Artifact 12A PowerPoint on Understanding by Design.

•This artifact was developed during my graduate class School Curriculum: Elementary EDE 6205 Fall 2006. •My role in producing this project was as a member of a group. I was responsible for gathering research and contributing to the research base. In addition, I developed this PowerPoint presentation for the group. •100 A with positive feedback.

•This project addresses the following Florida Educational Leadership Standards: Standard 2: Instructional Leadership - The principal promotes a positive learning culture, provides an effective instructional program and applies best practices to student learning, especially in the area of reading and other foundational skills.

•Reflection: I learned a great deal about developing curriculum that is meaningful to student learning. Charlotte County utilizes Understanding by Design so I was familiar with it. I developed a deeper understanding for this curriculum model through this project.

Understanding by Design

Bo Arthur, Adrienne McElroy,

Carole Robbins, Lauren Shamus

An Elementary Curriculum

Philosophy and Aims of the School

Through the implementation of the new science curriculum student learning will be maximized

Curriculum Goals

All grades will integrate science into the content areas

Providing a rich science curriculum to all grades will develop scientific thinkers for our world

Measurable Outcomes

Year 1: 50% of our students will be on or above grade level on the state assessment instrument

Year 2: the bottom quartile will show 1 year’s growth on the state assessment instrument

Year 3: 70% of our students will be on or above grade level

A Description of the Process Used to Develop This Curriculum

Currently, Good Elementary School follows the district’s written curriculum

Our school uses traditional instructional methods such as direct instruction

Teachers use the basal as their main curriculum guide and start at chapter one and move through the chapters in sequential order

There is limited collaborative planning among teachers

Traditional paper pencil assessments are used that focus on lower level thinking skills

Teachers use assessments provided with text

Teachers do not have consistent expectations of student performance

Review of Best Practice

Classroom Instruction that Works by: Robert Marzano, Debra Pickering, and Jane Pollock

Identify similarities and differencesSummarize and note takeReinforce effort and provide recognitionProvide opportunities for practice through homeworkNonlinguistic representation Cooperative LearningSetting objectives and providing feedbackGenerating and testing hypothesesCues, questions, and advance organizers

Social Forces

Constant change of social forces demands curricular change

Implementation of new high-stakes tests requires immediate change

Good Elementary school’s population is predominantly white, upper-middle class, with two parent households

Parents have high expectations for their children to succeed on this new state test

The microelectronics revolution mandates the use of technology in the science classroom to enable students to participate in online activities and research

Providing all students regardless of disability with an equal opportunity for adequate education options

Human Development Theory

Intellectual development and achievement

Emotional growth and development

Cultural and social development

Child-centered approach

Review of Test Data

Good Elementary’s test scores in year one were deemed unsatisfactory

Only 30% of all students were proficient

Projected BudgetK-2 3-5 CRT

Teacher Pay

$3780 $3780 $630

Materials $300 $300 $100

Facilitators $840 $840

Total Budget: $10,570

Timeline

July- Three day curriculum workshop

August- UBD distribution and mandatory in-service

Program planners will attend weekly meetings with CRT

Weekly collaborative planning grade level meetings

Implementation

Teachers will be required to post UBDs in their classrooms for process monitoring purposes

Weekly administrative walk-throughs Professional learning communities will be formed

to discuss the new curriculum Plan books will be monitored ensure use of

essential questions Learning experiences that promote understanding

and mastery of enduring understandings

Evaluation

Stufflebeam’s context, input, process, product (CIPP) model will be used to evaluate curriculum

Surveys will be distributed to faculty to assess the success of the program

Context Assesses environment of the school Assesses student comfort with program Has student achievement increased Teacher attitude towards new curriculum

Input

Discussions will take place to decide whether or not the new model is meeting the overall goals of the school

Process

Administrators will check for compliance with newly implemented requirements

District administrators will also have an active role throughout the process to ensure proper implementation is taking place

Product

Determine if first year objective has been met

Decide on whether modifications need to be made for year two implementation

UBD Examples

Enduring understandingsEssential questions