Principal : Toshiko Maurizio Assistant Principal: Scott Harrington School Phone 503-672-3600

1. Meadow Park Middle School MYP Candidate School Course Materials for Meadow Park Summa 2013-2014 School Year Principal: Toshiko Maurizio Assistant Principal: Scott Harrington School Phone 503-672-3600 Homework Hotline 503-259-6182 Attendance Line 503-259-6181 Meadow Park Mission Statement: We believe in creating a nurturing, inclusive, and academically rigorous environment that draws on the strengths, diversity, passion and creativity of each child. We strive to build a learning environment that promotes intercultural awareness, respect for others, and self-directed learning. District Goal for 2010-15: All students will show continuous progress toward their personal learning goals, developed in collaboration with teachers and parents, and will be prepared for post-secondary education and career success. Welcome to the 2013-2014 school year at Meadow Park Middle School. We are looking forward to an excellent year. Below are some key terms for students and families. Community Service: As an IB Middle Years Program candidate school, we hold a high regard for international mindedness and service. We encourage our students to contribute to the local and global communities. As part of their Meadow Park experience, we expect students to volunteer 10 hours and reflect on the experience. Students will learn more about this in their advisory class. MYP Criteria: are subject-specific categories, which will be used to assess the MYP aims and objectives. The Beaverton School District (BSD) academic learning targets will fit into these criteria. BSD Academic Learning Targets: The learning targets show what students will be learning in each content area. They are designed to build upon student learning from grade level to grade level, and they are aligned to the Common Core State Standards. The targets are consistent across all eight of the Beaverton middle schools. Rubrics: MYP rubrics will be used to measure student achievement on the MYP Criteria (and the BSD Learning Targets). They will help provide feedback to students and parents on what can be done to improve their mastery of learning. Rubrics are an excellent tool for communicating student achievement. Reporting of grades: As an MYP school, students will be graded with an MYP rubric. These use a scale of 8 points. 8-7 = Highly Proficient 6-5 = Proficient 4-3 = Nearly Proficient 2-1= Working Towards Proficiency Marks will be based on the assessment of student performance on a range of tasks (for example: projects, presentations, tests, speeches, discussion, and displays.) Behavior and Academic marks will be reported separately. Personal Management/Behavior Learning Targets:Student skills are as important to success as academic marks. The following three targets will be used throughout the district to support student learning and achievement. These marks will be reported separately from academic marks. Manage Responsibilities: I can manage my responsibilities as a student. Self-Directed Learning: I can self-direct my learning. Classroom Interactions: I can communicate and work effectively within a team or group. EXCELLENCE ✪ INNOVATION ✪ EQUITY ✪ COLLABORATION

2. Teachers and Staff • Counselors • Rebecca Pearson rebecca_pearson@beaverton.k12.or.us • Stephani Grace stephani_grace@beaverton.k12.or.us • Math: • Mark McClure mark_mcclure@beaverton.k12.or.us • Erin Pitney erin_pitney@beaverton.k12.or.us • Humanities: • Jay Ashkinos jay_ashkinos@beaverton.k12.or.us • Mark Wandellmark_wandell@beaverton.k12.or.us • Science: • Susan Duncan susan_duncan@beaverton.k12.or.us • TymonEmch tymon_emch@beaverton.k12.or.us • PE • Bodhi Hindley laura_hindley@beaverton.k12.or.us • Kevin Schmidt kevin_schmidt@beaverton.k12.or.us • Dan Santos dan_santos@beaverton.k12.or.us • World Language • Michael Fleming michael_fleming@beaverton.k12.or.us • Matthew Strauhal matthew_strauhal@beaverton.k12.or.us • Fine and Performance Arts • Michael Schlabach michael_schlabach@beaverton.k12.or.us • Lelainya Guzman lelainya_guzman@beaverton.k12.or.us • Bodhi Hindley laura_hindley@beaverton.k12.or.us • Advisory • Jay Ashkinos (6) jay_ashkinos@beaverton.k12.or.us • Barbara Page (6) barbara_page@beaverton.k12.or.us • Jan Minten(7) janice_minten@beaverton.k12.or.us • Robin Tiller (7) robin_tiller@beaverton.k12.or.us • Mark Wandell (8) mark_wandell@beaverton.k12.or.us • Erin Pitney (8) erin_pitney@beaverton.k12.or.us • MYP Coordinator • Amy Hattendorf amy_hattendorf@beaverton.k12.or.us

3. Learning Targets in Mathematics Pre-Algebra • I can write and manipulate expressions with rational numbers. • I can write and solve equations with rational numbers. • I can write and solve inequalities in the form px +q >r or px+q< r. • I can analyze and solve linear equations. • I can develop an understanding of and apply proportionality to unit rate and percent situations. • I can recognize and represent proportional relationships between quantities in a variety of situations (direct variation). • I can make connections between proportional relationships, (direct variation), lines, and linear equations. • I can define, evaluate, compare and use linear functions to model relationships between quantities. • I can analyze and solve systems of linear equations. • I can solve problems applying scale factor to geometric figures or scale drawings. • I can solve problems and explain formulas involving areas and circumferences of circles. • I can solve problems and explain formulas involving surface area and volume of geometric solids. • I can find missing angles in a figure using angles properties. • I can apply properties of angle relationships to triangles and parallel lines cut by a transversal. • I can summarize and compare data displays and make inferences about populations using random samples. • I can investigate chance processes and develop, use, and evaluate probability models. Algebra I • I can graph, identify and interpret the key features of linear functions and express the function in any form. • I can solve linear equations and use function notation. • I can display and describe two variable data, and identify bias in a sampling. • I can solve systems of equations. • I can graph and solve linear inequalities with integer coefficients. • I can use properties of exponents to simplify and solve algebraic expressions. • I can graph, identify and interpret key features of exponential functions. • I can add, subtract, multiply, factor, and simplify 1st and 2nd degree polynomials. • I can graph, identify and interpret key features of quadratic functions. • I can distinguish whether a situation can be modeled with a linear, an exponential or a quadratic function and write an equation for models of a linear or exponential function. • I can display and describe single variable data, and identify bias in the sampling. *If time allows.

4. Learning Targets in Mathematics Algebra 2 – 2013-14 • I can interpret functions that arise in applications in terms of the context. • I can build new functions from existing functions written in function notation. • I can write and sketch a quadratic function defined by an expression in different, but equivalent, forms to reveal and explain different properties of the function. • I can perform arithmetic operations with complex numbers. • I can find real or complex solutions to quadratic equations. • I can solve systems of equations and inequalities. • I can perform operations on polynomials. • I can use factors of a polynomial to find the zeros and construct a rough graph of the function. • I can write and solve radical equations. • I can solve problems using logarithms. • I can simplify rational expressions, including adding, subtracting, multiplying and dividing rational expression and graph and solve simple rational equations. • I can create trigonometric functions and identities, graph and model periodic phenomena. • I can interpret the data distribution of a single variable. • I can use two‐way frequency tables and regression models to summarize, represent, and interpret data on two variables. • I can make inferences and justify conclusions from sample surveys, experiments, and observational studies. • I can translate between the geometric description and the equation for a conic section. Geometry • I can demonstrate my understanding of the foundations of geometry. • I can prove and apply congruence theorems dealing with angles and lines to solve problems and justify my solutions. • I can connect linear algebra and coordinates to geometric situations and use it to prove geometric theorems. • I can prove and apply congruence theorems dealing with triangles to solve problems and • I am able to use a variety of tools and methods to construct basic geometric figures. • I can apply the laws of similarity to solve problems and prove my solutions. • I can solve for unknown lengths and angles in right triangles and justify my solutions. • I can prove theorems and utilize the properties to solve problems of two-­‐dimensional polygons, including real-­‐world applications. • I can apply properties of circles to solve problems and justify my solutions. • I can apply the characteristics and properties of Three-­‐ Dimensional figures to solve problems, including applications and justify my solutions. • I can use independence and conditional probability formally to interpret data and compute the probabilities of compound events. • I can apply and analyze transformations of figures.* (*If time allows) MYP objectives and criteria for assessing* students in Mathematics • B: Investigating patterns • select and apply basic inquiry and mathematical problem- solving techniques to problems by asking searching questions • recognize simple patterns in different situations • Describe simple patterns as relationships or general rules • arrive at a single result or set of results and make predictions consistent with findings • explain simple mathematical relationships and general rules using logical arguments. • justify or prove mathematical relationships and general rules. • A: Knowledge & understanding • know and demonstrate understanding of some of the concepts of number, algebra, geometry and trigonometry, statistics and probability, and discrete mathematics • use appropriate mathematical concepts and skills to solve problems in both familiar and unfamiliar situations, including those in real-life contexts • select and apply general rules correctly to make deductions and solve problems, including those in real-life contexts. • C: Communication in mathematics • use appropriate mathematical language (notation, symbols, terminology) in both oral and written explanations in familiar situations • use different forms of mathematical representation (simple formulae, diagrams, tables, charts, graphs and models) • communicate a mathematical line of reasoning in solving simple problems using different forms of representation. • D: Reflection in mathematics • explain whether their results make sense in the consider the reasonableness of their results in the context of the problem and attempt to explain whether they make sense • consider the importance of their findings • consider the degree of accuracy of their results, where appropriate, and estimate errors in simple measurements • consider alternatives to the method when appropriate.

5. MYP objectives and criteria for assessing students in Humanities Summa 6-8 An integrated course of Language Arts and Social Studies Humanities • B: Investigating • Formulate a clear and focused research question • Follow an action plan to investigate a research question • Use methods accurately to collect and record information consistent with the research question • Effectively address the research question • A: Knowing & Understanding • Use humanities terminology in context • Demonstrate knowledge and understanding of subject-specific content and concepts, appropriate to the age level, using descriptions, explanations and examples • D: Communicating • Communicate information and ideas using an appropriate style for the audience and purpose • Structure information and ideas in a way that is appropriate to the specified format • Create a list of sources of information according to the task instructions • C: Thinking Critically • Analyze concepts, events, issues, models and/or arguments • Analyze and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations • Recognize different perspectives and their implications • Make connections between information to make valid, well-supported arguments Language A • A: Content • appreciate and comment on the language, content, structure, meaning and significance of both familiar and previously unseen age-appropriate oral, written and visual texts. • understand and apply language A terminology in context. • understand many of the effects of the author’s choices on an audience. • compose pieces that apply age- appropriate literary and/or non-literary features to serve the context and intention. • compare and contrast age-appropriate texts, and connect themes across and within genres. • begin to express an informed and independent response to literary and non-literary texts. • B: Organization • create work that employs organizational structures and language-specific conventions throughout a variety of text types. • organize ideas and arguments in a sustained, coherent, and logical manner. • employ appropriate critical apparatus. (citations) • C: Style and Language Mechanics • use language to narrate, describe, explain, argue, persuade, inform, entertain, express feelings and begin to analyze. • use language accurately. • use appropriate and varied register, vocabulary and idiom. • use correct grammar and syntax. • use appropriate and varied sentence structure. • use correct spelling. • Communication • Students will practice communications skills in a variety of ways, including: • Oral • Written • Visual

6. Learning Targets in Humanities An integrated course of Language Arts and Social Studies • READING TARGETS • I can demonstrate comprehension of key ideas and details of grade-level literary and informational texts. • I can analyze knowledge and ideas from multiple sources. • I can analyze an author’s craft and structure. • SPEAKING AND LISTENING TARGETS • I can engage effectively in collaborative discussions on a variety of topics and issues. • I can effectively present information. • RESEARCH TARGETS • I can conduct effective research. • WRITING TARGETS* • I can use conventions and language correctly. • I can write arguments to support claims. • I can write informative/explanatory texts. • I can write narrative texts. •  * Students at all grade levels are expected to write effectively across multiple writing modes, using appropriate writing structures and techniques that serve the following purposes: • I can write with a clear main idea and supporting details. • I can use organizational structure appropriate to the writing mode. • I can use the writer’s craft to enhance the effectiveness of my writing. • SOCIAL STUDIES CRITICAL THINKING AND ANALYSIS TARGETS • I can apply my knowledge to analyze information (historical documents, data, maps, graphs, charts, models) and develop a relevant conclusion with appropriate evidence. •  • SOCIAL STUDIES KNOWLEDGE TARGETS • I can identify and describe significant events and perspectives in US history from 1765 to Reconstruction. • I can identify and explain the foundations, structures, and functions of US government.

7. MYP objectives and criteria for assessing students in Science 7/8 • B: Communication in Science • use scientific language correctly, consistent with the level of complexity of the units of work covered • use appropriate communication modes, such as verbal (oral, written), visual (graphic, symbolic) and communication formats (laboratory reports, essays, presentations), consistent with the level of complexity of the units of work covered, to effectively communicate theories, ideas and findings in science • acknowledge the work
of others and the sources of information used by documenting them using a recognized referencing system. • . • A: One World • describe the ways in which science is applied and used to address specific problems or issues • describe the effectiveness of science and its application in solving problems or issues • describe how science and its application interact with some of the following factors: moral, ethical, social, economic, political, cultural and environmental. • C: Knowledge and Understanding of Science • recall scientific knowledge and use scientific understanding to construct scientific explanations • apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations • critically analyze and evaluate information to make judgments supported by scientific understanding. • D: Scientific Inquiry • state a focused problem or research question to be tested by a scientific investigation, consistent with the level of complexity of the units of work covered • formulate a testable hypothesis and explain it using scientific reasoning (“If I do this, then this will happen because ... ”), consistent with the level of complexity of the units of work covered • design and carry out scientific investigations that include variables and controls, materials and/
or equipment needed, a method to be followed and the way in which the data is to be collected, consistent with the level of complexity of the units of work covered • make comments on the method, and the accuracy and precision of the data • make comments on the how the hypothesis is supported or not by the data/outcome of the investigation • when relevant, suggest improvements to the method, consistent with the level of complexity of the units of work covered. • E: Processing Data • collect and record data using units of measurement as and when appropriate • organize, transform and present data using numerical and visual forms • analyze and interpret the data • draw conclusions consistent with the data and supported by scientific reasoning. • F: Attitudes in Science (Will not appear in Synergy) • recall scientific knowledge and use scientific work safely and use material and equipment competently • work responsibly with regards to the living and non-living environment • work effectively as individuals and as part of a group by collaborating with others.

8. Learning Targets in Science • Summa Learning Targets Year One – A Focus on Life Science, Earth’s Biosphere, Inquiry and Engineering • CELLS • 6.1L.1 –Compare and contrast the types and components of cells. Describe the functions and relative complexity of cells, tissues, organs, and organ systems. • CELLULAR PROCESSES • 7.2L.1 - I can explain how organelles within a cell perform cellular processes and how cells obtain the raw material for those processes. • BODY SYSTEMS • 6.2L.1 - I can describe the relationships and interactions between and among cells, tissues, organs, and organ systems. • GROWTH AND METABOLISM • 7. 2L.2 - I can explain the processes by which plants and animals obtain energy and materials for growth and metabolism. • REPRODUCTION • 7.1L.1 - I can compare and contrast sexual and asexual reproduction and then explain why reproduction is essential to the continuation of every species. • INHERITED TRAITS • 7.1L.2 - I can distinguish between inherited and learned traits, explain how inherited traits are passed from generation to generation, and describe the relationships among phenotype, genotype, chromosomes, and genes. • EVOLUTION • 8.1L.1 - I can explain how genetics and anatomical characteristics are used to classify organisms and infer evolutionary relationships. • NATURAL SELECTION • 8.2L.1 - I can explain how species change through the process of natural selection. Describe evidence for evolution. • ECOSYSTEMS • 6.2L.2 - I can explain how individual organisms and populations in an ecosystem interact and how changes in populations are related to resources. • LANDFORM CHANGE • 7.2E.4 - I can explain how landforms change over time at various rates in terms of constructive and destructive forces. • SCIENTIFIC INQUIRY • I can design and conduct a scientific investigation that uses appropriate tools, techniques, independent and dependent variables, and controls to collect relevant data • ENGINEERING DESIGN • I can define a problem that addresses a need, and using relevant science principles investigate possible solutions given specified criteria, constraints, priorities, and trade-offs. I can design, construct, and test a proposed engineering design solution and collect relevant data, evaluating the solution in terms of design and performance criteria and constraints

9. MYP objectives and criteria for assessingstudents in Fine & Performing Arts 7/8 • B: Application • articulate an idea, theme or personal interpretation to a point of realization • develop skills and apply the techniques and processes involved in creating, performing and/or presenting art. • A: Knowledge and Understanding • demonstrate knowledge and understanding of the art form studied in relation to some aspects of societal, cultural, historical or personal contexts • demonstrate knowledge and understanding of some elements of the art form studied, including some specialized language, concepts and processes • demonstrate an informed opinion of the art form studied in the context of their own artwork. • C: Reflection and evaluation • give an informed description of the progress they have made so far and identify strategies to develop and improve their artistic processes • evaluate their work • consider feedback when identifying strategies to develop and improve. • D: Personal engagement • show commitment in using their own artistic processes • demonstrate curiosity, self-motivation, initiative and a willingness to take informed risks • support, encourage and work with their peers in a positive way • be receptive to the various ways in which art practices and artworks present themselves from culture to culture.

10. Learning Targets in Fine Arts 6-8 Performing Arts – Band Grades 6-8 • I can evaluate, express, interpret and create music artistically. • I can read, understand, interpret, and perform music. • I can demonstrate mechanical skills necessary to successfully perform music. • I can demonstrate performance and ensemble skills necessary to successfully perform music. • I can demonstrate an understanding of music’s historical, cultural and interdisciplinary context. Performing Arts – Vocal Grades 6-8 • I can demonstrate vocal production. • I can engage effectively in a rehearsal by demonstrating Ensemble Work Habits. • I can demonstrate music literacy. • I can demonstrate skills for musical expression. • I can listen to an unfamiliar or familiar piece of music with understanding. • I can make valued judgments in regards to music. Visual Arts – Grades 6-8 • I can create, present and perform works of art. • I can apply ideas, techniques and problem solving to the creative process and analyze the influence that choices have on the result. • I can visually express and communicate ideas, moods and feelings through the arts. • I can evaluate my own visual work orally and in writing. • I can critically analyze works of art, respond to works of art with reasons for my preferences, and understand the interrelationship among art forms and between arts and other content areas. • I can identify and describe the influence of events and conditions on works of arts distinguish works of art from different societies, time periods and cultures, and describe how the arts can influence individuals, communities and cultures.

11. Learning Targets in Spanish Level I • Culture • Recognize and demonstrate basic polite behaviors and nonverbal cues in limited situations as related to level one topics. Identify and locate target language countries and their capital cities. • Explain a limited number of common events of miscommunication between speakers of English and the target language and explain what caused the misunderstanding. • Explain differences in register. • Recognize common first and last names in the target culture. • Listening • Demonstrate comprehension of messages from authentic and other sources for a variety of purposes. • Demonstrate comprehension by writing or speaking in response to words or phrases using the level one content topics. • Speaking • Describe and talk about information and ideas using level one topics. • Participate in conversation using basic sentences, everyday expressions and memorized phrases. ! Identify familiar objects. • Pronounce words clearly enough to be understood by a sympathetic listener. • Ask and answer simple questions. • Reading • Demonstrate comprehension of information read from a variety of printed texts and videos, which include authentic source. • Read words, signs, phrases, sentences, and simple paragraphs of level one topics. • Read and comprehend target language conventions. • Writing / Composing • Write and compose short phrases, lists, simple sentences, simple paragraphs and letters using level one topics. • Write using the target language alphabet, spelling, accents and punctuation. • Write accurately enough to be understood by a sympathetic reader. • Using the Following Topics: • Countries/capitals Physical traits School supplies • Days of the week Numbers 0-1,000 Likes/dislikes • Months Hobbies, activities EmotionsChores, obligations Personality traits Classes/homework • Weather/seasons Directions in a city TeachersTime Age Colors/shapes Family Friends

12. MYP objectives and criteria for assessingstudents in Spanish–Phase 1 Spanish– called “Language B” in the MYP • B: Visual Interpretation • identify basic messages presented in simple visual texts • identify main ideas and supporting details in simple visual texts presented with spoken and/or written text • identify specific information, ideas, opinions and attitudes presented in simple visual text with spoken and/or written text • recognize basic visual conventions used in texts • understand and respond to simple visual texts. • A: Oral Communication • understand and respond to simple, short spoken texts • communicate information in a limited range of everyday situations • request and provide information in a limited range of everyday situations • use language appropriate to a very limited range of interpersonal and cultural contexts • use some aspects of register in formal and informal oral communication • use basic vocabulary accurately • interact in simple and rehearsed exchanges using comprehensible pronunciation and intonation/ correct tone. • C: Reading Comprehension • identify basic facts in simple written texts • identify main ideas and supporting details in written texts • recognize basic aspects of format and style • understand and respond to simple written texts. • D: Writing • communicate information in a limited range of everyday situations • request and provide information in a limited range of everyday situations • use language appropriate to a very limited range of interpersonal and cultural contexts • understand and use basic language conventions accurately • use some aspects of register in formal and informal written communication.

13. Learning Targets in Spanish Level I • Culture I can recognize and demonstrate understanding of cultural norms of the target language. • Recognize and demonstrate basic polite behaviors and nonverbal cues in limited situations as related to level one topics. Identify and locate target language countries and their capital cities. • Explain a limited number of common events of miscommunication between speakers of English and the target language and explain what caused the misunderstanding. • Explain differences in register. • Recognize common first and last names in the target culture. • Listening I can listen to and demonstrate comprehension of the target language. • Demonstrate comprehension of messages from authentic and other sources for a variety of purposes. • Demonstrate comprehension by writing or speaking in response to words or phrases using the level one content topics. • Speaking I can speak comprehensibly to meet needs using the target language. • Describe and talk about information and ideas using level one topics. • Participate in conversation using basic sentences, everyday expressions and memorized phrases. • Identify familiar objects. • Pronounce words clearly enough to be understood by a sympathetic listener. • Ask and answer simple questions. • Reading I can read in the target language and demonstrate comprehension of the main idea and supporting details. • Demonstrate comprehension of information read from a variety of printed texts and videos, which include authentic source. • Read words, signs, phrases, sentences, and simple paragraphs of level one topics. • Read and comprehend target language conventions. • Writing / Composing I can write comprehensibly using the target language. • Write and compose short phrases, lists, simple sentences, simple paragraphs and letters using level one topics. • Write using the target language alphabet, spelling, accents and punctuation. • Write accurately enough to be understood by a sympathetic reader. • Using Topics that may include: • Countries/capitals Physical traits School supplies • Days of the week Numbers 0-1,000 Likes/dislikes • Months Hobbies, activities EmotionsChores, obligations Personality traits Classes/homework • Weather/seasons Directions in a city TeachersTime Age Colors/shapes Family Friends

14. Learning Targets in PE Grades 6-8 • Strand 1: Expressive and Efficient Movement • Demonstrate motor skill competency in a variety of physical activities and motor skill proficiency in one physical activity. • Demonstrate movement principles (mechanics, force, speed) in performing skills related to a team activity and an individual or partner activity. (Assessed at 7th) • Execute a floor exercise, jump rope or manipulative routine with intentional changes in direction, speed and flow. (Assessed at 6th) • Demonstrate one of the following rhythmic activities: folk, square, social, creative dance, aerobic. (Assessed at 6th) • Apply movement concepts and principles to the development of motor skills. • Describe and apply principles of training, conditioning and practice for specific physical activities. (Assessed at 8th) • Detect and correct errors of a critical element of movement. (Assessed at 8th) • Apply appropriate rules and strategies to physical activities, games, and sports. • Demonstrate basic strategies specific to one team activity and one dual or individual activity. (Assessed at 7th) • Demonstrate an understanding of the rules to be followed during participation in specified physical activities. (Assessed at 8th) • Strand 2: Fitness for a Lifetime • Provide evidence of engaging in a physically active lifestyle. • Develop personal activity goals and describe benefits that result from regular participation in physical education. (Assessed at 7th) • Analyze and categorize physical activities according to potential fitness benefits. (Assessed at 6th) • Demonstrate ways to achieve and maintain a health-enhancing level of physical fitness. • Correctly interpret results of physical fitness assessments and use them to develop a written fitness program. (Assessed at 8th) • Identify the principles of fitness training using the FITT (Frequency, Intensity, Time and Type model)(Assessed at 6th) • Strand 3: Self Management & Social Behavior • Demonstrate responsible behavior and respect for differences among people during physical activities. • Apply rules, procedures and etiquette that are safe and effective for specific activities/situations. (Assessed at 8th) • Identify the elements of socially acceptable conflict resolution and sportsmanship. (Assessed in 7th)

15. MYP objectives and criteria for assessing students in PE 6 • B: Movement composition • explore simple movement possibilities and variations according to the basic principles of a particular aesthetic activity, with guidance from the teacher • compose basic aesthetic movements • link movements in order to compose simple aesthetic sequences, taking into account the concepts of space, time, level, force and flow, with guidance from the teacher. • For assessment of this objective, the student must perform the sequence. • A: Use of Knowledge • demonstrate some knowledge of physical education terminology in context • demonstrate an understanding of basic concepts, strategies, techniques and rules related to a variety of physical activities, and apply them in simplified contexts • describe and explain basic principles that contribute to fitness, and their importance in various contexts • use their knowledge to identify and assess the impact of factors that influence situations, and solve simple problems in familiar situations. • The student must be assessed in a non-performance/non-playing situation. • C: Performance • demonstrate the basic skills and techniques necessary for active participation in modified performance situations in a variety of physical activities • apply basic tactics, strategies and rules in modified performance environments in both individual and group situations • perform simple interpretations of movement concepts and basic movement sequences in a variety of physical contexts. • The student must be assessed in a performance/playing situation. • D: Social skills and personal engagement • express themselves effectively, including basic verbal and non-verbal forms of communication • demonstrate a positive attitude by supporting and encouraging others • show respect and sensitivity to their own and different cultures • show enthusiasm and commitment when taking part in the activity • reflect upon their own achievements in terms of strengths and weaknesses • set simple goals to enhance learning and devise a basic plan for achieving them

16. MYP objectives and criteria for assessing students in PE 7/8 • B: Movement composition • explore movement possibilities and variations in accordance with the basic principles of a particular aesthetic activity • compose aesthetic movements • link movements in order to compose simple aesthetic sequences, taking into account the concepts of space, time, level, force and flow, with limited guidance from the teacher. 
 • For assessment of this objective, the student must perform the sequence. • A: Use of Knowledge • Use some physical education terminology in context • demonstrate an understanding of basic concepts, strategies, techniques and rules related to a variety of physical activities, and apply them in context • demonstrate an understanding of the various principles that contribute to fitness, and their importance in various contexts • use their knowledge to identify and analyze factors that influence situations, and solve problems in familiar and simple unfamiliar situations. • The student must be assessed in a non-performance/non-playing situation. • C: Performance • demonstrate the skills and techniques necessary for active participation in some more complex performance situations in a variety of physical activities • apply tactics, strategies and rules in some more complex performance environments in both individual and group situations • perform movement concepts and sequences of movement in a variety of physical contexts. • The student must be assessed in a performance/playing situation. • D: Social skills and personal engagement • communicate effectively, including basic verbal and non-verbal forms of communication • demonstrate attitudes and strategies that support and encourage others • show respect and sensitivity to their own and different cultures • take an active role in their own learning process and demonstrate enthusiasm and commitment when taking part in the activity • make an informed reflection upon their own achievements • set simple goals to enhance learning and take action towards achieving them.

17. Learning Targets in PE Grades 6-8 • Strand 1: Expressive and Efficient Movement I can demonstrate expressive and efficient movement through a physical and/or cognitive process. • Demonstrate motor skill competency in a variety of physical activities and motor skill proficiency in one physical activity. • Demonstrate movement principles (mechanics, force, speed) in performing skills related to a team activity and an individual or partner activity. (Assessed at 7th) • Execute a floor exercise, jump rope or manipulative routine with intentional changes in direction, speed and flow. (Assessed at 6th) • Demonstrate one of the following rhythmic activities: folk, square, social, creative dance, aerobic. (Assessed at 6th) • Apply movement concepts and principles to the development of motor skills. • Describe and apply principles of training, conditioning and practice for specific physical activities. (Assessed at 8th) • Detect and correct errors of a critical element of movement. (Assessed at 8th) • Apply appropriate rules and strategies to physical activities, games, and sports. • Demonstrate basic strategies specific to one team activity and one dual or individual activity. (Assessed at 7th) • Demonstrate an understanding of the rules to be followed during participation in specified physical activities. (Assessed at 8th) • Strand 2: Fitness for a Lifetime I can show an understanding of fitness concepts and can apply Fitness for Life principles in a product or skill. • Provide evidence of engaging in a physically active lifestyle. • Develop personal activity goals and describe benefits that result from regular participation in physical education. (Assessed at 7th) • Analyze and categorize physical activities according to potential fitness benefits. (Assessed at 6th) • Demonstrate ways to achieve and maintain a health-enhancing level of physical fitness. • Correctly interpret results of physical fitness assessments and use them to develop a written fitness program. (Assessed at 8th) • Identify the principles of fitness training using the FITT (Frequency, Intensity, Time and Type model)(Assessed at 6th) • Strand 3: Self Management & Social Behavior I can exhibit Self-Management and Social Responsibility in a variety of ways within the classroom and locker room setting. • Demonstrate responsible behavior and respect for differences among people during physical activities. • Apply rules, procedures and etiquette that are safe and effective for specific activities/situations. (Assessed at 8th) • Identify the elements of socially acceptable conflict resolution and sportsmanship. (Assessed in 7th)

18. MYP objectives and criteria for assessing* students in • Design Cycle Technology 6 • B: Design • create designs and communicate them using different forms and conventions • compare the designs against the design specifications • select, with guidance, one design over the others. • A: Investigate • consider the problem within a wider context • understand the concept of a design brief and adapt a given design brief to the problem or, with guidance, start to develop a design brief. • D: Create • use different techniques and equipment, with guidance • ensure a safe working environment for themselves and others. • understand the importance of plans and, with guidance, follow the plan to produce the product/solution • understand the importance of monitoring progress and revisiting the plan and, with guidance, making necessary changes. • create, with some guidance, a product/solution of appropriate quality. • C: Plan • describe, with guidance, the steps needed to create the product/solution • construct a plan to create, with guidance, the product/solution that makes effective use of resources and time • with guidance, consider the effectiveness of the plan and make suitable modifications • E: Evaluate • carry out or follow tests, with guidance, to compare the product/solution against the design specification • consider the success (and/or failure) of the product/solution based on testing, their own views and the views of the intended user • consider, with guidance, the impact of the product/solution on individuals and/or on society • explain, with guidance, how the product/solution could be improved. • reflect on their performance at each stage of the design cycle • identify and describe the parts they found easy and the parts that proved difficult. With guidance, suggest ways in which their performance could be improved. • F: Attitudes in Technology • carry out units of work in technology using materials and techniques safely and responsibly • work effectively as members of a team, collaborating, acknowledging and supporting the views of others • provide evidence of personal engagement with the subject (motivation, independence, general positive attitude) when working in technology. *Design Cycle Technology scores will be delivered through advisories and will not appear in synergy.

19. MYP objectives and criteria for assessing* students in • Design Cycle Technology 7/8 • B: Design • generate a range of designs that attempt to meet the design specifications • compare the designs against the design specifications and identify the pros and cons of each design • select one design and explain its choice. • A: Investigate • consider the importance of the problem for life, society and/or the environment • outline a simple design brief. • D: Create • use appropriate techniques and equipment competently • use appropriate techniques and equipment competently • follow the plan to produce the product/solution with minimal guidance • review the plan and explain any changes to the plan (when necessary). • create a product/solution of appropriate quality. • C: Plan • devise, with guidance, a series of logical steps to create the product/solution • construct a plan to create the product/solution that makes effective use of resources and time • analyze the plan and explain the need for any modifications to the design. • E: Evaluate • carry out tests to compare the product/solution against the design specification • consider the success (and/or failure) of the product/solution in an objective manner based on testing, their own views and the views of the intended user • consider the impact of the product/solution on individuals and/or on society • explain how the product/solution could be improved. • reflect on their performance at each stage of the design cycle • identify the parts they found difficult and suggest ways in which their performance could be improved. • F: Attitudes in Technology • carry out units of work in technology using materials and techniques safely and responsibly • work effectively as members of a team, collaborating, acknowledging and supporting the views of others • provide evidence of personal engagement with the subject (motivation, independence, general positive attitude) when working in technology. *Design Cycle Technology scores will be delivered through advisories and will not appear in synergy.

20. Grading/Assessment Flow Chart • Summary Judgment on Criteria A Explanation Depending upon the course and the time of year, between 3 and 8 criteria will be assessed. • Assessments will receive a score of 8-1 • 8-7 = Highly Proficient (HP) • 6-5 = Proficient (Pro) • 4-3 = Nearly Proficient (NP) • 2-1 = Working Towards Proficient (WT) • Examples of assessments include tests, projects, quizzes, oral presentations, class discussions, collections of evidence on that target, performances or work samples. Summary Judgments • Teachers will look at all assessments for MYP Assessment Criteria. They will then make a Summary Judgment on how the student is doing on that Criteria. Summary Judgments use the same scale as assessments. There can be between 3 and 8 Summary Judgments made in a semester, depending upon which learning targets are taught. Letter Grade Conversion • Using the chart on the right, the summary judgments will be converted to a letter grade.

21. Middle & High School Behavior Learning Targets I can manage my responsibilities as a student. n I turn in work on time.n I turn in completed work.n I break down large tasks into smaller, manageable parts.n I use my class time appropriately.n I prepare for class with necessary materials and am ready to learn. n I complete my makeup work in a timely manner.n I use a system for tracking my assignments.n I use strategies regularly to prepare for assessments.n I follow directions accurately.n I demonstrate quality craftsmanship i I can self-direct my learning. n I can use rubrics to accurately assess my progress toward learning targets. n I can identify my current academic strengths and areas where growth is needed. n I can set and achieve goals. n I can develop a plan to achieve my goals. n I can implement and adjust as necessary. n I can persist with a task that takes a great deal of effort. n I can persist with a task over an extended period of time. n I can persist with tasks where the answer is not apparent. n I can utilize a variety of sources to find help or to make up for absences. n I can articulate specific areas in which I need help. n I can advocate for myself. I can communicate and work effectively within a team or group. n I show my commitment to the group goals through my active participation/engagement. n I listen respectfully and acknowledge the contributions of others. n I share my ideas honestly and clearly. n I contribute to creating a safe learning environment for all. n I respect points of view that differ from my own. n I work within my team to break down large tasks into smaller, manageable parts. n I work with my group to identify when changes are necessary. n I adapt to changes in the group process with a positive attitude. Assessment Rubric

22. Features of MYP that Support Behavior Targets Approaches to Learning – These ‘student skills’ will be part of all classes. Thinking Self-Management Communication Social Attributes of the Learner Profile We strive to be…. Research