Standards-based curriculum is the core of the formative assessment process in English Language Arts and Math at the Chippewa Falls Middle School.  Student progress toward proficiency on the established learning targets is monitored using a variety of both formal and informal formative practices. The use of formative practices has helped students and instructors determine progress toward standards attainment and the meeting of student learning goals.Read more about these practices in the module. 

 Elementary and middle school teachers at Marathon Area Elementary and Venture School work collaboratively on developing learning targets and setting the expectations of high quality work.   Students track their learning progress in a binder that moves with them in each grade. They engage in self-reflection through student-led conferences as they report on data collected and show examples of his/her work.The student explains why each piece of work was important, how it connected to their learning goals, and how that lead to demonstration of proficiency in the standards.  Read more about these practices in the module. 

 Elementary and middle school teachers at Marathon Area Elementary and Venture School work collaboratively on developing learning targets and setting the expectations of high quality work.   Students track their learning progress in a binder that moves with them in each grade. They engage in self-reflection through student-led conferences as they report on data collected and show examples of his/her work.The student explains why each piece of work was important, how it connected to their learning goals, and how that lead to demonstration of proficiency in the standards. Read more about these practices in the module. 

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.

Lisa Krohn, Director of Teaching and Learning, challenged teachers at Johnson Creek Elementary School to rethink the traditional format of student learning and assessment and, focus on how to create  successful learners. Students are now grouped by academic readiness instead of age. Teachers transitioned from being grade level teachers (e.g. 3rd grade teacher) to “Focus Area Advisors” specializing in math or literacy. The workshop model allows students to be active learners engaging in formative assessment practices including conferring, journaling, and computer adaptive programs to name a few.  Read more about these practices in the module. 

Principal Matt Renwick, principal and author, works with the art teacher and grade 5 teacher to utilize portfolio assessment in classrooms. The teachers are incorporating digital portfolio assessment as a way to better gauge student progress and success for more subjective areas of study, such as literacy and art.  Read more about these practices in the module.

 The Senior Exit Portfolio Project (SEP) at West Salem High School was created to provide evidence that its graduates were career and college ready. The self-directed, active learning experience spans the entire senior year and includes the selection of an area of interest, a research paper, development of a project, maintenance of a portfolio of work and work artifacts, and a presentation of the research and project to a panel of community members.  Each student is assigned a mentor related to the field of study to help link the research to practical application. The mentor connection and the use of a community panel has encouraged deep community participation and investment in the educational process. The SEP also provides an opportunity for full staff collaboration, promoting vertical integration of learning standards across all grade levels and content areas.  

 At Lake Superior Intermediate School, grade level teams meet weekly and quarterly to dig into student data. Each grade level created a data wall to monitor student progress. The data analysis process and discussions drive decision making about student learning and classroom instruction. High quality data is essential to determine which students need more practice and/or intervention/enrichment (PIE) on each priority standard for both ELA and Math. The teams use universal screening data, running records for reading, common formative assessments, and teacher observations to ensure multiple sources of data present a complete picture of student learning and guide instructional adjustments.Read more about these practices in the module. 

Building on a collaborative staff culture, teachers presented their SLOs with colleagues for feedback and to find common themes in instructional practices. Professional Learning Communities (PLCs) shifted their focus from teaching to student learning as a result of increased data literacy skills across staff. It has become a mission of the Grant Elementary staff to continue to address individual student needs to ensure all students are showing growth and achievement.  Read more about these practices in the module. 

In order to integrate Universal Design for Learning (UDL) at all levels, a series of "Try Its" (3-4 week periods to implement UDL strategy) were scheduled throughout the year with cohort groups of teachers to increase student engagement and reach more of their  students.    Following each try it period, the cohort team reviewed the resultant data.  After their first year, cohorts regrouped to discuss UDL practices and how they worked in the classroom. In year two, a second cohort was developed to follow the same path. Cohort 1 trained Cohort 2, and answered questions. Members of the two cohorts were then strategically mixed with other staff members to help them understand the UDL work and process.  Read more about these practices in the module. 

The module Instructional Materials & Professional Learning based on Instructional Partners Curriclum Support Guide Framework is designed to guide district teams as they Understand and explain why instructional materials matterBuild understanding of the Curriculum Support Guide FrameworkBegin to develop the district plan and establish the Review Committee

Students connect polynomial arithmetic to computations with whole numbers and integers.  Students learn that the arithmetic of rational expressions is governed by the same rules as the arithmetic of rational numbers.  This unit helps students see connections between solutions to polynomial equations, zeros of polynomials, and graphs of polynomial functions.  Polynomial equations are solved over the set of complex numbers, leading to a beginning understanding of the fundamental theorem of algebra.  Application and modeling problems connect multiple representations and include both real world and purely mathematical situations.

Module 2 builds on students’ previous work with units and with functions from Algebra I, and with trigonometric ratios and circles from high school Geometry. The heart of the module is the study of precise definitions of sine and cosine (as well as tangent and the co-functions) using transformational geometry from high school Geometry. This precision leads to a discussion of a mathematically natural unit of rotational measure, a radian, and students begin to build fluency with the values of the trigonometric functions in terms of radians. Students graph sinusoidal and other trigonometric functions, and use the graphs to help in modeling and discovering properties of trigonometric functions. The study of the properties culminates in the proof of the Pythagorean identity and other trigonometric identities.

In this module, students synthesize and generalize what they have learned about a variety of function families.  They extend the domain of exponential functions to the entire real line (N-RN.A.1) and then extend their work with these functions to include solving exponential equations with logarithms (F-LE.A.4).  They explore (with appropriate tools) the effects of transformations on graphs of exponential and logarithmic functions.  They notice that the transformations on a graph of a logarithmic function relate to the logarithmic properties (F-BF.B.3).  Students identify appropriate types of functions to model a situation.  They adjust parameters to improve the model, and they compare models by analyzing appropriateness of fit and making judgments about the domain over which a model is a good fit.  The description of modeling as, “the process of choosing and using mathematics and statistics to analyze empirical situations, to understand them better, and to make decisions,” is at the heart of this module.  In particular, through repeated opportunities in working through the modeling cycle (see page 61 of the CCLS), students acquire the insight that the same mathematical or statistical structure can sometimes model seemingly different situations.

Students build a formal understanding of probability, considering complex events such as unions, intersections, and complements as well as the concept of independence and conditional probability.  The idea of using a smooth curve to model a data distribution is introduced along with using tables and techonolgy to find areas under a normal curve.  Students make inferences and justify conclusions from sample surveys, experiments, and observational studies.  Data is used from random samples to estimate a population mean or proportion.  Students calculate margin of error and interpret it in context.  Given data from a statistical experiment, students use simulation to create a randomization distribution and use it to determine if there is a significant difference between two treatments.

In this module, students reconnect with and deepen their understanding of statistics and probability concepts first introduced in Grades 6, 7, and 8. Students develop a set of tools for understanding and interpreting variability in data, and begin to make more informed decisions from data. They work with data distributions of various shapes, centers, and spreads. Students build on their experience with bivariate quantitative data from Grade 8. This module sets the stage for more extensive work with sampling and inference in later grades.

In earlier grades, students define, evaluate, and compare functions and use them to model relationships between quantities. In this module, students extend their study of functions to include function notation and the concepts of domain and range. They explore many examples of functions and their graphs, focusing on the contrast between linear and exponential functions. They interpret functions given graphically, numerically, symbolically, and verbally; translate between representations; and understand the limitations of various representations.

In earlier modules, students analyze the process of solving equations and developing fluency in writing, interpreting, and translating between various forms of linear equations (Module 1) and linear and exponential functions (Module 3). These experiences combined with modeling with data (Module 2), set the stage for Module 4. Here students continue to interpret expressions, create equations, rewrite equations and functions in different but equivalent forms, and graph and interpret functions, but this time using polynomial functions, and more specifically quadratic functions, as well as square root and cube root functions.

By the end of this unit, students will be able to…-         Summarize the steps involved in proper animal management immediately after a cow has had a calf.-         List the symptoms of Johne’s and describe ways in which a newborn calf could become infected with Johne’s Disease.-         Summarize the method(s) of prevention and treatment for an animal with Johne’s.-         List the symptoms of scours; describe ways in which a newborn calf could become infected with scours.-         Summarize the method(s) of prevention and treatment for an animal with scours.-         Summarize the steps involved in proper management of calves that are 4 days old to 2 months old.-         Calculate how much milk a calf should be fed each day based on its birth weight.-         Summarize the steps involved in proper animal management of fresh cows.-         List the symptoms of mastitis and describe ways in which a cow could become infected with this disease.-         Summarize the method(s) of prevention and treatment for an animal with mastitis.-         Summarize the processes and factors involved with the Milk Letdown Reflex and describe the importance of oxytocin and cortisol in regards to this process.-         Describe how milk should be properly handled and stored once it is collected from the cow.-         Define Somatic Cell Count (SCC) and explain its importance to producing a high quality food product.-         Define each of the following: heritability; PTA; STA; EBV; sire summary; genetic base.-         Summarize how a PTA, STA, and EBV are similar and dissimilar.-         Explain how STA scores are calculated and summarize what they mean.-         Use given PTA & STA scores for various traits to summarize the genetic value of bulls.-         Use a sire summary to analyze the genetic potential value of a bull.-         Summarize how the information in a sire summary is generated by describing the process of conducting genetic evaluations.Define each of the following: a.  In Vitro Fertilization    b.  Embryo Transfer   c. Genomics