Student Growth Objective Form Name School Grade Course/Subject Number of Students Interval of Instruction Engineering and Technology September 2016 to March 2017 Standards, Rationale, an
Trang 1Student Growth Objective Form
Name School Grade Course/Subject Number of Students Interval of Instruction
Engineering and Technology
September 2016 to March 2017
Standards, Rationale, and Assessment Method
Name the content standards covered, state the rationale for how these standards are critical for the next level of the subject, other academic disciplines, and/or life/college/career Name and briefly describe the format of the assessment method
Engineering and Technology Standards
1) Mater and Energy Students evaluate different engineering ideas that have been proposed using a systematic method, such as a tradeoff matrix, to determine which solutions are most promising They also test different solutions, and combine the best ideas into a new solution that may be better than any of the preliminary ideas
Students demonstrate grade appropriate proficiency in asking questions, designing solutions, engaging in argument
from evidence, developing and using models, and designing solutions Students are also expected to use these
practices to demonstrate understanding of the core ideas Based on NGSS: MS-ETS1-1, and MS-ETS1-3
• Students define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions (MS-ETS1-1)
• Students analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success (MS-ETS1-3)
2) Forces and Motions: Students apply an engineering practice and concept to solve a problem caused when objects collide The crosscutting concepts of system and system models and stability and change provide a framework for understanding the disciplinary core ideas Students demonstrate proficiency in asking questions, planning and carrying out investigations, designing solutions, engaging in argument from evidence, developing and using models, and constructing explanations and designing solutions Students are also expected to use these practices to demonstrate understanding of the core ideas Based on NGSS: MS-ETS1-1, MS-ETS1-2, MS-ETS1-3, and MS-ETS1-4
• Student define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions (MS-ETS1-1
• Students evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem (MS-ETS1-2)
• Students analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success (MS-ETS1-3)
• Students Develop a model to generate data for iterative testing and modification of a proposed object,
Trang 2tool, or process such that an optimal design can be achieved (MS-ETS1-4)
Rational
The rationale for engineering and technology rests on two positions taken in A Framework for K–12 Science Education (NRC 2011) One position is aspirational, the other practical
From an aspirational standpoint, the Framework points out that science and engineering are needed to address major world challenges such as generating sufficient clean energy, preventing and treating diseases, maintaining supplies of food and clean water, and solving the problems of global environmental change that confront society today These important challenges will motivate many students to continue or initiate their study of science and engineering
From a practical standpoint, the Framework notes that engineering and technology provide opportunities for students to deepen their understanding of science by applying their developing scientific knowledge to the solution of practical problems Both positions converge on the powerful idea that by integrating technology and engineering into the science curriculum, teachers can empower their students to use what they learn in their everyday lives
Assessment
Authentic Assessments throughout the year will be used to measure students’ growth The assessments will consist of selected content understanding task, and performance task that reflect higher levels of cognitive complexity
Starting Points and Preparedness Groupings
Students will be tiered as determined by a data point systems the uses 3 points of data Each tier group will be assigned a target level
Data Measures used to Establish Baselines
2014-2015 Final Grade; weight ( 70)
2014-2015 Post SGO Score; weight (.30)
Preparedness Group Baseline Score
Tier 1 According to standard deviation
Tier 2 According to standard deviation
Tier 3 According to standard deviation
Tier 4 According to standard deviation
Student Growth Objective
By March 2016, 70% of students in each preparedness group will meet their assigned target command level for full attainment of the objective as shown in the scoring plan
Preparedness Group Number of Students in Each Group Target Level of SGO Combined
Trang 3(e.g 1,2,3) Assessments
Scoring Plan
State the projected scores for each group and what percentage/number of students will meet this target at each attainment level Modify the table as needed
Preparedness
Group
Student Target Score
Teacher SGO Score Based on Percent of Students Achieving Target Score Exceptional (4) Full (3) Partial (2) Insufficient (1)
Tier 4 Growth within
Tier 4
Approval of Student Growth Objective
Administrator approves scoring plan and assessment used to measure student learning
Teacher _ Signature
Evaluator Signature
Date Submitted _ Date Approved _
Results of Student Growth Objective
Summarize results using weighted average as appropriate Delete and add columns and rows as needed
Preparedness
Group
Students at Target Score
Teacher SGO Score students per group)Weight (based on Weighted Score Total Teacher SGO
Score
Notes
Describe any changes made to SGO after initial approval, e.g because of changes in student population, other unforeseen circumstances, etc
Review SGO at Annual Conference
Describe successes and challenges, lessons learned from SGO about teaching and student learning, and steps to improve SGOs for next year
Teacher Signature Date _ Evaluator Signature Date _