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Guilderland High School ‘15-’162016 MOP Project Summer InstituteDeborah BoyceLaura Reddington

About us.Deborah BoyceLaura ReddingtonTeaching experience: 23 yearsTeaching experience: 7 yearsDegrees: B.S. Biology, minor inChemistryDegrees: B.S. Forensic Science &SpanishM.S. Ed. in Curriculum & InstructionM.S. TESOL (Teaching English to Speakers of Other Languages)\

District Overview 5,000 students encompasses most of the town of Guilderland and part of the towns of Knox,New Scotland and Bethlehem (Albany County) Guilderland’s academic program is recognized as one of the best and mostchallenging in the Capital District. A rich array of basic goals and outcomesprovides focus for the school's’ efforts. There are five elementary schools- Altamont, Guilderland, Lynnwood, PineBush and Westmere Farnsworth Middle School Guilderland High School

District Mission and Vision To inspire all students to be active lifelong learners, able to achieve theirhighest potential in a demanding and ever-changing global community. To provide for all a safe and welcoming environment, where students, parentsand staff are joined in the pursuit of academic excellence and personalgrowth. Thus, we shall provide a rich and rigorous education for all learnersthat, upon graduation, they are poised, capable and ready to meet thedevelopments, challenges and opportunities of their future.

Overview of District Population (K-12)Elementary (K-5)Middle School (6-8) Altamont Elementary School 300 studentsFarnsworth Middle School 1150 Guilderland Elementary School 500students Lynnwood Elementary School 400students Pine Bush Elementary School 500students Westmere Elementary School 450studentsHigh School (9-12)Guilderland High School 1600

Overview of Guilderland High School 95%of our graduating seniors go on to collegeSchedule: alternate day block scheduling format four daily 86-minute periodsPersonnel: In grades 9-12, more than 165 teachers (including special subjectareas and 2 RNs) and three assistant principals. five department supervisors (English & social studies, math &science, music, world language & ENL and art. director of health, physical education and interscholastic athletics 75 support personnel (teacher aides, teaching assistants, monitors,cafeteria workers, custodians and office staff)

Features of the Guilderland High School Program: more than 300 core courses and electives earn college credit through advanced placement (AP) and and SyracuseUniversity Project Advance (SUPA) courses. Currently, the high school offers five SUPA and twelve AP courses. an emphasis on professional development and curriculum work a strong commitment to both the performing and fine arts a wide range of educational co-curricular and interscholastic athletic programs

Technology available to GHS Students Five computer labs Library with computers and chromebooksIpads for ELLs Laptop carts are available for teachers to sign out to use with their classes (15 computers/cart to sign out to use in their classrooms). Some teachers have “Chromebook” classrooms. Teachers have a computer workstation integrated with an ELMOprojection system.

Technology (con’t) Most classrooms have one computer (PC) that can be accessed by students. School Tool (a grading, attendance, and scheduling computer program)

ESOL Overview 256 students 12 ESOL teachers, one administrator Integrated academically and socially into content classes Sheltered instruction: Content ENL build background knowledgefill gapsdevelop skills note-takingresearchingpublic speakingcomfortable and welcoming atmosphere to help build students’ confidenceGradual, scaffolded release into content area classes, while providing thenecessary skills to be successful

ELLs at GHS28 Students10 “active” ELLs (NYSESLAT)*Revised 2/22/16 7 Expanding (advanced)1 Transitioning1 Emerging (low-intermediate)1 Entering

Overview of ESOL at Guilderland High School The ESOL program changes Exclusively Sheltered ENL instruction one sheltered ENL class and co-taught classes2 High School ENL teachers co-taught classrooms and one sheltered ENL Content class Biology, Chemistry, Physics, English 9, English 10, English 11, U.S History (2015-2016)Sheltered ENLEntering/Emerging(beginner/low Commanding(advanced/proficient)Co-taught ELACo-taught

Co-teaching & Co-Planning-mainly one teach one assist/consultantDifferent co-teaching models haven't been able to be appliedpart of a planning block every 4 days (schedule)Planning time: look at materials and conceptsESOL teacher: supplementary materials, study guides, images, models, etc.

Bell Schedule

Typical Student ScheduleBlockA DayB DayC DayD Day1 (7:30-8:56)ScienceSciencePEScience2 (9:10-10:36)HistoryStudy HallHistoryStudy Hall3 (10:45-12:46)Foreign LanguageElectiveForeign LanguageElective4 (12:55-2:21)MathEnglishMathEnglish

Teacher Schedule: Chemistry (Boyce) (2015-2016)Block1 (7:30-8:56)2 (9:10-10:36)3 (10:45-12:46)4 (12:55-2:21)A DayB DayC DayD DayChemistry-R(co- taught noReddington)Chemistry-R(co- taught ESL w/Reddington)Chemistry-H(shared w/ McT)Chemistry-R(co- taught ESL ry-HLUNCHChemistry-HPlanningCo-Planning withReddington and McTPlanningScience LearningCenter (Duty)Chemistry-HScience LearningCenter (Duty)Chemistry-H

Teacher Schedule: ENL (Reddington) (2015-2016)BlockA DayB DayC DayD Day1 (7:30-8:56)Co- Planning(English 9R)Chemistry-R(co- taught ENL w/Boyce)Co- Planning(English 9R)Chemistry-R(co- taught ESL w/Boyce)2 (9:10-10:36)Biology(co-taught w/McCluskey)Physics (co-taught w/ EricHeidinger)Biology(co-taught w/McCluskey)Physics(co-taught w/ EricHeidinger)PlanningMcCluskey(Eric Study Hall 409)English 9R Co-taughtPlanning (w/ Boyce)English 9R Co-taughtENL ContentPlanning3 (10:45-12:46)4 (12:55-2:21)(Eric Study Hall 409)ENL ContentPlanning

Overview of Regents ChemistryCourse DescriptionGrades: 10, 11, 12 (40 weeks)Exam: Regents (counts 20% of final grade for course)Offering: Full yearPrerequisites: Regents Biology and student is taking Algebra 2 concurrentlyReading Level: Average/High This is a preparatory course for those who may take additional science incollege. The major emphasis is on chemical theory, atomic structure,bonding, kinetics and equilibrium, acids and bases, oxidation-reduction andelectrochemistry, organic chemistry and nuclear chemistry. A minimum of 20hours of laboratory work, with satisfactory reports, is required.

Our Students:StudentLanguage/Countryof OriginGradeENL LevelAdditional Information1Chinese Traditional/ Taiwan11Commanding IIThis student came as an 8th grader and spent 2 years inENL (ESL) classes as a beginner/intermediate. At the endof her 2nd year she tested Commanding (Proficient) on theNYSESLAT. She is highly motivated and now is in honorsand AP classes.2Bengali /Bangladesh12Commanding IThis student has been in the United States for 4 years. Shetested out of ENL because she passed the NYS EnglishRegents exam last June. She scored Expanding(Advanced) on the 2015 NYSESLAT. She still struggles inclasses and presents more like a Transitioning/Expanding(Intermediate/Advanced) level student.3Punjabi, Urdu /Pakistan12Commanding IThis student came as a 10th grader and was at theAdvanced level for two years. Last May she testedCommanding (Proficient). She is a very capable studentwho seems to thrive in all of her classes. She still hassome trouble with grammar structures.

TOOLS & TIPS-Shared docs (notes) with studentsGoogle ClassroomYoutube channel Mrs. R's ESL Channelinterest Boards Chemistry and Science VocabularyRemindPocket Problems/Do Now (Bell Ringers)Exit ticketPadletBe relatableHave funKnow your kidsDon’t make assumptions!!Student groupings (thoughtful, opportunities to talk)

As a result of our reflection, we incorporated the following strategies/practices: continue to look at the language and content objectives and be thoughtful in instruction. We will continueto develop ways to explain, demonstrate and reinforce information (different examples and ways to makecomparisons between everyday life and chemistry). Continue to focus on creating more hands on materials and models (charts), continue to develop moresupplemental materials such as review guides and video visual aids continue to provide explicit instruction, scaffolded learning and continue to allow time for individual,partner and group work as well as peer teaching incorporate more inquiry at the start of a unit, ex: eliciting background knowledge and thoughts to makeguesses about content and then take their ideas and guide their thinking in a meaningful way tying intothe the content they will be learning

The following slides include: Models and Manipulatives Student Work (individual and group generated) Visual Aids (including an infographic on Reaction Rates) Class activities Additional resources

Atomic and IonicRadius Models

Unit 8 (math of chem) Review Station Activity

Unit 8 Station Worksheet

Unit #5 Chapter 7 (Notes for Students)Unit #3 Biology NotesUnit #7 Waves and Sound (CH. 14 & 15 Sound)Unit #6 Ecology Notes

Project Rubrics/FeedbackHarlem Renaissance Project

Guided Note Packets are provided for eachUnit.Power Point Presentations are posted toGoogle Classroom and can be referencedat anytime.Unit 10: Kinetics, Introduction NotesUnit 10 Kinetics: Power PointUnit 1: Intro to Chemistry NotesUnit 1: Intro to Chemistry Power Point

Do Now /Bell Ringer

Prediction Sentence Frame :I think the (higher/lower) the concentration (factor) the (faster/slower) the reaction rate.Qualitative: more/less , faster/slower, higher/lower , increase/decreaseQuantitative: 4 pieces, 35mL,15 ervationsWhat conclusions can we make?Relationships?The more/less thefaster/slower the rate of the reaction.As concentration(increases/decreases) the rate of thereaction(increases/decreases).

Additional Kinetics ResourcesFactors WorksheetCollision theory POGIL

Ted Ed Reaction Rates

Posters made by students in follow up lesson

Guilderland’s academic program is recognized as one of the best and most challenging in the Capital District. A rich array of basic goals and outcomes provides focus for the school's’ efforts. There are five elementary schools- Altamont, Guilderland, Lynnwood, Pine Bush and We