2.10 Learning progress is reliably assessed and consistently and clearly communicated. i3 Key Concept

(What are we looking for?) Information (How do we know? What are our practices and procedures? What documentation do we have? Who can speak to this statement?)

Rating

EN All educators consistently and frequently communicate learning progress to appropriate stakeholders, including the learner, in clear and understandable language and formats

Teachers are working towards a grading and reporting system that accurately reflects what students know and are able to do relative to the essential learning targets. ELEOT data indicates that all areas of Progress Monitoring are areas to target for growth.

Evidence: Progress Towards More Accurate and Equitable Gradebooks

3

IM Processes are executed to monitor the implementation of the common grading practices aligned to specific criteria that represent attainment of content knowledge and skills across all classrooms and programs

Subject areas are implementing common unit and final assessments. Many departments implement common formative assessments and checks for understanding. Common rubrics are used in English, World Languages and PE.

Evidence: Common Writing Assessment, PE Rubric, Common Biology Assessment, Common Math Assessment

3

RE Formative and summative data are collected, analyzed, and used to monitor learning progress and the implementation of the common grading practices across all classrooms and programs eProve™ (eleot®) (B3, E1, E3, E4)

ELEOT data indicates that all areas of Progress Monitoring are a target for growth, particularly in communicating grading criteria to students.

Teachers analyze results of common assessments in PLC Teams, but this could be a more consistent practice across all subject areas.

Evidence: ELEOT Observation Results

2

SU Longitudinal data and evidence demonstrate improvements in assessing and reporting learning based on the implementation of clear criteria, use of formative and summative data, and communication processes

Longitudinal data has not been tracked in this area. 1

EM Educators consistently support and protect grading and assessment practices that represent attainment of content knowledge and skills across all classrooms and programs

Support of standards-based grading is inconsistent; some core departments are deeply committed while others are starting this process.

2

PROGRESS TOWARDS A MORE ACCURATE AND EQUITABLE GRADEBOOK

The teachers at McQueen are working towards a more equitable grading and repor ng system that is standards‐based, while having to use an electronic gradebook (Infinite Campus) that does not easily support such efforts. Below

are sample student reports from various classes that detail teacher a empts and progress towards a gradebook that

communicates more clearly what a student really knows and is able to do.

This first example is from Algebra 1. Teachers base student grades solely on assessment evidence. Homework is con‐sidered prac ce and is counted in Ci zenship, not in the academic grade. Students who do not demonstrate mastery

on an assessment are given extra me and instruc on on those skills and then are given the mandatory opportunity to

retake the assessment. This student originally scored a 5 out of 8 on the inequali es assessment. They retook the as‐sessment and improved their grade to a 7 out of 8. The teacher indicates that by adding the comment “replace 5.”

Example two is from Geometry. The teachers do include homework in the academic grade, but it is only 5% of

the grade by weight. Rather than use tradi onal weighted categories like Quizzes and Test, Par cipa on, etc.

the teachers assign each unit a category and weight so that students and families know how the student per‐formed on those specific topics. Students who score low on assessments are given remedia on on those topics

ad skills and retake the assessment.

English teachers also structure their gradebooks with weighted categories that align to a standards‐based unit. Stu‐dents can clearly see how they have performed on elements of narra ve wri ng like imagery, characteriza on and

dialogue. Students who do not demonstrate mastery of these skills on the Checks for Understanding are given more

me and instruc on during Lancers Excel and then are given the mandatory opportunity to retake the assessment.

The final example is from World History. The weighted categories are aligned with the disciplinary skills outlined

in the Nevada Academic Content Standards for Social Studies. Content is taught through those skills, which are

assessed throughout the year.

English Department Common Writing Assessment 2019-20

9th-10th Grade

9-10 Standards:

Nevada Academic Content Standards, English Language Arts, Writing

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

1a. Introduce a precise claim, distinguish the claims from alternate or opposing claims, and create an organization that establishes clear relationships among the claim, counterclaim, reasons, and evidence.

1b. Develop claims and counterclaim fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

1c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim and reasons, between reasons and evidence, and between claims and counterclaim.

1d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline (MLA style) in which they are writing.

Nevada Academic Content Standards, English Language Arts, Reading Standards for Literature/Informational Text

1. Cite strong and through textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Rationale:

This content/these skills are critical for students because argumentative writing makes up 1/3 of the writing standards (NVACS.ELA), and is required at all levels of secondary instruction. Throughout secondary instruction, increasing levels of sophistication and complexity of writing are expected in order to prepare students for college, careers, and the

civil discourse required of citizens in a democracy. This content/these skills are critical for students at McQueen and in WCSD, all students will be required to demonstrate effective argumentative writing in EOCs, ACT, SAT, and other college assessments. Effective argument writing in any career or educational situation includes supporting, introducing and distinguishing claims; supplying relevant and sufficient text-based evidence; and clarifying relationships between different parts of the argument (claim, reason, and evidence). This instruction will align with Nevada Academic Content Standards (NVACS. ELA). Finally, argumentative writing is essential to strengthening other language acquisition and mastery skills, such as speaking, listening and reading, across disciplines and content areas. Students will learn the academic language of the argumentative essay and apply it.

These standards fit together because providing a text selection for students to respond to as part of their writing instruction has benefits: it “levels the playing field” i.e. students have the information right in front of them and can cite it in their writing. As a result, they wouldn’t have to rely on their own personal experiences, which could differ significantly and lead to inequities in their abilities to respond. These standards also fit together because a having a text to cite in the student’s argument also helps the student meet the learning objective and increases the rigor, for example, by the student demonstrating her knowledge of MLA conventions. The assessment is aligned to standardized assessments, such as the EOC.

9-10 Rubric Argument Scoring Guide

Grades 9-10

Exceeds

Each bullet in this column is worth 8 points

Meets

Each bullet in this column is worth 7 points

Approaches

Each bullet in this column is worth 6 points

Emerging

Each bullet in this column is worth 5 points

Inadequate-ing

Each bullet in this column is worth 4 points

Ideas and Structure

CCSS: Writing Text Types and Purposes - 1a: Introduce precise claim, distinguish the claims from alternate or opposing claim, and create an organization that establishes clear relationships among the claim, counterclaim, reasons, and evidence.

· The student writing introduces a compelling claim that is clearly arguable and takes a purposeful position on an issue.

· The student writing has a structure and organization that is carefully crafted to support the claim.

· The student writing introduces a precise claim that is clearly arguable and takes an identifiable position on an issue.

· The student writing has an effective structure and organization that is aligned with the claim.

· The student writing introduces a claim that is arguabl and takes a position.

· The student writing has a structure and organization that is aligned with the claim.

· The student writing contains an unclear or emerging claim that suggests a vague position.

· The student writing attempts a structure and organization to support the position.

· The student writing contains an unidentifiable claim or vague position.

· The student writing has limited structure and organization.

CSSS: Reading Literature/Informational Text: 1. Cite strong and through textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS: Writing Text Types and Purposes – 1b: Develop claims and counterclaim fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

· The student writing provides convincing and relevant data and evidence to back up the claim

· Effectively addresses counterclaims.

· The conclusion strengthens the claim and evidence.

· The student writing consistently addresses the audience’s knowledge level and concerns about the claim. The student writing addresses the specific needs of the audience.

· The student writing provides sufficient and relevant data and evidence to back up the claim

· Addresses counterclaims fairly.

· The conclusion effectively reinforces the claim and evidence.

· The student writing anticipates the audience’s knowledge level and concerns about the claim. The student writing addresses the specific needs of the audience.

· The student writing provides sufficient data and evidence to back up the claim

· Addresses counterclaims.

· The conclusion ties t the claim and evidence.

· The student writing considers the audience’s knowledge level and concerns about the claim. The student writing addresses the needs of the audience.

· The student writing provides data and evidence that attempts to back up the claim

· Unclearly addresses counterclaims or lacks counterclaims.

· The conclusion merely restates the position.

· The student writing illustrates an inconsistent awareness of the audience’s knowledge level and needs.

· The student writing contains limited data and evidence related to the claim and counterclaims

· Lacks counterclaims.

· The student writing may fail to conclude the argument or position.

· The student writing lacks an awareness of the audience’s knowledge level and needs.

Use of Language

CCSS: Writing Text Types and Purposes – 1c: Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claims and reasons, between reasons and evidence, and between claims and counterclaim.

· The student writing strategically uses words, phrases,

and clauses to link the major sections of the student writing.

The student writing explains the relationships between the claim

and reasons as well as the evidence. The student writing

strategically links the counterclaims to the claim.

· The student writing skillfully uses words, phrases, and clauses to link the major sections of the text. The student writing identifies the relationship between the claim and reasons as well as the evidence. The student writing effectively links the counterclaims to the claim.

· The student writing uses words, phrases, and clauses to link the major sections of the student writing. The text connec the claim and reasons. The student writing links the counterclaims to the claim.

· The student writing contains limited words, phrases, and clauses to link the major sections of the student writing. The student writing attempts to connect the claim and reasons.

· The student writing contains few, if any, words, phrases and clauses to link the major sections of the student writing. The student writing does not connect the claims and reasons.

CCSS: Writing Text Types and Purposes – 1d: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

· The student writing presents an engaging, formal and objective tone. The student writing intention- ally uses Standard English conventions of usage and mechanics along with discipline-specific requirements (i.e. MLA, APA, etc.).

· The student writing presents an appropriate and formal, objective tone. The student writing demonstrates Standard English conventions of usage and mechanics along with discipline specific requirements (i.e. MLA, APA, etc.).

· The student writing presents a formal, objective tone The student writing demonstrates Standard English conventions of usage and mechanics along with discipline specific requirements (i.e. MLA APA, etc.).

· The student writing illustrates a limited awareness of formal tone. The student writing demonstrates some accuracy in Standard English conventions of usage and mechanics.

· The student writing illustrates a limited awareness or inconsistent tone. The student writing illustrates inaccuracy in Standard English conventions of usage and mechanics.

2021 2022 Fall Semester Fitness Tests

10% Midterm Grade PLANK, PUSH UPS, 800/MILE, FOLD, BEEP TEST

Students must complete all of the below (or have a doctor’s note to exempt them). A missed test results in a 0 for the midterm 10% grade until ALL the tests have been completed. The rationale behind this is that fitness is a combination of strength, endurance, and flexibility.

RUBRIC

PLANK 4/4 (forearm or straight arm, done when a knee or hip drops, belly button stays parallel to the ground).

Student improves by 1-15 seconds: +1 Point

Student improves by 16-30 seconds: +2 Points

Student improves by 31-45 seconds: +3 points

Student improves by 46+ seconds: +4 points

FOLD 4/4 (feet hip width distant apart, toes forward, knees straight but not locked, crown of the head down). FLEXIBILITY IMPROVEMENT TAKES TIME, AT MIDTERM JUST COMPLETING THE TEST WITH VIGOR WILL BE THE STANDARD.

Student’s tips reach from the knee to the shin: +1 point

Student’s tips reach from the ankle to the top of the foot: +2 points

Student’s tips reach the ground: +3 points

Student’s palms and all 10 fingers contact the ground at the same time: +4 points

PUSH UPS 4/4 (Students go at the teacher’s tempo, as soon as the knee or hip drops, the student is done. Students who cannot do one push up may use a knee.

FEMALES 9TH GRADE MALES 10-12TH GRADE MALES

0-2=+1 POINT 0-4=+1 POINT 0-6=+1 POINT

3-4=+2 POINTS 5-8=+2 POINTS 7-12=+2 POINTS

5-6=+3 POINTS 9-12=+3 POINTS 13-18=+3 POINTS

7+=+4 POINTS 13=+4 POINTS +19=+4 POINTS

*At midterm, grade students on improvement. By the end of the semester, students will have worked up to the above.

BEEP TEST 4/4 (MIDTERM: STUDENTS WHO CANNOT PHYSICALLY MAKE THE BELOW WILL BE EXPECTED TO IMPROVE BY +1 TIER FROM THEIR SEMESTER’S BEST RECORDED FITNESS TEST FOR LEVELS 1-7. AT LEVEL 8, STUDENTS WILL HAVE IMPROVED BY +5 TIERS. STUDENTS WILL USE THE BELOW TO SET THEIR GOAL FOR THE FINAL EXAM.

FEMALES MALES

LEVEL 1-6.10: +1 Point LEVEL 1-7.10: +1 Point

LEVEL 7.1-7.10: +2 Points LEVEL 8.1-8.11: +2 Points

LEVEL 8.1-8.11: +3 Points LEVEL 9.1-9.11: +3 points

LEVEL 9.1: +4 Points LEVEL 10.1: +4 points

800/MILE TEST 4/4 (MIDTERM WE ARE LOOKING FOR IMPROVEMENT AND MILE COMPLETION UNDER 13:00. BY THE TIME THE FINAL ARRIVES, STUDENTS WILL NOT BE GRADED ON THE 800, BUT WILL BE GRADED ON THE BELOW MILE REQUIREMENTS. 800 TIMES WILL STILL BE RECORDED AS A MEASURE OF STUDENT GROWTH THROUGHOUT THE SEMESTER.

800 FEMALES 800 MALES

>6:00 minutes+1 POINTS >5:31 +1 POINTS

5:00-5:59=+2 POINTS 4:46-5:30=+2 POINTS

4:01-4:59=+3 POINTS 4:01-4:45=+3 POINTS

<4:00=+ 4 POINTS >4:00= +4 POINTS

FINAL MILE FEMALES FINAL MILE MALES

>13:00 minutes+1 POINTS >12:00 +1 POINTS

12:00-12:59=+2 POINTS 11:00-11:59=+2 POINTS

11:00-11:59=+3 POINTS 10:00-10:59=+3 POINTS

<11:00=+ 4 POINTS <10:00= +4 POINTS

Name ________________________________Per __________Date______________

FA2: Food Chain Energy HS-LS2.6 Four friends were arguing about the flow of energy between organisms in a food chain. They wondered what happened to the stored energy stores in the plant as one organism eats another in a food chain relationship. This is what they said: Tatyana: “I think most of the plant’s energy ended up in the fox.” Molly: “I think most of the plant’s energy ended up in the vole.” Amos: I think most of the plant’s energy ended up in the grasshopper.” Mario: I think the amount of energy that was in the plant stayed the same as it passed through the organisms in the food chain. Which student do you agree with most? ________________________________ EXPLAIN WHY you agree:

No More Plants HS-LS 2.2/2.6 Four friends visited an island. The island was far away from the mainland. No humans lived on the island. The friends talked about what would happen if all the plants disappeared from the island. This is what they said: Harold: “I think all of the animals on the island would eventually die.” Jess: “I think the animals that eat the plants would eventually die but the animals that eat both plants and animals would live.” Salma: “I think only the predators would live on the island.” Omar: “I think eventually all of the animals on the island will become meat eaters, and they will survive without plants.” Which of the people do you agree with most________________________________ EXPLAIN WHY you agree :

Algebra 1 Topic 2 – Practice Test Name: __________________________ Teacher: _____________________

Standard #1: I can graph linear equations. (2 points each) _______/12

1. 𝑦𝑦 = 15𝑥𝑥 − 7

2. 𝑦𝑦 = −43𝑥𝑥 + 3

3. 𝑦𝑦 + 6 = 16

(𝑥𝑥 − 2)

4. 𝑦𝑦 = −3(𝑥𝑥 + 5) − 2

5. 𝑦𝑦 = −4

6. 𝑦𝑦 = (𝑥𝑥 − 4) + 8

Standard #2: I can write linear equations in any form ______/16 (2 points each)

7. 𝑚𝑚 = 56

,𝑦𝑦 − 𝑖𝑖𝑖𝑖𝑖𝑖 = −7 8. 𝑚𝑚 = −18

, 𝑖𝑖ℎ𝑟𝑟𝑟𝑟𝑟𝑟𝑟𝑟ℎ (0, 3) 9. 𝑚𝑚 = 75𝑖𝑖ℎ𝑟𝑟𝑟𝑟𝑟𝑟𝑟𝑟ℎ (−2,−9)

10. 𝑚𝑚 = 1710

𝑖𝑖ℎ𝑟𝑟𝑟𝑟𝑟𝑟𝑟𝑟ℎ (1, 2) 11. 𝑖𝑖ℎ𝑟𝑟𝑟𝑟𝑟𝑟𝑟𝑟ℎ(5,−2) 𝑎𝑎𝑖𝑖𝑎𝑎 (9,−2) 12. 𝑇𝑇ℎ𝑟𝑟𝑟𝑟𝑟𝑟𝑟𝑟ℎ (−5,1) 𝑎𝑎𝑖𝑖𝑎𝑎 (5, 9)

13. 𝑇𝑇ℎ𝑟𝑟𝑟𝑟𝑟𝑟𝑟𝑟ℎ (−4,6) 𝑎𝑎𝑖𝑖𝑎𝑎 (−4,−10 ) 14. 𝑇𝑇ℎ𝑟𝑟𝑟𝑟𝑟𝑟𝑟𝑟ℎ (−8,6) 𝑎𝑎𝑖𝑖𝑎𝑎 (4,−15)

Standard #3; I can identify the slope of a line parallel and perpendicular to a given line. ____/4

15a. What is the slope of a line parallel to 𝑦𝑦 = 12𝑥𝑥 − 1: _______

15b. What is the slope of a line perpendicular to 𝑦𝑦 = 12𝑥𝑥 − 1: _______

State whether each pair of lines are parallel, perpendicular, or neither

16. 𝑦𝑦 = −2𝑥𝑥 + 4

𝑦𝑦 − 1 = 12

(𝑥𝑥 − 1)

____________________________

17. 𝑦𝑦 = −2𝑥𝑥 + 4𝑦𝑦 = −2𝑥𝑥 − 1

_________________________

18. 𝑦𝑦 = −2𝑥𝑥 + 4𝑦𝑦 = −1

2𝑥𝑥 + 5

_________________________

Page 1 of 3

Robert McQueen High SchoolALL TEACHERS

Report FiltersGrade:Subject:Segment:Instructor:Observer:From Date: N/ATo Date: N/AEleot® versions: 2.0, 1.0Observation Type: eleot®

71  Completed Observation(s), Average Score: 2.71Reporting on 1  institution(s)

A. Equitable Learning 3.06

B. High Expectations 2.88

C. Supportive Learning 3.00

D. Active Learning 2.72

E. Progress Monitoring 2.38

F. Well-Managed Learning 3.15

G. Digital Learning 1.42

A. Equitable Learning 3.06

1. Learners engage in differentiated learning opportunities and/or activities that meet their needs 2.85

2. Learners have equal access to classroom discussions, activities, resources, technology, and support 3.35

3. Learners are treated in a fair, clear and consistent manner 3.59

4. Learners demonstrate and/or have opportunities to develop empathy/respect/appreciation for differences in abilities, aptitudes, backgrounds, cultures, and/or other human characteristics, conditions and dispositions

2.45

B. High Expectations 2.88

1. Learners strive to meet or are able to articulate the high expectations established by themselves and/or the teacher 2.90

2. Learners engage in activities and learning that are challenging but attainable 3.00

3. Learners demonstrate and/or are able to describe high quality work 2.75

4. Learners engage in rigorous coursework, discussions, and/or tasks that require the use of higher order thinking (e.g., analyzing, applying, evaluating, synthesizing)

2.87

5. Learners take responsibility for and are self-directed in their learning 2.89

C. Supportive Learning 3.00

1. Learners demonstrate a sense of community that is positive, cohesive, engaged, and purposeful 3.04

Page 2 of 3

2. Learners take risks in learning (without fear of negative feedback) 2.30

3. Learners are supported by the teacher, their peers and/or other resources to understand content and accomplish tasks 3.27

4. Learners demonstrate a congenial and supportive relationship with their teacher 3.38

D. Active Learning 2.72

1. Learners' discussions/dialogues/exchanges with each other and the teacher predominate 2.89

2. Learners make connections from content to real-life experiences 2.65

3. Learners are actively engaged in the learning activities 3.10

4. Learners collaborate with their peers to accomplish/complete projects, activities, tasks and/or assignments 2.24

E. Progress Monitoring 2.38

1. Learners monitor their own learning progress or have mechanisms whereby their learning progress is monitored 2.24

2. Learners receive/respond to feedback (from teachers/peers/other resources) to improve understanding and/or revise work 2.65

3. Learners demonstrate and/or verbalize understanding of the lesson/content 2.59

4. Learners understand and/or are able to explain how their work is assessed 2.06

F. Well-Managed Learning 3.15

1. Learners speak and interact respectfully with teacher(s) and each other 3.45

2. Learners demonstrate knowledge of and/or follow classroom rules and behavioral expectations and work well with others 3.32

3. Learners transition smoothly and efficiently from one activity to another 2.90

4. Learners use class time purposefully with minimal wasted time or disruptions 2.94

G. Digital Learning 1.42

1. Learners use digital tools/technology to gather, evaluate, and/or use information for learning 1.44

2. Learners use digital tools/technology to conduct research, solve problems, and/or create original works for learning 1.45

3. Learners use digital tools/technology to communicate and/or work collaboratively for learning 1.37

Page 3 of 3

AppendixReporting on 1  institution(s)

 Washoe County School District   Robert McQueen High School