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Partnerships with organizations and community resources for STEM engagement and opportunities

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Partnerships with organizations and community resources for STEM engagement and opportunities

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Be consistent and maintain high standards for students, while meeting students where they are.

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Peer Forward Advisor: Have multi-lingual/ linguistically diverse student leaders support each other to create post-secondary plans to be leaders in society.

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It's more inclusive and diverse.

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Mission: "... success through challenging coursework, leadership opportunities, and elevating student voice  ..." --- captures essential elements that are truly relevant.

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Mission: "... success through challenging coursework, leadership opportunities, and elevating student voice  ..." --- captures essential elements that are truly relevant.

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Help move the mission forward in sustainable and impactful ways.

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Many of our students' realities are my realities. I use this as a way to encourage them to find confidence in what they do, and know that their efforts will pay off if they persist.

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Providing students with opportunities to learn more about their own cultures, while also learning from new cultures. Teaching them the strength and beauty of embracing all cultures.

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Review the mission and vision student with my students each quarter.

Suggestion: post signs around the IHSLA.

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The Mission and vision are easier for our students to understand.  We should hang a poster of the mission and vision in the office wall somewhere. 

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The Mission and vision are easier for our students to understand.  We should hang a poster of the mission and vision in the office wall somewhere. 

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Teachers could use advisory in a way that justifies the 30 minutes...maybe address socioemotional issues....or student-specific challenges.

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Use the M & V statements as guiding framework in designing classroom instruction & curriculum that integrates real-world & culturally relevant content, utilizes PBL where students can apply their learning, and offers ML support using the ELD key learning strategies.

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Statistics show that on the average, 11th and 12th grade students only read 8 minutes a day. It is sad but true. Reading for 20 minutes a day has so many benefits: vocabulary gain, reading speed, better comprehension. At least two days a week, we should make our students read to help with fluency and comprehension.

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Students and Teachers have to know that advisory is "worth it"... and there is an outcome/goal of the time being spent together. There doesn't really seem to be an incentive for students to come to advisory or accountability if students do not attend. Identifying the point or goal of this time will be crucial.

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Two (among others) that advisory time serves well: Academic performance updates and getting schoolwide information to students

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Two (among others) that advisory time serves well: Academic performance updates and getting schoolwide information to students

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I wonder if PBIS can award students who regularly attend Advisory classes (not just the overall school attendance).

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Let's start by changing the culture. Students need to know that advisory is time that has to be spent purposefully from day 1. They are used to Advisory being a time for social media.

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We should have advisory per grade level because most of the announcements this year were for sophmores, seniors, and juniors.

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Teachers who do not have advisories should be completing hall sweeps to help ensure students are not in the halls, stairways, or parking lot. We can maybe create an award system through PBIS this year that's connected to advisory attendance and participation. There should at least be one day a week focused on reading. 9-10th grade students have Achieve 3000 and their usage can be tracked through the RELA department.

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Pasculle

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Projects that included both a visual component and a written component were the projects that received the most completion and participation from the students. It balances the students' writing abilities with art. Some of our students are great artists, but are still working on their writing skills, so it allowed them to lean into something they felt confident doing, but with the requirement of explanation and analysis.

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Mastery Project: Students will plan a fantasy trip to Italy and create a presentation using “Il futuro” and “Il condizionale” detailing where in Italy they will go and what they wish to do in each location. Students will also research the hotels and transportation they will be using to go from place to place and develop a budget that they will need to make their dream vacation a reality.

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College and Career Readiness: Create your own college/ trade school. Explain the application process, financial aid process, majors, details about the school etc- Davis for student-facing material.

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Project Title: "Purchasing My First Car: A Real-World Financial Decision-Making Simulation"

Project Description:

In this unit-long mastery project, students simulate the real-life process of purchasing their first car. The purpose is to apply financial literacy concepts learned throughout the first two quarters, including budgeting, credit, loans, insurance, and opportunity cost.

Students will research, plan, budget, and justify their car purchase based on a realistic financial scenario. They will create their presentation using the Google Slides template from the teacher to showcase their decision-making process, budget analysis, financing options, and final car choice. The culmination of this project is a public-facing presentation where students defend their decisions before an audience (e.g., peers, teachers, administrators).

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Mastery Project: Music for Social Change

Students were asked to research protest music or music associated with social movements in the US or their home country. They were able to choose how they wanted to represent what they learned via 1 of 4 project types.

Type 1: Simple research project, identify 6 protest/social change songs (will elaborate further).

Type 2: Podcast Segment using BandLab, research a topic related to protest music, and produce a podcast segment.

Type 3: Interview family and friends about their experiences with protest music.

Type 4: Timeline of Music for Social Change (visual arts). Identify 6 social movements within a country. Find 3 songs that are from the time period/era that are about the social issue. (e.g., Civil Rights Movement: What's Going On, A Change Gonna Come; LGBTQIA Rights: Born this Way, etc.).

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Mastery Project: Maybe consider permanently working with Mr. Carlos to collaborate, explore, and implement behavior-focused interventions for 9th-grade students.  Identifying key developmental and behavioral challenges and working holistically with student-centered goals as a permanent service to 9th graders, It could begin in November

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Mastery Project: Maybe consider permanently working with Mr. Carlos to collaborate, explore, and implement behavior-focused interventions for 9th-grade students.  Identifying key developmental and behavioral challenges and working holistically with student-centered goals as a permanent service to 9th graders, It could begin in November

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One of the mastery were for students to design an apartment complex. The standards were used for transformations, etc. The project was differentiated and scaffolded by WIDA level. The students worked individually to design their and then placed in groups of four to design an apartment building. Each apartment was 600 - 800 square feet. The outcome was great! This was completed after teaching the standards. Students had to present their project to the class, which was peer score (whole class) and teacher scored with a reflection at the end.

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STEM Project: Water Filtration Company

Students engaged in a hands-on, interdisciplinary project where they developed a fully conceptualized water filtration company. As part of the experience, they:

Created a company name and logo

Designed and built a prototype water filter

Tested water quality before and after filtration

Collected and analyzed data using statistical methods

To assess the effectiveness of their prototype, students used the Claim-Evidence-Reasoning (CER) framework to make a persuasive sales pitch, supporting their argument with quantitative evidence.

Each group completed a comprehensive presentation, which included:

A clearly defined research question

Identification of independent, dependent, and controlled variables

A detailed list of materials and procedures

Presentation of raw data and statistical analysis

A conclusion based on findings

Finally, students reflected on the process, providing thoughtful insights on what could be improved in the next iteration of their prototype design.

This project not only fostered STEM skills and critical thinking but also encouraged creativity, entrepreneurship, and teamwork.

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The goal of this project was to design a yard fence that enclosed the maximum space possible while minimizing the cost of materials. Students were required to apply geometric reasoning and algebraic formulas, specifically the Pythagorean Theorem and distance formula, to design a real-world fencing plan and determine the cheapest production route.-MCabreros

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The goal of this project was to design a yard fence that enclosed the maximum space possible while minimizing the cost of materials. Students were required to apply geometric reasoning and algebraic formulas, specifically the Pythagorean Theorem and distance formula, to design a real-world fencing plan and determine the cheapest production route.-MCabreros

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Project: Yard fencing

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Students completed a compare and contrast project in which they had to select a country for a summer vacation for their family. They had to gather information about the cost of the flight, the food, the weather, the attractions, and hospitality. Students had to compare two destinations in two different countries using compare and contrast signal words. They then had to choose one destination and then give reasons for their choice. Students had to present their project in a speaking activity.

Nyambi

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Students self-selected countries impacted by American imperialism, conducted research, and shared learning in presentations to the class. Demonstrated knowledge and understanding of key terms in unit through written description of 5 key historical events and a political cartoon analysis.

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I will explain the mission and vision and allow my students to engage in a connection activity as they analyze their role and identify their significance in the mission and vision.