Cross-Curricular Team

Cross-Curricular Team

Process Standards

1.6, 1.10, 3.5, 2.2

Professional Development Day

10-22-10

Focus

The collaborative team time must be very focused on talking in concrete precise terms about instruction with a concentration on thoughtful explicit examination of practices and their consequences.

Ongoing Cycle:Linking Assessment, Instruction, and

Student Goals

Asse

ssm

ent

Instruction

Student G

oals

Data

Critical Features of Collaborative Team Problem Solving

• Data…..data…..data…..data…..data………• Data-driven decision making• Problem Solving is:

• Outcome focused• Data-driven• Links assessment to intervention• Context specific - Process Standards & ELO’s

Team Skills and Knowledge

• Team members are knowledgeable about and capable of using the skills listed below:

– Group processing – Effective classroom organization and management – Problem-solving and collaboration – Data collection/evaluation– Instructional adaptations and interventions

Role of the Teams

• Define the problem• Analyze why it is occurring• Develop an intervention plan based on data• Monitor student progress based on data• Monitor fidelity of implementation based on

data• Evaluate plan effectiveness based on data

The Key

The key is that teams must actively and constructively examine practice that impacts student achievement; most teams want to confirm practice without evaluation or without using short-term assessments. Confirming practice will not lead to improved scores. Teams must examine, create, implement and assess.

Why Interdisciplinary Teams

• Model effective transfer of concepts and skills

• Development of critical thinking skills

• Real world applications

Sample Team Norms1. Begin and end on time.

2. Be an active participant.

3. Listen to each other; respect and value others’ opinions.

4. Limit sidebar conversations.

5. Turn cell phones off or to vibrate.

Sample: Team Activity“Working Together”

Process Standard 1.6

The student will discover and evaluate patterns and relationships in

information, ideas, and structures.

Goal Process Standard Summary

Algebra 2, Fall - 2010

Math 1.6Students may be asked to…• Analyze exponential and logarithmic

functions by investigating rates of change, intercepts and asymptotes.

• Compare properties of linear, exponential, logarithmic and rational functions.

• Generalize patterns using explicitly or recursively defined functions.

And many more…

Example: Algebra 2Process Standard 1.6

What is the explicit formula for this sequence?

29, 37, 45, 53, 61, …

A. an = 37 – 8n

B. an = 22 + 7n

C. an = 21 + 8n

D. an = 36 – 7n

Process Standard 1.10

The student will apply acquired information, ideas, and skills to different contexts as students, workers, citizens,

and consumers.

Goal Process Standard SummaryBiology 1, Fall - 2010

Goal Process Standard Summary

American History, Fall - 2010

Goal Process Standard Summary

Algebra 1, Fall - 2010

Math 1.10Students may be asked to…• Compare and order rational and irrational

numbers, including finding their approximate locations on a number line.

• Go beyond rote memorization to apply their learning.

• Apply statistical measures of center to solve problems.

And many more…

Example: Algebra 1 Standard 1.10

Thirty-two swimmers qualified for the U.S. Olympic trials in the Men's 400 meter freestyle. The trials consisted of four preliminary races of eight swimmers each. The fastest sixteen swimmers, based on their time, then raced in two final races. The top eight swimmers, based on their time, made the Olympic Team. Which measure of central tendency was used to determine the Olympic Team?

A. meanB. medianC. modeD. range

Process Standard 3.5

The student will reason inductively from a set of facts and deductively from

general premise.

Goal Process Standard Summary

Geometry, Fall - 2010

Math 3.5Students may be asked to…• Draw conclusions based on mathematical

principles or probability;• Describe or identify what a 2-D shape would

look like if it were folded to form a 3-D shape.• Use inductive and deductive reasoning to

establish the validity of geometric conjectures, prove theorems and critique arguments made by others.

And many more…

Example: GeometryProcess Standard 3.5

Use inductive reasoning to find the perimeter when 100 triangles are put together in the pattern shown. Assume that all triangle sides are 1 cm long.

A. 98

B. 100

C. 102

D. 104

Process Standard 2.2“Communication Arts”

The student will review and revise communications to improve accuracy

and clarity.

Goal Process Standard Summary

English 2, Fall - 2010

• Present an example of each of the process standards 1.6, 1.10, 3.5, and 2.2 as used in

your curriculum.

Responsibility for

Jan 3 - District Prof. Day: