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SLOAssessmentIAGDHow did you provide instruction?Changes or feedback on goal?
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​In order to better communicate what the LMC has to offer I will be making better use of social media and other technology. Included in the social media (Twitter) will be a summary of what is available to students and parents both in the LMC and the Internet. This will be supported by the use of Google Classroom, the 1:1 Laptop Agreement Program, and the school's public website. The general expectation for this SLO is to better communicate with parents within the district, making them aware of educational resources that our school can offer their children. The use of social media will also include announcements of what is available within the LMC, such as workshops to help students with scholarship applications, college essays, etc.

​The outcome of the SLO will be measured by the results of a survey taken by district High School parents at the start and the end of the school year.

​The quantitative target that will demonstrate achievement of the SLO will be taken from the new School Climate Survey administered in the spring. The quantitative target will be that at least 60% of parents strongly agree that they often communicate with the teacher, compared to roughly 50% of parents from the fall survey.n/a
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Create awareness of State and other academically rigorous digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Class participationI taught this lesson independently within a classroom or content area teacher's class.
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All history teachers (9-12) in the school gave students the option to apply for a state library card if they did not already have a local card. I worked with teachers and students to help them obtain state library cards.
Number of students who apply for State Library card
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Students (grades vary 9-12) will increase the amount of self-selected reading in which they engage.

The population we will be working with are students in 6 Flex B classrooms. This will amount to 103 students fairly evenly distributed across grades 9-12 with 17 more boys than girls. This population was targeted because these were Flexes with a high participation rate on the preliminary survey *and* particularly low current reading level as compared to other flexes.

Flex B is a mixed grade, 24 minute class of silent reading that meets every other day. Requirement to read is largely uneforced - time is just provided for silent reading.

We administered a survey to Flex B students in September 2015. This survey showed that, 71% of respondents reported that they read less than one hour a week for pleasure, with 38% of respondents reading zero hours a week for pleasure. We narrowed these results down from 431 respondents across 56 flexes to 103 students across 6 flexes.

Results from our six target flexes are similar to the school as a whole with 78% of students reporting reading less than an hour a week with 45% reading zero hours per week.

An identical survey will be administered in the Spring of 2016 both to the target flexes as well as the rest of the school. This will allow us to compare the growth in our target students with the growth of the student body as a whole.
We currently have 19% students reporting reading for an hour or more a week. By June we anticipate 60% of students will report reading for an hour or more a week.Conferenced with students individually throughout the year.
This was an incredibly difficult SLO. There is no requirement that students read. We chose our most resistant readers to conference with and help match them to books. Students had no personal motivation to engage in any reading at all. Goal resulted in making reading a conflict rather than a pleasure.

However, at the end of the year students we conferenced with did show a significant increase in the time they spent reading each week while students in the broader school population showed a *decrease* in the amount of time they spent reading each week.

The goal worked, but it was incredibly difficult and I don't think it resulted in a long term benefit.
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Students in Culinary Art I will be able to select and synthesize information, and articulate the purpose and value of the research process.- Self-designed project rubrics aligned with 21st century learning expectations for research, critical thinking and communication

-"Research Process and Purpose"Assessment- 15 multiple choice and one short answer (similar to former TRAILS assessments)		IAGD #1- By the end of each semester, December 2019 and May 2020 respectively, 80% of students will score Proficient or better on Theme Restaurant & Menu Project rubrics.

IAGD #2- By the end of each semester, December 2019 and May 2020 respectively, 75% of students will achieve a passing score on a "Research Process and Purpose" Assessment.

I cotaught this lesson with a classroom teacher.
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