Transcript Proficiency Powerpoint for Parents

Mr. Kirby
Economics and World History
Who are you/Who am I?
 Before you get started. I will be sharing what’s on these cards throughout the term in
the form of a guessing game : Answer the following on your note card (use both
sides).
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
My hobbies are……
My favorite TV show is…..
My favorite food is…..
My birthday is ……
My favorite color is……
I am most proud of…..
My favorite childhood memory was…..
My favorite vacation spot is…..
I have lived in……. (places)
A recent movie or book I enjoyed was…..
I find ________ creepy or scary.
The person I look up to or would like to be like is…..
Quietly read through the syllabus (5-10
minutes) while I take attendance please.
 Highlight key points that catch your attention or
that you think are the main points of this
document.
 Write two questions (at least) you have about this
class for me on the back. We probably will share
these out.
General Info. Before I get started
1. Seating chart- we will change often. For the first week, self selected (choose wisely). I will
make up a chart next week (to try and get to know your names). If you cannot focus where
you at- move or I will move you.
2. Materials:
 Spiral notebook or three ring binder. We will take notes and answer questions to share out
and or turn in everyday. You will keep some valuable notes for tests/quizzes
(assessments)- have an organized place to keep them.
 Something to write with-pen/pencil.
 Highlighter pen (everyday)
 Some days you will need a calculator
3. Bathroom- One at a time- (not the first ten minutes, last ten minutes or when I am talking
up front. Abuse it/lose it.
4. Electronics- off and away, unless I say. This is your warning. I will take your electronics if
they are out. Mine are in my car to not tempt me or disrupt this class.
5. First 5/10 minutes- “Please do your warm up” Get in a habit/routine-I should not have to
remind you. We should all be working by the time the bell rings ideally.
6. Last 4 minutes- I will teach or we will work until the last 4 minutes of class. Do not pick up
early. Do not line up at the door. Do not loiter. If you do this, you will be the last one to
leave and then I will feel compelled to coach you on these points during passing period.
Pass Out Pre- Test
On the back- divide your paper into four equal sections
Upper Left- Define the
following terms (try?/!)
1. Economics
2. Scarcity
3. Entrepreneur
4. Labor
5. Capital
Bottom Left- What are your
strengths and weak areas as a
student/learner? (What do you
do well/not so well?)
Upper Right- Write a
paragraph with the focus:
“Everything I think I know
about economics.”
Bottom Right- What qualities
in a teacher/coach/leader do
you respond the best to? The
least to?
MY WEB PAGE
Mark Kirby
Economics
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
Social Studies-Economics and World History
[email protected]
Syllabus
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
World History
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





Syllabus
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
!
Proficiency:
“A Growth Mindset!”
ASSESSMENT CALENDAR
Clackamas High School–Proficiency Rubric-Kirby SS
CATEGORY LABEL
Exceeds (5)
Proficient (4)
GRADE
GENERALIZED DEFINITION
90-100%
Meets all of the requirements of the grade level
standard and can demonstrate understanding at a
higher level of rigor based on Blooms Taxonomy.
80-89%
Meets all of the requirements and demonstrates all of
the knowledge and skills of the grade level standard at
the appropriate level of rigor.
70-79%
Meets the most basic elements of a given standard, but
not all knowledge and skills embedded in the standard
are demonstrated. Demonstrates the essential
knowledge and skills required. Cannot demonstrate
level of rigor called for by verb in the standard.
60-69%
Meets a few elements of a given grade level standard,
but many required elements are missing and limited
understanding demonstrated.
40%
Student completed the assessment/assignment, but
little, if any evidence of learning relative to the standard
is shown.
Progressing (3.5)
Emerging (3)
Insufficient
Evidence (2)
NO ATTEMPT MADE
Blank in Grade Book Student did not take or finish yet the given assessment.
Mr. Kirby
Economics and World History
Mr. Kirby
Clackamas High School
Discussion Question #1
(Write the question in
the left hand column of
your Cornell Notes):
What do all of
these people have
in common?
1. Please write your
answers in the right hand
column of your notes!
2.Pair/ share your answers
3. Share out in your table group
4. Share out-entire class
It’s not where you
start,
It’s where
You finish!
Or maybe we are………..
Never Finished!
Discussion Question #2: What does the new
Nike slogan
“Never Finished” mean to you. Use one or two
Of these people to prove your point.
It is said that
most successful
people all share
one common
characteristic or
trait. They all
have:
Grit!
Discussion Question #3:
What is grit? Define grit in your own words
and give some examples of what grit is.
Grit!
Determination
Perseverance
Bravery
Fortitude
Courage
Risk Taker
Tenacity
This is not your typical traditional
class. In this class we
will
not….
1. Sit in rows.
2. Listen to only the teacher
talk in front of the class.
3. Have a lot of homework
during the week.
4. Have homework during
the weekend.
5. Think about this class
much outside of school.
You and I both have a
social life and interesting
hobbies outside of school
to tend to.
The tradeoff here is, we will…
1.
Come to class ready to learn
before the bell rings.
2.
Participate to the best of our
abilities -taking notes, working
in small groups, thinking
critically and sharing our
thoughts aloud.
3.
We will get our work done in
class, not waste time and
respect everyone’s right to
learn and improve our skills.
4.
“Begin with the end in mind”,
have class goals and targets
and ALL of us will reach these
by the end of the term.
MY WEB PAGE
Mark Kirby
Economics







Social Studies-Economics and World History
[email protected]
Syllabus
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
World History







Syllabus
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
!
Proficiency:
“A Growth Mindset!”
ASSESSMENT CALENDAR
Priority Economic Standards
Econ 50. Explain how economic indicators (including, but not limited to GDP,
unemployment, Consumer price Index, inflation) describe the condition of the economy.
Econ 46. Distinguish, between fiscal and monetary policies, and describe the role and
function of the Federal Reserve.
Econ 51. Explain how supply and demand represent economic activity and describe
the factors that cause them to shift. Define economic terms (eg. elasticity, substitution,
regulation, legislation) and identify examples of them in the current economy .
Econ 53.Describe the characteristics of command, market, traditional and mixed
economies and how they affect jobs and standards of living.
SSA 59. Demonstrate the skills and dispositions needed to be a critical consumer of
information
SSA 62. Propose, compare, and judge multiple responses, alternatives or solutions to
issues or problems; then reach an informed, defensible, supported conclusion.
Priority World History Standards
HT 10. Evaluate an historical source for point of view and historical context.
HT 11. Gather and analyze historical information, including contradictory data, from
a variety of primary and secondary sources, including sources located on the internet to
support or reject hypothesis.
SSA 58. Gather, analyze, use, and document information from various sources,
distinguishing facts, opinions, inferences, biases, stereotypes, and persausive appeals.
SSA 60. Analyze an event, issue, problem, or phenomenon from varied or opposing
perspectives or points of view.
SSA 59. Demonstrate the skills and dispositions needed to be a critical consumer of
information.
RH.5 Analyze how a text uses structure to emphasize key points or advance an
explanation or analysis.
FORMATIVE ASSESSMENTS/PRACTICE
The goal of a formative assessment is to monitor student learning to provide ongoing
feedback that can be used by instructors to improve their teaching and by students to
improve their learning.
More specifically, formative assessments are generally low stakes, which means that
they have low or no point value (“E-Tickets”, “Cornell Notes”)
Daily practice formative assignments or assessments will count as 20 percent of the
total grade.
SUMMATIVE ASSESSMENTS/PERFORMANCE
The goal of a summative assessment is to evaluate student learning at the end of an
instructional unit by comparing it against the Oregon standards or benchmarks.
Summative assessments are often high stakes, which means that they have a high point
value.
Examples of summative assessments include a final exam or a final project.
Summative assessments will count as 80 percent of the total grade.
“I CAN” STATEMENTS
Daily Leaning Targets written in “User friendly” language
.
As an essential element of assessment for learning, the "I can" statements
provide students with a clear understanding of the curriculum, instruction and
assessment expectations for each daily lesson.
Students will ascertain information through the reading of the text, classroom
packets, power points, video clips, Internet research, teacher lectures and
classroom discussions.
Retakes:
 Students will have the opportunity to re-take
summative assessments only; however you will need to
complete your assigned re-take requirements before
you are able to do so.
 Once you have completed these requirements, you will
be able to re-take assessment and keep your highest
score.
Extra Credit:
 There is no extra credit in this class. The
opportunity to re-take summative assessments
will take the place of extra credit work.
Clackamas High School–Proficiency Rubric-Kirby SS
CATEGORY LABEL
Exceeds (5)
Proficient (4)
GRADE
GENERALIZED DEFINITION
90-100%
Meets all of the requirements of the grade level
standard and can demonstrate understanding at a
higher level of rigor based on Blooms Taxonomy.
80-89%
Meets all of the requirements and demonstrates all of
the knowledge and skills of the grade level standard at
the appropriate level of rigor.
70-79%
Meets the most basic elements of a given standard, but
not all knowledge and skills embedded in the standard
are demonstrated. Demonstrates the essential
knowledge and skills required. Cannot demonstrate
level of rigor called for by verb in the standard.
60-69%
Meets a few elements of a given grade level standard,
but many required elements are missing and limited
understanding demonstrated.
40%
Student completed the assessment/assignment, but
little, if any evidence of learning relative to the standard
is shown.
Progressing (3.5)
Emerging (3)
Insufficient
Evidence (2)
NO ATTEMPT MADE
Blank in Grade Book Student did not take or finish yet the given assessment.
Late Work:
 Most work for this class will be done in class. Homework and or
projects need to be turned in on time.
 Late work receives an automatic one grade deduction (the highest
score someone could get on a late assignment/project in other words
is a 4/5-proficient).
 Assignments for each unit will not be accepted after the day of a unit
summative assessment.
 Practice assignments not turned in at all are entered as a “blank” in
the grade book. After the unit exam, these ‘blanks’ become a score
of”0” in Synergy.
 Summative assessments not taken by the end of the term will be
entered as an automatic 2/5 (40%).
Advanced Proficiency
Students demonstrating advanced proficiency will be offered extensions to
address individual rate and level of learning.
Extensions may include the following:
a.
b.
c.
d.
Creating opportunities that require higher order thinking skills and inquiry.
Offering options to explore class topics more deeply.
Providing access to advanced-level materials.
Offering other extensions appropriate to student's needs.
At the beginning of class students should come in and complete the quick
activities written on the board. (KIM vocab, Quick write or Daily Trivia Contest)
 Your job at the beginning of class/practice time: Please be responsible and selfdisciplined- get your materials out and get started quietly on your warm up.
 You will write in your social studies notebook/spiral or on a handout
provided by me. If I have to remind you it is time to do your warm up and
quietly work, I will be less than happy.
 My job at the beginning of class/practice time: Take attendance (this is my legal
responsibility; “Horman Law” in the first 10 minutes of class). I also want to
insure that anyone who has been absent can get the assistance they need to
not “feel lost”.
DURING CLASS
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When I talk or others “have the floor” –please listen!
Everything I have to say is relevant.
Be respectful of others when they are talking
To get my attention raise your hand to be recognized before
talking (please don’t blurt!)
Feel free to express your ideas, opinions and questions and
respect the right of others to do the same.
Students will obey all teacher instructions the first time they
are given.
No student will leave the classroom (rest room, etc.) without
permission.
Cell phones or electronic devices need to be SHUT OFF
and PUT AWAY in class unless authorized by the teacher for
educational purposes
Common Sense Course Rules and Courtesies to ALL:
 Come to class on time ready to learn, problem solve and
collaborate with others.
 Please refrain from any behaviors that will interfere with
the teaching and learning environment.
 Technology-“off and away unless I otherwise say!”
Cornell Notes: “Summary Paragraph”
 Now, tell me a little about you. Suggestions for your
paragraph:
 Likes/dislikes
 Family (siblings)
 Pets
 Hobbies/activities outside of class
 Goals for this year/the future
 Favorite Movie
 What kind of music do like (artists/songs)
Problem Solving Task #1:
Create a “How to be successful
in Economics Class”Poster
(50 pts.- Practice)
Directions/Criteria:
1. Can work alone or in partners.
2. I will give you piece of poster paper.
3. Use colored pencils or markers to color
and shade poster. (no pencil)
4. Include a list 10 ways/principles/behaviors/rules
to be successful in this class.
5. Include 5 pictures
6. Have a catchy title or slogan.
7. Include a colorful border
8. Top 4 posters in World History class and Economics
Class will win a less than fabulous prize (candy) and
all the honor and glory of a job well done.
Problem Solving Task #1:
Create a “How to be successful
in World History-Poster Contest
(50 pts.- Practice)
Directions/Criteria:
1. Can work alone or in partners.
2. I will give you piece of poster paper.
3. Use colored pencils or markers to color
and shade poster. (no pencil)
4. Include a list 10 ways/principles/behaviors/rules
to be successful in this class.
5. Include 5 pictures
6. Have a catchy title or slogan.
7. Include a colorful border
8. Top 4 posters in World History class and Economics
Class will win a less than fabulous prize (candy) and
all the honor and glory of a job well done.
“How to be successful
in Economics Class”
Rubric
EXCEEDING
5
PROFICIENT
4
PROGRESSING
3.5
EMERGING
3
Excellent- final
draft, “award
winning” quality.
Very creative, all
components
present including
colored/shaded
pictures (5) ,
detailed
information (list of
10
rules/behaviors),
title and border.
Good - final draft,
quality. Creative, all
components present
including
colored/shaded
pictures (5) , detailed
information (list of
10 rules/behaviors),
title and border.
Good - final draft
qualityall components present
including pictures (5) ,
information (list of 10
rules/behaviors), title
and border.
“JUST THE FACTS
MAN!”
O.K.-A draft-all
components present
including pictures (5) ,
information (list of 10
rules/behaviors), title
and border.
“Bare minimum- to
get out of Dodge
alive!”
.
.
“How to be successful
in World History Class”
Rubric
EXCEEDING
5
PROFICIENT
4
PROGRESSING
3.5
EMERGING
3
Excellent- final
draft, “award
winning” quality.
Very creative, all
components
present including
colored/shaded
pictures (5) ,
detailed
information (list of
10
rules/behaviors),
title and border.
Good - final draft,
quality. Creative, all
components present
including
colored/shaded
pictures (5) , detailed
information (list of
10 rules/behaviors),
title and border.
Good - final draft
qualityall components present
including pictures (5) ,
information (list of 10
rules/behaviors), title
and border.
“JUST THE FACTS
MAN!”
O.K.-A draft-all
components present
including pictures (5) ,
information (list of 10
rules/behaviors), title
and border.
“Bare minimum- to
get out of Dodge
alive!”
.
.