Criterion 3

Recognizing individual student learning needs and developing strategies to address those needs. 

Criterion 4

Providing clear and intentional focus on subject matter content and curriculum. -

P3 Purpose – Teaching Point: Teaching point(s) are based on students’ learning needs
Teacher bases the teaching point(s) on the learning needs – academic background, life experiences, culture and language – for groups of students and individual students.
-Multiple Study Aide are Used to target a variety of learning styles, including Kahoot, Quizizz and Socrative which are not shown in this section) on ED
-Student Talking Points to keep focus during presentation
-Charts to organize concepts and data
-Tests in standard and modified versions for IEPs. 
-Alternate testing versions for students who want to retest.
-summary concept maps
-drawings and analogies as an alternate form of formative assessment
-multiple procedure opportunties, simplified as with PB and J
-Word Banks for IEP
-Drawings to target alternate intelligences
-Modeling with Candy for kinethestetic learners.
-chromebook usage for those that learn better with technology, or who have writing difficulties
-Typed notes with blanks provided to help with organization and reduce time spent for students with writing or processing impairments.
-Multiple modeling instances provided 

SE2 Student Engagement – Intellectual Work: Ownership of learning
Teacher consistently provides opportunities and strategies for students to take ownership of their learning. Most locus of control is with students in ways that support students’ learning.
-The ED contains numerous examples of student work that is found and maintained in their interactive notebook.
-Skyward Access 
-Google Classroom is utilized and is a valuable source for student work. Code EEDTAS
-Photosynthesis Lab Online-Student Sample

SE4 Student Engagement – Engagement Strategies: Strategies that capitalize on learning needs of students
Teacher uses strategies that capitalize and build upon learning needs of students – academic background, life experiences, culture and language of students – for the whole group, small groups of students and individual students.

-Student Choice in Groupings
-Genetic Disorder Presentations-Student Sample
-Cell Project Gallery Walk
-High Interest Articles
-Interactive Digital Labs
-Technological Design about Zombies
-Framed Conclusion Writing
-Labs that allow running and chasing each other-wolf/elk lab
-MM Lab. Food is always high interest
-DNA Candy Models
-Drawing Give me Five Photosynthesis
-Band Buzz Avid Technique for Cellular Respiration
-Punnett Check Group Activity
-Monster Genetics-fun incorporation of genetics
-Microscope manipulatives
-labs using chemicals, food investigations, and enzymes
-Making up predators and prey
-dissections
-cartoons
-using word banks
-jeopardy
-videos
-analogies

CP5 Curriculum & Pedagogy – Teaching Approaches and/or Strategies: Differentiated instruction
Teacher consistently uses strategies that differentiate for individual learning strengths and needs.

-Much of this section can be referenced in SE4 above.  Many examples of student work that shows alternative learning styles and differentiation is also included in this section.  Modified assignments can be found in SE4.

A6 Assessment for Student Learning – Adjustments: Teacher use of formative assessment data
Teacher uses formative assessment data to make in-the-moment instructional adjustments, modify future lessons and give targeted feedback aligned with the learning target to individual students.

Adjustment of Target connected to Student Feedback
Analysis of Feedback and Incorporation into Work
-Quizizz Sample Data
-Kahoot Sample Data
-Overall Student Data
-Included in the ED are a variety of pre and post tests, quizzes, worksheets and activities that acted as formative and summative assessments.  Designation of post assessments as formative depended on student scores.  Much of the content was revisited.

Student Growth 3.1: Establish Student Growth Goal(s)
Establishes appropriate student growth goal(s) for subgroups of students not reaching full potential in collaboration with students, parents, and other school staff. Goal(s) identify multiple, high quality sources of data to monitor, adjust, and evaluate achievement of goal(s). 
-All Data for 5th and 6th period regular students can be found here.  ON ED
-80% on 80% of assignments is the goal.  3/14 IEP post assessments in 5th period were 80% or higher.  21% of documented assessments.  80% assessments were 50% in 6th period, 7/14.  

Student Growth 3.2: Achievement of Student Growth Goal(s)
Multiple sources of growth or achievement data from at least two points in time show evidence of high growth for all or nearly all students.
-All Data for 5th and 6th period regular students can be found here.  ON ED
-80% on 80% of assignments is the goal.  3/14 IEP post assessments in 5th period were 80% or higher.  21% of documented assessments.  80% assessments were 50% in 6th period, 7/14.  

P2 Purpose – Standards: Connection to previous and future lessons
The lesson is clearly linked to previous and future lessons. Lessons build on each other in ways that enhance student learning. Students understand how the lesson relates to previous lesson.
-Connecting Living things sensing changes in a lab.  Connecting that to biochemicals in living things.  Connect Carbs to photosynthesis and respiration.  Connect to how DNA drives these changes, Connect to structures in a cell that interact with DNA.  Connect back to protein formation. Link to DNA use in mitosis and Meiosis. Connect to Evolution using mutation of DNA.
-Lessons for the biochemical unit are also scaffolded with individual units that culminate in a written procedure lab where multiple indicators are utilized.

CP1 Curriculum & Pedagogy – Curriculum: Alignment of instructional materials and tasks
-Instructional materials and tasks align with the purpose of the unit and lesson. Materials and tasks consistently align with student’s level of challenge.
In ED are several examples of teaching tools including: quizzes, virtual labs, framed conclusions, vocabulary used in sentences, worksheets, labs, study guides, summaries, cartoons, drawings, rubrics, candy activities, bingo, concept maps, powerpoints with high visual interest, videos and dissections.

CP2 Curriculum & Pedagogy – Teaching Approaches and/or Strategies: Discipline-specific conceptual understanding
Teacher consistently uses discipline-specific teaching approaches and strategies that develop students’ conceptual understanding.
-On ED is a Punnett check that used manipulatives such as white boards, and markers to test genetics problem understanding.  Various labs that required different equipment and techniques are also included.
-Kahoot and other online resources allow for highly interactive reviews and understanding checks.
-Google classroom is used for virtual labs and procedure/conclusion writing as well as inquiry labs.  It is also used for google slides to make presentations.

CP3 Curriculum & Pedagogy – Teaching Approaches and/or Strategies: Pedagogical content knowledge
Instruction is always consistent with pedagogical content knowledge and supports students in discipline specific habits of thinking.
-Included in this section are several activities that require various instructional strategies.  Population genetics is student enacted but teacher monitored, monster genetics is student driven with teacher checks, MM Lab is inquiry and student group driven, Light Lab is inquiry and student driven, evolution ppt is direct instruction, Drosophila is teacher initiated followed by independent student inquiry, Cow Eye is teacher-monitored exploration, aspiring procedure is student collaborative.

CP4 Curriculum & Pedagogy – Teaching Approaches and/or Strategies: Teacher knowledge of content
Teacher demonstrates an in-depth understanding of how discipline-based concepts relate to or build upon one another. Teacher identifies and addresses student misconceptions that impact conceptual understanding over time.
-On ED there are a variety of articles that demonstrate understanding, as they were all created by me.  Wall of Lies to alleviate common misconceptions in science, several teacher work samples that model activities for students, sample answers created to assist with technological design concepts, Answers to practice eoc tests with explanations to assist with students reviewing, study guides with explanations, sample worksheets, powerpoint reviews, interactive games to draw scientific interest immediately as with battle of the sexes. 
-Kahoot/Socrative/Quizizz presentations.  Can all be viewed by logging in and running search for 'gngonzal'.