Through the Data Source Audit, leadership teams become aware of each data source, its logistics, and how it is currently
being used. This audit is designed to be completed within four contexts based on the team’s priority needs-- Literacy,
Math/STEM, Student Engagement, and College-Career Readiness. Within the selected context, the team may choose to
complete this audit from a Student Data or a Practices

This unit focuses on the diversity of life at Hartje School Forest and centers around NGSS Standards on Ecosystem Interactions, Energy and Dynamics. Field experiences in observing and recording the diversity of life, seed dispersal methods, plant pollination, and plant life cycles will support science disciplinary core ideas, cross-cutting concepts, and hands-on engineering practices.

This short blog post provides five examples of tools to use for formative assessment.

5th Grade Historical Literacy Curriculum outlines the content of social-studies integrated units taught within the readers' and writers' workshop framework and taught daily for 90 minutes. Each six week unit contains standards, teaching points, vocabulary, and assessments. Readers' and writers' workshop naturally differentiates for all learners. By June of 2020, each unit will have a slide deck associated with it that contains the teaching points, integrated grammar work, vocabulary, and strategies for partner practice. Our district places careful emphasis on vocabulary, as we have a high percentage of English Language Learners.

These handouts accompany the 5th Grade Rain Garden Design Challenge Lesson Plan. The handouts give criteria for identifying areas of erosion and non-point source pollution entering waterways on school property, slope and soil suitability criteria for situating the rain garden, and data collection procedures for phosphate testing. The handouts also include guidelines and criteria for the final poster presentation design and Claim-Evidence-Reasoning, as well as rubrics for scoring and guidelines for peer feedback.

This lesson engages 5th grade students in identifying areas of erosion and non-point source pollution entering waterways on school property, making a claim on the most suitable site to locate a rain garden by conducting field tests on slope and soil type, and testing
for the presence of phosphates in waterways on school forest property. Students then compete in a rain garden design challenge using their data to create a poster presentation, including a map and claim evidence reasoning, for the best rain garden design plan, scored using a rubric.

5th Grade Historical Literacy Curriculum outlines the content of social-studies integrated units taught within the readers' and writers' workshop framework and taught daily for 90 minutes. Each six week unit contains standards, teaching points, vocabulary, and assessments. Readers' and writers' workshop naturally differentiates for all learners. By June of 2020, each unit will have a slide deck associated with it that contains the teaching points, integrated grammar work, vocabulary, and strategies for partner practice. Our district places careful emphasis on vocabulary, as we have a high percentage of English Language Learners.

Overview: 7th Grade Historical Literacy consists of two 43 minute class periods. Writing is one 43 minute block and reading is another. The teacher has picked themes based on social studies standards, and a read-aloud novel based on social studies serves as the mentor text for writing and reading skills. More social studies content is addressed in reading through teaching nonfiction reading skills and discussion.

Standards reflect CCSS ELA, Reading, and Social Studies Standards.

8th Grade Historical Literacy consists of two 43 minute class periods. Writing is one 43 minute block and reading is another. The teacher has picked themes based on social studies standards, and a read-aloud novel based on social studies serves as the mentor text for writing and reading skills. More social studies content is addressed in reading through teaching nonfiction reading skills and discussion. Standards reflect CCSS ELA, Reading, and Social Studies Standards for History.

This resource features developmentally appropriate interactive learning experiences that support students’ development of a sense of self and how we are all different but also the same.  An emphasis is placed on hands-on, fun learning.

The following lesson is designed to help students explore the emergence of the American Indian Movement (c.1968 and beyond) in the context of the push for self-determination by native people, and within the broader movement for Civil Rights in American Society.

This resource would be appropriate for high school students, during a study of the Civil Rights Movement. It provides primary source materials for students to analyze using the APPARTS process.

This aligns to WI AIS Enduring Understanding #9 "American Indians and U.S. Citizenship".

This video shares how a writer can keep an active voice within a piece of writing. There are places for the viewers to stop and practice together prior to moving on. A student practice sheet is available as a download for additional practice.

This resource is a word and picture sort for students to practice using Spanish adjectives that represent properties of matter. 

This video allows the teacher and students to have a visual and auditory of what a letter looks like along with its auditory sound.  This is great for thos students that are having difficulty learning the letters and sound. It can be stopped at anytime as to not overwhelm a child.

Using a reality tlevision show format, students are given thems from a certain novel and create storyboards upon which to create the reality TV show. Prior to the lesson , the teacher pulls the stick(s) from certain cups that are labeled with each of the ELA standards. This way students are focused on what standrd they are working on that class period.

This resource will be a growing resource for a new curriculum and way to teach High School Anatomy & Physiology class. It is called beyond the textbook because we are attempting to help the students interact with as many different careers and options in health care as possible. In a Health Careers class, the students mainly study the careers, but in this course, they will study the anatomy and physiology that is required behind each of those career pathways. They will use collaborative structures case studies, peer teaching, and role playing to enhance their learning. Students will interact with college students, professionals in various fields and attend field trips to local hospitals, and health related businesses in our area. Anatomy Beyond the Textbook Overview Video

Website Description:
This lesson gives an article-by-article overview of the structure and function of the U.S. Constitution. Students learn about the duties and powers of the three branches, the amendment process, and the role of the Constitution as the supreme law of the land. (Note: Anatomy of the Constitution now includes content previously covered by the lesson Directions for Democracy.)
Got a 1:1 classroom? Download fillable PDF versions of this lesson's materials!

Student Learning Objectives:
Students will be able to:
*Explain the structure, function, and powers of the U.S. government as established in the Constitution.
*Identify the roles of the three branches of government.
*Describe the constitutional amendment process.
*Interpret the intentions of the Preamble of the Constitution.

In this 3-act play for mathematics, students are presented with a question, "How many cubes are needed to balance the beam?".  The students will then watch a short video, answer some questions, and then determine solve the mathematical task using division of fractions. This 3-act play would be appropriate to use to introduce division by a fraction or as an assessment of learning after instruction.

This is a quick way to assess whether or not students can apply the 7 fundamental steps of archery after those steps have been taught and practiced.

This is a 3-Act-Task in which students will solve the problem 58 x 14. 
No guidance is given as to how to solve the task, so student can invent a strategy that works for them. Solutions may include arrays, repeated addition, traditional multiplication algorithm, area models, etc. 
Discussion should be centered around student strategies and efficiency. 
For information on how to implement 3-Act-Task lessons, visit: http://blog.mrmeyer.com/2013/teaching-with-three-act-tasks-act-one/