Alone or in groups, students will describe the economic changes that occurred in North Carolina during this period, particularly focusing on agribusiness, development of unions, technological advances, and the emergence of an era of prosperity. (Obj. 7.01, 7.03, EQ2, F5-8, C5)

For formative assessment ideas, click here. Other Evidence: 1. Key Term Quiz 2. Unit Test

Unit Resources

Textbook Connections: North Carolina: Land of Contrasts, Clairmont, 2008 1. Chapter 13.1-13.3 2. Blackline Masters: pp. 127-129 3. Use Teacher CD Rom for : Introduction to unit via a Powerpoint; chapter reviews, quizzes, tests, guiding reading worksheets, etc. 4.America: History of Our Nation (US History bundled text from Prentice Hall)

♦ Chapter 25.2 “A Time of Prosperity” ♦ Chapter 25.3 “The Korean War Period” ♦ Chapter 25. 4 “Global Concerns in the Cold War” ♦ Chapter 27 “The Vietnam Era: 1954—1976” ♦ Chapter 28.2 “End of the Cold War”

Internet Resources:

http://www.historylearningsite.co.uk/suez.htm http://www.learningcurve.gov.uk/coldwar/ http://www.korean-war.com/ http://www.historyplace.com/unitedstates/vietnam/

Stage Three—Learning Plan What collection of experiences and instruction will help students learn the essentials that are outlined in Stage One?

NOTE: These activities, instructional strategies, and planning calendar are merely suggestions. Wake County Public School System recognizes that classroom teachers are professionally trained to make instructional decisions for their students and are therefore fully capable of developing an instructional plan that is aligned with the “essentials” of this unit.

Please click the following link for ideas regarding differentiated instruction: http://www.wcpss.net/isd/resources/teacher-toolbox/index.html

1. Hook students with a pre-writing/discussion activity: What is meant by the phrase “the American Dream?” What is the American Dream for you? What do you think was the American Dream following the end of World War II? How does your American Dream differ from that of the late 1940’s and the 1950’s? (H)

2. Whole class discussion on lifestyle changes and prosperity in America, following WWII—KWL chart. (Use Chapter 25.2 in America: History of our Nation as a foundation for class discussion. Use video clips on Post War USA as another approach to stimulate class discussion.) (W,E,T) (EQ 2, C1,3, 4; F 8; S2)

3. Exit Ticket on lifestyle changes/prosperity in America (based on information communicated in #2 above). 4. Discuss/read Chapter 13, Sections 1; Key Terms; “Who Am I?” activity—handout & PowerPoint (W, E) EQ 2; C 2;F 1-4, S 1). Click here for handout. Click here for PowerPoint. 5. Class Notes: Textbook Power Point Presentation on Section 1: The Politics of Reform and Reaction; Discussion: How did the state’s the Post War political leader help North Carolinians realize their American dreams? (W, E) EQ 2; F 1, 2, 3, S 1; C2)

6. Students will create a foldable (http://gallimorelearning.blogspot.com/search/label/foldables) that shows the contributions of the North Carolina figures, including Dr. Frank, Kerr Scott, Terry Sanford, and the effects each has had on North Carolina. (R,E) (EQ 2; C2, F2-4, S1). See additional instructions in Performance Task #1. 7. Class Notes/discussion: Textbook Power Point Presentation on Section 2: Postwar Prosperity Spreads Across the State and Section 3: New Choices in Daily Life (W, E) (EQ 1,2; C 1,3,4,5; F5-18; S2) 8. Review for quiz on notes/chapter 13, sections 1 & 2.

9. Quiz on notes/chapter 13, sections 1 & 2 and notes (E2)

10. Hook students with a pre-writing/class discussion activity: If you were living in the 1950’s and ‘60’s, how would your American Dream be affected by the country’s underlying fear of the spread of Communism worldwide and in the United States? (H, W) (EQ 1; C 1,3,4; F 8,9; S2)

11. Notes on post-war America and origins of the Cold War: Suggested resources for notes: Chapters 25 in America: History of our Nation as a foundation for notes and class discussion. (W, E, T, O) (EQ 1, 3; C 1,3,4; F 8,9; S2) 12. Exit Ticket on origins and expansion of Cold War and life in post-war America.

13. Journal Writing/Learning Log/Peer Share: analyzing the positive and negative effects of the Cold War on North Carolina (R, E2) (EQ1-2, C1, C3-4, C6; F1-17, S2). See Performance Task #2. 14. Review and fill in additional information on KWL chart from day one of the unit. 15. Notes on the Korean Conflict.

16. Cause/effect chart on Korean War. (R,E2) (EQ3, C1, C3-6, F9-17, S2). See Performance Task #3. 17. Exit Ticket on causes of the Korean War. 18. Notes on Vietnam Conflict 19. Begin cause/effect chart on Vietnam War. (R,E2) (EQ3, C1, C3-6, F9-17, S2). See Performance Task #3. 20. Exit ticket on causes and consequences of Vietnam Conflict 21. Review/finish class discussion on Vietnam War. 22. Complete cause/effect chart on Vietnam War. 23. Exit ticket: cause/effect of Vietnam War.

24. Blue Diamond Assessment (a) Blue Diamond Reports Overview (b) Blue Diamond Guiding Questions (c) Blue Diamond Protocol 25. Students will review chapter 13, sections 2 & 3 using RSQC2 process. This will help prepare them for the Economic Changes activity below. Click here for blank template with instructions. 26. Graffiti Wall: Using a large piece of bulletin board paper (or butcher block paper) students will record economic changes that occurred in NC during the post-war period. Student responses can take the form of drawings, illustrations, words, phrases, sentences, or short paragraphs. Discuss results as a class and fill in any informational/conceptual gaps that may exist in students’ understanding. 27. Economic Changes: Alone or in groups, students will describe the economic changes that occurred in North Carolina during this period, particularly focusing on agribusiness, development of unions, technological advances, and the emergence of an era of prosperity. Suggestion: Use R.A.F.T. strategy to develop group project. (E, R, E2, T) (EQ2, F5-8, C5). See Performance Task #4. 28. Provide in-class remediation based on Blue Diamond results, as needed.

29. Continue working on Economic Changes project.

30. Students present Economic Changes project to class.

31. Review for unit test

32. Unit Test.

Planning Calendar What is the suggested pacing for each item in the learning plan?

Day One Day Two Day Three Day Four Day Five

1. Hook students with a pre-writing/discussion activity 2. Whole class discussion on Post War prosperity (KWL chart). 3. Exit Ticket

4. Check chapter 13, Section 1 reading and activity—Who am I? (handout & Power Point) 5. Present notes on Section 1: The Politics of Reform and Reaction (Textbook Power Point) 6. Foldable activity.

7. Class Notes/ Discussion: Textbook Power Point Presentation on Section 2: Postwar Prosperity Spreads Across the State. 8. Review for Chapter 13, Sections 1 & 2 Quiz

9. Assessment/Quiz on Chapter 13, Sections 1 & 2. 10. Hook students with pre-writing activity. 11. Notes/video clips/class discussions on Post War USA, Korean War, and the Cold War. 12. Exit Ticket

13. Journal writing on positive and negative effects of Cold War on NC with peer editing and sharing. 14. Review and fill in additional information on KWL chart begun on Day One.

Day Six Day Seven Day Eight Day Nine Day Ten

15. Notes on Korean War.

16. Cause/Effect chart on Korean War 17. Exit ticket on causes of Korean War

18. Notes on Vietnam Conflict. 19. Begin Cause/Effect chart on Vietnam Conflict 20. Exit ticket: Causes and of Vietnam conflict.

21. Review/finish class discussion on Vietnam War. 22. Complete cause/effect chart on Vietnam War. 23. Exit ticket: cause/effect of Vietnam War.

24. Blue Diamond assessment 25. Students review Chapter 13. 2 &3 using RSQC2 to prepare for group activity.

26. Graffiti Wall on growth of business in NC during 1950’s. 27. Begin student group activity.

Day Eleven Day Twelve Day Thirteen Day Fourteen Day Fifteen 28. Remediate for Blue Diamond as needed. 29. Continue Economic Changes project .

29. Complete Economic Changes project.

30. Present Economic Changes project to class

31. Review game for Unit Test.

32. Unit Test.

Name _________________________________

Date __________________________

Who am I?

As you read Chapter 13, Section 1, identify the people who are described below. You may write your answers on the back of this paper or on your own notebook paper. Make sure you write the number of each of your answers.

1. In 1962, I became the only North Carolinian ever to become Miss America.

2. I was the first African American to be a contestant in the Miss North Carolina Pageant in 1970.

3. I am from Chapel Hill and became famous singing songs, such as “Carolina in My Mind.”

4. I worked to make education better and more affordable in the UNC system for twenty years beginning in 1930 and then later helped the United States establish the United Nations.

5. I became the NC governor at a time when sectionalism in the state became more distinct than it had been since before the Civil War.

6. Beginning in 1936, I served for fifty years as NC’s secretary of state, which has been noted as the longest term of service for any North Carolinian ever in one office.

7. After I became NC governor in 1948, I urged the people of the state to “Go forward” in the manner of the New Deal and was very progressive during my administration, which included naming the first African American man to the state board of education.

8. I was the first female appointed as a NC superior court judge in 1949.

9. My name was used to identify a series of laws that allowed states to set up separate but equal facilities for whites and blacks as a result of the court case, Plessy v. Ferguson. 10. I was an Edgecombe County legislator whose name was given to the plan that allowed individual school systems in the state to integrate on an independent basis and that allowed parents to apply to any school for their children to attend.

11. While I was NC governor, beginning in 1960, I convinced the General Assembly to create a North Carolina Fund, which helped poor families become “self-respecting and self-supporting” and to create the Community College system, which provided more equal opportunities for people across the state to get an education in industrial and technical advancements.

12. I helped the NC governor to expand North Carolinians’ access to higher education by keeping tuitions low and affordable and by taking multiple NC college campuses and uniting them into a single University system.

Who am I? ANSWER KEY

1. Maria Beale Fletcher

2. Paulette Pearson (is married to Denzel Washington)

3. James Taylor

4. Frank Porter Graham

5. Terry Sanford

6. Thad Eure

7. Kerr Scott

8. Susie Sharp (1907-1996)

9. Jim Crow http://www.jimcrowhistory.org/ http://www.ferris.edu/news/jimcrow/what.htm

The origin of the phrase "Jim Crow" has often been attributed to "Jump Jim Crow", a song-and-dance caricature of African Americans performed by white actor Thomas D. Rice in blackface, which first surfaced in 1832. Its origins may, however, precede this production. The term had become an adjective by 1838, and the phrase Jim Crow Law first appeared in the Dictionary of American English in 1904. Even before its appearance in the dictionary, at least as early as the 1890s, the phrase "Jim Crow Law" had achieved common usage.

10. Thomas J. Pearsall

11. Terry Sanford

12. William Friday

CHAPTER 13 SECTION 1

WHO AM I?

Maria Beale Fletcher

http://useucom.files.wordpress.com/2009/05/maria-fletcher-1.jpg

Paulette Pearson with husband, Denzel Washington

http://cache.daylife.com/imageserve/0c3o3im5ohcte/610x.jpg

James Taylor

* http://www.goear.com/listen.php?v=60596e6http://www.unctv.org/pressroom/winterfest/images/james_taylor_04.jpg

Frank Porter Graham1886 - 1972

http://www.lib.unc.edu/mss/exhibits/patriotism/Images/FrankPorterGrahamca1940s.jpg

Terry Sanford1917 –1998

http://farm4.static.flickr.com/3571/3330562485_95f32736e5.jpg

Jim Graham1921-2003

& Thad Eure

1899-1993

http://www.wral.com/lifestyles/travel/image/1788010/?ref_id=1787597

Kerr Scott1898-1958

http://www.learnnc.org/lp/media/lessons/greengrowing/farmville/kerr.jpg

http://www.learnnc.org/lp/multimedia/6520

Susie Sharp, the first woman to be appointed Chief Justice of the North Carolina Supreme Court.

1907-1996

http://www.aoc.state.nc.us/www/copyright/sc/portrait/sharp1.html

William Friday

Friday with Ken Branch

Friday Center in Chapel Hill

http://www.ncfpc.org/images/Bill-Friday.jpg

http://www.wcpss.net/news/poston/2006_branch_fridaymedal/index.html

http://museum.unc.edu/static/artifacts/051-a-FridayCenter_web.jpg

RSQC2 Recall…Summarize…Question…Connect…Comment

Recall: List in rank order the most important points from the lesson.

Summarize: Summarize all the important points into one sentence.

Question: Write one major question you still want answered.

Connect: How does this connect to the overall goal/essential question?

Comment: Add an additional comment if desired.

The purpose of this document is to help teachers during common planning time examine their Blue Diamond data. Questions align to specific Blue Diamond reports and should help guide PLC discussions around mastery of objectives, remediation and enrichment.

Progress By Objective

Curriculum Obj. / Progress by Obj. / Quarter/ Create Report

A. What parts of the data really caught our attention? B. What difference, if any, is there among the student results, class results and/or teacher results? C. Do some groups of students achieve at higher levels than others? G. Is there something in the data that is encouraging? H. What results concern you the most? I. What other questions does this data raise for you? J. What student strengths does this data highlight?

Additional Questions: What factors may have influenced performance on this objective? Which objectives need reteaching? How can I teach differently to improve mastery?

**Although the letters appear to be out of alphabetical order, they align to the original protocol document created by the Middle School Team.

Class Performance Reports /View Class Performance

A. What parts of the data really caught our attention? B. What difference, if any, is there among the student results, class results and/or teacher results? C. Do some groups of students achieve at higher levels than others? F. Which groups need instruction more tailored to their learning styles? (look at as a group) G. Is there something in the data that is encouraging? H. What results concern you the most? I. What other questions does this data raise for you?

**Although the letters appear to be out of alphabetical order, they align to the original protocol document created by the Middle School Team.

Compare Objectives Curriculum Obj. / Compare Obj.

A. What parts of the data really caught our attention? B. What difference, if any, is there among the student results, class results and/or teacher results? C. Do some groups of students achieve at higher levels than others? G. Is there something in the data that is encouraging? H. What results concern you the most? I. What other questions does this data raise for you?

**Although the letters appear to be out of alphabetical order, they align to the

original protocol document created by the Middle School Team.

Progress by Assessment Reports/ Progress by Assessment

A. What parts of the data really caught our attention? G. Is there something in the data that is encouraging? H. What results concern you the most? I. What other questions does this data raise for you?

Additional Questions: What difference, if any, is there among the teacher results, school results and/or district results?

**Although the letters appear to be out of alphabetical order, they align to the original protocol document created by the Middle School Team.

Item Analysis

Reports/Item Analysis

A. What parts of the data really caught our attention? G. Is there something in the data? H. What results concern you the most? I. What other questions does this data raise for you?

**Although the letters appear to be out of alphabetical order, they align to the original protocol document created by the Middle School Team.

Demographics

Reports/Demographics A. What parts of the data really caught our attention? B. What difference, if any, is there among the student results, class results and/or teacher results? C. Do some groups of students achieve at higher levels than others? D. What students are not working to potential? E. What factors in or outside the classroom may have influenced the student's performance on this day (e.g., illness, playground conflict, family issue, time of day)? F. Which groups need instruction more tailored to their learning styles? G. Is there something in the data that is encouraging? H. What results concern you the most? I. What other questions does this data raise for you? J. What student strengths does this data highlight? K. Which students need enrichment? L. Which students need refocusing? **Although the letters appear to be out of alphabetical order, they align to the original protocol document created by the Middle School Team.

Student Progress Reports/Student Progress

A. What parts of the data really caught our attention? B. What difference, if any, is there among the student results, class results and/or teacher results? C. Do some groups of students achieve at higher levels than others? D. What students are not working to potential? G. Is there something in the data that is encouraging? H. What results concern you the most? I. What other questions does this data raise for you? J. What student strengths does this data highlight? K. Which students need enrichment? L. Which students need refocusing?

**Although the letters appear to be out of alphabetical order, they align to the original protocol document created by the Middle School Team.

Objective Mastery Curriculum Obj. / Obj. Mastery/Adjust Break Point

A. What parts of the data really caught our attention? B. What difference, if any, is there among the student results, class results and/or teacher results? C. Do some groups of students achieve at higher levels than others? D. What students are not working to potential? F. Which groups need instruction more tailored to their learning styles? G. Is there something in the data that is encouraging? H. What results concern you the most? I. What other questions does this data raise for you? J. What student strengths does this data highlight? K. Which students need enrichment? L. Which students need refocusing?

**Although the letters appear to be out of alphabetical order, they a e lign to th original protocol document created by the Middle School Team.

Blue Diamond Protocol Options

This protocol was created to help teachers analyze their BD data. It is

suggested that they look at their data after every assessment. Each

teacher should bring copies of the previously decided upon report for every

member of the group. They should then be prepared to examine the data

using the protocol’s step by step approach which culminates in a plan of

action as well as some reflection. The protocol is a part of the agenda;

however, it is not designed to be the entire agenda. How teachers want to

structure the rest of their common planning time is up to them. Finally we

have included a note taking sheet to help the facilitator/teachers take notes

during their discussion.

Analysis of Blue Diamond Data Purpose: To help teachers:

• Expand the lenses used to analyze Blue Diamond reports • Deepen what they know about how students learn • Transform their practice • Reach higher levels of efficacy.

Time: Allocate 30-40 minutes to analyze data using this protocol sheet 1. Creating the Context

Purpose: To create a safe and productive environment for professional learning.

• Identify a facilitator/recorder to keep group focused and accountable and to take notes. • Facilitator identifies or reviews purposes and outcomes; also leads group in tying these to the

long-term goals for the group. 2. Background Information

Purpose: To make sure everyone has relevant information to fully understand the data. • Each teacher should provide copies for the entire team of the selected BD reports.

• Indicate which report the group is discussing.

1. Item Analysis 5. Student Progress 2. Class Performance 6. Progress by Assessment 3. Progress by Objective 7. Demographic Report 4. Objective Mastery 8. Compare Objectives Report

3. Observing the Data

Purpose: Having the observations of others widens what teachers see in the data. A wider array of observations provides clues into what students do or do not understand and how they learn. Also, it expands what teachers might notice in future reports. • Facilitator asks group members to review the data individually and identify all relevant

information, without judgment or interpretation (this is done silently). • Facilitator invites one teacher to share observations.

• Facilitator writes each observation on a chart, so the group can refer back to them later.

(optional, but useful) • Once the first teacher shares the observations, other group members add theirs.

• Facilitator ensures that each teacher has the opportunity to contribute observations.

4. Analyzing The Data Purpose: To seek multiple interpretations, or possible explanations for why certain patterns exist.

• Based on observations, determine area(s) of greatest concern.

Based on observations determine area(s) of greatest strength.

• Possible discussion points

A. What parts of the data really caught our attention? results, class results and/or

of students achieve at higher levels than others?

ave influenced the student's of day)?

aise for you?

• Further Inquiry

•

B. What difference, if any, is there among the student teacher results?

C. Do some groups D. What students are not working to potential? E. What factors in or outside the classroom may h

performance on this day (e.g., illness, playground conflict, family issue, time F. Which groups need instruction more tailored to their learning styles? G. Is there something in the data that is encouraging? H. What results concern you the most? I. What other questions does this data rJ. What student strengths does this data highlight? K. Which students need enrichment? L. Which students need refocusing?

: Facilitator records the questions that surface during the data analysis and

5. Planning Next Steps

the teacher or group members answer them (if possible).

Purpose: The group decides on strategies that might help the student’s progress.

• Facilitator asks teachers to narrow the focus for planning by selecting one or two of the

The group members

most likely interpretations generated during the Analysis stage. • brainstorm and share different strategies that might be used next

• Once all strategies are listed, the facilitator asks the group how well they think each

• Based on feedback for each strategy, decide as a group on a strategy to be used with

• Establish a plan of implementation.

6. Reflecting on the Plans

with the students. (Teachers take notes)

strategy will work.

students.

Purpose: These reflections help the group stay focused on next steps and their student results.

How will we know that what we have planned has worked?

Protocol Note Taking Sheet Date:

Identify the Report(s)

Key Observations Analysis of data

Our plan of implementation

Blue Diamond REPORTS

BDReportsQuick Reference – WCPSS Dept. of Curriculum & Instruction rev. 9/29/08

Name of Report Menu Description Progress by Objective

Curriculum Objectives

Color-coded report with percentages of proficiency by objective Display by teacher, class, or individual student

Objective Mastery

Curriculum Objectives

Groups students based on their proficiency on objectives Default groups are 0 to 60%, 61 to 80%, 81 to 100%

Compare Objectives Curriculum Objectives

Compares classes’ average percentage of proficiency on objectives

Item Analysis

Reports Analysis of each item with pie chart and number of students selecting each answer choice Can view the item to discuss with students Can select View with Comparison to see school and system averages by item

Student Progress Reports Table of student scores on each assessment, as well as a quarterly average

Assessment Feedback

Reports Table of student answer choices Can also be printed with a scored copy of the assessment for each student

Class Performance

Reports Cumulative performance of students in a class Can select See this student’s progress to view a student’s scores on all assessments taken

Progress by Assessment

Reports Table of proficiency on each assessment in the quarter or year Includes class average, school average, and system average Details provides a bar chart of proficiency by objective

Chart Class Results Reports Charts class score range as bar graph vs. School and WCPSS scores

Assessments Given Reports Displays teachers, class periods and which assessments have been given in the current school year

Formative Assessment Ideas A Collection by the Middle School Team

Ideas Description

Ticket out the Door (Exit Ticket)

At the end of class, ask students one or two questions to check for understanding and have them respond on a piece of paper. Students give you their paper on the way out the door.

Oral Questioning Question students throughout the class period to check for understanding. Journaling/Learning Logs Reflection opportunity on learning that has taken place

Warm-Up Provide a warm-up the reviews the previous lesson.

Homework Use to determine where the student’s strengths and weaknesses are the following day. This should inform instruction for that day.

Concept Maps Graphic organizer of a specific concept or a vocabulary word stating ideas such as similarities, differences, properties, categories, etc.

Minute Paper Give students an open-ended question and three to five minutes to write an answer. Example: What is the most important thing you learned today?

KWL

KWL is a technique used by teachers to assess what students "know," "wish to know," and "have learned about a particular topic." Divide a sheet of paper into three columns labeled K, W, L. At the beginning of a lesson, the KWL serves as a written record of the student’s prior knowledge (K) on the topic, and allows the opportunity for the student to note what they desire (W) to know about the topic. Following the lesson, the student self-assesses what has actually been learned (L) about the topic.

Problem Solving Observations

Give students a multi-step problem to solve in pairs. Try to pick problems that can be solved in multiple ways or ones that require students to explain their thought process.

RAFT Role, Audience, Format , Topic Levels of Questioning Bloom’s, Marzano’s, etc.

Muddiest Point Students write one or two ideas that were least clear to them from the current or preceding class period. Directed Paraphrasing Students summarize in well-chosen (own) words a key idea presented during the class period or the one just past.

One Sentence Summary Students summarize knowledge of a topic by constructing a single sentence that answers the questions “Who does what to whom, when, where, how, and why?”

Memory Matrix Students fill in cells of a two-dimensional diagram for which the instructor has provided labels.

Application Cards After introducing an important theory, principle, or procedure, ask students to write down at least one real-world application for what they have just learned.

RSQC2

In two minutes, students recall and list in rank order the most important ideas from a previous day's class; in two more minutes, they summarize those points in a single sentence, then write one major question they want answered, then identify a thread or theme to connect this material to the course's major goal. Add an additional comment, if desired.

Ideas Description Transfer and Apply Students write down concepts learned from the class in one column; in another column provide an application of

each concept.

Characteristic Features Students summarize in matrix form those traits that help define a topic and differentiate it from others; useful for determining whether students separate items or ideas that are easily confused.

Windshield Check

Example: • CLEAR = I get it! • BUGS = I get it for the most part, but some things are still unclear. • MUD = I still don’t get it!

Student Self Assessment

The three stages most commonly followed by teachers when asking students to self-assess their work are: Stage 1 - Students identify their own successes. Stage 2 - Students identify a place for improvement. Stage 3 - Students identify their successes and make an “on the spot” improvement.

Have students self-assess using a few guiding sentence fragments, such as: • I am pleased with my work so far, because… • Two improvements I’ve made are… • Next time I revise my work, I need to focus on… • I would grade myself a 1,2,3,4,5 because I… • In order to improve, I need to…

Peer Assessment

Have students peer assess using a few guiding sentence fragments, such as: • You did these really well: • You could have… • Next time you need to focus on…

When using peer assessment, focus on only one aspect of the assignment at a time. For example, the peer may look for multiple pieces of evidence, or only grammatical errors.

Anecdotal Records Observations of student progress made by teachers during class

Think-Pair-Share Invite students to discuss their thinking about a question or topic in pairs or small groups then ask a representative to share the thinking with a larger group.

3-2-1 Cards

Example: 3 things I learned from the states of matter lab…

2 questions I still have about states of matter… 1 way I see matter changing state…

Graffiti Walls The teacher places a large sheet of paper on a smooth surface and invites the students to write or draw what they know about the topic. Students “sign” their work or statements, allowing the teacher to see, at a glance, misconceptions, naïve conceptions, prior knowledge, and new learning targets.

Ideas Description Capsule Vocabulary Put students in groups and have them use and discuss the new words and then put them in a paragraph to determine if

they understand the uses. White Boards Hold up the answers

Content Frames Have the topics, themes, etc. in a chart and have students fill in the important aspects of each topic. Quick way to determine if they understand main instruction.

Framed paragraphs Start sentences for students to finish with the “meat” of the topic to determine if they understood.

Post Reading Mapping Have students in groups or individually map or draw what were the important topics discussed. Easy to tell at a glance if they caught the right information.

Sentence Synthesis Use several new vocabulary words in one sentence to determine understanding of words. Share orally or on overhead to discuss usage.

I Have the Question, Who Has the Answer?

The teacher makes two sets of cards. One set contains questions related to the unit of study. The second set contains the answers to the questions. Distribute the answer cards to the students and either you or a student will read the question cards to the class. All students check their answer cards to see if they have the correct answer. Another variation is to make cards into a chain activity: The student chosen to begin the chain will read the given card aloud and then wait for the next participant to read the only card that would correctly follow the progression. Play continues until all of the cards are read and the initial student is ready to read his card for the second time.

Signal Cards Provide students with cards to signal understanding of concepts, or directions, or a sense of "I'm lost!", and you send the message that it is all right not to understand everything the first time around.

Gallery Walk Have questions or statements posted around the room. Provide students with stickers to place next to the questions or statements they feel are the most important. There are many variations of this activity.

References/Resources: http://www.iowa.gov/educate/content/view/1072/1486/ Angelo, T.A. & Cross, P.K. (1993) Classroom Assessment Techniques (2nd ed.). San Francisco: Jossey-Bass. Rutherford, P. (2008). Instruction for all students (2nd ed.). Alexandria , VA: ASK Publications. Project CRISS http://www.taosschools.org/THS/School%20Improvement/CIEDipTTModule7TypesofFormativeAssessment.pdf http://www.ncpublicschools.org/accountability/educators/vision/formative http://www.park.edu/cetl/quicktips/classroomassess.html