Artifact 12 A PowerPoint on Understanding by Design.

1. 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.

2. Understanding by Design An Elementary Curriculum Bo Arthur, Adrienne McElroy, Carole Robbins, Lauren Shamus

3. Philosophy and Aims of the School • Through the implementation of the new science curriculum student learning will be maximized

4. 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

5. 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

6. 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

7. 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

8. Review of Best Practice • Classroom Instruction that Works by: Robert Marzano, Debra Pickering, and Jane Pollock • Identify similarities and differences • Summarize and note take • Reinforce effort and provide recognition • Provide opportunities for practice through homework • Nonlinguistic representation • Cooperative Learning • Setting objectives and providing feedback • Generating and testing hypotheses • Cues, questions, and advance organizers

9. Social Forces • Constant change of social forces demands curricular change • Implementation of new high-stakes tests requires immediate change

10. 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

11. Human Development Theory • Intellectual development and achievement • Emotional growth and development • Cultural and social development • Child-centered approach

12. Review of Test Data • Good Elementary’s test scores in year one were deemed unsatisfactory • Only 30% of all students were proficient

13. Projected Budget Total Budget: $10,570

14. 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

15. 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

16. 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

17. 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

18. Product • Determine if first year objective has been met • Decide on whether modifications need to be made for year two implementation

19. UBD Examples • Enduring understandings • Essential questions