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Unified Education Strategy Grant Program. UES Participants Anderson Valley Unified School District Belmont-Redwood Shores School District Beverly Hills.

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Presentation on theme: "Unified Education Strategy Grant Program. UES Participants Anderson Valley Unified School District Belmont-Redwood Shores School District Beverly Hills."— Presentation transcript:

1 Unified Education Strategy Grant Program

2 UES Participants Anderson Valley Unified School District Belmont-Redwood Shores School District Beverly Hills Unified School District Chico Unified School District Emery Unified School District Etna Union Elementary School District Hawthorne Unified School District Los Angeles Unified School District Mariposa County Unified School District Mare Island Technology Academy Pacific Unified School District Petaluma City School District San Carlos School District

3 Geographical Distribution

4 Overview of UES Program Phase One design 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.

5 Overview of UES Program Phase Two receive 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.

6 UES Workshop

7 Principal Objectives Curriculum Alignment –Grade-level specific content standards –Standards-based learning objectives to provide the foundation for the Campus Needs Assessment Campus Needs Assessment –sequence of instruction; –links to adopted instructional materials; –Campus waste audit; and, –key understandings of site-based waste stream and resource conservation.

8 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

9 Campus Needs Assessment

10 Campus Needs Assessment — team’s overall instructional plan The 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

11 MIT Academy Working Draft Campus Needs Assessment

12 English/Language Arts Connections 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.

13 History/Social Studies Connections Set 7.6 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.

14 History/Social Studies Connections Set L.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

15 Lesson Planning Lesson 3 Standards-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.

16 Lesson Planning Adopted Instructional Materials and Other Resources: “The Medieval Plague/Black Death ( )” “Rats! The Role of Garbage in the Spread of the Bubonic Plague in Medieval Europe”

17 Lesson Planning Summary Description: Students will read the article “The Medieval Plague/Black Death ( )” 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.

18 Lesson Planning Responsible individual(s): English Language Arts Teachers Timeline: During Medieval/Renaissance Unit

19 Summary Timetable

20 2003 Grants to UES school districts (May) UES Workshop for grantees (July and September) UES teams develop and implement Campus Needs Assessments 2004 UES 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 2005 UES teams continue program implementation UES teams gather program evaluation data UES teams produce final reports

21 Unified Education Strategy Grant Program


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