Unified Education Strategy Grant Program
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Transcript of Unified Education Strategy Grant Program
UES Participants
Anderson Valley Unified School DistrictBelmont-Redwood Shores School DistrictBeverly Hills Unified School DistrictChico Unified School DistrictEmery Unified School DistrictEtna Union Elementary School DistrictHawthorne Unified School DistrictLos Angeles Unified School DistrictMariposa County Unified School DistrictMare Island Technology AcademyPacific Unified School DistrictPetaluma City School DistrictSan Carlos School District
Overview of UES Program
Phase Onedesign standards-based campus needs assessments related to waste at their school sites;conduct campus needs assessments;establish partnerships with appropriate local agencies and community groups; developing implementation plans for instructional activities that will integrate sixth-grade teaching with waste diversion and resource conservation practices; and,submit an implementation plan outlining proposed plans for integrating their instructional programs with waste reduction, and if they choose, water, energy and air resources.
Upon approval by the CIWMB, the districts will receive funding for Phase Two.
Overview of UES Program
Phase Tworeceive further professional development parallel to EAPP Implementation Institutes;develop and implement model education units incorporating waste diversion and service-learning; and,gather evaluation data in cooperation with CIWMB.
Principal Objectives
Curriculum Alignment–Grade-level specific content standards–Standards-based learning objectives to provide the
foundation for the Campus Needs AssessmentCampus Needs Assessment
–sequence of instruction;– links to adopted instructional materials; –Campus waste audit; and,–key understandings of site-based waste stream and
resource conservation.
Principal Objectives
Student Assessment Plan–Standards-based student assessment–Sample student assessment of waste
diversion and other resource conservation activities
Program Implementation and Evaluation Plan–work plan and timetable for
implementation and evaluation
Campus Needs Assessment— team’s overall instructional planThe CNA includes:
clusters of content standards from multiple disciplines; learning objectives clearly connected to standards;school site waste audit that flows within the overall sequence of lessons and examines waste flow patterns on campus;opportunities for students to: discuss and analyze data; report their findings; consider implications of the results of their investigations; and, determine possible ways to address waste flow patterns. detailed lesson plans; student assessment strategies (learning, and/or behavior and attitudes);collaborative instructional team including educators and school staff; community partners; etc.; and,workplan and timeline for year one of the UES program
English/Language Arts English/Language Arts Connections SetConnections Set
Reading Comprehension A-2.4:Students will understand expository text using notes, outlines, & summaries
LO: Students will read an article about the Bubonic Plague in Medieval Europe and use the Cornell note-taking format to summarize the main ideas.
History/Social StudiesHistory/Social StudiesConnections SetConnections Set7.6 Students analyze the geographic,
political, economic, religious, and social structures of the civilizations of Medieval Europe.– 7. Map the spread of the bubonic plague
from Central Asia to China, the Middle East, and Europe and describe its impact on global population.
History/Social StudiesHistory/Social StudiesConnections SetConnections SetL.O: Students will understand how
sanitary conditions in Medieval Europe contributed to the spread of Bubonic Plague. School districts can have a significant impact on local governments’ ability to meet the mandate
Lesson PlanningLesson Planning
Lesson 3Standards-based Learning objective(s):L.O: Students will understand how
sanitary conditions in Medieval Europe contributed to the spread of Bubonic Plague.
LO: Students will read an article about the Bubonic Plague in Medieval Europe and use the Cornell note-taking format to summarize the main ideas.
Lesson PlanningLesson Planning
Adopted Instructional Materials and Other Resources:
“The Medieval Plague/Black Death (1347-51)”
“Rats! The Role of Garbage in the Spread of the Bubonic Plague in Medieval Europe”
Lesson PlanningLesson Planning
Summary Description:Students will read the article “The
Medieval Plague/Black Death (1347-51)” to themselves or with a partner.
Students will individually complete “Rats! The Role of Garbage in the Spread of the Bubonic Plague in Medieval Europe,” using main ideas from the article.
Lesson PlanningLesson Planning
Responsible individual(s): English Language Arts Teachers
Timeline: During Medieval/Renaissance Unit
Summary Timetable
2003Grants to UES school districts (May)
UES Workshop for grantees (July and September)
UES teams develop and implement Campus Needs Assessments
2004UES teams develop Year Two implementation plans based on Campus Needs Assessments
CIWMB reviews and approves Year Two implementation plans
UES teams participate in EIC Model™ Implementation Institute
UES teams develop and implement model education units
2005UES teams continue program implementation
UES teams gather program evaluation data
UES teams produce final reports