Seattle Public Schools Creative Approach Schools Application

The Creative Approach Schools as described in Article II of the Collective Bargaining Agreement (2010 2013), states: SEA and SPS will develop and negotiate a process, approved by both parties that will allow agreed upon schools to be able to apply for broad exceptions from SPS policies and collective bargaining agreements in return for enhanced autonomy and accountability. The process designed will include how schools qualify and from which SPS policies and collective bargaining agreement sections schools may be exempted. As of February 15, 2012, negotiations have been completed and the Memorandum of Understanding has been approved by the Seattle Education Association and the Board of Directors of the Seattle Public Schools.

Name of School: Cleveland High School Principal: Princess Shareef Contact: (206) 252 7800 pshareef@seattleschools.org

1. Start-Up: We wish to institute a modified block schedule, which would allow students to participate in four, seventy-five minute classes each day. If chosen a to be a Creative Approach school we would be able to implement this particular configuration of the modified block; by doing so we believe we are hoping to sustain a program that has seen steady student academic growth. We are also asking that we be allowed to maintain our motivated and uniquely trained staff in order to fulfill our expectations for a faculty with a highly specialized instructional skill set. In addition we are hoping to be given a waiver from Seattle Public Schools policies as they relate to purchasing hardware (laptops) 2. Overview: Creative Approach School Design The Puget Sound is home to some of the most advanced science and technology businesses and organizations in the world. They provide opportunities for innovation and learning, internships and employment; yet, African Americans hold only 4.4% of science and engineering jobs and Hispanics hold only 3.4%. We believe our decision to create a program designed to meet the learning needs of all students, is both logical and necessary, as we look through our social justice lens. If 70% of the jobs available now are tied to STEM, as research says, we must prepare all of our students for those opportunities. We must provide ALL students with the critical thinking skills, along with math and science literacy to seize the opportunities of the future. STEM@Cleveland High School has emerged from the combined efforts of students, teachers, administrators, central department leads, higher ed., business leaders and parents to create a 21st century education for our students. After a year of planning, meeting on a weekly basis, we put forth a vision for a whole school, inclusive program.

We emphasize modified block and whole school because we want to make it clear that every student is included in either of our two academies (School of Engineering and Design and School of Life Sciences), with the opportunity to include support classes made possible by the eight period schedule. Implementation of the STEM@Cleveland HS program began in the fall of the 2010-2011 school year. Each student has eight courses. Most courses meet every other day with the exception of Algebra and Geometry classes that meet every day. We offer students a unique integrated, standards focused project-based, high technology learning environment. STEM students apply their knowledge and skills in ways that have personal significance and work together with community partners to address real, authentic life, societal or world problems. We have defined 21st Century Skills in this way: LEARNING & INNOVATION o Creativity o Critical Thinking & Problem Solving o Communication & Collaboration LIFE & CAREER o Flexibility & Adaptability o Initiative & Self-direction o Social & Cross-cultural Skills o Productivity & Accountability o Leadership & Responsibility INFORMATION & TECHNOLOGY o Information Literacy o Media Literacy

Articulated, defensible school design In order to create an inclusive program that meets the academic and social emotional needs of our students we researched best practices, worked closely with higher education, parents and the business community. We visited similar programs around the country and made the decision to implement project based learning for all content areas except math in which we employ complex math instruction pedagogy with a focus on problem based learning. Our staff has participated in extensive training and additional coaching with regard to creating rigorous standards based projects. We also decided to implement team teaching, wherein regular education, special education and English language learner faculty teach together in inclusive classrooms.

By implementing the longer block periods weve been able to include support and enrichment within a class period. This does not mean that all support and enrichment happens within the class period. Because of the eight classes each student is enrolled in it does mean that we are then able to offer additional small group targeted study skills classes. Group projects are designed first looking at standards and asking the question: What do we want our students to know. To mirror a real world work environment students learn higher order thinking skills, decision making, planning, presentation, organizing and collaborating skills by working in small groups. We formed two academies to offer students two distinct paths in Engineering and Design and Life Sciences. In this way we are able to create smaller learning communities wherein, students will be known, nurtured and supported. Raise student achievement and close achievement gap:

Project-based learning opportunities: All courses will be taught in a project/problem -based, high technology learning environment in which students will apply their knowledge and skills in ways that have personal significance. Local and regional partnerships with industry, higher education, and community-based organizations will provide an array of learning opportunities. 1 (See attached NTN planning documents) Inclusion: All Cleveland students will be included in our STEM program. Students needing additional support will receive it via additional support classes. All students are expected to take math and science every year. STEM students will take four years of math and four years of science. Cleveland will offer a strong academic program, including an array of AP science, mathematics, and engineering courses. 2 (See attached course alignment) Learning Outcomes: Student grades will be broken into several clearly defined Learning Outcomes which include: Content and Critical Thinking, Written communication, Oral communication, Professionalism and Technology use. This helps students and their families understand exactly what is being graded. 3(See attached copy of learning outcomes)

NTN planning documents (page 12 of this document)

2 Academy course alignment (page 28 of this document) 3 School Learning Outcomes (Page 31 of this document)

(continued on next page)

Instructional Skill Set:

BACKGROUND Cleveland High School has changed from a comprehensive high school to an Option school focused on Science, Technology, Engineering, and Math, via rigorous advanced coursework and wall-to-wall project-based learning. This change demands that instructors working in this new program possess (and continue to develop) a specialized set of skills. PROCESS To identify the skills required of teachers in this new setting, members of the design team visited schools currently implementing project-based learning (PBL), and especially scrutinized ways that PBL looked in classrooms or schools with a STEM focus. Since Cleveland will be supported in their change effort by membership in the New Technology Foundations network of schools, we also reviewed materials that their partner schools have used in hiring and evaluating teachers. Finally, we invited current Cleveland staff to identify skills that would be needed in a STEM-focused, PBL-driven school setting serving the diverse students of our district. As a design team, representing perspectives of K12 administrators and educators, university professors in STEM fields, technology and content specialists, Career/Technical Education specialists, and SPS parents, we took this collection of skills and culled further, noting those that we thought would be most important. FRAMEWORK Cleveland has been working for three years with an instructional language that is useful for talking within and across various disciplines: Using the Motivational Framework. This framework looks at instruction with the lens of motivation specifically, how does the instruction being considered draw out a students own motivation to engage with the learning? In

this framework, there are four conditions that, when present, elicit high levels of motivation: Relationships, Relevance, Rigor, and Results. The skills required for success at Cleveland STEM map easily onto this existing framework, as follows: Relationships: A successful Cleveland STEM teacher . . . Believes that all students possess intelligence, curiosity, and potential, and the teacher must find ways to draw these out of every individual student. Facilitates effective group work, including the use of structures (such as group contracts) and teacher strategies to promote engaging, challenging, fair, and safe group work environments. Collaborates skillfully with students, colleagues, families, and other partners; as part of this collaboration, the teacher demonstrates commitment to sharing his or her practice publicly, embracing team-teaching or other opportunities to integrate curriculum, and seeking out assessment and feedback about his or her work. Relevance: A successful Cleveland STEM teacher . . . Engages students in real world experiences and adult connections; connects the curriculum to knowledge, strengths, and issues found within the local context. Provides multiple opportunities and choices for students to demonstrate their learning. Seeks to amplify student voice and strengthen student leadership in the classroom, the school, and the community. Rigor: A successful Cleveland STEM teacher . . . Aligns learning experiences to robust standards, in order to prepare students to succeed in a variety of settings, including a four-year university. Carefully selects various technologies to support purposeful learning activities, and serves to reinforce expectations for student collaboration, inquiry, and critical thinking. Designs questions, assignments, and other curricular experiences that both teach and require higher order thinking skills. Demonstrates mastery of content area knowledge in their subject, as well as the pedagogical practices, including Project Based Learning, that will support students toward success in that subject. Results: A successful Cleveland STEM teacher . . .

Uses knowledge of students to carefully identify learning goals, and to design differentiated activities to support those goals. Designs assessments that are carefully aligned to learning goals and provide meaningful feedback to students; develops in students their ability to self-assess and become increasingly independent learners. Collects and analyzes a variety of data about student progress to determine students growth and program strengths or weaknesses. The skills listed above are a representative, but not exhaustive, catalog of the instructional skills required to be successful at Cleveland S.T.E.M.

Evaluation Criteria & How long to demonstrate effectiveness The data included below under Progress to Date includes data for the two years we have implemented project based STEM learning. As for the more agile formative assessment, we have dedicated professional development time to creating standards based curriculum maps, rubrics and common assessments. Content areas map out common assessment windows and block out time to look at student work. We will use the following summative measures to demonstrate effectiveness: HSPE Reading HSPE Writing EOC Math 1 (Algebra) EOC Math 2 (Geometry) Biology Other Measures Graduation Rate Attendance Rates Data-In-A-Day (Two times yearly, community stakeholders visit classrooms, collect data and report back to staff.)

Progress to date
Focus Area Reading/ LA Writing Algebra Geometr y Science Attendan ce Rate

C-SIP Goals and Results for 2010 2011 and 2011-201 2010 - 2011 Goal Actual Growth Met 20112011(points) Goal? 2012 1012 62% 80% 77% 15 No 73% 54% 55% 28% 89% 85% 70% 70% 48% 92% 85.5% 70.1% 81.3% 53% 12.5 16.1 25.3 25 Yes Yes Yes Yes

The test given in 2010 was a general science test. 2011 2012 is the first year for Biology.

Cleveland has several additional measurably improved outcomes in the past years: 4 (See attached Summative Assessment Comparison Cleveland to State.) Improved attendance rate: rate of overall attendance improved by 5%; and, number of students with fewer than 10 absences increased from 41% to 48% Graduation rate has improved: on-time graduation rate increased from 54% to 61%; and, 6 years or fewer from 61% to 66%

2. Creative Approach Characteristics

Two academies with a focused curriculum (School of Engineering and Design and School of Life Sciences)
4

4 Progress on State Assessments in Reading, Writing, Math EOC 1 And Math EOC 2 plus Biology (page 38)

 Inclusion. Most students in regular classrooms with additional support.

Students are expected to take four years of math and science. Real world and relevant academic experiences that include mentors, internships and expect quality student presentations. Project based learning in all content areas except math Math courses taught as problem based using the complex instruction pedagogy Student support tied to student need First tier support provided in academy advisories four times weekly Community Involvement Full Services Community Grant supports partnerships, community involvement and out of school time activities including summer transition program Seattle Youth Engagement Zone supports service learning integration within content areas, community partnerships including summer transition programs. Restorative Justice Project supports positive culture building PTSA supports collaboration, communication with the Cleveland Community Manufacturing Industrial Council Business partnerships Staff Professional Development o Project Based & Service Learning instructional pedagogy o CTE training Project Lead the Way Computer Science Accountability Collaboration Time and Team Teaching Teaching and Learning expectations, Curriculum, Assessment, and Schedule: Shared leadership, highly qualified staff. 3. Parent and Community Involvement: Before the initial implementation of the STEM program: We spent a year meeting weekly with what we called work groups that included parents, teachers, administration, central department heads, higher education, along with non profit and for profit businesses. We also met quarterly with the superintendents steering committee.

Since that time: We meet with a parent steering committee. That group meets with admin once per month or as needed. From that we held two parent and student focus groups (widely advertised) with the desire to ascertain program strengths, weaknesses and next steps. From the data gathered, we reported out to stakeholder groups and solicited additional input. From that info we continually address concerns. Two areas of strength are: Curriculum and Instruction along with improved school culture. An area of improvement: Variety of communication strategies used to connect with families especially families in which English is a second language. This year our PTSA is implementing parent support groups in which families will be able to get together to talk about parenting teenagers. How will staff, families, & community members collaborate in design and monitoring of program success? Data In A Day Twice yearly parents, students, central department leads, teachers and community partners will be able to visit classrooms gather data and report back to teachers about what they saw related to Rigor, Relevance, Relationships and Results. We will continue to meet with stakeholders in order to solicit concerns and make adjustments.

Communication Plan -How will staff collaborate with each other, identify leadership & governance of the school? Teaching and Learning Collaboration - Content area teams (departments) meet on a weekly basis. During this time it is the expectation that they align curriculum, create lessons and common assessments as well as look at student work. Administrators are aligned with each department and attend each meeting. Teachers share documents with each other via drop box/Google docs, allowing and encouraging input and modifications to improve student learning. Governance structures are in place: We adjust and modify using the School Culture Agreements

School Culture Agreements

1. We want a unified/consistent school culture. 2. Discipline systems should be fair, sustainable and incorporate both rewards for excellent professionalism and consequences for poor choices. 3. The foundation of our work with students and their families is a positive mindset: Looking at the assets that each brings to our community. 4. The goal of our plan to build culture is to teach the habits of success. 5. Like all our work, school culture requires ongoing evaluation and improvement.

Habits of Successful Students

1. 2. 3. 4. 5. 6. 7. 8. You go to classes every day. You are listening and learning. (This is about learning. Its not always about a grade) You ask questions. (Be fearless. Ask if you dont know and if you still dont understand; ask again ) You read your material (Dont cram it all into one or two nights) You study (alone or with a group ) You do your homework You join clubs, play sports and participate in activities You take care of each other and keep each other on the right path.

Shared leadership and accountability 1) Building Leadership Team Meets two times monthly Members include: Certificated staff from each school, SAEOP staff, students, parents and admin 2) Community School Advisory Team Meets quarterly Members include: Community non profit partners, Certificated staff, community higher ed partners, In school support staff and admin 3) PTSA Meets monthly

Members include: Parents, certificated staff, admin, alumni 4) Advisory System Meets four times per week Teachers support groups of grade level students. th 5) 9 Grade Intervention Team Meets monthly 9th grade faculty meets to discuss concerns regarding 9th grade academic and social emotional growth. 6) Student Intervention Team Grades 10,11,12 Members include: Counselors, social workers, nurse, Academic Intervention Dean and admin. (Additional attendees are included when discussing specific students) 7) Grade Level Staff Teams Meeting monthly Members include: Grade level faculty plan and implement grade level support and activities 8) Content/Department Teams Meeting weekly What partnerships, do you have/anticipate developing to support you creative approach school? First, it is important that we find partnerships to support our one to one laptop program. This is vital as we continue to make efforts to bridge the digital divide for all of our students. Next, we have worked to form relationships with a variety of community partners i.e., Seattle BioMed, Seattle Universitys Connect U, East Madison Y.M.C.A., University of Washington Education Department (math), Manufacturing Industrial Council, Guatemala Village, Global Visionaries, International Expeditors, AJAC, Boeing, Microsoft, Women in Trades, Engineers without Borders (UW) and Virginia Mason Hospital. We will have to continue to form partnerships in order to create additional opportunities for internships and real world experiences. 4. Things we wish we could have and/or do, that we think we cannot now? A. Maintain the opportunity to continue a block scheduling Board Policy 2420 - High School Grade & Credit Marking Policy stipulating one high school credit is equivalent to 150 hours of planned instructional activities. Cleveland High School will offer one high school credit

for 130 to 150 hours of planned instructional activities. We have had strong results supporting student academic growth by using the longer block periods. Weve found that this allows teachers the time to teach complete lessons and give support during the same period. B. Maintain class size limits to 32 students with the Block Schedule. SEA Collective Bargaining Agreement Article IX, Section D, Paragraph 3. a. We asked to be exempt from the following wording in the paragraph: These limits would not necessarily hold when staff have, through their decision-making process, adopted a whole school model that results in a variation in the curriculum, instructional methods and staff organization. An example would be the adoption of block schedule C. Maintain highly qualified staff SEA Collective Bargaining Agreement Article VII, Section B Three-phase staffing process allowing displaced staff or Reduction in Force employees to be assigned by HR and the Instructional Directors to vacant positions in Level 2-5 schools. The schools in-depth project based learning training and intentional collaborative planning requires the participation of all teachers. Clevelands hiring teams want to make a positive choice in the selection of teachers that will voluntarily participate in this intensive collaborative work. Teachers must be carefully selected by fellow faculty rather than administratively assigned. D. SEA Collective Bargaining Agreement Article XII: Lay off and Recall We are asking to be exempt from the Lay off and Recall bargaining agreement for the next three years in order to stabilize and sustain the districts only High School STEM program. It is of utmost importance to be able to maintain the highly qualified staff we have specially trained. Thousands of hours of training and thousands of dollars of building, grant and district funds have be spent in order to build our strong STEM program. What follows is a partial list of the specialized professional development we expect our staff to be involved in : i. New Technology Networks project/problem based learning. ii. Project Lead the Ways engineering and bio-medical curriculum and pedagogy,

iii. Math departments highly successful complex instruction iv. Readers/Writers workshop (at the high school level)

v. Educurious training vi. Training and experience with a specific learning management/grading system grounded in projectbased learning: Echo. At this point we are a school so different from the usual comprehensive high school that students and families must opt into our program; it would make little sense for staff to work here for any reason other than their choice to take on our unique curricula, teaching and learning structures. E. Meaningfully participate in the purchasing process of required technology. Board policy No: 6620 Competitive Bids for Construction Projects, Materials, Equipment and Supplies.
i.

We have established ourselves as a one-to-one laptop program. This means that each year we must purchase machines to meet the needs of our growing population of STEM students. As the only one-toone laptop program in SPS, our needs are somewhat unique in the district. The district-wide policies and purchasing procedures are not always able to meet our needs. Working with the districts technology department and not being bound to existing district service contracts or purchasing, we could build partnerships with local businesses to help us purchase laptops at reduced prices, thus reducing the overall cost of our program and increasing its sustainability.

F. Allow families to purchase laptops at a lowered cost Board Policy 4237 Superintendent Procedure 4237SP Advertising & Commercial Activities
o

In order to decrease the cost to the district and allow families to purchase laptops at a significantly lowered cost, we would like to be able to form partnerships that are tied to local companies. In

neighboring districts, students and their families, have been given access to quality technology at approximately one third the cost we are now spending on laptops.

What, who, or other factor, keeps us from doing what is best for students, teaching & learning, & our community? Lack of patience and planning for sustainability are the only things we believe can get in our way. We are thankful that the district leadership has been patient with and supportive of our whole school inclusive STEM program at Cleveland. We trust that allowing us to go forward as a Creative Approach school will help sustain this successful program.

5.

80% of staff? Initial vote was taken 9/24/2012 78.18% approved Another discussion 10/2//2012 (vote was not taken) (Returned to BLT for further discussion) Final Vote taken 10/10/12 82.6% approval

(Attachment 1) New Tech Network Project Based Learning Curriculum Map

Standards

Time
(number of days/ weeks)

Project Idea & Driving Question/ Authentic Problem or Scenario

Key targets , Skills, Concepts and 21st Century Skills

Activities/ Experiences within the Project

(scaffolding activities, labs, experiments, interviews, etc)

Assessments

Potential Partners (shared assessment, guest speakers, panelists, etc)

Big Idea

Skills (verbs)

Essential Questions

Content and Concepts (know)

Problem-Project

Creating Rubrics

Creating a Rubric For Assessing Information

1. Use the following elements for an Accessing Information rubric: Limited Developing Searches for information randomly or without an explicit search strategy. Proficient Provides evidence of a strategic approach and describes explicit plan. Advanced Exemplary Can explain and demonstrate an explicit and comprehensiv e search strategy for the question being addressed.

Displays a strategic approach when accessing information.

2. Add descriptors depicting what students do as they develop the information access expertise needed to complete the project. Here is an example of criteria for the Limited Developing Proficient Advanced Exemplary first element of the rubric: Displays a strategic approach when accessing information. Accesses a variety of information sources. Searches for a variety of perspectives. "Creating a Rubric for Accessing Information " is adapted from materials provided by Sir Francis Drake Uses information High School, San Anselmo, California, and Tamalpais retrieval systems Union High School, Larkspur, California. and technology. Asks appropriate questions about information access. Seeks assistance when needed.

Creating Rubrics

Creating a Rubric For Selecting Information

1. Use the following elements for a Selecting Information rubric: Limited Searches key sources efficiently. Focuses on key sources. Selects key ideas from sources. Records information efficiently. Organizes and labels selected information. Clarifies information as needed. 2. Add descriptors depicting what students do as they develop the information selection expertise needed to complete the project. Here is an example of criteria for the first element of the rubric: Limited Searches key sources efficiently. Does not focus on key sources, or is not selective in finding information. Developin g Proficient Obtains relevant information from key sources and makes Advance d Exemplary Obtains relevant and wide-ranging information from key sources Developin g Proficien t Advanced Exemplar y

effective use of skimming strategies.

quickly using skimming and search strategies (index, key words).

"Creating a Rubric for Selecting Information " is adapted from materials provided by Sir Francis Drake High School, San Anselmo, California, and Tamalpais Union High School, Larkspur, California.

Creating Rubrics

Creating a Rubric For Processing Information

1. Use the following elements for a Processing Information rubric: Limited Draws connections between ideas. Identifies and labels key information and ideas. Organizes data and ideas. Developing Proficient Advanced Exemplary

Labels and categorizes notes. Interprets information. Summarizes information.

2. Add descriptors depicting what students do as they develop the information processing expertise needed to complete the project. Here is an example of criteria for the first element of the rubric: Limited Draws connections between ideas. Reads and records verbatim information. Does not comment on connections among ideas. Developing Proficient Notes and summaries show interconnections between ideas within a single source. Advanced Exemplary Notes and summaries contain insightful comments on the relationship between ideas across multiple sources.

"Creating a Rubric for Processing Information " is adapted from materials provided by Sir Francis Drake High School, San Anselmo, California, and Tamalpais Union High School, Larkspur, California.

Creating Rubrics

Creating a Rubric For Composing a Presentation

1. Use the following elements for a Selecting Information rubric: Limited Creates a convincing, authoritative argument. Exhibits creativity in composition. Puts information in own words. Develops main ideas and organizing concepts. Provides sufficient evidence to support claims. Provides examples and concrete details. Developing Proficient Advanced Exemplary

2. Add descriptors depicting what students do as they develop the presentation expertise needed to complete the project. Here is an example of criteria for the first element of the rubric: Limited Creates a convincing, authoritative argument. Provides inconsistent evidence for position. Developing Proficient Argues a position based on sufficient evidence. Advanced Exemplary Builds a logical, step-bystep case using a variety of information and persuasive evidence.

"Creating a Rubric for Composing a Presentation " is adapted from materials provided by Sir Francis Drake High School, San Anselmo, California, and Tamalpais Union High School, Larkspur, California.

Creating Rubrics

Creating a Rubric For Making a Presentation

1. Use the following elements for a Selecting Information rubric:
Limited Uses visuals clearly and effectively. Communicates and stresses main points. Developing Proficient Advanced Exemplary

Body posture projects confidence and authority. Makes consistent eye contact. Enunciates clearly with appropriate volume. Makes minimal pauses and avoids filler words.

2. Add descriptors depicting what students do as they develop the presentation expertise needed to complete the project. Here is an example of criteria for the first element of the rubric: Limited Developing Proficient Advanced Exemplary Uses visuals clearly and effectively. Visuals not tightly linked to presentation; do not support or clarify main points. Visuals clarify and illustrate main points. Highly developed, memorable visuals clarify and illustrate main points; presenter integrates and manages visuals skillfully.

"Creating a Rubric for Making a Presentation " is adapted from materials provided by Sir Francis Drake High School, San Anselmo, California, and Tamalpais Union High School, Larkspur, California.

Creating Rubrics

Creating a Rubric For Individual Task Management

1. Use the following elements for an Individual Task Management rubric:
Limited Solicits and uses feedback. Sets appropriate and realistic goals. Works independently with minimal supervision. Perseveres appropriately. Carries out tasks carefully and diligently. Meets deadlines. Developing Proficient Advanced Exemplary

2. Add descriptors depicting what students do as they develop the task management expertise needed to complete the project. Here is an example of criteria for the first element of the rubric:

Limited Solicits and uses feedback. Does not see the need for feedback; does not solicit or use feedback.

Developing

Proficient Uses feedback to improve performance.

Advanced

Exemplary Seeks out feedback and uses information to improve products or performance.

"Creating a Rubric for Individual Task Management" is adapted from materials provided by Sir Francis Drake High School, San Anselmo, California, and Tamalpais Union High School, Larkspur, California.

Creating Rubrics

Creating a Rubric For Individual Time Management

1. Use the following elements for an Individual Time Management rubric:
Limited Uses time effectively. Estimates time realistically. Establishes a schedule for completing work. Allocates time among tasks strategically. Stays on schedule. Completes tasks on a timely basis. Developing Proficient Advanced Exemplary

2. Add descriptors depicting what students do as they develop the time management expertise needed to complete the project. Here is an example of criteria for the first element of the rubric:

Limited Uses time effectively. Does not recognize the reality of time constraints or take action to use available time efficiently.

Developing

Proficient Uses time efficiently and completes work within given time constraints.

Advanced

Exemplary Prioritizes tasks, recognizes time constraints, estimates time to completion, and avoids distraction while meeting deadlines and using time effectively.

"Creating a Rubric for Individual Time Management " is adapted from materials provided by Sir Francis Drake High School, San Anselmo, California, and Tamalpais Union High School, Larkspur, California.

Creating Rubrics

Creating a Rubric For Group Task and Time Management

1. Use the following elements for a Group Task and Time Management rubric:
Limited Monitors group progress. Sets appropriate and realistic goals. Develops a plan for completing group work. Keeps track of materials. Maintains group focus on what's important. Allocates time effectively. Developing Proficient Advanced Exemplary

2. Add descriptors depicting what students do as they develop the group task and time management expertise needed to complete the project. Here is an example of criteria for the first element of the rubric: Limited Developing Proficient Advanced Exemplary

Monitors progress.

Group does not attempt to monitor its progress or fails to do so when requested.

Group monitors and assesses progress as necessary.

Group regularly assesses progress of individual members and group as a whole using structured discussion.

Creating Rubrics

Creating a Rubric for Group Process

1. Use the following elements for a Group Process rubric: Limited Group members facilitate each other's participation. Developing Proficient Advanced Exemplary

All group members participate in project work. Work is distributed and completed. Group coordinates well with other groups. Group uses member's strengths effectively.

Group members resolve conflicts successfully. 2. Add descriptors depicting what students do as they develop the group process expertise needed to complete the project. Here is an example of criteria for the first element of the rubric: Limited Developing Members show little interest in the contribution s of others and interrupt frequently. Proficient Advanced Members encourage everyone to contribute fully. Exemplary Members often encourage other members to share thinking, listen carefully, and effectively manage disruptive behavior.

Group members facilitate each other's participation.

(Attachment 2)

STEM at Cleveland High School Academy Overview

Engineering & Design and Life Sciences & Global Health. Students will be able to choose an academy based on their interests. All students will have access to a wide array of electives and extracurricular activities.

ENGINEERING & DESIGN ACADEMY will feature the following core courses. Beginning in 10th grade, students will be
able to choose from Engineering and Computer Science strands:
9th Grade Core Language Arts World History 10th Grade Core Language Arts/Digital Literacy World History 3 Geometry/Computer Science Advanced Algebra Biology 11th Grade Core Language Arts US History 12th Grade Core Language Arts American Government Calculus

Algebra/MESA Physical Science: Ecology & Engineering Principles of Engineering Fit for Life (PE/Health)

Pre-Calculus Principles of Engineering: Computer Int. Manu Chemistry AP Computer Science Small Devices

Engineering Design & Development AP Chemistry AP Physics UW Computer Science

Digital Electronics Introduction to Engineering Design

LIFE SCIENCES & GLOBAL HEALTH ACADEMY will feature the following core courses:
9th Grade Core Language Arts 10th Grade Core Language Arts 11th Grade Core AP Language Arts 12th Grade Core Language Arts American Government AP Mandarin/AP Spanish Calculus AP Statistics AP Biology AP Environmental Science Biomedical Engineering College Course Culminating Project

World History 1, 2

World History 3

US History

Algebra

Geometry

Pre-Calculus Medical Interventions Chemistry World Language

Physical Science Intro to Biomedical Principles Fit for Life (PE/Health)

Biology Human Body Systems Global Health

SCHOOL OF ENGINEERING & DESIGN

Course Objectives:

Students explore technology systems and engineering processes to find out how math, science, and technology help people. Students learn concepts of robotics and automated manufacturing by creating three-dimensional designs with modeling software and producing models of their designs. Using 3D computer modeling software, students learn the design process and solve design problems for which they develop, analyze, and create product models. Students use computer simulation to learn about the logic of electronics as they design, test, and actually construct circuits and devices. Teams of students, guided by community mentors, work together to research, design, and construct solutions to engineering problems. Course Objectives:

SCHOOL OF LIFE SCIENCES

Students investigate the human bodys systems and health conditions, learning about human physiology, medicine, research processes, and bioinformatics. Students examine the interactions of body systems. They design experiments and investigate the structures and functions of the human body. Students investigate the interventions involved in the prevention, diagnosis, and treatment of disease. Students are exposed to the wide range of interventions related to immunology, surgery, genetics, pharmacology, medical devices, and diagnostics. Students apply their knowledge and skills to solve problems related to the biomedical sciences. They have the opportunity to work on an independent project and may work with a mentor or advisor.

ELECTIVES & ACTIVITIES

Electives at STEM will include:
World Languages French (Engineering) Spanish Mandarin (Life Sciences) Fine Arts Drawing Painting Ceramics Jewelry Music Band Orchestra Drumline Choir Technology Video Production Video Yearbook Alternative Energy

Extracurricular Activities and Clubs will include: Key Club, Cross Country, Ultimate Frisbee, Tennis (Co-Ed), Basketball, Volleyball, Football, Baseball, Softball, Track, Wrestling, Art Club, Dance Team, Filipino Club

(Attachment 3)

Cleveland High School

School Wide Learning Outcomes Rubric

Learning Outcomes Professionalism Time Management Individual Responsibility Emerging (60-70)
(Below Performance Standards) Fails to meet all proficient criteria and/or Does not use class time effectively Fails to complete responsibilities on time Fails to complete responsibilities/tasks on time Completes most responsibilities on time Uses class time effectively Recognizes what needs to be done and does it most of the time, and participates in most class and project work Adheres to most CHS, classroom and group policies or norms Participates in class or project work Contributes ideas, is accountable to the team and generally fulfils his/her role

Proficient (71-89)
(Minimal Criteria)

Advanced (90-100)
(Demonstrates Exceptional Performance) In addition to meeting all the proficient criteria. Uses class time effectively to ensure individual and team success Student has project or work ready for review prior to deadlines or presentations Adheres to all CHS, classroom, and group policies or norms.

Attitude and Initiative

Leadership

Fails to follow CHS, classroom, and group policies or norms Rarely or never participates in class or project work Does not contribute ideas to the team and does not fulfill his/her role

Originality

Student uses others ideas and/or work as their own.

Students ideas and/or work are his/her own.

Student takes the lead role in contributing high quality ideas and sharing them with the group Always participates in class and project work often in a leadership role. Student creates work that is sustainable and has potential uses with other projects

Team Work/Collaboration Preparedness Learning Outcomes Written Communication

Audience and Purpose

Student does not allow others to contribute ideas to the group Has few materials needed for project

Student listens to and respects other group members ideas and points of view. Has most materials needed for project

Student is always present and accountable to all group members Student is always prepared for the days agenda and assignments

Emerging (60-70)
(Below Performance Standards) Fails to meet all proficient criteria and/or No sense of audience or misidentifies audience Writing poorly communicates with audience, purpose, and genre Organization, process, and formatting is absent or difficult to identify Style and voice is inappropriate and/or does not reflect appropriate tone for task Convention errors interrupt or distracts the reading

Proficient (71-89)
(Minimal Criteria)

Advanced (90-100)
(Demonstrates Exceptional Performance) In addition to meeting all the proficient criteria..
Writing effectively communicates with an exceptional awareness of audience, purpose, and genre, giving the author a clear, distinct and powerful voice.

Writing communicates effectively with audience, purpose and genre

Organization Process and Formatting

Writing is coherently structured and organized and demonstrates an effective use of the writing process.

Style and Voice

Style, voice, and tone are mostly appropriate

Writing demonstrates absolute clarity and has powerful/purposeful style, tone, and voice Writing demonstrates exceptional control of conventions of written English grammar and is generally free of errors. Writing demonstrates a complex and diverse use of details, examples or quotations to support the writing prompt. Student properly uses MLA or APA formats correctly with no mistakes.

Conventions

Some convention errors that distract from reading

Supporting Evidence

Little or no supporting evidence

Writing demonstrates correct use of details, examples or quotations to support the writing prompt. Student includes source list Student utilizes in-text citations for all informational sources.

Sources

Student does not include Works Cited Bibliography Clear evidence of plagiarism

Learning Outcomes

Emerging (60-70)
(Below Performance Standards)

Proficient (71-89)
(Minimal Criteria)

Advanced (90-100)
(Demonstrates Exceptional Performance) In addition to meeting all the proficient criteria

Oral Communication
Structure and Organization

Fails to meet all proficient criteria and/or Structure and organization is poor and has informational gaps Presentation Time requirements were not met for specific requirements Speakers vocal style distracts from the purpose of the Speaker cannot be heard and understood Attire is not appropriate for purpose There is some structure and organization, and few informational gaps Time requirement was met

Student used logical, ethical and emotional appeals

Vocal Expression

Vocal style does not distract from the purpose Speaker can be heard and understood Attire is appropriate for purpose

Tone and pace were self assured and purposeful.

Physical Characteristics

Attire was chosen to enhance the presentation

Composure

Little to no eye contact with audience Posture lacks confidence Mispronounces words and has several verbal fillers

Some eye contact with audience Gestures and movements are appropriate and effective Posture conveys confidence Speaker pronounces words clearly, correctly, and without verbal fillers

Student is very enthusiastic, professional, and confident Presentation is very polished with little room for improvement

Learning Outcomes

Emerging (60-70)
(Below Performance Standards)

Proficient (71-89)
(Minimal Criteria)

Advanced (90-100)
(Demonstrates Exceptional Performance) In addition to meeting all the proficient criteria

Content and Critical Thinking

Fails to meet all proficient criteria and/or

Identification

Cannot or misidentifies key content and/or key project specific information

Identifies most key content and key project specific information

Identifies all key content and key project specific information

Application

Student does not demonstrate an ability to apply theories, principles and/or skills to new situations, settings or problems.

Student demonstrates an ability to apply theories, principles and/or skills to new situations, settings or problems.

Student actively seeks new environments and situations to apply theories, principles and/or skills.

Analysis

Student does not demonstrate a clear understanding of the rules, definitions, laws, concepts, theories and principles of topic or skill under study. The student does not identify cause-andeffect relationships.

Student demonstrates a clear understanding of the rules, definitions, laws, concepts, theories and principles of topic or skill under study. The student can identify relationships between ideas, data sets, and phenomena. Student is able to defend his/her evaluation (critique). Evaluation includes comparison and contrast to other ideas/objects/materials.

In addition to meeting the Proficient criteria Student is able to apply his/her analysis of the definitions, law, concepts, theories and principles under study. The student can differentiate between correlation and cause and effect. Evaluation includes references (comparison/contrast) to three or more objects/ideas/materials. Student creates clearly defined criteria (i.e., rubric, guidelines) for evaluation.

Evaluation

Evaluation is not supported or compared to other ideas

Student does not defend his/her evaluation (critique) Evaluation does not include comparison and contrast to other ideas/objects/materials.

Synthesis

Does not synthesis key points to form a cohesive whole

Student does not demonstrate a clear understanding of the rules, definitions, laws, concepts, theories and principles of topic or skill under study. The student does not identify causeand-effect relationships.

Synthesis integrates ideas, images and/or objects to form a cohesive whole. Student is able to summarize their thinking during the process of synthesis. Combination of elements is logical and justified.

Synthesis is unique. Synthesis shows careful planning and attention to how disparate elements fit together. Student is able to create new synthesis based on changing circumstances, input or environment. Combination of elements is verified.

Learning Outcomes

Emerging (60-70)
(Below Performance Standards)

Proficient (71-89)
(Minimal Criteria)

Advanced (90-100)
(Demonstrates Exceptional Performance) In addition to meeting all the proficient criteria

Technology Use
Collaboration

Fails to meet all proficient criteria and/or Uses email, messaging and social media software to communicate with teachers, peers and community partners

 Publication Multimedia Research Digital Citizenship* (*Adopted from ISTE NETS-S 2007)

Creates joint documents and/or media projects using online collaboration tools (eg. Google Docs) Works with a team to select the correct tool(s) for the task at hand Creates documents (using Word, InDesign, etc.) Inserts images, links and/or citations following agreed upon conventions Chooses fonts and page format appropriately Demonstrates the ability to manage file type, page format and location of printing Creates original content using video, images and audio files Publishes content in agreed upon file formats and dimensions Uses appropriate search strategies (eg. Key Words) to conduct in-depth research Selects and cites appropriate sources of information Uses agreed upon conventions (eg. MLA) when creating works cited or bibliography pages Advocates and practices safe, legal, and responsible use of information and technology Exhibits a positive attitude toward using technology that supports collaboration, learning, and productivity Demonstrates personal responsibility for lifelong learning Respects other students/teachers online privacy by securing their permission before posting their work/images online