PLC Presentations – North H.S.

May 2007
May 7 – Math, Counseling, Science,
Art, Languages
May 14 – English, Social Studies, P.E.,
Practical Arts, Business
 GPN Mathematics

Click on each PLC Group:

PreAlgebra - Honors Geometry
Geometry CP
Algebra II
PreCalculus – AP Calculus
 Algebra II
All tests, quizzes, and exams within North
All homework assignments, and class schedule
COMMONALITY Final and parts of MT are common with South

Co-op exams for placement

Use tests and quizzes along with student
DATA responses to assess question validity and student
COLLECTION achievement

Assessed the differences in the state approved

benchmarks with our current curriculum
CURRICULUM Created map to outline the necessary changes for
the future
Will begin to pilot and assess various book series’
for alignment with new curriculum
 SAMPLE FROM CURRICULUM
MAP
CHAPTER
ALG II
SECTION TITLE SECTION ASESSMENT STATE
OBJECTIVES S BENCHMARKS
Chapter 9: 9.1 Multiplying and 9.1 Simplify rational Daily Self- A1.1.4 Add, subtract, multiply,
Rational Dividing Rational expressions Checks and simplify polynomials and
Expressions and Expressions 9.1 Simplify complex Daily Homework rational expressions
Equations 9.2 Adding and fractions A1.2.5 Solve polynomial
Quiz 9.1 – 9.3
Subtracting Rational 9.2 Determine the LCM of equations and equations
Expressions polynomials involving rational expressions
9.3 Graphing Rational 9.2 Add and subtract A2.9.1 Write the symbolic
Functions rational expressions form and sketch the graph of
simple rational functions
9.3 Determine the vertical
asymptotes and the point A2.9.2 Analyze graphs of
discontinuity for the simple rational functions and
graphs of rational understand the relationship
functions between the zeros of the
numerator and denominator
9.3 Graph rational
and the function’s intercepts,
functions
asymptotes, and domain
 Pre-Algebra
• What we have accomplished this year….
– Common Homework, Chapter and Semester
Assessments at North
– Designed district “Pre-Algebra” Curriculum aligned with
new MI 8th grade GLCEs and Algebra 1 HSCE.
– Piloted Holt and McDougall Littell textbooks for use in
2007-08
– Informal data comparisons throughout the year
– Implemented 9th grade math tutoring/support program for
C- or below
– Collaborated on a successful merger of BA/PA for ALL
learners
 Pre-Algebra
• For next year and beyond…
– Offering a support class - Pre-Algebra Support -
for at-risk students
– Successfully implementing the new state
standards and new district curriculum
– Incorporating more technology and useful
websites to reinforce basic math concepts
 Sample from
Pre-Algebra Curriculum
STATE GLCE GLCE INTERPRETATION & DISTRICT OBJECTIVES When RESOURCES

A.FO.08.11 •Solve linear systems by graphing. Graphing: Linear Functions

Solve •Recognize when graphing systems that are parallel lines Current Systems of
simultaneous have no solution and lines that coincide have infinite Equations
linear solutions. Tech Lab: Solve
equations in •Recognize that the point of intersection of the graph of Substitution Two-Step
two variables two or more linear equations is the solution to the system. and Equations by
by graphing, •(a) Solve linear systems by graphing Graphing Pg. 531
elimination:
by substitution, Systems
and by linear Phase in
•(b) Solve linear systems by substitution. 2006-2007
combination
(elimination); e.g., x + y = 18 y = -x + 8 http://www.coolm
estimate ath.com/algebra/
Substitute for y, then solve for x. Substitute x
solutions using Algebra1/index.ht
value and solve for y.
graphs; include ml
•(c) Solve linear systems by linear combinations. e.g.,
examples with 5x - 3y = 9 (multiply by 2)
no solution and 10x – 6y = 18
infinitely many 2x - 4y = 40 (multiply by –5)
solutions. -10x + 20y = -200
Opposites are created for the x variable and will
eliminate. Solve for y; then substitute and solve for x.
•Use graphing, substitution, and elimination for solving a
single system of linear equations.
 Geometry CP PLC

What we have What we are working on

accomplished: for the future:
– All GPN assessments – 100% Common mid-
are common year assessment with
– All GPN homework/ South
reviews are common – Implementing the new
– Curriculum Map standards into the
– Partial common mid- curriculum for next fall
year assessment with
South
– 100% common final
exam with South
 Geometry Curriculum Map
Month Content Skills Assessments MMC Standards

3.5 Weeks* Congruent Triangles Identify the corresponding parts of congruent figures Quiz 4.1 – 4.3 L4.3.3
Corresponding parts in a Prove two triangles are congruent using SSS, SAS, ASA, *Quiz 4.1 – 4.6 G1.2.2
congruence AAS, HL Chapter 4 Test G1.2.5
Theorems based on Deduce information about segments and angles after G2.3.1
congruent triangles proving two triangles are congruent (CPCTC) G2.3.2
Extension of proof in Apply the theorems and corollaries about isosceles
geometry triangles
Prove two overlapping triangles are congruent
*Prove two triangles are congruent by first proving two
other triangles are congruent
State and apply the definitions and theorems of median,
altitude, perpendicular bisector and angle bisector

2 Weeks Quadrilaterals Apply the definition of and theorems about parallelograms Quiz 5.1 – 5.3 G1.4.1
Parallelograms Prove that certain quadrilaterals are parallelograms Chapter 5 Test G1.4.2
Special quadrilaterals Apply theorems about a midline of a triangle G1.4.3
Apply the definitions and identify the special properties of G1.4.4
a rectangle, rhombus and square, trapezoid and isosceles
trapezoid
Determine when a parallelogram is a rectangle, rhombus or
square

1.5 Weeks Inequalities in Geometry Apply properties of inequalities of lengths of segments and Chapter 6 Test L4.2.1
Inequalities and indirect proof measures of angles L4.2.2
Inequalities in triangles State the contrapositive and inverse of an “if…then” L4.2.4
statement L4.3.1
Write indirect proofs L4.3.2
State and apply the inequality theorems and corollaries for G1.2.2
one triangle and two triangles
 Honors Geometry PLC

What we have What we are working on

accomplished: for the future:
– All GPN assessments – Common assessments
are common within the district
– All GPN homework/ – Implementing the new
reviews are common standards into the
– Curriculum Map curriculum for next fall
– A collaborative
approach to teaching
the class
– Updated semester
exams
 Honors Geometry Curriculum Map
Month Content Skills Assessments MMC Standards

3 Weeks Similar Polygons Express ratios in simplest form Quiz 8.1 – 8.4 G1.2.2
Work with ratios Apply the product and ratio theorems Chapter 8 Test G2.3.3
Use theorems in proofs Calculate geometric means G2.3.4
State and apply properties of similar polygons G2.3.5
Identify the characteristics of similar polygons
Use AA, SAS, and SSS similarity theorems to prove
triangles similar
Use similar triangles to deduce information about
segments or angles (CASTC, CSSTP)
Apply the Triangle Proportionality Theorem
State and apply the Triangle Angle Bisector Theorem

3 Weeks The Pythagorean Theorem Simplify radical expressions and solve quadratic equations Quiz 9.1-9.4 L1.1.6
Radicals Begin solving problems involving circles Add Quiz L2.1.6
Special Right Triangles State and apply the relationships when the altitude is Trigonometry G1.2.2
Trigonometry (Need to add) drawn to the hypotenuse of a right triangle Chapter 9 Test G1.2.3
State and apply the Pythagorean Theorem and its converse G1.2.4
and related theorems about obtuse and acute triangles G1.3.1
Use the distance formula to compute lengths of segments
in the coordinate plane
Recognize groups of whole numbers known as
Pythagorean Triples
Apply the principle of the reduced triangle
Determine the lengths of the sides of a 45-45-90 triangle
and a 30-60-90 triangle
Apply the Pythagorean theorem to solid figures
Define the tangent, sine and cosine ratios for an acute
angle in a right triangle
Solve right triangle problems by correct selection and use
of tangent, sine and cosine
Apply the Law of Sines and Cosines in non-right triangles
 Regular & Honors Precalulus PLC

What we have accomplished: What we are working on for the

– All GPN precalculus tests & future:
quizzes are common
– All GPN precalculus – Common assessments with
homework/reviews are South High School
common – Implementing the new state
standards into the curriculum
– Curriculum Map
for the future
– A collaborative approach to – Constant analysis and revision
teaching the class of the course, assessments,
– Analyzed test & quiz data and and teaching methods
made appropriate revisions to
instructional materials,
methods, and evaluations
Precalculus First Quarter Sample Curriculum Map
MCC
Quarter Content Skills Assessments Standards
1st Chapter 1 Determine whether a given relation is a TEST P 1.1
Quarter Linear function and perform operations with Function evaluations P 1.2
Relations and functions Compositions P 1.3
Functions Evaluate and find zeros of Linear Domains P 1.4
Functions Equations of lines P 1.5
Graph and write Functions and Linear Regression-Correlation P 1.6
Inequalities coefficient P 1.7
Write equations of Parallel and Graphs (Linear, linear inequalities, P 1.8
Perpendicular lines absolute value, step
Model data using Scatter Plots and write functions)
predication Equations
Chapter 2 Solve Systems of Equalities using TEST P. 7.8
Systems of substitution and the elimination method Graphical solutions
Linear Solve Systems of Equations in three Substitution
Equations and variables Elimination
Inequalities Solve Systems of Linear Inequalities Systems of linear inequalities
Linear programming.
Chapter 3 Graph Functions, Relations, Inverses and TEST P 4.1
The Nature of Inequalities Symmetry test P 4.2
Graphs Analyze families of graphs Parent transformations P 4.3
Investigate symmetry, continuity and end Absolute value inequalities
behavior Inverses(graphical/algebraic)
Apply Transformations to graphs End Behavior(limits)
Find asymptotes and extrema Continuity
Maximums/minimums
Asymptotes
X-intercepts
Missing points
 AP Calculus
Incorporated Web-Assign into the daily
homework, which provides both students and the
DATA teacher with instant feed back on problems.
COLLECTION Created two “BIG TESTS” and AP REVIEW
TESTS which are modeled directly from past
College Board’s AP tests to assess student
achievement. Students were scored according to
AP Guidelines.

Created a curriculum map to summarize the

implementation of the College Board’s AB and
CURRICULUM BC Curriculum.
Completed the College Board’s audit
requirements.
AP Calculus AB: Approved March 29, 2007
AP Calculus BC: Approved April 25, 2007
 AP Calculus Curriculum Map Sample
Timeframe` ` Skills Assessments
3 weeks Application of Derivatives Ch 4 Quiz
Extreme Values of Functions Determine extreme values of a function (abs. and local) and analyze the function’s derivative and 2nd Ch 4 Test*
Mean Value Theorem derivative to determine the critical point’s nature (max, min) [1st Derivative Test & 2nd Derivative *BC: includes
Increasing and Decreasing Test] Support your conclusion either in writing or verbally. 9.2-9.3 Taylor
Functions Understand the Mean Value Theorem and its consequences Derivatives
Concavity By analyzing the derivative (algebraic, graphical, numerical), determine when a function is Big Test
Connecting the graphs of a increasing and/or decreasing. (Multiple
function and its 1st and 2nd By analyzing the 2nd derivative (algebraic, graphical, numerical), determine when a function is Choice / Free
derivative concave up and/or concave down Response
Modeling and Optimization Determine a point of inflection of a graph format)
Linearization Determine antiderivatives (including +C and solving for C as needed)
Newton’s Method Solve optimization problems using derivatives
Related Rates Approximate change using linearization and differentials. Based on the 2nd derivative, describe why
BC: Derivatives of Series the estimation is over or below the actual solution (written or verbally communicated). Support the
estimated answer using exact solutions (w/ a graphing calculator as needed).
Apply Newton’s Method to solve equations. Support the estimated answer using exact solutions (w/
a graphing calculator as needed).
Solve related rate problems.
BC: Define Taylor Series Approximations of functions
1.5 weeks The Definite Integral Ch 5 Test*
Estimating with Finite Sums Apply the three RAM methods to approximate area and associated volume problems *BC::
Definite Integral & Apply the trapezoid method to approximate area includes 7.4
Antiderivatives Apply Simpson’s method to approximate area Lengths of
Fundamental Theorem of Describe (written or verbal) if the estimation using the above methods is under, exact, or above curves
Calculus compared to the actual integral. Use graphing calculator programs to support the estimations and Midterm
BC: Lengths of Curves conclusions. Exam
Solve antiderivative applications – such as distance traveled (Multiple
Understand the terminology and notation of integration including the concept of Riemann Sums Choice / Free
Calculate the value of a definite integral and understand its relationship to area under a curve. Response
Calculate the value of a definite integral using a graphing calculator format)
Understand that discontinuous functions may be integrated and why.
Calculate the average value of a function and understand the Mean Value Theorem for definite
integrals.
Understand the Fundamental Theorem of Calculus and its implications
Determine the derivatives of integrals
Solve problems related to the integral of a given function (algebraic, graphical, numerical)
BC: Find lengths of curves using integration techniques (including parametric curves)
Umbrella of Support
PLC

North Counselors
North Special Education
Student Center
Counseling PLC

Barb Skelly
Brian White
Jill Davenport
Jenny Clay
Milissa Pierce
Issues
 Struggling Learners/passing classes
 Under-educated new enrollees
 Helping students adjust to “North
Community”
 Identifying and serving at-risk students
 Increase in mental health issues
Accomplishments
 Streamlined scheduling process.
 Ran eight support groups.
 Processed 1100 college applications and
multiple scholarship applications to date.
 Initiated “Prep HQ” for students, parents
and counselors.
 Completed/updated Educational
Development Plans for all students in the
school.
Accomplishments (cont.)

 In conjunction with GPS, initiated

development of a Grosse Pointe Schools
Comprehensive Guidance Plan.
 Took junior and senior students to visit
colleges.
Goals for 07/08
 Continued work on Comprehensive
Guidance Plan.
 Continued application of new computer-
aided career/college exploration programs.
 Implementation of new state graduation
requirements for Class of 2011.
 Identification and support of struggling
learners.
Goals (cont.)
 Continue to improve and streamline the
scheduling process.
 Continued offering of support groups.
Issues
 Meeting the needs of at-risk students who
do not qualify for special education
services.
 Lack of clarity over requirements for High
School Diploma vs. Certificate of
Completion.
 Placement for low readers (cannot read
curriculum).
Issues (cont.)
 Problems with collaborative classrooms:
* class size too large
* no collaborative planning time
* disruptive behaviors
* composition of classroom students
(too many low learners)
* takes staff out of LRC
Issues (cont.)
 Immersion of middle school special ed.
students into high school
curriculum/expectations.
Accomplishments
 PLC meeting as group allows for
collaboration on problem students/issues.
 Improved clarity regarding needs of
incoming students.
 Adjusted programming re: ongoing
concern over diploma vs. certificate.
 Successful weekly S3 meetings.
Future Goals
 Continue to seek clarification on Diploma vs.
Certificate for entire staff.
 Scheduling of high needs students.
 Ongoing collaboration with administration on
needs.
 Improve methods of identifying high needs
students.
 Inclusive strategies to use school-wide for
reading/writing improvement.
 Education of staff on differences/needs of
special education students.
 This year
Issues:
Can the Student Center staff be considered a department? Can we have dept
meetings when needed? SRC teacher are also in other departments.
Common assessment between both schools
Finding out what the SRC at South is like
Getting extra support in the SRC

What we do:
Monitor students assignments and grades- through progress reports and
daily work logs on each student

Weekly Study Skills: organization, time management, setting goals

(academic), need to improve reading and writing skills/strategies, how to be a
successful learner, need a time and place to be successful, note-taking skills,
preparation for school/class, being a student, college requirements, job
requirements…
10- 100% A+
9
8
7
6 – 60 % D-
5
EXAMPLE OF DAILY LOG
4
3
2
1
0

Comments Grade
Monday

Tuesday

Wednesday

Thursday

Friday
Support Staff Responsibilities:
Not responsible for: grades and
attendance.

Responsible for: Monitor student’s progress

on different assignments and give help
when needed, know students by name
and offer help,
 Future……
• Continue to visit Middle Schools to gather
information about future students
• Workshops with parents- communication
– Technology, study habits, graduation
requirements, post high school planning,
• Who will be in the SRC next year and who
should not be in there
• Data collection
2007-08
2000- current
 Grade Accelerated Highly Challenging Core Challenges
Level

9th Honors Biology* Honors Earth Science**

Earth Science

10th Honors Chemistry

(Requirement Enrollment Honors Biology Biology**
in Algebra II / Honors
Algebra II)

11th Honors Physics Honors Chemistry;

AP Courses AP Courses; Chemistry;
Electives Electives Electives

12th Honors Physics

AP Courses; AP Courses; Physics;
Electives Electives Electives

Electives: Astronomy, Topics in Astronomy, Microbiology, Physiology, Geology,

and Environmental Science
AP Sciences: Biology, Chemistry, Physics, Environmental Science
* It is recommended that students also enroll in Honors Accelerated Geometry or higher math.
** Collaborative sections available
 Science PLC PowerPoints
Earth Science

Honors Earth Science

Biology—Advanced Placement, Honors Biology and Biology

Chemistry—Honors Chemistry and Chemistry

Physics—Honors Physics and Physics

Environmental Science

AP Environmental Science

Departmental PLC
Earth Science PLC
A. Herrold, A. Pata

• Issues faced
– Adoption of new state standards in science
– Development of Semester 1 Exam
– Revision of Semester 2 Exam
– Development of Curriculum Maps
Earth Science PLC
A. Herrold, A. Pata

• Accomplishments of 2006/2007
– Semester 1 Exam
• 85% common GPN/GPS; 15% teacher preference
• Data evaluation/Item Analyses using Apperson’s electronic spreadsheets
– Semester 2 Exam
• Integration of possible lab practicum
• Revision of Semester 2 Exam from 2005/2006
– Collection of baseline data for common assessments
– Newly adopted State Curriculum
• Review of prerequisite (middle school) vs. high school benchmarks and
discussion for future changes
– Technology Integration into current lesson planning
• Graphical Analysis, LoggerPro software and LabPro Probe Hardware,
Google Earth, Inspiration6, StarryNight, WeatherBug
Earth Science PLC
A. Herrold, A. Pata

• Goals for 2007/2008

– Integration of new state standards into GP
curriculum
– Further revision of semester assessments
– Further revision of curriculum maps
– Compare baseline data from 2006/2007 semester
exams to 2007/2008 exams

Return to Home Page

HONORS Earth Science
A. Herrold, A. Muto, L. Bouda (South)

• Issues faced
– Adoption of new state standards in science
– Need to develop common assessment for first
semester
– Need to develop curriculum maps
HONORS Earth Science
A. Herrold, A. Muto, L. Bouda (South)

• Accomplishments of 2006/2007
– Semester 1 Exam
• 85% common GPN/GPS; 15% teacher preference
– Semester 2 Exam
• Revison and possible integration of lab practicum
– Newly adopted State Curriculum
• Discussion of prerequisite (middle school) vs. high school
benchmarks and how they will cause curriculum revisions
– Collection of baseline data for common assessments
– Technology Integration into current lesson planning
• Graphical Analysis, LabPro Labs (using probes), Starry Night,
WeatherBug
HONORS Earth Science
A. Herrold, A. Muto, L. Bouda (South)

• Goals for 2007/2008

– Integration of new state standards into GP
curriculum
– Further revisions of semesters assessments due to
curriculum revision
– Revisions of curriculum maps due to curriculum
revision
– A first comparison of exam data for 2007/8 to
baseline data gathered in 2006/7
Return to Home Page
 R.Zwada, S. Rothenbuhler, R. Ruth, and S. Speirs
Biology, Honors Biology and AP Biology 2006-07

1. Compiled North/South Essentials for Honors Biology and Biology

2. Compiled North/South Scope and Sequence for Honors Biology and Biology
3. Began Analysis of Common Assessments for first semester Honors Biology
and first semester Biology—preparation, test format, common questions,
standards and benchmarks, and areas of struggle
4. Began Analysis of Common Lab Report Formats, Expectations, Standards,
and common criteria
4. Reviewed Mid-terms for common questions and free response writing for
AP Biology
6. Considered Learning Progressions Research Base in sequencing Protein
Synthesis and Heredity concepts
7. Completed Curriculum maps for AP Biology, Honors Biology and Biology
 Based on feedback from last year’s
2nd semester common exam in Biology—
where we found that students struggle to relate
ideas, transfer information, and apply several levels
of biological organization within molecular genetics—
we modified the learning sequence.

The research on “Mapping a Coherent Learning

Progression for the Molecular Basis of Heredity,”
supports the notion we had regarding the
sequence and scope of the learning needed to develop
molecular genetics understanding. Protein synthesis
and its connection to cell work is precursor to ideas about
DNA and heritable characteristics.

“For students to understand the role of DNA in determining

the characteristics of an organism, they need to know that an
organism’s characteristics reflect the actions
of its proteins.”
http://www.project2061.org/publications/articles/papers/narst2006.htm
State Expectations:
The State of Michigan is changing the curriculum in science
and preparing exit exams. The new biology curriculum is very demanding,
conceptually speaking; and much is expected from the middle school
science experience. Knowing what standards to base our work on posed
a dilemma, given that the BOE and Central Office has not approved of the
new State Standards in Biology.

Impending District Science Curriculum Initiatives for High School Science

Scope and Sequence may change from the current one; new State benchmarks

District Honors Middle School Science Courses approved and the impact
these changes will have on the high school biology remain to be seen.

The science building— numerous issues [electrical, plumbing, and

the HVAC ventilation] posing interruptions to instruction.

Data was requested early on this school year to help inform the
BIO PLC direction; and data was not received. The district prides itself
on being a data-driven, decision making entity, yet our PLC’s
basic request for data was not honored.
Biology and Student Achievement
PLC Gathered Qualitative and Quantitative Data
Students failing Biology ranges from 8% to 15%
as broken down by each teacher's biology enrollment.

The percentage of upper classmen in Biology

(not always, but usually the students taking
Biology for the second or even third time)
ranges from less than 4 % to 22 % as broken down
by each teacher's biology enrollment.

We reviewed each Biology teachers' grading policy,

late work policy, types of assignments, length given
to complete different types of assignments, amount
of homework assigned, and type of class
work assigned.
BIO PLC … Reflections on Data
Regardless of giving students many and various options
to increase bio-understanding—turn assignments in past the
due date for partial credit; meet with the teacher outside of class,
one on one tutoring; review tutorials on the class website;
use an equi-distant grading scale —students either do the
work on time, or not at all. Those who do not do the work do not
take advantage of invitations to improve their understanding of biology.

WHY?
1. Do these students lack academic background
knowledge needed to be successful?
2. Have these students experienced the GP K-12
articulated curriculum?
3. What are their Gaps in learning?
4. Are their other issues or concerns—attendance,
behavior, yet to be identified special needs?
5. What is our goal for students – graduation or life beyond high school?

RESOLUTION
We need to request data to help drive our discussions
and instructional decisions.
REQUESTED the following data to assist the BIO PLC in:
• building student academic background knowledge
• closing the gaps in achievement
• illuminating sources for the anecdotal data discussed

To that end, we would like the following data on all biology

students and disaggregated for each biology teacher. For each student:
1) number of years in the Grosse Pointe District
2) approximate reading level or skills as assessed by the most recent
standardized or GP test
3) high school attendance--total number of absences and tardies
4) high school discipline--total number of suspensions and detentions
5) current GPA
6) high school science grades by science courses taken
7) 8th grade Science Meap score and item analysis by strands

Requested to learn more about Freshman Assist and Math Tutoring

 Wormeli, Rick (2006).
Fair Isn’t Always Equal: Assessing &
Grading in the Differentiated Classroom.
1. Revamp all essentials due to
new State Curriculum/district initiatives

2. Revamp all assessments due to

new State Curriculum/district initiatives

3. Revamp all curriculum maps due to

new State Curriculum/district initiatives

4. Request and obtain data to help us build

student academic background knowledge,
close the gaps in achievement, and illuminate
sources for the anecdotal data discussed.

Return to Home Page

PLC Chemistry
PLC Chemistry
Synchronized curriculum

Synchronized curriculum
•Topics
•Content
•Sequence
PLC Chemistry

Developed common required

labs
•Developed demos to reinforce
lab and lecture topics
 PLC Chemistry
Continued to develop;
• common homework
assignments
• Consistent grading of
homework
assignments
• Common assessment
question bank with
Grosse Pointe South
High School
PLC Chemistry

Return to Home Page

 Physics PLC

2006 2007 School Year

 Physics Goals 06-07
• Create Intra-Building Common Assessment
• Construct Curriculum Maps
• Apply New Grading Procedures
 Physics Issues 06-07
• New State Curriculum and Content Expectations
• Inter-School Common Assessment Hurdles
• Curriculum Mapping as a Concept
• Possible District Paradigm Shift
• Future Scheduling Changes
 Physics Accomplishments
06-07
• Finished Curriculum Maps
• Finished Intra-Building Common Assessments
• Worked with GP South on Inter-School Common
Assessment (to be finished next year)
• Made Goals for Next Year
• Applied new grading scheme (with some success)
 Physics Goals 0708
• Finish Inter-Building Common Assessments
• Participate in district-wide science curriculum
review
• Create “High Impact” classrooms
• Employ Latest version of new grading paradigm

Return to Home Page

Environmental Science
Summary of PLC for 2006/7
•Rebecca Ruth-North
•Werner Schienke-South
•Steve Booher-North

1. Finalized scope and sequence

•1st Semester will focus on natural systems and ecology
•2nd Semester will focus on human affects on the environment

2. Completed draft for the curriculum map

3. Completed draft for common assessments
Future: Continue to work towards developing
commonality between the high schools
Return to Home Page
AP Environmental Science
Summary of PLC for 2006/7
•Werner Schienke-South
•Steve Booher-North

1. Finalized scope and sequence

•1st Semester will focus on natural systems and ecology
•2nd Semester will focus on human affects on the environment

2. Completed Advanced Placement audit

3. Audit will suffice as curriculum map
4. Completed draft for common assessments
Future: Continue to work towards commonality between
the two high schools Return to Home Page
Preparing for ACT or MEAP? standards to stress with students

MS Honors Science courses and their impact on high school science

course selection, and science instruction

AP audit requirements and time to complete this project

High school science sequence may change: physics before chemistry;

chemistry before biology

Increasing AP Science student enrollment

Grading Practices
Rick Wormeli Fair Isn’t Always Equal”: Assessing and grading in the
differentiated classroom 2006 Copyright ISBN 1-57110-424-0

The science building— numerous issues [building fire, electrical,

plumbing, and the HVAC ventilation] posing interruptions to instruction.
To continue working as a departmental team
so that students,

Develop knowledge and enhance understanding in the core science areas

Develop analysis and critical thinking skills necessary for success with
the new State Science curriculum

Develop research skills and an understanding of science as a process through

laboratory investigations

Relate and apply core concepts to show understanding

Actively, effectively and collaboratively participate in classroom learning

experiences and take responsibility for their learning in order to maximize
academic growth

Are encouraged to actively participate in activities outside of the science classroom,

such as clubs, field trips, science competitions, RATS etc…

Develop awareness for both the role and responsibility of the scientific
community in the solutions to global problems
The department members will continue to,

Guide and facilitate learning—Select teaching and assessment practices that

support and facilitate student learning; Use multiple methods to gather data
on student understanding and ability; Analyze assessment data to guide
Instruction; Develop yearlong and short term goals for instruction; Use the PLC
generated data to discuss with colleagues how to improve instruction

Challenge students to accept and share responsibility for their own learning

Encourage and model the skills of scientific inquiry— and structure the time
available for laboratory investigations

Ensure a safe working environment for students, and make available science tools
and materials for students

Participate in the discussions concerning District science initiatives

Participate in and present at State and National Science conferences

Partner with former students, community members, national programs, and grants
to bring the best possible experiences to North science students

Return to Home Page

Issues we faced as a department and as individuals this year:
Creation of rubrics for all variety of media…
 Self-Evaluation Rubric

Lacking (0 – 1) Average (2) Better (3) Best (4)

Subject Matter Inappropriate subject or lacking Some attempt at expressing The subject has been dynamically The subject shows wit, character
concept. subject. expressed. and personal interpretation.

Completeness The project was never started or never The basic work was done with The work has covered all of the The work shows good use of the
finished. minor flaws. project requirements. design elements and principles in
addition to all the project
requirements.

Creativity The image is trite, copied or without There was some planning and The work includes personal The work shows a fresh and
personal interpretation. original thought reflected in the reactions that are descriptive and personal interpretation with
work. insightful. historical or artistic basis that
speaks to other artists.

Design Little or no thought went into the The work has little in the way of Shapes or forms have been Nothing can be added or subtracted
placement of shapes or forms in the composition or balance. arranged to support the design. without hurting the design.
project.

Technique Inconsistent use of techniques. Clear understanding of techniques Use of techniques is evident and Skills and techniques are used to
but the work lacks refinement. consistent in the work. create a purposeful, emotional or
intellectual impact in work.

Effort Often off task, disruptive or talking. Occasionally off task, unfocused, Class time used effectively and Totally absorbed with work and a
Little class time used on the project. work sometimes forgotten. In a always on task. Some extra effort great deal of time was spent
Materials often forgotten. rush to complete assignments. was given to the work. thinking and working outside of
Work done last instant. class.

Productivity Not all assigned work was completed. The work was completed but with Everything was completed and There is excitement about the art
low quality. some work was redone or extra assignments so all work is finished
effort was given to the work. to the best ability over and above
the assigned expectations.

Knowledge There is confusion about the concepts There is some awareness of the Able to critique own work and that Articulation of the historical and
and vocabulary associated with this art terms and concepts but can not of others based on design elements contemporary art influences as well
form. discuss in own work or that of and principals. as design elements and principals
others. that have informed the work.
 Universal Rubric for 3 Dimensional Composition/Design
DOES YOUR DESIGN/COMPOSITION

1. Have variety in form, size, direction, contrast in value, color,etc.? P F G VG E

2. Have a strong and recognizable focal point, center of interest or direction? Where? P F G VG E
________________________________ P F G VG E
3. Show balance? (Symmetrical, Asymmetrical) P F G VG E
4. Form is divided well, usually not cut in half? P F G VG E
5.Design utilizes both positive and negative space? P F G VG E
6. Encourage the viewer to use imagination? P F G VG E
7. Shows unity repetition of some visual elements (line, texture, color,etc) ? P F G VG E
8. Encourage the viewer's eye to move around the object? (eye P F G VG E
flow) P F G VG E
9. Have a sense of organization? P F G VG E
10. Show originality and creativity? You have a personalized interpretation of the assignment. P F G VG E
11. Have enough small detail to be visually interesting?
12. Surface treatment compliments form?
 Universal Rubric for 2 Dimensional Composition/Design
DOES YOUR DESIGN/COMPOSITION

1. Have variety in shape, size, direction, contrast in value, color,etc.? P F G VG E

2. Connect with the edge or run to and off the edges of the paper or P F G VG E
frame? P F G VG E
P F G VG E
3. Have a strong and recognizable focal point? Where? P F G VG E
________________________________ P F G VG E
4. Show balance? P F G VG E
5. Not have itself cut in half:: horizontally, vertically, or diagonally? P F G VG E
6. Consciously use both positive and negative space? P F G VG E
7. Create a sense of depth? P F G VG E
8. Encourage the viewer to use imagination? P F G VG E
9. Show unity? P F G VG E
10. Encourage the viewer's eye to move around design? (eye P F G VG E
flow) P F G VG E
11. Not have eye directed out of the frame? P F G VG E
12. Have a sense of organization?
13. Show originality and creativity?
14. Have enough small detail to be visually interesting?
North and South working together.
36 different curriculum maps in art…
Metals 1 – 4: Forrest/ Szmrecsanyi
Reviewed essentials
Essentials aligned with state standards
Creation of assessment rubrics
Creation of curriculum maps
State presenting standards via scholastic art, Coca-cola, great frame up, Auto Show, Detroit festival of the arts, school art show
Assessments developed

Ceramics 1- 6: Forrest/ Szmrecsanyi

Reviewed essentials
Essentials aligned with state standards
Creation of assessment rubrics
Creation of curriculum maps
State presenting standards via scholastic art, Coca-cola, great frame up, Auto Show, Detroit festival of the arts, school art show
Assessments developed

Concepts: Signorello/ Szmrecsanyi/ Aro/ Carbone

Reviewed essentials
Essentials aligned with state standards
Creation of assessment rubrics
Individual Creation of curriculum maps
State presenting standards via scholastic art, Coca-cola, great frame up, Auto Show, Detroit festival of the arts and school art show
Photography 1 – 3: Forrest/ Gruenwald/ Signorello
Reviewed essentials
Essentials aligned with state standards
Creation of assessment rubrics
Creation of curriculum maps
State presenting standards via scholastic art, Coca-cola, great frame up, Auto Show, Detroit festival of the arts, school art show
Assessments developed
Discussed need for text books

Drawing/ Painting 1 – 4 and Figure Drawing 1 - 4: Gruenwald/ Thies

Reviewed essentials
Essentials aligned with state standards
Creation of assessment rubrics
Creation of curriculum maps
State presenting standards via scholastic art, Coca-cola, great frame up, Auto Show, Detroit festival of the arts, school art show
Assessments developed

Computer Graphics 1 -4: Thies/ Carbone

Reviewed essentials
Essentials aligned with state standards
Creation of assessment rubrics
Creation of curriculum maps
State presenting standards via scholastic art, Coca-cola, great frame up, Auto Show, Detroit festival of the arts, school art shows
Assessments developed
 Curriculum mapping is
now the main
part of our focus. We are
currently actively
engaged in
completing that task.
What plans do we have for next year (what do we see as the next logical step)?
Review, revise and share all PLC work
Identify student learning
Discuss exam results
Share teacher strengths
Results storage
Look at work over time
Create improvement goals
Modern & Classical
Languages

PLC 2006 – 2007

 AP Related
 discussed changes to the AP exams of the various
languages
 discussed the department’s ideas and philosophies
relating to AP
 implemented AP-type activities and strategies in
lower-level classes
 shared and modeled activities used in our classes
that develop skills needed for the AP exams
 developed strategies for taking standardized tests,
like the AP, national language exams, and college
placement exams
Sharing Ideas!
 including five days of reading and writing
 new ideas from conferences (ACTFL and
MiWLA)
 error correction activities to increase
student retention of feedback
 vocabulary and grammar
• ideas for presenting
• engaging projects/activities for practice
Games
 modeled language games we use in our
classroom
• grammar structures
• vocabuary
 developed instructions for games we use
frequently as a department to have as a
“game bank”
 Creating New Materials
 created a writing process handout for
students to use for any assignment
 listening & reading activities
• used existing listening and reading activities and
improved upon the questions/activities included
with the textbook materials (focused on multiple
choice questions)
• searched for authentic texts for our languages
GPN English
Department
Overview
Michigan State Curriculum Standards
Dispositions and Recursive Goals
PLC as Department-wide system

Merger of current curricular practices with new curricular goals

Creation of common assessments that match teaching standards while
simultaneously prepping students for standardized testing success

Teaching individualized content as a unified systematic approach

 PLC Members:
Kate Calabresa
Marybeth Carduck
Emily Hoepfner
s ea rc h
Andy Montague T h e se l f
for ding
rs ta n
Ruth Rothenburg unde tinues !
con
Kathy Sexton
Eric Woelker
Geoffrey Young
 What we
did:
Common
Assessment

FE

● During our PLC time, our number

one focus was on improving the
common assessment (we utilized staff
development days to complete our
curriculum map). We were able to
discuss the exam’s questions and the
first semester test results to insure the
test is as comprehensive and
accessible to all learners as possible.
● Now, we will look it over and discuss
what changes, if any, should be made
before we administer it next year.
 What we did:
Discussed
aligning the
exams with MME
and ACT

● During our PLC time, we discussed the alignment of the final

assessments with the format and essays on the MME and ACT tests.
For example, a persuasive prompt was used on the semester one final
exam. Not only is this one of the writing focuses in the FE curriculum, the
ACT uses a persuasive prompt in the writing portion of the test.
● We discussed different ACT practice internet sites and discussed how
we could utilize them to help prepare students for the MME and the
everyday writing challenges they face. We looked at and created a
number of persuasive writing prompts.
 What are you going
to do next year?:
Next year, our focus
will be updating and
revising our first
semester final exam

● During our PLC time next year, we will start by revising the first
semester exam. We will focus on updating and aligning our common
assessments. We will continue to find better ways to do what we do
every day.
 PLC Members: g
r itin
Marybeth Carduck W
is
n tial!
Emily Hoepfner e
Ess
Kathy Sexton
 What we
did:
Curriculum
Mapping

● During our PLC time, as well as

occasional lunch meetings, we discussed
what we were teaching. This allowed us
to utilize staff development days, as well
as PLC time, to complete our curriculum
map. We were able to share it with a
colleague who taught the course for the
first time second semester.
● Now, we will look it over and discuss
what changes should be made before we
teach the course next year.
 What we
did:
Discussed
integration of
technology

● During our PLC time, we discussed the integration of the technology we

have readily available to us. For example, a mini lesson on using Class
Manager took place at a few PLC meetings. The use of Class Manager
makes the distribution and collection of papers and assignments easy for
the student and the instructor.
● We looked at different ACT practice internet sites and discussed how
we could utilize them to help prepare students for the MME and the
everyday writing challenges they face.
 What are you going
to do next year?:
Next year, our focus
will be updating and
revising our map and
final exam

● During our PLC time next year, we will reflect and revise what we
accomplished this year. We will focus on updating and aligning our
common assessment. We will continue to find better ways to do what we
do every day.
Classics of World Lit
Issues faced this year:
1. There were not enough novels/plays for
the number of students currently
enrolled. The limitations on texts made
team teaching difficult.

2. We only had 5 or 6 PLC meeting dates and

the first few were spent establishing the 8-
10s since the Classics PLC is new this year.
Classics of World Lit
 What we did:
1. We established the core objectives (the 8-
10s) for Classics.
2. We started a curriculum map.
3. We discussed content and teaching
methods/assignments/common
assessments for course materials.
Classics of World Lit

 What we did:
4. We reviewed state norms for 11/12th grade
English courses
5. We arranged the schedule of core experiences
so as to not overlap (since texts are limited).
6. We discussed prepping juniors for MME testing.
Classics of World Lit
 What we will do next year:
1. Review and select a new Classics textbook.
2. Have a common midterm, final, and at least
two other assessments throughout the year.
Film Literature
Professional Learning
Communities at Work…

Shari Adwers
Elizabeth Lulis
Issues we faced
 Revising the common assessment so that it
allowed for personal flexibility yet remained
stable to the current curriculum guidelines
 Revisited the 8-10 learning objectives
previously written in order to ensure they
were more rigorous and aligned with the
curriculum
Accomplishments
 Created two common finals with varying prompts so
that students would not have advantages from one
semester to another nor during exam week.
 Created rubrics to ensure that assessments were
grade accurately
 Revised the final project and included elements that
closely align with collegiate film courses
 Graded together to align standards
Plans for next year
 Ensure the course will be maintained with
new state guidelines
 Align curriculum maps
 Revisit and revise exams and projects as
needed
Speech and Debate
By Nicole Westfall

Issues that I faced this year:

1. It was the first year time in 9 years that I taught
Speech and first ever for Debate.
2. Over the past 10 years, there has been numerous
teachers, teaching the classes- no consistency.
3. There has been no PLC work that I am aware of.
4. No goals, only one shared assessment.
5. No other teacher’s teaching the courses aligned to
the focus of this PLC
 What I do in PLC’s?

1. Created the 10 essential goals for each class

2. Created a curriculum map for Speech-----
Debate is still being worked on
3. Created a final assessment for Speech Class
4. Working on an assessment for Debate Class
Future Plans
1. Review curriculum maps to see what
lessons worked and what did not= revising
and changing lesson plans
2. Review assessments and make changes if
needed
3. Data collection
Journalism PLC

Andrew Taylor, North

Shari Adwers, North
Jeff Nardone, South
Journalism PLC
 What issues did you face?
 A new PLC, starting from step 1
 A subject-based PLC, not course-based
 Different classes, curriculums
 Teachers in different buildings
Journalism PLC
 What did you do?
 Establish dialogue
 Begin to establish consistency among programs
 Recruitment and application process
 National and state conferences

 Advertising sales

 Stylebook

 Beginning work on common assessments between

North and South journalism classes
 Writing journalism curriculum map to meet state
English standards.
 Adding literature component to course
Journalism PLC
 What are you going to do next year?
 Journalism
 Continue to develop literature theme
 Improve final exams based on this year’s data
 Yearbook
 Modify curriculum per state English standards
changes and modifying for returning students
(adding levels II & III)
 Continue to revise stylebook per online program
changes
Vertical Team
Professional Learning Community

Objectives:

•Scaffold Common Assessments

•Build a catalog of shared teaching and assessment
strategies
•Delineate Honors and Advanced Placement skills
Brendan Williams Andy Montague Diane Montgomery
Kate Calabresa Geoffrey Young
Accomplishments
 Appropriated language activities with shared strategies to
each of the grade levels
 Each grade examines key language concepts (including
tone, imagery, diction, detail, and syntax)
 Created essay prompts that build in complexity and
number of variables and concepts.
 Selected multiple choice selections for each grade level
that test analysis and close reading.
 Created shared rubrics for assessing student writing and
scoring samples holistically at a level appropriate to the
grade levels.
Future Focus…
 Use assessment data to diagnose learning and/or
instructional weaknesses.
 Create more common teaching strategies and
broaden individual teacher repertoire for
instruction of key language and writing concepts.
 Refine assessment rubrics for course-end exams
(i.e. midterm and final).
 Create common assessments within the course that
aid pedagogical revision within and during the
scope of the course.
Civics PLC-Degnore, Dipert,
Gilleran, Rennell, Hicks and Quinn
 Issue faced: State sequencing of SS courses
and how it would affect incoming freshmen.
 This Year:
 Curriculum map for Civics based on GP curriculum.
 Re-designed current Civics course to match State’s
expectations for Gov/Econ (will affect incoming
freshmen only); course approved by EPLC.
 Next Year:
 Curriculum map for new Government and
Economics classes.
 Participate in revising Social Studies curriculum.
 American History
• PLC’s 2006/07
– Reviewed 10 objectives
– Reviewed 1st Semester Common
Assessment
– Completed 2nd Semester Common
Assessment
– Agreed on Skills and Objectives for All
Units
 American History
• Objectives for 2007/08
– Completing Common Assessment for 1st
Semester
– Work on Curriculum for Incorporating
Geography into History classes
– Curriculum for Michigan Merit Exams
– Comparing Data from Common
Assessments
 Geography and World Affairs
Issues we faced:
-Curriculum building
This year- Concept mapping, creating a common assessment, and
lesson building and sharing.
Next year- Work together with US and World History to ease
curriculum transition.
-Struggling learners
This year- Share motivation techniques, discuss and debate grading
policies, discuss possible additional support for struggling learners,
SS tutorials, before and after school assistance.
Next year- Work on implementation of extra support, continue
sharing motivation techniques.
-Transition to US and World History
This year- Discuss and plan for the transition from Geography to its
incorporation into US and World History.
Next Year- Develop lessons with US and World History to create a
curriculum which incorporates the five themes of Geography into US
and World History.
 World History
Issues: World History Curriculum in
flux due to changing state standards
only now being released
Primary focus was Curriculum map.
Production of map forced some
changes to essentials and semester
exam and fostered improved cohesion
among instructors
Goals: Revision of semester exams
based on new state curriculum/GLCEs
 PHYSICAL EDUCATION

Fitness focused
Engage in activities that allow
for maximum student
involvement
 OBJECTIVES 5 PTS. 4 PTS. 3 PTS. 2 PTS. 0-1 PTS.

CARDIOVASCULAR
ENDURANCE
Description:
Able to complete Able to complete Able to complete Able to complete 9 Able to complete 8
Students will
complete specified 12 laps of 11 laps of 10 laps of laps of the laps of the
number of laps on the track in the track in the track in track in 30 track in 30
1/4 mile track within 30 minutes 30 minutes 30 minutes minutes or minutes or
30 min. or less or under or under or under under under

FLEXIBILITY
Description:
Students shoes
must be removed;
hands placed one
Able to score Able to score Able to score
over the other, reach
forward on box; Able to score 43 between between Able to score between
stretch must be or better on 40-42 on 33-39 on between 22-28 on
sustained for Sit & Sit & Reach Sit & 29-32 on Sit Sit & Reach
minimum 3 seconds Reach test test Reach test & Reach test test

UPPER BODY
STRENGTH
Description: With
Able to maintain Able to maintain Able to maintain Able to maintain Able to maintain
palms facing in,
students will hold chin above chin above chin above chin above chin above
themselves (chin bar for 43 bar for 33- bar for 27- bar for 22- bar for 17-
above bar ) for seconds or 42 seconds 32 seconds 27seconds 22 seconds
specified time longer or longer or longer or longer or longer
Curriculum Mapping & Common
Assessments Completed
Mapping – Strength Training Class

Mapping - 9th grade Introduction to

Physical Education

Common Assessment CPR – 9th grade

Common Assessment Final -9th grade

 Sample questions from CPR written assessment:

1. You have been called to a nearby classroom to

treat a teacher (Mulso) who was found slumped
over his desk. He is now lying on the floor of his
office and is unresponsive. If you do not suspect
trauma, how should you open his airway?

a. Tilt the head and lift the chin

b. Turn the head to one side, then open the
mouth
c. Perform the Heimlich maneuver
d. Wipe out the mouth and throat with gauze
Sample questions from 9th grade PE written assessment:

1. In order to have any kind of “cardiovascular

benefit”; an exercise should be a minimum of?
a. 10 minutes
b. 15 minutes
c. 30 minutes

2. A cool down is important after a “cardiovascular”

workout to . . .
a. slowly lower your HR.
b. continue to work past fatigue.
c. give you time to talk.
d. circulate warm blood to your muscles.
 HEALTH

Health Common Assessment

between North & South completed
– Data used from first semester exam to
revise test for final second semester

Mapping - Health class completed

 PLC 2006 - 2007
NORTH LIFESKILLS
 Lifeskills Curriculum
Personal Living
• Child Development
• Effective Living
• Fashion & Fabrics I,II,III,IV
• Food for Fitness
Living on Your Own
• Interior Design/Housing
 Lifeskills Curriculum
Careers
• Art of Pastry & Dessert Preparation
• Foods II
• Child Care Services
• Child Care Co-op ( South)
• Commercial Foods I,II (South)
• Commercial Foods Co-op ( South)
• Hospitality Services
 Completed Curriculum Maps
• Food for Fitness
• Foods 11
• The Art of Dessert &
Pastry Preparation
• Child Development

Common
Assessments
Food for Fitness
Child Care
Fashion & Fabrics
Food for Fitness Curriculum Map
 Career & Technical Education Study
• Two classes are close to fitting the
requirements for CTE funding :
– Child Care
– Child Development

Considerations:
– Teachers hold required vocational
certification
– The number of minutes the class
meets must be verified to meet state
requirements. (7,200 minutes)
– John Williams stated only two
classes should apply per year for
state funding & must send letter of
intent to State of Michigan by
September to be eligible for the
following year.
 Additional Goals We Have
Achieved This Year
• Current Literacy
Activities:
Require reading weekly
articles pertinent to
subject matter
discussed in class.
Writing reflection papers
on lab assignments.
Regular technical
reading assignments.
 Plans for Next Year

• Determine what other classes are eligible for

CTE credit
• Examine existing curriculum to determine if
some may meet graduation requirements.
(with some minor adjustments)
• Continue to align our curriculum with South
• Work with the state of Michigan & FCSEM to
complete state benchmarks
BUSINESS EDUCATION
DEPARTMENT

Preparing Students for

the Future
COURSE OFFERINGS

 Accounting I, II & III  Small Business &

 Advertising Entrepreneurship
 Business Management  Information Processing
 Business Law I & II
 Business Explorations
 Keyboarding &
Information Processing
 Marketing I, II & III  Career Decisions
 Sports & Entertainment
Marketing
 Co-op
 DECA
ISSUES

 Organization of teams, more preps than

teachers
 Courses are one semester (no year-long
classes) and several single classes
 Communication between schools
 Data gathering of common assessments
 No state guidelines published for Business
Education
PLC WORK

 All Business classes have essentials and common

assessments between schools.

 Concentrated efforts: Marketing, Information

Processing I, Sports & Entertainment Marketing, and
Business Explorations

 Curriculum Mapping – each department member

completed a minimum of 3 maps.
ACCOMPLISHMENTS
 Used National Standards for Business Education as
guidelines for curriculum mapping
 Arranged schedules for communicating every Monday
with South partner
 Created a quarter plan, not weekly
 Used multi-site meetings and inservice days to discuss
results
 Completed curriculum maps for all courses
PLANS FOR NEXT YEAR

 Continue to update common assessments,

analyze data, and curriculum maps for all
Business Education Courses.
 Continue to incorporate new technology in all
Business offerings.
 Propose new course offerings to help
students meet new State requirements.