Content Areas

2010-2011 Adams 50 Learning Targets - The Wiki pages are being updated with new scoring guides and capacity matrices. These pages will be available soon.

Math Learning Targets

Litearcy Learning Targets

Science Learning Targets

Social Studies Learning Targets

2009-2010 Adams 50 Learning Targets

Getting Started

The SBE section of the Adams 50 Wiki provides detailed information about what students are learning in content areas and at each performance level. To access information about your child’s content and performance levels:

• Select Content Area
• Select Level

The Measurement Topics are followed by Learning Targets (indicated by the District 50 numbering system), that your child must be able to demonstrate in order to be proficient.

The numbers are a tracking system for our teachers. At a point in the future when you click on the numbers, a page will provide students, parents and teachers resources to help students achieve the learning targets on their educational journey.

Wiki Templates

Lesson Template

Wiki Tutorial Steps to Begin Building out a Learning Target Wiki Page

• Word version Use for offline editing
• Sample Completed Math Template
  

Teacher's Permission Template for Harvested Internet Resources

Capacity Matrix Templates

• D50 Secondary Capacity Matrix Template - Word version - Excel version
• D50 Elementary Capacity Matrix Template - Word version - Excel version

Marzano Taxonomy

• Scoring Guide and Marzano Taxonomy presentation This presentation served as the guide for Measurement Topic teams as they revised the Learning Targets.
• Marzano Taxonomy one-pager Summary page of the Marzano taxonomy and suggested verbs with reference to the corresponding level on the D50 Scoring Guides. Created by Craig Sherman.

Instructional Resources

• netTrekker Educational Search Tool that brings over 300,000 digital resources into the classroom in a safe, relevant and engaging way, making it easier for educators to personalize the learning experience for every student. The resources were vetted by highly qualified educators and aligned to Colorado state standards, ISTE-NETS and 21st Century skills. Additional embedded tools provide text-to-speech support and dictionary/translation of selected words. And My Portfolio provides you a tool to easily save, organize and share netTrekker and personal web resources across schools and throughout the district.

• Thinkfinity thinfinity.org is a web site that brings teachers the best online educational resources for free. Through partnerships with 11 of the most trusted names in education, our site offers premier materials that enhance teacher effectiveness and improve student achievement.

• Curricki Curriki is more than your average website; we're a community of educators, learners and committed education experts who are working together to create quality materials that will benefit teachers and students around the world. Curriki is an online environment created to support the development and free distribution of world-class educational materials to anyone who needs them.

• UDL Guidelines: National Cener on Universal Design for Learning The UDL Guidelines are organized according to the three main principles of UDL that address representation, expression, and engagement. For each of these areas, specific "Checkpoints" for options are highlighted, followed by examples of practical suggestions. Like UDL itself, these Guidelines are flexible and should be mixed and matched into the curriculum as appropriate. The UDL Guidelines are not meant to be a "prescription" but a set of strategies that can be employed to overcome the barriers inherent in most existing curricula. They may serve as the basis for building in the options and the flexibility that are necessary to maximize learning opportunities for all students. Educators may find that they are already incorporating many of these guidelines into their practice.

Understanding the D50 Standards Based System

About Standards-based Education

Standards-based education is a proven approach to teaching — and learning. It clearly spells out what students should know and be able to do from one level to the next in all subjects.

What makes our approach unique? Instead of being grouped by age, students are grouped by what they know and are able to do in some subjects such as reading and math. Students who need more challenging work move to the next level without delay, while those who need extra help get it.

Here is another way to think about it: When students play a video game, they must master one level before moving to the next level. They are highly motivated to succeed and in charge of their own progress. So in the classroom, for example, when students master level three in math, they get to move to level four.

Teachers use a “rubric” — a scoring guide — to make sure students learn what they need to know. Students use a guide of their own to track individual progress.

Students earn scores of 1, 2, 3 or 4 that correspond precisely with how well they know the material. A score of 3 is profi cient, with 4 indicating advanced skill or knowledge. Students must earn a score of 3 in each level and then take a test to demonstrate proficiency before advancing to the next level.

Expectations are consistent from class to class and school to school. Teachers, families and students know what knowledge has been mastered and what still needs to be learned.

Learner-Centered Standards-based Education User Guide

This e-resource is meant to support staff through the different stages of implementation.

SBS Tools and Processes

The SBS Tools and Processes page will provide users with access to templates and procedures for implementating the learner-centered practices in te classroom.

SBS Professional Development

SBS April Training

Staff Development Breakout Session - April PD notes from Jen Rizzo and Stephanie Rosch's breakout sessions

SBS Summer Symposium

During the Adams 50 Summer Symposium, each day, participants will be involved in one of four strands featuring the facilitators from the ReInventing Schools Coalition and District 50 staff.

The four strands are:

New to the Model: Leadership 1) New to the Model-Leadership will focus on the awareness and developing understanding about the Learner-centered Classroom using the RISC model of: Leadership, Shared Vision, Standards-based Design and Continuous Improvement.

New to the Model: Teacher 2) New to the Model-Teacher will focus on building capacity as a teacher in a standards-based, learner-centered classroom. This will involve learning the tools and processes of how to build a shared vision and code of conduct, the standards-based model in the teaching-learning cycle of assessing, evaluating, planning, and teaching-learning. For those participants who have experience in creating a standards-based system or attended a RISC symposium in the past, we will offer essential questions to guide the leadership and teacher strand.

Experience in the Model: Leadership 3) Experience in the Model-Leadership will focus systems thinking, continuous improvement, and capacity. This involves aligning policies, procedures and resources between the district, school and classroom, determining tight/loose procedures, defining collegiality and collective efficacy, identifying key performance indicators and the cycle times they will monitored, supporting the change process, and succession planning.

Experience in the Model: Teacher 4) Experience in the Model-Teacher will focus on setting up the classroom. This involves setting up a performance-based system: leveling students school-wide and grouping students within the classroom, setting up resources, assessments, measurement topics, backwards planning, and teaching strategies.

Materials for all strands:

Standards-based vs Standards-referenced

Scoring Guide and Marzano Taxonomy presentation This presentation served as the guide for Measurement Topic teams as they revised the Learning Targets.

Course Proposals

• Templates for Adams 50 Course Proposals
  • Coure Proposal Cover Page
  • Course Proposal Template
• CSAP Assessment Frameworks
  • Reading
  • Writing
  • Math
  • Science
• Current Colorado K-12 Academic Standards
  • Civics
  • Dance
  • Economics
  • Foreign Language
  • Geography
  • History
  • Mathematics*
  • Music
  • Physical Education
  • Reading and Writing*
  • Science*
  • Theatre
  • Visual Arts
• National Educational Technology Standards (NETS•S)and Performance Indicators for Students
  • Technology
• Colorado Career and Technical Education AND Career Cluster & Plans of Study Implementation Resources
  • Agricultural Education
  • Business
  • Marketing
  • Family & Consumer Science
  • Health
• CDE's Access Skills

Interventionist Corner

This Interventionist Corner section of the wiki will include lesson plans, resources, and strategies shared among Adams 50 School District Interventionists within Special Education, ELL, and Title I. These resources are accessible to any professional who works with any student needing "targeted" or "intensive" support.

Instructional Technology

Information literacy and technology are inherent components of and for student achievement. “The current and future health of America’s 21st Century Economy depends directly on how broadly and deeply Americans reach a new level of literacy – 21st Century Literacy – that includes strong academic skills, thinking, reasoning, teamwork skills and proficiency in using technology.” (21st Century Workforce)

Adams County School District 50 ETIL Plan Submitted to the Colorado Department of Education April 30, 2009

The Instructional Technology wiki page provides a variety of tools and resources to support classroom implementation of technology and information literacy.

Educate - Recording & Reporting Tool

Training and resource guides.

Advanced Placement Biology

AP Biology students are invited to visit the AP Biology pages.