PLEASE BE ADVISED that all TLC proposals, and the work/activities proposed therein, must strictly adhere to the statutory requirements of the California Education Code and the policies and procedures set forth by the School Board of the Poway Unified School District.
Teaching and Learning Cooperative
Proposal
Title of Proposal: Primary MAP 201 (10 Point Course)
TLC points requested: 10 points
(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: October 1, 2009
Proposal Description (2-3 sentences for promoting to prospective participants):
This TLC is open to teachers that participated in a Primary MAP 101 10 or 20 point TLC last year (2008-2009.) We will continue our work to evaluate the use of the MAP for Primary Grades assessment and its additional resources (Skills Checklists, Screening Assessments.) We’ll learn to implement practices that proved to be most effective in our work last year and to develop resources to help us use the data more effectively in our future work.
Proposal Category(ies): (double-click in box for all that apply)
Advanced PlacementAssessment
AVID
Business
Classroom Management and Professional Skills
Consumer & Family
Curriculum Mapping
Curriculum Development / Differentiation
English Language Arts
English Language Learners
Facilitation
Math
PE/Health/ENS
Reading
Response to Intervention / Science
Social Science
Special Education
Speech & Language
Technology & Applied Academics
Visual & Performing Arts
World Language
Writing
Intended Audience or Participant list: Teachers that participated in a Primary MAP 101 10 or 20 point TLC last year (2008-2009.)
This proposal is limited to a maximum of 25 participants.
TLC Implementation Start Date: 11/10/2009 TLC Implementation End Date: 5/25/2010
(No hours may be counted for any TLC until the proposal has been approved by the Professional Development Advisory Board.)
Facilitator (group) or Advisor (individual): Linda Foote and Eric Lehew
Work Location: LSS Phone: 858-679-2641
Email:
PDAB Representative: Lynne Harvey
District Goals to be Addressed: PreK-12 Literacy (support for PreK-12 reading, writing, or mathematics)
Proficiency for all students across all grade levels and content areas, as measured by standardized state measures (CAHSEE, CST)
Increased access to rigorous curriculum
· Teachers will refine their use of MAP data to differentiate their instruction
· Teachers will learn to use the Skills Checklist and Screening Assessments that are part of the Primary Assessment from NWEA to help students monitor their growth and progress between testing periods
· Teachers will refine their class goal setting and student goal setting skills
· Teachers will provide input to the teams working to develop best practices around the use of the MAP for Primary Grades Assessments
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.
Please attach the schedule of any conferences or classes that are part of the
acquisition phase of this TLC
Proposal Description:
Part 1: Give a detailed description of this TLC; state what new learning participant(s) will acquire through this proposal:
· Teachers will learn how to access multiple district and NWEA resources to take advantage of the data provided by the MAP for Primary Grades Assessment.
· Teachers will meet during three after school sessions to learn to use the Skills Checklists to monitor student progress between testing, to refine their abilities to set class and student goals using MAP data, and to analyze and create student friendly MAP for Primary Grade Learning Statements to personalize instruction for their students.
· Additional resources will be provided in the following text: Goal Setting for Students by John Bishop, Motivating Students Who Don’t Care by Allen Mendler, and/or Fulfilling the Promise of the Differentiated Classroom by Carol Ann Tomlinson.
Part 2: Complete the chart to show what the evidence of acquisition will be.
DATE / TIME/LOCATION / PLANNED OR EXPECTED EVIDENCE OF ACQUISITIONAssignment / Portfolio Evidence / HOURS
11/10/09 / 4-6 pm/Del Sur Elementary School Computer Training Lab / Fall MAP Assessment Data gathered and analyzed. Teachers will learn where to find all resources, data, and materials related to the Primary MAP assessment, including the Skills Checklist site, the Teacher Report Site, the Practice Test site, the Learning Ladder, SQL reports, and the Primary MAP Learning Statements. They will use this data to improve their goal setting skills and implementation skills.
Evidence of Acquisition:
· Participants will complete a scavenger hunt that takes them to each location and requires one relevant task at each step;
· Participants will write reflections about their learning and how they will implement it in the classroom.
· Participants will develop their strategies for setting class goals. Additionally they will develop strategies for helping students that are outliers to create student goals. / Inside:
Outside: 2
3/16/10 / 4-6 pm/Del Sur Elementary School Computer Training Lab / Winter Data Analyzed: teachers will complete shared readings about differentiation and will develop strategies to differentiate a lesson using information from the Learning Ladder, CA State Standards, and The MAP for Primary Grades Learning Statements. They will work in teams to determine how to use their data to inform their reading and math instruction
Evidence of Acquisition:
· Participants will complete copies of their Winter Score Analysis Scavenger Hunts
· Participants will write reflections about their work and how they will use the information to implement changes to address the needs revealed during the hunt by differentiating the instruction in their classrooms. / Inside:
Outside: 2
5/25/10 / 4-6 pm/Del Sur Elementary School Computer Training Lab / Analyzing Fall to Spring Growth: Teachers will analyze fall to spring growth and record growth patterns to identify best practices and revisions that could improve instruction and student learning. Special attention will be given to the role of the Skills Checklist Assessments in our work with k-1 students. Teachers will work together to answer the question about how they relate to assessments in the Literacy Assessment Guide.
Evidence of Acquisition:
· Participants will complete copies of their Analyzing Fall to Spring Growth Scavenger hunts.
· Participants will reflect on and record what strategies contributed to significant learning growth in students. They will also note areas for improvement and list strategies and resources they may need to gather in order to continue growing in their abilities to collaborate and meet the needs of all students. / Inside:
Outside: 2
11/09 to 05/10 / Participants will read one of the following books and write reflections that reveal their new learning as well as how they will implement the learning in their classrooms. Teachers will also reflect on the results of their implementations:
1. Goal Setting for Students by John Bishop
2. Motivating Students Who Don’t Care by Allen Mendler
and/or
3. Fulfilling the Promise of the Differentiated Classroom by Carol Ann Tomlinson / Inside:
Outside: 5
Revised April, 2009
Total Acquisition Hours
Revised April, 2009
Hours INSIDE the contract day: 0
Hours OUTSIDE the contract day: 11
Classroom Implementation Activities
The impact of the newly acquired learning of TLC participants on student learning is critical to this section
Development/Implementation Description:
Part 1: Describe how this TLC will be developed and implemented in the classroom.
· Participants will use data from the MAP for Primary Grade Assessment as well as the corollary Skills Checklist Assessments and Screening Assessments (All part of the MAP for Primary Grade Assessment package from NWEA for K-1) as formative data to guide instructional decisions for their classes and individual students.· Participants will develop strategies for using the Skills Checklists and keep records to determine the most successful practices for using this portion of the assessments
· Participants will develop plans to set classroom goals with their students, implement strategies and learning opportunities to increase student growth in those goal areas, monitor progress together, and celebrate successes.
· Participants will analyze progress based on winter scores and determine a new set of goals or strategies to use with students from Winter to Spring. If students aren’t on track to make optimal growth targets, they will collaborate with other teachers to develop additional strategies or to use strategies that have proven successful for other students with the same needs.
· In the spring, participants will analyze the fall to spring growth for their class and individual students to determine what strategies worked and where we may need to improve our work or add resources to meet unique needs or supplement the classroom materials we currently use.
· Teachers that participated last year will have a choice to reread the texts from the 101 class and implement new learnings that meet the needs of the students in their classes this year. If they feel they are already successfully implementing all they learned from those two resources, they may choose to read the new text by Carol Ann Tomlinson and will create an implementation plan that improves differentiated instruction in their classroom
Part 2: Complete the chart to show what the evidence of development/implementation will be.
DATE / TIME/LOCATION / PLANNED OR EXPECTED EVIDENCE OFDEVELOPMENT/IMPLEMENTATION
Assignment / Portfolio Evidence / HOURS
Fall to Spring
09-10 / Outside of School, In their Classrooms, In Team Meetings / Teachers will implement the plans outlined in their reflections from our first class session to set class goals and student goals for students that are outliers. Samples of these goals will be submitted and shared with peers in class in March. / Inside: 5
Outside: 3
Fall to Spring
09-10 / Outside of School, In their Classrooms, In Team Meetings / Participants will submit samples of how they used the data and information from the Analyzing Fall to Winter Growth Report about class and student growth to develop targeted lessons or resources to address the revealed needs. (differentiation) Teachers will submit their analysis of the reports from the Skills Checklists to guide instruction and/or inform students of progress between MAP goal testing periods. / Inside: 5
Outside: 3
Fall to Spring
09-10 / Outside of School, In their Classrooms, In Team Meetings / Teachers will analyze fall to spring growth and record growth patterns to identify best practices and revisions that could improve instruction and student learning. Special attention will be given to the role of the Skills Checklist Assessments in our work with k-1 students. Teachers will work together to answer the question about how the MAP assessments relate to assessments in the Literacy Assessment Guide.
Evidence of Acquisition:
· Participants will submit completed copies of their Analyzing Fall to Spring Growth Scavenger hunts.
· Participants will reflect on and record what strategies contributed to significant learning growth in students. They will also note areas for improvement and list strategies and resources they may need to gather in order to continue growing in their abilities to collaborate and meet the needs of all students. / Inside: 2
Outside: 3
Fall to Spring
09-10 / Outside of School, In their Classrooms, In Team Meetings / Participants will submit samples of strategies they used with students based on their learning in the text they chose to read. Teachers will also submit reflections analyzing the results of their implementations. The texts from which they can choose are:
1. Goal Setting for Students by John Bishop
2. Motivating Students Who Don’t Care by Allen Mendler
and/or
3. Fulfilling the Promise of the Differentiated Classroom by Carol Ann Tomlinson / Inside: 4
Outside: 3
Total Implementation Hours
Hours INSIDE the contract day: 16
Hours OUTSIDE the contract day: 12
Reflection Activities
State how participant(s) will reflect on their new learning, including the timeline and/or hours anticipated:
DATE/HOURS / EVIDENCESummary Reflection (required):
A one page summary detailing the impact on the participant(s) learning and the learning of their students
Other reflections as written in the TLC
Hours OUTSIDE the contract day: 3
INSIDE Hrs / OUTSIDE HrsAcquisition of Learning / 11
Class. Implementation / 16 / 12
Reflect Activities / 3
TOTAL / 16 / 26
40 hours needed for 10 points, 80 hours for 20 points
· over half of all hours in the TLC must be outside hours
· less than half of all hours in the TLC must be inside hours
REQUIRED· Complete online survey (sent by facilitator)
· Turn in to facilitator or advisor your completed portfolio by (date) for evaluation
· Final summary – form is located on website (www.staffdev.powayusd.com)
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 and 100% of district-wide proposals, up to $500. TLC funds cannot be used for food/snack items, guest speakers, or conference costs.
EXPLANATION OF COSTS:
· Books (Include Title, Author, Quantity needed):
Motivating Students Who Don’t Care: $9.95 (may need 10 = $100)
Goal Setting for Students (have enough copies already?) $11.00
Fulfilling the Promise of the Differentiated Classroom $18.68 ($220.00)
· PUBS: handouts
· Other: notebooks, tabs? $35.00
If you are the facilitator, will you need “facilitator hourly”?
No Yes If so, for whom? ______
Facilitation hours will be kept on a timesheet by the facilitator. This timesheet will be processed at the conclusion of the TLC, and must be given to the PDAB grade level rep for signing within three (3) weeks of the TLC completion date. 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.