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: Assessment and Grading Policies for Student Success
TLC points requested: 20
(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:
August 19, 2009
Proposal Description (2-3 sentences for promoting to prospective participants):
Teachers will read about and discuss effective grading and assessment practices and incorporate concepts learned into their classroom policies and curriculum. Discussions will take place primarily through discussion boards.
Proposal Category(ies): (double-click in box for all that apply)
Advanced PlacementxAssessment
AVID
Business
xClassroom Management and Professional Skills
Consumer & Family
Curriculum Mapping
Curriculum Development / xDifferentiation
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: Poway High School Teachers
This proposal is limited to a maximum of __150___ participants.
TLC Implementation Start Date: _9_/1__/_2009_ TLC Implementation End Date: _7_/_1_/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): TeriAnne Libby
Work Location: Poway High School Phone: 748-0245 x5228
Email:
PDAB Representative: TeriAnne LibbyJ
District Goals to be Addressed: PreK-12 Literacy (support for PreK-12 reading, writing, or mathematics)
x Proficiency for all students across all grade levels and content areas, as measured by standardized state measures (CAHSEE, CST)
x Increased access to rigorous curriculum
Intended Learning Outcomes for the participant:
To answer the following questions:
· What should a grade reflect?
· What is the impact of zeros in a grade book?
· How can formative assessment guide curriculum?
· What do you do when students do not master a concept assessed?
· How much should homework matter?
· How can you differentiate assessments through choice and tiering?
· What are options for setting up a grading system that focuses on learning?
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
Participants will read articles and book excerpts about grading and assessment and participate in discussions with colleagues to hear about their perspectives and practices on the topics.
Articles will include the following:
“Learning to Love Assessment” by Carol Ann Tomlinson (Educational Leadership)
“How Many Points is this Worth” by Craig Huhn (Educational Leadership)
“Effective Grading Practices” by Douglas B. Reeves (Educational Leadership)
“Seven Practices for Effective Learning” by Jay McTighe and Ken O’Connor (Educational Leadership)
“The Case Against Zero” by Douglas B Reeves (Phi Delta Kappan)
“Seven Reasons for Standards-Based Grading” Patricia L. Scriffiny (Educational Leadership)
Selected chapters from Fair Isn’t Always Equal: Assessing and Grading in the Differentiated Classroom by Rick Wormeli.
Selected chapters from Differentiating in the Regular Classroom by Diane Heacox
Part 2: Complete the chart to show what the evidence of acquisition will be.
Revised April, 2009
DATE / TIME/LOCATION / PLANNED OR EXPECTED EVIDENCE OF ACQUISITIONAssignment / Portfolio Evidence / HOURS
Sept. / Discussion board
(Initial post +at least one response) / Read and participate in the discussion board for this month’s topic: What should a grade reflect? / Inside:
Outside:2
October / Discussion board
(Initial post +at least one response) / Read and participate in the discussion board for this month’s topic: How can formative assessment guide curriculum? / Inside:
Outside:2
November / Discussion board
(Initial post +at least one response) / Read and participate in the discussion board for this month’s topic: What do you do when students do not master a concept assessed? / Inside:
Outside:2
December/ January / Discussion board
(Initial post +at least one response) / Read and participate in the discussion board for this month’s topic: What is the impact of zeros in a grade book? / Inside:
Outside:2
February / Discussion board
(Initial post +at least one response) / Read and participate in the discussion board for this month’s topic: How can we use formative assessments in second semester? / Inside:
Outside:2
March / Discussion board
(Initial post +at least one response) / Read and participate in the discussion board for this month’s topic: How much should homework matter in a grade? / Inside:
Outside:2
April / Discussion board
(Initial post +at least one response) / Read and participate in the discussion board for this month’s topic: How can you differentiate assessments through choice and tiering? / Inside:
Outside:2
May / Discussion board
(Initial post +at least one response) / Read and participate in the discussion board for this month’s topic: What are options for setting up a grading system that focuses on learning? / Inside:
Outside:2
Total Acquisition Hours
Revised April, 2009
Hours OUTSIDE the contract day: _16___
Hours INSIDE the contract day: ____
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 develop, preferably with their curricular team, grading policies, assessments, and differentiated lessons that reflect their learning gained from the readings and discussions with colleagues.
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
Sept. / Curricular Team time/ Independent / Common course syllabus with late work and category weights / Inside:2
Outside:
October / Curricular Team time/ Independent / Formative assessment and implementation in October / Inside:2
Outside:1
November / Curricular Team time/ Independent / Differentiated lesson to address student needs based on formative assessment / Inside:1
Outside:2
December/ January / Curricular Team time/ Independent / Grade book audit: How closely does your grade book match your syllabus? / Inside:
Outside:1
February / Curricular Team time/ Independent / Formative assessment related to team-selected CST area, to be used in March / Inside:2
Outside:1
March / Curricular Team time/ Independent / Differentiated lesson to address student needs from formative assessment / Inside:2
Outside:1
April / Curricular Team time/ Independent / Assessment using either “choice” or “tiering” / Inside:2
Outside:1
May / Curricular Team time/ Independent / Grade book experiment: set up your grade book a different way, using one of the models looked at. / Inside:
Outside:1
Total Implementation Hours
Hours OUTSIDE the contract day: __8__
Hours INSIDE the contract day: __11__
Reflection Activities
State how participant(s) will reflect on their new learning, including the timeline and/or hours anticipated:
DATE/HOURS / EVIDENCEJune 2010 / Summary Reflection (required):
A one page summary detailing the impact on the participant(s) learning and the learning of their students
Sept- May / Sharing of work completed and reflection on how it went, posted to the discussion board (8 entries, 30 min each)
Hours OUTSIDE the contract day: ___5__
OUTSIDE Hrs / INSIDE HrsAcquisition of Learning / 16
Class. Implementation / 8 / 11
Reflect Activities / 5
TOTAL / 29 / 11
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):
· PUBS:
· Other:
If you are the facilitator, will you need “facilitator hourly”?
No x 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.
If you wish to receive points as a facilitator, in lieu of hourly compensation, you must write a separate facilitator proposal using the facilitator form.
I ______understand and agree to the requirements of the ______TLC. Further, I understand that if materials are provided to me, and I drop my enrollment prior to completion of the TLC, I will either return the materials in an unused condition or reimburse the District for the materials.
______Participant
Date:
______Facilitator
Date:
This is to verify all requirements for this TLC have been met.
Signatures:
______Participant
Date:
______Facilitator
Date:
Revised April, 2009