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Seattle RTTT P1 Rnd 2 LOI

Seattle RTTT P1 Rnd 2 LOI

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Published by Julian A.
Seattle RTTT P1 Rnd 2 LOI
Seattle RTTT P1 Rnd 2 LOI

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Published by: Julian A. on Jun 16, 2014
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Race to the Top- Project 1 RFP Round 2 Letter of Intent (LOI)Race to the Top- Project 1 RFP Round 2 Letter of Intent (LOI)
Response ID:40 Data
1. Introduction1. Introduction
 
(Strongly Recommended)
 
As an initial screening option, districts may individuallyor collaboratively submit letters of intent (LOIs). This will allow grantapplicants the opportunity to first submit project proposals for feedback andpossible revision, prior to writing their full proposals. Submitting an LOIis strongly recommended; districts may apply for P1 funds withoutsubmitting a letter of intent. All applicants who submit an LOI will receivefeedback regarding overall fit with the direction of the Investment Fund aswell as potential areas of weakness in the proposed project. Letters of Intent to apply must be completed and submitted no later than5PM on March 21, 2014. Feedback will be offered by March 27
th
, 2013. Feedback will be provided to all individuals listed as contacts on the LOIs. LOIs will be posted on the RTT website.To access a PDF version of this Letter of Intent form, please click thefollowing link: RTTLOI.pdf 
2. RTT Project 1 RFP Letter of Intent to Apply2. RTT Project 1 RFP Letter of Intent to Apply
1. Please select the district(s) that are submitting this letter of intent.
Seattle Public Schools
2. Please list any involved partners.
 There are four organizations that are partners and close collaborators in the Seattle Teacher Residency (STR).
 
• Seattle Public Schools (SPS)• University of Washington College of Education (UW)• The Seattle Education Association (SEA)• The Alliance for Education
3. Please use the table below to fill out contact information for your district(s) including full namesof contact person/people, title(s), email(s), telephone number(s), and name of lead applicant(s).
 FullNameDistrictTitleEmail TelephoneNumberLeadApplicantCloverCoddSeattle PublicSchoolsExecutive DirectorStrategic Planningclcodd@seattleschools.org(206)478-9948ContactPerson 1Mark TaylorSeattle (Alliancefor Education)Grants Director,Alliance forEducationmark@alliance4ed.org(206) 205-0342ContactPerson 2KevinCorriganSeattle PublicSchoolsGrants Director, SPSkgcorrigan@seattleschools.org(206) 252-0222ContactPerson 3MarisaBierSeattle (Alliancefor Education)STR Director,Alliance forEducationmarisa@alliance4ed.org(206) 205-0338ContactPerson 4SaraMorrisSeattle (Alliancefor Education)CEO, Alliance forEducationsara@alliance4ed.org(206) 205-0330ContactPerson 5 ContactPerson 6 ContactPerson 7 
3. Summary of Proposal3. Summary of Proposal
4.
The application will be for a:
Continuing Project of a Round 1 Project ending in 2014
5. Summary of Proposal5. Summary of Proposal
5.
Please describe any changes or course corrections made from Round 1Project.
 The first year of implementation of the STR has informed many changes. Here is a summary of two inparticular: the introduction of Studio Days and improvements in the STR resident admissions and selectionprocess. (This answer is limited to a summary of changes made in this year's program; a description of our2014-15 enhancement and expansion plans is included in our answer to number 9, below.)STUDIO DAYSSTR determined early in the school year that the program needed to intensify its focus on: (1) the languageneeds of English Language Learners (ELL); and (2) coaching in Math instruction. Responding to the need, theSTR Math Methods instructor and ELL Instructor (faculty members at the UW College of Education) co-created a
 
model called Studio Days and launched it this winter. Studio Days integrate EL instructional strategies andconsiderations into rigorous math instruction.Residents have already learned and rehearsed general differentiated instructional practices for ELL students,as well as appropriate practices for high quality math instruction. The ELL/Math Studio Days are designed toallow Residents to integrate these two areas, so that they can more effectively support ELL student learning inactual practice with the Seattle students in their classrooms. ELL/Math Studio Days also facilitate connectionswith non-mentor teachers in the schools where the Studio Day is taking place.WHAT A STUDIO DAY LOOKS LIKEAt a Studio Day, a team of Residents who teach the same grade level spends a structured day planning andthen delivering math instruction with an ELL focus. Each day focuses on instruction for one grade level span(e.g. K/1, 4/5). During the first part of the day, the group works with the UW/STR Math and ELL instructors developing a mathlesson with ELL instructional strategies, consistent with the strengths and needs of ELL students. A Residentthen delivers the lesson in their classroom, paying special attention to ELL students. The UW/STR instructorsare in the classroom supervising and providing guidance, support and intervention where needed. The mentor-teacher, other Residents and some of the other teachers in that school observe. After the lesson is presentedto the entire class, students are directed to break into small learning groups where other Residents reinforcethe learning.  The lesson is video-recorded and the other Residents take manual or audio notes to further document whatstudents are saying and doing. This provides important data to reflect on during debriefing. After the lesson, the group returns to a meeting place to debrief and make revisions. A plan is made for re-teaching the revised lesson to a new group of students in a different classroom (and perhaps another partnerschool) in the afternoon. This re-teaching is again followed by debriefing where the group discusses howeffectively the revisions made to the lesson supported the learning of ELL students in the classroom.BENEFITS The Studio Days provide STR/UW instructors the ability to more closely monitor and support Resident learningwhile Residents practice teaching Math to ELL students. Real-time coaching provides opportunities forcorrection during instruction. Substantial debriefing allows for modifications to instruction prior to re-teachingthe task in another classroom. Residents are able to discuss unexpected linguistic challenges with evidencefrom their observations and develop more effective ways to structure timing and participation. ThroughELL/Math Studio Days: • Residents develop assessment skills to inform instructional decisions;• Observers see the impact of lesson changes on learning by ELL students;• Peers engage in collegial conversations around instruction and student learning; and• The program leverages its impact on the rest of the school by providing learning opportunities for Mentorand non-Mentor teachers alike. STR plans to expand Studio Days to more classrooms and more RTTT high-needs schools next year.REFINEMENT OF THE ADMISSIONS AND SELECTION PROCESS

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