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Fall T.R.A.I.L.S Data (Academic)
Baseline Data -
T.R.A.I.L.S Fall Data (Honors)
Baseline Data -
Period: to
School Year
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Goal Setting
CLT Goal: Grade 9 students will demonstrate growth in abilities to: 1) evaluate resources for information, and 2) use information responsibly as measured by 90% of students improving 10% from the Fall TRAILS baseline assessment to the Spring TRAILS assessment administered in May 2011. -
Ozone Research
Academic/Honors
Skills evaluated: search strategies, identifying truths within a scientific claim, locating rcredible resources to validate claim, drawing a conclusion based on findings. Our findings: most students were in beginning stages of all areas, project needed to be broken down into more manageable parts to target skills individually -
Ozone Research Reflection
Academic/Honors
Skills evaluated: search strategies, identifying truths within a scientific claim, locating rcredible resources to validate claim, drawing a conclusion based on findings. Our findings: most students were in beginning stages of all areas, project needed to be broken down into more manageable parts to target skills individually; honors would also have benefited from having the project broken down. -
Geothermal-Solar Energies Claim
Honors: Students were given a claim for which they needed to determine the validity. Reflection: Most students performed well, however, there were still a few students who had difficulty determining what the claim was asking and therefore, what they needed to research. -
5 Hour Energy Research
This assignment mimicked the Ozone Project with the intention of strengthening search strategies and CRAP test evaluation. -
5 hr Energy Research Reflection
During this project, it became evident that most students were still having difficulty putting the multiple pieces together. We saw many of the same errors reoccur and realized that we needed to reinforce skills individually. -
VoiceThread Experimental Design
Students were asked to create an audio/visual EDD based on an experimental scenario. This offered students their first opportunity to add personal expression (Voice). -
CAPT Bootcamp
Students chose questions from CAPT prestest to decode and present to the broader audience of 10th grade. Students were grade teacher models and then asked to:
-explain correct and incorrect answer choices
-rephrase the question
-express the answer creatively -
Nanotechnology Research
Students were given Choice (freedom to persue any topic under the general heading of What Nanotechnology Means to Me) and Voice (the oppurtunity to chose the presentation platform), Project was broken down into manageable parts, e.g. Noodle Tools checkpoints, notecards and a checklist was provided for students to follow. -
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T.R.A.I.L.S Spring Data (Academic)
Academic students showed significant growth as a whole. The original goal - 90% of students demonstrating 10% growth was not met. Evaluating resources showed greater improvement collectively than using information responsibly. -
T.R.A.I.L.S Spring Data (Honors)
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Conclusions (Academic)
Through this process:
1. As a CLT our own skills improved in both target areas.
2. We uncovered strengths and weaknesses.
3. We developed tools and strategies which will be used earlier in the process, going forward.
4. Our students were full participants in process and their feedback, as well as data, helped guide decisions. -
Year-end Project (Academic)
Project MaterialsPutting it all together! If you are interested in where this led, please visit tools which are available as Google docs for our year end Human Impact project.
1. Choice - Choose a topic of interest.
2. Research - Gather appropriate information to "teach" others about your topic.
3. Responsible cite and annotate your sources.
4. Voice - Express your findings using a platform of your choice which be made publicly available.
