# data[].attributes.body
1. Evaluate purpose and value in order to be poised for innovation and change.
2. As a digital citizen, engages in the ethical and safe use of technology.
3. Leverage technology to customize learning.
4. Uses a variety of media to communicate and collaborate effectively
5. Understanding current and emergent technology systems/platforms.

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1. Effectively expresses (communicates?) an appreciation for art and connects to their world using socio-historical, personal, and cultural contexts.
2. Appreciates, and engage with multiple viewpoints (necessary)
3. Uses empathy to understand context and audience to act appropriately
4. Connects through personal expression

# data[].attributes.body
I love being active!

# data[].attributes.body
Isabella Sun,HS

LiMing Ma, HS
Edith Cai, MS
Giselle Holbery,ES
Leeann Wang, ES
DTGs
1. Effectively communicate with varied audiences and for varied purposes while displaying appropriate cultural understanding.
2. Take initiative to develop the enjoyment of the literature and culture.

# data[].attributes.body
#sasstoriesmatter #saslibrary #sasvistingauthors

# data[].attributes.body
#sasstoriesmatter #saslibrary #sasvistingauthors

# data[].attributes.body
Shannon TustinPark
Emerald Garvey
Jeri Manning
Jerry Koontz
Tara Rogerson Musk
Helen Jin
Jeanne Errico (Facilitator)

# data[].attributes.body
Debra Krzesowiak
Mark Ginder
Jeff Fessler
Lisa Brosseau
Matt Clapp
Heather Valentine
Soon-Ok Borden
Patricia Lyons
Sarah MacKenzie
Christal Nicolai
Caroline Ellis
Nigel Baker
Greg MacIntyre
Jeanne Carozza
Hank De Greef
Darcy Dixon

Combined
1. ...use and develop enduring and relevant questions that guide inquiry.
2. ...apply disciplinary methods obtained from various social science disciplines to real world issues.
3. ...synthesize critically evaluated evidence from multiple sources to evaluate and make balanced claims and counterclaims.
4. ...apply understanding and perspectives gained through inquiry to take action in a global context.

Draft DTGs Group 1
1. ... ask appropriate and relevant questions that further their understanding and/or allow them to make connections to prior knowledge.
2. ... use knowledge and skills obtained from various social science disciplines to add value to society.
3. ... synthesize evidence that draws information from multiple sources to make a balanced and ethical judgement.
4. ... participate as an active and civil citizen in a global context.

Draft DTGs Group 2
1. ...develop enduring and supporting questions that broaden and deepen inquiry, and then apply disciplinary tools when investigating these inquiries.
2. ... use critically evaluated sources to develop and evaluate defensible claims and counterclaims.
3. apply their knowledge and perspectives gained through inquiry to take action in a global context.

# data[].attributes.body
Dan Rearick
Dan Forbes
Michael Ram
Jeff Malone
Doug Parker
DTGs
1. Read and respond to text in various genres (literature, non-fiction, technical) for

various purposes (entertainment, to be informed, to perform a task).
2.  Write in various genres for various audiences for a variety of purposes.
3.  Effectively participates in speaking and listening situations for different purposes and varied audiences using appropriate media.

# data[].attributes.headline
Group 1                                         Ivy Wang, MS                           Carol Wu, HS                               Elsa Jiang, ES                        Lindsay Zhou, ES                    Holly Lin, HS                            Sindy Shen, MS                                        

# data[].attributes.subject
Group 1                                         Ivy Wang, MS                           Carol Wu, HS                               Elsa Jiang, ES                        Lindsay Zhou, ES                    Holly Lin, HS                            Sindy Shen, MS                                        

# data[].attributes.body
DTGs
1.Effectively communicate with varied audiences and for varied purposes in real world while displaying appropriate cultural understanding.

2.Read and comprehend a range of texts and media to broaden students’ perspective and develop the habit of reading for enjoyment through the study of Chinese and its culture.

3.Plan and produce written presentational communication.

# data[].attributes.body
Scott Williams, HS

Christian Phipps, ES

Jamie Wood , ES

Mary Burns (Maternity), MS

Nazli Ighani, ES

Polly Vella, MS

Scot Slaby, HS

Tiffany Kelley, HS

Draft DTGs
(1)R1-Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text

(2)R2 - Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas

(3)W1 - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence

(4)W4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

(5)W8 - Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism

(6)SL1 - Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively

(7)L3 - Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening

(8)L6 - Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in

# data[].attributes.body
Judy Zhang, ES
Xiaoyan Zhang, ES
Jane Zu, ES
Gail Li, MS
Joan Xu, MS
JZ Jiang, HS
Emily Yin, HS
DTGs
1. Create written texts in different media for a variety of purposes and audiences with creativity and higher level thinking skills.
2. Demonstrate accuracy, fluency and confidence when communicating in Chinese with intercultural understanding.
3. Critically read and engage with authentic written texts for meanings relevant to self, the community and the world.

# data[].attributes.body
Aaron Arizmendi MS
Sarah Boss HS
Charlotte Amelot MS
Betzabeth Caballero HS
Josep Capilla HS

# data[].attributes.body
Kathryn Dungan, ES

Allen Koshewa, ES

Andrea Jones (Absent), ES

Bick McSwiney (Absent), MS

Jennifer Tustin Park, ES

Lora Herbert, MS

Michael Branch, HS

Mike Jamais, ES

Patrice Parks, HS

Draft DTGs
Reading
Students will be able to independently...
1. Demonstrate understanding of the power of words and images to transform lives and provide insight into the experiences of others and understanding of cultures and historical periods.
2. Read, comprehend, analyze, and  critique a range of increasingly comples texts, media, and various genres written for various audiences and purposes.
3. Engage in inquiry and seek answers through text and media.
4. Read for enjoyment outside the classroom.

Writing
1. Communicate ideas effectively in writing, oral presentations, and in discourse to suit a particular audience and purpose.

# data[].attributes.headline
GROUP 3 (Facilitator) Adam Fusco, HSJames Linzel, HSJay Shuang, ESJuLain Mooney, HSKristl Quirante, MSNoah Flesher, ES

# data[].attributes.subject
GROUP 3 (Facilitator) Adam Fusco, HSJames Linzel, HSJay Shuang, ESJuLain Mooney, HSKristl Quirante, MSNoah Flesher, ES

# data[].attributes.body
DTG's
- Logically COMMUNICATE scientific evidence and justify to a variety of audiences.
- THINK CRITICALLY by asking questions and collecting evidence required to make informed decisions.
- Effectively COLLABORATE to extend understandings.
- Using science and engineering practices to CREATIVELY solve problems.
- INFORMED GLOBAL CITIZENS apply science principles to improve the lives of others!

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(Facilitator) Kevin Ayow, ES

Amanda Allen, HS (sick)

Brandon Preston, MS

Michael Yu, HS

Tifani Sadek, MS

Tony Cao, HS
Dan Inns, HS

1. To develop a lifelong passion for movement.
2. To be accountable/committed to reaching one's potential/striving for success individually and with others.
3. To understand and value a variety of benefits of being physically active and health literate (ie.social, mental, physical).
4.To find a sport/activity to be sufficiently competent and confident to be continually active.
5. To demonstrate personal responsibility, character, integrity, and respect for others in all aspects of their life.

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Maliha Iqbal (Facilitator) ES
Chris Neff ES
James Robinson MS
Paul Harris HS
Brady Riddle HS

Draft DTGs
1. Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information.

2. They build strong content knowledge.

3. Students adapt their communication in relation to audience, task, purpose, and
discipline.

4. They comprehend as well as critique.

5. Students cite specific evidence when offering an oral or written interpretation of a text.

6. They use technology and digital media strategically and capably.

7. Students appreciate divergent cultures.

# data[].attributes.body
Andrew Miller, MS/ HS
Brad Evans, MS
Brandon Wolf, HS
Brian Dougherty, HS
Jonathan Hubbs, HS
Paula Wistrand, ES
Phil Kittower, MS
Toni Hewitt, HS
DTGs
1. Ask compelling and relevant questions that encourage us to learn about human experiences and behavior.
2. Develop an understanding of other cultural groups and an appreciation of their ideas and beliefs
3. Collect, analyze, and evaluate relevant data and sources to develop a well-reasoned argument

# data[].attributes.body
Group 1 (Facilitator)
Jamie Stevens ES,
Alan Chan HS,
Jonathan Smith, HS
Kathleen Hoeber MS
Larry Ehnert HS
Logan Zeman, ES,
Nicole Venema, ES
1      Become a baloney detector. Evaluate scientific claims and analyze the validity of current issues involving science and technology.

2      McGyver a solution to a problem. Conduct a sound investigation to explain a phenomenon.

3      Construct an effective way to communicate scientific thinking.

4      Recognize and solve a real world problem through systematic persistence

5      Appreciate science and technology as tools to understand our world. .

6      Apply knowledge of science and engineering to confidently engage in discussions on relevant issues in a changing world.

# data[].attributes.headline
VISION from A Framework for K-12 Education - Practices, CCC, Core Ideas 

# data[].attributes.subject
VISION from A Framework for K-12 Education - Practices, CCC, Core Ideas 

# data[].attributes.body
Draft DTGs:
1. Analyze & interpret scientific data to draw meaningful evidence-based conclusions and construct explanations.
2. Ask questions based on observations of the world around us.
3. Critique & evaluate information for scientific validity.
4. Use the scientific approach to answer questions and design solutions to real world problems.
5. Communicate scientific information effectively.
6. Consider the ethical implications of science, engineering, technology to be a responsible global citizen.

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Dana Yang, ES
Yiyun Ling, MS
Nancy Bai, MS
Anna Shi, HS
DTGs
1.  Effectively communicate with varied audiences and for varied purposes, and to apply learning strategies to real life and become life long learners.
2.  Using language as a tool, students are able to deepen their understandings about Chinese culture, history, characters.

3.  Students are able to appreciate all cultures to become a global villager/citizen.

# data[].attributes.body
Elise Chen
Christy Blanco
Alysia Asp
Alyssa Benedict
Joan Leuth
Megan Emery-Moore
Tara Neff

# data[].attributes.body
1. Develop sufficient competence to continue active involvement in creating, performing, or responding to art as an adult.
2. To give all students key art experiences, through creative practices, which will help them understand what it means to be artistically literate, and how that literacy can enrich their education and lives.
`

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Avril Chow
Sunny Mihova
Ricardo Machado
Eric Nicolai
Sandy Elder
George Carpouzis
Michel Xhauflair
Magsi Magsumbol
Matt Kopacka

Disciplinary Transfer Goals
1) Students will be able to independently access and analyze information, resources and services necessary to maintaining and promoting healthy living.
2) Students will exhibit confidence, persistence and enjoyment through safe and respectful personal, social, cultural and environmental interactions in a wide variety of activities and challenges.
3) Students will possess the ability to move with competence and confidence across a wide variety of physical activities and multiple environments that benefit the healthy development of the whole person, while fostering a desire to be physically active throughout life.

# data[].attributes.body
Matthew Zeman, MS

Kristi Dyck, ES

Laura Wolf, HS

Lauren Clark, ES

Melanie Ryan, MS

Robert Cook, HS

Thomas Musk, HS
DTGs

1. Evaluate the quality and credibility of sources and the information they present.

2. Applies disciplinary tools to real world situations and problems.

3. Understand and evaluate alternative perspectives in order to effectively communicate opinions and conclusions.

4. Develop questions that can frame and thus advance inquiry.

5. Engage in informed and responsible action as a citizen of a community.

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(Facilitator) Lee Halpert, HS

Brian Liu, ES

Dakota Cronin (Absent), HS

Devon Fisher, MS

Hank Claassen, MS

Katie Parkhurst, ES

Lola Alvarez, ES

1. Interpret and persevere in solving authentic problems, using appropriate strategies and mathematical models, with a degree of precision appropriate for the problem context.

2. Clearly and precisely construct viable arguments to support their own reasoning and critique the reasoning of others through the use of mathematical language and/or models.

# data[].attributes.headline
Read and evaluate text in all formats for learning, personal, and aesthetic growth and enjoyment                                Select, evaluate, and use information ethically and effectively in a complex evolving environment 

# data[].attributes.subject
Read and evaluate text in all formats for learning, personal, and aesthetic growth and enjoyment                                Select, evaluate, and use information ethically and effectively in a complex evolving environment 

# data[].attributes.headline
Read and evaluate text in all formats for learning, personal, and aesthetic growth and enjoyment                                                                      Select, evaluate, and use information ethically and effectively in a complex evolving environment 

# data[].attributes.subject
Read and evaluate text in all formats for learning, personal, and aesthetic growth and enjoyment                                                                      Select, evaluate, and use information ethically and effectively in a complex evolving environment 

# data[].attributes.body
Mark Moody
Linsey Dotson
Eric Matzo
Tracie Dotson
Ann Ireland
Shaun McElroy
Sean Menton
Tom Colt
Janice Holland
Jill Stansbary
Monica Albertini
Faith Ro

# data[].attributes.headline
Read and evaluate text in all formats for learning, personal, and aesthetic growth and enjoyment                         Select, evaluate, and use information ethically and effectively in a complex evolving environment 

# data[].attributes.subject
Read and evaluate text in all formats for learning, personal, and aesthetic growth and enjoyment                         Select, evaluate, and use information ethically and effectively in a complex evolving environment 

# data[].attributes.headline
Read and evaluate text in all formats for learning, personal, and aesthetic growth and enjoyment                         Select, evaluate, and use information ethically and effectively in a complex evolving environment 

# data[].attributes.subject
Read and evaluate text in all formats for learning, personal, and aesthetic growth and enjoyment                         Select, evaluate, and use information ethically and effectively in a complex evolving environment 

# data[].attributes.body
1. Recognise their strengths/skills to realize their personal potential.
2. Develop an understanding of appropriate past secondary plans to be ready to pursue.
3. Be an effective self-advocate.
4. Making post-secondary plans.
5. Know how to plan and pursue goals..
6.  Respond to adversity with with resilience.
7. Understand the links between our own lives and those of people throughout the word.
8. Intercultural competency
9. Making realistic post-secondary plans
10. Use appropriate skills to navigate any situation.

# data[].attributes.body
Andrew Melton
Josh Hatt
Adam Chapa
Stephanie Fletcher
Kriszti Bunica
David Chapman
Stephen Finegold

# data[].attributes.body
Ali Andrew
David Gran
Lisa Ferguson
Jacquie Lian
Valerie Rioux
Kim Sajan
Jenny Tiefel
Misook Yie

# data[].attributes.body
(facilitator) Amy Smith, MS
Jon Birros, HS
Enya Yang, HS
Andy Jin, HS
Ken Radcliffe, HS
Justen Roselle, ES
Rodrigo DaMarco, MS

1. Makes healthy choices regarding physical,  social/emotional, and environmental well-being.
2. Values physical activity and its contributions to a healthy lifestyle.
3. Demonstrates competency in a variety of motor skills and movement patterns.
4. Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
5. Demonstrates health literacy skills needed to maintain or improve quality of life.
6. Exhibits responsible personal and social behavior that respects self and others

# data[].attributes.body
Facilitator - Doug Andrew, HS
Sarah Bartlett, ES
Alice Harwood, MS
Louise Saddington, MS
Danielle Shepperd, HS (sick)
Steve Doleman, AD (sick)

1. Makes healthy choices and decisions regarding physical, social, emotional, mental and environmental well-being.
2. Uses knowledge, skills and understandings to enable participation in a variety of sports and health-enhancing activities.
3. Identifies and pursues a range of self-selected physical activities for personal enjoyment and engagement.

# data[].attributes.body
(Facilitator) Jordan, MS
James Anderson
Kevin Hill
David Hope
Debbie Huang
Katrina Mangous

[1] Make sense of real-world, non-routine, and/or unseen/novel problems and persevere in solving them through modeling and flexible thinking.

[2] Effectively communicate by constructing, justifying, and critiquing mathematical arguments and reasoning.

[3] Appreciate the wonder, power, joy, and beauty of mathematics in real-world phenomena.

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Students will be able to independently use their learning to:
1. Communicate effectively in the target language in realistic situations while displaying sensitivity to culture and context and integrating different forms of media.
2. Willingly take risks with language, both within and outside of the classroom.
3. Apply and appraise structural components of a language to make connections when acquiring new languages.
4. Use the language to investigate, explain and reflect on the nature of language and culture through comparaisons of the language studied and their own.

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Robert, Oliver, Manon, Glynis, Amanda, Erin, Sanna

1. Make sense of unfamiliar problems in different contexts and persevere in solving them using multiple approaches, both in an individual and group setting.

2. Construct and effectively communicate reasonable arguments involving mathematics and evaluate the reasoning of others.

# data[].attributes.body
(Facilitator) Caty Romero ES

Josh Sadek, MS

Kay Saich, HS

Marcia Adams, HS

Rosemary Yuen, HS

Samoa Mithaq (Absent), HS

Steve Rohrbeck, ES
********************
Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency.

Students can frame and solve a range of complex and real-world problems in pure and applied mathematics.  This is accomplished through perseverance using problem solving strategies and mathematical models.

Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others through the use of mathematical language and/or models.

# data[].attributes.body
Marian Bradshaw
Diane Filibeck
Miki Kobayashi
Joey Zhang
Mayuko Perkins

DTGs:
Students will be able to independently use their learning to:

1. Participate fully in all collaborative communication in both academic and non-academic settings

2. Comprehend a variety of texts and oral language in all content areas to understand diverse perspectives and cultures

3. Write and express ideas clearly to meet a variety of social needs and academic demands for specific purposes and audiences

(Adapted from the California ELD standards)

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(Facilitator) Kate McKenna, HS

Matt Minor (Absent), ES

Lori Han (Absent), ES

Becky Mott, ES

Kelly Barron, ES

Erika Levesque, MS

Joanna See (Absent), HS

Nancy Entwistle (Absent), Campus

Students will be able to independently use their learning to….

advocate for their personal needs: academic, behavioral, emotional, physical

problem solve and take appropriate risks

effectively apply executive functioning skills

utilize available resources

function in the community while respecting social/cultural norms

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Jeff Barrons, MS (Facilitator)

Amy G. Smith, ES

Bethany MacCarter, HS

Chris Roules, HS

Larissa Nelson, ES
Craig Tafel

Peter Alden (Absent), HS

1. Using scientific knowledge and critical thinking with in a global context to evaluate/analyze evidence to support claims, construct arguments, and guide investigations.

2. Demonstrate an appreciation and wonder for observable phenomenon that sparks an active curiosity, inspiring students to plan and pursue their own scientific investigations through out their lives.

3. Think and Act Like A Scientist!
Think:
- Use, connect and apply knowledge
- Analyze and interpret data
- Evaluate information
- Inquire
Act:
- Investigate
- Demonstrate basic lab skills
- Consume resources carefully, responsibility and ethically
- Collaborate effectively

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Cailin Minor, ES

David Wood, HS

Joseph Earley, HS

Kristin Anstett, HS

Nancy Bell, MS

Steve Hanlin, ES

1. Develop compelling and supporting questions that can frame and advance inquiry

2. Construct arguments using precise and knowledgeable claims, with evidence from multiple sources

3. Collaborate with others to communicate and evaluate conclusions

# data[].attributes.headline
Tanya - Brian, Misti, Jen, Aaron, Susan and Roxanne

# data[].attributes.subject
Tanya - Brian, Misti, Jen, Aaron, Susan and Roxanne

# data[].attributes.body
1. Uses flexible thinking to identify, make sense of, and persevere with unfamiliar problems

2. Construct and communicate viable arguments including supporting your claim and building on the reasoning of others

3. Create and use viable models to explain a problem, and interpret the effectiveness of the model and the accuracy of solutions

# data[].attributes.body
Louise Lin, HS

Angela Mao, ES

Doris Zhang, ES

Hai Yang Jian, HS

Lillian Wu, MS

Ting Shen, ES
Sophia Song，ES

DTGs
1.  Communicate effectively in the target language(s) in realistic situations while demonstrating an understanding to culture and context
2.  Willingly taking risks with target language, both within and outside of the classroom.
3.  Develop the habit of reading for enjoyment.

# data[].attributes.headline
Group 1(Facilitators) Celeste MacMillan and Alfred Olivas, HS Christian Ogle, HS Shawna Hampton-Riddle, MS Stephen Carozza, ES Shauna Covell, ES Daniel Merker

# data[].attributes.subject
Group 1(Facilitators) Celeste MacMillan and Alfred Olivas, HS Christian Ogle, HS Shawna Hampton-Riddle, MS Stephen Carozza, ES Shauna Covell, ES Daniel Merker

# data[].attributes.body
1. View phenomena of the natural world through the lens of a curious and scientifically literate mind.
2. Plan and carry out an investigation to answer a scientific question.
3. Develop and use models to construct explanations.
4. Use mathematics and computational thinking to analyze and interpret data.
5. Make and evaluate claims based on evidence and scientific reasoning.

# data[].attributes.body
(Facilitator) Margaret Haske, HS

David Fisher (Absent), MS

Eva Cox, ES

Laura Nossal, ES

Matt Errico, MS

Megan Wall, HS

Natalie Murphy, HS

Richard Ziegler, ES

Reading
1)See the value of reading and use it as an opportunity to learn and engage with ideas,
empathize with others and see other perspectives
2)Read and comprehend, analyze and evaluate a wide variety of complex text and media
3)Read critically

Writing
1) Communicate effectively and accurately for a variety of purposes and audiences
2) Understand and apply the writing process
3) Use the writing process to create an understandable and publishable text

Speaking and Listening
1) Participate effectively in a range of conversations, collaborations and presentations
2) Participate as an active listener in a variety of contexts and communicative tasks
3) Communicate effectively and accurately for a variety of purposes and audiences

Research
1)  Locate and critically evaluate information from varied sources

Final Thoughts
- Should we add something about communicating with the authentic personal voice?
-Should we add something about inquiry? And if so, where?
-Literacy is cross-disciplinary-How will other disciplines incorporate literacy into their goals?

# data[].attributes.body
Deborah Whitney ES
James Campbell ES
Brian Amlani  MS
Eric Grochowski HS
Robyn Pettigrew HS
Chris Mangous (absent) HS
Andrew Krumland (Yoda) HS

Upon considering and per discussion, the six IB objectives, Common Core (Math), AP objectives, and multiple DTG's we decided that the AERO standards incorporated everything important to our school about math.  Furthermore we feel common language is very important in call communities and since AERO is in all phases of our schools it makes sense to stay with this language.

#1

“Students can explain and apply mathematical

concepts and carry out mathematical procedures with precision and fluency.”

#2
“Students can frame and solve a range of complex and real-world problems in pure and applied mathematics.  This is accomplished with the use of problem solving strategies and mathematical models”

#3

“Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of

others through the use of mathematical language and/or models.”

# data[].attributes.body
(Facilitator) Ginger Habel, MS

Amira Nour, HS

Eric Paci, ES

Guillermo Machado, HS

Lindel Limpisvasti, ES

Shengli Zhu, HS

1) Interpret and persevere in solving complex mathematical problems through spatial, abstract, and qualitative reasoning.

2) Construct viable arguments, critique the reasoning of others, and attend to precision when making mathematical statements.

3)  Analyze and model mathematical relationships in familiar and unfamiliar situations in order to make decisions, draw conclusions, and solve problems.

Spatial Reasoning article: Here
Transfer Goal Template Example:

Disciplinary goals should overlap subject areas. We think the math practices overlap several other disciplines.
Robert Kaplinsky's Overlap Document (Sci, Math, ELA)
https://robertkaplinsky.com/how-do-the-common-core-math-ela-and-next-gen-science-standards-overlap/

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DRAFT CONCEPTS:
1. Effectively communicate with varied audiences and for varied purposes while displaying sensitivity to culture and context. (World Languages Long-Term transfer goal from Jay McTighe examples - MERGED/ADAPTED)
[...and Bridging goals from CalELDS]
(2) (COLLABORATIVE) Participate fully in collaborative conversations, and academic and non-academic settings requiring English.
(3) (INTERPRETIVE) Comprehend concrete and abstract topics and recognize language subtleties in a variety of contexts.
(4) (PRODUCTIVE) Produce, initiate, and sustain extended communication for varied purposes and audiences.

# data[].attributes.body
1.  Students participate fully in collaborative conversations in all content areas in both academic and non-academic settings requiring English.

2.  Students communicate in expanded discourse effectively with language tailored to specific audiences and purposes.

3.  Students recognize language differences, engage in self-monitoring, and adjust oral and written language in a range of contexts across disciplines.

4.  Students comprehend concrete and abstract topics and recognize language subtleties in a variety of communication settings.

(Adapted from the California ELDs)

# data[].attributes.headline
Group 3 Reflection after Review - Our Thoughts

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Group 3 Reflection after Review - Our Thoughts

# data[].attributes.body
Our DTGs are written verbatim from the Anchor Standards.
ELA DTGs are important for all subject areas.
We noticed some have embedded the TTGs in the DTGs.
We wonder if the last paragraph of the Introduction to the CCSS hints at DTGs?
What about page 7, are those the DTGs?

Alternate Draft DTGs based on Page 7 - After dialogue and reflection, we are putting these forward as our draft DTGs.

Independence is implied throughout.
1. They build strong content knowledge.
2. They respond to the varying demands of audience, tasks, purpose, and audience.
3. They comprehend as well as critique.
4. They value evidence.
5. They use technology and digital media strategically and capably.
6. They come to understand other perspectives and cultures.

# data[].attributes.body
Stephanie Shao, HS
Jane Sun, HS
Ellen Xu, ES
Jacqueline Sheng, ES

DTGs:
1. Effectively communicate with varied audiences and for varied purposes while displaying appropriate intercultural understanding.
2. Have the opportunity for enjoyment, creativity, and intellectual stimulation.

# data[].attributes.body
Samantha Montgomery, ES
Elaine Voge, ES
Matthew Kasper, HS
Michael McAdam, HS
Lorna Parker, MS

Draft DTGs
Writing:

1.  Apply the writing process for specific purposes and in specific genres (critical, expressive, creative).

2.  Adjusts style of writing as a function of genre, audience, and purpose.

3.  Demonstrates and applies an understanding of English Language structure and organization

Reading:

1.  Comprehends, interprets, and evaluates a variety of genres.

Speaking and Listening:

1.  Communicates information orally in a variety of settings, audiences, and purposes.

2.  Effective usage of visuals and multimedia in oral communication.

Reflections:
The DTGs should be simple and broad, overarching and inclusive
We would like to find a way to incorporate an emotional engagement (like empathy) but also find it hard to evaluate
Many groups mentioned culture and perspective, but we believe that should be a TTG instead of a DTG

# data[].attributes.body
Alicia Ritter
Christy Wanamaker
Doug Hundley
Simon Williams
Darrell Townshend
Lilly Chiang
Laura Early
Karonlia Peck
Steve Venema
Kirk Holland

# data[].attributes.body
*  Perform and value the arts with creativity, insight, understanding, and reflection.
* Confidently meet and adapt to challenge intellectually, socially, and artistically.
*Express human experience with personal, communal, and cultural empathy.

# data[].attributes.body
Annalee Higginbottom
Amy Hossack
Mae Punzalan
Simon Power

# data[].attributes.body
1. Understand the ethical & social implications of living in a connected world and act appropriately
2. Analyze, design & implement solutions to problems.
3. Make intentional and informed use of digital tools for innovation and creativity.

# data[].attributes.body
Jeremy Gertzfield
Hallie Harrison
Jenny Hope
Sarah Jones
David Stevens

ALL ELA

1.     Students develop the skills in reading, writing, speaking, and listening that are the foundation for enjoying and creating expression in language.

2.     Students independently comprehend and evaluate a range of complex texts, construct effective arguments, and convey evidence based information.

3.     Students build strong content knowledge by synthesizing and sharing information through a wide range of subject matter.

4.     Students adapt their communication in relation to audience, task, purpose, and discipline.

5.     Students evaluate and use evidence when supporting their own points and critiquing others’ points.

6.     Students use technology and digital media strategically and capably.

7.     Students actively seek to understand other perspectives and cultures.

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Ben Harwood;
Terris King;
Jessica Norman;
Colleen McCabe;
Dominic Mooney;
Jeff Dungan;
Jason Tiefel

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Group 2  Bret DruryJamey YoungJames ManningKevin David Susan El IdrissiRose Frazier

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Group 2  Bret DruryJamey YoungJames ManningKevin David Susan El IdrissiRose Frazier

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 An SAS graduate will: 1.Communicate effectively in more than one language in a range of contexts and for a variety of purposes.    2.Appreciate different social and cultural perspectives that learning a language can uniquely bring.                     3.Use the language within and beyond the classroom.  

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 An SAS graduate will: 1.Communicate effectively in more than one language in a range of contexts and for a variety of purposes.    2.Appreciate different social and cultural perspectives that learning a language can uniquely bring.                     3.Use the language within and beyond the classroom.  

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Monica Sandifer MS
Marc Biefnot HS
Ahmed Kelso HS
Robert Ogle HS

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Tyson Spraul (facilitator)
Davey Neill
Amanda Young
Lisa Fungkee Fung
Thekla Manning
1. Plan and conduct an investigation to answer a testable question
2. Analyze and interpret data using mathematical and computational thinking
3. Evaluate scientific claims for validity
4. Be critical consumers of scientific information related to their everyday lives
5. Develop models to predict and describe observed phenomena
6. Generate questions suitable for scientific investigation

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PK-12 TEAM CONSENSUS (All 3 groups combined together)

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PK-12 TEAM CONSENSUS (All 3 groups combined together)

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Group Disciplinary Transfer Goals PK-12

1.     Makes healthy choices regarding physical, social/emotional, and environmental well-being.

2.     Identifies and pursues physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

3.     Uses knowledge, skills and understandings to enable participation in a variety of sports and physical activities.

4.     Demonstrates health literacy skills needed to maintain or improve quality of life.

5.     Exhibits responsible personal and social behavior that respects self and others

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五美图（Group 3）

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Process - We used Massachusetts' goals as a base for developing our transfer goals. We continued to reference and incorporate aspects from Jay McTighe's work as well as the CC Anchor Standards for Reading and Writing.
Reflection - We noticed that other groups referenced the process behind reading and writing. For our goals, it is an understood that the reading and writing process are in place in order to achieve the transfer goal.

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1. CREATIVE: Draw from a wide variety of creative strategies to develop curiosity, purposefully explore and challenge boundaries.

2. KNOWLEDGE UNDERSTANDING & RESPONDING

Use specialized language and knowledge (including aesthetic knowledge) to understand, respond to and appreciate the role of art in a personal and global context and the interconnected relationships between art, society and themselves.

3.  EMPOWERMENT AND ADVOCACY:

Advocate for and promote the arts by engaging communities through various contexts to a variety of audiences, and empower them to believe that creative work has the ability to influence and change the world.

4. TECHNICAL SKILL: Develop their artistic skills, techniques and processes in order to communicate concepts and ideas to a range of audiences using a wide variety of media.

5. THE FORCE: Flows through us, it does.  Luminous beings are we, not this crude matter.

#teamawesome
#ourteamworkofart

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Read good
Talk good
Rite good
Spell good

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Michael Belenardo, ES (facilitator)
Andrew Krumland, HS
Jenny Hope, HS
Greg MacIntyre, ES
Suzanne Zulauf, MS
Kim Duggan, MS

Students will take ownership of:
1.  Communicating effectively in order to advocate for ones self.

2.  Exploring and pursuing viable options based on aspirations, interests, and experience.

3.  Becoming active members of the community while respecting social/cultural norms.

4.  Effectively applying executive functioning skills.

5.

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Jeanie Merrill
Stacy Hassler
Julie Wild
Yolanda Kukuia
Keri Phipps

DTG:
Students will be able to independently use their learning to discover themselves, their passions, and achieve success in their academic, social, emotional, and career lives.