Must read by an amazing math teacher and coach here at GCSD!

Greece Athena Staff Blog

Last week, Jason asked me an important question: “Is a professional learning community (PLC) a more efficient way to do things for teachers?”  My answer was a strong YES… here’s why.

I have had the opportunity to attend two conferences that focused on the implementation of the Professional Learning Community process.  The first conference took place in California in July 2011 and the second location was a November event in Ontario, Canada later that same year.  Both events strengthened my belief in the PLC process and prepared me to help shape this process at Athena.  Before I attended the conference in July, I’m not sure that I would have answered “yes” to Jason’s question.  I think its easy to view the PLC process as just another initiative that your district is making you do.  Make no mistake, this process could definitively be a waste of time if not truly endorsed and supported by teachers and administrators…

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2nd Grade Activities from the Native American Resource Center

The Native American Resource Center is pleased to introduce two new programs designed to help 2nd grade students learn about the Native Peoples of our area.  These Cultural Encounter programs support  the Social Studies concepts found in the Curriculum for 2nd grade (particularly the new RCSD Integrated  Curriculum).  These Cultural Encounter sessions are available to ALL schools in the Rochester City, Greece and Rush-Henrietta School Districts.  Both of these programs are FREE and may be booked by calling the Native American Resource Center at 324-9305.

Inside the Longhouse—Then and Now

This 45-minute, highly interactive, artifact filled  presentation will introduce students to the lifestyle of the Haudenosaunee  from two distinct time periods: 1490 (prior to European contact) and Today.  Using the Longhouse as the focus, students will learn about the clothing, food, games and responsibilities of Haudenosaunee, particularly children, from that historic time period. The program will conclude with discussion of the use of Longhouses today and the continued presence of Native People in our community. Elements of Haudenosaunee culture that span both time periods such as Clans, Storytelling, and Wampum will be introduced also.

Daisy Chain Bracelet – A Beadwork activity

This hands-on workshop will introduce students to the importance of Beadwork to the Haudenosaunee.  Students will learn how beads were made of natural resources, about the trading of glass beads and what certain beadwork designs mean to the Haudenosaunee. Each student will get to make (and keep) their own Daisy Chain bracelet.  All materials are supplied for this activity.  Students must be able to place beads on a string and make one tie to complete this activity.

Native American Resource Center

353 Congress Avenue Rochester, NY 14608 (585) 324-9305

Free Lacrosse Program from Native American Resource Center

The Native American Resource Center offers a variety of Cultural Encounter programs where students can learn about Native American culture and history from Native American educators.  These Cultural Encounter programs support  the learning concepts found in various parts of the curriculums for many grade levels.  All programs are FREE for ALL schools in the Rochester City, Greece and Rush–Henrietta School Districts.  To schedule a program, call the Native American Resource Center at 324-9305.

Lacrosse—The Creator’s Game

The highly interactive activity will detail the cultural and historical significance of the Haudenosaunee game of Lacrosse.  Students will learn how the Haudenosaunee  invented this game, the evolution of the game and equipment, different styles of lacrosse played today, and some basic elements of game play.  Time permitting, students will have the opportunity to learn some basic skills needed for playing such as cradling, passing, catching and shooting.  ALL sticks and balls need to play are provided (including indoor “safe” lacrosse balls).  Many students enjoy the opportunity to be introduced to Tewaarathon (Mohawk word for lacrosse, actual meaning is “they bump hips”) or to gain a deeper understanding of this game.

This session may be completed during a gym class or classroom teachers may schedule a time when the students may be allowed to have outdoor learning or there is an open gym time.

Native American Resource Center

353 Congress Avenue Rochester, NY 14608 (585) 324-9305

 

 

AP World History 9th Grade Final Exam

Overview of the Assessment

The purposes of the AP World 9 final exam are as follows:

  1. To assess student proficiency with the essential content and skills required of the 9th grade curriculum towards alignment with the College Board’s Advanced Placement World History curriculum.
  2. To inform teachers’ instruction based on the strengths and areas of improvement demonstrated by overall student performance
  3. To identify students in need of instructional support
  4. To facilitate a program evaluation of skills and concepts taught throughout the K-12 continuum

The AP World 9 final exam is comprised of the following components:

  1. Multiple Choice, 50%
  2. DBQ or Change Over Time Essay, 25%
  3. Comparative Essay, 25%

Directions for Administering the Assessment

The AP 9th grade final exam will be administered to all AP 9th grade students during local exam week (June 18th).

The final exam should be administered as is, with no additional support or preparation by classroom teachers.  The exam should be administered with the same integrity and design as any New York State assessment.

The answer key will be posted on greecesocialstudies.wordpress.com on a password protected page after the exam is given on June 18.

We are not using teleforms this year.  Please secure scantron forms for the multiple choice section of this exam and utilize the scantron item analysis form that will compile your multiple choice data for you.

Gathering Assessment Feedback  (These will be emailed to you)

  • Qualitative feedback: Based on the scoring of the student assessments, each teacher will complete a graphic organizer to indicate his/her students’ demonstrated strengths and weaknesses with the essential skills, as well as description of how this information will inform his/her teaching.
  • Quantitative feedback: Based on the scoring of the student assessments, each teacher will complete an excel spreadsheet to indicate his/her students’ overall ability to meet (65% or higher) or exceed (85% or higher) expectations on the total exam, as well as the individual components.

Please return all feedback forms to Gail Gefell in the Office of Social Studies by Friday, June 22nd.

ap9 2012 Possible Essays – Please distribute this to your students on or after June 1st.

Global History and Geography 9th Grade Final

Overview of the Assessment

The purposes of the Global History and Geography 9 final exam are as follows:

  1. To assess student proficiency with the essential content and skills required of the 9th grade curriculum towards alignment with New YorkState standards and performance indicators in global history and geography
  2. To inform teachers’ instruction based on the strengths and areas of improvement demonstrated by overall student performance
  3. To identify students in need of instructional support
  4. To facilitate a program evaluation of skills and concepts taught throughout the K-12 continuum

The 9th grade final exam is comprised of the following components:

  1. Multiple Choice
  2. Thematic Essay Task
  3. Document-Based Question Scaffolding
  4. Document-Based Question Essay Task

Directions for Administering the Assessment

The 9th grade final exam will be administered to all 9th grade students, except for Advanced Placement students, during local exam week (June 18th).

The final exam should be administered as is, with no additional support or preparation by classroom teachers.  The exam should be administered with the same integrity and design as any New York State assessment.

The answer key will be posted on greecesocialstudies.wordpress.com on a password protected page after the exam is given on June 18.

We are not using teleforms this year.  Please secure scantron forms for the multilpe choice section of this exam and utilize the scantron item analysis form that will compile your multiple choice data for you.

Gathering Assessment Feedback  (These will be emailed to you)

  • Qualitative feedback: Based on the scoring of the student assessments, each teacher will complete a graphic organizer to indicate his/her students’ demonstrated strengths and weaknesses with the essential skills, as well as description of how this information will inform his/her teaching.
  • Quantitative feedback: Based on the scoring of the student assessments, each teacher will complete an excel spreadsheet to indicate his/her students’ overall ability to meet (65% or higher) or exceed (85% or higher) expectations on the total exam, as well as the individual components.

Please return all feedback forms to Gail Gefell in the Office of Social Studies by Friday, June 22nd.

ghg9 2012 Possible Essays – Please distribute these to students on or after June 1

Grade 8 Final Exam

Overview of the Assessment

The purposes of the 8th Grade Social Studies final exam are as follows:

  1. To assess student proficiency with the essential content and skills required of the 8th grade curriculum towards alignment withNew YorkState standards and performance indicators in world history and geography
  2. To inform teachers’ instruction based on the strengths and areas of improvement demonstrated by overall student performance
  3. To identify students in need of instructional support
  4. To facilitate a program evaluation of skills and concepts taught throughout the K-12 continuum

The 8th grade final exam is comprised of the following components:

  1. Multiple Choice
  2. Document-Based Question Scaffolding
  3. Document-Based Question Essay Task

Directions for Administering the Assessment

The final exam should be administered as is with no additional support or preparation by classroom teachers.  The exam should be administered with the same integrity and design as any New York State assessment.

Please follow the June 2012 Middle School testing calendar when giving this exam.

Scoring the Test

Tests are to be scored in buildings, in teams (preferably) and then submit qualitative and quantitative feedback.

The answer key will be posted on greecesocialstudies.wordpress.com on a password protected page after the multiple choice section is given on June 18.

Gathering Assessment Feedback  (These will be emailed to you)

  • Qualitative feedback: Based on the scoring of the student assessments, each teacher will complete a graphic organizer to indicate his/her students’ demonstrated strengths and weaknesses with the essential skills, as well as description of how this information will inform his/her teaching.
  • Quantitative feedback: Based on the scoring of the student assessments, each teacher will complete an excel spreadsheet to indicate his/her students’ overall ability to meet (65% or higher) or exceed (85% or higher) expectations on the total exam, as well as the individual components.

Please return all feedback forms to Gail Gefell in the Office of Social Studies by Friday, June 22nd.

2011-2012 Grade 8 Possible DBQs – Please distribute this to your students on or after MAy, 29th.

Grade 7 Final Exam

Overview of the Assessment

The purposes of the 7th Grade Social Studies final exam are as follows:

  1. To assess student proficiency with the essential content and skills required of the 7th grade curriculum towards alignment withNew YorkState standards and performance indicators in world history and geography
  2. To inform teachers’ instruction based on the strengths and areas of improvement demonstrated by overall student performance
  3. To identify students in need of instructional support
  4. To facilitate a program evaluation of skills and concepts taught throughout the K-12 continuum

The 7th grade final exam is comprised of the following components:

  1. Multiple Choice
  2. Document-Based Question Scaffolding
  3. Document-Based Question Essay Task

Directions for Administering the Assessment

The final exam should be administered as is with no additional support or preparation by classroom teachers.  The exam should be administered with the same integrity and design as any New York State assessment.

Please follow the June 2012 Middle School testing calendar when giving this exam.

Scoring the Test

Tests are to be scored in buildings, in teams (preferably) and then submit qualitative and quantitative feedback.

The answer key will be posted on greecesocialstudies.wordpress.com on a password protected page after the multiple choice section is given on June 18.

Gathering Assessment Feedback  (These will be emailed to you)

  • Qualitative feedback: Based on the scoring of the student assessments, each teacher will complete a graphic organizer to indicate his/her students’ demonstrated strengths and weaknesses with the essential skills, as well as description of how this information will inform his/her teaching.
  • Quantitative feedback: Based on the scoring of the student assessments, each teacher will complete an excel spreadsheet to indicate his/her students’ overall ability to meet (65% or higher) or exceed (85% or higher) expectations on the total exam, as well as the individual components.

Please return all feedback forms to Gail Gefell in the Office of Social Studies by Friday, June 22nd.