Presentation for 541 Tech integration- Ceramics Course Overview
Published on Jul 11, 2018
Ceramics course syllabus 2018-19. This includes Positive Behavior supports and other policies.
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PRESENTATION OUTLINE
Ceramics COurse overview
2018-2019
This presentation was created in February 2019 as an overview for a ceramics course. It is basically a visual syllabus.
Photo by Fancycrave
Art Advisor - Amy
Amy Robertson - Room 118 - robertsonam@bsd405.org
Art Advisor: Amy Robertson – You can call me Amy or Mrs. Robertson.
My mission at Big Picture School is to help you gain solid art & aesthetic skills for academic & life-long enjoyment.
I want you to create works of art that represent personal vision & involve imagination, problem-solving, risk-taking, communication, & reflection. Furthermore, I want to support you as you gain confidence in expressing yourself through the arts in a manner different than spoken & written word. I love creating ceramics & I have a clay studio in my home. I have extensive experience both making & teaching ceramics and many other art forms.
Room: 118
Phone: (425) 456-7821
Email: robertsonam@bsd405.org
Tutorial: daily except Wednesdays 3:30-4:00
1. Email is the best way to contact me outside of class time.
2. I try to read and respond to all emails during regular school hours within 48 hours of contact
My mission at Big Picture School is to help you gain solid art & aesthetic skills for academic & life-long enjoyment.
I want you to create works of art that represent personal vision & involve imagination, problem-solving, risk-taking, communication, & reflection. Furthermore, I want to support you as you gain confidence in expressing yourself through the arts in a manner different than spoken & written word. I love creating ceramics & I have a clay studio in my home. I have extensive experience both making & teaching ceramics and many other art forms.
Room: 118
Phone: (425) 456-7821
Email: robertsonam@bsd405.org
Tutorial: daily except Wednesdays 3:30-4:00
1. Email is the best way to contact me outside of class time.
2. I try to read and respond to all emails during regular school hours within 48 hours of contact
Photo by Nicolas Ladino Silva
Course Expectation Agreement
- After viewing this presentation review it with a family member
- Get the agreement from OneNote or a paper version in class. Sign & ask a family member to fill out the family section.
- Submit your agreement online in OneNote or in person.
A paper agreement will come home for families to review. Please make sure it is returned within a week of it coming home.
It is also available on OneNote.
It is also available on OneNote.
Photo by Stuck in Customs
Course Basics
- One Semester with five projects
- Basic Handbuilding, Wheel Throwing & Glazing Methods
- Student Voice & Choice is #1
- Lab fee is $15
Ceramics is a one semester course. We focus on the Fundamentals of Art through clay design. You will complete about 5 projects during the semester. You will plan & design, build, glaze & fire clay projects. You will learn basic hand building & construction methods, firing processes, design & glazing techniques, & ceramic materials safety. High school ceramics will also do wheel throwing. This course is student-centered with a lot of student voice & choice. I structure the course with sequential projects that help you develop clay skills that lead to your growth as a ceramic artist. The course fee is $15 & can be paid online or to the registrar.
Photo by Michał Parzuchowski
Curricular Information
- Planning, Construction & Glazing Methods with demonstrations
- Online video & image tutorials
- Group & individual experimentation & practice
Curricular Information: Assignments begin with planning time & a demonstration of artistic techniques. I use a variety of instructional approaches that might include video demonstrations, in-class demonstrations, peer demonstrations, & group experimentation with materials. This year we are sketching digitally and on paper. Every student has access to Autodesk Sketchbook on their laptop.
Our clay building units will include all or some of the following: Tools & Materials---Slab Construction---Coil Construction---Pinch Construction---Ceramic Molds---Sculpture & relief carving---Combining Methods---Wheel Throwing---Slip casting ---Glazing techniques & Kiln Firing.
Our clay building units will include all or some of the following: Tools & Materials---Slab Construction---Coil Construction---Pinch Construction---Ceramic Molds---Sculpture & relief carving---Combining Methods---Wheel Throwing---Slip casting ---Glazing techniques & Kiln Firing.
Photo by J. Star
Semester Projects
Pinch - coil - slab - combination - wheel throwing
Pinch, coil, slab, combination, and wheel throwing are the main construction methods in this course.
Photo by Robert Collins
Safety: Clay & Glazes
safe tool use & clean up are essential.
Safety in the ceramics room is essential. We clean daily and have table jobs that are done collaboratively.
All glazes are lead-free and dinnerware safe. We use stoneware clay. It was be microwaved, go through the dishwasher, and be baked in an oven.
All glazes are lead-free and dinnerware safe. We use stoneware clay. It was be microwaved, go through the dishwasher, and be baked in an oven.
Photo by Robert Baker
Studio Rules
- No food around clay and glazes
- Cleaning up - essential for safety
- Volume level - keep it manageable
- Headphones & digital devices used appropriately and during studio work time only
*Food- Do not eat around clay, glazes, and computers. Your safety is my number one concern. Food and drink + clay and glazes are not healthy choices. Clay and glaze dust are dangerous to eat and ingest. Having water to drink in the classroom is fine but is needs a lid to keep out dust.
*Cleaning up – You are in charge of taking care of the art rooms. Cleaning up is an important part of our Project Based Learning Goals and part of your overall grade, part of 21st century skills, and demonstrates participation and behavior norms.
*Volume level, quiet enjoyment of studio time, and appropriate conversations – All students and staff have a right to spend our school days in an environment that supports ideas, creativity, communication, and educational pursuits. All voice levels must be appropriate within the classroom and all conversations must include respectful dialog, no profanity, and school appropriate content.
*Headphones & Music – Headphones are ok during studio time when posted. No headphones during demonstrations or instructions or when the “No headphones” sign is posted. Please have one ear without a headphone/earbud or partially out so you can hear instructions and be aware of what is going on around you.
•Cell phone use during class is prohibited and discouraged, unless under direction from the teacher.
Repeated inappropriate phone use may result in a teacher requesting you take your phone to the main office for retrieval after school. If this continues to be an issue, student may be referred to administrator and/or parent conference. Watch for visual clues like these for expectations regarding technology use in class:
*Cleaning up – You are in charge of taking care of the art rooms. Cleaning up is an important part of our Project Based Learning Goals and part of your overall grade, part of 21st century skills, and demonstrates participation and behavior norms.
*Volume level, quiet enjoyment of studio time, and appropriate conversations – All students and staff have a right to spend our school days in an environment that supports ideas, creativity, communication, and educational pursuits. All voice levels must be appropriate within the classroom and all conversations must include respectful dialog, no profanity, and school appropriate content.
*Headphones & Music – Headphones are ok during studio time when posted. No headphones during demonstrations or instructions or when the “No headphones” sign is posted. Please have one ear without a headphone/earbud or partially out so you can hear instructions and be aware of what is going on around you.
•Cell phone use during class is prohibited and discouraged, unless under direction from the teacher.
Repeated inappropriate phone use may result in a teacher requesting you take your phone to the main office for retrieval after school. If this continues to be an issue, student may be referred to administrator and/or parent conference. Watch for visual clues like these for expectations regarding technology use in class:
individual projects
- Students create their own ceramic projects that are scored individually.
- PBL supports planning, ideas, construction, and clay method learning.
Photo by Benjamin Davies
PBL Possibilities
- Planning/sharing ideas
- Helping others
- Clean up
- Critiques/Feedback
- Art History Learning
Photo by Henry & Co.
Daily Routine Stuff
This section has daily routines and basic information about how the class runs.
Calendars/Planners
Check the OneNote calendar daily.
Calendars/Planners: Students in middle school have a paper planner and they must record their homework assignments daily. We do this at the end of every class period. I do use a digital OneNote calendar and if your students needs to record homework or major assignment deadlines in their personal Email/Outlook calendar , then the last 5 minutes of class or tutorial can be used for this. Homework in ceramics is not common because I provide ample classtime for most assignments. My OneNote has an interactive calendar with assignments dates that link to assignment information, worksheets, videos, etc. Our due dates often fluctuate based on student needs and extended time adjustments. Synergy shows a calendar that reflects graded and yet to be graded assignments.
Photo by Caro's Lines
Tutorial - every day but Wed.
Tutorial Procedures –
H.S. - Mon. Tues. Thurs. Fri. 3:20-4:00
M.S. - Mon. Tues. Thurs. Fri. 3:30-4:00
Tutorial is a time for students to get one-on-one teacher assistance and to complete homework. It is an educational, serious classroom environment. Middle school students must be in tutorial by 3:35. If students are not staying for tutorial, Big Picture School requests that they leave by 3:40. Students may choose their tutorial teacher. The advisory team suggests staying in your advisory class if you are unsure where to go. Any student disrupting the learning environment of a tutorial classroom will be sent back to their advisor and may receive a phone call home. Mandatorial (mandatory tutorial) will be assigned as needed by any teacher when additional time is needed or work needs to be completed. The teacher will communicate with the student and family as needed.
H.S. - Mon. Tues. Thurs. Fri. 3:20-4:00
M.S. - Mon. Tues. Thurs. Fri. 3:30-4:00
Tutorial is a time for students to get one-on-one teacher assistance and to complete homework. It is an educational, serious classroom environment. Middle school students must be in tutorial by 3:35. If students are not staying for tutorial, Big Picture School requests that they leave by 3:40. Students may choose their tutorial teacher. The advisory team suggests staying in your advisory class if you are unsure where to go. Any student disrupting the learning environment of a tutorial classroom will be sent back to their advisor and may receive a phone call home. Mandatorial (mandatory tutorial) will be assigned as needed by any teacher when additional time is needed or work needs to be completed. The teacher will communicate with the student and family as needed.
Photo by fingle
Absent? Need to redo something?
- Turn in work ASAP
- Excused absences - talk to Amy
- Re-assessments are always ok - Talk to Amy
Turning in Assignments, Returning Assignments to Students and Make-Up work: Students are expected to turn in assignments/sketchbooks/homework in their class “Turn-In” basket. Completed clay projects go to the “Turn in cart” or “turn in location” on due dates designated on the calendar and in class. All clay projects are turned in with the rubrics and sometimes sketchbooks/planning sheets. Student are required to score themselves on EVERY ceramic project. All assignments are reviewed and/or graded by their teacher and completed work is passed back to students directly on a regular basis during class.
As a general rule, if a student has an excused absence, they have as many days to complete the make-up work as they were absent. It is recommended the student check OneNote & Synergy for missed assignments while absent and check-in with the instructor upon their return to class.
Re-Assessment/Retake Policy:
• Each teacher will communicate which summative assessments are eligible to be resubmitted and the process for resubmission.
• Summative assessment retakes must be completed within 14 calendar days upon receiving feedback from the teacher in regard to the assessment, or before the end of the quarter or semester, whichever comes first.
• Students must email teacher for approval prior to all summative assessment retakes.
As a general rule, if a student has an excused absence, they have as many days to complete the make-up work as they were absent. It is recommended the student check OneNote & Synergy for missed assignments while absent and check-in with the instructor upon their return to class.
Re-Assessment/Retake Policy:
• Each teacher will communicate which summative assessments are eligible to be resubmitted and the process for resubmission.
• Summative assessment retakes must be completed within 14 calendar days upon receiving feedback from the teacher in regard to the assessment, or before the end of the quarter or semester, whichever comes first.
• Students must email teacher for approval prior to all summative assessment retakes.
Photo by Tau Zero
Late Work
- You get 7 days - Talk to Amy ASAP
- Put it in writing - email #1
Late Work Policy:
•Late work will not be accepted after 7 calendar days from the due date of an assignment/project unless coordinated with your teacher. Student will contact their teacher through email and in person to request an extension.
*Always email your teacher if you will be turning in an assignment late.
•Late work will not be accepted after 7 calendar days from the due date of an assignment/project unless coordinated with your teacher. Student will contact their teacher through email and in person to request an extension.
*Always email your teacher if you will be turning in an assignment late.
Photo by Fabrizio Verrecchia
Tardy Policy STEPS
- Problem-solving conversation
- Phone call home to discuss solutions
- Meeting w/student/teacher/family
- Tutorial make up time
- Administration meeting
Bellevue Big Picture School students need to be in class and ready to learn at the bell/beginning of class. Regular attendance essential to learning. This includes timely and consistent attendance by all students. Late arrivals can disrupt the continuity of the instructional time and ultimately detract from the learning experiences of other students and the student who is late.
The slide has the tardy policy for my classroom clearly listed.
The slide has the tardy policy for my classroom clearly listed.
Photo by Ray Bouknight
Cheating and Plagiarism are not ok!
do your own original work.
Students who plagiarize or cheat on assignments will receive an incomplete grade for that assignment and must re-do it or a similar assignment. Students will have three days to conference with their advisor and teacher to complete a plan outlining the difficulties that led them to plagiarize, the steps they will take to redo the assignment, and their proposal for re-establishing trust with their advisor. Parents will be notified immediately if necessary. If it happens more than once, the student, parent and teacher will conference with the principal to discuss further consequences and remedies Please follow the discipline policy in the student handbook for academic honesty policy:
Photo by Scott Webb
Communication with Families
Family involvement is an important part of our school culture.
Communication Procedures with Parents and Families:
Communication with parents is very important for successful parent, teacher and student relationships. We value input from parents and believe we need to work together to meet the needs of our students. Parents should contact teachers any time via email and you can expect a return email from me within 48 hours. Teachers will also contact parents about specific students when issues or concerns arise. Keep in mind that Synergy and One Note are incredible tools for communication, and keep parents informed on what is going on in the classroom. Please use this tool to your advantage and if you have any questions feel free to ask.
Communication with parents is very important for successful parent, teacher and student relationships. We value input from parents and believe we need to work together to meet the needs of our students. Parents should contact teachers any time via email and you can expect a return email from me within 48 hours. Teachers will also contact parents about specific students when issues or concerns arise. Keep in mind that Synergy and One Note are incredible tools for communication, and keep parents informed on what is going on in the classroom. Please use this tool to your advantage and if you have any questions feel free to ask.
Photo by Sebastián León Prado
If you don't understand, ask for help
Don't be afraid to ask when you need help. We are here to learn and improve.
Photo by id-iom
Be Proud of Your Work!
Make works you are proud of and make things for others. If you cannot think of an idea, talk to a friend, teacher, or family member and see what they might need. Then plan it with that person in mind and make it. Then gift it to them. You will feel a deep sense of pride when you create a handmade object for someone.
Photo by Wesual Click
Survey at the end
- At the very end of this presentation is a URL to a Google form survey about this presentation.
At the end of the presentation, there is a URL to take an online survey. Please take the survey are the end.
Photo by HowardLake
Standards Based Grading
please watch the embedded video.
Link to Video: https://youtu.be/-RGR43QhfPo
Bellevue Big Picture School uses Standards Based Teaching, Assessment and Grading. Art courses use the National Core Art Standards (which mirror the Washington State Art Standards) and 21st century skills standards.
Assessment and grading are designed to reflect and accurately communicate which standards students meet or exceed and which need improvement at any given time. As students demonstrate their learning in class, grades are entered to show current understanding. Students who have not yet demonstrated proficiency of a particular standard are empowered to take responsibility for their own mastery of learning and continue to work and improve their mastery of the concept and will have multiple opportunities to demonstrate their proficiency until they meet or exceed standard.
Bellevue Big Picture School uses Standards Based Teaching, Assessment and Grading. Art courses use the National Core Art Standards (which mirror the Washington State Art Standards) and 21st century skills standards.
Assessment and grading are designed to reflect and accurately communicate which standards students meet or exceed and which need improvement at any given time. As students demonstrate their learning in class, grades are entered to show current understanding. Students who have not yet demonstrated proficiency of a particular standard are empowered to take responsibility for their own mastery of learning and continue to work and improve their mastery of the concept and will have multiple opportunities to demonstrate their proficiency until they meet or exceed standard.
What is graded in ceramics?
- Planning & Design
- Construction & Glazing
- PBL group work/research/projects
- Formative Assessments do not calculate in grades but summatives do count!
What is graded?
Formative Assessments: Class work and scaffold assessments leading up to summative assessments are called “formative assessments” and are used as feedback for students and advisors.
I will sometimes enter formative assessments in the Gradebook so parents, students, and advisors can track student progress, but formative assessments will not count towards a student’s subject-area standards grade. Students are expected to complete all formative assessments to ensure mastery of content standards. Students may be assigned required tutorial until the required missing work is completed.
Summative Assessments: Summative assessments are used to measure the level of understanding of a given standard or benchmark. Summative assessments will be given after students have had a chance to practice the content or skills being assessed. All summative assessments will be used to calculate students’ final grades. Each standard will be assessed several times during a semester and the scores will be averaged. The final score for each standard will be averaged to determine the overall grade.
All clay projects receive at least three scores:
1) Planning/Design 2) Construction 3) Glazing.
Each phase of the clay project is assessed separately. Each phase allows students to show skills in a variety of ways and use different methods and skill sets. As students learn about new clay forming techniques and the artistic heritage of clay, their skills should grow over time. There are other scored assessments for written and verbal reflections and critiques, as well as various presentations of student artwork. Furthermore, 21st century skills are scored during all aspects of the course.
Formative Assessments: Class work and scaffold assessments leading up to summative assessments are called “formative assessments” and are used as feedback for students and advisors.
I will sometimes enter formative assessments in the Gradebook so parents, students, and advisors can track student progress, but formative assessments will not count towards a student’s subject-area standards grade. Students are expected to complete all formative assessments to ensure mastery of content standards. Students may be assigned required tutorial until the required missing work is completed.
Summative Assessments: Summative assessments are used to measure the level of understanding of a given standard or benchmark. Summative assessments will be given after students have had a chance to practice the content or skills being assessed. All summative assessments will be used to calculate students’ final grades. Each standard will be assessed several times during a semester and the scores will be averaged. The final score for each standard will be averaged to determine the overall grade.
All clay projects receive at least three scores:
1) Planning/Design 2) Construction 3) Glazing.
Each phase of the clay project is assessed separately. Each phase allows students to show skills in a variety of ways and use different methods and skill sets. As students learn about new clay forming techniques and the artistic heritage of clay, their skills should grow over time. There are other scored assessments for written and verbal reflections and critiques, as well as various presentations of student artwork. Furthermore, 21st century skills are scored during all aspects of the course.
Photo by Xuongrongden
National Core Art Standards
- Creating
- Presenting
- Responding
- Connecting
National Core Art Standards
There are 4 Main components of the Art Standards. Creating, Presenting, Responding, and Connecting. With each there are 2-3 anchor standards we work on in my classes. Below is a detailed list of these anchor standards that will show up in the gradebook and I use to assess student work.
Creating - Conceiving and developing new artistic ideas and work.
Anchor Standard #1. Generate and conceptualize artistic ideas and work.
Anchor Standard #2. Organize and develop artistic ideas and work.
Anchor Standard #3. Refine and complete artistic work.
Presenting – Interpreting and sharing artistic work
Anchor Standard #4. Select, analyze and interpret artistic work for presentation.
Anchor Standard #5. Develop and refine artistic techniques and work for presentation.
Anchor Standard #6. Convey meaning through the presentation of artistic work.
Responding - Understanding and evaluating how the arts convey meaning.
Anchor Standard #7. Perceive and analyze artistic work.
Anchor Standard #8. Interpret intent and meaning in artistic work.
Anchor Standard #9. Apply criteria to evaluate artistic work.
Connecting - Relating artistic ideas and work with personal meaning and external context.
Anchor Standard #10. Synthesize and relate knowledge and personal experiences to make art.
Anchor Standard #11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
Photo by roberthuffstutter
21st Century Skills
- Collaboration
- Communication
- Creativity
- Critical Thinking
21st Century Skills Standards
These four 21st century skills will also be assessed and will show up in the gradebook.
Collaboration - Work effectively, flexibly, and respectfully with others. Value individual contributions and make compromises. Share responsibility. Value individual contributions.
Communication - Communicate effectively, including using technology, for various purposes, and in diverse environments. Listen effectively.
Creativity - Generate and express new ideas. Take chances, fail, reflect and make changes. Seek and use feedback on ideas. Take action on new ideas.
Critical Thinking - Use valid reasoning, good judgment, and systems thinking to form ideas or solve problems.
These four 21st century skills will also be assessed and will show up in the gradebook.
Collaboration - Work effectively, flexibly, and respectfully with others. Value individual contributions and make compromises. Share responsibility. Value individual contributions.
Communication - Communicate effectively, including using technology, for various purposes, and in diverse environments. Listen effectively.
Creativity - Generate and express new ideas. Take chances, fail, reflect and make changes. Seek and use feedback on ideas. Take action on new ideas.
Critical Thinking - Use valid reasoning, good judgment, and systems thinking to form ideas or solve problems.
Photo by Joshua Sortino
Assessment Scale
- Level 4: Exceeding
- Level 3: Meeting
- Level 2: Approaching
- Level 1: Beginning
- Level 0: No Evidence
Assessment Scale Descriptions in detail:
Level 4: Exceeding
•Demonstrates an in-depth level of competence of the learning target.
•Consistently applies concepts to new situations.
•Extends ideas and draws on connections to real-world situation.
•Thoroughly explains concepts and analyzes topic with detailed and insightful supporting evidence.
•Shows high level of creativity and sophistication
•Student knows all the simple and complex knowledge and skills and independently and consistently demonstrates extensions and/or applications of their knowledge in new situations.
•Students can create analogies and/or find connections, integrating areas of study.
•Application/utilization of information
Level 3: Meeting
•Student knows all the simple knowledge and skills as well as the complex knowledge and skills related to the learning standard. Competence.
•Students are independently able to meet the core standard and use concepts, skills, and/or vocabulary. Explains concepts with details.
•Students understand not just "what" but can correctly explain and/or demonstrate the "how" and "why." Student can demonstrate understanding of interconnected details.
•Analysis of information.
Level 2: Approaching
• Student demonstrates some level of understanding and knows all of the simple knowledge and skills of the learning target. Inconsistent.
•Student can correctly identify some concepts and/or vocabulary, and/or use some skills.
•Student cannot make connections among ideas, prior learning or demonstrate their learning without support.
•Comprehension of information.
Level 1: Beginning
•With help, student is beginning to identify simple concepts, develop vocabulary, and/or use skills. They are unable to make connections among ideas or extend the information.
•Operating at a recall and replication level.
•Shows little connection to previously explored concepts; ideas are isolated.
•While instructors may expect all students to perform at this level at the beginning of instruction, subsequent practice should lead to increased levels of performance.
•Recall and recognition of information
Level 0.5
•Even with help, student does not know any of the simple or complex knowledge and skills.
Level 0: No Evidence
•Student has not submitted the requisite amount of evidence to demonstrate any level of understanding of the learning target.
*1.5, 2.5, 3.5
•Students are in between 2 scores and demonstrate some knowledge in both levels.
Level 4: Exceeding
•Demonstrates an in-depth level of competence of the learning target.
•Consistently applies concepts to new situations.
•Extends ideas and draws on connections to real-world situation.
•Thoroughly explains concepts and analyzes topic with detailed and insightful supporting evidence.
•Shows high level of creativity and sophistication
•Student knows all the simple and complex knowledge and skills and independently and consistently demonstrates extensions and/or applications of their knowledge in new situations.
•Students can create analogies and/or find connections, integrating areas of study.
•Application/utilization of information
Level 3: Meeting
•Student knows all the simple knowledge and skills as well as the complex knowledge and skills related to the learning standard. Competence.
•Students are independently able to meet the core standard and use concepts, skills, and/or vocabulary. Explains concepts with details.
•Students understand not just "what" but can correctly explain and/or demonstrate the "how" and "why." Student can demonstrate understanding of interconnected details.
•Analysis of information.
Level 2: Approaching
• Student demonstrates some level of understanding and knows all of the simple knowledge and skills of the learning target. Inconsistent.
•Student can correctly identify some concepts and/or vocabulary, and/or use some skills.
•Student cannot make connections among ideas, prior learning or demonstrate their learning without support.
•Comprehension of information.
Level 1: Beginning
•With help, student is beginning to identify simple concepts, develop vocabulary, and/or use skills. They are unable to make connections among ideas or extend the information.
•Operating at a recall and replication level.
•Shows little connection to previously explored concepts; ideas are isolated.
•While instructors may expect all students to perform at this level at the beginning of instruction, subsequent practice should lead to increased levels of performance.
•Recall and recognition of information
Level 0.5
•Even with help, student does not know any of the simple or complex knowledge and skills.
Level 0: No Evidence
•Student has not submitted the requisite amount of evidence to demonstrate any level of understanding of the learning target.
*1.5, 2.5, 3.5
•Students are in between 2 scores and demonstrate some knowledge in both levels.
Photo by Specious Reasons
Overall Grade Calculation
- 80% Content standards
- 20% 21st-Century Skills
Overall Grade Calculation: At least 80% of each student’s grade will be based upon demonstrated proficiency within content-specific standards. Up to 20% will be based upon demonstration of proficiency within 21st-Century Skills-based standards such as communication, collaboration, critical thinking and creativity. Scores will be entered for each content standard and those scores will be averaged together for a total score for each standard. These overall standard scores will then be averaged together for the final course grade and converted to letter grades as outline in the table below.
Standard Score Average 3.5-4.0 2.6-3.49 2.0-2.59 1.5-1.99
Letter Grade A B C D F
• There are no pluses or minuses in the district. Students will only receive an A,B,C,D, or F for each course on their report card.
• These conversions are not the same as G.P.A conversions for letter grades. A GPA conversion is a way of translating a letter grade to a number. For example, in a GPA conversion A is 4.0, B 3.0, C 2.0, D 1.0 and an F is 0.0. Our system is for converting a numerical score (1-4) to a letter grade.
Standard Score Average 3.5-4.0 2.6-3.49 2.0-2.59 1.5-1.99
Letter Grade A B C D F
• There are no pluses or minuses in the district. Students will only receive an A,B,C,D, or F for each course on their report card.
• These conversions are not the same as G.P.A conversions for letter grades. A GPA conversion is a way of translating a letter grade to a number. For example, in a GPA conversion A is 4.0, B 3.0, C 2.0, D 1.0 and an F is 0.0. Our system is for converting a numerical score (1-4) to a letter grade.
Photo by gabrielsaldana
Standards to Letter Grades
- A= 3.5-4.0
- B= 2.6-3.49
- C= 2.0-2.59
- D= 1.5-1.99
- F=
Standard Score Average
A=3.5-4.0
B=2.6-3.49
C=2.0-2.59
D=1.5-1.99
F=
•There are no pluses or minuses in the district. Students will only receive an A,B,C,D, or F for each course on their report card.
•These conversions are not the same as G.P.A conversions for letter grades. A GPA conversion is a way of translating a letter grade to a number. For example, in a GPA conversion A is 4.0, B 3.0, C 2.0, D 1.0 and an F is 0.0. Our system is for converting a numerical score (1-4) to a letter grade.
A=3.5-4.0
B=2.6-3.49
C=2.0-2.59
D=1.5-1.99
F=
•There are no pluses or minuses in the district. Students will only receive an A,B,C,D, or F for each course on their report card.
•These conversions are not the same as G.P.A conversions for letter grades. A GPA conversion is a way of translating a letter grade to a number. For example, in a GPA conversion A is 4.0, B 3.0, C 2.0, D 1.0 and an F is 0.0. Our system is for converting a numerical score (1-4) to a letter grade.
Photo by Hello I'm Nik
Where are Grades and Assignments?
- Synergy=grades
- OneNote=course content
- Teams=collaboration
Grades and Assignments: Synergy and OneNote:
Grades will be posted online in Synergy and accessible by students and parents. Most assignments are scored within 10 school days of the due date in Synergy. To access grades or check turned in assignments go to the BSD Website or https://wa-bsd405-psv.edupoint.com/.
If a student needs to discuss grades please make an appointment for an appropriate time. Tutorial usually is a good time.
Most Assignments and all classwork will be posted in OneNote for this class. This is where most formative and some summative (project) work will be located.
All students are expected to track their missing assignments in Synergy regularly. We usually allow advisory time for this on Fridays, but students should make this part of their daily routine. Additionally, students will occasionally bring home “Friday Checklists” for a parent’s signature. This checklist is another way for students to update their parent(s) about missing assignments. Parents are encouraged to check Synergy and OneNote to review their child’s courses with them.
Microsoft Teams is new this year for all teachers and students.
Grades will be posted online in Synergy and accessible by students and parents. Most assignments are scored within 10 school days of the due date in Synergy. To access grades or check turned in assignments go to the BSD Website or https://wa-bsd405-psv.edupoint.com/.
If a student needs to discuss grades please make an appointment for an appropriate time. Tutorial usually is a good time.
Most Assignments and all classwork will be posted in OneNote for this class. This is where most formative and some summative (project) work will be located.
All students are expected to track their missing assignments in Synergy regularly. We usually allow advisory time for this on Fridays, but students should make this part of their daily routine. Additionally, students will occasionally bring home “Friday Checklists” for a parent’s signature. This checklist is another way for students to update their parent(s) about missing assignments. Parents are encouraged to check Synergy and OneNote to review their child’s courses with them.
Microsoft Teams is new this year for all teachers and students.
Photo by Annie Spratt
Behavioral Management Plan
This year, many teachers at BP and the district are implementing restorative practices within their classrooms. Talking circles are one example of a restorative practice that I will be using for community building and academic discourse each month in a preventative manner. Should a specific issue arise with an individual or group of students, I will use affective statements and restorative questions to address and respond to the incident in question. If there is significant or repetitive harmful behavior, I will facilitate a restorative conference with administration, students, and parents, when possible. Lastly, should there be an incident that involves the whole-class, we will convene a problem-solving circle to address the situation.
Photo by The Daring Librarian
Positive Behavioral Supports
- Positive Relationships
- Ownership of Learning
- Leadership
- Watch the next TED talk about Positive Behavioral Supports
Classroom Expectations and Positive Behavioral Supports: Big Picture values both the academic and behavioral growth of our students. The acronym PROWL describes three main categories of desired student engagement, and guides our classroom expectations.
Positive Relationships: Treat each other well
•Use positive and supportive language (be kind)
•Actively listen
Ownership of Learning: Self-management and making good choices
•Advocate for yourself
•Manage class time wisely
Leadership: Doing what’s right no matter who is watching
•Use tools, materials, and workspace in a safe and responsible way
•Use digital devices responsibly at the appropriate time
Positive Relationships: Treat each other well
•Use positive and supportive language (be kind)
•Actively listen
Ownership of Learning: Self-management and making good choices
•Advocate for yourself
•Manage class time wisely
Leadership: Doing what’s right no matter who is watching
•Use tools, materials, and workspace in a safe and responsible way
•Use digital devices responsibly at the appropriate time
Photo by Jungwoo Hong
Positive Behavioral Supports
TED Talk by Rosemarie Allen
4: Exceeding
- Demonstrates an in-depth level of competence of the learning target.
- Consistently applies concepts to new situations.
- Thoroughly explains concepts and analyzes topic with detailed and insightful supporting evidence.
- Shows high level of creativity and sophistication
4: Exceeding
• Demonstrates an in-depth level of competence of the learning target.
• Consistently applies concepts to new situations.
• Extends ideas and draws on connections to real-world situation.
• Thoroughly explains concepts and analyzes topic with detailed and insightful supporting evidence.
• Shows high level of creativity and sophistication
• Student knows all the simple and complex knowledge and skills and independently and consistently demonstrates extensions and/or applications of their knowledge in new situations.
• Students can create analogies and/or find connections, integrating areas of study.
• Application/utilization of information
• Demonstrates an in-depth level of competence of the learning target.
• Consistently applies concepts to new situations.
• Extends ideas and draws on connections to real-world situation.
• Thoroughly explains concepts and analyzes topic with detailed and insightful supporting evidence.
• Shows high level of creativity and sophistication
• Student knows all the simple and complex knowledge and skills and independently and consistently demonstrates extensions and/or applications of their knowledge in new situations.
• Students can create analogies and/or find connections, integrating areas of study.
• Application/utilization of information
Photo by Rootytootoot
4: Exceeding
- Student knows all the simple and complex knowledge and skills and independently and consistently demonstrates extensions and/or applications of their knowledge in new situations.
- Students can create analogies and/or find connections, integrating areas of study.
- Application/utilization of information
4: Exceeding
• Demonstrates an in-depth level of competence of the learning target.
• Consistently applies concepts to new situations.
• Extends ideas and draws on connections to real-world situation.
• Thoroughly explains concepts and analyzes topic with detailed and insightful supporting evidence.
• Shows high level of creativity and sophistication
• Student knows all the simple and complex knowledge and skills and independently and consistently demonstrates extensions and/or applications of their knowledge in new situations.
• Students can create analogies and/or find connections, integrating areas of study.
• Application/utilization of information
• Demonstrates an in-depth level of competence of the learning target.
• Consistently applies concepts to new situations.
• Extends ideas and draws on connections to real-world situation.
• Thoroughly explains concepts and analyzes topic with detailed and insightful supporting evidence.
• Shows high level of creativity and sophistication
• Student knows all the simple and complex knowledge and skills and independently and consistently demonstrates extensions and/or applications of their knowledge in new situations.
• Students can create analogies and/or find connections, integrating areas of study.
• Application/utilization of information
Photo by Rootytootoot
3: Meeting
- Student knows all the simple knowledge and skills as well as the complex knowledge and skills related to the learning standard
- Students are independently able to meet the core standard and use concepts, skills, and/or vocabulary. Explains concepts with details.
Level 3: Meeting
• Student knows all the simple knowledge and skills as well as the complex knowledge and skills related to the learning standard. Competence.
• Students are independently able to meet the core standard and use concepts, skills, and/or vocabulary. Explains concepts with details.
• Students understand not just "what" but can correctly explain and/or demonstrate the "how" and "why." Student can demonstrate understanding of interconnected details.
• Analysis of information.
• Student knows all the simple knowledge and skills as well as the complex knowledge and skills related to the learning standard. Competence.
• Students are independently able to meet the core standard and use concepts, skills, and/or vocabulary. Explains concepts with details.
• Students understand not just "what" but can correctly explain and/or demonstrate the "how" and "why." Student can demonstrate understanding of interconnected details.
• Analysis of information.
Photo by Monceau
3: Meeting
- Students understand not just "what" but can correctly explain and/or demonstrate the "how" and "why." Student can demonstrate understanding of interconnected details.
- Analysis of information.
Level 3: Meeting
• Student knows all the simple knowledge and skills as well as the complex knowledge and skills related to the learning standard. Competence.
• Students are independently able to meet the core standard and use concepts, skills, and/or vocabulary. Explains concepts with details.
• Students understand not just "what" but can correctly explain and/or demonstrate the "how" and "why." Student can demonstrate understanding of interconnected details.
• Analysis of information.
• Student knows all the simple knowledge and skills as well as the complex knowledge and skills related to the learning standard. Competence.
• Students are independently able to meet the core standard and use concepts, skills, and/or vocabulary. Explains concepts with details.
• Students understand not just "what" but can correctly explain and/or demonstrate the "how" and "why." Student can demonstrate understanding of interconnected details.
• Analysis of information.
Photo by Monceau
2: Approaching
- Student demonstrates some level of understanding and knows all of the simple knowledge and skills of the learning target. Inconsistent.
- Student can correctly identify some concepts and/or vocabulary, and/or use some skills.
Level 2: Approaching
•Student demonstrates some level of understanding and knows all of the simple knowledge and skills of the learning target. Inconsistent.
•Student can correctly identify some concepts and/or vocabulary, and/or use some skills.
•Student cannot make connections among ideas, prior learning or demonstrate their learning without support.
•Comprehension of information.
•Student demonstrates some level of understanding and knows all of the simple knowledge and skills of the learning target. Inconsistent.
•Student can correctly identify some concepts and/or vocabulary, and/or use some skills.
•Student cannot make connections among ideas, prior learning or demonstrate their learning without support.
•Comprehension of information.
Photo by Pete Prodoehl
2: Approaching
- Student cannot make connections among ideas, prior learning or demonstrate their learning without support.
- Comprehension of information
Level 2: Approaching
•Student demonstrates some level of understanding and knows all of the simple knowledge and skills of the learning target. Inconsistent.
•Student can correctly identify some concepts and/or vocabulary, and/or use some skills.
•Student cannot make connections among ideas, prior learning or demonstrate their learning without support.
•Comprehension of information.
•Student demonstrates some level of understanding and knows all of the simple knowledge and skills of the learning target. Inconsistent.
•Student can correctly identify some concepts and/or vocabulary, and/or use some skills.
•Student cannot make connections among ideas, prior learning or demonstrate their learning without support.
•Comprehension of information.
Photo by Pete Prodoehl
1: Beginning
- Operating at a recall and replication level.
- Shows little connection to previously explored concepts; ideas are isolated.
Level 1: Beginning
• With help, student is beginning to identify simple concepts, develop vocabulary, and/or use skills. They are unable to make connections among ideas or extend the information.
• Operating at a recall and replication level.
• Shows little connection to previously explored concepts; ideas are isolated.
• While instructors may expect all students to perform at this level at the beginning of instruction, subsequent practice should lead to increased levels of performance.
• Recall and recognition of information
• With help, student is beginning to identify simple concepts, develop vocabulary, and/or use skills. They are unable to make connections among ideas or extend the information.
• Operating at a recall and replication level.
• Shows little connection to previously explored concepts; ideas are isolated.
• While instructors may expect all students to perform at this level at the beginning of instruction, subsequent practice should lead to increased levels of performance.
• Recall and recognition of information
Photo by Steinar Engeland
1: Beginning
- While instructors may expect all students to perform at this level at the beginning of instruction, subsequent practice should lead to increased levels of performance.
- Recall and recognition of information
Level 1: Beginning
• With help, student is beginning to identify simple concepts, develop vocabulary, and/or use skills. They are unable to make connections among ideas or extend the information.
• Operating at a recall and replication level.
• Shows little connection to previously explored concepts; ideas are isolated.
• While instructors may expect all students to perform at this level at the beginning of instruction, subsequent practice should lead to increased levels of performance.
• Recall and recognition of information
• With help, student is beginning to identify simple concepts, develop vocabulary, and/or use skills. They are unable to make connections among ideas or extend the information.
• Operating at a recall and replication level.
• Shows little connection to previously explored concepts; ideas are isolated.
• While instructors may expect all students to perform at this level at the beginning of instruction, subsequent practice should lead to increased levels of performance.
• Recall and recognition of information
Photo by Steinar Engeland
.5: Basic
- Even with help, student does not know any of the simple or complex knowledge and skills.
.5
Even with help, student does not know any of the simple or complex knowledge and skills.
Even with help, student does not know any of the simple or complex knowledge and skills.
Photo by hedera.baltica
0: No Evidence
- Student has not submitted the requisite amount of evidence to demonstrate any level of understanding of the learning target.
Level 0: No Evidence • Student has not submitted the requisite amount of evidence to demonstrate any level of understanding of the learning target.
Photo by MTSOfan
Presentation Survey
Image Sources
Are found IN the Notes section with this slide and can also be viewed in the top left corner in presentation mode.
Image Sources:
Fancycrave: https://unsplash.com/@fancycrave?utm_source=haikudeck&utm_medium=referral&u...
Trey Ratcliff: https://www.flickr.com/photos/95572727@N00/4007754192
Michał Parzuchowski: https://unsplash.com/@mparzuchowski?utm_source=haikudeck&utm_medium=referra...
Jaybird: https://www.flickr.com/photos/31929257@N00/288960142
Robert Collins: https://unsplash.com/@robbie36?utm_source=haikudeck&utm_medium=referral&utm...
Robert Baker:https://unsplash.com/@vegasphotog?utm_source=haikudeck&utm_medium=referral&...
Emilia Tjernström: https://www.flickr.com/photos/60614633@N00/159785178
Rod Waddington:https://www.flickr.com/photos/64607715@N05/44780425455
Benjamin Davies: https://unsplash.com/@bendavisual?utm_source=haikudeck&utm_medium=referral&...
Karen Maes:https://unsplash.com/@karen1974?utm_source=haikudeck&utm_medium=referral&ut...
Henry & Co.: https://unsplash.com/@hngstrm?utm_source=haikudeck&utm_medium=referral&utm_...
Chris Ford: https://www.flickr.com/photos/44028103@N07/15765530235
Patrick: https://www.flickr.com/photos/73932893@N00/5774597743
Tau Zero https://www.flickr.com/photos/7444180@N08/5878324735
Fabrizio Verrecchia: https://www.flickr.com/photos/7444180@N08/5878324735
Ray Bouknight https://www.flickr.com/photos/66801522@N00/8387945393
Scott Webb:: https://unsplash.com/@scottwebb?utm_source=haikudeck&utm_medium=referral&ut...
Sebastián León Prado: https://unsplash.com/@elmundoderabbit?utm_source=haikudeck&utm_medium=refer...
id iom: https://www.flickr.com/photos/48119396@N00/5223682704
Wesual Click: https://unsplash.com/@wesual?utm_source=haikudeck&utm_medium=referral&utm_c...
Howard Lake https://www.flickr.com/photos/53941041@N00/7577856722
Ellbee Cee: https://www.flickr.com/photos/8653736@N04/2633102170
Bui Tuan: https://www.flickr.com/photos/14851214@N02/5657785423
Joshua Sortino https://www.flickr.com/photos/29528454@N04/4697530687
Image Sources
Specious Reasons:https://www.flickr.com/photos/28594931@N03/4032198125
Gabriel Saldana : https://www.flickr.com/photos/99058473@N00/3965956275
Hello I'm Nik: https://unsplash.com/@helloimnik?utm_source=haikudeck&utm_medium=referral&u...
Annie Spratt: https://unsplash.com/@anniespratt?utm_source=haikudeck&utm_medium=referral&...
Jungwoo Hong:https://unsplash.com/@oowgnuj?utm_source=haikudeck&utm_medium=referral&utm_...
ufopilot: https://www.flickr.com/photos/70365458@N00/6946605489
Rootytootoot: https://www.flickr.com/photos/43987402@N00/35466162254
Monceau: https://www.flickr.com/photos/60139144@N00/661752883
Pete Prodoehl: https://www.flickr.com/photos/35237092540@N01/188699887
Steinar Engeland:https://unsplash.com/@steinart?utm_source=haikudeck&utm_medium=referral&utm...
hedera.baltica: https://www.flickr.com/photos/125741467@N05/16669185823
John: https://www.flickr.com/photos/8628862@N05/10337390256
Eva Funderburgh: https://www.flickr.com/photos/84662845@N00/692479424
