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AYA Chemistry - Comp 4

by Kari

Dec 31, 2016

Hello!

After taking a few months off and having gotten my scores for Comps 1, 2, & 3, I am now very motivated to push through the last component towards certification! I'm in the beginning stages and, so far, I have read through the comp instructions, the submission guide, have chosen my student population, and have started doing the basic research for the group that I chose - but I can't really figure out what the problem that I should address is and how I can relate that to my community, the science content and the PD that I have done for the last year or so... My idea was to address deficiencies in students to analyze data and to design 3 formative assessment and then test for growth by analyzing their summative assessment for that same unit, but how would I identify that particular deficiency with school records, or councilors, or through a parent survey? Essentially, I'm fishing for ideas and wondering what "needs" other physical science teachers out there a...See More

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Grace Hello fellow Science folks! I am working on AYA Science (Bio) Component 4 this year as well. I have the What Works! book for 3/4 and have already read it twice. I have found it super helpful! I also have found this thread extremely helpful.

One question that I THINK was answered already but I just wanted clarification-for my student need ...See MoreHello fellow Science folks! I am working on AYA Science (Bio) Component 4 this year as well. I have the What Works! book for 3/4 and have already read it twice. I have found it super helpful! I also have found this thread extremely helpful.

One question that I THINK was answered already but I just wanted clarification-for my student need would it be possible for me to use a student need that I addressed initially about 1.5 yrs ago but still work with that group of students today and track their progress? The restriction of "12 months before submission date" freaks me out and I don't want to earn a "No Score" on Component 4 just because I misunderstood! Good luck to everyone as we trek through C4!

On 1/05/17, Kristy wrote: > I'm actually working on AYA Physics, but your posts have > been helpful--thank you. I am working with two of my > colleagues who are math teachers, so editing each others' > work has been helpful. I (think) I finished working on > Component 3, but Component 4 looks huge and I'm having a > difficult time making sense of it. As a result of your post > I also ordered What Works and I'm hoping it helps the 3 of > us sort out what we really need to do for Component 4. > > Thank you! > > On 1/04/17, Kari wrote: >> Thank you Lisa and What Works, >> >> That takes a load off. I thought there had to be a >> singular narrative thread connecting all the sub >> components by addressing one student need. I'm super >> relieved to be wrong about that. I can address, say, >> solving for variables/math issues with a remedial period >> by reviewing formative/summative and then focus on our >> school-wide push for technology in instruction for my >> Leadership and PD stuff separately. >> >> Not to brag, but I actually got a perfect 4 on Comp 3 and >> I actually credit the quality suggestions that I got from >> others and from WhatWorks here on this chat board for > that >> score - as I am working without a group for exactly the >> reason Lisa said...not many AYA Science out there! Thanks >> for running the forum, What Works. Couldn't have made it >> this far without this! >> >> Good luck Lisa! We can DO this. :-) >> >> >> >> >> On 12/31/16, What Works wrote: >>> Hello BioLisa and Kari, >>> >>> First, thanks for mentioning my book. I'm so glad you >>> found it helpful on your earlier components. I hope >>> you'll find it so with C4 as well. >>> >>> I have not been able to find any language in the C4 >>> instructions that require teachers to use the profile >>> group for the student/professional needs section. I > think >>> you CAN do that if it fits, but it's also ok NOT to. I >>> believe it it was a requirement, the directions would > say >>> that. My guess is that the NB felt requiring the use of >>> the profile group for ALL the parts would be too narrow > - >>> just because of situations like yours and Kari's. So >>> Lisa, your plan sounds appropriate to me. >>> >>> One thing...there is an incorrect piece of information > on >>> page 55 of the book you've ordered. It didn't make it to >>> press that the self assessments MUST come from the >>> FORMATIVE assessment (only). The book states that they >>> could come from either the formative or summative, which >>> were the directions in the pilot. I always have a >>> disclaimer that the published Component directions take >>> precedence, but just in case, I want to make you aware > of >>> that. As far as I can tell, EVERYTHING else in the book >>> is 100&37; accurate. >>> >>> It sounds to me as if you are both on the right track. >>> Keep talking! Discussion is one of the most valuable >>> things you can do! >>> >>> >>> >>> On 12/31/16, BioLisa wrote: >>>> Hi Kari, >>>> >>>> I'm working on AYA Biology, Comp 4. >>>> >>>> It's my impression that the professional development >>>> items don't need to match the student population you >>>> choose. >>> So, I >>>> profiled a class, set the goals, collected the > formative >>>> and summative, etc., but then have two completely >>>> unrelated topics for my "Participation in Learning >>>> Communities" portion. In fact, I am using my 9th grade >>>> physical science class for my focus group since data >>>> collection was WAY >>> easier >>>> to show evidence of, but then my "Professional Learning >>> Need" >>>> is for AP Bio - going to "The Read" last June and >>> measuring >>>> how implementing what I learned that has impacted >>> student >>>> learning. My "Student Need" was a schoolwide project > I'm >>>> working on as we transition to standards based grading. >>>> >>>> All that said, I am eagerly awaiting delivery of my >>>> "What Works" book (tracking says today!) to see if I'm >>>> completely off base. I absolutely credit the advice in >>>> that book with quality scores on the first three >>>> components. >>>> >>>> Good luck! I don't think there are many of we AYA >>>> Science folks out here! >>>> >>>> Lisa >>>> >>>> On 12/31/16, Kari wrote: >>>>> Sorry for the duplicate post. My laptop's mouse pad is >>> very >>>>> sensitive and I cannot seem to delete one.

Jan 5, 2017

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What Works Hello Grace,

Good for you for noticing the time parameters and thinking about them.

My first piece of advice is to call 1-800-22TEACH and ask them your question - then share their response with this site.

My second thought is this: If you started working on that student need 1.5 years ago, then you WERE working on it 12 ...See MoreHello Grace,

Good for you for noticing the time parameters and thinking about them.

My first piece of advice is to call 1-800-22TEACH and ask them your question - then share their response with this site.

My second thought is this: If you started working on that student need 1.5 years ago, then you WERE working on it 12 months before the submission date (May 18, 2016 I presume). In your writing, can you go back just that far in your discussion and documentation and just include evidence that's within the time-frame?

BTW - thanks for the book endorsement. Much appreciated and I'm so glad you're finding the info helpful. Would you post your email so I can thank you in person? THX!

On 1/05/17, Grace wrote: > Hello fellow Science folks! I am working on AYA Science (Bio) > Component 4 this year as well. I have the What Works! book > for 3/4 and have already read it twice. I have found it super > helpful! I also have found this thread extremely helpful. > > One question that I THINK was answered already but I just > wanted clarification-for my student need would it be possible > for me to use a student need that I addressed initially about > 1.5 yrs ago but still work with that group of students today > and track their progress? The restriction of "12 months > before submission date" freaks me out and I don't want to > earn a "No Score" on Component 4 just because I > misunderstood! Good luck to everyone as we trek through C4! > > On 1/05/17, Kristy wrote: >> I'm actually working on AYA Physics, but your posts have >> been helpful--thank you. I am working with two of my >> colleagues who are math teachers, so editing each others' >> work has been helpful. I (think) I finished working on >> Component 3, but Component 4 looks huge and I'm having a >> difficult time making sense of it. As a result of your post >> I also ordered What Works and I'm hoping it helps the 3 of >> us sort out what we really need to do for Component 4. >> >> Thank you! >> >> On 1/04/17, Kari wrote: >>> Thank you Lisa and What Works, >>> >>> That takes a load off. I thought there had to be a >>> singular narrative thread connecting all the sub >>> components by addressing one student need. I'm super >>> relieved to be wrong about that. I can address, say, >>> solving for variables/math issues with a remedial period >>> by reviewing formative/summative and then focus on our >>> school-wide push for technology in instruction for my >>> Leadership and PD stuff separately. >>> >>> Not to brag, but I actually got a perfect 4 on Comp 3 and >>> I actually credit the quality suggestions that I got from >>> others and from WhatWorks here on this chat board for >> that >>> score - as I am working without a group for exactly the >>> reason Lisa said...not many AYA Science out there! Thanks >>> for running the forum, What Works. Couldn't have made it >>> this far without this! >>> >>> Good luck Lisa! We can DO this. :-) >>> >>> >>> >>> >>> On 12/31/16, What Works wrote: >>>> Hello BioLisa and Kari, >>>> >>>> First, thanks for mentioning my book. I'm so glad you >>>> found it helpful on your earlier components. I hope >>>> you'll find it so with C4 as well. >>>> >>>> I have not been able to find any language in the C4 >>>> instructions that require teachers to use the profile >>>> group for the student/professional needs section. I >> think >>>> you CAN do that if it fits, but it's also ok NOT to. I >>>> believe it it was a requirement, the directions would >> say >>>> that. My guess is that the NB felt requiring the use of >>>> the profile group for ALL the parts would be too narrow >> - >>>> just because of situations like yours and Kari's. So >>>> Lisa, your plan sounds appropriate to me. >>>> >>>> One thing...there is an incorrect piece of information >> on >>>> page 55 of the book you've ordered. It didn't make it to >>>> press that the self assessments MUST come from the >>>> FORMATIVE assessment (only). The book states that they >>>> could come from either the formative or summative, which >>>> were the directions in the pilot. I always have a >>>> disclaimer that the published Component directions take >>>> precedence, but just in case, I want to make you aware >> of >>>> that. As far as I can tell, EVERYTHING else in the book >>>> is 100&37; accurate. >>>> >>>> It sounds to me as if you are both on the right track. >>>> Keep talking! Discussion is one of the most valuable >>>> things you can do! >>>> >>>> >>>> >>>> On 12/31/16, BioLisa wrote: >>>>> Hi Kari, >>>>> >>>>> I'm working on AYA Biology, Comp 4. >>>>> >>>>> It's my impression that the professional development >>>>> items don't need to match the student population you >>>>> choose. >>>> So, I >>>>> profiled a class, set the goals, collected the >> formative >>>>> and summative, etc., but then have two completely >>>>> unrelated topics for my "Participation in Learning >>>>> Communities" portion. In fact, I am using my 9th grade >>>>> physical science class for my focus group since data >>>>> collection was WAY >>>> easier >>>>> to show evidence of, but then my "Professional Learning >>>> Need" >>>>> is for AP Bio - going to "The Read" last June and >>>> measuring >>>>> how implementing what I learned that has impacted >>>> student >>>>> learning. My "Student Need" was a schoolwide project >> I'm >>>>> working on as we transition to standards based grading. >>>>> >>>>> All that said, I am eagerly awaiting delivery of my >>>>> "What Works" book (tracking says today!) to see if I'm >>>>> completely off base. I absolutely credit the advice in >>>>> that book with quality scores on the first three >>>>> components. >>>>> >>>>> Good luck! I don't think there are many of we AYA >>>>> Science folks out here! >>>>> >>>>> Lisa >>>>> >>>>> On 12/31/16, Kari wrote: >>>>>> Sorry for the duplicate post. My laptop's mouse pad is >>>> very >>>>>> sensitive and I cannot seem to delete one.

Jan 5, 2017

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Steph Help with formative assessment and self assessment! My
colleagues and I have mixed views on the requirements for
this.

1. Are the formative assessment and self assessment
separate entities? Do I need to submit a formative
assessment, then a separate self assessment? OR utilize
them simultaneously?

2. Do the 3 stud...See More

Jan 8, 2017

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BioLisa Hi Steph,

Answers, as I understand them, embedded...

On 1/08/17, Steph wrote: > Help with formative assessment and self assessment! My > colleagues and I have mixed views on the requirements for > this. > > 1. Are the formative assessment and self assessment > separate entities? Do I need to submit a formative &g...See More

Jan 16, 2017

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BioLisa Steph,

Nevermind my previous post - I just read WhatWorks posted this in another string. Apparently you get to choose! > I'll try to supply some guidance to your questions. > > 1) The formative assessment IS NOT the self-assessment. > The formative assessment is an assessment YOU give at > one or more points DURING the unit ...See MoreSteph,

Nevermind my previous post - I just read WhatWorks posted this in another string. Apparently you get to choose! > I'll try to supply some guidance to your questions. > > 1) The formative assessment IS NOT the self-assessment. > The formative assessment is an assessment YOU give at > one or more points DURING the unit you're teaching. The > self assessment is something the STUDENTS do that tells > you how THEY FEEL about what they're learning so far. > Both can inform your instruction but they are not the > same.Yes, you submit a formative assessment AND 3 > student self-assessments. > > 2) The NB directions don't really specify if the self > assessments should be from the same lesson (or point in > the unit of study) or can come from different points within > the unit lesson, so my interpretation is that it's YOUR > CHOICE. > > Some have also asked if the self-assessment themselves > have to be the same...i.e. all exit tickets, or all whatever > but the same. Again the directions don't specify that they > MUST be or CANNOT be so I interpret it as meaning it's > YOUR CHOICE. > > Hope that helps.

On 1/16/17, BioLisa wrote: > Hi Steph, > > Answers, as I understand them, embedded... > > On 1/08/17, Steph wrote: >> Help with formative assessment and self assessment! My >> colleagues and I have mixed views on the requirements for >> this. >> >> 1. Are the formative assessment and self assessment >> separate entities? Do I need to submit a formative >> assessment, then a separate self assessment? OR utilize >> them simultaneously? >> > > You won't submit a self-assessment separate from the > formative assessment - they are the same thing. So, for me, > we did a lab demo followed by questions. Kids answered the > questions on their own, then changes writing instruments, > added to or modified their work based on group > conversation, then changed writing instruments again and > compared their work to my "gold standard" work. So what we > do with the formative is the self-assessment. > > >> 2. Do the 3 student samples from the self assessment need >> to be from the same lesson or different lessons? >> > > Same assessment is my understanding. I only say that > because you include (or describe) the formative assessment, > give the results/data, then three student samples. This > feels very similar to what we did in Component 2, including > using the samples as your evidence in the written > commentary. > > Just my thoughts... > Lisa > > > >> We are really stuck with these 2 aspects and do not want >> to do them wrong. Thank you all very much for the help!!! >> >> >> >> >>

Jan 16, 2017

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