Hackett-6th Grade SGO Science Engineering and Technology

Student Growth Objective Form Name School Grade Course/Subject Science Engineering and Technology Number of Students Interval of Instruction September 2016 to March 2017 Standards, Rationale, and Assessment Method Name the content standards covered, state the rationale for how these standards are critical for the next level of the subject, other academic disciplines, and/or life/college/career Name and briefly describe the format of the assessment method Engineering and Technology Standards 1) Mater and Energy Students evaluate different engineering ideas that have been proposed using a systematic method, such as a tradeoff matrix, to determine which solutions are most promising They also test different solutions, and combine the best ideas into a new solution that may be better than any of the preliminary ideas Students demonstrate grade appropriate proficiency in asking questions, designing solutions, engaging in argument from evidence, developing and using models, and designing solutions Students are also expected to use these practices to demonstrate understanding of the core ideas Based on NGSS: MS-ETS1-1, and MS-ETS1-3 • Students define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions (MS-ETS1-1) • Students analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success (MS-ETS1-3) 2) Forces and Motions: Students apply an engineering practice and concept to solve a problem caused when objects collide The crosscutting concepts of system and system models and stability and change provide a framework for understanding the disciplinary core ideas Students demonstrate proficiency in asking questions, planning and carrying out investigations, designing solutions, engaging in argument from evidence, developing and using models, and constructing explanations and designing solutions Students are also expected to use these practices to demonstrate understanding of the core ideas Based on NGSS: MS-ETS1-1, MS-ETS1-2, MS-ETS1-3, and MS-ETS1-4 • Student define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions (MS-ETS1-1 • Students evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem (MS-ETS1-2) • Students analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success (MS-ETS1-3) • Students Develop a model to generate data for iterative testing and modification of a proposed object, Revised 7.30.14 tool, or process such that an optimal design can be achieved (MS-ETS1-4) Rational The rationale for engineering and technology rests on two positions taken in A Framework for K–12 Science Education (NRC 2011) One position is aspirational, the other practical From an aspirational standpoint, the Framework points out that science and engineering are needed to address major world challenges such as generating sufficient clean energy, preventing and treating diseases, maintaining supplies of food and clean water, and solving the problems of global environmental change that confront society today These important challenges will motivate many students to continue or initiate their study of science and engineering From a practical standpoint, the Framework notes that engineering and technology provide opportunities for students to deepen their understanding of science by applying their developing scientific knowledge to the solution of practical problems Both positions converge on the powerful idea that by integrating technology and engineering into the science curriculum, teachers can empower their students to use what they learn in their everyday lives Assessment Authentic Assessments throughout the year will be used to measure students’ growth The assessments will consist of selected content understanding task, and performance task that reflect higher levels of cognitive complexity Starting Points and Preparedness Groupings Students will be tiered as determined by a data point systems the uses points of data Each tier group will be assigned a target level Data Measures used to Establish Baselines 2014-2015 Final Grade; weight ( 70) 2014-2015 Post SGO Score; weight (.30) Preparedness Group Baseline Score Tier According to standard deviation Tier According to standard deviation Tier According to standard deviation Tier According to standard deviation Student Growth Objective By March 2016, 70% of students in each preparedness group will meet their assigned target command level for full attainment of the objective as shown in the scoring plan Preparedness Group Revised 7.30.14 Number of Students in Each Group Target Level of SGO Combined (e.g 1,2,3) Assessments Tier Tier Tier Tier Tier Tier Tier Growth with Scoring Plan State the projected scores for each group and what percentage/number of students will meet this target at each attainment level Modify the table as needed Preparedness Group Teacher SGO Score Based on Percent of Students Achieving Target Score Student Target Score Tier Tier Tier Tier Tier Tier Exceptional (4) Full (3) Partial (2) Insufficient (1) Tier Growth within Tier Approval of Student Growth Objective Administrator approves scoring plan and assessment used to measure student learning Teacher _ Signature Date Submitted _ Evaluator Signature Results of Student Growth Objective Date Approved _ Summarize results using weighted average as appropriate Delete and add columns and rows as needed Preparedness Students at Target Teacher SGO Total Teacher SGO Weight (based on Weighted Score students per group) Group Score Score Score Notes Describe any changes made to SGO after initial approval, e.g because of changes in student population, other unforeseen circumstances, etc Review SGO at Annual Conference Describe successes and challenges, lessons learned from SGO about teaching and student learning, and steps to improve SGOs for next year Teacher Signature Date _ Evaluator Signature Date _ Revised 7.30.14 ... engineering From a practical standpoint, the Framework notes that engineering and technology provide opportunities for students to deepen their understanding of science by applying their developing... out that science and engineering are needed to address major world challenges such as generating sufficient clean energy, preventing and treating diseases, maintaining supplies of food and clean... for engineering and technology rests on two positions taken in A Framework for K–12 Science Education (NRC 2011) One position is aspirational, the other practical From an aspirational standpoint,