Cleveland CAS App

7/31/2019 Cleveland CAS App

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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

[email protected]


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1. Start-Up:

We wish to institute a modified block schedule, which would allow students to participate in four, seventy-five minuteclasses each day. If chosen a to be a Creative Approach school we would be able to implement this particularconfiguration of the modified block; by doing so we believe we are hoping to sustain a program that has seen steadystudent academic growth.

We are also asking that we be allowed to maintain our motivated and uniquely trained staff in order to fulfill ourexpectations 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, centraldepartment leads, higher ed., business leaders and parents to create a 21st century education for our students. After ayear of planning, meeting on a weekly basis, we put forth a vision for a whole school, inclusive program.


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We emphasize modified block and whole school because we want to make it clear that every student is included ineither of our two academies (School of Engineering and Design and School of Life Sciences), with the opportunity toinclude 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 haseight 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 thisway:

LEARNING & INNOVATIONo Creativityo Critical Thinking & Problem Solvingo Communication & Collaboration

LIFE & CAREERo Flexibility & Adaptabilityo Initiative & Self-directiono Social & Cross-cultural Skills

o Productivity & Accountabilityo Leadership & Responsibility

INFORMATION & TECHNOLOGYo Information Literacyo 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.


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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 technologylearning 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 anarray of learning opportunities. 1 (See attached NTN planning documents)

Inclusion: All Cleveland students will be included in our STEM program. Students needing additional support willreceive it via additional support classes. All students are expected to take math and science every year. STEMstudents 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. Thishelps students and their families understand exactly what is being graded. 3(See attached copy of learning outcomes)

1 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)


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(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 Foundationsnetwork 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 motivationspecifically, how does the instruction being considered draw out a students own motivation to engage with the learning? In

2

3


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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 todraw these out of every individual student.

Facilitates effective group work, including the use of structures (such as group contracts) and teacherstrategies 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-teachingor other opportunities to integrate curriculum, and seeking out assessment and feedback about his or herwork.

Relevance:


Engages students in real world experiences and adult connections; connects the curriculum toknowledge, 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 thecommunity.

Rigor:


Aligns learning experiences to robust standards, in order to prepare students to succeed in a variety ofsettings, including a four-year university.

Carefully selects various technologies to support purposeful learning activities, and serves to reinforceexpectations for student collaboration, inquiry, and critical thinking.

Designs questions, assignments, and other curricular experiences that both teach and require higherorder 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:



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Uses knowledge of students to carefully identify learning goals, and to design differentiated activities to supportthose 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 programstrengths 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 basedSTEM learning. As for the more agile formative assessment, we have dedicated professional development time tocreating standards based curriculum maps, rubrics and common assessments. Content areas map out commonassessment 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)

BiologyOther Measures

Graduation Rate

Attendance Rates Data-In-A-Day (Two times yearly, community stakeholders visit classrooms, collect data and report back to staff.)


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Progress to dateC-SIP Goals and Results for 2010 2011 and 2011-201

FocusArea

2010 - 2011 Goal2011-2012

Actual2011-1012

Growth(points)

MetGoal?

Reading/LA 62% 80% 77% 15 No

Writing 73% 85% 85.5% 12.5 YesAlgebra 54% 70% 70.1% 16.1 YesGeometr

y55% 70% 81.3% 25.3 Yes

Science 28% 48% 53% 25 Yes

Attendance Rate

89% 92%

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 SummativeAssessment Comparison Cleveland to State.)

Improved attendance rate: rate of overall attendance improved by 5%; and, number of students with fewer than10 absences increased from 41% to 48%

Graduation rate has improved: on-time graduation rate increased from 54% to 61%; and, 6 years or fewer from61% to 66%

2. Creative Approach Characteristics

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

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


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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 studentpresentations.

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 Developmento Project Based & Service Learning instructional pedagogyo CTE training

Project Lead the Way

Computer ScienceAccountability

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 workgroups that included parents, teachers, administration, central department heads, higher education, along with nonprofit and for profit businesses. We also met quarterly with the superintendents steering committee.


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Since that time: We meet with a parent steering committee. That group meets with admin once per month or asneeded. From that we held two parent and student focus groups (widely advertised) with the desire to ascertainprogram strengths, weaknesses and next steps. From the data gathered, we reported out to stakeholder groups andsolicited additional input. From that info we continually address concerns. Two areas of strength are: Curriculum andInstruction along with improved school culture. An area of improvement: Variety of communication strategies used toconnect 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 talkabout 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 ableto 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 timeit 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 othervia 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


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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. You go to classes every day.2. You are listening and learning. (This is about learning. Its not always about a grade)

3. You ask questions. (Be fearless. Ask if you dont know and if you still dont understand; ask again )4. You read your material (Dont cram it all into one or two nights)5. You study (alone or with a group )6. You do your homework7. You join clubs, play sports and participate in activities8. 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 monthlyMembers include:Certificated staff from each school, SAEOP staff, students, parents and admin

2) Community School Advisory Team Meets quarterlyMembers include:Community non profit partners, Certificated staff, community higher ed partners, In school support staff and admin

3) PTSA Meets monthly


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Members include:Parents, certificated staff, admin, alumni

4) Advisory System Meets four times per weekTeachers support groups of grade level students.

5) 9th Grade Intervention Team Meets monthly9th grade faculty meets to discuss concerns regarding 9th grade academic and social emotional growth.

6) Student Intervention Team Grades 10,11,12Members include:Counselors, social workers, nurse, Academic Intervention Dean and admin. (Additional attendees are included

when discussing specific students)

7) Grade Level Staff Teams Meeting monthlyMembers 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 inorder 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 Policystipulating one high school credit is

equivalent to 150 hours of planned instructional activities. Cleveland High School will offer one high school credit


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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,


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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 project-

based 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-to-

one 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


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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


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(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

Essential

Questions

Problem-Project

Skills (verbs)

Content and

Concepts (know)


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Creating Rubrics

Creating a Rubric For

Assessing Information

1. Use the following elements for anAccessing Information rubric:

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 thefirst element of the rubric:

"Creating a Rubric for Accessing Information " isadapted from materials provided by Sir Francis DrakeHigh School, San Anselmo, California, and TamalpaisUnion High School, Larkspur, California.

Limited Developing Proficient Advanced Exemplary

Displays a strategicapproach whenaccessing

information.

Searchesforinformation

randomly orwithout anexplicitsearch

strategy.

Providesevidence ofa strategic

approachanddescribesexplicit

plan.

Can explainanddemonstrate

an explicitandcomprehensive search

strategy forthe question

beingaddressed.

Limited Developing Proficient Advanced ExemplaryDisplays a strategic

approach when

accessinginformation.

Accesses a varietyof informationsources.

Searches for avariety of

perspectives.

Uses informationretrieval systemsand technology.

Asks appropriatequestions about

information access.

Seeks assistance

when needed.


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Creating Rubrics

Creating a Rubric ForSelecting Information1. Use the following elements for a Selecting Information rubric:

Limited Developing

Proficient

Advanced Exemplary

Searches keysources efficiently.

Focuses on keysources.

Selects key ideas

from sources.

Records informationefficiently.

Organizes andlabels selectedinformation.

Clarifiesinformation as

needed.

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

Limited Developin

g

Proficient Advance

d

Exemplary

Searcheskey

sourcesefficiently.

Does notfocus on key

sources, or isnot selectivein findinginformation.

Obtainsrelevant

informationfrom keysources andmakes

Obtainsrelevant and

wide-ranginginformationfrom keysources


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effectiveuse of

skimmingstrategies.

quickly usingskimming and

searchstrategies

(index, keywords).

"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


Processing Information1. Use the following elements for a Processing Information rubric:


Draws

connections

between

ideas.

Identifiesand labels

key

information

and ideas.

Organizes

data and

ideas.


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Labels and

categorizes

notes.

Interprets

information.

Summarizesinformation.

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:


Draws

connectionsbetween

ideas.

Reads and

recordsverbatim

information.

Does not

comment

on

connections

among

ideas.

Notes and

summariesshow

interconnections

between ideas

within a single

source.

Notes and

summariescontain

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


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Creating a Rubric ForComposing a Presentation1. Use the following elements for a Selecting Information rubric:


Creates a

convincing,

authoritative

argument.

Exhibits

creativity in

composition.

Puts

information in

own words.

Develops main

ideas and

organizing

concepts.

Provides

sufficientevidence to

support claims.

Provides

examples and

concrete

details.


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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:


Creates a

convincing,

authoritative

argument.

Provides

inconsistent

evidence for

position.

Argues a

position

based on

sufficient

evidence.

Builds a

logical,

step-by-

step 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


Making a Presentation1. Use the following elements for a Selecting Information rubric:


Uses visuals

clearly and

effectively.

Communicates

and stresses

main points.


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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:


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.


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Creating Rubrics


Individual Task Management1. Use the following elements for an Individual Task Managementrubric:


Solicits and

uses feedback.

Sets

appropriate and

realistic goals.

Works

independently

with minimal

supervision.

Perseveres

appropriately.

Carries out

tasks carefullyand diligently.

Meets

deadlines.

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


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Solicits and

uses feedback.

Does not

see the

need for

feedback;

does not

solicit or

use

feedback.

Uses

feedback to

improve

performance.

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.


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Creating Rubrics

Creating a Rubric ForIndividual Time Management

1. Use the following elements for an Individual Time Management rubric:Limited Developing Proficient Advanced Exemplary

Uses time

effectively.

Estimates time

realistically.

Establishes a

schedule forcompleting

work.

Allocates time

among tasks

strategically.

Stays on

schedule.

Completestasks on a

timely basis.

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:


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Uses time

effectively.

Does not

recognize

the reality

of time

constraints

or take

action to

use

available

time

efficiently.

Uses time

efficiently

and

completes

work within

given time

constraints.

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 HighSchool, Larkspur, California.

Creating Rubrics


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Creating a Rubric For Group Task and TimeManagement

1. Use the following elements for a Group Task and Time Managementrubric:


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.

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



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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 groupas a whole

using

structured

discussion.

Creating Rubrics

Creating a Rubric for Group Process1. Use the following elements for a Group Process rubric:

Limited Developing Proficient Advanced ExemplaryGroup membersfacilitate eachother's

participation.

All group membersparticipate in

project work.

Work is distributed

and completed.

Group coordinateswell with other

groups.

Group uses member'sstrengths effectively.


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Group membersresolve 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 Proficient Advanced ExemplaryGroup membersfacilitate each

other'sparticipation.

Membersshow little

interest inthecontributions of othersandinterrupt

frequently.

Membersencourage

everyone tocontributefully.

Membersoften

encourageothermembers tosharethinking, listencarefully, and

effectivelymanage

disruptivebehavior.

(Attachment 2)


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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 ACADEMYwill feature the following core courses. Beginning in 10th grade, students will beable to choose from Engineering and Computer Science strands:

9th Grade Core 10th Grade Core 11th Grade Core 12th Grade Core

Language ArtsLanguage

Arts/Digital LiteracyLanguage Arts Language Arts

World History World History 3 US HistoryAmerican

Government

Algebra/MESA

Geometry/Computer

ScienceAdvanced Algebra

Pre-Calculus Calculus

Physical Science:

Ecology &

Engineering

Biology

Principles of

Engineering:

Computer Int. Manu

Engineering Design

& Development

Principles of

EngineeringDigital Electronics Chemistry

AP Chemistry

AP Physics

Fit for Life

(PE/Health)

Introduction to

Engineering Design

AP Computer

Science

Small Devices

UW Computer

Science


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LIFE SCIENCES & GLOBAL HEALTH ACADEMYwill feature the following core courses:

9th Grade Core 10th Grade Core 11th Grade Core 12th Grade Core

Language Arts Language Arts AP Language Arts Language Arts

World History 1, 2 World History 3 US History

American

Government

AP Mandarin/APSpanish

Algebra Geometry Pre-CalculusCalculus

AP Statistics

Physical Science BiologyMedical

Interventions

AP Biology

AP Environmental

Science

Intro to Biomedical

Principles

Human Body

SystemsChemistry

Biomedical

Engineering

Fit for Life(PE/Health)

Global Health World Language College CourseCulminating Project

SCHOOL OFENGINEERING & 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 softwareand 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 anddevices.

Teams of students, guided by community mentors, work together to research, design, and construct solutions to engineeringproblems.

SCHOOL OF LIFE SCIENCES Course Objectives:


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Students investigate the human bodys systems and health conditions, learning about human physiology, medicine, researchprocesses, and bioinformatics.

Students examine the interactions of body systems. They design experiments and investigate the structures and functions of thehuman 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 Fine Arts Music Technology

French (Engineering) Drawing Band Video Production

Spanish Painting Orchestra Video YearbookMandarin (Life

Sciences)Ceramics Drumline Alternative Energy

Jewelry Choir

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


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(Attachment 3)

Cleveland High School

School Wide Learning Outcomes Rubric

Learning Outcomes Emerging (60-70)(Below Performance Standards)

Proficient (71-89)(Minimal Criteria)

Advanced (90-100)(Demonstrates Exceptional

Performance)

Professionalism Fails to meet all proficient criteria and/or In addition to meeting all the proficient

criteria.Time Management Does not use class time effectively

Fails to complete responsibilities

on time

Completes most responsibilities

on time

Uses class time effectively

Uses class time effectively to

ensure individual and team

success

Individual Responsibility Fails to completeresponsibilities/tasks on time

Recognizes what needs to be done

and does it most of the time, and

participates in most class and

project work

Student has project or work

ready for review prior to

deadlines or presentations

Attitude and Initiative Fails to follow CHS, classroom,and group policies or norms

Rarely or never participates in

class or project work

Adheres to most CHS, classroom

and group policies or norms

Participates in class or project

work

Adheres to all CHS, classroom,

and group policies or norms.

Leadership Does not contribute ideas to theteam and does not fulfill his/her

role

Contributes ideas, is accountableto the team and generally fulfils

his/her role

Student takes the lead role incontributing high quality ideas

and sharing them with the group

Always participates in class and

project work often in a leadership

role.

Originality Student uses others ideas and/orwork as their own.

Students ideas and/or work are

his/her own.

Student creates work that is

sustainable and has potential uses

with other projects


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Team Work/Collaboration Student does not allow others tocontribute ideas to the group

Student listens to and respects

other group members ideas and

points of view.

Student is always present and

accountable to all group

members

Preparedness Has few materials needed forproject

Has most materials needed for

project

Student is always prepared for

the days agenda and

assignments

Learning Outcomes Emerging (60-70)

(Below Performance Standards)

Proficient (71-89)

(Minimal Criteria)

Advanced (90-100)

(Demonstrates ExceptionalPerformance)

Written Communication Fails to meet all proficient criteria and/or In addition to meeting all the proficientcriteria..

Audience and Purpose No sense of audience or

misidentifies audience

Writing poorly communicates

with audience, purpose, and genre

Writing communicates effectively

with audience, purpose and genre

Writing effectively communicates

with an exceptional awareness of

audience, purpose, and genre, giving

the author a clear, distinct and

powerful voice.

Organization Process and Formatting Organization, process, and

formatting is absent or difficult to

identify

Writing is coherently structured and

organized and demonstrates an

effective use of the writing process.

Style and Voice Style and voice is inappropriate

and/or does not reflect appropriate

tone for task

Style, voice, and tone are mostly

appropriate

Writing demonstrates absolute clarity

and has powerful/purposeful style,tone, and voice

Conventions Convention errors interrupt or

distracts the reading

Some convention errors that

distract from reading

Writing demonstrates exceptional

control of conventions of written

English grammar and is generally free

of errors.

Supporting Evidence Little or no supporting evidence Writing demonstrates correct use

of details, examples or quotationsto support the writing prompt.

Writing demonstrates a complex and

diverse use of details, examples orquotations to support the writing

prompt.

Sources Student does not include Works

Cited Bibliography

Clear evidence of plagiarism

Student includes source list

Student utilizes in-text citations

for all informational sources.

Student properly uses MLA or APA

formats correctly with no mistakes.


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Performance)

Oral Communication Fails to meet all proficient criteria and/or In addition to meeting all the proficientcriteria

Structure and Organization Structure and organization is poor

and has informational gapsPresentation

Time requirements were not met

for specific requirements

There is some structure and

organization, and fewinformational gaps

Time requirement was met

Student used logical, ethical and

emotional appeals

Vocal Expression Speakers vocal style distracts

from the purpose of the

Speaker cannot be heard and

understood

Vocal style does not distract from

the purpose

Speaker can be heard and

understood

Tone and pace were self assured

and purposeful.

Physical Characteristics Attire is not appropriate for

purpose

Attire is appropriate for purpose 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




Performance)

Content and Critical Thinking Fails to meet all proficient criteria and/or In addition to meeting all the proficientcriteria


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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 applytheories, 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-and-

effect 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.

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 betweencorrelation and cause and effect.

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.

Student is able to defend his/her evaluation

(critique).

Evaluation includes comparison and contrast

to other ideas/objects/materials.

Evaluation includes references

(comparison/contrast) to three or more

objects/ideas/materials.

Student creates clearly defined criteria (i.e.,

rubric, guidelines) for evaluation.

Synthesis Does not synthesis key points to

form a cohesive whole

Student does not demonstrate a clearunderstanding of the rules, definitions,

laws, concepts, theories and principles

of topic or skill under study.

The student does not identify cause-

and-effect relationships.

Synthesis integrates ideas, images and/or

objects to form a cohesive whole.

Student is able to summarize their thinkingduring 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.




Performance)

Technology Use Fails to meet all proficient criteria and/or In addition to meeting all the proficientcriteria

Collaboration Uses email, messaging and social

media software to communicate with

teachers, peers and community

partners


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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

Publication Creates documents (using Word,

InDesign, etc.)

Inserts images, links and/or citationsfollowing agreed upon conventions

Chooses fonts and page format

appropriately

Demonstrates the ability to manage

file type, page format and location of

printing

Multimedia Creates original content using video,

images and audio files

Publishes content in agreed upon file

formats and dimensions

Research Uses appropriate search strategies (eg.

Key Words) to conduct in-depthresearch

Selects and cites appropriate sources

of information

Uses agreed upon conventions (eg.

MLA) when creating works cited or

bibliography pages

Digital Citizenship*

(*Adopted from ISTE NETS-S 2007) 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


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Documents

Cleveland CAS App