CTE


Phil*
Geo*
Brad+
Dennis
Angelo


A
7
4
14
7
6
38

P
6
2
12
2
4
26

PP
6
0
6
6
0
18

U
19
33
67
28
32
179










38
39
99
43
42
261









*Freshmen/Sophomores





All grade levels













Root causes














1. Question #2 misleading question or misunderstood


2. Did not fully read questions













Performance Behaviors
Inferences



1. receptive

wiiling to participate in diagnostic assessments
2. translation # to text
understand how to interpret directions

















10% proficiency by end of September




Strategies:

1.Strategy: To show correlation between $ and measurement, based on number of place value system.
Begin with placement: 10's, 100's, etc. whole numbers , and 10th's, hundredths, etc.
- use $ coins: penny, nickel, dime, etc.to as the example then tie in to decimals in general
-problem: You go to the bank, cash a check. You got 3 pennies, 5 nickels, 1 dime, 3 quarters, 4 1 dollars bills, 1 $5, 3 $10. How much money did you receive?

2. Line up decimals for add and subtraction

9/22/10 Next section Strategy
-Multiplication of decimals
Begin with multiplying 2 numbers like 6.25 x 1.1.
Note: one of the multipliers should use only 1 and/or 2
e.g: 6.25 x 1.1
It is felt that the multiplication process with overwhelm students if they have multiply by anything above 2. Our main purpose is to help them learn how to use the decimals.

Each day, change the problem, e.g. 6.25 x1.01, then 69.56 x 12.01, etc.

October 27, 2010

Topic: Problem Solving/Processes

Pre-Test
General question: Build a pb&j sandwich
Industry specific question

Rubric - problematic because of the variability of possible answers
Prof:



Process Sequencing Pre-Assessment




Career and Technical Education




98 Students Tested




Four Possible Points










Number of
Correct





Students
Answers












42
4





35
2





13
1





8
0











TOTAL
98












external image moz-screenshot-3.png
external image moz-screenshot-1.png

SMART goal 11/17/10: Increase Proficient to 53% by post assessment

Strategies:

  1. Begin with "large" steps first.
  2. Break down each "large" step into its sub-steps
  3. Use Cornell notes format

Sequential Thinking
Computer Applications,
Smart Goal Assessment, November 2010, Messer


Directions: Below is a list of steps required to complete a spreadsheet that pertains to the sales results of a company, and of individual salesmen. The steps are jumbled. Please reorganize the steps and put them in numerical order. In other words, what is the first logical step, what comes next and so on.

NOTE: The placement of a header on the paper, grids and column and row headings, and formatting money amounts is important, and must all be done to produce a finished document, but will not be considered below. In other words, it does not matter when you format, just so you do.

Create a formula to add up the sales for the first salesperson.

Adjust column width to suit the requirements of your data and labels.


Enter the raw numbers and labels into the exact cell locations on your spreadsheet.

Create a formula that adds up all the individual sales totals to attain a company wide total.


Copy formulas to derive sales totals for the other individual members of the sales force.

Print


Proofread, edit.

Sequential Thinking Assessment, Computer Applications

Seven Possible Points, 29 Students Assessed, November 2010, Messer













Number of
Correct







Students
Answers















15
7







6
5







3
4







5
2






Total
29








NOTE:
Proficient = 7/7 . . . . . . . . . . . . . . . . . . . . . . . . . .
52%

Partially Proficient = 5/7 . . . . . . . . . . . . . .
21%



Total
73%

Sequential Thinking,
Word Processing
Smart Goal Assessment, December 2010, Messer


Below is a list of steps required to complete a Mail Merge assignment. The trouble is that the order is jumbled. Please correctly sequence these steps by numbering 1-8. Place the number on the blank provided.

Proofread for content and spacing


Type first record into Data File, Click New Record, type in next record, and so on. When finished, click OK. SAVE AS:

Print Form Letters. Staple, Put in Basket.


Insert Merge Codes in correct locations. (Please refer to Main Document handout for correct locations)

Open new file, Insert First and Last Name Header. Click Mailings Tab, Click Mail merge Button, Click Letters.


Click Select recipients Button, Click type New list. Click Customize Columns Button, and delete unneeded field names.

Type the Main Document in correct format. Please do not type the Merge Codes. Just leave blank space. Merge Fields will be inserted later. SAVE AS:


Click Merge & Finish Button. Click Edit Individual Documents. Click OK.



Sequential Thinking Assessment, Word Processing
Eight Possible Points, 36 Students Assessed, December 2010, Messer









Number of
Correct





Students
Answers











8
8





9
6





6
5





7
4





4
3





2
2




Total
36
















NOTE:
Proficient = 6 or 8/8 . . . . . . . . . . . . . . . . . . . . . . . . . .
47%

Partially Proficient = 5 of 8 . . . . . . . . . . . . . .
17%



Total
64%



Formative Assessment

Sequential Thinking


Expl-Carpentry


Advanced
3

Proficient
26

Part. Prof

15

Unsatisfactory
2






Total
46

PD 1/19/11 Explo. Carpentry
The percentage of Exploratory students scoring proficient or higher in processes will increase from 30% to _40%_ by _March 2_as measured by written test administered on February 28.
The focus is to assess students’ understanding of the steps in using the handsaw BEFORE they actually handle the tool (pre-assessment). Then, after they have finished a few of days of work with the tool in the shop, have them write down the process again.
The secondary focus will be on relevant vocabulary: handle, blade, teeth, kerf
Steps
1. Clamp the piece of lumber to a table with two clamps.
2. Place left hand on the piece of lumber.
3. Place the handsaw on the piece of lumber, so that the teeth about two inches from the handle rest on the wood
4. Pull the saw towards you.
5. Repeat these steps twice more. This begins the kerf cut.
6. Do the same thing a fourth time, but this time push the saw forward. Make sure the blade is lined up with the cut line.
7. Continue to pull and push the saw back and forth until the blade has cut all the way through.
8. Be sure to slow up at the end and cut lightly.
Rubric:
Outstanding: Lists all eight steps and correctly uses all four vocabulary words
Proficient: Lists all eight steps and correctly uses two of the four vocabulary words OR Lists less than eight steps, but correctly uses all four vocabulary words.
Partially Proficient: Lists less than the eight steps and correctly uses at least two vocabulary
words.
Unsatisfactory: Lists less than eight steps and uses no vocabulary words correctly.
Results
Outstanding: 2 5%
Proficient: 5 14%
Partially Prof: 4 11%
Unsatisfactory: 26 70%
Total Sample 37 100%

Strategies

1. Create posters of the tools and place the posters around the room and shop.
2. Have students discuss what they are doing in the shop using the terms.
3. Teacher-directed questions in the shop as they are working.
4. Ticket out: Have students write down what they did using the vocabulary (one or two sentences), then share with one another.