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While trying to provide an enrichment activity during Connections, we had our students speed date, but they were ions instead of people. They had a dating profile that they filled out and rotated around the room interacting with their peers. If they were incompatible, due to their families not getting along or being to similar to one another, they were able to identify that. However, if they were compatible, they were able to make a bond and come up with the chemical formula they would form. We have a couple different dating profiles, one of which is attached below.

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The Environmental Science CCC shred our 4 favorite AVID strategies, but our absolute favorite is the use of a writing prompt, to help students collect their thoughts, summarize what they learned in the days lesson and explore the topic even further through the use of metacognition.

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A-HA Moment! 
Several departments are struggling with students using their phones to cheat - especially by taking pictures of tests and AirDropping the test or answers. 
Solutions? 
One suggestion was keeping your phone on the AirDrop, so you can see if students are sharing...Others??

# data[].attributes.subject
A-HA Moment! 
Several departments are struggling with students using their phones to cheat - especially by taking pictures of tests and AirDropping the test or answers. 
Solutions? 
One suggestion was keeping your phone on the AirDrop, so you can see if students are sharing...Others??

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Social Studies

We shared a visual-based vocabulary activity to help students analyze political cartoons and other historical images (as used on the AP or EOC tests). Teacher projects a visual (usually a cartoon or image). Then students take some time to record and discuss ALL the details in the cartoon. Students then are given a list of key terms and have to explain how the key terms connect back to the image. Students scores in the U.S. history cohorts increased significantly for image based multiple choice questions.

AHA Moment: A teacher shared an excel spreadsheet for EOC projections. It's the bomb!

# data[].attributes.subject
Social Studies

We shared a visual-based vocabulary activity to help students analyze political cartoons and other historical images (as used on the AP or EOC tests). Teacher projects a visual (usually a cartoon or image). Then students take some time to record and discuss ALL the details in the cartoon. Students then are given a list of key terms and have to explain how the key terms connect back to the image. Students scores in the U.S. history cohorts increased significantly for image based multiple choice questions.

AHA Moment: A teacher shared an excel spreadsheet for EOC projections. It's the bomb!

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ESOL Literature

Create a color-coded model paragraph/essay and project it for students. Give them the same copy without colors that they can highlight.  Use a different color for claim, assertion, lead-in, supporting detail (or quotation), follow-up sentence, and transition words. Edit a sample paragraph while students watch. In advance of due date, give students a very detailed grading paper that you will use -- per paragraph, in order. Students can use it as a guide, a final checklist, and then put their name on it and turn it in and receive a tree-lover bonus point.

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ESOL Literature

Create a color-coded model paragraph/essay and project it for students. Give them the same copy without colors that they can highlight.  Use a different color for claim, assertion, lead-in, supporting detail (or quotation), follow-up sentence, and transition words. Edit a sample paragraph while students watch. In advance of due date, give students a very detailed grading paper that you will use -- per paragraph, in order. Students can use it as a guide, a final checklist, and then put their name on it and turn it in and receive a tree-lover bonus point.

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I have tried to implement interactive notebooks, but I find that many students stopped doing it once I stopped giving explicit daily instruction as to how to put the notebook together. I keep the same notebook that I ask the kids to keep, and they see mine and lament that they wish their notebook looked similarly. The Environmental team: Coach Armocido, Mr. Gay, and Mr. Granville, gave me great ideas about how to use notebook grades or quizzes to incentivize keeping a proper interactive notebook. Seems so simple, but I had not thought of it yet.

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Each level of IB Math had different goals for student growth based on analysis of data. Teams are working to improve graphing calculator skills which are still required for standardized exams with the advent of better and cheaper online tools. Another team is working on improving communication with parents and students using the tools within Synergy and other communication applications.

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Geometry team is focusing on general standards of mathematical practice that cross all levels of mathematics to encourage growth in critical, higher ordered thinking. They have been implementing tasks and noticing differences in conceptual development and long term retention. They also are examining the modifications that need to be made to tasks so that on-level students and honors students can succeed and are challenged.

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The Foundations of Algebra team is utilizing the spreadsheet wizardry of Meghan Starr to finely tune their interventions, grouping strategies and to flexibly differentiate. One student has seen more than 200% growth from one test to the next using this strategy. The Foundations team gives "almost there" tests that are very similar to unit assessments and which allow for individualized interventions or rewards.

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French I
A-Ha moment: Engagement through differentiation - 
Strategy:
Spanish I: Using Tic-Tac-Toe as well as chunking to understand different dialects so that students are not overwhelmed.
Data: 
Japanese/Arabic
Tracking for understanding of a new alphabet (what they know and what they retain) - Unannounced quizzes with link to online tools.
IB Languages:
Data from website that students use as prep for national exam - used to help focus students on what they need to know.

# data[].attributes.subject
French I
A-Ha moment: Engagement through differentiation - 
Strategy:
Spanish I: Using Tic-Tac-Toe as well as chunking to understand different dialects so that students are not overwhelmed.
Data: 
Japanese/Arabic
Tracking for understanding of a new alphabet (what they know and what they retain) - Unannounced quizzes with link to online tools.
IB Languages:
Data from website that students use as prep for national exam - used to help focus students on what they need to know.