Artifact 12 A PowerPoint on Understanding by Design. This artifact was developed during my graduate class School Curriculum: Elementary EDE 6205 Fall 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 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

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 Budget K-23-5CRT Teacher Pay $3780 $630 Materials$300 $100 Facilitators$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 understandings  Essential questions