21st Century Learning Plan Hudson Middle School 2016 … · 21st Century Learning Plan Hudson...

21st Century Learning Plan

Hudson Middle School

2016-2017

Revised October 12, 2016

Hudson Middle SchoolState Compensatory Education - 2016-2017

This District has written policies and procedures to identify the following:● Students who are at risk of dropping out of school under state criteria● Students who are at risk of dropping out of school under local criteria● How students are entered into the SCE program● How students are exited from the SCE program● The cost of the regular education program in relation to budget allocations per student and/or instructional staff per student ratioTotal SCE funds allotted to this Campus: $439278.71Total FTEs funded through SCE at this District/Campus: 8.20 FTEs (See chart below)

Object Position FTE Amount BudgetedFund 199 Salaries Teacher 0.2 $10,749.83

Teacher 0.2 $8,936.17Teacher 0.2 $9,541.07Teacher 0.2 $11,938.49Teacher 0.2 $9,757.08Teacher 0.4 $18,431.11Teacher 0.2 $9,410.69Teacher 0.2 $8,407.15Teacher 0.2 $9,994.72Teacher 0.2 $11,908.38Teacher 0.8 $48,625.02Teacher 0.2 $10,561.70Teacher 0.4 $20,419.66Teacher 0.2 $12,157.61Teacher 0.2 $11,643.11Teacher 0.2 $11,510.47Teacher 0.2 $10,381.10Teacher 0.2 $11,397.00Teacher 0.2 $9,962.89Teacher 0.2 $9,511.57Teacher 0.2 $9,841.16Teacher 0.7 $33,140.28Teacher 0.4 $18,207.62Teacher 0.2 $9,669.89Teacher 0.2 $13,964.81Teacher 0.2 $10,749.83Teacher 0.2 $11,408.22Teacher 0.2 $10,749.83Teacher 0.2 $8,892.46

MS 21st Century Learning Plans (10/12/2016) Page 1

Teacher 0.2 $11,937.35Teacher 0.1 $6,078.13Teacher 0.4 $17,894.31

Total Salary Coded 8.20 FTEs $427,778.71

Object Detail Amount BudgetedGeneral Supplies Career Course $400Miscellaneous Op. Costs $800Software >$5000 Penda Accelerated Instruction $6,200Software <$5000 Study Island $4,100

Expenditure Total: $11,500

TOTAL $439,278.71

State Compensatory Education

The State Compensatory Education program at this campus provides additional support for students who have not passed the exit level state assessment, provides additional time in the area of mathematics, provides ESL instruction, provides support and tutoring (AVID) for advanced courses, provides assistance for students in the Learning Lab, and provides homebound instruction for students who are receiving Pregnancy Related Services. Students are also being served who have lost credits due to attendance and other personal issues.

Total SCE funds allotted to this Campus Budget $439,278.71

Total FTEs funded through SCE at this District/Campus 8.20 FTEs

Students are exited from the State Compensatory Education program when they no longer meet the requirements of the program.

The process we use to identify students at risk, as well as exiting students who no longer qualify is:Staff reviews individual student’s TAKS scores, 3-week progress reports, individual enrollment packets, reports from attendance clerk and Intervention Therapist, monitor discipline logs and DAEP referrals. If a student meets the requirements or no longer qualifies the student’ permanent file is updated by the counseling department, then the PEIMS secretary and teachers are contacted and provided with specific information.


2015-2018 GOALS & OBJECTIVES

Goal 1Hudson ISD will strive to develop and implement an environment of engaged digital learners by providing appropriate time and training for educators and the necessary infrastructure and personnel.

(MS) Objective 1:1

For the 2015-2018 school years, each campus will provide services and resources that allow students to develop skills in locating, evaluating, and synthesizing information to solve problems.

Activity/StrategyTitle 1

School wide Component

(#1-10)

Person(s) Responsible Timeline Resources Evaluation

9 Week Assessment

Data

8th Social Studies

SE 8.6D The students will evaluate maps, charts, and graphs of the growth of U.S. territories as well as the chronological order of events during and after the Mexican War. They will also answer essential questions on Socrative, complete graphic organizers, and engage in educational videos about territorial expansion of the US. Students will make predictions about the causes of the U.S. and Mexican War and the lasting impact on the United States. As a class, students will research the role and views of important leaders during the war and discuss the lasting effects of the Mexican war.8.16A R Summarize the purpose and process of amending the U.S. Constitution. This lesson will be taught after students have been introduced to the reasons for writing a new Constitution and the structure of the constitution.Students will analyze a political cartoon and answer questions in Nearpod. Students will take notes and create a visual representation of the amendment process. Next they will watch a clip about the Bill of Rights.

In small groups, students will conduct an Amendment Scavenger Hunt with an I Pad, or textbook. In small groups students will discuss the following questions and share their answers with the class. Q: Why were changes/ amendments made to the Constitution?Q: Why did the framers of the Constitution try to make the amendment process difficult, but not impossible?Q: Thousands of Bills have been introduced to congress. Very few actually become amendments. Do you think this is a good thing? Why or why not?

After discussing the amendments and the amendment process,Class discussion over the amendments and the process. To gain a deeper understanding, students will select from a choice board they will either illustrate the amendments, act these out, create an I movie, TV broadcast…., create a Kahoot It, or Jeopardy QuizWith a partner, students will choose an amendment form a “hat.” They will then discuss this question: What problem may arise if the U.S. did not have this amendment? Students will have to defend their amendment and explain to the class why their amendment is important. Extension/ Review - in front of the class, students will either act out, or in Pictionary style draw the amendment process, or an amendment. Students will then have to analyze what has been represented.

Adelheid MurphreyBrianna DiLorenzo

3rd/4th 9-Weeks Mastering the Grade 8 Social Studies TEKS, Computers, Textbook, Socrative, Summaries, and Video Clips .PlayPosit, Textbook , I Pads, Notes

Teacher Observation, Socrative, Mini Assessments, Reading Comprehension, Open-Response Questioning, and Maps/Charts/Graphs. Teacher Observation, Open Response Questioning, Socrative, 9 Weeks Exams

8th Social Studies

SE 8.28A The students will compare and contrast the impact of technology today in order to relate the idea to the “new” conveniences provided by the innovations of the Industrial Revolution. They will study and review vocabulary specific to the Industrial Revolution in quizlet, word games, and flashcards. Students will engage in educational videos about technological inventions and innovations. They will gather data by evaluating graphs/charts/maps that show the effects of technological inventionsin order to create visual representations of economic and regional growth.


3rd/4th 9-Weeks

Mastering the Grade 8 Social Studies TEKS, Quizlet, Computers, Textbook, Maps/Charts/Graphs, Summaries, and Video Clips.

Grading Rubric for Visual Representation, Teacher Observation, Mini Assessments, Reading Comprehension, Open-Response Questioning, and 9 Weeks Exam.


8th ELAR Advanced/

ELAR

SE: 6 - To understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. (R) DUAL: Figure 19E - summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts (SE type depends on genre). Students will be assigned two different genre -Poem/short story. Students will determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of both stories. Next, they are to analyze how particular elements of the story and/or poem interact (e.g., how setting shapes the characters or plot). SE 10D- Synthesize and make logical connections between ideas within a text and across two or or three texts representing similar or different genres, and support those findings with textual evidence. For instance, students will be assigned to read two different stories and then make connections about the two, such as Harriet Tubman and her role in the Underground Railroad. Then read a biographical sketch of Levi Coffin that discusses his role as one of the conductors. Students combine the two and form a more complete picture. Put the information they read together and draw conclusions. The process will look like this: What I learned in Text 1 + What I learned in Text 2 + What I know = my conclusion. Assign different topics with connections from different stories to give varieties of topics to students throughout the 4 nine week periods. Students will type their findings in google documents and inform teacher when assignment is completed. 19E - Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts

Maggie EubankJulie FarmerAmy Kendrick

1st Nine Weeks until the end of the1st Nine Weeks.

2 -3 weeks then review each nine weeks

Begin with short story "The Medicine Bag" and poem "Harriet Tubman." Show usage of Venn Diagram for both protagonist and antagonist characters in both genre. Teacher created test with multiple choice questions/answers for comprehension and inferencing. Poem has rubric for analyzation process. Online resources such as Google Classroom with classroom lessons and PlayPosit bulbs for summarizing and synthesizing. Texas Assessment Preparation textbook/workbooks. KWL Chart folder. Google Classroom

ClasGoogle sroom with links for mastery. . Documentation of individual classwork based upon multiple choice questions, true/false questions, and open-response questions using rubrics. Rubric requirements include - correct punctuation and grammar-oral presentation and showmanship-turned in on time. Venn Diagram will be used to illustrate contrasts and similarities of both short story and poem. Students enjoy learning about traditions and culture from both eras. Characterization of main characters will be demonstrated in class by presenting a "dress-up role" from both the indian era and the "slave era." Introduction: Students will brainstorm how to summarize texts in groups writing on poster paper. Use stickers to prioritize which strategy is most important.Share with class in an open discussion. Day 1 Activity: Google Classroom: Students will watch Youtube clips of "Mr. Bean Wins a Goldfish". Students will complete 6 open-ended summary questions in Google Classroom and submit to teacher. Teacher will review responses to determine the level of understanding of summarizing before proceding to more in-depth story: "Stop the Sun" Day 2 Activity: Read "Stop the Sun" without stopping for discussion. Students will then annotate by paraphrasing on sticky notes. Students will transfer information to graphic organizer in Google Classroom by organizing in sequential order and paraphrasing event of the story. Before submitting assignment, students will share with a partner to determine if the information is an accurate summary of the text. May extend into Day 3.


6th Math

SE 6.11A- Graph points in all four quadrants using ordered pairs of rational numbers. Students will be expected to watch a video that explains the four quandrants of a coordinate grid. The video will also show students how to locate ordered pairs. Students will test their new skill by working with an interactive coordinate grid. Students will have to use the interactive coordinate grid to correclty idenity ordered pairs. This assignment will be located in google classroom with a link to the video and interactive coordinate grid. Students will have to infom teacher on google classroom when assignment is completed.

Bobbie Morgan Michelle Christian Terri Reed Ginger Dykes

1st Nine Weeks 1-2 days

Kahn Academy, internet 4 classroom website for interactive coordinate grid, google classroom

Google classroom with links to check for mastery and teacher observation

6th ELAR

SE 10C - explain how different organizational patterns (e.g., proposition-and-support, problem-and-solution) develop the main idea and the author's viewpoint (R) Students will be assigned a reading selection that they will work on in small groups. In the groups, students will determine the main propesitions presented in the selection and evaluate the each of the statements, looking for evidence of opinion, bias, or personal viewpoints. Students will then label each statement as fact or opinion. Students will present their findings to the class. -- SE 6 .6 understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. (R) -- SE 6.6A - summarize the elements of plot development (e.g., rising action, turning point, climax, falling action, denouement) in various works of fiction (R)

Brenda Gibson Teri JacksonLori Johnson Kelly Knierim

2nd Nine Weeks 4 days

Educannon.com, textbook passages (specifically Elie Wiesel's speech give for Nobel Peace Prize), Other nonfiction pieces from Newsela.com

Independently, Students will be given multiple reading selections where they will be required to differentiate between proposition and support to gain a better understanding of the author's viewpoint. Students will need to be prepared to share thier findings with the class. The students will read the novel The Island of the Blue Dolphin and chart the plot development throughout the novel. They will make inferences/ draw conclusions and provide evidence from the text to support understanding. The students will create a 2D or 3D representation of an island that they have created.

6th ScienceSE 6.8B - identify and describe the changes in position, direction, and speed of an object when acted upon by unbalanced forces. The students will learn academic vocabulary. The students will review and complete the Educanon.com presentation.

Linette Cockrell, Dawn Young 3rd Nine Weeks Educanon.com, textbook, Google Slides

product over unbalanced forces

The students will complete a Google Slide presentation explaining what happens to a soccer ball/baseball when kicked/hit. The student must explain the unbalanced force that made the ball change direction and speed.

6th Grade ELAR

6.10D - Synthesize and make logicl connections between ideas within a text and across two or three texts representing similar or different genres. Students will be able to apply what they already know about summaries, main ideas, and supporting details to read more than one story and make logical connections between them. They will be able to compare and contrast stories to show differences and logicl connections, increasing their reading skills and comprehension skills. Students will be applying past understanding of concepts such as main ideas and summaries, analyzing written passages for logical connections to another text, and creating a chart of connections between the two or more texts.

Brenda GibsonTeri JacksonKelly KnierimLori Johnson

2nd nine weeks/3rd nine weeks

Liturature Book, Newsela.com, educanon, video clips released STARR reading passages

Students will complete a chart to show the connections between the texts. Students will add picture representations of their connections to create visuals. Teacher observation, -- The students will complete a graphic organizer using google slides to demonstrate a comparison between the text. Students will add a picture representation using google draw to show connections and create visuals. They will present these in small groups while the teacher observes the presentation.


7th Grade Social Studies

8th Grade: SE 8.6D - explain the causes and effects of the U.S.-Mexican War and their impact on the United States; and (R) 39%

7.4C - Identify individuals, events, and issues during early Texas statehood, including the U.S.-Mexican War, the Treaty of Guadalupe-Hidalgo, population growth, and the Compromise of 1850.7.9C - Analyze the effects of physical and human factors such as climate, weather, landforms, irrigation, transportation, and communication on major events in Texas.7.10B - Explain ways in which geographic factors such as the Galveston Hurricane of 1900, the Dust Bowl, limited water resources, and alternative energy sources have affected the political, economic, and social development of Texas.7.22C - Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate

Station Activities: (2 days)-Online mapping where students identify rivers and cities affected by the disputed area.-Students make a timeline to identify key dates and events.-Online “concentration” game in order to review lesson content.-Self-check quiz - students will receive instant feedback on mastery of lesson content

Leslie Ainsworth & Ryan Morgan

3rd/4th Nine Weeks

Text book, Interactive Online timeline, Interactive online mapping, teacher-made game pieces for games, socrative, & plickers

Teacher observation, Socrative Testing, Grading Rubric, and Maps, Charts, & Graphs.

6th grade Social Studies

ELAR 6.10D: Synthesize and make logicl connections between ideas within a text and across two or three texts representing similar or different genres. Social Studies 6.21B: analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. Social Studies 6.11A: identify and describe examples of limited and unlimited governments. *Students will compare and contrast limited and unlimited government systems using Frayer Model notes. Students and teachers will compare/contrast the U.S.A.'s system of government (limited), to countries with a different form of government (unlimited), utilizing a digital Venn Diagram.

Tina Poage Lori Johnson 1st 9-Weeks Frayer Model, Video: Dictators' Rise to

Power, Venn Diagrams, Netbook Computers

Students will complete a persuasive essay on the netbooks, demonstrating their knowledge of limited vs unlimited government. Essay must include at least 3 specific characteristics of EACH type of government system, as well as 2 specific country examples for each.

7th Gr. Science

7.8C. Model the effects of human activity on groundwater and surface water in a watershed. Students will participate in a laboratory investigation involving human effects on watersheds. Students will have to construct a farm or town from supplies such as clay, play dough, etc.. We will then discuss possible human activity such as but not limited to; faming, use of fertilizers and pesticides, gasoline and oil runoff from high ways and parking lots, pollution created by factories, logging and tree removal. Students will predict what will happen with it rains in different areas and what will be the effects. Students will be shown demonstrations of soil erosion in areas of land with vegetation versus areas of land without vegetation.Afterwards, we will discuss ways to protect our watersheds and surface water and why it is important.

Monica Weeks Ginger Dykes Debbie Miller

4th Nine Weeks Lab Supplies, Computers for Research,

Teacher Observation and group questioing during Laboratory investigation, , Students will complete open response questions through google forms individually, groups will devise a plan of action to protect local watersheds

7th Grade Reading

7.10 D Students will anlyze, make inferences, and draw conclusions about expository text and provide evidence from text to suppor their understanding. After discussing 9/11, students will research the roles of police offecers, fire fighters, and EMS personnel to discove the full range of activities they perform, the training they need, and skills the jobs require. Using evidence from text, students will create a 3 part Venn Diagram (digital or paper) comparing and contrasting all 3 occupations. Students will then locate different genres of literature (poetry, fiction, songs, etc.) that relate to the occupations and make logical connections between them. Students will present their connecting piece of literature to the class. As a culminating activity, we will invite local police officers, fire fighters, and/or EMS personnel to speak with students about their jobs.

Kim RayAnita Boyd 4th Nine Weeks

Computers for research, Google docs for digital 3 part Venn Diagram, paper copy of Venn Diagram, LCD for presentations

Venn Diagrams will be assessed using a rubric that contains the following: Representation of all 3 occupations, at least 5 comparisons for all 3 occupations and 5 contrasts of all. Student presentations of Literature Connections will be assessed with a rubric that contains the following: Demonstration of appropriate connections to occupation, Clear explanation, and Use of appropriate soft skills.


7th GradeELAR

Reading TEKS Fig. 19F Students are expected to make connections between and across texts, including other media (e.g., film, play), and provide textual evidence. Activity: After discussing the importance of making connections while reading and reviewing different styles of Venn Diagrams, students will be divided into groups of five. Each group will decide between Olympic athletes and Olympic sporting event for their research and compare/contrast activity. From websites provided, each group member will individually research either one athlete or one event and identify important facts. Using a five way diagram (the Olympic Rings), students will establish connections by comparing and contrasting their athlete or event with their group. After their Olympic Ring Venn Diagram is complete and decorated, groups will present them to the class. All final products will be displayed in a large Olympic Ring Symbol made from painted hula hoops. Students will then be individually complete a paired reading passage on 2 Olympic gymnasts, Gabby Douglas and Simone Biles.

AnitaBoydKim RayLori Lea Craft

1st/2nd nine weeks

Lenovo computers, websites: www.rio2016.com, www.olympics.org, nbcolympics.com/athletes, copies of Olympic Rings Venn Diagram, art supplies, hula hoops, copies of reading passage

Students will be informally assessed on individual research and notetaking skills. Groups will be evaluated with a rubric on Olympic Ring Venn Diagram final products and presentations. Students will be formally assessed individually on paired reading passage.

8th Grade Science

l8.5F The student is expected to recognize whether a chemical equation containing coefficients is balanced or not and how that relates to the law of conservation of mass.

Students will complete the “What’s New?” Precipitate Lab. In this lab, the students will be asked to explain how the definition of The Law of Conservation of Mass applies to the production of a solid called a precipitate. At the conclusion, the students will be given the element symbols and the chemical equation for the reactions that occurred in the lab. Students will apply the law of conservation of mass to understand the concept of balancing chemical equations. Students will understand that the chemical formula of a substance describes its composition. Also, students will understand that chemical formulas are written using atom symbols in whole-number ratios to one another.

Emily IngramDebbie Miller 2nd 9 weeks

lab sheet with lab supples listedCut out letters and numbers representing the Atomic Symbols, Subscripts, Coefficients and yield sign.

Students will be tested over their knowledge of The Law of Conservation of mass through the use of the lab sheet and the manipulation of the equation.

8th GradeScience

l8.6B Differentiate between speed, velocity, and acceleration.

Students will complete an outside activity where they will use a CPO Motion Ranger to mimic the motion on a given distance time graph. The student will then select their graph from a printed sheet and describe the motion. Once students complete their graphs, the class will discuss and compare the different results. Working in groups, each group will be given a motion graph in which they will create a scenario that describes the motion depicted. Then each student will be given a different scenario in which they will need to create a motion graph to match.

Emily IngramDebbie Miller 1st 9 weeks

Graph paper, calcultors, rangers, scenarios

Teacher observations within the groups and their individual motion graph.



Goal 1Hudson ISD will strive to develop and implement an environment of engaged digital learners by providing appropriate time and training for educators and the necessary infrastructure and personnel.

(MS) Objective 1:2

When providing training on innovative technology, Hudson Middle School core teachers will implement multi-sensory/digital lessons that will captivate all students on a weekly basis

Activity/Strategy

Title 1 School wide

Component

(#1-10)

Person(s) Responsible

Timeline Resources Evaluation 9 Week

Assessment Data

6th Math

SE 6.7D - generate equivalent expressions using the properties of operations: inverse, identity, commutative, associative, and distributive properties (R) Students will identify properties and match expressions using drag and drops under google draw in centers. Students will also match equivalent expressions and define vocabulary as a whole class on a weekly basis. This will be repeatedly assessed using Plickers or All-in-learning program.

Michelle ChristianBobbie MorganTerri Reed Ginger Dykes

Weekly for Review after concept is taught

Plickers or All-In Learning Clicker System, Computers or Ipads with Google Draw

Check for individual mastery using Plickers or All-In Learning Clicker System

6th Math

SE: 6.9A - write one-variable, one-step equations and inequalities to represent constraints or conditions within problems (S) SE: 6.10B - determine if the given value(s) make(s) one-variable, one-step equations or inequalities true (S)Students will be placed in groups and given a real life situation. Students will then create the situation in mathematical terms that involve inequalities and equations.

Michelle ChristianBobbie MorganTerri Reed Ginger Dykes

Review Weekly

Nepris or Google Hangout to meet with Chemist or other professional that uses equations and inequalities in their career.

Check for individual mastery by using warm ups. Students can then use Plickers or the All-In Learning Clicker System to demonstrate knowledge of skill.

8th Math

Scavenger Hunts: These are digital explorations into targeted concepts that are either in need of reinforcement or introduction. Hunts are teacher created and organized to lead students through a learning process of introduction, processing, and application. Hunts will be found in Google Docs for students to complete.TEKS targeted: All new Algebra TEKS for 8th grade - 8.3A, 8.4B - , Estimate percentages and other proportions, similarity and rate. - 8.7A, 8.7B - Estimate measurement of solids and determine lateral and total surface area - 8.4C, 8.5A, 8.5B - Using graphs and tables in linear relationships, proportions, interpreting slope, and rate and change of slopeScavenger Hunts also extend concepts for those students who have mastered the grade level concepts.

Marcia Griffin , Samantha Allen ,Justin Guerra

Scavenger Hunts bi-monthly

Teacher creativityIPads or Internet capabilityHunts on Google Docs IPAD cart or Computer Cove

Rubrics will be used to determine the level of performance by the student. Rubrics will allow for creative problem-solvingand open-ended questions. Skills assessed: Students will locate the academic information on the internet, evaluate theirfindings according to expectations, and cite the locations that provide the information. Students will locate the real-world use of the mathematics concept in an area that is of interest to each student. Application and Synthesis levels will include creative problem-solving and open-ended questions. Rubrics will vary slightly as the year progresses to increase the rigor of the Scavenger Hunt. See rubics in next two columns.

Advanced Scavenger Hunt Rubric


https://docs.google.com/document/d/1wdAujxUFsCGfdftdxBKaJggX4JG6A4g3vXKj6fgXwtE/pub



6th Science

6.6A - compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity, or malleability The students will utilize digital resources found in Educanon and Edusmart to learn about the physical properties of metals, nonmetals, and metalloids. The students will use a series of tools to test the physical properties of metals, nonmetals, and metalloids.

Linette Cockrell, Dawn Young First nine weeks Educanon.com, Edusmart

textbook Lab practical

7th Social Studies

8th Grade SE 8.9C - explain the economic, political, and social problems during Reconstruction and evaluate their impact on different groups; and (R) 36%

7.1B - Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.7.22D - Create written, oral, and visual presentations of social studies information.

Analyzing Activities: (3 days)-Have students watch video about Reconstruction, pausing after each phase to discuss what students have learned.-Students should create a timeline of major events of Reconstruction in Texas.-Using an interactive whiteboard activity, organize the class into teams. Students will answer questions about Reconstruction in a game in which one tap reveals a question and a second tap reveals the answer. Keep track of missed questions, and after the game, have students find the correct answers.-Have students read primary resources and answer questions. Have students brainstorm questions they would ask former Confederate legislators in Texas who were reluctant to ratify these amendments. Then have members of small groups use the questions to role-play a conversation between a former Confederate legislator from Texas and a Radical Republican member of Congress.

Leslie Ainsworth & Ryan Morgan 4th Nine Weeks

Educanon, McGraw Hill Interactive Textbook activities, Interactive Timeline

Educanon, Check for details on timeline, Socrative Testing, Teacher Observation/Verbal Questioning

8th ELAR

19D-Make complex inferences about text and use textual evidence to support understanding.Tone/Mood in fiction. Students will watch "The Passenger" on youtube. Students will then answer questions over the tone, mood, and will fill out a plot structure of the story. Students will apply the elements of the plot structure to "The Monkey's Paw." This is a story previously covered in class.

Maggie Eubank, Amy Kendrick, Julie Farmer

1 class period https://www.youtube.com/watch?v=OGW0aQSgyxQ

Check for mastery on questions, check plot structure accuracy.

6th, 7th, 8th Math

All TEKS - PENDA Learning -On a weekly basis students will practice known skills and acquire new skills using PENDA.

All math teachers

1/2 class period each week PENDA, computer cart or lab PENDA Learning reports

7th Reading

7.6 Students will understand, make inferences, and draw conclusions about the structure and elements of fiction by using Educanon. Students will watch Pixar "shorts" (cartoons with no talking) and answer questions about plot structure, character traits and motivation, setting, internal/external conflicts, theme, mood, and tone.

Kim Ray 1st nine weeks and as needed for review

Computer lab or cart, Educanon

Educanon will generate individual student reports, class comparisons, and data for each question.


8th Grade Science

8.7 B: Demonstrate and predict the sequence of events in the lunar cycle.Lesson - What Phase is it?In this lesson students will explore the phases of moon by engaging in a mixture of hands on and computer simulation activities in a lab setting. Students will start with a Moon Phase Oreo Lab: In this activity the students are going to use cookies to represent the phases of the Moon as viewed from Earth. Using cookies they will represent the phases of the Moon and be able to explain why and how they occur. The white icing represent the reflected sunlight and the chocolate biscuit will represent the dark or unlit portions of the Moon. Students will then complete activities through Educanon lessons that identify and explain each moon phase. Students will then research the current moon phase and look at the 30 day cycle of phases using the following site (http://www.spaceweatherlive.com/en/moon-phases-calendar). Using the information gained during their research, they will illustrate and label the major moon phases on a diagram in their journal. They will also discover how long it takes the moon to go through the different phases, visualize the difference between a waxing and waning moon, and be able to predict upcoming moon phases. Using computers, the students will complete online simulations/games where they will have to predict the next moon in the lunar cycle. http://astro.unl.edu/naap/lps/animations/lps.swf; http://teachers.henrico.k12.va.us/staffdev/clough_d/DragDrop/MoonMatch.swf: http://teachers.henrico.k12.va.us/staffdev/clough_d/DragDrop/MoonGame.swfhttp://teachers.henrico.k12.va.us/staffdev/clough_d/Moon/Links.htmlStudents will then create a Notes/Flip Book about moon phases in their journal. At the conclusion of the activity, the students will illustrate and label the various lunar phases on the black lab tabletops using white chalk.

8th Grade Science Teachers

Debbie Miller Emily Ingram

3rd Nine Weeks (1-2 Class periods)

Oreo cookies, Craft Sticks, Lenovo Twist computer, EduCanon, white chalk/black tabletops, Internet sites, Google Classroom, notes sheets copied, and diagrams copied

During the next class period, eight students will be given photos of the lunar cycle, and placed in random order for the class to view. The class will then arrange the students in correct order, reconstructing the lunar cycle.

7th Grade Science

7.12C--identify the main functions of the systems of the human organism, includeing the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems. (Supporting) After learning about the functions of the body systems in the human organisms, students will dissect a frog following directions on a video that models the procedures. Students will then identify specific structures within the frog and compare/cotrast the human body with the frog body. Finally, teachers and students will work in a cross-curricular lesson with language arts teacheres to write a resposne to doing the dissection and a pro/con discussion in the reading classes.

Monica Weeks, Ginger Dykes 2nd Nine Weeks

teacher-created YouTube video of dissection procedure teacher-created lab report sheet

submitted as a Google form

7th Grade Science

7.7A Contrast situations where work is done with different amounts of force to situations where no work is done such as moving a box with a ramp and without a ramp, or standing still. Engage-push the wall, push a desk and discuss the difference in the two situations (the desk moves because of the force-the wall doesn’t). Students will participate in a laboratory experience in which they will lift a book in different ways. They will lift with spring scales and use their data to calculate the amount of work. They will then use the spring scale to pull the book up the ramp and use their data to calculate the amount of work. They will contrast the amount of work in each situation. We will then ask them to hold a book waist high for an amount of time and calculate the amount of work done. Students should conclude that no work is done in this situation. STudents will then write explanations of the differences in the activities completed in the lab.

Monica Weeks, Ginger Dykes, Debbie Miller

4th Nine Weeks Lab Supplies, Science Reference Materials,

Teacher Questioning of Lab Group, Lab Data Sheet, Student Explanations

7th Grade Social Studies

8.12D - Analyze the causes and effects of economic differences among different regions of the United States at selected times in U.S. history. 7.9A - Locate the Mountains and Basins, Great Plains, North Central Plains, and Coastal Plains regions and places of importance in Texas during the 19th, 20th, and 21st centuries such as major cities, rivers, natural and historic landmarks, political and cultural regions, and local points of interest.7.9B - Compare places and regions of Texas in terms of physical and human characteristics. Activity: Students will learn about the 4 regions of Texas, with emphasis on the natural resources and how they affect the economy of each region. After color coding a physical map, students will utilize Google Maps to create a multi-layered map that identifies and illustrates both natural resources and the economic differences between the regions.

Leslie Ainsworth & Ryan Morgan 1st 9 weeks

Google Maps, computers, McGraw Hill textbook, teacher prepared resources

Students will turn in an environmental, interactive map with required information that identifies the comparisons of the 4 regions of Texas in regard to the natural resources and how they impact the economy. Students can build multiple layers in Google Maps for each regions.


6th Grade Science

6.8C - calculate average speed using distance and time measurements. Speed Lab.Materials: ramps, timers, cars, balls, tape, laptops, calculators. Students will complete an investigation using timers to measure how long it takes different objects to travel a certain distance. Students will predict which objects will travel fastest and how the change in ramp height will affect the speed. Students will create a Google Sheet with their data. They will do the investigation several times, placing the ramp at different heights, each time ensuring to keep the total distance the same. Students will do several trials and record each trial so that they can compare their data with how it looks in motion. Students will calculate speed using the formula distance divided by time. Students will use calculators to calculate the average speed. Students will also practice calculating speed with partners using white boards. Extension: We will challenge our advanced classes to create an activity to incorporate friction and test how it affects speed.

Linette Cockrell, Dawn Young 3rd Nine Weeks Lab equipment, Google Sheets,

EduSmart, PlayPositStudent spreadsheets, 9-week assessment

6th Science

6.8A - compare and contrast potential and kinetic energy. Potential and Kinetic Energy INBs and Station Lab: Students will complete interactive notes for Potential and Kinetic energy, including a Venn diagram that compares PE and KE and diagrams of PE and KE on roller coasters. Students will also participate in a stations lab that includes planning, making, and diagramming their own roller coasters, conducting research online, sorting PE and KE examples, viewing examples, and written and multiple choice assessment questions. Students will complete a lab form that summarizes and/or illustrates all stations.

Linette Cockrell, Dawn Young 3rd Nine Weeks

Lab materials - pipe insulation, marbles, toothpicks, tape; art supplies, computers, EduSmart, journals.

Lab forms, 9-week assessment

7th Grade Computer

Applications

126.15 (c) (6)--Learn technology terms and be able to identify; learn operating systems, software, troubleshooting, file management strategies, how technology has evolved, technology and careers. Learning correct technique for successful keyboarding.

Sandra Wagner 1st and 3rd Nine Weeks

Computer lab, study guides, Internet

Skyward online assignments; rubric to assess correct accuracy, speed, and correct typing technique; timed assessments



Goal 2Hudson ISD will provide a culture of purposeful learning that embraces diverse methodology needed for meaningful student learning.

(MS) Objective 2:1

Each nine weeks, Hudson ISD students will showcase selected, acquired skills to promote their mastery of 21st century skills in order to cultivate community support of teaching programs.

Activity/Strategy

Title 1 School wide Component

(#1-10)



Assessment Data

8th ELAR Advanced/ELAR

SE 6B Analyze how the central characters' qualities influence the theme of a fictional work and resolution of the central conflict. Lesson consists of educanon lesson on drama/answer questions included on bulbs. After reading "The Dinner Party" and "The Monkey's Paw" together, students fill out a characterization sheet with a partner. Students may use their story as a reference. Class will watch video clips of "Mary Poppins" and "Scary Mary" on youtube and compare characters/tone and mood of clips. Students will complete a sheet supporting characters actions with concrete proof from story-quotes. SE: 10 - Analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. (R) DUAL: Fig 19DE - make complex inferences about text and use textual evidence to support understanding (SE type depends on genre). Students will demonstrate reading comprehension. First the learner will respond to ____ # of questions in an outline with ____% (100) accuracy by using a compensatory reading-skill strategy to identify facts from text and pictures(s) and to make inferences. This can be done by using either a fiction short story and/or poem. They will also be able to demonstrate reading comprehension and written expressive skills – given an outline template and a selected text and picture(s); furthermore, the learner will make ____ # of predictions and/or inference notes that are clearly related to a reading objective question with ____% (100) accuracy. 9 Analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding

Maggie Eubank, Julie Farmer, Amy Kendrick

1 week to two weeks. 1 week

"IPAD/Computer Lab, ""The Dinner Party"" textbook page 565. ""The Monkey's Paw"" textbook page 247. Mini drama ""The Snake's Side to the Dinner Party"". Charts. Student generated plot diagrams. Video clips. Previously recorded work as examples. Youtube-""Mary Poppins"" clip and ""Scary Mary"" clip. Educanon lessons" Literature Book, Youtube, Ipad cart, Summary sheet. For ELAR Advanced, view the following link: https://youtu.be/__kPIp-3n08 Also students will have created Character Maps/ the Thinking Triangle for higher level order in order to analyze the theme and/or character (s) displayed in both short stories: "The Girl in The Lavender Dress" and "The Woman in the Snow." Both stories are truly interesting and students love to read about ghosts during the Halloween season. OER response questions will be prompted based on teacher's written exam.

Students plotted c haracter development by creating diagrams. Students composed a mini drama developing both plot and characters. Students will explain to class in detail how they developed their character and if their character acts in a "logical" way. . Information filled out with a partner. Oral presentation to class. Students will read different genres of text and media to determine the author's purpose for writing the text. Teachers will focus on vocabulary such as: to tell, convince, establish, explain, provide, describe, share. Forms of text will include: plays, short stories, non-fiction stories, editorials, magazine articles. Students will use the vocabulary words (drawn from a hat) and write their own examples of the various types of author's purposes. Students will write the short stories in Google, display the stories on the whiteboard from the projector, and the class will determine if the story exhibits the purpose clearly. ELAR ADVANCED sudents will present oral presentations of character sketches/Thinking Triangle, displaying inferencing and drawing conclusions along with OER questions to defend student responses for each sketch. Group work can be utilized for discussion and/or problem solving, but final results/goals will be drawn from individual presentations and teacher's rubric will be used for monitoring active participation and reaching goals outlined in rubric. Use student generated plot diagrams to assist with on-line quiz from website quia.

7th Grade

7th Grade Spotlight Students - Each 9 weeks, students are selected who excel in the following areas and are named: author, mathemetician, scientist, historian, artist, musician, and athlete. They receive a certificate of recognition, $5 gift card from Sonic, and their pictures are displayed in the hallway, school website, and Facebook page.

All 7th grade teachers Each nine weeks

Certificates, gift cards, supplies for hallway display, camera/computer for pictures


7th grade ELA

7.17A Write a multiparagraph essay to convey information about a topic. 7.21A Spell correctly, including various resources to determine and check correct spellings. Genre Exploration/Cross Curricular Lesson (Continuation of Science Lesson in Goal #3)7.02; 7.03; 7.07; 7.8; 7.9; 7.11; 7.13; 7.14A Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determinin appropriate topics through a range of strategies and develop a controlling idea; 7.16A Write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences; 7.17D Produce a multimedia presentation involving text and graphics using available technology; 7.18; 7.21 Genre Project/Cross Curricular Lesson (Continuation of Science Lesson in Goal #3) Expectations: Students will work cooperatively and problem-solve, while sharing information via Google documents, inserting links to websites, citing bibliography sources in MLA format, drafting and publishing essays, and creating products.

After students perform frog dissections in science, they will write and present a variety of texts and projects in Reading and English class.

Reading: Students will read and discuss two articles about frog dissection in the classroom. One article supports and the other is against it. Students will chose which side they support. In groups, students will create a Google Slideshow summarizing three reasons for their choice, which have to include valid supporting evidence from the articles as well as appropriate graphics and visual effects. Students will present their slideshow to the class using appropriate soft skills. English: Individual Assignment: Individuals write personal narratives and expository essays about their frog dissection lab. Group Assignment: Leadership Teams lead five different small groups in the following activities. Each has one specific genre to create about frogs or the dissection experience: poetry, procedural, fictional narrative, persuasive, or expository. (Whenever possible, team leaders will determine who will take which genre.) They will use various resources to expand their knowledge on the subject of frogs and dissecting: websites, library books, science journals, science teachers, other teachers, informational videos, etc. After creating the original draft for their group’s genre, they will create presentations through digital/social media to relay their information. Groups will research different free presentation options. (Smores.com, fakebook.com, Google Slides, Google Blog, fake texts, storybooks, etc.) Students’ poetry can become online children’s books. Simple procedures can become instructional videos. Fictional narratives can become Fakebook posts, blogs, and fake texts. Persuasive essays can become public service announcements and online newsletters. Expository essays can become informational online newsletters and magazine articles. Students will learn the value of working cooperatively, sharing their information via Google Shared documents, citing bibliography sources in MLA format, and inserting links to websites. They will then attempt to categorize their presentations in new genres.

Anita Boyd, Lori Lea Craft, Kim Ray, Dawn Young

3rd Nine Weeks / 4th 9 Weeks

Four English Teachers and Their Students will use variety of resources: Lenova Yogas, HMS Computer Labs, Google Classroom, Google Docs, Google Forms, WriterKey.com, Bibliography Citing websites, Various websites (Fakebook.com, Storyboard.com), HMS Media Center, Teacher provided examples, Opportunities to post student products in hallway and on school website, and Communication and Cooperation between Science and ELAR teachers.



Goal 2Hudson ISD will provide a culture of purposeful learning that embraces diverse methodology needed for meaningful student learning.

(MS) Objective 2:2

Hudson Middle Students will complete authentic assessments and real world relevant projects of personal interest that relate to 21st century learning strategies once per semester.

Activity/Strategy


(#1-10)



Assessment Data

6th Social Studies

6th Grade Social Studies: 6.20A (Readiness): Give examples of scientific discoveries and technological innovations: 8.27A (Readiness): Explain the effects of technological and scientific innovations such as the steamboat, the cotton gin, interchangeable parts, etc. Students will research the cotton gin, steamboat, and interchangeable parts, along with 3 additional 20th century innovations of their choice, and create a digital presentation explaining the effects of each innovation. Presentations will be presented to the class, and submitted digitally.

Tina PoageLori Johnson

1-2 Weeks / 4th 9 Weeks

Netbooks, Internet, Learning.com, digital presentation equipment

Using a rubric, students will be evaluated based on following written directions, as well as the presented product. GRADING RUBRIC: ______ There is a title on the first slide______ Pictures representing each invention on the first slide are links to theappropriate slides______ The invention name is bold on each slide______ The invention information and date are included on each slide______ There is a “Back to Home” link on each slide that links to the first slide______ Sounds chosen go along well with the slides______ Slide design is consistent throughout the presentation

6th math

6.4.B apply qualitiative and quantitative reasoning to solve prediction and comparison of real-world problems involving ratios and rates. Students will create a Google document as an authentic assessment. They will create prediction and comparison problems using real-world examples they have located themselves. They will describe the ratios and rates using qualitative and quantitative data. Students will be placed in groups that represent different ratios. Students will then present their Google document to their group and will compare/contrast ratios.

Terri ReedBobbie Morgan

Michelle Christian

Ginger Dykes

3 class periods Computers; Google docs

Teachers will evaluate the authentic assessments/group presentations using a rubric. https://docs.google.com/a/hudsonisd.org/document/d/1hMFyGD1mu8Sx_bOEtPup_V6k5pR1Y8kGuiz0GMltZZQ/edit?usp=sharing https://docs.google.com/a/hudsonisd.org/document/d/1zfRTrfXWNQwQgYh11g9XdfNIlnkS7BizIeTbb4Coq6Y/edit?usp=sharing

8th Math

8th Grade Readiness TEKS: Individual TEKS related to student compentencies with an emphasis on Readiness skills. Students will create an avenue for teaching or presenting a Readiness TEK that has not been mastered. TEKS will be evaluated at mid-semester and the first project assignment. Finished projects will reflect mastery of a Readiness TEK. Options given will include but not be limited to Prezi, video demonstrations, interviews, or a combination to show understanding and application of assigned TEK. The second semester project will combine skills from Social Studies and Art. Given a blank map of the United States that identifies latitude and longitude, students will create dilations of buildings and landmarks, and they will take the two-dimensional to a three-dimensional format to project how future transportation will affect the "rules of the road" as they are known now. Coordinate graphing for both two-dimensional and three-dimensional directions will be studied. Use of translations, rotations, and reflections will be needed for both dimensions. Multiple students will be going from their own Point A to Point B, and will show in algebraic notation how that can all be plotted simultaneously.

Marcia Griffin, Sam Allen, and Justin Guerra

Twice a year

Internet, Professionals, Tradesman, Digital producing and presentation equipment, Creative Brain, Materials for exhitib demonstration

Rubric 1st 1/2 Prezi Compl. 2nd Not Assigned


https://docs.google.com/a/hudsonisd.org/document/d/1YJSCl5RIx0RRsTurrvebxu7gKtdErCtyGQ-7eHuWQKc/edit?usp=sharing

7th Math

7.12 A (Readiness) The student applies mathematical process standards to use statistical representations to analyze data. The student is expected to compare two groups of numeric data using comparative box plots by comparing their shapes, centers, and spreads. Students will be placed in groups of 3. Each student will roll a bowling ball at 10 pins 10 different times while one student resets the pins after each roll and another student records the number of pins knocked down with each roll. The students will rotate until every student has had a turn at all 3 duty stations. Students will use the data to develop a box plot for the girls and another for the boys. Students will check their dot plots on the calculator and show their teacher the display on the calculator, showing that they understand how to use the calculator to display graphs. Students will then compare the box plots and use the data to justify conclusions.

Debbie BaldwinAndrea JamesJustin GuerraAmber KiserDebbie Owens

2 class periods bowling balls and pins, gym, graphing calculators

Students will be able to describe the data based on shape, centers, and spread and will be able to make valid conclusions . Students will be able to input data into calculator to display box plot.

7th Math

7.13A, F (Supporting) The student will calculate sales tax and analyze and compare monetary incentives, including sales, rebates, and coupons. Students

will participate in a Google Hangout with a buyer or purchasing agent. In student pairs, students will use three different monetary incentives to

determine the best buy of one item from a local store. They will determine the final cost of the item with each incentive including the sales tax. Partners will design a sales ad for the product promoting the best buy. The best partner ad

will be chosen from each class and rewarded with gift cards. Partners will also compete to have their ad displayed in that local store. The names of winning

students will be announced during morning school announcements. The partners with the best ad will have their picture made with the store owner for

the local paper. 7.13A Art: Art students will extend TEK by creating an Ad Design to promote/sell their product. Ad will be in poster format.

Debbie BaldwinAndrea JamesJustin GuerraDebbie OwensMelanie Moses

3-4 class periods Google Hangout , computer labs, gift cards Rubric

8th ELAR

6A-Readiness - Analyze linear plot development; deternine how/whether conflicts are resolved(original dramas)Students will study/read in class copies of mini-dramas.While reading, and discussing this we will emphasize how playwrights use diaglogue and staging to characaterize their protagonists and antagonists. Students will write an original mini-drama.

Amy KendrickMaggie Eubank

Julie Farmer1 week computers, Google docs, copies

of mini dramas

Students will plan their mini-drama on a teacher supplied worksheet. They will then write rough draft with help in class. Finished products will be typed and graded using the following rubric: -Title - Playwright -Cast(list of characters) -Notes about setting-Stage Directions(2 or more)- Dialogue(correct format) -Plot makes sense; interesting-Correct spelling, punctuation, grammar. All of this information has to be in correct form

6.11A

6.11A Readiness: Graph points in all four quadrants using ordered pairs of rational numbers (R) Students will represent a clip art image with points on a coordinate grid, identify the points with rational numbered ordered pairs, and create a puzzle for a classmate to complete. They will use Google search to choose a clip art image to insert in a Google Drawing. A blank, transparent coordinate grid will be inserted over the clip art which will allow students to locate a sufficient number of points so another student can plot the points and discover the drawing. The ordered pairs must include positive and negative fractions, decimals, whole numbers and mixed numbers.

Terri ReedBobbie Morgan

Michelle Christian

Ginger Dykes

3rd Nine Weeks: 2 days

computers; Google Drawing & Docs; blank coordinate grid image supplied by teacher

Student work will be evaluted with a grading rubric located at https://docs.google.com/a/hudsonisd.org/document/d/11KNNZnvpxifb9vV9v4UJBAGjUWB0fVdlnPRWunNVzcs/edit?usp=sharing


7th Social Studies

8.6B - Explain the political, economic, and social roots of Manifest Destiny 7.10A - Identify ways in which Texans have adapted to and modified the environment and analyze the positive and negative consequences of the modifications. Activity: Bringing History HomeUse simulation exercise designed to show conflicts in immigration in Texas to portray Manifest Destiny. The simulation of the immigration conflict involves two classes: the visiting class and the host class. The visiting group's teacher begins the experiment by telling the students their classroom must be evacuated (because of maintenance work, construction, or some other reason), and they will have to share a room with another class. The students are instructed to go to the other room and find a seat. If all the seats are taken, they are instructed to ask, share, or take whatever civilized action is necessary to get a seat-even if students from the host class end up without one.Simultaneously, the host group's teacher explains to the students in that class that an unforeseen problem has occurred in the other classroom and asks if a few of the displaced students can come into their class. The teacher emphasizes that no one knows how many students are coming or how long they will stay, but suggests that inviting them would be an admirable gesture of generosity. Once the visiting class is invited to join the host class, the first teacher begins sending a few students over. Eventually, everyone is crammed together in the host group's room. After receiving feedback from students, students will examine the famous portrait American Progress and chose a character from the portrait to participate in a discussion perspective. Using index cards to pose questions as their chosen character to other classmates students must answer in the perspective of an immigrant migrating west.

Leslie Ainsworth & Ryan Morgan 3rd nine weeks

2 classrooms, Copy of American Progress, an 1872 painting by John Gast, index cards

Evaluation: Student discussion and feedback. Discussion perspective, art analysis, character portrayal.

7th Grade Computer Applications

126.15 Students will learn to use search tools to locate different types of recipes to create their own cookbook.They will be given the recipe categories from which to choose and the number of required recipes for each category. They can also use their own recipes or recipes from home. They must cite their resources for each recipe used from the Internet. The recipes will be inserted into slides, one slide per recipe.

Sandra Wagner3 weeks maximum time during 2nd and 4th 9 weeks

Computer lab, Internet, cookbooks, personal recipes, program containing slides (Google slides or Power Point)

Rubric checking for: correct slide labeling, correct number of recipes in each category, recipes in appropriate category, use of correct slide, using bullets, spelling and grammar, pictures, correct use of text color and background color

7th ELAR

Reading TEKS: 7.4 Reading/Comprehension of Literary Text/Poetry-students are expected to understand, make inferences, and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding (Supporting). 7.4(A) Analyze the importance of graphical elements (e.g., capital letters, line length, word position) on the meaning of a poem. (Supporting). Activity: Poetry Scavenger Hunt and Coffee Shop Presentation: After learning the academic vocabulary needed to understand the various structures and elements of poetry, students will be directed to specific poetry websites. Using a check list of guidelines that include the different structures and elements of poetry, students will analyze and choose poems that fit the criteria (ex: specific figurative language, types of graphic elements, # of stanzas, free verse, rhyming, imagery, etc.). Students will print the poems they choose and create a poetry booklet. Academic students will be given the option to produce their own poems if they choose, but it will be a requirement for advanced students. For their oral presentations, the classroom or curriculum room will be transformed to reflect a coffee house environment. Students will read their favorite poem from their booklet and explain the meaning of the poem, as well as its specific structure and elements.

Anita BoydKim RayDawn Young

3rd Nine Weeks

Lenovo computer cart, printer, internet for poetry websites, teacher generated check list of guidelines, paper/supplies for booklets, coffee house decorations/supplies.

Poetry booklets will be assessed using a rubric outlining the criteria for each poem and content of booklet. Oral presentations will be assessed using a rubric of appropriate use of soft skills.


7th Eng

7.14C revise drafts to ensure internal and external coherance (pronoun/antecedent consistency) (R) Review pronouns and the importance of antecedents. Take an article from the Olympics. Inform the students who the article is about. Before giving a copy of the article to the students, replace many nouns with pronouns. Ask them to independently answer questions about the article. They will have obvious problems but will be told to do their best. In small groups, students will discuss the problems with the article and share their answers. Using their notes on pronouns, students will create posters to help simplify pronouns guidelines (target audience: Byron from Bonner). In small groups, students will then interview each other and create a newspaper article with minimum of two paragraphs and ten pronouns. Rubric will be used to determine the correct usage and placement of each pronoun. Students will continue to edit for proper pronoun/antecedent usage and placement on Daily Oral Language practices/quizzes/tests.

Lori Lea Craft 2nd 9 Weeks

Yoga cart, Google Classroom, PlayPosit, Online Interview

about Michael Phelps and other Olympians

PlayPosit lesson. Rubric.

8th ELAR

19D-Students will make complex inferences about text and use textual evidence to support understanding. Activity: Students will participate in a "Crime Scene Scavenger Hunt". The goal is to deduce who murdered the Superintendant and how the crime was committed? Students will infer by first reading a crime scenario together in class. The students will then go on a "crime scene investigation" tour with scenes pre-set by teachers. Using crime scene information, clues, articles, and pictures, students will make a list of possible motives for the crime. The scavenger hunt will include online videos, off-campus visits to various locations (in other buildings), and interviews with HMS staff. Written hypothesis will be initiated by the students and will be proven through deductive reasoning and inferences. Changes may be made as new evidence is discovered. The students will have to use inferencing to check off possible suspects for the crime. Different scenes will be set up in different parts of the campus. . Scenes will include props and items to help them infer traits about the suspects and narrow their list down to the person who committed the "crime." Students will then have to explain how they came to their conclusions and who they tagged as the criminal.

Amy Kendrick, Julie Farmer 2nd nine weeks Laptop cart, personal

interviews, written clues

Students will be assessed on their "inferred checklist" based on evidence, quizzes over evidence, and solving the crime.

7th grade Health

Students will first be given a pretest over the bones in the body. They will then learn about the skeletal system where they will be quizzed during the videos shown through playposit. Students will watch crashletes videos where they will try to guess what bone could possibly be broken from the action that was taken in the video. Students will be shown x-rays of different bones that have been broken to become more aware of how a bone can be broken. The students will then be assigned a bone where they will research important facts about that bone, make a bone model, and write a report about it. Each student will have to present their research to the class. On their report they will be graded on 7.2a capitalization and 7.14d commas which will help the english teks. The overall project will help 8th grade science tek 7.12b.

Jessica Cox, Bianca Jasso

3 weeks, 1st nine weeks

Computer with internet access, Playposit, crashletes, x-rays of bones, name that bone, pretest of bones.

Students will be given a rubric for each part of the project. They will be graded on: the presentation, bone project, and the written report. Teachers will use a rubric to evaluate appropriate use of soft skills during presentations.



Goal 3Hudson ISD will promote multiple assessment opportunities that integrate depth, complexity, and individualized concepts while providing collaborative opportunities for teacher planning and development.

(MS) Objective 3:1

Students will be given diverse opportunities to illustrate their mastery of readiness standards through authentic assessments once per nine weeks.

Activity/StrategyTitle 1

School wide Component

(#1-10)

Person(s) Responsible Timeline Resources Evaluation

9 Week Assessment

Data

8th ELAR

SE 10A Summarize the main ideas, supporting details, and relationships among ideas in text succincitly in ways that maintain meaning and logical order.Students will read the story and answer both knowledge-based and higher level questions. Students will fill out graph that has main ideas and they supply the details of the story. They also have to chart the plot events on a plot graph. 5A Analyze how different playwrights characterize their protagonists and antagonists through the dialogue and staging of their plays

Maggie EubankJulie FarmerAmy Kendrick

2 Days / 1 to 2 weeks

Short story "Stop the Sun" supplied by teacher. Guided Practice packet. Educanon lessons - "main idea/supporting details" copies of short story post it notes.. Literature Book, Google docs,

Read: Diary of Anne Frank drama from the Literature Book. Upon completion of a scene, students will go to Google Classroom to discuss various questions with a partner. Questions will consist of: Who is the protagonist and antagonist? Have they changed in this scene? How does the staging affect the characters, plot, relationships? Students will complete "Analyzing Playwright's Techniques" sheet individually and turn in to be assessed by the teacher. After beginning the play, students will view a video clip of an interview with Otto Frank (Anne's father).

8th Social Studies

SE 8.9C - The students will explain economic, political, and social problems in the Reconstruction period by identifying important events, people, and characteristics of the period through the use of Jerrett books, textbooks, and supplemental reading, class discussion, and comprehensive questioning. They will study and review vocabulary specific to the Reconstruction period in quizlet, word games, and flashcards. Students will also create a digital presentation such as movie, powtoon animated video, or news broadcast over the political, social, and economic problems during the Reconstruction period. Students will conduct an interactive debate and discussion to evaluate the impact on different groups and will support their responses with historical evidence. SS 8.9D Students will read summaries over the Homestead Act, Morrill Act, and the Dawes Act.To check for understanding, students will then answer selected questions.Next, students will create a three part foldable comparing and contrasting the three acts.To further demonstrate understanding, students will illustrate the acts on the outside of the foldable.Activity: Three corners: Students will be asked which of these acts was the most significant act in history? Students will then position themselves in one of the corners labeled Homestead Act, Morrill Act, or Dawes Act. Students will have to discuss and defend their decision.Student choice – Students may select one of the acts and choose to write a sensory poem, I am poem, or a song. Students will present their product to the class.


4th Nine Weeks

Mastering the Grade 8 Social Studies TEKS, PowToon, Quizlet, Computers, Textbook, Summaries, and Video Clips. Summaries, Foldable, Poem,

Grading Rubric for Student Presentations, Teacher Observation, Mini Assessments, Reading Comprehension, and Open-Response Questioning. Teacher Observation, Grading Rubric Teacher Observation, Socrative, Rubric, 9 Weeks Exam


6th Social Studies

6th Grade Social Studies: 8.19B (Readiness): Summarize rights guaranteed in the Bill of Rights: The Teacher will introduce the importance of the bill of Rights during Celebrate Freedom Week. The students will learn an acronym (RAPPS) for the First Amendment and rap it like a rapper, hands up and chanting, “We have the freedom of Religion, Assembly, Press, Petition, and Speech.” Students will also master the remaining Bill of Rights' ammendments by learning cooresponding hand motions/body movements. Classes will be videoed “rapping” the Bill of Rights, and a QR code will be created featuring the individual class videos. QR codes will be put on class website, as well as displayed in the school's hallway. In order to achieve mastery of summarizing the Bill of Rights the students will participate in part producing a music video with motion and dance accompanied with rewritten lyrics from the Bill of Rights. The students will also participate in a “sleepover” bring pillow, wear comfy clothes (school appropriate) for a Google Hangout with the National Archives discussing the Bill of Rights and its significance to our country.

Tina PoageLori Johnson

1st 9-weeks - 2 weeks

R.A.P.P.S. Document, iPad, QR Code Creator, Internet, iMovie, Moviemaker, Youtube: Kid President, Webcam/Microphone equipment for Google Hang Out

The students will be tested on their knowledge of the Bill of Rights, utilizing Examview, PlayPosit, and 9-Weeks Assessment.

6th ELAR

6th Grade Figure 19E -- summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts(SE type depends on genre)(S) -- 6th Grade Figure 19F-- make connections (e.g., thematic links, author analysis) between ans across multiple texts of various genres, and provide textual evidence (SE type depends on genre) (R)

Brenda GibsonTerri SandersLori JohnsonKelly Knierim

3rd Nine Weeks 5 days

Classroom Novels, textbook (or other sources of literature), various internet research sites (those that are related to the novel)

After the students have come up with their questions The students will read, summarize and make logical connections among 2 or 3 texts representing different genres. Students will develop questions using the HMS Levels of Understanding chart for a quideline. The students will record these questions in a google doc.( recording the questions and answers) to be turned in to the teacher's shared folder. These will be developed into only Level 2 & 3 questions. This will be used as a review sheet in groups. They will lead each other in elevelated discussions over the text. The teacher will monitor and guide the understanding if there is any question when coming to the answers The students will evaluate the others reponses and be graded not only on the answers they provide, but also the engagement they provide The questions will then be used for a test.

7th Math

7.9C Determine the area of composite figures. Park DesignStudents will find the composite area in square yards of AstroTurf needed to cover the ground of their personally created park. The dimensions of the park will be a rectangular area of 300 yards by 500 yards. Students will include the following areas of rubber mats for playground equipment such as swings, slides, merry-go-round, splash pad, etc. or holes in the following shapes for things such as a sandbox or pool. Include any kind of playground equipment as long as these shapes are included: rectangle, square, right triangle, circle, semicircle, quarter circle. Include a playhouse (dollhouse or man cave) with a blueprint/floor plan made up of at least 3 of the shapes listed above.Cover the unused area in AstroTurf so there is little lawn maintenance. How many square yards of AstroTurf is needed?Students will present the park to the class using a form of technology. Some suggestions are: blueprints, computer models, 3D models, drawings, paper mache models, television commercial, time lapse video of construction of a 3D model, etc. The more interesting, complex, and creative the park and presentation are, the more points will be rewarded.

Debbie Baldwin Andrea James Justin Guerra Amber Kiser, Debbie Owens

2-4 daysTablet cart, computer lab, various technology presentation equipment

Grading Rubric for Student Presentations


7th Social Studies

8.2A - Identify reasons for European exploration and colonization of North America. 7.2C - Identify important events and issues related to European colonization of Texas, including the establishment of Catholic missions, towns, and ranches, and individuals such as Fray Damián Massanet, José de Escandón, Antonio Margil de Jesús, and Francisco Hidalgo. Activity: Historians apply periodization to historical events to create blocks of time that have similar characteristics in order to organize and present information about the past. The periods may be based on chronologic, geographic, or cultural distinctions and often overlap with one another. Debate often exists about when a given period begins and ends, which is a healthy aspect of the academic study of complex events. With that being said, you will need to depict the following era on a “living timeline”.Mexican National (1821-1836) - This era deals with efforts of Mexico to populate and retain Texas from the formation of the Republic of Mexico in 1821 through the Texas Revolution in 1836. This includes the development of Anglo and Mexican settlement, the establishment of local government institutions, and the events that led to the Texas Revolution.Your timeline should come to life in a 3-D style creation that represents part or all of the era you have chosen. The timeline should have no less than 25 events. Each event should have its name, date, and a small description as to what happened. I want a piece of art that you have created that brings to life a specific era in Texas History. This should be in 3D format of some sort (digitally, aesthetically, or tangible in nature).

Leslie Ainsworth &Ryan Morgan 2nd Nine Weeks

Internet, textbook, library, teacher created resources and various materials

Rubric:25 Events:Depiction 1 pointDescription 1 pointDates 1 pointOverall Creation:3-D representation 10 pointsCreativity 5 pointsRelation to Tx His. 10 pointsTotal 100 points

7th ELAR

Reading TEKS: 7.6B Students are expected to analyze the development of the plot through the internal and external responses of the characters, including their motivations and conflicts. (Readiness). Activity: Using Playposit students will learn the specific academic vocabulary of character traits/attributes and internal/external conflict and responses. Students will read passage "My Buddy Bailey" and complete a graphic organizer identifying traits and related behaviors through guided practice. Students will then draw from a list of prepared character traits and independently complete a blank traits/behaviors graphic organizer about a character they create from their imagination. With a partner, students will discuss and analyze their imagined characters. Using a guided questions worksheet, partners will develop a story outline including both characters involved in internal and external conflict. For the oral presentation, partners will either act out or verbally explain their story for the class in a way that exhibits their characters' traits as well as at least one external and internal conflict. Essay for writing classes: 7.14C revise drafts to ensure internal and external coherance (pronoun/antecedent consistency) (R) Review pronouns and the importance of antecedents. 7.20A - use of conventions of capitalization (R) - Students identify common and proper nouns. Review skills from lower levels (pronoun/antecedent, capitalization) that students will demonstrate knowledge of these skills when writing an essay from the Story Development Worksheet.

Anita BoydKim RayDawn YoungLori Lea Craft

1st nine weeks

Lenovo computer cart, internet for Playposit website, reading passage, graphic organizers, story development worksheet.

Playposit will generate student reports on assigned activities. Graphic organizers of created character will be assessed on whether students produced correct behaviors that related to the traits. The guided questions worksheet will be evaluated to determine if both partners contributed to the story development and if appropriate behaviors reflect the traits. The oral presentation/skit will be assessed using a rubric of criteria that includes if character traits are exhibited, if actions reflect the trait, and if internal and external conflict is depicted and identified. Rubric will be used for the essay portion.


8th Social Studies

8.15A - Identify influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Federalist Papers, and selected Anti-Federalist writings, on the U.S. system of government.

This lesson will be taught after students begin studying the Constitutional Convention.

The students will complete a graphic organizer to define the main principles of democracy and connect which historical document each principle has been chronicled.

In small groups, students will create their own constitution for a new country they are trying to establish. They will have to deliberate over the terms of their new government while referencing their graphic organizers to maintain the democratic principles.

Each group will present their new constitution to the class and will reflect on how the different historical documents influenced their new government.

Students will be given the option to choose their favorite country and asked to justify their decision .


2nd nine weeks - 2 days

Copy of US Constitution in textbook, teacher created resources, graphic organizer, internet, and various materials

Grading Rubric for Student Presentation, Teacher Observation, and Open-Response Questioning.




(MS) Objective 3:2Each nine weeks, Hudson Middle School students will be assessed using a multitude of data points to determine student comprehension (daily, standard assessments, nine week assessments, authentic assessments/projects, etc.)

Activity/Strategy

Title 1 School wide

Component

(#1-10)



Assessment Data

8th ELAR

19D-Make complex inferences about text, support with textual evidence. Students will watch the Educanon review on myth characteristics. Students will read "The Spirit Bride" (Algonquin Native American Myth)and "Baldur" (Norse Myth),.These stories are found in the 8th grade literature book.p. 358 and p. 360. While reading, students will take notes on analying the two myths. They will list characters, note specific plot events setting(exposition), rising action, climax, falling action, and resolution. They will note the antagonists and protagonists of each story. Students will then compare/contrast the two myths on their own. They will examine type of myth, characters, setting, theme, mood, resolution, and views of afterlife and symbols used.

Amy Kendrick, Maggie Eubank, Julie Farmer

3 Days 8th grade literature book, Educanon, youtube

Educanon lesson, mini assessment over the two myths, compare/contrast paper written by students

7th Math

7.11A/B Model and solve two-step equations and inequalities. Determine if the given value make one-variable, two-step equations true. In groups of two or three students will create a Powtoon Presentation to demonstrate finding the solution of a one variable, two-step inequality by modeling and solving algebraically. Students will also graph the solution set on a number line. In addition, students will demonstrate how to choose a number in the solution set and test it for its truth value.

Debbie Baldwin Andrea James Justin Guerra Amber Kiser

2-4 daysTablet cart, computer lab, various technology presentation equipment

Grading Rubric for Student Presentations

6th,7th, 8th Grade

Reading Comprehension - HMS students will take the SRI test 4 times each year to determine their Lexile Level. To promote growth in reading levels, students will be required to particiapte in SSR (Silent Sustained Reading) daily. Teachers will monitor comprehension using various strategies daily (reading logs, comprehension bookmarks, reading response journals, oral reading, and questioning).

ELAR teachers conduct SRI tests; tutorial teachers monitor comprehension

Daily

Computer labs or carts to conduct SRI, SRI software, a wide range of library books to accommodate all students and their lexile levels, copies of reading logs, comprehension bookmarks, and readers response journals

SRI/Lexile Data

7th Grade Science

7.6A--identify that organic compounds contain carbon and other elements such as hydrogen, oxygen, phosphorous, nitrogen, or sulfur (Supporting) In this discovery lab, students will be given various compounds and will be asked to identify the elements in the compounds with the assistance of the periodic table. Once that has been done, students will forumulate a definition of an organic compound, then use that information to determine the organic compounds found in the human body(four types or organic compounds;lipids, carbohydrates, nucleic acids, proteins). After the lab, students will be given a opportunity to identify the elements in various real-world materials and identify them as organic or inorganic based on their chemical makeup. We will try to create a real work connection for students between organic compounds and carbon dating used in many fields of study (archaeology, criminal investigation, etc). We will have students participate in an animation involving carbon dating and how the process works. We will find a professional who uses this in their line of work and connect with them during class.

Monica Weeks, Ginger Dykes, Debbie Miller

3rd 9 Weeks

Lab supplies, computers with EduSmart lessons, periodic table, computer animaltion, Nepris

Lab report and responses to lab questions, individual evaluations


7th Grade Writing

7.20A - Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to use of conventions of capitalization (R) - Students identify common and proper nouns that are used in various current resources that make a real-world connection: lists, commercials, books, music videos, newspaper articles, textbooks, blogs, movie lines, interviews, speeches, etc. The initial lesson will review capitalization rules for proper and common nouns from previous grade levels. Throughout the first nine weeks, various sources will be provided to students each week. They will identify proper and cnd common nouns (abstract and concrete). These will be used as Daily Oral Language (DOL) grades and part of a semester test grade. Noredink.com and DOL practices from previous years will also be used. The test grade will involve students correctly identifying proper/common nouns from a music video (lyrics wil be provided in all lower-case letters) and correctly typing lines from the lyrics.

Lori Lea Craft 1st 9 Weeks Yoga cart, Google Classroom, PlayPosit, Various Resources

(books, clips, etc.) PlayPosit lesson. Rubric.




(MS) Objective 3:3On a weekly basis Hudson Middle School teachers will collaborate in grade level teams to plan and develop assessments and learning strategies that provide opportunities to allow for maximum student expression of course related TEKS.

Activity/Strategy


(#1-10)



Assessment Data

6th Grade

6th grade team will meet on A days to discuss student concerns, plan student rewards and incentives, develop cross curricular activities, conduct student and parent conferences, and meet with administration via Google Hangout. Information and team minutes are shared campus wide through Google Docs where teachers and others can comment and collaborate digitally.

Brenda Gibson, Bobby Morgan, Linette Cockrell, Lori Johnson

Computers

7th Grade

7th grade team will meet on A days to discuss student concerns, plan student rewards and incentives, develop cross curricular activities, conduct student and parent conferences, and meet with administration via Google Hangout. Information and team minutes are shared campus wide through Google Docs where teachers and others can comment and collaborate digitally.

Kim RayLeslie AinsworthDebbie BaldwinAnita Boyd

all 7th grade teachers and campus administration

Computers

8th Grade

8th grade team will meet on B days to discuss student concerns, plan student rewards and incentives, develop cross curricular activities, conduct student and parent conferences, and meet with administration via Google Hangout. Information and team minutes are shared campus wide through Google Docs where teachers and others can comment and collaborate digitally.

Emily Ingram, Heidi Murphrey, Amy Kendrick, Samantha Allen; all 8th grade teachers and campus administration

Computers


2015-2018 GOALS & OBJECTIVES Goal 4Hudson ISD will foster meaningful student learning, utilizing local control for desirable outcomes, and serving the needs of the whole student.

(MS) Objective 4:1

Hudson ISD students will receive daily instruction based upon approved standards and community based accountability measures to develop the needs of the whole child.

Activity/Strategy


(#1-10)



Assessment Data

Hudson Middle School staff regularly develop internal student assessments aligned to local and state standards and/or goals. By utilizing the locally designed test analysis form, teachers are able to create assessments that directly relate to lesson design and calssroom interactions. Through the rigor of local lesson designs and assessments, the gains in student comprehension have provided opportunity for authentic assessments and creative learning environments.

All Staff Every Nine Weeks

Test Analysis Documents, Team minutes, Data Analyis form, DMAC, SRI, NWEA, iPass, Read 180, State Summative Data

Continual

l



Goal 4Hudson ISD will foster meaningful student learning, utilizing local control for desirable outcomes, and serving the needs of the whole student.

(MS) Objective 4:2Hudson Middle School students will be exposed to a variety of learning opportunities each semester that focus on personal interest and real world relevancy. These opportunities will involve working with the local community and revolve around approved local standards as related to the Community Based Accountability Measures.

Activity/Strategy


(#1-10)



Assessment Data

6th, 7th, 8th grades

Hudson Helps Student Service Organization - Student may apply and join a service organization in which they volunteer and complete service projects at both the school and in the community. Projects in clude recycling activities at school and being a part of any of the following community projects: Zoo Boo at Ellen Trout Zoo, Godtel Ministries, CASA Tour of Homes, Toys for Tots, Buckner Internationa, Castle Pines Nursing Home, Junior League Fun Run & Special Olympics.

Leslie Ainsworth September - May Community Service Agents

Students will log volunteer hours after each event planned. Students meeting critieria will be allowed to attend a reward field trip in honor of their volunteer service hours.

6th, 7th, 8th grades

"Hats Off to Heroes" Good Deed Challenge - 9/11 is a National Day of Rememberance and Service. HMS students will donate money to honor our first responders. $1 donation earns the student the priviledge to wear a hat on Friday, 9/11.

7th grade teachers

September 8-11, 2015 arm bands, flyers Students donated $215 to the

Hudson Volunteer Fire Department.



Goal 4Hudson ISD will foster meaningful student learning, utilizing local control for desirable outcomes, and serving the needs of the whole student.

(MS) Objective 4:3

Hudson Middle School will provide our students with career oriented opportunities by providing career days, career mentoring opportunities and projects.

Activity/Strategy


(#1-10)



Assessment Data

Career Mentoring Program - Community volunteers will represent the 16 career clusters and give presentations to 8th graders. Students will use their interests to determine the career cluster group in which they will be placed.

Donna RollinsOctober 27, 2015 January 26, 2016 February 29, 2016

Community volunteers from local businesses

Student Answered Survey, Volunteer Answered Survey

Junior Achievement Career Day for 8th grader - a one day career fair using JA curriculum and JA volunteers Donna Rollins TBD Junior Achievement "It's My

Future" Curriculum

Hudson High School Career Fair - 8th grade P.T. Walters Donna Rollins

Community Volunteers, Universities, and Businesses


Historical Data - 3 Years

ReadingAll White ESL Economically

Disadvantaged Hispanic African American At- Risk

2014 2014 2014 2014 2014 2014 20142015 2015 2015 2015 2015 2015 20152016 2016 2016 2016 2016 2016 2016

Grade Level6 7 8 6 7 8 6 7 8 6 7 8 6 7 8 6 7 8 6 7 8

TAKS /STAAR STandard Performance Area of Concern

90 88 94 93 95 98 69 58 NA 84 82 88 86 76 89 73 64 67 75 69 7891 88 96 95 91 98 83 33 67 84 80 91 76 85 90 88 64 100 78 73 8381 89 91 87 96 95 27 NA 20 71 85 86 69 77 83 54 44 79 52 76 80


Math All White ESL Economically


2014 2014 2014 2014 2014 2014 20142015 2015 2015 2015 2015 2015 20152016 2016 2016 2016 2016 2016 2016

Grade Level6 7 8 6 7 8 6 7 8 6 7 8 6 7 8 6 7 8 6 7 8


95 87 95 94 90 97 83 64 100 92 82 94 95 79 92 100 80 89 88 69 8688 92 99 91 95 99 50 67 83 84 87 98 82 82 98 80 91 100 74 81 9694 88 93 95 92 95 73 NA 80 90 83 89 88 80 89 92 56 93 82 75 89


Science All White ESL Economically


2014 2014 2014 2014 2014 2014 20142015 2015 2015 2015 2015 2015 20152016 2016 2016 2016 2016 2016 2016

Grade Level6 7 8 6 7 8 6 7 8 6 7 8 6 7 8 6 7 8 6 7 8


NA NA 85 NA NA 92 NA NA 0 NA NA 73 NA NA 75 NA NA 33 NA NA 50 NA NA 87 NA NA 93 NA NA 33 NA NA 76 NA NA 77 NA NA 67 NA NA 65 NA NA 86 NA NA 90 NA NA 0 NA NA 80 NA NA 80 NA NA 71 NA NA 65



Social Studies

All White ESL Economically Disadvantaged Hispanic African American At- Risk

2014 2014 2014 2014 2014 2014 20142015 2015 2015 2015 2015 2015 20152016 2016 2016 2016 2016 2016 2016

Grade Level6 7 8 6 7 8 6 7 8 6 7 8 6 7 8 6 7 8 6 7 8


NA NA 73 NA NA 79 NA NA 0 NA NA 62 NA NA 61 NA NA 44 NA NA 43 NA NA 70 NA NA 77 NA NA 17 NA NA 61 NA NA 52 NA NA 58 NA NA 45 NA NA 81 NA NA 86 NA NA 20 NA NA 75 NA NA 73 NA NA 57 NA NA 62


WritingAll White ESL Economically


2014 2014 2014 2014 2014 2014 20142015 2015 2015 2015 2015 2015 20152016 2016 2016 2016 2016 2016 2016

Grade Level6 7 8 6 7 8 6 7 8 6 7 8 6 7 8 6 7 8 6 7 8


NA 86 NA NA 89 NA NA 50 NA NA 82 NA NA 78 NA NA 86 NA NA 61 NA NA 87 NA NA 89 NA NA 67 NA NA 78 NA NA 79 NA NA 82 NA NA 68 NA NA 83 NA NA 87 NA NA NA NA NA 72 NA NA 74 NA NA 56 NA NA 63 NA


Hudson Middle School2015-2016 CIP Needs Assessment

The needs assessment committee reviewed the following documents in determining the strengths and weaknesses which will be targeted for improvement. All of the following resources were used for data analysis:

2015-2018 21st Century Learning Plans2015-2018 Staar AEIS ReportPBMAS ReportHIstorical Data (Three Year AnalysisDMAC DataEnrollment / Attendance ReportAdvanced Course Enrollment2015-2016 Nine Weeks Assessment Data Analysis2015-2016 Global Assessment AnalysisTEA 2015 & 2016 Accountability SummaryTEA 2015 & 2016 State Safeguards - Status Report

For the 2014-2015 school year, Hudson Middle School received a Seven-Star Distinction Designation. For the 2015-2016 school year, Hudson Middle School received a Six Star Distinction Designation, and for the third year in a row was also identified as a Title I Reward School. Hudson Middle School earned distinction designations in the following areas: academic achievement for Reading, Math, Social Studies, top 25% in student progress, top 25% in student performance and post secondary readiness. As a Title I reward school, Hudson Middle School earned both distinctions for high-performing and high-progress identifications. In addition, Hudson Middle School was identified for a reward school case study, being one of only 6 campuses in Texas selected for this honor.

Utilizing the past performance distinctions along with the identified resource data and historical summary information, the following is a review of Hudson Middle School’s needs assessment. The historical summary will reflect student performance for all students as well as identified sub populations. The above charts will indicate the percentage of students meeting the standard percentage passing rates, as well as indicate any areas of concern or potential concern. Percentages that are highlighted in green indicate above average student performance percentages. Percentages that are highlighted in yellow indicate acceptable areas of performance. Percentages that are highlighted in orange are areas of concern, and percentages highlighted in red indicate strong areas of concern. As related to our distinction designations Hudson Middle School did extremely well when compared to similar schools and state performance data outperforming the state by 15.1% across all tested subjects. Successful student comprehension is evident at HMS; however, a review of our historical data in conjunction with the above documented areas offer information that points to needed improvement.

Of the nine tested subject areas in grades 6-8 for all students, Hudson Middle School had performance improvements in three of the nine assessed subjects, and five subject areas indicating decreased performance. It is important to note that 8th grade Reading and Math would have yielded 3% and 7% improvements if the same requirements were in place from the previous year. When evaluating standardized assessment data it is important to consider all factors that affect student outcomes before making year to year comparisons.

In the subject area of Reading the the Historical data chart indicates the following: 6th grade decreased from 91 to 81%, 7th Grade increased from 88 to 89%, and 8th Grade decreased from 96 to 91%. While the overall percentages are still positive, three main academic areas of concern were identified. These areas are the ESL subpopulation in Grades 6 and 7 which performed at 27 and NA, and Grade 8 ESL which performed at 20%. The third targeted area of concern is the 6th grade African American subpopulation which performed at 54%, and 7th grade African American which performed at 44%. These subpopulations were identified as key areas of focus for our Silent Sustained reading program, as well as the Reading Foundation Acceleration Program. The Silent Sustained reading program creates thirty minutes a day of uninterrupted reading time for all identified students. This equates to 90 hours of reading per school year. During S.S.R comprehension checks will be conducted and SRI assessments are given four times per year to measure student lexile growth. In addition, these groups will be selected for virtual field trips to expose them to more life experiences in an effort to improve their understanding of diverse topics.


In the subject area of Math the the Historical data chart indicates the following: 6th Grade increased from 88 to 94%, 7th Grade decreased from 92 to 88%, and 8th Grade decreased from 99 to 93%. The decrease in the overall Math data was largely due to the changes in assessment guidelines as well as the incorporation of STAAR A into percentile performance percentages. Changes were made to the selection process and monitoring of the Math Foundation Acceleration program, and it was determined that we would pre teach key concepts during this time improving student participation in following classes. All students will be given a pre assessment at the beginning of the year to determine their current level of understanding of required mathematical concepts. A rubric has been created related to this assessment information along with other various forms of data. This rubric will be used as the selection process to determine student placement in the Foundation Acceleration Program. To track the progress of the students in the Foundation Acceleration Program a Google Spreadsheet has been created. This information combined with a rubric will provide more specific information for the selection process and data tracking relaying the importance and focus of the afterschool program. This data is proving to be some of the most effective information in addressing academic needs and properly identifing multiple measurements of student progress.

In the subject area of Science, Historical data showed a 1% decrease in overall student performance. Although this was a limited reduction in student performance instructional gaps still remain in the reporting subpopulations of ESL, African American, and At-Risk. The Hispanic subpopulation improved to an 80% pass rate up 3% from the previous year. African American subpopulation historical data increased 4% to a total of 71%, and At-Risk subpopulation remained the same at 65%. While the Historical Data indicates consistent performance in the identified subpopulations, the White subpopulation decreased 3% accounting for most of the overall 1% reduction in student performance. There is still much room for academic improvement in the area of Science and a concentration will be placed on Science systems to help promote further understanding within this TEK.

Social Studies Historical data indicates an overall increase in student performance for Social Studies moving from 70 to 81%. Overall student performance increased 11% in 2016. Social Studies Subpopulation data was significantly low for ESL but did improve from 17 to 20%, Economically Disadvantaged rose 14%, Hispanic subpopulation significantly improved 21%, African American declined 1% to 57%, and At-Risk rose 17%. The staffing adjustments created an additional 90 hours of instructional support which seemed to have a significant impact on student learning. Local assessment rigor was increased by 10% along with the incorporation of Global Assessment questioning, or SAT/PSAT questioning. Social Studies and ELAR staff will incorporate a cross curricular book study assignment to provide extended focus on Social Studies content and terminology during accelerated instruction time. We will continue with the implemented changes as they are producing a positive correlation to student performance.

In the subject area of Writing the Historical data indicates a consistent performance level; however, this past year spelling and capitalization proved to be an issue for our students. Overall Writing saw a 4% reduction in student performance. All subpopulations saw a decrease in student performance and a key focus will be placed on the problematic TEK SE 20A, affecting student Writing comprehension. Foundation Acceleration adjustments were made with a key focus on our At Risk and ESL subpopulations. These subpopulations will be double blocked in ELAR Accelerated Intervention and a strong focus will be placed on pre teaching the key vocabulary concepts for ELAR in our ESL classes. In addition a tracking form has been created using Google Forms that allow our grade level teams to quickly identify and address the needs of our ESL and At Risk students. Comprehensive Review

When reviewing overall campus performance data in comparison to state performance it is important to note that Hudson Independent School District is a non standardized focused district. Meaning no campus or teacher is allowed to stress information or strategies simply aimed at improving standardized assessment data. Our focus is on quality instruction while emphasising 21st Century Learning Strategies necessary for expanded learning opportunities. It is our objective to provide a quality educational environment that motivates and inspires our students to go beyond what is simply required and expanding what they believe is possible. Understanding the focus of HISD, one might expect that our standardized assessment data would be negatively affected. In contrast, HMS’ overall achievement results were 15.1% higher when compared to all state assessment averages not including Algebra EOC. Algebra EOC state data averages were not included in the overall percentage report, as this is a high school reporting category. Hudson Middle School 8th Grade Algebra EOC students not only achieved 100% passing but all reached a level 3 standard which is the highest possible standard. The 100% passing rate was 18% higher than the state average. In addition, an extended accomplishment of our Algebra students was that 100% of the EOC students passed the TSI assessment. As previously stated the overall mission of HISD is not to focus on standardized assessment data, but to provide a relevant education focusing on real world application. With that being said the comparative norm for the state of Texas is based on the standardized testing model. When comparing our data to the state we are performing well above state average in all areas. As our learning model has proven to be successful at the local and state level, we will continually self monitor and adjust to our students educational needs in an attempt to prepare them for expanded learning and a global market.


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