New State Assessment--Practice Items Released

As we prepare for the new state assessment this spring, we will continue to share resources to help students and teachers become familiar with the format and items.  Our professional development day on January 21st will be dedicated to learning more about these resources.

Practice tests are now available.  They are approximately 1/2 the length of the tests we will take this spring and represent the various item types which students will see.  They may be accessed via the ISASP portal.  These may be shared with students and parents.


The Accessibility and Accommodations Manual is also now available on the site.  We will provide guidance to teacher teams on January 21st to determine which students may benefit from the supports offered.

We will continue to share resources as they are released.

New State Assessment

We will be administering a new state assessment this spring: The Iowa Statewide Assessment of Student Progress (ISASP).  Our professional development day in January will be dedicated to reviewing our district assessment plan and learning about this new state assessment.  Below are a few highlights of the changes in this assessment:

• While this has traditionally been a paper/pencil test, there is now also an online format.
• This assessment has writing components including constructed response in reading, math, and science as well as extended writing in an individual subtest.
• While there are guidelines for administration, the subtests of this assessment are untimed.
• There are new accessibility and accommodation features.
• Scoring reports will include student growth, proficiency, and readiness indicators. 

The testing manual is now available if you would like to preview it.  Practice items will be released soon, and I will send those out as soon as they are available. Again, details and professional development will be provided on January 21st.  I would recommend that you visit the ISASP Portal for additional updates and information.  Let me know what questions you have and we will do our best to address these during our professional development in January.

 

Hour of Code - December 3-9

What is the Hour of Code?

The Hour of Code is movement to demystify coding and expose all students to
computer programming.  We live in a world surrounded by technology. And we
know that whatever field our students choose to go into as adults, their ability to
succeed will increasingly hinge on understanding how technology works. But only
a tiny fraction of us are learning computer science, and less students are studying
it than a decade ago.  Did you know that the number of computer science jobs is
rising three times faster than the number of computer science graduates (code.org)?

Learn more about the Hour of Code:

https://youtu.be/KsOIlDT145A

To participate in Hour of Code 2018, visit the official hour of code website for
self-paced tasks related to computer programming to use in your classroom.  You
could also download the apps Kodable, Hopscotch or CargoBot, Tynker or Daisy
the Dinosaur.  Want even more resources?  We have several robotics coding kits
available for teachers to check out across the district.  You can also email your
teacher librarian, Jamie Gilchrist or Jim Pifer for more support or resources related to
coding and Hour of Code.

While the official Hour of Code is next week, feel free to participate at any point
this school year.  Let us know when you’re kids will be coding, we’d love to see them in action.
You are also encouraged to send pictures so we can share the learning in upcoming blogs.

Teaching Resources for Thanksgiving

National Education Association

Lesson Plans & Activities

LESSON PLANS

The First Thanksgiving
In these leveled units, students in grades K2, 3-5, and 6-8 learn about the hardships encountered by the Pilgrims on their voyage and in their new settlement and explore different aspects of Plymouth colony's first harvest feast. Teachers will find lessons and teacher guides as well as interactive teaching tools and multimedia resources.

ACTIVITIES

The First Thanksgiving Student Activities for Grades PreK-12
This site includes lessons, activities, videos, slide shows, printables, and more.

Thanksgiving Projects
4-8. Make a Thanksgiving theme picture frame.

You Are the Historian: Investigating the First Thanksgiving
4-8. In this interactive presentation, students use the skills of historians to explore the myth and misconception surrounding “The First Thanksgiving.” Requires Flash Player 6. Includes a teachers guide.

Background Resources

THANKSGIVING

Teaching About the First Thanksgiving
Discover the many meanings of Thanksgiving by exploring life in 17th-century America and the experiences of the Pilgrims and Wampanoags.

Teaching Resources for Thanksgiving
Lessons, extensions, multimedia resources, and recommended books.

Native American Perspectives on Thanksgiving     
Links to additional resources.

Grades 4-8 Teacher and Student Resources for American Indian Perspectives on Thanksgiving ( PDF, 4.1 MB, 10 pgs.)
The National Museum of the American Indian provides a study guide, full-size printable versions of poster images, a separate lesson on the topic of Thanksgiving, and more.

Thanksgiving
Memoirs. Excerpts from primary sources.

Thanksgiving Timeline

Thanksgiving on the Web
A source of Thanksgiving postcards, recipes, facts, and trivia.

PILGRIMS

Mayflower History
Features Pilgrim history and Plymouth Colony primary sources.

WAMPANOAG

The Mashpee Wampanoag Timeline
An annotated timeline 1616- 2007.

Native Languages of the Americas: Wampanoag
A source of information on language and culture. Includes a fact sheet and an introduction to Wampanoag Indian mythology.

NativeTech: Native American Technology and Art
This site focuses on the arts of Eastern Woodland Indian Peoples.

TURKEY TRIVIA

Thanksgiving Census Facts
Consider a statistical view of Thanksgiving. Find out how many turkeys are raised for Thanksgiving, how many pounds of potatoes Americans consume around the holiday, and how many pies will be produced. Links to other Thanksgiving quiz and turkey facts.

Turkey Facts
Learn about wild and domesticated turkeys in the United States.

Recipes

Thanksgiving Recipes for Kids
Kids can help mom, dad, brother, or sister make sweet potato pie, marshmallow pilgrim hats, and turkey cookies.

Pass the Dessert: America's Thanksgiving Recipes 
Find seven recipes for old fashioned Thanksgiving desserts and listen to an audio clip as the some of the finished recipes are tasted and rated.

Online Quizzes

Thanksgiving Quiz
Take and grade these 10 question quizzes.

Thanksgiving Trivia
Test your Thanksgiving savvy with this 80 question trivia test.

Books

Ten Thanksgiving Books for Children
K-8. Annotated reading list.

Online Video

New Plimoth Plantation Virtual Field Trips
K-12. Tour the Pilgrim Village, the Wampanoag Homesite, and the Plimoth Plantation.

History of Thanksgiving

14 brief videos covering Thanksgiving history, food, football, and more.

State of Iowa Social Studies Leadership Team

“Teaching Thanksgiving in a Socially Responsible Way” has links to activities to use in the classroom:

https://www.tolerance.org/magazine/teaching-thanksgiving-in-a-socially-responsible-way

“Thanksgiving: Exploring Perspectives”

This article provides perspectives from Native people about Thanksgiving. It also includes discussion questions that are easy to adapt:
https://www.morningsidecenter.org/teachable-moment/lessons/thanksgiving-exploring-perspectives

A blog post by Dr. Liza Talusan about family activities during the Thanksgiving break.
http://www.lizatalusan.com/to-loosen-the-mind/2017/11/14/family-practices-during-the-long-weekend

“Good Books About Thanksgiving” by Debbie Reese:
https://americanindiansinchildrensliterature.blogspot.com/2007/11/good-books-about-thanksgiving.html

“Deconstructing the Myths of “The First Thanksgiving”
http://oyate.org/index.php/resources/43-resources/thanksgiving

Wampanoag Tribe’s Official Site:
http://www.wampanoagtribe.net/Pages/Wampanoag_WebDocs/history_culture

Story Corps

This Thanksgiving weekend, StoryCorps will work with teachers and high school students to preserve the voices and stories of an entire generation of Americans. The Great Thanksgiving Listen is a national assignment to engage people in the act of listening, and the pilot project is specially designed for grades 7-12 across the curriculum.
Get The Free Teacher Toolkit!

Secondary Collaboration-November 14th

We are looking forward to our secondary collaboration this Wednesday, November 14th.  We will meet from 7:30 AM-9:00 AM and the focus of our work will be learning more about Canvas, our new learning management system.

A big thank you to teachers who will be sharing ideas and experiences around a variety of topics, including organizing courses, creating quizzes, feedback, the discussion feature, linking to the calendar, peer review, and more. 

Please report to the following locations with a charged laptop:

Teacher Teams	Location
7-8 PLTW, 9-12 CTE, 6-12 Music, 7-12 World Language, 6-12 PE/Health, 6-12 Art	Spring Creek Coaches Office
6-12 ELA, 6-12 ESOL, 6th TAG	Spring Creek Media Center
6-12 Math	Spring Creek Science Lab
6-12 Science	HS Science Room-N324
6-12 Social Studies, 6-12 Counselors	HS Social Studies Room N275
6-12 Special Ed Level III (6-12 Level I and II teachers—please join the content area you support)	HS Multipurpose Room

We are looking forward to a morning of learning!

Elementary Health Curriculum

This week's blog has updates for elementary teachers related to our health curriculum.


Health Curriculum Update

The health curriculum team has updated some resources for the 4th and 5th grade November health lessons - Your Body/Growth and Development/Human Sexuality. These may be found on the Teaching and Learning page. 

A revised and updated parent letter will be created and shared with you soon. There are also plans to provide future health curriculum professional development opportunities for teachers. Below is a summary of the scope and sequence of the health curriculum for K-5 teachers.

Southeast Polk K-5 Health Curriculum Scope and Sequence

Elementary grades will spend a minimum of 60 minutes per month teaching health topics from our curriculum. These curriculum areas include emotional health/feelings, relationships with family/friends, your body/growth and development/human sexuality, nutrition, personal health/physical activity/hygiene/healthy goals, safety, substance use/misuse, communicable diseases/non-communicable diseases, and environmental/consumer/community health.

Learning Goals

Students will:

• Comprehend concepts related to health promotion and disease prevention to enhance health.
• Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
• Demonstrate the ability to access valid information, products, and services to enhance health.
• Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
• Demonstrate the ability to use decision making skills to enhance health.
• Demonstrate the ability to use goal setting skills to enhance health.
• Demonstrate the ability to practice health enhancing behaviors and avoid or reduce health risks.
• Demonstrate the ability to advocate for personal, family, and community health.

Topics of Study:

• By the end of September - Relationships with Family/Friends
• By the end of October - Personal Health/Physical Activity/Hygiene/Healthy Goals
• By the end of November - Your Body/Growth and Development/Human Sexuality
• By the end of December - Emotional Health/Feelings
• By the end of January - Nutrition
• By the end of February - Safety
• By the end of March - Substance Use/Misuse
• By the end of April - Communicable Diseases/Non-communicable Diseases
• By the end of May - Environmental/Consumer/Community Health

Trimester Pacing:

• First Trimester: September and October Lessons/Assessments
• Second Trimester: November, December, January, and February Lessons/Assessments

• Third Trimester: March, April, and May Lessons/Assessments

Elementary Collaboration: November 7th

We are looking forward to our elementary collaboration next Wednesday, November 7th.  The collaboration will be held from 2:30-4:00 and will focus on math.

All PK-5 teachers (including Title I Math, TAG, ESOL, Special Education, and Teacher Librarians) will report to Clay Elementary for teacher-led math breakout sessions.

There will be 3 sessions offered:

• Session 1- 2:30-2:55
• Session 2- 3:00-3:30
• Session 3- 3:30-3:55

There are 2 required sessions- One for PK/K teachers and one for Grade 2 teachers.  All others may be chosen by teachers. As you review the schedule at the link below, please work with your PLC to discuss how you might attend different sessions and share with each other.  

A big thank you to teachers for sharing their ideas with peers during this learning opportunity!

All PE, Music, and Art teachers will meet at Willowbrook Elementary to continue your work on priority standards and proficiency scales.  Please share your agenda and notes so we can provide follow up support.

All Counselors will meet at Centennial Elementary to continue your work on priority standards and proficiency scales.  Please share your agenda and notes so we can provide follow up support.

Reading Specialists and Title I Reading teachers will meet at Centennial Elementary with Tammy Steenhoek to continue work on literacy supports.

All Level III Special Education teachers will meet at Centennial Elementary.

We are looking forward to a great day of collaborative learning!

SCHEDULE FOR TEACHER-LED MATH BREAKOUT SESSIONS

Handwriting and Keyboarding-Part II

We had over 150 teachers respond to the survey related to handwriting or keyboarding, and the results are below:

In today's digital age, some people have shared they were surprised by these results. Some like the convenience and efficiency of keyboarding--others prefer the creativity and flow of ideas that comes from handwriting. As we prepare our students for the future, it will be important to develop the skills of both handwriting and keyboarding and help them reflect on their personal learning style as well as the purpose and audience to select the best form for written communication.

The Case for Handwriting

While the digital age might cause many to question the relevance of handwriting, there are many studies that show the benefits of cursive writing:

• Engages the brain more deeply, 
• Improves fine motor dexterity 
• Gives children a better idea of how words work in combination.
• Children until about grade six write more words, write faster and express more ideas when using handwriting.

The Case for Keyboarding

With advanced technology, keyboarding is a fundamental skill. Implementing a keyboarding program can help students be successful in a digital world.

• Keyboarding increases efficiency in writing and editing.
• Foundational keyboarding and word processing supports use of advanced computing tools and broader digital literacy skills.
• Keyboarding supports students in adjusting to multiple types of devices.

The Case for 'And'

Advocates for both handwriting and keyboarding both agree that clear, quality written communication is more important than how we produce it. There is a time and a purpose for both. What is important is that instruction in the area of written communication has a small amount of time focused on basic information and drills with the majority of time spent on authentic communication and practice. 

The policies and curriculum at Southeast Polk reflect these ideas and may be found here.

Sources
Asher and Estes, 2016
Connely, Gee, & Walsh, 2007
Donica, Giroux, & Faust, 2018
El Sayed, 2018
Hopman, 2014
Wolf, B., Berninger, V., & Abbott, R, 2016

Communicating with Parents About Standards-Based Learning

Before we move to communication with parents, below are the results of the Handwriting/Keyboarding Survey:

Blogs after conferences will look at both practices and how we can support and develop them for students at Southeast Polk. (Click here is you would still like to participate in the survey). 

Standards-Based Learning Communication

After our professional learning on September 24th, many of you asked about communication with parents. Below are some supports from the communication work group as you partner with parents to share goals for learning.

If you have been piloting or implementing proficiency scales, or have adopted any shared practices related to multiple attempts at learning, the communication work group has created some documents to support talking points with parents and stakeholders.

When Dr. Tammy Heflebower provided professional development for our district, she referenced communication types from the book "A School Leader's Guide to Standards-Based Grading" (Hoegh and Heflebower, 2014). The authors stated, "To achieve communicative consistency, different versions of the standards-based grading message should be thoughtfully developed. One approach to accomplish this is to develop an elevator speech, a cab-ride speech, and a stuck-in-the-airport speech." This has been the approach taken by the SEP communication work group.

As you are working with parents, the communication group has provided language that highlights what is changing with standards-based learning and what will stay the same. Having communication and consistency with this message will support teachers and students as we continue to move forward to support learning.

Below is the information to support you with communication at conference time.  We welcome feedback to help further advance this work. There is also a link to this information in Google Drive.

COMMUNICATION FOR PARENT TEACHER CONFERENCES

Grading and Reporting at Southeast Polk: A Summary
(Elevator Speech)

Student learning is the most important thing we do at Southeast Polk, and grades should reflect that. Our focus is specifically on what students know and are able to do. The purpose is to allow teachers to communicate the learning that took place and the feedback necessary for continued learning. The learning that takes place is specifically rooted in agreed-upon standards, so teachers can provide the instructional supports students need to succeed. We will continue to use traditional letter grades for student report cards.

Grading and Reporting at Southeast Polk: A Deeper Look
(Cab-Ride Speech)

Teaching and learning at Southeast Polk is based on identified standards. Rather than a reflection of student behavior, how much work is turned in, or unrelated task completion, grades are a reflection of the learning that occurred as applied to a scale of proficiency, based on the standard.  

Students and parents receive feedback on meeting proficiency scale targets. Feedback that is specific, targeted, and timely is critical for student learning. Teachers adjust instruction and students adjust their learning based on checks for understanding along the way to meeting and exceeding proficiency.

Students will have multiple attempts to demonstrate learning. Teachers honor the learning progression of students by providing multiple opportunities to demonstrate proficiency.

Teacher feedback provided to students between learning demonstration opportunities allows students to build on what they have already demonstrated while progressing to successfully meet and exceed proficiency.

New information about learning should replace old information. The purpose of giving multiple attempts to demonstrate learning is to show the student’s understanding of that standard. As such, when a student has shown proficiency in the standard through opportunities to provide evidence of attainment, that most current evidence of understanding will replace previous evidence. Once a student has shown consistent proficiency, they will have mastered the standard.

Communication and consistency are crucial. Feedback from the teacher is vital to the student’s understanding of their progress in demonstrating proficiency of the standard. Communication from the teacher about that progress means that the student is never confused about where they are in their learning progression. Clear and consistent communication about the student’s level of proficiency also helps parents understand the skills their student has developed, as well as areas where they need to improve in order to meet the standard. Since we will continue to use traditional letter grades on report cards, communication about a student’s proficiency on priority standards will also provide more clarity on how they earned the letter grade for the class.

Handwriting or Keyboarding?

                                                                                     credit: www.speedbump.com

Many of you have probably seen a cartoon or meme similar to this lamenting the status of handwriting. With the advancement of technology, we now have other options and modalities for communicating the written word.  Southeast Polk is currently a 1:1 district at the secondary level with plans for becoming a K-12 1:1 district.  In addition, new assessments are now online, and the new state accountability assessment has a written portion that may be taken online.  Having said that, there are still benefits to teaching and using cursive writing. Southeast Polk has a handwriting and keyboarding policy that outlines at what grade levels these are taught and practiced.

Southeast Polk Handwriting and Keyboarding Policy

The next few blogs will explore ideas for helping students become proficient in different ways of writing, and support decisions for choosing which format to use based on the task, purpose, and audience.

To get us started, we invite you to participate in a poll.

Results from the poll and more ideas for supporting students will be in upcoming blogs.

September Professional Learning Follow Up

September was a busy month for professional learning with elementary job-alike collaboration, secondary job-alike collaboration, safety and security training, learning management system training, and more learning around standards-referenced grading.  A big thank you to curriculum coordinators, building principals, and teacher leaders for all of your work in planning and supporting these opportunities.  And the biggest thank you to all educators who value continuous learning and growth and provide input and feedback for the content of these days. 

This week's blog has a follow up from these sessions and includes:

• Access to the Standards-Based Learning site
• An opportunity to participate on the grading and reporting leadership team
• Frequently asked questions for Elementary Science
• An onsite course opportunity to support teaching Elementary Science

Standards-Based Learning

The Southeast Polk Grading and Reporting Leadership Team is over 50 members strong.  We have 5 work groups this year: Assessments and Proficiency Scales, Behavior Reporting, Communication, Letter Grades and Reporting, and Feedback. If you would like to participate on one of these work groups, please submit this form. 

We have a google site that houses our work and the action plan for next steps. It includes a calendar of work and resources as well.  You may access this site below:

SOUTHEAST POLK STANDARDS BASED LEARNING SITE

Elementary Science

Below is information to support implementation of our new Elementary Science instructional materials.

Contents/Topics

Assessments

Pacing/Integration

Teach TCI / technical

Project Lead the Way

Teach TCI investigation kits

Extra building science support schedule

Assessments

Are there District-wide CFA's created for science?

During summer curriculum work, The Kindergarten and 5th grade teams created a CFA or CFA’s. These can be found in the assessment folders on the T&L page. These do not need to be administered through I/O at this time. As we add more, the team will decide if they should be in I/O.   Only the district assessments are required to be put into I/O.

How are we using proficiency scales in science?

As of September 24th, all of the proficiency scales have been completed. As we continue with our science curriculum work, we will be evaluating/revising and aligning our district assessments and proficiency scales for science.  Your teams are encourage to utilize the scales as you plan instruction and assessment. They are found on the T&L page.

What about the timing of district assessments?

The science curriculum team has identified three unit assessments to be reported out in I/O for this year. They have recommended one per trimester. They are highlighted in blue on the K-5 science overview document and can be found in the assessment folders.  Because our materials are new, Rob is going to leave the testing window in I/O open for the entire year.  So there is no hard deadline this year for those assessments.

For the district I/O assessments are student copies available?

It is highly recommended that 3rd - 5th use the online option for I/O testing.  In grades K-2, your team can request set(s) of printed copies by sending an email to james.pifer@southeastpolk.org.

Have the Report Cards for 1st & 2nd Grade been updated to reflect new science units?

Yes, the Report Card has been updated. The Earth & Space unit has been added to 1st grade.  There will be an adjustment to the descriptions of 1,2,3,4 (to match proficiency scales) for the 2019-20 report card.   

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Pacing/Integration

Is there a pacing guide available for science?  

There is not a strict pacing guide available for science.  There are some estimates provided on the K-5 science overview document.  These could be different depending on how you structure for Science and Social Studies days/times.  Please remember at a minimum to follow the Elementary Time Allotments guidelines.  As we become more familiar with the new resources, a more detailed pacing guide will be created.  

Do we have to follow the unit sequence that is recommended?

Not at this time.  The sequence of units for science have been adjusted to maximize the integration of the non-fiction ELA reading materials.  In the future, the sequence of science will be more uniform.

Where can I find the more information on the science standards?

The Unit Design documents have a detailed breakdown of each standard. They are arranged by units.  There you will find Enduring Understandings, Essential Questions, Vocabulary, and other content and links.  

There will be a course offered beginning in October to help deepen understanding of the “what”  “why” and “how” of the new standards. Topics include science phenomena, three-dimensional learning, assessing alignment of lessons/units.   The registration link is DR461461011901

What resources exist for cross curricular integration?

At this time, we have adjusted the science unit sequence to include as much of the new ELA reading materials as possible.  This creates a greater opportunity to provide some additional science learning and/or reinforcement of current science learning.  In the future, we will also be looking at other opportunities/resources to integrate other content areas.

How do I decide what resources to use for science?

Southeast Polk is fortunate to now have a multitude of quality, standards based science resources available to teachers.  Using the K-5 science overview document there are several additional resources listed by unit and in the right hand resources column.  Teacher teams may decide if and how to incorporate those into a unit. These could be used as supplemental, for re-teaching, enrichment, or in place of another resource.  If you are looking for alternate aligned resources for your current or future science unit please contact james.pifer@southeastpolk.org for more support.

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Teach TCI / technical

How do I get a Guest Teacher (sub) Login for TCI?

If you would like to have access for a guest teacher, please submit a tech ticket.

How does a student login on Laptops/Desktops?

The steps are the same for students as teachers.  The sign-in is through the “Waffle” on their school email.  More detailed instructions can be found Here.

How can a student login to TCI on Ipads?

The process is a bit more complex than with a PC. We are working on a shortcut to help with that. If you are needing assistance contact james.pifer@southeastpolk.org or submit a tech ticket.

How are classroom rosters determined, and how can I add more students?
Rosters are determined through your buildings Infinite Campus.  We are aware that there are some issues with some teachers and/or rosters. We are working on solutions. In the meantime, please submit a tech ticket or contact james.pifer@southeastpolk.org for support.

Who supplies/prints the placards for each unit?

Placards are small (usually 8 ½ x 11) reusable signs that are incorporated into some of the TCI lessons.  Once your team determines which of these you will use, teams can arrange printing through their building printing procedures (print shop).  It is recommended that they be printed on card stock and/or laminated.

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Project Lead the Way

Which PLTW Launch Modules are we teaching?  

In the K-5 science overview document the curriculum team has identified one module (highlighted in yellow) for each grade for the entire district.  Work with your principal if you require any consumable materials for this module. In addition to the one identified module, some grades have additional modules noted as these are aligned with our science standards. Although not required, these additional modules are highly recommended and other resources such as TCI can be used as supplemental.

How do I use both PLTW & TCI?

In units where there is alignment to the science standards, it is highly recommended that you incorporate the PLTW Launch module and use the other resources such as TCI as supplemental.  It is up to each team or building to decide when and how additional Launch modules will be taught. As we continue to use all of these new materials we will gain more precision with scope, sequence and pacing as well as how we can “blend” resources.

What about access to PLTW and obtaining kit resources?

All teachers that have participated in the PLTW training course have access to all online student and teacher materials for K-5 modules.  The site is www.mypltw.org.  If you have not participated in the PLTW Launch training, a course is being created beginning in October. You will receive registration information no later than Oct 8th, 2018.  In the meantime, you may use any credentialed teachers login information as the PLTW system allows for multiple teacher users.

If you are in need of materials or refills please contact your principal.  Many of the consumable items are much cheaper to purchase locally.

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Teach TCI investigation kits

Which TCI Kit materials do I use?

Each K-5 teacher received a full set of lab/investigation kits for the entire TCI curriculum. Depending on the grade you will have anywhere from 2 to 5 plastic bins.  The kit inventory can be found in this Folder.  It is unlikely you will be using all of the materials. As we continue work with these new materials we will determine which investigations will be utilized.

What if my kit includes live specimens?
The kits for 1st, 3rd and 4th contain a voucher for live specimens related to Life Science unit lessons.  Be sure to plan ahead and follow the instructions on the voucher if you wish to receive these for the applicable life science unit.  You are not required to obtain these. Additional materials materials such as food, bedding, habitat may be required. Each teacher can decide how they want to deal with the creatures after the unit (keep, adopt out, find a new habitat etc..)  Costs associated with specimens/materials are individual building budget items.

What about replacing the kit consumables?

If you are in need of materials or refills please contact your principal.  Many of the consumable items are much cheaper to purchase locally.

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Extra building science support schedule

Building	Day/Time	Location
Runnells	10/4/18 9-4:15	STEM room
Mitchellville	10/9/18 9-4:15	Media center
Altoona	10/11/18 9-4:15	Media center
Four Mile	10/12/18 9-4:15	STEM room
Willowbrook	10/22/18 9-4:15	Media center
Clay	10/23/18 9-4:15	Science room
Delaware	11/1/18 9-4:15	Media center
Centennial	11/6/18 9:4:15	Large Conference

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Elementary Science Course Sign-Up and Registration

There will again be a course offered beginning in October to help deepen understanding of the “what”, "why" and “how” of the new science standards. Topics include science phenomena, three-dimensional learning, assessing alignment of lessons/units. There will be one face to face meeting to start and the remainder will be an online Canvas course.  There is no cost and 1  licensure credit is available. 

First meeting is October 25th 4:15-5:45 location TBD.  The course will wrap up by December 13th.

The registration link is: DR461461011901