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Teaching and Learning Cooperative Proposal
Title of Proposal: Curriculum Mapping by Design: Elementary Writing TLC points requested: 20 (A 10 point TLC is a minimum of 40 hours with at least half of the hours outside the contract day. A 20 point TLC is a minimum of 80 hours with at least half of the hours outside the contract day.) Proposal Submission Date: 9/20/07
Proposal Description (2-3 sentences for publishing to prospective participants): This TLC is to provide teachers with a structure to work with grade-level peers from across the district to develop units of instruction incorporating best practices. Teachers will have an opportunity to integrate the Write Source materials into their classroom teaching, working to complete the district electronic Curriculum Map. Intended Audience or Participant list: K-5 Teachers Implementation Timeframe (Beginning and Ending Dates): November 2007- June 2008 (No hours may be counted for any TLC until the proposal has been approved by the Professional Development Advisory Board.)
Proposal Facilitator: Kathy Moore Work Location: LSS Phone: 748-0010 ext.2282 Email: [email protected]
District Goals to be Addressed: x PreK-12 Literacy (support for PreK-12 reading, writing, or mathematics) X Proficiency for all students across all grade levels and content areas, as measured by standardized state measures (CAHSEE, CST) X Increased access to rigorous curriculum
Intended Learning Outcomes: Create shared understanding of curriculum mapping and its benefits. Analyze, in-depth, the instructional components of the California Writing standards. Identify and design standards-based assessment tools aligned directly to specific components of the writing standards. Collect exemplars to demonstrate proficiency of each standard. Share and develop instructional strategies and activities to effectively teach the components of each writing standard. Integrate materials and resources aligned to the standards into classroom instruction. Develop a shared understanding of best practices through reading and discussing professional literature and reflecting on classroom implications of new learning. Develop, collect, synthesize and post online appropriate, standards-based writing assessments and exemplars, instructional strategies, and resources/materials to the PUSD curriculum mapping website.
Revised May 4, 2007
Professional Growth Activities – Acquisition of New Learning As evidence of implementation, each participant is required to maintain a portfolio of documentation regarding completion of her/his new learning, impact on student learning and reflection activities. This portfolio will be reviewed by the facilitator at the end of the TLC. Examples of documentation: time logs, meeting notes, discussion group notes, lesson plans, student work samples, journals, etc.
State what new learning participant(s) will acquire through this proposal, including the timeline and/or hours anticipated:
Acquisition of New Learning: 37 hours
Participants will be expected to attend (7) 3-hour meetings focused on in-depth analysis of the writing standards. Participants will develop an understanding of the definition of each standard, design/gather specific assessments aligned to each standard, share appropriate instructional strategies, and evaluate the effectiveness of multiple resources/materials as tools for teaching specific standards. They will capture this work on their own personal electronic curriculum map. Before each meeting, participants will be asked to gather existing assessments, instructional strategies, and resources/materials specific to the standards with a particular strand. This information will be shared with the larger TLC grade level team to support building a more thorough and extensive map. Participants will also be given professional reading to build capacity around the content focus for each meeting. November 5th, 2007 (4:00-7:00) Initial Meeting:
Analyze the components of the standards included in the ELA standards to provide clarity around the specific definition of each standard. Begin to identify specific assessments, instructional strategies, activities, materials, and resources that align to these standards. Collect and design appropriate assess/ exemplars, instructional strategies, and evaluate resources and materials specific to the identified standards. Be prepared to share at the next meeting. Read the assigned professional literature to build capacity in knowledge and application of best practices specific to this strand. Apple newly acquired understanding of the components of the standards to provide more focused, standards-based instruction. Be prepared to report on new insights, comments, or questions.
Monday, December 10th, 2007 (4:00-7:00): Continue to focus on writing standards. Discuss professional reading and instructional implications. Report on application of new learning. Select/develop appropriate assessments to match components of the standard being taught. Prepare these assessments and exemplars to be posted on the curriculum mapping website. Select/develop effective instructional strategies/activities to teach the standard. Integrate adopted resources and materials to support effective instruction of the standards. Align existing resources with the standards. Show alignment on curriculum mapping website. Review writing standards and give professional reading for next meeting.
Revised May 4, 2007
The agenda from the December meeting will be applied to the following meetings. January 14, 2008 (4:00-7:00 p.m.): Focus on Writing Standards February 11, 2008 (4:00-7:00 p.m.): Focus on Writing Standards March 10, 2008 (4:00-7:00 p.m.): Focus on Writing Standards April 21, 2008 (4:00-7:00 p.m.): Focus on Writing Standards June 2, 2008 (4:00-7:00 p.m.): Teachers finish posting their documents to their personal curriculum map on the PUSD curriculum mapping website, reflect on standards-based learning,
Hours OUTSIDE the contract day: 45 Hours INSIDE the contract day: 35
Classroom Implementation Activities The impact of the newly acquired learning of TLC participants on student learning is critical to this section
State how participant(s) will implement new learning in the classroom, including the timeline and/or hours anticipated:
Classroom Implementation: 35 hours Participants will be asked to implement the components of their curriculum maps after each meeting. The expectation will be to plan and implement standards-based writing curriculum, utilizing specific assessments designed to share during the meetings, to incorporate the instructional strategies aligned to the standards, and to evaluate the effectiveness of resources and materials selected to support teaching the standards.
Participants will be asked to collect data (samples of student work, map scores, classroom assessments, etc.) that will demonstrate mastery of each standard in an effort to evaluate the impact standards-based instruction has on student achievement, as well as to determine whether the specific assessments are effective tools to evaluate the components of the standards.
Participants will be asked to assemble units of instruction demonstrating best practices.
Hours OUTSIDE the contract day: 45 Hours INSIDE the contract day: 35
Reflection Activities
State how participant(s) will reflect on their new learning, including the timeline and/or hours anticipated:
Reflection: 8 hours Following each meeting, participants will reflect on the mapping process and how this work is impacting student achievement. They will be asked to collect specific data to determine the benefit that standards-based instruction has on learning. They will gather this work together in a portfolio, along with their meeting notes, and handouts, lesson plans, assessment data, etc. At the end of the year, participants will write a final reflection summarizing their experience with curriculum mapping, what they have learned as a result of participating in the TLC, and
Revised May 4, 2007 the result this learning has had on student achievement. This final reflection will be added into their portfolio, and turned in as evidence of their learning.
Budget Request
If you anticipate needing fiscal support for the implementation of your proposal, please list prospective needs and estimated costs. TLC will fund up to 50% of site based TLC’s, not to exceed $500. TLC will fund 100% of district wide proposals, not to exceed $500.
Professional Literature for participants: not to exceed $500.00
If you are the facilitator, will you need “facilitator hourly”?
Facilitators may choose to accept TLC points or to be paid hourly.
For a 10 point TLC, the paid facilitator hours cannot exceed 30 hours. For a 20 point TLC, the paid facilitator hours cannot exceed 60 hours.
If you wish to receive points as a facilitator, in lieu of hourly compensation, you must write a separate facilitator proposal using the facilitator form.
Revised May 4, 2007