A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | XYZ
Presenters are sorted by alpha order based on last name.
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Robert Bartlett | Social Studies
Evidence of Learning about Evidence in Learning | Click here to view presentation
Social studies is a discipline centered around inquiry; historical, economic, sociological, political, or geographical questions are posed, and then research is done to formulate a theory that offers an answer to that question, replete with evidence from a variety of sources that support this interpretation, all tied together with reasoning that connects this evidence to the proposed theory and the question. In this 7th grade class of 25 students, that practice is boiled down to a disciplinary representation known as CER (Claim, Evidence, Reasoning) Statement. This simplified task broken into distinct parts is the district’s priority for 7th Grade Global Studies II this year, as it builds the analytical skills and articulation of an argument that will position students to start writing full-fledged essays next year.
As many students in this class have demonstrated a firm grasp of the task of formulating a claim in response to a question, this research will focus on fortifying their skill in using evidence from a text to support their claim. Providing this evidence requires higher level cognitive skills and historical thinking than simply articulating a position as it requires that the student put some thought into the claim. It also requires students to interact seriously with a text or set of texts, rather than simply formulating a gut response to a question that has been posed.
This research will encompass a series of tasks students performed over the course of the 3rd marking period to build these skills, using a county-supplied rubric for evaluating the quarterly exams’ CER portions to quantify student performance in using evidence to build a historical argument. This research will cover the span of a unit on the Middle East, beginning with a CER activity centered around the Ottoman sultan Suleiman the Magnificent, and ending with the quarterly assessment about natural resources in the Middle East, with a number of assessments of evidence use and lessons to build understanding of this skill along the way.
Stephanie Burkett | Visual Arts
Document Based Writing | Click here to view presentation
Students need to be able to create works of art that demonstrate abilities in using the elements of art (line, space, form, color) and principles of design (balance, repetition, contrast) in such a way that is appropriate for a 3rd grade class. Students were exposed to design and expressive techniques in order to aid in the development of personal aesthetics in the art making process. Students will be able to explain the reasoning behind using specific stylistic choices, and how the elements and principles of art and design helped them create this work. The purpose of this research study was to investigate students’ progress in drawing observationally using skills such as proportion and measuring distances between two features to create an accurate-looking face, while allowing students to develop and add their personal aesthetic choices into the artwork itself. These experiences will allow students to expand opportunities to make artistic choices in their work and experiment with technique. 11 third grade students participated in activities to teach them how to draw an accurate looking face using proportion and measuring methods and measured success in the project if it showed evidence of technique, appropriate medium choice and application of the medium, and design-making as shown in the work.
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Andrea Carrington | Physics
Why the Fuss? Developing Argumentative Reasoning Skills through C.E.R Writing | Click here to view presentation
Argumentative reasoning skills are essential 21st century cognitive skills that are critical for anyone interested in careers in science but simply for everyday life. In the sciences, we do this by writing a claim, analyzing and providing evidence, and formulating a scientific reasoning – a scientific conclusion or Claim-Evidence-Reasoning (C.E.R.) Writing. The purpose of this study is to show that writing scientific conclusions can aid in developing argumentative reasoning skills. Thirty five eighth grade students participated in this research, as they were given a question and had to write a scientific conclusion (CER) based on their findings. This data was collected at the beginning of the year, and it showed that the majority of my students were able to form a claim and provide evidence, but were not able to effectively provide a reasoning. Students went through C.E.R. instruction and then were evaluated on their writing based on a standardized CER rubric. Students had the opportunity to critique each others writing through peer review. Feedback was given to each student including the ones that did peer review. Results showed that the C.E.R. framework does in fact help students to know what should be included in scientific conclusion writing. Students are learning how to construct explanations and engage in arguments from evidence. The C.E.R. framework should be incorporated into science instruction on a frequent basis. Having argumentative reasoning skills are essential for students to understand the world around them, to help them become better participants in the world – now and in the future, and to grapple with the daily issues of the world.
Grayson Corbett | English
The Pursuit of Point-less Grading: Revising Writing Assessment Practices in the English Language Arts Classroom | Click here to view presentation
Learning is meant to be a transformative experience, not a transaction. Too many grading policies and systems in our public school systems centralize the grade, betraying the message that student learning is a progression rather than an exchange. In the English Language Arts (ELA) classroom, the emphasis placed on point-values and letter grades devalues the messy and complex process of becoming a lifelong reader and writer. Students must decode one of many conflicting messages their gradebook might display: revision as optional, risk-taking as punishment, and compliance as mastery. How then, are teachers to teach accountability, while developing effective writers and life-long readers? Inspired by the work of author and researcher Dr. Sarah Zerwin on meaningful assessment practices, my research aims to evaluate the effect of transitioning to more point-less grading which is focused on student selected learning goals tied to curriculum standards, driven by diversified revision and feedback, and measured by reward of encouraged risks. I will student growth specific to writing evidenced by student work samples including diagnostic writing assignments, on-demand constructed responses and self-assessment/reflection. By implementing strategies for prompt-decoding and revision engagement, it is my goal that 100% of students will demonstrate growth toward mastery in organization when constructing written responses as measured by teacher and district rubrics and scoring tools. Ultimately, I hope to challenge quantification and measurement [that] prioritizes ranking and sorting the difference between 89.4 percent and 90 percent is very consequential and further, to towards a mindset that cultivates learning I was able to do a ton of research and form a much better piece (Zerwin 2020, 7).
Katie Creed, Mary Converso and Christen Munroe- Jones | Dance
Using Musicality to Improve Dance Performance | Click here to view presentation
Music is an essential part of dance education and a student’s understanding of dance; but not all students experience music the same way. Musicality in dance is the understanding of different rhythmic structures and their embodiment in performance of choreography. A clear sense of musicality is important for dancers because they are able to embody the emotion and intention of the movement that others choreograph. It can also inspire them to create new movements, patterns, and build confidence in their own choreographic practices. Through this research, we have emphasized the importance of musicality through activities that made personal connections, used sports props to mimic rhythms, clarified counts, and practiced set dances to different songs. Students had the opportunity to perform a piece of choreography before and after our musicality unit. Our research proved that in dance classrooms across three different public schools, including 27 high schoolers and 14 middle schoolers, dance performance skills improved by engaging in activities focused on musicality.
Terri Crosby | Mathematics
The Effect of Reformed Teaching Practices on Secondary Mathematics Classrooms | Click here to view presentation
This study investigated the effects of the Reformed Teaching Observation Protocol with Equity-Based Performance Descriptions, RTOP (RTOP-E; Sawada et al., 2002; Williams et al. 2019). Reformed is defined by a lesson’s ability to empower and encourage students through its use of culturally responsive teaching, research informed pedagogical practices, and the use of student centered learning. Seven teacher candidates conducted research centered around eighth grade math, Algebra 1, and Geometry across several different schools in urban and suburban environments. Candidates focused their research on rows 16-20 of the RTOP rubric, which emphasize student centered learning through group work and inquiry based learning. To track the progression of student learning, formative and summative assessments were given at the end of SLO focused lessons. Grades for procedural fluency and conceptual understanding were recorded on a four point scale: Remedial (0), Developing (1), Advanced (2), and Mastery (3). These formative and summative assessments were used to evaluate growth in student learning. Candidates evaluated their own SLO focused lessons via the RTOP rubric scale of 0-4 points.
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Ann Devine | Theatre
Approaching Content Mastery through Physical Performance | Click here to view presentation
In a theater class it is important for students to not only communicate with voices and facial expressions but with their bodies as well. Especially in these COIVD 19 times with the added difficulty of face masks it is now more important than ever for students to tell a story with big, bold, and physical storytelling choices. This research project focuses on students’ ability to use their bodies to tell a story in a range of physical performance tasks. Physical performance is the ability of a student to employ physiological choices during performance. Choices such as projection, tempo, articulation, dynamics, posture, facial expression, and gestures/mannerisms all work together to communicate a message. This class is made up of 14 suburban high school students ranging from sophomores to seniors in an upper level theater course with varying backgrounds. Students are given a score of one through four, one being underdeveloped and four being fully developed, based on their use of physicality in different performance situations. Students will demonstrate growth toward mastery in the content of theater as measured by achievement on a range of physical performance tasks.
Holali Dokou | World Languages
Strategy to assess students’ skills in writing and comprehension | Click here to view presentation
This research was conducted on 30 students at a high school in the French level three honor class, and it explored students’ writing and comprehension skills in second language acquisition. Every week, students were assessed on various tests ( cultural reading and grammar) after the end of the week’s unit to master the functionalities of the French language. These assessments are based on the topics discussed in class, but some are from media resources’ current events. Students could be tested on their comprehension for both the unit’s vocabulary and the vocabulary they were not explicitly studying. The main goal of assessing the students is to help them comprehend the language and speak eloquently with details with their counterparts. The assessment procedure and comprehension were based on classwork and homework aligned with world language standards and the AP preparation exam. The handout was randomly collected throughout the year as event data for this matter. The findings indicated that students’ writing and comprehension skills were improved. Having bilingual students means having productive citizens in our society. These strategies will assess students’ understanding of Culturally Responsive Teaching practices and concepts that impact student learning through the state-approved curriculum. Students at their end will demonstrate their knowledge of the materials assigned to them and prove that they are above the expectation of meeting expectations.
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Rebecca Friedman | Social Studies
Addressing Every Part of the Question | Click here to view presentation
An important skill for secondary students to acquire is their ability to address all aspects of a prompt in writing. Students in the classes I teach are frequently presented with multi-part questions, and they often respond to only one or some parts of the question. This project focuses on the efficacy of interventions to encourage students to pay attention to and respond to everything being asked of them in a question. The research focuses on two classes of students, 50 students in total, in on-grade (regular) level US Government courses. The classes have a slight male majority, the majority of the students are Black, and all students are in tenth grade. After establishing a baseline level for student performance to a multi-part question, students were given questions in broken up formats to use while answering similar questions, then they were given the questions with extra guidance reminding them how and when to address all parts of the question, and eventually given a prompt without any aides to determine the difference made by practicing with this guidance. The interventions were evaluated to determine their impact on students performance.
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Jessie Gilson | Theatre
Strategies to Improve Physical Engagement and Responsiveness | Click here to view presentation
Physical engagement and responsiveness are fundamental skills taught in a theatre classroom. By enlivening students’ bodies, we provide them with the tools to engage in rich and effective communication. How can we teach and support students in strengthening their ability to communicate physically? The purpose of this inquiry project is to improve students ability to bring a character to life physically. By strengthening these skills and bringing the body back into the conversation, students clarity of communication and understanding of other perspectives will develop. This Advanced Theatre class consists of 19 students in a suburban high school. The class has students in every grade level (9-12). The class population comes from diverse socioeconomic and cultural backgrounds. The baseline data average score was 12/20. Over the course of 6 weeks, the teacher deployed physical exercises and techniques in instruction. These skills were directly applied to scene work. This study assesses students progress over the course of the year, focusing on 3 performances, and the exercises and techniques utilized to motivate that improvement.
Garrett Goltz | Science
Improving Scientific writing through the development of Claim-Evidence-Reasoning response format | Click here to view presentation
The goal of this research was to work to improve student ability to provide scientific conclusions that include a clear claim that is supported with logical evidence and reasoning based on scientific data. This is a fundamental practice for doing scientific work because it is important to be able to create a convincing argument and back up that argument with data. Student ability to generate effective claims and back those claims with proper evidence have been challenging in my grade seven general science classroom, particularly for students who have exhibited below grade level literacy skills. Students have demonstrated difficulty in dictating their arguments, stating their reasons for holding a claim they stated, and/or providing enough evidence in their arguments. Student supports implemented for improving student performance included sentence starters, graphic organizers, and focus questions, and slowly removing those scaffolds to focus on improving a particular aspect of response formation. The target students for this study are from a seventh-grade urban elementary middle school. The impact of this study is being evaluated using a standardized rubric developed by the school. The goal is to have targeted students increase their performance by one or more levels on the rubric.
Brittany Graham | Science
Vocabulary is the Key! | Click here to view presentation
Scientific literacy is a skill that would help our students better understand scientific concepts and to become more literate and comfortable utilizing scientific language. This skill will strengthen the students comprehension skills, analytical skills and communication skills. How can students comprehend the depth of scientific literature and How can students provide scientific explanations without understanding of scientific vocabulary? To increase one’s understanding of science we must attack the language of science. This will impact their ability to comprehend and develop strong scientific explanations. This SLO (Student Learning Objective) will demonstrate that by increasing the focus on scientific vocabulary, it will have a direct effect on the students ability to satisfactorily comprehend and achieve or master the Next Generation Science Standard skill set of constructing scientific explanations. This SLO will be centered around unit 4 of Prince George’s County Public School science curriculum; Unit 4 is Genetics. To communicate the result of this research accurately 6 data points will be collected. Four of them will be mini assignments/assessments that students will complete during the 4-5 week pacing scale for this unit. The other two are the pre and post assessment. The pre test will be standard based questions and the post test will be standard and concept based questions. For this SLO 30 students have been randomly chosen from 3 different classes. The ultimate goal is for 50% of the students to demonstrate a growth of 10% in their grade from the pretest to the post test.
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Jonathan Harness | World Languages
Vocabulary Quiz Games and Long-Term Retention of Vocabulary | Click here to view presentation
This study examined the effectiveness of short-term quiz games on the retention of vocabulary in a classical foreign language content. In recent years, it has been posited that it is best to teach vocabulary in context. The intervention consisted of connecting target vocabulary with mnemonic devices and cognate words in English while using repetition of the quiz game Gimkit to reinforce and measure their knowledge of these concepts. Vocabulary will first be introduced to the class with an explanation sheet, whereupon they will do five Gimkits which quizzed them on the material for 10 minutes each time. The targeted vocabulary consisted of the Stage 8 vocabulary in the 4th edition of the North American Cambridge Latin Course.
Douglas Holt | Computer Science
Computer Science exploration through gaming | Click here to view presentation
This research examines the use of education games to teach Computer Science (CS) concepts and skills such as debugging, loops, and conditional statements. Understanding fundamental CS concepts and nurturing problem solving skills benefits students across curriculums. Many computer science courses do not provide students with an engaging and fun learning environment. Education games have become an important teaching tool in a wide variety of disciplines. Students will be able to code algorithms to solve a variety of computational problems represented as game levels. This research will examine the degree to which students solve increasingly complex problems using a wider variety of CS concepts as they play educational games.
Shawn Humes | Visual Arts
Creating “Mood” Through Color | Click here to view presentation
It is important for students to understand how colors relate to each other along with knowing how color can create mood. Students may improve their knowledge of primary, secondary, and tertiary colors to develop innovative thinking skills during problem solving, communication, analysis, and divergent thinking to mix colors. A group of 24 fourth grade students will be creating an abstract painting while using watercolor paint to express their mood through the colors they choose by using embodied and tacit knowledge. Students progress will be evaluated by a rubric from 1 to 4 in objectives: creating, responding, presenting, and connecting. Seventy-five percent of the students were previously assessed at 3 (proficient) and 4 (mastery) while twenty-five percent consisted of a 2 (below proficient) and are expected to reach a 3 and/or 4.By acknowledging students who are artistically inclined and those who are not, each student is able to use embodied and tacit knowledge to mix colors and express mood. Students will explore the relationships between warm and cool colors while experimenting with mixing colors they choose to express. To achieve this goal, problem solving, communication, analysis, and divergent thinking skills are essential to learning how colors express mood. (198 words)
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Lauren Anne Laslett | Visual Arts
Strategies to Organize Your Art! | Click here to view presentation
The organization of the elements of art and principles of design are key fundamentals to the refinement, understanding, and composition of artworks. How can students become conscientious of this skill and to think like an artist to create works of art that help develop an effective visual response? While creating their works of art, students were asked to examine placement, design, concept, and organization in their composition. Research will be conducted using data collected from art produced by 15 ninth grade students from suburban high school. By implementing art education strategies through demonstrations, sketching, brainstorms, individual and group instruction, in-progress critiques and final critiques, all students will be anticipated to use various feedback from themselves, peers, and their educator to develop their skills towards mastery of organization of the elements of art and principles of design. The data being assessed will be guided by the Howard County Art and National Visual Arts standards. Instruction will be specifically guided by their standard of organization: consciously making good design and composition decisions to develop the most effective visual response. Students will be assessed on work they’ve created throughout the year and will specifically focus on their Recycled Landscapes.
Rebecca Laws | Mathematics
The Effect of Reformed Teaching Practices on Secondary Mathematics Classrooms| Click here to view presentation
This study investigated the effects of the Reformed Teaching Observation Protocol with Equity-Based Performance Descriptions, RTOP (RTOP-E; Sawada et al., 2002; Williams et al. 2019). Reformed is defined by a lesson’s ability to empower and encourage students through its use of culturally responsive teaching, research informed pedagogical practices, and the use of student centered learning. Seven teacher candidates conducted research centered around eighth grade math, Algebra 1, and Geometry across several different schools in urban and suburban environments. Candidates focused their research on rows 16-20 of the RTOP rubric, which emphasize student centered learning through group work and inquiry based learning. To track the progression of student learning, formative and summative assessments were given at the end of SLO focused lessons. Grades for procedural fluency and conceptual understanding were recorded on a four point scale: Remedial (0), Developing (1), Advanced (2), and Mastery (3). These formative and summative assessments were used to evaluate growth in student learning. Candidates evaluated their own SLO focused lessons via the RTOP rubric scale of 0-4 points.
Brandon Liu | Science
Evidence-Based Claims: Achieving Scientific Literacy | Click here to view presentation
Being able to understand and construct evidence-based claims are critical skills students need to develop to succeed in a rapidly advancing technological world. The development of this skill is even more important to equip marginalized student populations with the scientific literacy, especially when supporting those with developing lexile levels and writing skills. The Claim, Evidence, and Reasoning (CER) Framework supports students in developing and analyzing scientific claim with data and critical thought. The CER framework provides students with a scaffold they can use to more easily formulate thoughts and verbalizations into compelling scientific arguments. The study analyzed two groups of ninth-grade students, Group A and Group B, based on an initial baseline assessment taken in Quarter One. Group A includes 104 students that scored less than Beginning. Group B includes 14 students that scored at least Beginning. The goal of the study was to increase students in Group A to be at least Beginning and to increase students in Group B to at least Approaching. Subsequent data points were collected in Quarter 2 and Quarter 3, assessing students using the CER rubric to assess the development of supporting claims with relevant evidence and data.
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Katie Creed, Mary Converso and Christen Munroe- Jones | Dance
Using Musicality to Improve Dance Performance | Click here to view presentation
Music is an essential part of dance education and a student’s understanding of dance; but not all students experience music the same way. Musicality in dance is the understanding of different rhythmic structures and their embodiment in performance of choreography. A clear sense of musicality is important for dancers because they are able to embody the emotion and intention of the movement that others choreograph. It can also inspire them to create new movements, patterns, and build confidence in their own choreographic practices. Through this research, we have emphasized the importance of musicality through activities that made personal connections, used sports props to mimic rhythms, clarified counts, and practiced set dances to different songs. Students had the opportunity to perform a piece of choreography before and after our musicality unit. Our research proved that in dance classrooms across three different public schools, including 27 high schoolers and 14 middle schoolers, dance performance skills improved by engaging in activities focused on musicality.
Anna Malloy | Visual Arts
Improving Self-Portraits | Click here to view presentation
100% of students in Grade 1, Art class will demonstrate growth in the content areas of Visual Arts, specifically drawing self-portraits as measured by a rubric that identifies their performance and understanding of this skill within one unit. I chose this class because of its diversity of students that have varying ability levels. There is an almost equal number of male/female students. The target is rigorous because I am stating that every student in this class will improve upon this skill. I chose a tiered growth target, because I am stating that students will improve from their individual base-line assessment. Not all students will score the same for their baseline assessment; therefore, it should be tiered. The Harford County Public School Visual Arts Curriculum/State standards will be used to guide my instruction. By the end of grade 1, students should be able to use simple shapes to create images. I chose this outcome because drawing self-portraits is an essential skill in the visual arts curriculum. It teaches students to observe and look closely in order to create a realistic drawing. It also connects to the child’s personal expression, by drawing themselves.
Molly Mayne | Theatre
Approaching Content Mastery through Collaborative Discussion and Debate | Click here to view presentation
Students need to be able to express their ideas persuasively and clearly in class discussions to demonstrate mastery of content. Their ability to present thoughts this way also translates to their everyday life. The purpose of this research study was to investigate students progress toward mastery of theatre content through the use of philosophical chairs discussions. 10 students in a suburban ninth-grade Gifted and Talented fine-arts magnet classroom developed skills that will help them participate effectively in collaborative conversations with peers about topics relating to theatre and drama. Students participated in the philosophical chairs discussions three times and were evaluated in four areas: summary of ideas, thoughtful reflection, use of specific examples, and academic discourse, on a scale of one to five using a rubric. Scores were analyzed after each intervention. Students were able to express their thoughts and ideas clearly and persuasively, and present information that is supported by evidence in organized, meaningful ways.
Brian McCarter | Science
Mastering graphical analysis with the TAILS inventory | Click here to view presentation
Students population consists of 15 students randomly selected from one section of ninth grade Earth/Space Science, including 3 IEP students, 2 504 students, 2 MLL students. The objective to be targeted in this research is Analyzing and Interpreting Data, an NGSS scientific practice that transcends the boundaries of the individual content areas. Data Analysis and Interpretation is an integral aspect of the scientific process, serving as the means through which collected data are converted to viable evidence with the power to justify claims. To improve student achievement in graphical analysis and interpretation, the teacher plans to instruct students in the application of the TAILS universal graphical inventory. The assessment schedule consists of four samples of graphical analysis collected over a 2 month period . Students will be scored on a 16 point scale; 4 points a piece for purpose identification, pattern/trend analysis , conclusion, and prediction. Given the short duration of intervention, a 10% increase in scores from baseline to final assessment has been established as the intended outcome. On the baseline assessment, students scored an average of 48%; students scored 57% on assessment 2; 61% on assessment 3.
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Marian Newell | Theatre
Written Expression on Paper 1 | Click here to view presentation
Students will be able to write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. They will be able to analyze how audience and purpose affect the structure and content of the texts. This is a High School English class with 30 students in grade eleven. I will be focusing on twenty students, predicting that there will be an 80% growth and they will improve their ability to write arguments by citing strong and thorough text evidence and clear specific analysis that supports a specific claim by improving their initial pre-tests score by at least one grade level. I will be using strategies of having the students practice supporting their ideas through warm-up activities, identifying key weaknesses from pretest writing responses and scaffold with organizers and modeling. I will create more opportunities to compare and contrast texts and review with the students the importance of context and audience. I will teach the students how to draw inferences, determine importance and synthesize after reading a text through daily think alouds. Lastly, I will invite the students to our PRIDE period for extra help.
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Johnreed Peria | Social Studies
Creating Effective Reasoning: Improving Scores Regarding Students’ Reasoning Skills | Click here to view presentation
In the 8th Grade Social Studies Curriculum, students are tasked with presenting their content area knowledge using the CER format, in which they provide a claim statement, relevant evidence, and reasoning as to how the evidence used supports their claim. In order to improve student scores on these assignments, especially regarding the reasoning portion, where they scored the lowest on the baseline, various instructional tools were used over the course of nine weeks, in this case, the breakdown of the claim, evidence, and reasoning individually, the modelling of the process, and exercises in grading mock CERs using the same rubric the students are graded with. This rubric scores each section on a two point scale, for a total of six points. Writing samples were taken from 20 8th grade students of varying backgrounds, five students from each of four class periods. This research is applicable to other types of learning across subjects and potentially across age groups as well.
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Abigail Santoni | Science
Strengthening Evidence-Based Writing in the Science Classroom | Click here to view presentation
Students in 9th grade are expected to write arguments focused on discipline-specific content. Science classrooms use a Claim, Evidence, Reasoning (CER) format, where students introduce a claim, supply data and evidence to support the claim, and provide reasoning to link the claim and evidence. The focus of this research was to see an improvement in CER scores over three quarters after specific scaffolding and supports were implemented. Supports included modeling use of evidence, specific instruction on CER writing, and providing sentence stems to connect evidence and reasoning to claims. The specific goal was to see improvements in Evidence and Reasoning, the two areas that students scored lowest in their baseline CER. A class of all-female ninth graders enrolled in an honors course was studied, using their scores on four CER writing assignments over the first three quarters, covering ecology, evolution, and cellular systems. Each section was scored out 4 points, with the CER totaling 12 points and being scaled up to 25 total points. The scores were analyzed based on class averages on the assignments and averages in each section of the CER. Preliminary findings indicate that students drastically improved in their evidence and moderately improved in their reasoning.
Jennifer Satz | Visual Arts
SLO Medieval Art Abstract | Click here to view presentation
100% of students in Grade four will demonstrate growth towards mastery of Visual Arts Standard Design/Organization and Craftsmanship as measured by performance on a range of tasks and identified through initial data analysis. These skills are important to develop possible steps to creating effective artworks. Artists and students develop crafts and envision their artworks. They learn to use materials, techniques, and studio practices in their work. HCPSS Visual Art High School Essential Curriculum guides instruction and focuses on four criteria that are encompassed within any art problem. Students will demonstrate growth through three projects, Coat of Arms, Shields, and Castle Sculptures. Coat of Arms is the Baseline, Shields is Mid-Point, and Castle Sculptures is the End Point assessment. Based on the scores of 14 students, two students earned one, two students earned two, and 10 students earned three on the baseline performance task. The learning objective will be consciously making good design and compositional decisions to develop the most effective visual response. Employing strategies and techniques to refine and ensure the quality and presentation of completed artworks. Data demonstrates students need assistance in visually communicating design and compositional elements to develop an effective visual response in a performance task.
Charles Sciabarra | Science
Does teaching the phenomena first methodology result in better assessment scores? | Click here to view presentation
Phenomena are observable events that students can view, explain, or discuss. In NGSS standards, the theory that by centering science education on phenomena that students are motivated to explain, the focus of learning shifts from learning about a topic to figuring out why or how something happens (NGSS, 2016). This research experiment tests the phenomena first theory in a 10th grade physics course of 30 students at an urban magnet high school. This is done by teaching half the sections of the same course a phenomena-based lesson first and the other half a standard lecture-based lesson first. The raw assessment scores are compared for each group as well as compared to a pre-lesson baseline.
Mallory Smith | English
Methods to Improve Multiple Choice Inferential Questions | Click here to view presentation
In college and the real world, students will be required to think critically and use evidence shrewdly to effectively problem-solve and justify interpretations and ideas. This research focuses on AP and SAT-style multiple choice items, using strategies such as text annotation, modeling of close-reading and inferencing strategies, practice anticipating answers by using frequently used question stems as part of instruction, and other methods of formal and informal assessment. This research focuses specifically on students who intend to stay in Gifted and Talented (GT) and Advanced Placement (AP) classes. Students will take college-level multiple choice exams, completing close readings of complex texts and answering multiple choice inferential questions. By the end of the 2021-22 school year, 90% or more of students will demonstrate growth towards mastery of critical reading questions as measured by multiple choice, AP and SAT-style inferential, text-dependent questions, demonstrated via the fourth marking period CommonLit student assessment scores.
Conor Sutherin | Mathematics
The Effect of Reformed Teaching Practices on Secondary Mathematics Classrooms | Click here to view presentation
This study investigated the effects of the Reformed Teaching Observation Protocol with Equity-Based Performance Descriptions, RTOP (RTOP-E; Sawada et al., 2002; Williams et al. 2019). Reformed is defined by a lesson’s ability to empower and encourage students through its use of culturally responsive teaching, research informed pedagogical practices, and the use of student centered learning. Seven teacher candidates conducted research centered around eighth grade math, Algebra 1, and Geometry across several different schools in urban and suburban environments. Candidates focused their research on rows 16-20 of the RTOP rubric, which emphasize student centered learning through group work and inquiry based learning. To track the progression of student learning, formative and summative assessments were given at the end of SLO focused lessons. Grades for procedural fluency and conceptual understanding were recorded on a four point scale: Remedial (0), Developing (1), Advanced (2), and Mastery (3). These formative and summative assessments were used to evaluate growth in student learning. Candidates evaluated their own SLO focused lessons via the RTOP rubric scale of 0-4 points.
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Iris Tung | Mathematics
The Effect of Reformed Teaching Practices on Secondary Mathematics Classrooms | Click here to view presentation
This study investigated the effects of the Reformed Teaching Observation Protocol with Equity-Based Performance Descriptions, RTOP (RTOP-E; Sawada et al., 2002; Williams et al. 2019). Reformed is defined by a lesson’s ability to empower and encourage students through its use of culturally responsive teaching, research informed pedagogical practices, and the use of student centered learning. Seven teacher candidates conducted research centered around eighth grade math, Algebra 1, and Geometry across several different schools in urban and suburban environments. Candidates focused their research on rows 16-20 of the RTOP rubric, which emphasize student centered learning through group work and inquiry based learning. To track the progression of student learning, formative and summative assessments were given at the end of SLO focused lessons. Grades for procedural fluency and conceptual understanding were recorded on a four point scale: Remedial (0), Developing (1), Advanced (2), and Mastery (3). These formative and summative assessments were used to evaluate growth in student learning. Candidates evaluated their own SLO focused lessons via the RTOP rubric scale of 0-4 points.
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Adrianna-Marie Urbina-Ruiz | Mathematics
The Effect of Reformed Teaching Practices on Secondary Mathematics Classrooms | Click here to view presentation
This study investigated the effects of the Reformed Teaching Observation Protocol with Equity-Based Performance Descriptions, RTOP (RTOP-E; Sawada et al., 2002; Williams et al. 2019). Reformed is defined by a lesson’s ability to empower and encourage students through its use of culturally responsive teaching, research informed pedagogical practices, and the use of student centered learning. Seven teacher candidates conducted research centered around eighth grade math, Algebra 1, and Geometry across several different schools in urban and suburban environments. Candidates focused their research on rows 16-20 of the RTOP rubric, which emphasize student centered learning through group work and inquiry based learning. To track the progression of student learning, formative and summative assessments were given at the end of SLO focused lessons. Grades for procedural fluency and conceptual understanding were recorded on a four point scale: Remedial (0), Developing (1), Advanced (2), and Mastery (3). These formative and summative assessments were used to evaluate growth in student learning. Candidates evaluated their own SLO focused lessons via the RTOP rubric scale of 0-4 points.
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Xiuhang Wang | Mathematics
The Effect of Reformed Teaching Practices on Secondary Mathematics Classrooms | Click here to view presentation
This study investigated the effects of the Reformed Teaching Observation Protocol with Equity-Based Performance Descriptions, RTOP (RTOP-E; Sawada et al., 2002; Williams et al. 2019). Reformed is defined by a lesson’s ability to empower and encourage students through its use of culturally responsive teaching, research informed pedagogical practices, and the use of student centered learning. Seven teacher candidates conducted research centered around eighth grade math, Algebra 1, and Geometry across several different schools in urban and suburban environments. Candidates focused their research on rows 16-20 of the RTOP rubric, which emphasize student centered learning through group work and inquiry based learning. To track the progression of student learning, formative and summative assessments were given at the end of SLO focused lessons. Grades for procedural fluency and conceptual understanding were recorded on a four point scale: Remedial (0), Developing (1), Advanced (2), and Mastery (3). These formative and summative assessments were used to evaluate growth in student learning. Candidates evaluated their own SLO focused lessons via the RTOP rubric scale of 0-4 points.
Samantha Whittemore | Social Studies
What’s the Scoop? Writing About Current Events | Click here to view presentation
Students need to be able to contextualize events and demonstrate their ability to contextualize through their writing in order to be successful in social studies. In our American Government class, students need to use contextualization to write about current events and explain how these events represent government in action. This research examines the effectiveness of a number of strategies, such as scaffolded writing assignments and writing workshops, on helping students to improve their contextualization skills when writing about current events. Students have several writing assignments throughout the year that focus on improving the organization and structures of their writing, and they will have a current events writing assignment once a month to practice contextualization skills. The writing assignment, which in our classroom is called “The Scoop!”requires students to select an article about a current event of their choice that is related to government in some way. Students read the article and then report on what they have read by summarizing the current event and providing context around how the current event is related to government (specifically focusing on the parts of government we have learned about in class, as well as context around the author’s perspective and how it may influence the reporting. Students’ writing is graded using a rubric. The expectation is that students will be able to contextualize current events and explain how these current events relate to principles of government.
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XYZ
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